ncert.nic.in · It is my privilege to present this in-depth and insightful Annual Report, 2015–16 of the National Council of Educational Research and Training (NCERT). Through this

N C E R TAnnual Report 2015 –16

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N C E R TAnnual Report 2015 –16

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February 2017Magha 1938PD 1T BS

© National Council of Educational Research and Training, 2017

Published at the Publication Division, by the Secretary, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi 110 016 and printed at Chandra Prabhu Offset Printing Works (P) Ltd., C-40, Sector-8, Noida 201 301 (UP).

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It is my privilege to present this in-depth and insightful Annual Report, 2015 –16 of the National Council of Educational Research and Training (NCERT). Through this Annual Report, we would like to provide our patrons and beneficiaries glimpses of how NCERT is reinventing itself by addressing the pertinent issues and progressing with its efforts towards providing quality education for building up a futuristic India.

The mission of the Council, since its inception in 1961, has been to create a common programme of school education that is universally accessible and affordable and reflects the pluralistic character of India. To this end, we have worked relentlessly to advocate policy changes, facilitate and conduct research in priority areas of school education, enhance support mechanisms to reach out to the States/UTs, develop curricular materials, nurture the intellectual potential of our children, organise capacity building programmes, exhibitions, seminars, consultations, etc., thereby strengthening support structures for providing quality education in a socially inclusive environment.

NCERT plays its key role of providing policy advice to the Government on the basis of the insights gleaned through the research studies carried out and plays a pivotal role in forming policies. The Council implements some of the important schemes entrusted to it like SSA, RMSA, NTSS, EOSE, NSQF, NPEP and AEP and is also involved in the Introduction of Yoga in Schools. NCERT is thriving under the expanded responsibilities, being designated as an academic authority for implementation of the RTE Act, 2009. Our publications during 2015 –16 were wide-ranging inclusive of textbooks, training packages, handbooks, supplementary readers, survey reports, trilingual dictionaries, audio-visual materials etc. NCERT also brought out books on Param Vir Chakra Awardees and Contemporaries of Swami Vivekananda which, I am sure will inspire our young readers. Our educational journals, Indian Educational Review (IER), Journal of Indian Education (JIE), Bhartiya Adhunik Shiksha (BAS) and Indian Journal on Vocational Education, strive to publish quality research papers of the best educational researchers from the country and abroad and continue to find favour with a wide spectrum of readers.

I thank the MHRD and other collaborators for the unstinted support and guidance we have received that have helped us in moving ahead with our mission. I deeply appreciate the dedication and hard work of all my colleagues across the country in reinforcing the education system in the country. My sincere appreciation to the faculty of PMD, Professor A. D. Tewari, Professor M. Siraj Anwar, Dr. Ashita Raveendran and Dr. P. D. Subhash for their vital contributions in bringing together the Councils achievements and landmarks for the year in this annual report.

NCERT has taken enormous strides during the year 2015 –16 and we look forward to the Council emerging as an Institution of National Importance (INI) in the arena of school and teacher education. I invite you to explore the accomplishments and milestones of NCERT, even as we move ahead re-dedicating our energies to newer horizons keeping our mission and goals in mind. This will, facilitate valuable communication, stimulate debate, build new partnerships, and strengthen action with a wider academic community, policy makers, educators and practitioners in the field.

Hrushikesh SenapatyDirector

New Delhi National Council of EducationalDecember 2016 Research and Training

Foreword

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vi

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Abbreviations

AEP Adolescent Education ProgrammeAIIMS All India Institute of Medical and ScienceAIL Art Integrated LearningAISES All India School Education SurveyAKS Academy of Korean StudiesAMPRI Advance Material and Processes Research Institute APEID Asia-Pacific Programme of Educational Innovation for DevelopmentARC Adolescence Resource CentreARSH Adolescent Reproductive and Sexual HealthAWP Annual Work PlanB.A.Ed. Bachelor of Arts and EducationB.Ed. Bachelor of EducationB.Sc. B.Ed. Bachelor of Science and Bachelor of EducationB.Sc. Ed. Bachelor of Science EducationBAS Bhartiya Adhunik ShikshaBRC Block Resource Centre BTE Behind The Ear CBSE Central Board of Secondary Education CCE Continuous and Comprehensive EvaluationCCRT Center for Cultural Resources and Training CCSL Certificate Course on School LibrarianshipCIET Central Institute of Educational Technology Co-ETG Centre of Excellence in Tactile Graphics CoL Commonwealth of LearningCPLA Certificate Programme on Learner AssessmentCRC Cluster Resource Centre CTE College of Teacher EducationCTES Certificate Programme for Teaching of Elementary School ScienceCWA Children With AutismCWSN Children With Special NeedsDCGC Diploma Course in Guidance and CounsellingDEAA Department of Education in Arts and Aesthetics DEE Department of Elementary EducationDEGSN Department of Education of Groups with Special NeedsDEL Department of Education in LanguagesDEME Department of Educational Measurement and EvaluationDESDP Department of Educational Survey and Data Processing DESM Department of Education in Science and Mathematics

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DESS Department of Education in Social SciencesDGS Department of Gender StudiesDIET District Institute of Education and Training DMS Demonstration Multipurpose SchoolDTE Department of Teacher EducationECCE Early Childhood Care and EducationEDUSAT Educational SatelliteELP Early Literacy ProgrammeERIC Educational Research and Innovation Committee ESD Educational Survey DivisionESMP Early School Mathematics ProgrammeEVS Environmental StudiesFAQ Frequently Asked QuestionFOSS Free and Open Source SoftwareGIS Geographical Information SystemHEFS Human Ecology and Family SciencesHRD Human Resource DevelopmentIASE Institute of Advanced Studies in EducationICDS Integrated Child Development Scheme ICT Information and Communication Technology IEDC Integrated Education for Disabled ChildrenIGCAR Indira Gandhi Centre for Atomic Research IIEST Indian Institute of Engineering Science and Technology IIRO Indian Institute of Research OrganisationIIT Indian Institute of TechnologyIMC Instructional Material CentreINDEM Inter Demonstration School GamesIRD International Relations DivisionITPD In-service Teacher Professional Development JEPER Journal of Educational Policy and Entrepreneurial Research JIE Journal of Indian EducationJNNSMEE Jawaharlal Nehru National Science, Mathematics and Environment

Exhibition for ChildrenJNV Jawahar Navodaya VidyalayaKGBV Kasturba Gandhi Balika VidyalayaKRP Key Resource PersonKVS Kendriya Vidyalaya SangathanLDD Library and Documentation DivisionLMS Learner Management SystemM.Ed. Master of EducationMDS Maharshi Dayanand Saraswati University

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MHRD Ministry of Human Resource DevelopmentMOOC Massive Open Online CourseNCERT National Council of Education Research and Training NCF National Curriculum FrameworkNCFTE National Curriculum Framework for Teacher EducationNCSTC National Council for Science and Technology CommunicationNCTE National Council for Teacher EducationNDU National Documentation UnitNEHU North-Eastern Hill UniversityNER North-East RegionNE-RIE North-East Regional Institute of EducationNESAC North-Eastern Space Application CentreNGO Non-Governmental OrganisationNIE National Institute of EducationNIOS National Institute of Open SchoolingNLEPT National Library of Education and Psychological TestsNPEP National Population Education ProjectNRCVE National Resource Centre for Value EducationNRG National Resource GroupNROER National Repository of Open Educational ResourcesNSDC National Skill Development AgencyNSQF National Skills Qualifications FrameworkNTS National Talent SearchNTSE National Talent Search ExaminationNVS Navodaya Vidyalaya SamitiNYF National Youth FestivalPAC Programme Advisory CommitteePFMC Project Finance and Monitoring CommitteePGDGC Post Graduate Diploma in Guidance and CounsellingPGT Post Graduate TeacherPh.D. Doctor of PhilosophyPINDICS Performance IndicatorsPMD Planning and Monitoring DivisionPSQ Personal Social QualitiesPSSCIVE Pandit Sunderlal Sharma Central Institute of Vocational EducationPVC Param Vir ChakraQAT Quality Assessment ToolsQMT Quality Monitoring ToolsRAA Rashtriya Avishkar AbhiyanRASCI Retailers Association Skill Council of IndiaRCM Roman Catholic Mission

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RIE Regional Institute of EducationRIMSE Ramakrishna Institute of Moral and Spiritual EducationRMSA Rashtriya Madhyamik Shiksha AbhiyanRSACS Remote Sensing Application CentresSC Scheduled CastesSCC State Coordination CommitteeSCERT State Council of Educational Research and Training SIE State Institute of EducationSLSMEE State Level Science, Mathematics and Environment ExhibitionsSMC School Management CommitteeSPMC Screening-cum-Progress Monitoring CommitteeSRG State Resource GroupSSA Sarva Shiksha AbhiyanSSPP Secondary School Preparedness PackageST Scheduled TribesSWAYAM Study Webs of Active-learning for Young Aspiring MindsSWLP Students with Learning ProblemsTISS Tata Institute of Social SciencesTLM Teaching Learning MaterialTSG Technical Support GroupUEE Universalisation of Elementary EducationUGC University Grants CommissionUNDP United Nations Development ProgrammeUNESCO United Nations Educational, Scientific and Cultural OrganisationUNEVOC UNESCO International Project on Technical and Vocational EducationUNFPA United Nations Population FundUNICEF United Nations Children’s FundUT Union Territory VET Vocational Education and Training WWC Working With Community

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Foreword v

Abbreviations vii

1. Overview 1

2. Major Publications 42

3. Development Activities 51

4. Research Studies 72

5. Capacity Building Programmes 87

6. Extension Activities 119

7. Major Schemes of MHRD Co-ordinated by NCERT 148

8. Visitors to NCERT and Foreign Visits by NCERT Faculty 158

9. Appendices 162-259 I Publications/Presentations by NCERT Faculty 163

II Ph.D. Degrees Awarded during the Year under the Supervision 186 of NCERT Faculty

III Awards and Fellowships 190

IV Details of NCERT Committees, as Mentioned in MOA for the Year 2015 – 16 193

V NCERT’s Consolidated Sanctioned Strength of Posts as 231 on 31 March 2016 and Reservation Position

VI Receipts and Payments Account for the year ended 232 31.03.2016

VII Publications Released during the Year 2015 –16 240

VIII Publication Division and its Regional 249 Production-cum-Distribution Centres

IX NCERT Constituents and Faculty 250

Contents

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‘� P s t es es .’

— Rabindranath Tagore

^gekjs lkeus fofHkUurkvks a dks [kRe djus dh pqukSrh ugha gS cfYd muds lkFk jgrs gq, ,d jgus dh gSA*

— johUnzukFk VSxksj

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16The National Council of Educational Research and Training (NCERT) was registered as a society under the Registration of Societies Act (Act XXI of 1860) on June 6, 1961 and the establishment of the Council was announced by the Ministry of Education, Government of India in its resolution of July 27, 1961. It formally began its work on September 1, 1961. The Council was set up by the government to assist and advise the Central and State Governments on policies and programmes for qualitative improvement in school education. The major objectives of NCERT are to:� undertake, promote and coordinate research in areas related to school

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

journals and develop educational kits, multimedia digital materials, etc.� organise pre-service and in-service training of teachers;� develop and disseminate innovative educational techniques and practices;� collaborate and network with state educational departments, universities,

NGOs and other educational institutions;� act as a clearing house for ideas and information in matters related to

school education; and� act as a nodal agency for achieving the goals of Universalisation of

Elementary Education.The Council came into existence by merging seven institutions established

in the initial decade after independence, namely, Central Institute of Education (1947), the Central Bureau of Textbook Research (1954), the Central Bureau of Educational and Vocational Guidance (1954), Directorate of Extension Programme for Secondary Education (1958), [initially established as the All India Council for Secondary Education in 1955], the National Institute of Basic Education (1956), the National Fundamental at Education Central (1956), and the National Institute of Audio-visual Education (1959). The amalgamation of these institutions indicated a need to develop a holistic view of education in the country. Over the years, the structure and functions of the NCERT has been modified to cater to the changing educational needs of the country. Now it flourishes with institutions located at different parts of the country viz., National Institute of Education (NIE) at New Delhi consisting of seventeen departments, divisions and cells; five Regional Institutes of Education (RIE) located at Ajmer, Bhopal, Bhubaneswar, Mysore, and NERIE, Umiam (Shillong); and two central institutes, viz., Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE) at Bhopal and Central Institute of Educational Technology (CIET) at New Delhi.

1. Overview

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2 Annual Report 2015–16

NCER

TNCERT as an apex national body launched a process of rethinking

education, national in character and at the same time facilitating and encouraging the expression of the varied culture across the country. To many a layman, NCERT is synonymous with publication of textbooks. Indeed NCERT has produced generations of textbooks for school children on science, social sciences and languages, latest being the textbooks based on the National Curriculum Framework, 2005. Yet, true to its name, NCERT works on the entire gamut of school education be it conducting research in school education, conducting innovative pre-service and in-service teacher training programmes or synergising the state level education organisations like SCERTs, DIETs, etc in every possible way.

The Council 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, 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. Towards the implementation of the National System of Education i.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. Evaluation of students’ learning outcomes and curriculum development for teacher education has been yet another important area of activity.

NCERT is dedicated to the cause of teacher education in the country. In order to prepare teachers, the Council runs pre-service teacher education courses such as four-year BSc.B.Ed, BA.B.Ed, and two-year B.Ed courses in its Regional Institutes of Education. It also runs a one-year P.G. Diploma Course in Guidance and Counselling at NIE. Short modules in-service teacher training programmes are also organised to acquaint teachers with the latest developments in their respective fields. In order to encourage excellence amongst teachers, National Awards for Teacher Education, National Awards for Innovations in School Education, National Awards for Promotion of Vocational education are endowed to teachers for their contributions towards innovations and experiments. NCERT provides a platform for encouraging excellence and innovation in children. It has worked for popularisation of science education, social science education, population education, environmental education, non-formal education, education of disadvantaged and marginalised groups, etc through exhibitions, competitions and a host of other activities. NCERT conducts the prestigious National Talent Search Examination (NTSE) in which 1000 meritorious children are provided with scholarships every year for pursuing courses in sciences and social sciences up to doctoral level and in professional courses like medicine and engineering up to second-degree level. To make learning joyful, NCERT has produced several supplementary and non textual materials both for teachers and students in print and in electronic form. NCERT has also developed equipment and kits for experiments in science and mathematics.

In order to establish meaningful linkages and partnerships with the States, NCERT has provided academic inputs in several central sector projects/schemes such as Vocationalisation of Secondary Education, Non-formal

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Education Programmes for children of 6 -14 years age group, Educational 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, Pre-service and In-service teacher education programmes, etc.

Over the years, Council has undertaken significant projects funded by international agencies which provided the basic data for the formulation of policies, plans and programmes of education. Some of them are: International Association for the Evaluation of Educational Achievement (IEA) 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), 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, etc.

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 and Graphic Design; and translation of textbooks and supplementary reading materials into Urdu; Early Literacy Programme and Early School Mathematics Programme to enhance literacy and numeracy in early Grades (I and II); implementation of National Population Education Project (NPEP) and Adolescence Education Programme (AEP), addressing the need of States/UTs for support material for In-service Teacher Professional Development (ITPD) programmes in the area of secondary education, etc.

Current ConCerns Digitising EducationRecognising the potential of technology in teaching-learning, the Council involves in the development of various innovative curricular materials. For ensuring easy access to the students e-textbooks have been developed. The

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NCER

TCouncil is involved in the development of various audio-video programmes and interactive multimedia programmes to support the enhancement of teaching and learning. With a view to reach out to the masses, the Council is involved in developing of e-content material and introducing online courses. The Council endeavours to bring together all digital and digitisable resource for the students in all subjects and all languages through NROER.New Education PolicyNCERT as a think tank and the advisory body to the government in matters concerning school education has initiated the process of bringing together the stakeholders of school education in the consultation process of new education policy to ensure that an inclusive, participatory and holistic approach is undertaken. The Council has been directed to undertake national level consultation/deliberation in a structured manner covering all the States and UTs. Consultative meetings for identification of inputs for preparation of New Education Policy-2015 were conducted by NCERT in different parts of country. The feedback from the meetings were used for framing of new education policy.Environmental OrientationWith a view to take up educational programmes that match with the local environmental situation and concerns, NCERT intends to hold awareness programmes, capacity building programmes and also conduct research activities under the scheme Environmental Orientation to School Education. National Skill Quality FrameworkNCERT is involved in the development of competency based curriculum for vocational courses in tune with the National Skills Qualification Framework (NSQF) that aims to enable a person to acquire desired competency levels, transit to the job market and, at an opportune time, return for acquiring additional skills to further upgrade their competencies. The Council developed workbooks for Classes IX and X for paddy farmer, sugarcane cultivator and dairy worker and also conducted training programmes on Implementation on NSQF.Addressing Gender ConcernsNCERT looks into the issues, concerns and problems related to education of girls and women and works for promoting women’s equality and empowerment. The Council with the objective of providing education to girls and ensuring their full enrolment develops bridge courses for girls entering into school education at age appropriate classes and also imparts training on gender issues in education.Inclusive System of Education for AllNCERT deals with issues and problems related to education of scheduled castes/scheduled tribes, minorities, disabled and other groups with special needs. Related research, development, training and networking with organisations involved in similar activities are also being carried out by the Council. The Council analyses and facilitates good inclusive practices at grass root level and works for capacity building of organisations and functionaries. Adequate steps need be taken for education of every category of disabled person as an integral part of education system and combat for eliminating discriminatory attitudes of students and teachers and creating a community that is receptive towards inclusive education. In order to strengthen inclusive education the Council

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developed tactile map books, exemplar graphs and materials and videos for inclusive teaching-learning in social science subjects.Implementing Right to Education Act, 2009NCERT has been designated as an academic authority under the RTE Act, 2009 for curriculum and evaluation procedures in respect of schools owned, controlled and managed by the central government and of the schools in respect of Union Territories without legislature. The Council looks into the status of implementation of various provisions of RTE Act, 2009 and also concerns and problems in States and UTs. In order to facilitate concerned officials who will be involved in performing their roles and responsibilities, they are oriented and empowered for implementing the task of special training and its related aspects. Rashtriya Aavishkar AbhiyanIn order to connect school based knowledge to life outside the school and making learning of science and mathematics a joyful and meaningful activity, to bring focus on innovation and use of technology, the Ministry of Human Resource Development has set up the Rashtriya Avishkar Abhiyan (RAA). The Abhiyan aims at nurturing a spirit of inquiry and creativity, love for science and mathematics and effective use of technology amongst children and encourage those who show an inclination and talent for these subjects to be encouraged and supported to heights of academic excellence and research. Keeping in view the objectives of the Abhiyan, NCERT conducted six workshops for ‘Rashtriya Avishkar Abhiyan (RAA) under SSA at five Regional Institutes of Education (RIEs) and National Institute of Education (NIE), New Delhi. Exemplar activities to be undertaken, the strategies to be adopted by States/UTs and guidelines to form State Resource Group (SRG) for States/UTs were also prepared to facilitate the States/UTs in rolling out RAA successfully.

organisational struCture

NCERT (Governing Council)President HRM

Executive CommitteePresident HRM

NIENew Delhi

Ajmer

RIEs and DMSs

Bhopal

CIETNew Delhi

Bhubaneswar Mysore

PSSCIVEBhopal

Umiam (Shillong)(No DMS)

StandingCommittees

• Programme Advisory• Finance• Establishment• Building and Works

Officers of the CouncilDirectorJoint DirectorSecretary

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TThe General Body of NCERT comprises of the Education Ministers of all

States and Union Territories, 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, 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 Union Minister of Human Resource Development is the President (ex-officio) and the Secretary, NCERT is the Convener of the General Body of NCERT.

The Executive Committee is the main governing body of NCERT. The committee generally carries out the objectives of the Council as set forth in the Memorandum of Association and controls the management of all the affairs and funds of the Council. 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 Vice-President (ex-officio). 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 the 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 further assisted in its work by the following Committees/Boards:� Finance Committee� Establishment Committee� Building and Works Committee� Programme Advisory Committee� Educational Research and Innovations Committee� Academic Committee of the NIE� Advisory Board of the Central Institute of Educational Technology� Advisory Board of Pandit Sunderlal Sharma Central Institute of Vocational

Education� Managing Committees of the Regional Institutes of Education� Advisory Boards of Departments of the NIE

During 2015–16 the following meetings were held:128th , 129th and 130th Finance Committee meetings were held at NIE, New Delhi on 8 September 2015, 29 January 2016 and 19 February 2016 respectively.

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senior FunCtionaries oF the nCertThe functions of the Council are looked after by the Director, Joint Director and Secretary. The Dean (Research) coordinates the research programmes and looks after the work of the Educational Research and Innovations Committee (ERIC); the Dean (Academic) coordinates the work of the departments of NIE.

Senior Functionaries of the NCERT 2015–16Director Professor Hrushikesh Senapaty

(from 16 November 2015) Professor B. K. Tripathi (Acting Director up to 15 November 2015)

Joint Director Professor B. K. Tripathi

Secretary Smt. Sudeshna SenJoint Director (CIET) Professor Rajaram S. SharmaJoint Director (PSSCIVE) Professor R. B. ShivagundeDean (Research) Professor B. K. Tripathi (up to 20 December 2015)

Professor A. K. Srivastava (from 21 December 2015)Dean (Academic) Professor Saroj Bala Yadav

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. 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 of the NCERT faculty with the senior functionaries of the state education departments. The Education Secretary of the respective States 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 by the Managing Committees (MCs) of RIEs.

The academic programmes of the departments/divisions/cells 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 and PSSCIVE are processed through their respective Institute Advisory Boards (IAB). The programmes processed by various committees are finally considered by the Programme Advisory Committee (PAC). It is the responsibility of the committee to consider all plans, programmes, research proposals, etc., and to examine the academic aspects of the work of the Council and to ensure a coordinated approach to the development of the programmes. The PAC reports to the Executive Committee of NCERT regarding 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.

Conducting and sponsoring educational research is one of the major activities of NCERT. Research programmes proposed by the constituents of the

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TNCERT 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.Constituent Units of NCERTThe major constituent units of NCERT which are located in different regions of the country are: � National Institute of Education (NIE), New Delhi � Central Institute of Educational Technology (CIET), New Delhi� Pandit Sunderlal Sharma Central Institute of Vocational Education

(PSSCIVE), Bhopal� Regional Institute of Education (RIE), Ajmer� Regional Institute of Education (RIE), Bhopal� Regional Institute of Education (RIE), Bhubaneswar� Regional Institute of Education (RIE), Mysore� North-East Regional Institute of Education (NERIE), Umiam (Shillong)

I. 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 education related 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.

The major Departments/Divisions/Cells of NCERT located at NIE, New Delhi are:

1. dePartment oF eduCation in sCienCe and mathematiCs

The Department of Education in Science and Mathematics (DESM) is a think-tank for education in science, mathematics and environment education at upper primary, secondary and higher secondary stages of school education. The department focuses on research, development, training, consultancy, evaluation and extension activities in these subject areas.

It carries out researches related to curriculum design, curriculum transaction, teaching-learning strategies and their impact in science, mathematics and environment education at the school level. 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 designing and development of science and mathematics laboratories, development of science and herbal park publication of the quarterly journal ‘School Science’ and monitoring the implementation of environment education in States/UTs.

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In order to strengthen teaching in science, mathematics and environmental education in schools, the department organises orientation programmes for teachers and master trainers of States and UTs. To facilitate the quality of pupil evaluation in schools, the department developed exemplar problems in Science and Mathematics for all stages. For the purpose of strengthening the science education in the country the department provides its expertise and consultancy to outside agencies and institutions.

The department is also engaged in the development of materials for popularisation of science, promotion of innovative laboratory practices in science and mathematics and organisation of out of school activities in science. Every year, the department organises Jawaharlal Nehru National Science, Mathematics and Environment Exhibition (JNNSMEE) for Children, which is the culmination of the series of science exhibitions for Children organised at district, zonal and state levels.

2. dePartment oF eduCation oF grouPs with sPeCial needs

The department works in the area of education of children with special needs and children belonging to socially disadvantaged groups, such as SCs, STs and minorities. It strives to implement an inclusive system of education for all children which assumes greater significance for systemic reforms especially in the context of RTE Act, 2009. The department conducts researches to review the existing activities and suggest new initiatives in the field of education of children with special needs and those belonging to SCs, STs and the minorities. For sensitising and training teachers, teacher-educators and policy makers in strategies for providing quality education and equal educational opportunities to children belonging to the vulnerable groups, the department engages in various capacity building programmes through face-to-face and online mode.

The department provides support for the development of inclusive curriculum and textbooks at the national and state levels, designs appropriate pedagogy, suggests reforms in the examination procedures from the perspective of groups with special needs, develops teachers’ guides, manuals, index for inclusion, training guidelines and literacy curriculum (Braille and others) and also extends resource support to the Centre, States, NGOs and international and national level agencies for inclusion of CWSN in education. It also acts as a network between various departments, organisations and people involved in the education of special focus groups and provides resource support for activities under the SSA and RMSA for CWSN. The department hosts a minority cell with a view to focus on promotion of education and welfare of minorities.

3. dePartment oF eduCational PsyChology and Foundations oF eduCation

The department through its research, training and development programmes has been instrumental 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

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Tbeen primarily in the areas of educational psychology, guidance and counselling and education for peace and values.

The department is also engaged in bringing out psychology textbooks for the higher secondary stage. It has initiated work to promote awareness among students, parents, teachers and school administrators on the importance of studying psychology at the higher secondary level. The department is involved in organising consultations and 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 through the National Library of Educational and Psychological Tests (NLEPT).

Guidance and counselling, the applied area of educational psychology, has also been a key concern in terms of research, development of resource materials, training of professionals, and capacity-building at the state level. 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 months) diploma course was offered at the national level by the department. In 2002–03, the department initiated an International Diploma Course in Guidance and Counselling for Asian and African countries, which was then revised and is offered through distance/online mode, in collaboration with Commonwealth of Learning (CoL) for three years, now which is being offered as one-year Distance/Online/Face-to-Face course.

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 the area.

The department has also taken up activities and programmes related to value education. Some of these 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 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. The department has conducted trainings in collaboration with different SCERTs to build the capacity of state key personnel, teachers and teacher-educators in peace education and help in networking of trained personnel. Other activities include developing of resource book/materials for teacher training (‘Ways to Peace’), developing 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 (NRCVE).

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4. dePartment oF teaCher eduCation

Teacher education is the most crucial input for improving the quality of school education as the educational policies are to be implemented by the teachers. Therefore, teachers need to be prepared accordingly. The Department of Teacher Education (DTE), addresses itself to the task of formulation and organisation of teacher education programmes both pre-service and in-service. Its programmes and activities focus on research, development of materials, capacity building of teachers and teacher educators, providing academic support to the centrally–sponsored institutions of teacher education like BITEs, DIETs, SCERTs, CTEs and IASEs; promotion of innovations and experimentations in teacher education and school education and organisation of extension programmes.

The department performs policy and advisory role in teacher education and also provides technical support to MHRD and State/UT Governments in formulation, implementation and evaluation of centrally sponsored schemes for qualitative improvement of teacher education. As a ‘think tank’ in the area of teacher education and pedagogy the department is involved in the review/renewal of pre-service teacher programmes at different levels and formulation of models/designs of in-service education, continuing education and lifelong education of the teachers.

The department adopts and assists SCERTs/SIEs/DIETs/BITEs, for developing them as professional institutions in the States/UTs/Districts dealing with all aspects of school education and teacher education. It also promotes innovations and experimentations in the field of school education and teacher education. The department organises in-service and continuing education programmes of varied duration for teacher educators/master trainers/Key Resource Persons (KRPs) at different levels utilising emerging Information and Communication Technologies (ICT) and facilities of EDUSAT.

It also undertakes policy research, interdisciplinary researches, evaluative studies and comparative studies on issues of teacher education like pre-service teacher education curriculum, in-service training designs, foundation components of pre-service teacher education practice teaching school/professional experience programmes and pedagogy etc. Besides this, it also develops materials highlighting new approaches of teaching-learning, pedagogy and teacher’s training as highlighted in NCF-2005, NCFTE-2009, RTE Act-2009, Justice Verma Commission-2012, and NCTE Regulation, 2014.

5. dePartment oF elementary eduCation The department undertakes various activities within the broad framework of Universalisation of Elementary Education (UEE) with the major emphasis on implementation of SSA and RTE Act, 2009. Broadly, the department’s thrust areas are: Early Childhood Care and Education, Early Literacy (ECCE), Early School Mathematics and Elementary Education. It also acts as a nodal centre at the national level for implementation of the SSA activities related to quality improvement at elementary stage. The Government of India has designated NCERT as an academic authority under the RTE Act for curriculum and evaluation procedures in consonance with NCF-2005 in respect of schools owned, controlled and managed by the Government of India and of the schools

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Tin respect of Union Territories without legislature. The National Documentation Unit is a resource centre to develop and maintain information with reference to pre-school and elementary education and acts as a clearing house to disseminate information widely. The department publishes the quarterly journals The Primary Teacher and Prathmik Shikshak and a bilingual children’s magazine Firkee Bachhon Ki.

In the area of Early Childhood Care and Education (ECCE), the department conducts need based research studies, develops resource and exemplar materials for master trainers and grass-root level functionaries and conducts training programmes/national meets/conferences for state level key functionaries in planning, implementing and monitoring of the ECCE programmes. The department provides academic support to I.I.T. Nursery School and other government as well as non-government institutions and disseminates material on ECCE through journals and website.

In the area of elementary education, the department is involved in conduct of research and programme evaluation studies in the priority areas, developing exemplar guidelines, syllabi and textual materials, assessment and CCE packages, learning indicators and learning outcomes, organising seminars, conferences and consultative meetings, etc. The department also conducts capacity building programmes on important themes and thrust areas in elementary education.

Under the Early Literacy Programme (ELP), the department has developed the pedagogy of reading in early grades for teachers, teacher-educators, policy makers and curriculum designers. It makes available a variety of children’s literature and other resource material to children and teachers in order to enhance early literacy skills among the children of Classes I and II. The department organises capacity building programmes under ELP to develop an understanding on reading and writing in early grades, monitoring the progress and providing support to teachers and other functionaries of States/UTs.

The Early School Mathematics Programme (ESMP) is another significant activity of the department in which it conducts researches, develops materials and delineates pedagogic strategies for mathematics in early primary grades (Classes I and II) for various stakeholders and also workout plans towards Early School Mathematics Programme.

6. dePartment oF eduCation in languages

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 research in language education. The department has developed curriculum, syllabi, textbooks, and supplementary materials for school education in four languages, i.e, Hindi, English, Sanskrit and Urdu. Besides print material, language kits and audio-video material are also developed. The department is instrumental in taking cognizance of significance of language in education policy and developing methods and approaches for classroom processes. The department lays emphasis on empowering teachers through its continuous orientation in both face-to-face and teleconferencing modes, and works on innovative strategies and emerging trends in language education.

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7. dePartment oF eduCation in soCial sCienCes

The department has been working with the objective of bringing qualitative improvement in social sciences and commerce education in schools since its inception in 1964. Besides social science subjects such as history, geography, political science, economics, and sociology, the department is also working in the area of commerce, health, physical education including yoga.

The department undertakes multifarious activities such as development of model syllabi, textbooks and other instructional materials like teacher’s handbook, training manuals, subject-specific trilingual (English, Hindi and Urdu) dictionaries, atlas and supplementary resource materials. Recognising the potential of technology in teaching-learning, the department works on developing various innovative curricular materials i.e., audio-visual materials and e-learning materials. With a focus on inclusive education the department has been developing tactile map books, exemplar graphs and materials and videos for inclusive teaching-learning of social science subjects. Textual materials for upper primary and secondary stages on yoga have been brought out by the department in English, Hindi and Urdu. A teacher guide on health and physical education has also been printed. The department also has brought out textbooks on human ecology and family sciences for higher secondary stage. It has been organising professional development programmes for teachers in new areas such as Geographical Information System (GIS) and computerised accounting system. The department collaborates with other constituent units of the NCERT and extends academic support to various states and central agencies in the development, evaluation and transaction of instructional materials. It conducts orientation and training programmes for teachers, teacher educators and other stake-holders on the issues and concerns addressed in the social science curriculum and integration of concerns of special groups, gender and marginalised section.

Under Rashtriya Madyamik Shiksha Abhiyan, the department is engaged with the development of ITPD package, its transaction and development of learning indicators for social science subject areas at the secondary stage. It also carries out periodical reviews and annual revision of around 90 titles of textbooks and other teaching-learning materials in social sciences and commerce. The department is involved in the current year with the revision of social sciences syllabi for 2-year B.Ed. course as approved by NCTE in 2014.

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 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 also implements the Adolescence Education Programme (AEP) since 2005, funded by UNFPA, for imparting knowledge and awareness and developing life skills related to process of growing up, HIV and AIDS and prevention of drug abuse.

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T8. dePartment oF eduCation in arts and aesthetiCs

The department was created with a concept to promote all forms of arts in schools by bringing it into the mainstream of country’s education system through various activities as research, development, training and extension and to unfold the aesthetic potentialities of children for enabling them to become contributing citizens.

The department conducts research studies in various areas of arts education in school and teacher-education; on teaching-learning and evaluation process; impact of arts on learning and development of children; innovation in the field of different art forms; and case studies of best practices in this area, etc. The department prepares teaching-learning materials including textbooks, teachers’ handbooks, training materials, supplementary materials including monographs, anthology, audio-visual materials, multi-media programmes process documents etc., for all stages of school education in visual arts, theatre, music and dance. With a view to popularise the arts education, the department conducts capacity building programmes for in-service teachers, teacher-educators of different levels/stages in arts education. The curriculum and syllabus of arts education are periodically reviewed. It also tries to establish a strong network with various national, international, regional, government /non-government organisations, which are actively involved in the area of arts education.

9. dePartment oF gender studies

The Department of Gender Studies (DGS) was created as a Women’s Education Unit in 1979, and in 1989, was upgraded to full-fledged department as the Department of Women’s Studies to look afresh at the problems and issues of girls’ education and women’s empowerment. In 2014, the name of the department was changed as the Department of Gender Studies with a view to take forward the issues concerning the educational development of children irrespective of their gender, including transgender.

The department was actively involved in the preparation of the CABE Committee Report on Girls Education and Common School System and contributed significantly in the preparation of position paper on ‘Gender Issues in Education’ in 2006. Inputs were provided for the preparation of Five-Year Plan on Girls’ Education and Empowerment. The department also advises and helps the Center and the States in formulating and executing policies and programmes specially focusing on education and overall development of the girl child.

The department work towards providing gender inputs in re-designing of curriculum, removing gender bias and gender stereotypes, sensitising educational personnel and developing handbooks and teacher training packages for teachers and teacher-educators, to create a schooling environment that is enabling for all. In addition, evaluation of schemes and programmes of Government of India from a gender perspective is an integral part of the department’s activities. Development of bridge courses for girls of the marginalised communities is yet another concern of the department. Promotional materials in the form of posters and messages have been developed from time to time to instill gender

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sensitivity among all stakeholders. Recently, the department has prioritised issues of safety and security for girls by allocating sessions on self-defence for girls and women in all its capacity building programmes.

The department conducts in-service training programmes for teacher-educators, Principals of Jawahar Navodaya Vidayalayas and teachers especially working in Kasturba Gandhi Balika Vidyalayas. The focus of all activities of the department is to build a gender friendly environment in the society through teaching learning process. The department is also working extensively towards analysing textbooks published by different States in the domain of languages, science, mathematics, social science for Classes I to VIII from the view point of gender bias and gender stereotype.

10. division oF eduCational researCh

The division is engaged in promoting policy research in education; performing activities of a ‘think tank’ by undertaking, coordinating, sponsoring and commissioning research and innovations in school and teacher education. It is also functioning as the Secretariat of the standing committee of NCERT called Educational Research and Innovations Committee (ERIC). 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 and SCERTs. The division also awards NCERT Doctoral Fellowships to students working for their doctoral degrees in University/research institution. A new scheme of Senior Research Associateships (Educationists’/Researchers’ Pool Scheme) of NCERT has been initiated with the objectives of harnessing the young research talent and encouraging them to continue to do innovations and research in the area of school education and teacher education by giving them an opportunity to work in NCERT for a period of two years.

11. eduCational survey division

The division was created in 2012 by merging two erstwhile departments of NCERT, namely; Department of Educational Measurement and Evaluation (DEME) and Department of Educational Survey and Data Processing (DES and DP) for the purposes of conducting educational surveys on census and sample basis with a view to provide authentic information (data/database) on various aspects of school education for strengthening the educational planning in the country.

The division creates, maintains and updates periodically the educational database at the national level. It provides training to stakeholders in quantitative research methods, provides central facility for statistical analysis of data pertaining to large-scale surveys/studies/projects conducted by the different constituents of the NCERT. The division organises capacity building programmes for state resource persons in conducting educational surveys and evaluation issues relating to school education and conducts National Talent Search Examination (NTSE) as a special testing programme to identify talent. The division undertakes research studies in the areas pertaining to learning assessment.

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T12. division oF eduCational Kits

The Division of Educational Kits (DEK) provides academic assistance for designing and development of science equipments. It is one of the constituent units of NIE responsible for augmenting improvement in teaching-learning in the field of school education supporting print media through hands-on experience by design, development and prototype production of school equipment in the form of kits. The division also provides hands-on training to students/teachers/teacher-educators on the use of various kits produced by it. It conducts various extension activities, viz., hands-on activities in science and mathematics for children, participates in the Jawaharlal Nehru Science, Mathematics and Environmental Exhibition for Children, World Book Fairs, World Trade Fair, and Global Education Summits. It conducts capacity building programmes for the faculty of SCERTs/RMSA/SSA/DIETs to initiate hands-on activities down to Cluster and Block Resource Centres in using kits at school level.

13. Planning and monitoring division

The division was created with the purpose of coordinating the process of programme formulation, monitoring, evaluation and submitting periodic reports to the MHRD. It acts as a clearing house in respect to the academic programmes/activities of NCERT and evaluates all Programme Advisory Committee (PAC) approved programmes. It bears the responsibility of designing pertinent strategies of the Council and issue proper guidelines for the implementation of its various programmes. The major activities of the division are: preparation of Annual Report of NCERT, consolidating material collected from various constituents of NCERT for Annual Report of MHRD, separate statements of programmes proposed including budget for Scheduled Caste Plan (SCP) and Tribal Sub-Plan (TSP), monthly and quarterly including special reports on SC/ST/Minorities, separate reports of the progress of the programmes including expenditure related to North-Eastern Region (NER), general guidelines for formulation of academic programmes, etc. Moreover, the division convenes Programme Advisory Committee meetings, processing the proposals of PAC approved programmes of NIE Departments/Divisions/Cells for administrative-cum-financial sanctions and review of programme proposals for NIE Departments/Divisions/Cells, CIET, PSSCIVE and RIEs for duplication and financial aspects as per recommendations of meetings of the PAC.

14. rmsa ProjeCt Cell

Rashtriya Madhyamik Shiksha Abhiyaan (RMSA) launched in the year 2009 by the Government of India, aims to achieve the objectives of Universalisation of Secondary Education. The RMSA Framework (MHRD, 2009) envisages NCERT as a nodal agency to implement quality concerns of RMSA so as to improve secondary education in the country.

The RMSA Project Cell was established in NCERT on 26 April 2012 to address all the aspects of RMSA, viz., setting up of 6000 model schools, up-grading existing upper primary schools into secondary schools, strengthening the existing secondary schools, improving quality of teachers, up-gradation of KGBV, IEDC, vocational education, ICT and looking into the curriculum issues in secondary education.

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The RMSA Project Cell advises MHRD on policies and programmes pertaining to secondary education, both in formal and non-formal sectors. It undertakes various activities and programmes within the framework for implementation of RMSA with a focus on research, curricular material development, training and evaluation. As a nodal cell in NCERT for the implementation of RMSA, it also focuses on quality intervention and monitoring dimensions at the secondary stage of schooling.

The Cell assists in evolving and improving policies related to curriculum, pedagogy, assessment and teacher education at the secondary stage, supports the implementation of RMSA with an overall objective of improving quality of secondary education, provides academic support to all the States/UTs in the area of curriculum development, adolescence education, guidance and counseling, vocational education, ICT enabled teaching-learning, learning achievement surveys, etc. at the secondary stage. The Cell coordinates and collaborates with different agencies at various levels within NIE departments, RIEs, CIET, PSSCIVE, SCERTs, school education boards, secondary teacher education institutions such as IASEs, CTEs, TSG (MHRD) etc., to develop quality management mechanism for RMSA.

15. international relations division The division is responsible for coordinating various activities relating to international cooperation. 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, vocational education and skill development, ICT, etc. On behalf of NCERT, the division also 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 centre include sharing of innovative experiences with other associated centres.

NCERT offers in-service training programmes of varied duration for foreign nationals in different areas of school education and teacher preparation. NCERT also sponsors its faculty members for participation in the international seminars, meetings, and training programmes under the aegis of UNESCO, UNICEF and UNDP, etc. The division coordinates all these activities besides receiving foreign delegations and organising meetings for them.

16. library and doCumentation division

The NCERT library is one of the most resourceful information centres in the country in the field of education and its inter-disciplinary subjects. The library has the largest collection of books on psychology, environmental education, education for special need groups, literature and languages, value education, adolescence education, science education, social science education, etc. Textual and supplementary reading materials relating to school curriculum, reports of various commissions, educational surveys and policy documents also find a place in the library.

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TThe vision of Library and Documentation Division (LDD) 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 LDD is to strengthen its members through learning, advocacy and networking initiatives.

The main task of LDD is to supplement the efforts of NCERT in fulfilment of its main objective towards quality improvement of school education. In this context, the main functions are:

�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; book reviews, current contents indexing and abstracting of articles, press clipping;

�Market its products and services through extension services; and�Facilitate the readers through resource sharing.

Acquisitions, Expenditure, Manuscripts during 2015–20161. Acquisitions

Total Net Holding (Book) as per accession register as on 31 March 2016A. • Purchased books – 1,40,243

• Gifted books – 31,344 1,71,587

B. Books Purchased 743C. Books Received as gift 635 D. Bound Journals Accessioned 150E. Withdrawn Books (Lost books – 33 + Weed out books - 919) 952

2. Expenditure on Books, Journals, Binding and PAC ProgrammeA. On Books 13,32,902/-B. On Periodicals, Journals and other Magazines 78,93,295/-C. On Stationery NilD. On Binding (Journals and Books) 53,750/-E. On P.A.C. Programme 2,31,769/-

Total 95,11,716/-3. Resource Generated by LDD and deposited in the A/C section

• Photocopy charges 34,796/-• Security Money – Institutional Membership 40,000/-• Renewal Charges – Institutional Membership 8,000/-• Security Money – External Membership 14,000/-• Lost Books - Cost of Books – 23,000.24 - Surcharge – 5,750.04 - Overdue Charges – 14,700

43,450.28/-

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• Overdue Charges 12,050/-• Loss of Library I-Card Nil• Raddi 13,700/-

Total 1,65,996.284. Journals Subscribed

• Foreign Journals 156 • Online Database (J STOR) 01• Online Journals 77• Indian Journals 48• NCERT Journals 07• Magazines – English-10, Hindi-15, Sanskrit-06 31• Newspapers – Hindi-06, Urdu-01, Punjabi-01,Eng-11 19

5. Documentation and Information ServicesA. Information Products

• Current Contents 12• New Arrivals on Display 12• Book Reviews 12• Press Clippings 12• Bibliography (Learning Outcomes) 01• Bibliography (Light) 01

B. Photocopying Service• For Official Purpose 19,788• On Payment basis 34,796

6. Circulation ServicesA. Membership as on 31/03/2015 1,630B. Membership Enrolled During 2015-16 is as follows:

• NCERT Employees (New) 01• Special (NCERT Retired Staff) 04• External 07• Temporary Membership (NCERT Trainees) 42• Casual Membership 672• Consultancy 2818• Institutional Membership 08Total Membership as on 31/03/2016 3552

C. Memberships discontinued during 2015-16 67D. External readership who availed consultation (References

facility during 2015-16) 672

E. Total number of books issued during 2015-16 1720F. Total number of books returned during 2015-16 2361G. Books issued on inter library loan during 2015-16 345H. Books borrowed on inter library loan during 2015-16 11

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T17. hindi Cell

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. Consequent upon the enactment of Official Language Act, 1963, Ministry of Home Affairs, Government of India continuously issues orders to use Hindi as an official language. After the formulation of Hindi as an official language, the Official Language Rules, 1976 were enacted. Keeping in view the promotion and proper implementation of Official Language Hindi in the day-to-day functioning of the Council, Hindi Cell was constituted in the Council Headquarters.

In order to implement these rules, Hindi Cell makes all efforts to follow the orders, rules and resolutions issued and passed by the Department of Official Language, Ministry of Home Affairs for the promotion of Hindi language. It also ensures compliance of these orders, instructions etc., from time to time in administrative work of the Council.

18. PubliCation division

The NCERT continues 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. 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 school in all States of the country and abroad.Grant of Copyright for Adoption/Adaptation/Translation to various States/UTsThe NCERT granted copyright of its textbooks to the under mentioned states/institutions, based on their request, for adoption/adaptation/translation for the year 2015-16:

S. No.

State/Agency State/UT Classes for which Copyright given

1. Himachal Pradesh Board of School Education, Dharmshala, Himachal Pradesh

Himachal Pradesh

VI to XII

2. School Education Department, Government of Mizoram, Aizawl (Mizoram)

Mizoram I to IV

3. A. Board of Secondary and Higher Secondary Education, Alto Betim, GoaB. Director, SCERT, Alto Betim, Goa

Goa IX to XII

I to VIII4. Punjab School Education Board, SAS Nagar,

Mohali, PunjabPunjab I to XII

5. A. Haryana School Education Board, Bhivani, HaryanaB. Director General Elementary Education, Panchkula, Haryana

Haryana IX to XII

VI - VIII

6. Delhi Bureau of Textbooks, New Delhi Delhi I to VIII

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7. A. Academic Research and Training, NanoorKheda, Dehradun, UttrakhandB. Madhyamik Shiksha Uttrakhand, Nanoorkheda, Dehradun, Uttrakhand

Uttarakhand VI to VIII (Ganit only)IX to XII

8. Board of Secondary Education, Bamunimaidam, Guwahati, Assam

Assam IX to X

9. SCERT, Poojapura, Thiruvananthapuram, Kerala

Kerala XI to XII

10. SPD, JEPC, Doranda, Ranchi, Jharkhand Jharkhand I to VIII11. Secretary, Rajasthan Rajay Pathya Pustak

Mandal, Jaipur, RajasthanRajasthan I to XII

12. Bihar State Textbook Development Corporation Ltd., Patna

Bihar IX to XII

In total 15 agencies of 12 States/UTs have taken copyright permission.All the above states/institutions have taken copyright for NCERT textbooks

published under NCF-2005 constituting a significant portion of the student community. During the year under report 519 publications were released. The details of publications are given in Appendix – A. The number of journals brought out during 2015-16 are as follows:Quarterly Journals� Bhartiya Adhunik Shiksha� Journal of Indian Education� Prathmik Shikshak� The Primary Teacher� School Science

Half-yearly Journal� Indian Educational ReviewPublication Division NCERT is emerging as a pioneering publication house in India with the strong distribution network of 490 dedicated booksellers as its empanelled wholesale agents. The Urdu Academy, Government of NCT Delhi has been appointed as distributor for NCERT’s Urdu Publications. In addition to the Delhi Headquarter, which is catering to the northern India, the regional centers located at Kolkata, Bangalore, Ahmadabad and Guwahati were catering to the need of NCERT publications of their respective regions, (viz., Eastern, Southern, Western and North-East). Publication Division, NCERT also supply its publications directly to various educational institutions, Government Agencies, Schools Organisations such as Navodaya Vidyalayas, Amity Schools, Government of Arunachal, Sikkim etc.

In its efforts to made NCERT books available to the last section of the society, Publication Division extended the facility to procure its publication through Registered Book Post from anywhere in the country. In this facility, NCERT bears all the packing and postal expenses, only the postal registration charges, as prescribed by postal department is charged extra. Besides textbooks, Publication Division, NCERT published several new titles under the category of ‘Teachers Guide’, ‘Research Monographs’, ‘Supplementary Reading Materials’ and ‘Books on Vocational Courses’. These publications were also mailed as per

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Tapproved mailing list. Ten NCERT operated Sales Counters were functioned the year, i.e., in four RPDCs, five RIEs including at Delhi H. Q. to cater to the requirement of individual students and schools.

The Publication Division, NCERT has also started empanelment of booksellers as its distributor exclusively for non-textual publications. The non textual publication includes supplementary reading materials, books on vocational education, research reports and monographs, etc., so far eighteen such distributors have been empanelled.

In its endeavour to disseminate the information about the NCERT publications, the Publication Division, NCERT has organised/participated in various book fairs/exhibitions of local/regional/national and international levels, as detailed below:

S. No. Name of the Book Fair Place Duration1. NCERT Foundation Day Delhi 1 September 20152. 21st Delhi Book Fair – 2015 Delhi 29 to 6 September 20153. World Book Fair Delhi 9 to 17 January 20164. JNNSMEE – 2015 Kochi 16 to 22 December 20155. 40th International Kolkata

Book Fair – 2016Kolkata 27 January to 7 February 2016

general administration

A dedicated team of officers and staff help to carry out all the auxiliary and secretarial functions of the Council. There is also a separate accounts wing headed by the Chief Accounts Officer. During the year, emphasis was on providing in-house training to staff, stream lining of office procedures and clearance of legal cases. The section dealing with Income Tax Department was also reorganised to meet the requirements of the Council.

Central institute oF eduCational teChnology, new delhi

Central Institute of Educational Technology (CIET) aims to promote educational technologies, viz., radio, television, satellite communications and ICT for strengthening teaching and learning. The institute undertakes activities to widen the educational opportunities, promote equity and improve quality of educational processes at school level.

During the year, several audio-video programmes were developed which include video lecture series for students, demonstrations of experiments in science, art education, culture, coverage of important events, hindi poems, etc. Apart from these, talking books in science, geography, hindi, urdu and sanskrit for the visually impaired children of Classes IX and X were produced. The Audio books developed in various subjects are hosted at CIET website: http ://ciet.nic.in. The institute is feeding an educational television broadcast of 30 minutes (05:00 AM to 05:30 AM) duration on national channel Doordarshan i.e., (DD-1). Educational television and radio programmes were transmitted through various channels (Gyan Darshan and 17 Gyan Vani channels).

The institute undertakes research and evaluation studies to assess needs, prepare profile of target groups, monitoring of programme transmission

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to improve their quality, design and develop materials with emphasis on development of video lectures and programmes in magazine format. In addition, the institute has the responsibility of coordinating and undertaking capacity building of the personnel of State Institutes of Educational Technology (SIETs), RIEs, SCERTs across the country. The institute also undertakes training programmes for capacity building in various aspects of educational technology, viz., designing of scripts, production of educational television, radio and multimedia programmes, editing, installation and operation of studio equipments etc.

The institute has taken up the initiative of leveraging online platforms for outreach. Online courses, clearing houses, e-books (textbooks in e-pub and flipbook format), interactive portals and repositories of digital content have been created and will form a mainstay of CIET’s efforts at reaching out to students and teachers. The institute has created ICT curricula for the school system (students and teachers) accessible at; ictcurriculum.gov.in. It has established a National Repository of Open Educational Resources (NROER) and e-courses platform of new NROER interface enabling access to e-library, social networking, content sharing, etc. and provide support to a variety of online courses (short term and long term) including Massive Open Online Courses (MOOCs) under SWAYAM (Study Webs of Active-learning for Young Aspiring Minds) platform of Government of India.

Recently the institute has launched e-pathshala website (e-pathshala.gov.in) and mobile app (Android, iOS and Window) to enable the students, teachers, parents and educators to access e-contents (digital textbooks, an iOS, videos, policy documents, training resources, learning outcomes, etc.) through multiple technology platforms, i.e., desktop, laptop, smart phones/mobile hand- sets, tablets, etc.

The institute is instrumental in establishment of art media product ion studios in a l l RIEs to facilitate creation and dissemination of e-contents. CIET library has a total collection of 12,748 books, out of which 5,958 books are related to children’s literature. For the best utilisation of these resources a ‘Children’s Corner’ has been set up at CIET. The children’s corner organises the activities with neighbourhood children, e.g., reading of books (print and digital), puppetry: preparation and use, expression of ideas through creative art activities, i.e., drawing and painting, storytelling by NCERT faculty and playback of educational audio-visual and multimedia programmes.

The educational audio-video tape/CD library is a store house of 3,099 audio and 2,501 video programmes produced by CIET. The institute has created an archive of NHK Japan Prize Winning programmes. In addition, it collaborates with several national and international organisations to share experiences, products and expertise to promote usages of educational technologies.

Launching of e-pathsala by honble’HRD Minister Smt. Smriti Zubin Irani

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TPandit 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 research and development institute in the field of vocational education in the country. It provides assistance to MHRD besides providing academic and technical support to a variety of vocational programmes and advises State Governments and Union Territory administration on the implementation of vocational education programmes. The institute is mandated to develop curriculum and courseware for vocational subjects for Classes IX to XII in 21 sectors.

The institute is engaged in multifarious activities under broad categories viz., development, training, research and evaluation and extension activities. 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 institute works in collaboration with many national and international institutes like UNEVOC, CBSE, NIOS, NSDC, SSCs, state boards, etc.

The vision of the institute is to develop it as a world class resource organisation in vocational education. The strategies to achieve the vision are to develop competency based modular curricula for NSQF (Levels I to IV); conduct and promote research in vocational education; devise multiple approaches to address training needs of different stakeholders; networking with national and international organisations for promotion of vocational education; popularise vocational education and establishing student support system to ensure better employment opportunities; increase the reach of PSSCIVE and establish mechanism for quality training to vocational teacher; improving access, efficiency and equity in vocational education and training at all levels of education; and collecting maintaining and disseminating information and popularise VET amongst society at large.

Regional Institutes of EducationThe Regional Institutes of Education (RIEs) located at Ajmer, Bhopal, Bhubaneswar, Mysore, NE-RIE, Umiam cater to the educational needs (pre-service and in-service 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 various school subjects. These are Regional Resource Institutions for school and teacher education and they extend assistance for the implementation of the policies of the States/UTs and help in monitoring and evaluation of the Centrally Sponsored Schemes.

major aCademiC FunCtions oF ries

� 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.

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� 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.

� Assisting the States in the development, field testing and evaluation of curriculum materials, textbooks and instructional materials.

Pre-service Teacher Education ProgrammesOne 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. course 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. courses 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 courses - B. A. Ed. and B. El. Ed.; RIE, Bhopal has started B. A. B. Ed. course and RIE, Bhubaneswar started M. Phil. in Education course.

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. The institute is affiliated to Maharshi Dayanand Saraswati (M.D.S.) University, Ajmer and its courses are recognised by the NCTE, New Delhi. The institute design and try out innovative pre-service teacher training practices through B.Sc B.Ed, B.Ed (Secondary), M.Sc.Ed. and M.Ed. (Elementary) courses. The institute is also offering Diploma Course in Guidance and Counseling, a contact-cum-distance education mode programme of NCERT.

RIE Bhopal caters to the educational needs of the States of Madhya Pradesh, Chhattisgarh, Gujarat, Maharashtra, Goa and Union Territories of Daman, Diu and Dadra and Nagar Haveli. The institute design and try out innovative pre-service teacher training education programmes B. Sc. B. Ed. and B. A. B. Ed. (eight Semester integrated course), two-year B. Ed. course in science and mathematics and in language and social sciences and two-year M. Ed. four semester courses. The institute is also offering Diploma Course in Guidance

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Tand Counseling, a contact-cum-distance education mode programme of NCERT. RIE, Bhopal is affiliated to Barkatullah University, Bhopal as an institution for doctoral research. Facilities for research are available at the institute in the areas of education, science education, mathematics education, social science education, physics, chemistry, mathematics, botany, zoology, geography, english and commerce. Many scholars have been awarded Ph. D. under the guidance of the faculty members of the institute. In the current scenario, educational research is the main priority and the institute has concern on it. The educational researches carried out by the institute focus on various dimensions of education such as integration of ICT in education, learning climate of students in various kinds of school, language efficiency, inclusive education, gender issues etc.

RIE, Bhubaneswar caters to the educational needs, pre-service and in-service education, of eastern region including Odisha, Bihar, Jharkhand, West Bengal and Union Territory of Andaman and Nicobar islands. The institute provides need based training, suggesting innovative and joyful learning processes and support in terms of capacity building. The institute is affiliated to Utkal University, Bhubaneswar. The institute provides innovative pre-service professional education courses leading to B. Sc. B. Ed., B. A. B. Ed., 2-Year B. Ed. degrees in order to prepare quality teachers for teaching science, mathematics, language and social sciences in schools. The pre-service teachers coming out of the programme are well placed as trained graduate teachers in secondary schools in different parts of the country. The institute also offers other innovative programmes such as M. Sc. (Life Science) Ed., M. Ed. leading to preparation of post-graduate teachers and teacher educators, M. Phil. in Education to develop a research base amongst teacher educators, and PGDGC to develop in-service teachers for effective guidance and counseling of the secondary school students. The institute also acts as the nodal centre for pre-Ph. D. course of Utkal University. Besides, the institute supports the States under its jurisdiction through specific research and in-service training/development programmers. The Population Education Cell (POPED Cell) regularly carries out awareness programmers, status studies, etc., on adolescent education and related areas.

RIE Mysore focuses more on in-service teacher education programmes besides experimenting innovative pre-service teacher education programmes on experimental basis. The institute cater to the educational needs of Southern Region comprising of Andhra Pradesh, Telangana, Karnataka, Kerala, Tamil Nadu, Puducherry and Lakshadweep and the Post Graduate programmes cater to all the States of the country. RIE, Mysore is currently offering pre-service programmes with the revised curriculum, approved by the University of Mysore. During the present academic year the institute is offering four-year integrated programmes of B. Sc. Ed., B. A. Ed., six-year integrated programmes of M.Sc. Ed. in physics, chemistry and mathematics and one-year M.Ed. programme. All these academic programmes are affiliated to the University of Mysore. Choice Based Credit System has been introduced from the year 2011–12 in these programmes. The institute has experimented B.Tech. Ed. for preparing teachers to work in technical schools attached to polytechnics.

North-East Regional Institute of Education was set up at Shillong to cater to the educational needs of North-Eastern States, viz., Assam, Arunachal

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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 playing the role of a pro-active organisation. The vision of NERIE is 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. NERIE is going to start two-year regular pre-service B.Ed. programme from 2015 – 16 session which is duly approved by NCTE and affiliated to NEHU, Shillong. Besides B.Ed., the institute is also offering a Post Graduate Diploma in Guidance and Counselling (PGDGC). Based on the needs identified during the various State Coordination Committee (SCC) meetings held in different State capitals of the region, NERIE has undertaken about 40 programmes of research, development, training and extension for the year 2015 – 16 related to issues of research methodology, drop out, RTE implementation, integration of local knowledge, training on yoga, CCE, use of ICT in teaching-learning, etc. Course-wise Students’ Enrolment in RIEs during the Session 2015 –16

S. No.

Name of the Course

Ajmer Bhopal Bhubaneswar Mysore Umiam(Shillong)

1. B.Sc. B.Ed.I Year 99 75 102 58 -II Year 92 72 99 60 -III Year 89 75 99 62 -IV Year 89 71 121 60 -

2. B.Ed. (Secondary)I Year 82 75 100 14II Year 29 80 91 -

3. B.A. B.Ed. -I Year 48 38 50 39 -

II Year - 39 49 40 -III Year - 40 49 39 -IV Year - 39 49 36 -

4. M.Ed. (Ele. Edu.) 40 13 32 75. DCGC 40 50 35 24 176. M.Sc. Ed.

I Year - - - 40 -II Year - - - 45 -III Year - - - 42 -IV Year - - - 43 -V Year - - - 36 -VI Year - - - 28 -

7. B.Ed.I Year - - - -II Year - - - -

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T8. M. Phil. - - 10 - -

9. M.Sc. (LS) - -

II Year - - 17 - -

Total 608 667 - 659 31

RIE Students’ Performance in University Examination 2014 –15

S. No.

Course Ajmer Bhopal Bhubaneswar Mysore

No.

of S

tude

nts

A

ppea

red/

Pass

edPass

%

No.

of S

tude

nts

A

ppea

red/

Pass

ed

Pass%

No.

of S

tude

nts

A

ppea

red/

Pass

ed

Pass %

No.

of S

tude

nts

A

ppea

red/

Pass

ed

Pass %

1. B.Sc.B.Ed./ B.Sc.Ed.

I YearAppearedPassed

9386 92

7169 97.1 105

91 86.67 5952 88.1

II YearAppearedPassed

8883 94 74

74 100 10597 92.38 57

54 94.7

III YearAppearedPassed

8884 95 74

74 100 124123 99.19 62

59 95.2

IV YearAppearedPassed

107107 100 53

49 92.45 121119 98.35 60

59 98.3

2. B.Ed.I YearAppearedPassed

2727 100 75

72 95.78 9493 98.94 - -


2221 96 71

71 100 9595 100 - -

3. B.El. Ed.AppearedPassed

- - - - - - - -

4. M.Ed. (Ele. Edu.)AppearedPassed

2827 96 18

18 100 3131 100 7

7 100

5. MSc. Ed.

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- - - - - - 3733 89.2


- - - - - - 4138 92.7


- - - - - - 4241 97.6


- - - - - - 4341 95.3

V YearAppearedPassed

- - - - - - 2825 89.3

6. DCGCAppearedPassed

1717 100 - - 16

16 100 2323 100

7. B.A. B.Ed./B. A. Ed.I YearAppearedPassed

- - 3939 100 49

49 100 3936 92.3


- - 4646 100 49

49 100 3836 94.7


- - 3939 100 49

49 100 3837 97.4


- - 2924 82.75 47

47 100 3633 91.7

8. M. Phil.AppearedPassed

- - - - 99 100 - -

9 M.Sc. (LS) - - - - - - - -


- - - - 1818 100 - -


- - - - 1919 100 - -

demonstration multiPurPose sChools at ajmer, bhoPal, bhubaneswar and mysore

The Demonstration Multipurpose Schools are an integral part of the RIEs and act as laboratories for the trying out of innovative practices in school education

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Tand 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 mediums. These are also used for practical training for the teacher-trainees of the institutes.

Students Enrolment in Demonstration Multipurpose Schools for the Session 2015 –16

S. No. Class Ajmer Bhopal Bhubaneswar Mysore1. I 28 69 70 672. II 33 70 70 703. III 34 70 70 704. IV 34 69 70 705. V 30 71 70 706. VI 58 69 106 707. VII 64 67 104 708. VIII 66 70 105 709. IX 69 76 107 70

10. X 56 57 99 6311. XI 92 87 97 4212. XII 81 79 86 54 Total 645 854 1054 786

Results of Board Examination, 2014

S. No.

Class Ajmer Bhopal Bhubaneswar Mysore

No.

of S

tude

nts

A

ppea

red/

Pass

ed

Pass

%

No.

of S

tude

nts

A

ppea

red/

Pass

ed

Pass

%

No.

of S

tude

nts

A

ppea

red/

Pass

ed

Pass

%

No.

of S

tude

nts

A

ppea

red/

Pass

ed

Pass

%1. X 65

65100 69

6899 65

65100 65

65100

2. XII Science 2121

100 2423

95.8 6464

100 3228

87.7

3. XII Humanities/Social Science

3129

93.5 88

100 88

100 2520

80

4. XII Commerce 3131

100 2423

95.80 1818

100 - -

demonstration multiPurPose sChool, rie, ajmer

The school was established in 1964 as a pace setting institution under the control of Regional College of Education (now Regional Institute of Education), Ajmer. It also serves as RIE’s laboratory for conducting educational experiments

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and trying out innovations in the teaching-learning process. It is a co-educational school and follows the three language formula. It is affiliated to the CBSE and provides education to students from pre-primary to Class XII. At the senior secondary level, students have the options of humanities, science, commerce and vocational streams. The school has its separate library, labs, computer room, newspapers (Hindi and English), and over 100 multimedia CD/DVD collections. The library of the school subscribes 37 magazines every year.

major aChievements � Ms Akanksha Tarawat of Class IX won gold medal and Ms Jyotsna Malawat

of Class IX won silver medal in Badminton organised by Rural Games Federation of India, organised from 24 – 26 April 2015.

� Ms Urmila Chandel of Class IX got first position in AVANTIKA, a dance competition organised by Kala Ankur at Jawahar Rang Manchon 20 August 2015.

� Ms Khushi Pareek of Class XI secured the first position in Sanskrit Bharti in the Sanskrit Shlok Competition, organised by Divisional office for Sanskrit Language at DAV School, Ajmer on 30 August 2015.

� Mr Rahul Sharma, Mr Aman Tanwar, Mr Bhanu Pratap Singh, Mr Divraj Singh, Mr Neelakshi Meena of Classes XI and XII participated in the Role Play Competition on the theme Charms and Challenges of Adolescence, and Ms Urmila Chandel, Ms Ishika Panwar, Ms Nikita Sharma, Ms Aditi Pareek, Ms Meenakshi Meena, Ms Garima Meena of Classes XI and XII participated in the Folk Dance competition on the theme ‘Girl Child Marriage’ organised by NPEP Cell, NCERT, New Delhi on 2 – 3 December 2015.

� Ms Simran Kumari of Class XII participated in Jawaharlal Nehru National Science, Mathematics and English Education Exhibition held at Ernakulum, Kerala from 16 December 2015 to 22 December 2015.

� Ms Hansika Pareek of Class X secured first position in light music and second position in folk vocal competition ‘Darshak Sanstha’ organised by Kala Ankur at Ajmer. She was also bestowed with the title of ‘Sur Noor’ (Vocal) and ‘Kanth Kokila’ and was awarded the gold medal with the title ‘Sur Noor’ by Kala Ankur at Ajmer.

demonstration multiPurPose sChool, bhoPal Demonstration Multipurpose School, Bhopal affiliated to CBSE came into existence in 1965. The school admits children locally through a randomised computer draw to facilitate admission of children from all sections of society. It serves as a laboratory of the Institute for carrying out action-research and innovative experiments in school education. It also provides opportunities to the interns to observe learn and participate in teaching through internship programme. The school is affiliated to Central Board of Secondary Education. The school has separate primary wing. The school has well equipped science laboratories and a computer centre.

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TMajor Achievements� Mahima Goswami and Adyan Khan of Class X participated in the JNNSMEE

organised at Kerala.� Master Aman Yadav of Class XI got selected in under-19 State cricket team

and participated in different national and state level cricket tournaments.� Master Shahbaz Ali of Class IX participated in 26th National Canoe Water

Sprint Championship held at Kerala 2016 and bagged gold medal in 200 m and 500 m event.

� Kumari Khushi Dabhade of Class VIII participated in state level fencing competition and bagged gold medal in junior group.

� Master Shailendra Singh of Class X achieved 9th position in Edu-run Bhopal marathon.

� Master Shivam Gautam of Class X achieved 1st position in 800 meters in Sanskar Valley School, Bhaskar School Sports League and 11th position in Edu-run Bhopal marathon

� Kumari Anuma Khobraghade of Class XII bagged silver medal in karate competition organised by Yuva Kalyan Khel Mantralaya India.

� Master Divyansh Katare of Class VIII participated in state level tiquando held in Sagar.

� Master Chirag Sahu of Class VIII, Master Saksham Khedkar of Class VIII, Kumari Tanushka Goswami of Class IX, Master Mayank Gajbhiye of Class IX got individual prizes in open quiz organised in Regional Science Center on Environment Day.

� Master Ayush Raghuwanshi secured first position in senior group, Kumari Sakshita Agarekar secured first in junior group, Kumari Ritu Patel secured third position in junior group and Kumari Sakshi Janghela secured consolation prize in the essay competition organised by Akhil Bhartiya Anuvrat Nyas.

� Abhishek Upadhyay of Class XI, Prachi Dabade of Class X, Siddhi Tiwari of Class IX, Saif ur Rahman of Class XI and Himanshi Chauhan of Class XI bagged different prizes in the debate competition organised by NHDC on corruption and role of youth in eradicating corruption.

XX indem – 2015 DMS, Bhopal organised from 28 – 31 December 2016. Many activities like athletics, sports, and quiz competitions were organised. The programme also included visit to Bhojpur, Tribal Museum, Birla Mandir and Lake View. The chief guest of the valedictory function, Dr. Shailendra Shrivastava, ADGP Transport distributed medals and trophies to the winner students. The Bhopal team was the winner of INDEM – 2015.

demonstration multiPurPose sChool, bhubaneswar The Demonstration Multipurpose School, Bhubaneswar was established in the year 1964 as a Laboratory School of the then Regional College of Education. This institution is engaged in identification, analysis, research and development,

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related to major areas of school education and mostly serving as a centre for Training, Curriculum Development and Researches in school education. D.M. School is an English medium senior secondary school affiliated to Central Board of Secondary Education. It has a separate primary wing. The school has well equipped science laboratories and a computer centre.

major aChievements oF the sChool

� The school conducted awareness and sensitisation programme for girl students of the school and their mothers separately on sanitation and hygiene.

� 52nd Annual Athletic Meet was conducted from 9 – 11 December 2015. � An art exhibition, poster making competition and creative writing

competition were organised as part of Republic Day celebration.

demonstration multiPurPose sChool, mysore The Demonstration Multipurpose school, Mysore functions as a laboratory for experimentation and tryout of new strategies and instructional training programmes of the Institute. The school provides opportunities for the B.Sc. Ed. students to observe, learn and participate in teaching and serves as a centre for the cooperative training and research endeavour of the staff of the Institute. The school is affiliated to the CBSC and is known for its innovative approaches to teaching and evaluation and lay emphasis on the total development of the child’s personality. Competency Based Teaching (CBT) with an action research approach has been implemented in the school with effects from 1995 – 96. It has a separate primary wing. The school has well equipped science laboratories and a computer centre.

major aChievements oF the sChool

� Ms Kalyani and Ms Bhoomika of Class X were selected for JNNSMEE organised at Kerala.

� The school won Dhyanchand Hockey Tournament held at the state level. � Vaishnavi of Class XII Science was placed/ranked 0.1 percentage of the

CBSE Class XII Board Performance (AISSCE)

Major Achievements 2015 –16PubliCations

During the year, the Council’s publications include supplementary readers in Hindi, viz., Kaho Kahani, Suno Kahani, Hamari Kahani (collections of stories from Indian as well as world literature), a series of forty books Varsha in Sanskrit, supplementary readers on Adhunik Bharat ke Samajik Vicharak: Swami Vivekanand ke Samkaleen, Sukti Saurabham (compilation of Sanskrit Subhasitas), Veer Gaatha: Stories of Param Vir Chakra Awardees, resource books on Theme Based Early Childhood Education Programme, Shiksha ke Adhikar Adhiniyam ke Antargat Bachoon ki Aayu ke Anusar Kaksha Prawesh Hetu – Shikshak Sandarshika, Including Children with Special Needs: Upper

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TPrimary Stage, Exemplar Guidelines for Implementation of ECCE Curriculum for Children under Eight Years, Exemplar Material on Continuous and Comprehensive Evaluation for the Elementary Stage. The Council also has published customised teacher’s training package for KGBV, training package on arts education for primary teachers, teachers’ handbook in dance, music and theatre supported with a multimedia package, learning material in Science for lateral entry at upper primary stage and resource material on management of disasters.

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 and Indian Educational Review. NCERT textbooks are freely adopted by States under their nationalised textbooks programme. They are also used widely in schools affiliated to the CBSE, KVS, NVS, Tibetan Schools and several public schools in all the States. Many states have obtained copyright for NCERT textbooks.

During the year under report, 519 publications were released. The distribution of the NCERT textbooks was undertaken through a network of over 490 wholesale agents all over India. The Urdu publications were distributed/sold through Urdu Academy, Government of NCT of Delhi.

researChes

In the area of educational research, the Council conducted studies in different areas of school education, viz.; An in-depth study of the implementation of language curriculum at upper primary stage; Evaluation of in-service training programmes of NCERT; The study of commerce education at higher secondary stage in the North-East Region; Yoga: A healthy way of living (for upper primary stage) textual material on yogic activities for students of upper primary stages (Classes VI to VIII); Case studies of good practices on green schools; Programme evaluation of early literacy (Chavdi Vachan) in Maharashtra; Review of textbooks in mathematics for primary school children, Analysis of textbooks of Assam, Chhattisgarh, Himachal Pradesh; Maharashtra and Manipur from gender perspective; Eighth AISES, Evaluation of training packages developed by States in science and mathematics at upper primary stage; A study of commerce education at higher secondary stage in the North-East Region; Teacher education curriculum of North-Eastern Region in the light of NCFTE 2009: An analysis; Perception of stakeholders about ICT-Pedagogy integration at secondary school level: A case study; Perceptions of teachers and students in Meghalaya on instructional approaches and contents in history; A study of views of primary school teachers towards inclusion of children with special needs; Analysis of question papers of Uttar Pradesh Board of High School and Intermediate Education at Class X level; A study of alternative conceptions about basic chemistry concepts of pre-service science teachers of RIE, Ajmer; A study of qualitative analysis of question papers of Class X of Rajasthan Board of Secondary Education; Impact of heavy metal cadmium on haematological and biochemical parameters of fresh water cat fish- Clarias Gariepinus; School readiness of children from Scheduled Tribe communities: An in-depth analysis;

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An exploratory study of Christian minority schools of Odisha; Inclusion of children with hearing impaired children in primary school, etc.

NCERT continued to conduct research in priority areas in school education and teacher education. In addition, it also supported educational research through Educational Research and Innovations Committee (ERIC). Six research projects were completed with the financial support of ERIC during 2015 –16. The Council continues ‘NCERT Doctoral Fellowships’ in which ten fellowships are earmarked to be awarded every year to young aspirants to pursue doctoral research in the field of education and worked on their disciplines directly related to education. In 2015 –16, three Doctoral Fellows were doing Ph. D. by availing Doctoral Fellowship from NCERT.

develoPment aCtivities

The development works of the Council include: textbooks in language education for B.Ed. programme in Urdu ‘Urdu tadrisiyat’, Human Ecology and Family Science, Part I, Textbook for Class XI, Hindi and Urdu Versions of the book ‘What is RTE? Some Ways of Making Education Accessible’, books in Sanskrit viz.,‘Vanaspati Veethika’ on medicinal plants group in NIE Campus, ‘Vyakarn Veethi’, a grammar and composition book in Sanskrit for learners at secondary stage and ‘Sanskrit Sahitya Ek Parichay’ on history of Sanskrit literature since Vedic age, Tactile map book based on geography curriculum at upper primary stage, Hindi-Santhali and Santhali-Hindi dictionary, a training package on communication skills in English, Hindi and Urdu for Classes VI to X, curriculum on health promotion and well-being for school youths, Advocacy package and teaching learning materials, Adolescence education curriculum and resource material for upper primary stage, Resource material on adolescence education, ‘Harit Shala Ki Or’ – a resource book on education for sustainable development, ‘Comprehensive Early Childhood Education- Every Child Matters’ – a Handbook on Quality Early Childhood Education (Hindi), Teachers’ Handbook in dance, music and theatre supported with a multimedia package, a resource package for awareness on Early Childhood Care and Education (ECCE), a guide book for early childhood education, ‘Reading for Meaning’ (Hindi), English version of ‘Padne ki dehleez par ’ titled ‘Threshold of Reading’, etc.

Under Early School Mathematics Programme, mathematics learning kit, mathematics teachers’ training manual and user manual for mathematics learning kit have been developed. Learning indicators/outcomes and exemplars of Continuous and Comprehensive Evaluation at secondary stage, guidelines for school teachers and school education boards on writing of varied types of questions, audio-video material for activities in mathematics at upper primary and secondary stages, local language materials (resource text) in Khasi and Garo languages for Classes I and II, supplementary reading materials in the form of compilation of folktales of NER for Classes I and II, OER based mathematics module on concepts at secondary level, students’ work book for agriculture course under NSQF for Classes IX and X for paddy farmer, sugarcane cultivator and dairy worker, teacher’s handbook on constructivist approach of teaching in Physics at senior secondary level have been developed.

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TeduCational teChnology

Recognising the potential of technology in teaching-learning, various innovative curricular materials have been developed by NCERT. CIET produced 588 educational television programmes and 692 audio programmes including 13 audio books in daisy format. NROER has more than 22,000 resources of various categories including videos, audios, documents, interactive objects and images in about 29 different languages. The repository currently hosts concepts from Classes VI to X and will soon span Classes I to XII in science, social science, mathematics and arts education. E-pathshala, a joint initiative of Ministry of Human Resource Development (MHRD), Government of India and NCERT has been developed for showcasing and disseminating all educational e-resources including textbooks, audio, video, periodicals and a variety of other digital resources.

CaPaCity building

� Capacity building programmes for teacher educators and teachers on mathematics kit and manual was organised from December 2015 to February 2016.

� In-service training programme for Tibetan Primary School Teachers in ECCE was organised at New Delhi from 8 to 28 April 2015.

� A capacity building programme for key functionaries of West Bengal and Eastern States on Implementation of NSQF in Schools was organised from 2 to 6 November 2015 PSSCIVE, Bhopal.

� An orientation programme for vocational teacher on developing teaching skills in classroom, workshop and laboratory was organised at PSSCIVE, Bhopal from 23 to 27 November 2015.

� A training programme on education for peace for teacher educators was organised at NIE, New Delhi from 14 to 18 March 2016.

� A refresher course for practicing counsellors on contemporary concerns in guidance and counselling was organised at NIE, New Delhi from 29 June to 3 July 2015.

� Diploma Course in Guidance and Counselling (Distance/Online and Face-to-Face) was organised by the Council from1 January 2015 to 31 December 2015.

� Capacity building programmes for the teachers working in SC/ST concentrated districts on guidance was organised at DIET, Thrissur, Kerala from 15 to 19 June 2015 and at MSCERT, Pune, Maharastra from 7 to 11 December 2015.

� A capacity building programme for SRG in science and mathematics was organised at DIET, Roorkee from 22 to 26 February 2016.

� An orientation programme for master trainers for enhancing quality of education at elementary level schools in SC concentrated areas was organised at SIE, Port Blair from 24 to 28 August 2015.

� Training programmes on bridge course and teacher training package for KGBV teachers of Uttar Pradesh, Uttarakhand and Jharkhand was organised at NIE, New Delhi from 5 to 11 August 2015 and 18 to 24 August 2015.

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� A training programme on gender issues in education for the Principals of Jawahar Navodaya Vidyalaya was organised at NIE, New Delhi from 22 to 26 June 2015.

� An orientation programme for teacher educators from DIET on gender issues with focus on upliftment of girls belonging to minority communities was organised at NIE, New Delhi from 27 to 31 July 2015.

� An orientation programme for teacher educators from DIETs and SCERTs on gender issues in education with focus on educational development of girls belonging to Scheduled Tribe in the North-East Region was organised at NERIE, Umiam from 28 September to 2 October 2015.

� A training programme for teacher educators on addressing the phenomenon of declining sex ratio in India as per Census 2011 was organised at NIE, New Delhi from 15 to18 February 2016.

� A capacity building programme for elementary school teachers in conducting action research was organised at SCERT, Gangtok, Sikkim from 29 June 2015 to 3 July 2015.

� Research methodology workshops for NCERT faculty were organised at NIE, New Delhi from 18 to 22 January 2016 and from 7 to11 March 2016.

� An online course on action research in education was conducted at NIE, New Delhi from October 2015 to March 2016.

� Professional development of master trainers of Kendriya Vidyalayas in music and visual arts were organised at NIE, New Delhi from 12 to 16 October, 2015 and ZIET, Gwalior from 2 to 7 March, 2016 and 2 to 11 March 2016.

� Capacity building programme for master trainers in art education was organised at NIE, New Delhi from 2 to 4 July 2015 and NIE, New Delhi from 18 to 23 January, 2016

� Professional development programme for master trainers of NIOS in music was organised at NIE, New Delhi from 12 to 16 October 2015.

� A capacity building programme on developing quality questions for key resource persons of Nagaland Board of School Education, Kohima was organised at Kohima from 28 to 31 October 2015.

� 42nd Jawaharlal Nehru National Science, Mathematics and Environment Education (JNNSMEE) for Children was held at Nirmala College Campus, Muvattupuzha, Ernakulum, Kerala from 16 to 22 December 2015.

� Six workshops for ‘Rashtriya Avishkar Abhiyan’ (RAA) were conducted at each of the five Regional Institutes of Education (RIEs), and at National Institute of Education NIE, New Delhi.

� A training programme on educational technology, multi-media and training methods for school media teachers of Sri Lanka was organised at NIE, New Delhi from 20 to 27 December 2015.

� A refresher course for PGTs in geography was organised at NIE, New Delhi from 14 December 2015 to 2 January 2016.

� Training programmes for social science teachers of SC/ST Welfare Department run schools were organised at Institute of Cooperative Management, Dehradun, Uttarakhand from 31 November 2015 to 4 December 2015 and at Eklavya, Hoshangabad, Madhya Pradesh from

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T13 January 2016 to 17 January 2016 and Don Bosco Media, Manikandam, Thiruchirapalli, Tamil Nadu from 24 to 29 February 2016.

� An orientation programme for SCERT and DIET faculty members of Sikkim on NCFTE, 2009 and New Regulation of NCTE, 2014 was organised at NERIE, Umiam from 28 January 2016 to 1February 2016.

� A training programme for higher secondary/vocational education teachers on entrepreneurship skill development was organised at SCERT, Mizoram from 14 to 18 March 2016.

� An orientation programme for the KRPs of North-East Region on education for vocational skills was organised at NERIE, Umiam from 29 February 2016 to 4 March 2016.

� An orientation programme for teachers/teacher educators on Introduction of Yoga in School Education was organised at NERIE, Umiam from 2 to 6 November 2015.

� A training programme on textbook writers of newly recognised tribal languages (Paomei, Liangmei and Gangmei) was organised at BSEM, Imphal from 8 to 14 January 2016.

� A training programme for teacher educators and teachers on psycho-educational interventions for problems of adolescents was organised at Regional Training Institute, GSI, Shillong from 2 to 6 November 2015.

� A training programme for KRPs of Arunachal Pradesh on the use of learning resources in science and mathematics at elementary level was organised at Bharat Scouts and Guides HQ, Arunachal Pradesh from 24 to 28 August 2015.

� A capacity building programme for KRPs belonging to SC dominated areas in teaching of life sciences by using multimedia for improving learning outcomes of the students at senior secondary level was organised at RIE, Ajmer from 15 to 19 February 2016.

� A capacity building programme on digital content for improving learning outcomes of students at secondary level was organised at RIE, Ajmer from 2 to 6 February 2016.

� A capacity building programme for KRPs of SC dominating areas of Jammu and Kashmir, Himachal Pradesh and Uttarakhand States on teaching of science with special reference to projects in science was organised at RIE, Ajmer from 16 to 20 November 2016.

� A training programme for key resource persons of Himachal Pradesh and Punjab on environmental science for ensuring learning outcome at primary level was organised at RIE, Ajmer from 7 to 11 September 2015.

� A capacity building programme for KRPs of SC Dominated Areas of Jammu and Kashmir in Hindi at upper primary level was organised at RIE, Ajmer from 23 to 27 November 2015.

� A capacity building programme for KRPs on enabling inclusive education with reference to the Children with Special Needs for the States of Uttar Pradesh, Punjab, Delhi, Rajasthan and Himachal Pradesh was organised at RIE, Ajmer from 30 November 2015 to 4 December 2015 and from 8 to 12 February 2016.

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� Capacity building programmes for Rajasthan State Board of Secondary Education on question paper setting for strengthening school examination was organised at Allahabad from 12 to 16 December 2015 and at RIE, Ajmer from 7 to 11 December 2015.

� A capacity building programme for the faculty of DIETs located in minority dominated areas of Uttar Pradesh, Punjab and Jammu and Kashmir on teaching of social science at upper primary level was organised at RIE, Ajmer from 11 to 15 January 2016.

� Capacity building programmes for teacher educators of DIETs in ST dominated areas of Himachal Pradesh, Uttar Pradesh, Uttarakhand, Rajasthan and Chandigarh on improving learning outcomes in social science in the light of Continuous Comprehensive Evaluation (CCE) at upper primary level was organised at RIE, Ajmer from 7 to 12 December 2015.

� A capacity building programme for teachers of SC/ST dominated areas on life skills education was organised at RIE, Bhubaneswar from 7 to 11 February 2016.

� A professional development programme on qualitative research paradigms in school education was organised at RIE, Bhubaneswar from 18 to 24 June 2015.

� An orientation-cum-content enrichment programme in Hindi for PGTs of Andaman and Nicobar Islands was organised at Port Blair from 16 to 27 November 2015.

� A capacity building programme for secondary school teachers on guidance and counselling for Andaman and Nicobar Islands was organised at Port Blair from 23 to 27 November 2015.

� A 21- day professional development programme for teachers of D.M. schools of all RIEs was organised at RIE, Bhubaneswar from 20 May 2015 to 9 June 2015.

� An orientation programme for key resource persons of Andaman and Nicobar Islands on Early Childhood Care and Education was organised at Port Blair from 25 to 29 January 2016.

� An orientation programme for DIET faculty on transaction of newly developed D.El.Ed. curriculum of West Bengal was organised at West Bengal from 18 to 22 January 2016.

� Orientation programmes on developing teaching skills in classroom, workshop and laboratory for the States of Andhra Pradesh, Maharashtra, Jharkhand, Uttar Pradesh, Odisha, Himachal Pradesh, Haryana, Punjab, Bihar, North-Eastern States, Gujarat, Daman and Diu, etc. were organised during July 2015 to March 2016.

� Training programmes for master trainers in the areas of IT/ITes, latest trends and developments in automobile engineering, garment designing and making, entrepreneurship development, horticulture, retail marketing and banking finance insurance, etc. were organised during August 2015 to March 2016.

� A training programme on ‘educational technology, multi-media and training methods’ for school media teachers of Sri Lanka was organised at NIE, New Delhi from 20 to 27 December 2015.

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T� A training programme for RIE faculty and technical staff on video production

and technical operations were organised at RIE, Ajmer from 29 March to 2 April 2016, RIE, Bhubaneswar from 8 to 12 February 2016, RIE, Bhopal from 7 to 11 March 2016, RIE, Mysore from 29 February to 4 March 2016 and NERIE, Umiam from 14 to 28 March 2016.

� Training programmes on digitisation of textbooks of States/UTs were organised at NIE, New Delhi from 18 to 22 March 2016 and 28 March 1 April 2016.

� Training programmes on creation of e-contents and National Repository of Open Educational Resources were conducted at SCERT, Solan, Himachal Pradesh from 5 to 7 May 2015 and 3 to 5 June 2015.

� An enrichment programme for teacher educators at elementary level on Pedagogical Content Knowledge (PCK) in Mathematics was organised at NIE, New Delhi from 8 to12 February 2016.

� A capacity building programme for elementary teacher educators in effective organisation of internship programme was organised at NERIE, Umiam from 21 to 22 December 2015 and SCERT, Manipur on 1 – 2 February 2016.

� Orientation-cum-refresher course for SCERTs/SIEs and DIETs faculty was organised at NIE, New Delhi from 8 to 19 February 2016.

� A capacity building programme for teacher educators working in SC and ST concentrated States on emerging issues in teacher education was organised at NIE, New Delhi from 5 to 9 October 2015 and 29 February to 4 March 2016 and at NERIE, Umiam from 16 to 20 November 2015.

eXtension aCtivities

� 42nd Jawaharlal Nehru National Science, Mathematics and Environment Education (JNNSMEE) for Children was held at Nirmala College Campus, Muvattupuzha, Ernakulum, Kerala from 16 to 22 December 2015.

� A national seminar on ‘Nazeer Akbarabadi’ was organised at NIE, New Delhi from 20 to 22 March 2016.

� Nurturance Programmes for NTS Awardees were conducted at Homi Bhabha Centre for Science Education, Mumbai from 4 to 8 January 2016, at Indian Institute of Science Education and Research in collaboration with Regional Institute of Education, Bhubaneswar from 4 to 8 January 2016 and at Banaras Hindu University, Varanasi from 16 to 20 January 2016.

� National Role Play and Folk Dance Competition for southern States/UTs were organised at Regional Institute of Education, Mysore on 16 November 2015, for Northern States/UTs at NIE, New Delhi on 1 December 2015, for Western States/UTs and DMS of RIEs at NIE, New Delhi on 3 December 2015 and for Eastern and North-Eastern Regions at Guwahati on 10 December 2015.

� National Folk Dance competition on the themes: equal opportunity for boys and girls, respect and care for elders, protection of the environment, drug abuse, and charms and challenges of adolescents was organised in the same pattern of role play competition. 315 districts participated in the competition.

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� National Youth Festival (NYF) was organised as part of the Adolescence Education Programme at NIE, New Delhi from 28 to 30 January 2016 and from 6 to 8 May 2015.

� A national meet on community involvement and mobilisation in secondary education was organised at NIE, New Delhi from 15 to 17 March 2016.

� The International Week of Arts Education was celebrated at NIE, New Delhi from 27 to 29 May 2015.

� Kala Utsav was organised at New Delhi from 8 to10 December 2015.� A regional conference on pedagogical innovations in school education was

held at NERIE, Umiam on 17-18 March 2016.� Consultative meetings for identification of inputs for preparation of New

Education Policy – 2015 were conducted by NCERT in different parts of country.

� Conference of Directors of SCERTs/SIEs was organised at NIE, New Delhi on 28 – 29 February 2016.

� All India Competition on Innovative Practices and Experiments in Education for Schools and Teacher Education Institutions was conducted and seven schools/institutions were awarded.

� Award ceremony for the National ICT Awards, 2014 was organised on 5 September 2015 at Vigyan Bhawan in which nine teachers received award from Hon’ble Sh. Pranab Mukherjee, President of India.

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NCERT is involved in the development of curricular materials including textbooks, workbooks, supplementary readers, teacher guides and handbooks and laboratory manuals for school and teacher education which are published for wider dissemination. Research reports/monographs and educational journals are also brought out by the Council. There are publications for the year range from learning material in science for lateral entry learners, exemplar package on Continuous and Comprehensive Evaluation (CCE), resource material on management of disasters, booklets on HIV-AIDS awareness and life style related issues, a handbook on Including Children with Special Needs: Upper Primary Stage, a resource book on Early Childhood Education Programme, exemplar guidelines for implementation of ECCE curriculum for children under eight years, Supplementary Readers in Hindi Shiksha Ka Adhikar Adhiniyam Ke Antargat Bachoon Ki Aayu Ke Anusar Kaksha Mein Prawesh Hetu – Shikshak Sandarshika, Supplementary Readers in Sanskrit Sukti Saurabham, books titled; Veer Gaatha: Stories of Param Vir Chakra Awardees, Adhunik Bharat ke Samajik Vicharak: Swami Vivekanand ke Samkaleen, textbook for Class XII Human Ecology and Family Sciences and Yoga : A Healthy Way of Living, training package on arts education for primary teachers, customised teacher’s training package for KGBV, and concise report of Eighth All India School Education Survey. The Council has also published various issues of the educational journals, Indian Educational Review, Journal of Indian Education (JIE), Bhartiya Adhunik Shiksha (BAS), School Science and Indian Journal on Vocational Education and the Annual Report for the year 2014 –15.

Department of eDucation in Science anD mathematicS

Learning Material in Science for Lateral Entry at Upper Primary StageISBN 978-93-5007-302-5 Learning Material in Science for Upper Primary Stage has been developed keeping in view the interest, age and cognitive level of learners. It will cater to the needs of the learner taking lateral entry. This learning material intends to bring their learners at par with children already in the school system. Continuous and Comprehensive Evaluation (CCE), Exemplar Package for the Upper Primary Stage – ScienceISBN 978-93-5007-314-8 The exemplar package on CCE provides guidelines for practitioners about necessary steps to be followed for implementing CCE. It informs the teachers

2. Major Publications

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about assessment as an in-built part of teaching – learning process and methods to be used for assessment.Resource Material on Management of DisastersISBN 978-93-5007-336-0ISBN 978-93-5007-340-7ISBN 978-93-5007-337-7The resource material comprises of booklets namely; Fire and Stampede, Mosquito borne Disease, Malaria and Dengue, Swine flu covering different areas of disasters management. These have been published with an objective to create awareness to handle disastrous situations and to develop skills to prevent disasters or to reduce their impact through efficient handling of such situations. It is presented in a graphic story form. Simple and communicative language has been used in the entire series so that children in the age group of 10 –16 years can understand effectively.Booklets on HIV-AIDS Awareness and Life Style Related IssuesISBN 978-93-5007-339-1ISBN 978-93-5007-338-4The booklets deal with health issues related to our daily habits like eating a balanced diet, exercise and hygiene. In these booklets, an attempt has been made to create awareness on how to handle life style related issues effectively.

Department of eDucation of GroupS with Special neeDS

Handbook on Including Children with Special Needs: Upper Primary Stage(ISBN: 978-93-5007-332-2)Implementation of RTE requires that every classroom be ready to include Children with Special Needs (CWSN) in its teaching learning processes, assessment and evaluation procedures and extra-curricular activities. Upper primary stage is the period when emergence of better defined subject areas takes place and the child gets ready to make choices. The transition from primary to upper primary is successful when children have developed friendships and the confidence to learn. It also depends upon the continuity of curriculum and settling well in schools. The handbook has been prepared with these expectations in mind and is organised in two sections. The first section offers strategies for adapting language education, social sciences, mathematics and sciences in inclusive classrooms which have students with specific needs related to sensory disabilities, cognitive/intellectual disabilities and physical disabilities and the second section explains Continuous and Comprehensive

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Evaluation (CCE) and provides suggestions for conducting it in an inclusive classroom at the upper primary level.

Department of elementary eDucation Theme Based Early Childhood Education Programme – A Resource Book(ISBN 978-93-5007-348-3) The objective of this resource book is to help and guide practitioners and teacher-educators in early childhood education and to plan and develop age and developmentally appropriate activities based on different themes at pre-school and early primary level. This resource book provides theme-based activities from pre-school to early primary classes and also suggests ways to observe the progression of young children’s learning. Exemplar Guidelines for Implementation of ECCE Curriculum for Children under Eight Years (ISBN 978-93-5007-347-6)The document consists of some suggestive guidelines for effective implementation of Early Childhood Care and Education (ECCE) curriculum for children up to the age of eight years. It is a guiding document for ECCE service providers, especially teachers, and is aligned with the National ECCE Policy and the National ECCE Curriculum Framework developed by the Ministry of Women and Child Development. The specific purpose of providing these guidelines is to promote quality and excellence in implementation of ECCE curriculum. This document would develop understanding about ECCE, pre-school curriculum components and provide guidelines for its planning and implementation along with assessment of child’s development/growth. As parents have an equal role in their child’s learning, strategies for involving parents have also been suggested. The document consists of sample year plan and monthly theme-based plans along with sample progress report card for 3 – 4 year and 4 – 5 year age groups. These guidelines may be useful for teachers, teacher-educators, teacher-trainees, researchers, administrators and policy makers working in the area of ECCE interested in planning, organising and implementing the preschool curriculum along with monitoring and supervision of ECCE programme. Exemplar Material on Continuous and Comprehensive Evaluation for the Elementary Stage (ISBN 978-93-5007-309-4)An exemplar material on Continuous and Comprehensive Evaluation (CCE) for the elementary stage in all curricular areas namely, Hindi, English, Urdu, Mathematics, Science, Social Sciences and Arts Education have been developed in 2013 –14. The material has been finalised after wide consultations with subject experts, practitioners and educationists in a series of meetings and developmental workshops. The underlying idea of

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developing the exemplar CCE material was to provide some examples on how CCE can be used effectively by the teachers in various curricular areas till the elementary stage for implementation of CCE meaningfully in the classroom. This material addressed different facets of CCE, that is, how to carry out assessment during the teaching-learning process, assessment after teaching-learning process, recording and reporting the child’s progress, etc. The package also includes a video film on ‘CCE in mathematics classroom’, focusing on the primary stage. Shiksha ka Adhikar Adhiniyam Ke Antargat Bachoon ki Aayu ke Anusar Kaksha mein Prawesh hetu – Shikshak Sandarshika (ISBN 978-93-5007-756-6)Under RTE Act, 2009, NCERT has developed a Teacher’s Manual to facilitate teachers and education volunteers to teach out-of-school children in special training centres in States and UTs, under Chapter II, Section IV, of RTE Act, 2009. Model lessons have been provided in the subjects of languages and mathematics. Thrust has been given on activity based learning, along with these, notes have been provided on special training, out-of-school children and assessing of previous knowledge of children admitted in special training centres. One of the aims of the manual is to create awareness in bringing about quality improvement in the learning of out-of-school children and enabling them to continue their education till they complete the elementary stage. It is expected that this manual will facilitate head teachers and teachers, Cluster Resource Centre Coordinators (CRCCs), Block Resource Centre Coordinators (BRCCs) and other concerned functionaries in organising special training programmes for out of school children.

Department of eDucation in lanGuaGeS

Supplementary Readers in Hindi:Kaho Kahani ISBN 978-93-5007-316-2Suno Kahani ISBN 978-93-5007-315-5Hamari Kahani ISBN 978-93-5007-346-9

Three supplementary readers, viz., ‘Kaho Kahani’, ‘Suno Kahani’, ‘Hamari Kahani’ which are collections of stories from Indian as well as world literature have been developed. These are compilation of stories which are originally written in Hindi, other Indian languages and translations of stories written in foreign languages. The objectives of developing these books were to develop a world view among children, familiarise them with diverse cultures and for enrichment of language and inculcation of values.Supplementary Readers in SanskritISBN- 978-93-5007-353-7 (Varsha – Set)A series of forty books titled ‘Varsha’ has been brought out in Sanskrit for early reading and literacy. The series is developed on the pedagogical principles of learning to read. Being a graded series, the complexity in language structure

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and story element increases with each grade. The series has already been developed in Hindi.Sukti Saurabham Sanskrit ISBN 978-93-5007-350-6, Hindi ISBN 978-93-5007-351-3,English ISBN 978-93-5007-352-0The books are compilation of ‘Sanskrit Subhasitas’ which are also translated in Hindi and English. These are supplementary readers for learners at upper primary, secondary and senior secondary stages.

Department of eDucation in Social ScienceS Tactile Map BookISBN 978-93-5007-803-7The Tactile Map Book based on Geography curriculum at upper primary stage contains basic concepts of Geography, India and the World, which can be used by students with visual impairments as a reference material. This map book contains text in Braille and English both of which will also encourage collaborative learning in inclusive classrooms. Audio of map book in Daisy format has also been developed in Hindi and English versions both. The book was released by Hon’ble HRD Minister Smt. Smriti Zubin Irani on September 1, 2015 at NCERT’s 55th foundation day. Veer Gaatha: Stories of Param Vir Chakra Awardees (ISBN 978-93-5007-765-8)A supplementary reader, Veer Gaatha: Stories of Param Vir Chakra Awardees was brought out in tribute of those who fought against all odds to safeguard the honour of our nation. This was prepared in consultation with the Ministry of Defence. This hand book comprises inspiring stories of all 21 brave hearts who were awarded the Param Vir Chakra (PVC), India’s highest wartime gallantry medal, since 1947. It is a memoir of war heroes who will be remembered forever for their indomitable courage, dedication to duty and underlying love for the motherland. Following a chronological order of wars, the book provides snippets of military history of India since independence along with the stories of PVC Awardees. Each story concludes with a citation, which describes gallantry of the PVC awardees. The objective of the book is to create awareness among young readers about the valour of these heroic personalities and develop the spirit of self-sacrifice, patriotism and motivation among students and teachers.

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Adhunik Bharat ke Samajik Vicharak: Swami Vivekanand ke Samkaleen (ISBN 978-93-5007-349-0)Adhunik Bharat ke Samajik Vicharak: Swami Vivekanand ke Samkaleen, the Hindi version of the book Social Thinkers of Modern India: Comtemporaries of Swami Vivekanand, has been brought out. The book familiarises students and teachers about the life of 13 social thinkers of modern India and their works in the area of education for women, evil of child marriage, widow remarriage, equality of all castes, etc. The themes in the book are woven around issues of contemporary concerns and span various disciplines of sociology, history, political science, economics, etc.Human Ecology and Family Sciences, Part I, Textbook for Class XIIISBN 978-93-5007-768-9The textbook on Human Ecology and Family Sciences (HEFS), hitherto known as ‘Home Science’ has been developed based on the vision and principles of the National Curriculum Framework 2005. Globally, the field of home science is known by newer nomenclatures but encompasses basically five domains namely; food and nutrition, human development and family studies, fabric and apparel, resource management, and communication and extension. The textbook takes a holistic approach to address the pertinent issues related to work, employment and careers, keeping quality of life in perspective, individually and collectively. The practical’s given in the textbook have been designed to enable learners to gain insight and also have a bird’s eye view of the tasks and challenges inherent in various professional careers and avenues.Yoga: A Healthy Way of Living (for Upper Primary Stage) ISBN 978-93-5007-345-2Textual material on yogic activities for students of upper primary stages (Classes VI to VIII) has been developed. These activities are an integral part of the syllabi of health and physical education. The textual material contains practices of asanas and pranayama, kriyas and meditation. It explains in brief the origin and history of Yoga and the general guidelines for doing yogic activities (asanas, pranayama, kriyas and meditation, etc.). Brief descriptions of each yogic activity, followed by a description of steps or stages for practice have also been included. The benefits have been given yogic activity-wise. Important do’s and don’ts including limitations which have to be kept in mind while practicing these yogic practices have also been given. The textual material is illustrative.

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Yoga: A Healthy Way of Living (for Secondary Stage) ISBN 978-93-5007-344-5This textual material meant for the students of secondary stage (Classes IX and X) includes various yogic activities to be performed by the students of these classes. Some of them are; Hastottanasana, Padhastasana, Trikonasana, Shashankasana, Ushtrasana, Ardhamatsyendrasana, Bhujanagasana, Shalabhasana, Sharvangasana, Matsyasana, Makarasana, Shavasana, Kapalabhati, Anuloma-viloma Pranayama, Bhramari Pranayama, Bhastrika Pranayama, Meditation, Shirshasana, Bakasana, Mayurasana (for boys), Hamashasana (for girls), Uttana Kurmasana (for boys). The main emphasis of development of this textual material for secondary stages is on developing personality and managing stress among adolescent through yogic activities. Developing physical fitness, emotional stability, concentration and mental development of students have also been considered while developing this material. The book explains in brief the origin and history of Yoga and the general guidelines for doing yogic activities. It also includes specific guidelines related to yogic practices (asanas, pranayamas, kriyas and meditation, etc.) and a brief description of each yogic practices followed by a description of steps or stages for practice. The benefits of doing these yogic activities, important do’s and don’ts including limitations have also been given. A special feature of this material is that it is illustrated so that teachers can learn the asanas after some initial training.

Department of eDucation in artS anD aeStheticS

Training Package on Arts Education for Primary Teachers(ISBN: 978-93-5007-333-9) The package consists of seven independent modules, supported with the video films and slide shows. It is prepared to promote ‘Art Integrated Learning’ (AIL) at primary level. The modules are designed in such a way that it caters to the need of content enrichment on arts education (which is written in FAQs answered) and guides the trainers/educators on step by step training in AIL. The package is interactive in nature and all training sessions focus on experiential learning, hands-on-experience on skill-in-arts and contains mock sessions for understanding the Art Integrated Learning (AIL) pedagogy. The package is being used for training of the master trainers for capacity building of the States.

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Department of GenDer StuDieS

Customised Teacher’s Training Package for KGBV (ISBN 978-93-5007-755-9)The objective of the package is to train elementary school teachers of KGBV Scheme to develop reading, writing, speaking, listening and vocabulary skills of English language among students and to make teachers aware about connecting English language with their surrounding and the world outside. The package is written bilingually. It is based on English textbooks of NCERT. The package has several activities related to language development that teachers and students can contextualise in their context and adapt the material according to their requirements.

eDucational Survey DiviSion

Eighth All India School Education Survey: A Concise ReportISBN: 978-93-5007-764-1The Concise Report at Eighth All India School Education Survey presents some of the main findings of the survey. It has 11 sections on major concern areas. At the end, a trend statistics is given which shows the growth in school education in the country. The report have been brought out as separate publications on Schooling facilities in rural areas, Schools, physical and Ancillary facilities, Media of instruction and languages taught, Teachers and their qualifications, Some important educational indicators: Eighth All India School Education survey, Schooling Facilities for children with disabilities, Pre-primary Education and Alternative schooling, Enrolment in schools, incentive schemes, Specific facilities in secondary and higher secondary schools, Vocational education in schools and Schooling facilities in rural areas : A thematic report.

JournalS anD reportS publiSheD DurinG 2015 – 16Indian Educational ReviewIndian Educational Review (IER), a research journal of NCERT, aims to enhance the theory and practice of research in education. The journal covers a wide range of issues, reports, reviews and empirical findings including studies in inter-disciplinary perspectives. The journal is published half-yearly in January and July. The issue of July, 2014, January and July 2015 has been published.Journal of Indian Education (JIE) and Bhartiya Adhunik Shiksha (BAS)Journal of Indian Education (JIE) and Bhartiya Adhunik Shiksha (BAS) are quarterly journals published regularly by NCERT. The purpose is to provide a

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forum for teachers, teacher educators, researchers and others concerned with education to encourage original and critical thinking in education through presentation of new ideas, critical appraisal of contemporary educational problems and experiences on innovative practices. The content includes thought provoking articles, research papers, challenging discussions, innovative practices and experiments, field experiences and book reviews and so on.

During the year, 100 articles in English and 90 articles in Hindi were received for publication in the respective journals. After reviewing the articles and papers, four issues of JIE (i.e., May 2015, August 2015, November 2015, and February 2016) and four issues of BAS (i.e., April 2015, July 2015, October 2015, and January 2016) were finalised and sent for publication.School Science — A Quarterly JournalSchool Science is a refereed journal published quarterly by NCERT. It provides a forum for teachers, teacher’s educators, administrators, researchers and students to disseminate their views, experiences and innovations in the field of science, mathematics and environment education at school level. It also disseminates new ideas and latest global trends in the areas of school level science and mathematics and other related educational aspects. The journal brings for the advances in science and mathematics within the easy reach of teachers and students and serves as a useful forum for the exchange of views and experiences. The issue contain general as well as research articles from various disciplines of science and mathematics along with the regular features like ‘Science News’, ‘Web Watch’ and ‘You’ve Asked’. The issue of December 2015 is a special issue on ‘International Year of Light’.Indian Journal on Vocational EducationThe Institute published first issue (October 2014 – March 2016) of Volume 20 and 21 of the Indian Journal of Vocational Education. The issues deal with the skills development and are a rich treasure of latest information in the field of vocational education. Annual Report 2014 –15The Annual Report for the year 2014 –15 contains detailed account of activities undertaken by various constituents of NCERT in the area of school and teacher education which will help to propel the next phase of growth towards the common school system, work and education, inculcating values and letting all children enter the world of formal learning. A variety of programmes pertaining to research, development of learning materials, pre-service and in-service training and extension activities were carried out towards improving the educational scenario of the country. This report of achievements and milestones of NCERT for the year 2014 –15 intends to facilitate valuable communication with wider academic community, policy makers, educators and practitioners in the field.

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of school and teacher education are undertaken by various constituents of NCERT. These include audio-visual materials, textbooks, handbooks, training packages, manuals, supplementary readers, kits, etc. In the year under report, the Council has been involved in the development of audio-video material for activities in mathematics, audio-visual reading material related to poems, video programmes on early literacy, film on learning indicators and various educational media programmes. It was also involved in the development of online courses for teaching of elementary science, arts appreciation, learner assessment, educational data processing, school librarianship, education of minorities, ICT curriculum and course material, ICT based TLM’s in transaction of mathematics, biology and physics and MOOCs for school education.

The Council has developed handbooks, training packages and supplementary resource materials on understanding science through activities, games and art forms, early childhood education in Hindi, dance, music and theatre, teaching in physics, psychological well-being of adolescents, folktales, poetry collection, ECCE, quality assessment tools, learning indicators/outcomes and exemplars of CCE, innovative practices, communication skills in English, Hindi and Urdu, creative writing and translation in Urdu, textbooks in language education for B.Ed. in Urdu, secondary school preparedness, types of questions on education of children with learning problems, reduction of bag burden, integration of local knowledge, local language materials, local/cultural art forms and traditions and exemplar bridge materials for children. It has also developed book on ‘Becoming Reflective Teacher’, books in Sanskrit, Hindi-Santhali and Santhali-Hindi dictionary, student workbooks for vocational courses and was involved in the development of environmental education theme park and herbal (medicinal) plants garden.

Various kits and its manuals for comprehensive early childhood education, upper primary and secondary science, secondary and higher secondary mathematics, micro scale chemistry, higher secondary biology lab have been developed. Under the Early School Mathematics Programme, a mathematics learning kit, a source book on ‘joy in mathematics’ mathematics teachers’ training manual and a user manual for mathematics learning kit have been developed. The Council has been involved in the revision of pre-service teacher education programme in the light of NCTE Regulation, 2014, and development of Hindi and Urdu versions of the book ‘What is RTE?’, Package on NCFTE, 2009 and New regulation of NCTE 2014, also.

3. Development Activities

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TWeb Conversion of Certificate Programme for Teaching of Elementary Science (CTES)This is an online self-learning programme in science having a total of 40 modules along with their assessment questions. These modules include the content and pedagogy related to teaching-learning of science at upper primary stage. The videos for some modules have also been developed.

Four modules, physical and chemical changes, acid, bases and salts, density and floatation and living and non-living have been converted to the Open-edX platform. These converted modules were pilot tested with the school teachers during various orientation programmes. Audio-video Material for Activities in Mathematics at Upper Primary and Secondary StagesAudio-video programmes on the concepts of mathematics at upper primary and secondary stages have been developed. A total of 29 programmes have been developed. Some of the programmes are: factorisation of quadratic polynomial, understanding trigonometric ratios, verifying the properties of diagonals in different types of quadrilaterals, etc.Handbook on Understanding Science through Activities, Games and Art forms Handbooks on understanding science at upper primary and secondary stages through activities, games and art forms have been developed. These handbooks have special focus on integration of science concepts with traditional games (such as seven stones, stappu, kho-kho, relay race, etc) and various art forms (with special focus on traditional art forms and folklores). The handbook at upper primary stage has approximately 50 items in total under various sections, viz., games, toys, fun activities and art forms. At the secondary stage approximately 80 items have been developed. These materials will be useful for both teachers and students. It is expected to be an exemplar material for enabling teachers to develop similar kind of material in their own context.Adapting the Barkha Series for Visually Challenged Children and other CWSN According to UDL in HindiThe objective behind this MHRD project was to adapt the content and illustrations of the original Barkha Series booklets in tactile, audio and other forms, for making it accessible for all children including Children with

A workshop on adaptation of 'Barkha Series' for universal access held at NIE, New Delhi 27 – 22 July 2015



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Special needs according to UDL. National level workshops were organised in a continuum with a multidisciplinary team of 185 experts working in the field of sensory, cognitive and loco-motor disabilities. These workshops witnessed the participation of teacher-educators, special educators, teachers working in special schools and inclusive schools, professionals producing tactile material for children with visual impairment including Centre of Excellence in Tactile Graphics (CoETG), IIT Delhi, IT experts, printers, sign artists, sign vetting experts and audio artists, CIET production team, NCERT faculty, representatives from UNICEF and SSA. The original team of writers and illustrators of the Barkha Series were also part of the workshops. During the workshops, the resource persons shared their experiences and delineated the specific learning needs of various disability groups and accordingly suggested appropriate additional features in the series, keeping in mind the principles of UDL.

The print version has the text in both print and invisible Braille on the same page. In order to make the illustrations accessible to all, the salient features of the illustrations were made tactile and with high resolution in print. There are also picture windows for difficult words, green and red dots to indicate beginning and end of the sentences, arrows to go to the next page and note for teachers and parents, etc. In addition, an introductory audio note has been added in digital version for each booklet to arouse curiosity among children. The audio note is also available in video formats including sign language. The adapted version aims at giving multi-sensory experiences to the readers. The digital version can be accessed on computers, mobile phones, laptops and tablets. The tryout of the adapted series has been undertaken. Capacity building workshops were organised in Jaipur, Bhubaneswar, Jamshedpur and Delhi to orient the teachers and head teachers about the try out process. Hindi Translation of the Handbook ‘Including Children with Special Needs: Primary Stage’The Hindi version of the handbook includes suggestions and strategies for inclusive classrooms which have students with specific needs related to sensory disabilities, physical disabilities and cognitive/intellectual disabilities. The handbook emphasises the need to shift from the idea of children with special needs fitting into the existing classrooms. The book has been translated in Hindi for its use especially in Hindi speaking states and the final version in Hindi language would be shortly available on NCERT website.Enabling Inclusive Education: Key Indicators for Analysing Teaching Learning Resources at Primary Level from the Perspective of Gender, Disability and Socially Disadvantaged Groups and Economically Weaker SectionsInclusive education entails the provision of a curriculum with teaching-learning materials that are appropriate for each child and focus on the unique learning needs, characteristics, interests and strengths of children at different developmental levels. Textbooks that constitute the most significant component of the curriculum are the primary source of knowledge for a majority of children. The textbooks play a significant role in facilitating the creation of enabling learning environment for all learners and need to cater to diverse groups of children while addressing existing barriers. Considering this need, a tool to analyse teaching-learning materials at primary level from IE’s perspective has



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Tbeen developed The textbooks of Hindi, English, EVS and Mathematics at the primary level developed by NCERT were analysed by using the tool. The data collected during the workshops were analysed and examples from each subject across Classes I-V were delineated with supporting visuals. Intensive workshops were held involving teacher educators, teachers from Kendriya Vidyalayas, professionals and researchers working in the field of disability, gender, socially disadvantage and economically weaker sections. Guidelines for Making Pre-service Teacher Training Degree Programmes Inclusive, in the Light of Recent DevelopmentsThe programme was undertaken to develop and share the guidelines for inclusive pre-service teacher education degree programmes and to identify the specific inputs for making the existing pre-service teacher education degree programme inclusive. A visit to NEHU and Kurukshetra University was made to discuss the guidelines for making pre-service teacher training education degree programme inclusive in the light of recent developments. The interaction focused on the perception about inclusive education and how student-teachers can play their role in inclusive set-ups as regular subject teachers and physical education teachers. Multimedia Package for Managing Children with Autism in Inclusive ClassroomFor facilitating the inclusion of Children with Autism (CWA) in the regular schools at primary level a handbook has been developed. The draft handbook, prepared in close consultation with the experts, was shared with the selected Kendriya Vidyalayas having Children with Autism in their primary classes. The handbook titled ‘Including Children with Autism in Primary Schools: Teacher’s Handbook’ is an attempt to address the difficulties that the regular teachers may face in inclusive classrooms and focuses on the possible interventions and strategies. The handbook is divided into two parts. Part I aims at building an understanding about autism and relate to their needs. It also covers do’s and don’ts for regular teachers in various situations both inside and outside the classroom. The Part II of the handbook provides the theoretical background and principles behind the suggestions and interventions mentioned in the Part I of the handbook. The script for the audio video material titled “Seekhne ki Raah Par…(journey of a teacher)” has been developed. The script revolves around a teacher reflecting upon the memories of teaching CWA in the classroom, and how he has evolved as a teacher and human being during the process. Manual for Members of School Management Committee on Inclusion in Education at Elementary Stage in Scheduled Tribes Concentrated AreasThe manual for SMCs on inclusion in education at elementary level has been developed to create awareness about roles and responsibilities of SMC members and to strengthen them to implement inclusion in education at elementary stage. The tryout of the manual was held at Namkum, Mandar and Tamar, three tribal blocks of Ranchi district in Jharkhand. The manual contains eight chapters, namely; School Management: An Introduction; School Management Committee; Preschool Education; Education of the Children with Disabilities; Education of Children Belonging to Socially Disadvantaged Group; Girls’ Education; Adolescent Learners in School; Disaster, Conflicts and Schooling.



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Supplementary Resource Materials on Enhancing Psychological Well-being of AdolescentsThe supplementary resource material aims to help teacher counsellors build their understanding for enhancing psychological well-being of adolescents. The themes for development of resource materials such as gender sensitivity, anger management, physical, emotional and psychological harassment, behavioural problems were identified based on which the draft material has been developed. Draft material on understanding bullying and strategies for handling bullying has been developed. Book on ‘Becoming Reflective Teacher’A book on Becoming Reflective Teacher has been developed. The book contains three sections, viz., conceptual framework, developing reflection, and reflection on action: few illustrations. It will be useful for student teachers, teachers and teacher educators and also may be used as a reference material for teacher education programmes. Revision of Pre-Service Teacher Education Programme in the Light of NCTE Regulation 2014 — Two-year B. Ed. SyllabusThe syllabus for Bachelor of Education (B.Ed.) programme as per the mandate of NCTE Regulation, 2014 has been revised. The syllabus of two-year B.Ed programme of NCERT prior to 2014 regulations has been improved as per framework given by NCTE. The internship component has been enriched not only through increase in the duration, but also by suggesting various field based activities. The revised draft was sent to RIEs and other stake holders for further input/suggestion. Based on the comments and suggestions, the draft syllabus has been finalised and uploaded on the Council website.Harit Shala Ki Or — A Resource Book on Education for Sustainable Development A resource book on Education for Sustainable Development (ESD) at the elementary level Harit Shala Ki Or in Hindi has been developed. The resource book aimed at enabling different stakeholders to analyse, reflect, evolve and use strategies/practices for environmental sustainability in their schools. It is expected to be useful for teachers, Principals and other administrators to be aware, sensitised and equipped with various strategies and use whole school approach to design/develop appropriate opportunities to the students to accomplish the goals of ESD. Poetry Collection for ChildrenThe objectives of the compilation of poems in Hindi for young children for Classes I and II Amman Hum Bhi Sath Chalen were to provide a variety of poems, rhymes, etc., for early readers and to encourage early learners to become independent readers. Relevant poems, rhymes and khel geet from children’s literature have been collected from various languages and regions. Illustrations have also been developed according to the reading material. The compilation will be helpful in providing opportunities for teaching reading skills to young children.Comprehensive Early Childhood Education KitThere is a great demand for Early Childhood Education (ECE) kit to meet the basic early learning needs of children. Keeping in view, an ECE kit has been



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Tdeveloped for 3 to 6 years old children. There are 39 learning materials along with one folding bag (for storage and display of material) catering to all domains of development. The manual for ECE kit is being prepared. All the learning material in the ECE kit is age and developmentally appropriate and open-ended. The ECE kit will help the pre-school teachers to plan the activities of quality ECE programme. Sample ECE kit named as ‘Play and Learn’ Pre-School Education Kit has been developed. ‘Every Child Matters’ — A Handbook on Quality Early Childhood Education (Hindi)The Hindi version of the handbook Every Child Matters has been developed as per the demand from Hindi speaking States. This book has six chapters that help practitioners in planning and implementing quality ECE programme. Activity Book ‘Darpan’Investing in good habits and hygiene education at pre-school level has many benefits as the early years are the habit formation years. In this context, an activity book Darpan (in Hindi) on cleanliness and hygiene for 3 to 8 year old children has been developed. The book includes fun activities related to hygiene and cleanliness. The activity book is divided into three sections i.e., personal cleanliness, cleanliness in the classroom and school and cleanliness in our immediate surroundings. Each section has suggestive activities, stories, worksheets and suggestive indicators. All the activities have been field tested with young children. The draft manuscript of the book has been sent for publication. Resource Package for Awareness on Early Childhood Care and Education The Resource Package f o r Awareness on Early Childhood Care and Education (ECCE) in Hindi and English, as a support material is a combination of folk, print and electronic media such as documentary film, audio spots, posters, banners, leaflets, puppets, scripts for puppetry and scripts for drama, etc. The package has been tried out in different communities of Uttarakhand and New Delhi during the year 2014 –15. More than 500 community members and 60 ECCE functionaries from various institutions like SCERT, DIETs, SSA and ICDS (working in the area of ECCE) of 17 States/UTs namely; Himachal Pradesh, Uttar Pradesh, Chhattisgarh, Madhya Pradesh, Gujarat, Arunachal Pradesh, Sikkim, Mizoram, Assam, Jammu and Kashmir, Rajasthan, Andaman and Nicobar Islands, Karnataka, Andhra Pradesh, Kerala, Leh, Ladakh, Delhi and Uttarakhand participated in the programme. A brochure containing details about the package material, their usage and objectives has also been prepared.

Development of Activities Kit in ECCE at NIE, New Delhi in August 2015



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Guide Book for Early Childhood EducatorsThe guide book has been developed for conducting ECCE awareness programmes at different levels. The guide gives the detailed steps for planning and preparation, execution and implementation of the awareness programmes. The guide suggests two different models (Model I and Model II) for different target groups, viz., Group I (educational planners and educational administrators) and Group II (teachers, parents and community). Film on Learning IndicatorsScript for the film on learning indicators in environmental studies, mathematics and Hindi language at the primary stage has been developed and the film was shot in Kendriya Vidyalya, NCERT. This film provides examples where teacher and other stake holders can clearly assess the indicators that show how and what children are learning. The film is available on youtube at the link, https://www.youtube.com/watch?v=sB8Myn-PgigNational Documentation Unit for Pre-School and Elementary Education – A Resource Centre: User’s Guide In view of the priority given to achieving the Universalisation of Elementary Education (UEE) there has always been a need for convergence of ideas, experiments and experiences towards the attainment of this cherished goal. It has been therefore necessary to maintain regular updated data bank of information with reference to Early Childhood Care and Education and Elementary Education. Therefore, a National Documentation Unit (NDU) for pre-school and elementary education has been functioning with the prime objective of compiling, cataloguing, documenting and disseminating information in these areas. To serve these functions better and to reach out to a wider clientele, a User’s Guide has been brought out which provides details of updated information available in the NDU and the mode of accessing it. The present guide includes information related to NDU with regard to its role and functions; services provided; general rules to be followed by the visitors; areas in which material is available in NDU; and information related to print and non-print material available in NDU. A brochure has been developed to provide information to concerned agencies and individuals about the presence of NDU and access to the facilities provided through NDU.Textual Materials for Creative Writing and Translation in Urdu at Higher Secondary Stage Textual materials for learners who opt for creative writing have been developed. Syllabus and materials for learners and teachers are also developed. The book titled Takhleeki Jauhar has been developed keeping in view the nuances of creative writing and translation for the learners at higher secondary stage.Textbooks in Language Education for B.Ed. Programme in Urdu Language education is an important area for bringing in quality in school education. The book ‘Urdu tadrisiyat’ has been developed based on the two-year B.Ed. syllabus developed by NCERT. The textbooks are based on recent trends in Urdu language education and covers themes related to language pedagogy, translation, media etc.



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THindi-Santhali and Santhali-Hindi Dictionary for the Students Vocabulary development in context is an important component of language learning. The dictionary is developed based on the pedagogical principles of learning language and to address the demands of diverse linguist groups and learners from upper primary to senior secondary stage of school education. Hindi and Urdu Versions of the Book ‘What is RTE? Some Ways of Making Education Accessible’The book is a NCERT publication which has been translated into Hindi and Urdu versions for wider dissemination of information regarding RTE Act, 2009. The books elaborate on various issues in the purview of RTE Act which will ensure equity and quality in school education.Package on Communication Skills in English, Hindi and UrduThe material has been created for strengthening the skills of listening and speaking in English, Hindi and Urdu among learners from Classes VI to X. The packages in English, Hindi and Urdu comprise multiple and varied context based listening and speaking activities.Audio-Visual Reading Material Related to PoemsMaterials for effective teaching-learning of poetry have been developed. It focuses on developing skills of reciting poetry for enhancing comprehension, enriching language and deriving pleasure from reading and listening to the poems. The collection of poems is textbook based on is poet specific. It ranges from Bhaktikaal to modern poetry.Book in Sanskrit — ‘Vanaspati Veethika’The book is a collection of Sanskrit Shlokas on medicinal plants grown in NIE Campus, New Delhi and variety of other herbs. The book is translated into Hindi and English also. The book is based on original Sanskrit treatises like Charaksamhita.Book in Sanskrit — ‘Vyakaran Veethi’ This is a grammar and composition book in Sanskrit for learners at secondary stage. The book describes the grammatical items with examples and having exercises for practice.Book in Sanskrit — ‘Sanskrit Sahitya Ek Parichay’ The book presents history of Sanskrit literature since Vedic age. The book also covers Sanskrit literature of post-independent India and contemporary Sanskrit literature highlighting the various literary trends representing different social and philosophical contexts.Web Based Online e-Learning Geo Spatial Portal School Bhuvan — NCERT (URL: http://bhuvan.nrsc.gov.in/governance/mhrd_ncert/) The MoU has been signed between NCERT and NRSC, ISRO Hyderabad to promote geo spatial technology among students through online Geo spatial portal ‘School Bhuvan-NCERT’. Online projects such as KV Air Force Station, Map your Own City Varanasi and Varanasi : Centre of Learning, Enlightenment and Culture on GIS Platform, have been uploaded in video and pdf formats to help the learners. This geospatial portal has been found very useful and child



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friendly by PGTs in Geography from KVS, NVS and CBSE affiliated schools and resource persons from SCERTs, SIEs and DIETs.Online Courses for Arts AppreciationAn online course on ‘Local Mapping Projects for Schools’ for secondary teachers to map tangible and intangible culture and traditions of their neighbourhood has been developed. The course is designed to bring awareness about the local traditions, culture and heritage and its appreciation among secondary students and to develop the skills of secondary school teachers in the documentation and presentation of cultural components with the help of ICT. Though the four-week course is for teachers, who will be mentors, they are supported to carry out the projects of documenting cultural aspects of their local areas on a timeline with groups of students. There are four components which can be covered during the course; built heritage, people and personalities; cultural aspects; and nature and environment. Each of the session is supported with multi-media and there are specific tasks mentioned in each of the sessions. Suggestive methodology for all the sessions is also provided. The course looks forward to develop the skills of ICT among the teachers and students. Teachers’ Handbook in Dance, Music and Theatre Supported with a Multimedia PackageTeachers’ handbooks in three different areas of performing arts (Music, Dance and Theatre) have been developed for the upper primary level. The handbooks will facilitate the teachers on subject specific areas of performing arts and at the same time build awareness on integrated learning of curricular areas through different art forms. These handbooks contain chapters on the basic features of the performing arts, brief history of the art forms, linkage of one form to another, evaluation and examples of CCE, practice of the forms in an inclusive environment, information on the formal and non-formal organisations working for the development of the art forms, career related information, etc. Multimedia packages supporting the handbooks covering varied cultural aspects of the country have been developed to facilitate teacher training and classroom teaching of arts including that of differently able. DVDs have been developed in the areas of classical music, folk music, folk dances, theatre, national emblems in collaboration with Prasar Bharati/Doordarshan.Hindi Version of Manual for Upper Primary Science Kit and Manual for Secondary Mathematics KitUpper Primary Science Kit has been developed based on the science textbooks of Classes VI to VIII. It offers scope for more than 200 activities. The kit contains more than 130 scientific equipments and general items, chemicals, glassware etc. It includes hand operated generator, ray steak apparatus, bell jar, permanent slides, etc. Special apparatuses for performing activities using microscale chemistry technique have been included in the kit. In the manual, description about the use of each item and the procedure for each experiment/activity has been provided. Secondary mathematics kit is developed for learning concepts of Mathematics at secondary stage. This kit consists of 20 items including Strips A and B types, cutouts with cuboids’ of various shapes, an innovative geoboard, trigonometric circle board, pythagoras theorem square



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Twith five cutouts, algebraic tiles etc. This kit is also accompanied with a manual to enable the students to do the activities with kit items.Modification of Existing Science Kits for Upper Primary and Secondary StageThe existing science kits for upper primary and secondary stage was reviewed by the experts. Some of the items were found to be inconsistent with the desired specifications and thus, were to be modified. A list of such items was prepared. The corresponding changes in the manual were also done.Manual for Secondary Mathematics KitThe manual have been developed to enable students of Class IX and X to do the activities with secondary mathematics kit. There are various detailed activities on the shapes i.e., cutouts with cuboids, an innovative geoboard, trigonometric circle board, pythagoras theorem square with five cutouts, algebraic tiles etc., The manual acts as a supplement to the NCERT textbook of Mathematics for Class X and is under publication. This kit manual is developed to enable the students of Class X to do the activities using secondary mathematics kit. There are various detailed activities on the shapes, cut outs with cuboids, an innovative geoboard, trigonometric circle board, pythagoras theorem square with 5 cutouts, algebraic tiles, etc. The manual acts as a supplement to Class X Mathematics textbook of NCERT. Manual of Micro-scale Chemistry Laboratory KitThe micro-scale chemistry laboratory technique reduces chemical waste without hazards and pollution and also provides sufficient time to conduct a number of experiments to clarify a concept. Keeping this in mind, the division has developed micro-scale chemistry laboratory kit. The kit is accompanied by a detailed manual describing the use of items and details of each experiment. With the help of this manual, practicals for Class XI and XII level can be easily performed. The manual also helps in understanding the basic theory behind each experiment. Manual of Higher Secondary Biology Lab KitThe manual of higher secondary biology lab kit was developed to familiarise students and teachers about the secondary biology lab kit. It provides all necessary information on how to use and other related information about kit. During the development of the manual, attempts have been made to make it user friendly. Towards this end, instead of describing the procedure of each experiment, flow charts have been provided for the convenience of students and teachers performing the experiment. The manual provides guidance to perform all the experiments of biology for Class XI and Class XII. Manual of Higher Secondary Physics Lab KitThe manual for higher secondary physics kit contains the combined experiments for both Class XI and Class XII. Detailed experimental procedures along with the theory (wherever necessary) is provided in this manual. As in the kit, the division has customised some traditional experiments; a special care has been taken to elaborate the same in the manual. The diagrams are also modified accordingly.



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Manual of Higher Secondary Mathematics KitThe manual for higher secondary mathematics kit contains the details of activities related to the Class XI and XII. The manual will help in better understanding of mathematical concepts and verify mathematical facts and theorems through a variety of activities. The manual describes mathematical ideas by using concrete objects, models, charts, graphs, pictures, etc. Course Material on ‘Application of Quantitative Techniques in Economics’The course material developed for the post graduate teachers/lecturers in economics covers the mathematical and statistical tools needed to effectively transact economics at higher secondary level. It also covers the basic macro and micro economics theories with emphasis on the algebraic expression and the application. To explore the know-how of applying basic tools of software into the learning of micro-economics, the course material has a module on computer aided micro-economics. Exemplar problems with solutions given in considerable detail intend to show how an economic problem can be solved. The course material was provided to the participants of refresher course and was found to be highly useful as it had clearly spelt out every step of derivation and had many worked out exemplar problems.Training Package on Project Planning, Monitoring and Implementation The training package for the SCERT and DIET faculty covers the areas viz., educational research, educational project planning, project management and evaluation and quality concerns in education. The package also contains; How to plan for a project? How to implement it properly?, types of monitoring, indicators of monitoring, project evaluation techniques, etc. Various examples have been provided in the context of DIET and SCERT projects.

Preparation of Annual ReportThe 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. The Annual Report gives a snapshot of the achievements of NCERT. The Annual Report 2014 –15 was laid in the Parliament.

The material for inclusion in the Annual Report of MHRD for the year 2015 –16 was also prepared. The material for MHRD Annual Report was prepared on the basis of information provided by the Constituents of NCERT on their major activities and achievements during the year.Large Scale Learning Assessment — A Handbook for the Indian ContextThis handbook is developed as a reference material to guide the Indian Institutions and their staff that are engaged in, or that have an interest in, carrying out large scale assessment surveys of learner achievement. It deals with the topics, item writing, linguistic quality assurance, field operations, data management, sampling, data analysis and interpretation in large scale learning assessment. Learning Indicators/Outcomes and Exemplars of Continuous and Comprehensive Evaluation One of the important functions of assessment is to check the progress of students learning in the classrooms. The pedagogical interventions of the



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Tteacher in a classroom bring in certain behaviours that indicate learning. The learning indicators vary from pedagogy to pedagogy, giving hints to the teacher about the progress in students learning. In turn these learning indicators help in the attainment of learning outcomes. Learning indicators which are the pointer/indicators/behaviours of learning are listed out in all the subject areas at secondary stage. CCE exemplars for secondary stage were also developed in all the subjects indicating the pathway for tracking learning indicators of students in continuum moving towards learning outcomes. Quality Assessment Tools RMSA has undertaken a number of quality interventions since the programme’s inception, such as the recruitment of secondary stage teachers, in-service teacher training, establishing integrated science laboratories, arts and crafts centres, libraries and computer rooms, and organising extended teaching sessions, science exhibitions, and book fairs, etc., which are reflected in the Annual Work Plan and Budget of all the States/UTs. Thus, to gauge the extent of correspondence between planning, execution and impact of the various quality interventions, the Cell has undertaken the development of Quality Assessment Tools (QATs) through a series of workshops with the representatives from States/UTs in collaboration with RMSA-TCA. Training Package for Board Personnel A workshop with state education board representatives was held to assess the need of board personnel for a training package with special reference to assessment and examination. During the workshop conducted from 15 to 16 October 2015, state board representatives from 17 States expressed the issues and concerns that can be addressed in the package, viz., major principles of curriculum development, assessment reforms in consonance with the curriculum reform, preparation of balanced question papers, etc. Secondary School Preparedness PackageIn order to prepare students entering in Class IX to cope with curriculum of the secondary stage, which is one of the prerequisite for quality secondary education, it was decided to develop a secondary school preparedness package (SSPP). A Secondary School Preparedness Framework has been prepared and piloted in three States viz., Bihar, Odisha and Madhya Pradesh. The States documented their experiences which were included in the draft framework on SSPP. Subsequently, a handbook on SSPP has been developed. Guidelines for School Teachers and School Education Boards on Writing of Varied Types of QuestionsGuidelines were developed to support the school education boards and teachers on constructing varied types of questions. Two workshops were conducted involving school teachers, school boards of education/examination and NCERT faculty at NIE, New Delhi from 5 to 7 August 2015 and 25 to 26 August 2015 to prepare guidelines and exemplar questions in all subject areas. The guidelines were shared with the board members from various States in a workshop held at NIE, New Delhi from 16 to 17 November 2015 wherein 47 participants from Delhi, Andhra Pradesh, Haryana, Uttar Pradesh, Uttarakhand and Assam participated.



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Educational Media ProgrammesThe objectives of the programme were to support the enhancement of teaching and learning through development and dissemination of educational audio and video and interactive multimedia programmes, to develop supportive resources for video programmes including digital resources and to digitise the media programmes produced by CIET.

In all, about 588 educational television programmes in various subjects at primary, secondary and senior secondary levels have been produced to support the enhancement of teaching and learning. Major programmes of video lectures were in mathematics, psychology, business studies, economics, political science, accountancy, biology, chemistry, history, geography, sociology and physics. In addition, the programmes like lecture series for e-PG pathshala (PG Course in Education), culture, monuments, physics, chemistry and mathematics laboratory experiments, math activities were produced. Educational activities held at NCERT and outside were also covered by CIET under the programme.

About 692 audio programmes including 13 audio books in daisy format have been produced. Major programmes of audio series were in Science (Classes X) Geography (Class X), Hindi (Classes IX and X), Sanskrit (Classes IX and X) and Urdu (Class IX and X). Audio-video, multimedia programmes are disseminated through the sales counter at CIET, by post and also through book fairs/exhibitions organised at states and national level. ICT Curriculum and Course Material for Teachers and StudentsThe objectives of the programme were to develop course content and resources for the ICT course for teachers and students, to roll out the ICT curriculum for teachers and students in the school system. CIET has developed ICT curriculum for teachers and students that revolves around the following six strands: connecting with the world, connecting with each other, creating with ICT, interacting with ICT, possibilities in education, reaching out and bridging divides. The ICT course for students (VI to XII Class) is proposed to be delivered in three years (three sessions per week, 30 weeks per year and 90 weeks in three years) by boards of secondary/higher secondary education in India. The ICT course for teachers includes three induction and 14 refreshers to be delivered as two-year diploma through face-to-face and online mode. Course materials have been developed and uploaded on ictcurriculum.gov.in.

The ICT in Education curriculum for teachers is designed to award a two-year diploma in ICT in Education. Resource support was provided to SCERT, Delhi in the development of ICT curriculum for students from Classes VI-X. Resource support was also provided to the States of Assam, Andhra Pradesh, Telengana and Karnataka for planning and execution of ICT curriculum in their respective States.Resources and Support for Web and Online ActivitiesThe objectives of the programme were to develop resources for the NCERT website, to support the web development process and disseminate activities of NIE departments/divisions/cells, to maintain the NCERT website and related websites and support NIE departments to run online courses. Resources (books, audio-video, lab manuals, kits, journals, teacher’s handbook, reports, etc.) received from various NCERT constituents were converted to web resources and



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Tuploaded on day-to-day basis on the websites: ncert.nic.in, ciet.nic.in, ictschools.gov.in, nroer.gov.in, ictcurriculum.gov.in. A new website i.e., epathshala.gov.in was created and launched to showcase/disseminate digital resources for all the stakeholders. Support was also provided for the maintenance of websites related to ‘Adolescence Education, Kala Utsav and Quality Monitoring Tools (QMTs) SSA, etc.MOOCs for School EducationA platform for launching of Massive Open and Online Courses (MOOCs) for school education system has been developed. For offering such courses a new interface of NROER has been designed. In all, 85 course modules have been developed for launching online courses in various subject areas at secondary level (Classes IX and X).Students’ Workbook as per NSQF Curricula Level 2 in Banking and Financial ServicesStudent workbook as per NSQF Curricula Level 2 in banking and financial services has been developed. A working group meeting was organised to develop student workbook in commerce area from 30 July to 3 August 2015 at PSSCIVE, Bhopal. It will be useful for the students to provide them a fair knowledge about various types of banking products, inclusive of deposit, advances and remittances. The work-book also covers customer service, time value of money and communication skills.Students’ Workbook for Level 1 in the area of Apparel, Made-ups and Home FurnishingStudents’ Workbook Level 1 in the area of apparel, made-ups and home furnishings contain units on basics of communication, elementary textiles, fundamentals of design, garment construction equipment, tools and machine, hand and machine swing techniques, home furnishings and made-ups and introduction to Indian apparel industry. This student workbook has the content to provide knowledge and skills in the area of designing, drafting, cutting and construction of apparel, made-ups and home furnishings. It is a prerequisite to further courses in the apparel made-up and home furnishings at school level. Students’ Workbook in Horticulture for NSQF Level 1and 2A working group meeting was conducted for the development of students’ Workbook for Level 1 in the area of Horticulture from 7 to 21 August 2015. Faculties of Agriculture Universities, ICAR and vocational institutions participated in the meeting. The activity units and the learning outcomes were identified. On the basis of selected activities, relevant knowledge performance criteria were developed. The workbook contains seven units. Students’ Workbook Level 1 of Hospitality Sector under NSQF‘The Students’ Workbook Level 1 developed for the hospitality sector is in accordance with the NSQF. A workshop was organised from 17 to 21 August, 2015 to discuss on the structure and content of curriculum on hospitality for Level I to IV. The content was matched with the curriculum and alternations were made as suggested in the content. It aims to prepare students for further studies or for the world of work in the concerned sector.



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Courseware for Level 1 – 4 in Travel and Tourism SectorCourseware for Level 1– 4 in Travel and Tourism Sector has been developed. The experts from IGNOU, New Delhi; IITTTM, Gwalior and IHM, Bhopal revised draft curricula as per the sequencing of the curricula outline. Students’ Workbook for Agriculture Course under NSQFStudents’ workbook for agriculture course under NSQF for Classes IX and X for paddy farmer, sugarcane cultivator and dairy worker were developed in a workshop organised from 14 –18 September, 2015. The soft copies of the student workbooks will be sent to various states offering these courses. Lab Manual on MLTTwo working group meetings for development of Lab Manual on MLT were organised at Zonal Institute of Education and Training, Kendriya Vidyalaya Sangathan, West Mumbai on 8 – 9 October, 2015 and at PGIMS, Lucknow on 27 – 29 October, 2015. The lab manual on Medical Laboratory Technology were reviewed and finalised. Jr. Software Developer Level 1 in IT/ITeS SectorThe workshops for development of student workbook in IT/ITes for Junior Software Developer Level 1 were conducted. The working group suggested for including the basic foundation course in IT/ITes in Class IX and X, so that the students coming to this course will become familiar with the basic concepts in IT and then in Class XI and XII and can learn the software development concepts and programming. Accordingly the point was noted to rearrange the curriculum. In Classes IX and X, the contents covered would be computer fundamentals, operating system concepts and operation of windows and Linux operating system, word processing, spreadsheet, presentation, Internet and its applications. The Student Workbook for Level 1 was developed as per these contents. Review of Curricula and Development of Student Workbooks for Class IX and X for the Job of Micro-irrigation TechnicianA working group meeting of experts/resource persons was organised to develop competency based modular curricula and student workbooks for the job role of micro-irrigation Technician in Agriculture Sector for NSQF L 1 and 2 (Classes IX and X). The experts of the working group included scientists, academicians, and representatives from micro-irrigation companies. Curricula and student workbooks for Class IX and X were developed during the meeting. The unit titles for Class IX (NSQF Level 1) include; (i) Introduction to Agriculture and Agricultural Crops, (ii) Introduction to Soil, Nutrient and Moisture Management, (iii) Communication at Workplace, (iv) Introduction to Micro-irrigation Systems, (v) Introduction to Farm Implements and Machinery. The unit titles for Class X (NSQF Level 2) include (i) Components of Micro-irrigation System, (ii) Installation of Drip Irrigation System, (iii) Maintenance of Drip Irrigation System, (iv) Chemical Treatment in Drip Irrigation System (v) Installation of Sprinkler Irrigation System, (vi) Application of Micro-irrigation System. The curricula and courseware are based on the Qualification Pack (QP)/National Occupation Standards (NOSs) provided by the Agriculture Skill Council of India for the Job Role of Micro-irrigation Technician.



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TStudents’ Workbook for Marketing and Sales Management as per NSQF CurriculaThe working group meeting for development of student’s workbook for marketing and sales management as per NSQF curricula for level 1 was organised. In the meeting, experts from university departments, professional institutions and industries reviewed the marketing and sales management curricula level 1, developed by PSSCIVE as per the new qualification pack distributor salesmen developed by Retailers Association Skill Council of India (RASCI) under the NSDC. Based on the content in the curricula the draft units of Student Workbook Level 1 as per the job roles and competencies mentioned in the qualification pack have been prepared. Environmental Education Theme Park for Strengthening School Education Programmes and Training of School Children for Generating Environmental Awareness The programme was taken up to develop and maintain a thematically relevant environmental education park that includes aquatic, desert and terrestrial ecosystem. During the year two vatikas have been developed on the theme of Navagraha (Nine planets) by planting plants related with all nine grahas and panchvati by planting five plants of panchavan (Ramayana). A brochure of the park was distributed to all RIEs and NCERT along with States of the region.OER based Mathematics Module on Concepts at Secondary Level and Capacity Building of KRPs on Digital Content On the basis of discussion with the mathematics teachers and experts, the hard spots were identified for which digital resource materials was developed. Three subject specific software used includes; GeoGebra Applets, LA TEX, PStricks, Cam studio (http://camstudio.org), activity on the computer to create video files (i.e., screencasts), Wink, UnFreez, eXe Application for snapping (capturing) images from selected parts of one’s computer screen (i.e., screen capture), MWSnap,Eclipse, Freemind, Graph, Tarsia Formulator, Libre Office, Scratch, Geonext etc. Herbal (Medicinal) Plants Garden for Pre-service Training Course in Plant BiologyHerbal (Medicinal) Plants Garden is established for designing the agro-techniques for cultivation and propagation of medicinal plants and to provide hands on and minds on experiences to the pre-service students. For the purpose, various medicinal plants such as Aloevera, Ashwagandha, sandal wood, etc., grown in the government nurseries and surrounding areas in Bhubaneswar was procured and cultivated in the garden with the involvement of student-teachers. They were also assigned to take the project work on medicinal plants. As part of the programme, a booklet titled Botanical Garden for Out-door Science Education was developed for the academic benefit of the students and for public awareness about the herbal plantations.Online Certificate Programme in Learner Assessment An online Certificate Programme on Learner Assessment (CPLA) for six month duration has been developed with an aim to develop a sound understanding in educational assessment among in-service teachers and teacher-educators. It consists of some core modules and some specialised modules to suite to



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the requirements of the teachers, teacher-educators and other educational functionaries. After finalisation of the course, it will be offered through e-learning platform. Online Certificate Programme in Educational Data Processing The certificate programme is intended to improve the capacities of teachers, teacher-educators and researchers who are actively involved in analysis and interpretation of educational data. This certificate will help them to equip with necessary knowledge of statistical techniques and data analysis skills by using data base software. This certificate programme will be conducted by using blended approach (online and face-to-face). The course outline has been developed and the course will be offered to the teachers, teacher-educators and researchers after validation through the e-learning platform. Online Certificate Course in School LibrarianshipThe course is planned to develop essential professional skills and competencies in organising and managing school library effectively and efficiently by using web tools and ICT tools with an intention to provide good library service and facilities to school children. The school teachers, looking after the school libraries, are expected to possess certain specific skills and competencies to manage school library in the digital age. The modernisation of school library and using adopting technology in libraries is the need of the hour. The Certificate Course on School Librarianship (CCSL) will be offered as online programme.ICT based TLM in Transaction of Mathematics at Secondary Level of Southern StatesThe TLM were developed in a series of workshops and the developed materials have been tried out in a training programme conducted from 25 to 28 March 2016. The ICT based open source pedagogy tool viz., Geogebra is used for preparing the TLM in mathematics. The user manual was also prepared on the use of ICT based pedagogy tools. ICT based TLM in Biology and Training of Higher Secondary Teachers of Southern States The TLM have been developed in a series of workshops and the developed materials were tried out in a training programme. The ICT based open source pedagogy tools Exe and other relevant tools were used for preparing the TLM in biology. The user manual has also been prepared on the use of ICT based pedagogy tools. The training package is prepared and validated and readily available for further dissemination. ICT Integrated TLM in Physics for Senior Secondary LevelThe TLM have been developed in a series of workshops. The ICT based resources from Physics Tube etc. were used for preparing the TLM. The training materials were tried out in the training programme conducted at RIE, Mysore from 15 –19 February 2016. Print and Online Training Manual for ICT Integration in School Education using Web 2.0 Technologies and FOSS ToolsA training manual for ICT integration in school education using web 2.0 technologies and FOSS tools, both in print and online has been prepared for developing the necessary competencies among teachers for effective ICT



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Tintegration. The preliminary review of related literature had revealed the non-availability of an ICT integration training manual with an emphasis on the latest technologies and their integration into school education. The manual developed expects to fill in the gap and meet the need of the various stake holders.Teachers’ Handbook on Constructivist Approach of Teaching in Physics at Senior Secondary LevelThe activities, experiments and projects in senior secondary level physics were identified from NCERT textbooks, laboratory manual and supplementary material, etc. A teachers’ handbook on learning resources by constructivist approach in physics was developed and has been tried out.Online and Print Literature on Education of MinoritiesDatabases of researches in the area of education of minorities and an annotated bibliography of literature available on the education of minorities have been developed. The online and print literature on education of minorities have a section on frequently asked questions (FAQ) related to the minorities in general and education of minorities in particular. The bibliography of literature is having the details of policies, programmes, and schemes related to education of minorities. The material has been uploaded on the RIE, Mysore website. (URL: http://www.riemysore.ac.in/minority/index.html)Frequently Asked Questions on Education of MinoritiesBased on the recommendations of Minority Cell Meeting held at NERIE, Umiam (Shillong) on 31 January 2014, a draft booklet Frequently Asked Questions (FAQs) on Education of Minorities has been prepared. The document focuses on creating awareness about the various Government schemes for the minorities. The FAQs booklet covers, understanding minorities and their salient concerns, existing constitutional safeguards, policy provisions, relevant acts, commissions and committees, educational provisions, schemes and scholarships for children belonging to minority groups.Resource Material for In-service Teachers for Pedagogical Practice in Reduction of Bag / BurdenSelf-learning resource materials for reducing the bag burden based on pedagogical principles of learning has been developed. The major focus is on the use of learning resources other than the textbooks and employing methods which helps to reduce the bag burden among the learners. The modules related to the techniques of reducing bag burden were also discussed with the stakeholders in a series of workshops. The identified approaches are being experimented in the Demonstration Model School. Package on NCFTE, 2009 and New Regulation of NCTE, 2014A package for orienting KRPs of Mizoram on NCFTE, 2009 and NCTE New Regulation, 2014 was developed with special reference to the reflective journal and record keeping. As many as 18 themes and their sub-themes were identified in the meeting to prepare the package. The themes, inter alia, include: vision of teacher and teacher education; salient features of NCFTE-2009, JVC Report-2012, NCTE Regulation-2014; professional development of teachers; and curricular areas of teacher preparation. The package developed can be utilised for the orientation of the teacher-educators of not only North-East



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Region, but also of the entire country in view of the recent reforms in the regulations, contents, and process of teacher education programme brought out by MHRD and NCTE. Documentation and Sharing of Innovative Practices (Local Specific) in Teaching-Learning Process in Schools of Mizoram and ManipurThe specific objectives of the programme were to document the selected innovative practices in teaching-learning processes of basic school subjects such as science, mathematics, language and social sciences in the States of Manipur and Mizoram; and to share the innovative teaching-learning practices among the KRPs in the respective States through workshop as well as electronic modes. The first year (2014 –15) of the programme was devoted to survey of innovative teaching-learning practices in identified schools of Mizoram and Manipur. The list of schools was provided by SCERTs of the respective States. Extensive survey of these schools revealed some innovative practices, inter alia, in the areas of student assessment, work education, organisation of curricular activities, Personal Social Qualities (PSQ), school community relationship, and preparation of teaching-learning materials. All these practices were documented and shared with the education functionaries of the respective States. The practices documented will be uploaded on the website for wider dissemination.Integration of Local Knowledge in the School Curriculum of Elementary Schools in the Context of Manipur StateThe main objectives of the programme were to provide link for children between home, school and universe; encourage interaction with the immediate environment; application of interdisciplinary concept in dealing with local, regional and national issues and promoting curricular knowledge acquisition. A format consisting list of local knowledge was developed. The format includes two categories of local knowledge as already present in the books and another as not present in the books but suggested to be incorporated in different ways may be in the content, pedagogy or in assessment with specification of unit, page number and number of lines etc. Incorporation of local knowledge was found to be insufficient in most of the textbooks of language, science and mathematics while in the textbooks of social science integration of local knowledge was carried out to a greater extent.Local Language Materials (Resource Text) in Khasi and GaroLocal language materials (Resource Text) in Khasi and Garo were developed for Classes I and II, which was funded by SSA, Government of Meghalaya. Four textbooks in the regional language (Khasi and Garo) emerged out of this programme for Classes I and II. These are known as Resource Text designed to cater to the needs of both the teachers and students. They are printed with well illustrated pictures that are culturally relevant to Khasi and Garo community. The aim is to promote reading in young children with a view to strengthen mother tongue education in the State of Meghalaya.Material on Local/Cultural Art Forms and Traditions of NE StatesThe objectives of the programme were to document various art forms and traditions of the State of Assam, Manipur and Meghalaya, to identify ways of connecting the identified arts and traditions with the school curriculum, to sensitise teacher-educators to the need for connecting art, culture and



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Ttraditions to the curriculum and to impart training to the teacher-educators in order to make both truly responsive to the needs of the community. Since art forms and traditions are a wide subject, the developed material focuses mostly on those that are relevant for imparting values to the students of elementary level. Attempts have been made to integrate the art and culture of a particular State with certain subject areas so that these can be imparted to the students while transacting the mainstream curriculum rather than having a separate class for the same. Local/Region Specific Source Book on CCE for Elementary School TeachersA local/region specific source book on CCE for elementary school teachers was developed with the objectives to incorporate local/region specific content for the State of Sikkim and to document best practices in CCE. The main clientele group was the teachers teaching in elementary level. The developed material gives an insight to the teachers to effectively make evaluation and integral part of the teaching-learning process. The material has been made local specific and the books of Sikkim Government were taken into account for developing the exemplary materials.Exemplar Bridge Material from Ruangmei, Tangkhul and Kom Languages to ManipuriA bridge material was developed for primary classes from the Kom, Tangkhul and Ruangmei language to Manipuri, the State language. In the State of Manipur, Manipuri is the medium of instruction in the Government schools and the books are also published in this language. Therefore, the children face problem of switching to the school language both as a medium of instruction as well as the language of textbook. The bridge material will help to make the children familiar to the school language in a graded manner. Using this bridge material Kom, Tangkhul and Ruangmei language speaking children gets the opportunity to study certain chapters in their own tribal language. Various chapters were selected from the mathematics and environmental studies books (Manipuri medium books) and translated and adapted to tribal languages in the proportion of 100 per cent, 80 per cent, 60 per cent, 40 per cent and 20 per cent for the Classes I, II, III, IV and V respectively. The mathematics bridge material has the following scheme: Class I – solely in tribal language, Class II has 6, Class III has 7, Class IV has 5 and Class V has 4 lessons respectively in tribal language. The rest of the chapters are in Manipuri. The environmental studies bridge material has the following scheme: Class III has 15 lessons and 14 lessons each for Class IV and V in Tribal language and accordingly Manipuri lessons are 13, 15 and 20 lessons respectively for Class III, IV and V. Supplementary Reading Materials in the Form of Compilation of Folktales of NER of IndiaSupplementary reading materials in the form of compilation of folktales of NER of India were developed for children of Class I and II — under SSA. The objective of this material is to serve as a good source for literacy development of children. The supplementary reading material comprised of folktales from seven States of North-Eastern Region and from each State only one tribe was selected. From each tribe 10 folktales were collected and compiled. These



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tribes are Boro from Assam, Nyshi from Arunachal Pradesh, Tangkhul from Manipur, Garo from Meghalaya, Mizo from Mizoram, Angami from Nagaland and Kokborok from Tripura. Institutional Repository at NERIE, Umiam (Shillong)Institutional repository at NERIE, Umiam has been developed with the objectives to document and preserve the academic output of the institute, to provide a central archive of the works of the institute, and to maximise the visibility and availability of the output of the institute. Workshop entitled ‘Planning for Development of Institutional Repository System at NERIE’ was held in which the requirements under the headings; i) Requirement analysis, ii) Developing policies, iii) Designing, iv) Implementation, v) Testing, and vi) Maintenance were listed out. Training Material for the Certificate Course for Primary School Teachers on Education of Children with Learning ProblemsTraining material for three-month certificate course for primary school teachers on education of children with learning problems was developed. Experts from various fields, viz. intellectual disability, visual impairment, hearing impairment, physical impairment, autism, learning disability, and behaviour management were involved in the preparation of the material. The training material contains four modules on introduction to students with learning problems, screening and identification, assessment of Students with Learning Problems (SWLP), management of SWLP, and practicum – training for identification and management of SWLP.


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Research studies are pivotal to NCERT which plays a crucial role in policy making, designing curriculum and undertaking programmes to bring about desirable changes in the educational system. NCERT undertakes, promotes and coordinates educational research on various aspects of school education and teacher education and on the basis of the insights gained through the research studies and innovations carried out it works for the betterment of education. In 2015-16, research studies conducted by the Council covered issues on quality enhancement of DIETs, commerce education, awareness of government schemes on enrolment and retention of girls, field trail of educational packages and kits, status study of Urdu and Sanskrit Language in Schools, alternative conceptions about basic chemistry and physics concepts, difficulty levels in chemistry, impact of heavy metal cadmium on haematological and biochemical parameters of fresh water cat fish clarias gariepinus, Christian minority schools, inclusion of children with hearing impaired, ICT-pedagogy integration, instructional approaches and contents in history, implementation of inclusive education and views of primary school teachers towards inclusion of children with special needs. The Council also has conducted evaluation studies on training packages and early literacy programmes, in-service training programmes and review of PINDICS and Continuous and Comprehensive Evaluation programme of the States and UTs, Teacher Education Curriculum, norms of Mid-Day Meal, good practices on Green Schools, Quality Monitoring Tools, implementation of Language curriculum, and material on early literacy and school readiness of children. Analysis of the textbooks of Assam, Chhattisgarh, Himachal Pradesh, Maharashtra and Manipur from gender perspective, textbooks in mathematics and EVS textbooks and question papers of various boards have also been undertaken.

The Council is involved in the conduct of achievement surveys which looks into the achievement level of students at various stages. It is also involved in the conduct of National Achievement Survey – Class V (Cycle 4 ), assessment of learning levels of students at secondary stage (Class X) under RMSA and identifying learning gaps in language, mathematics and environmental studies (EVS) based on NAS Class V (Cycle 3) data. The Eighth All India School Education Survey (school census) which contains information in respect of access, enrolment, retention, infrastructural facilities, teachers, etc. has been published.

The ERIC funding by NCERT for the research projects has promoted quality research works having relevance to the educational system and has helped in providing leadership in educational research in the country. In 2015 – 16

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under ERIC funding, the Council has completed research studies on impact of social science and commerce textbooks on teaching learning processes, analysis of teacher education curriculum of North Eastern Region in the light of NCFTE, 2009, study on implementation of inclusive education at the Elementary Level on the selected North Eastern States. Apart from this, the Council has undertaken small research projects on study of alternative conceptions about basic chemistry concepts, analysis of question papers of Uttar Pradesh board, analysis of question papers of Class X of Rajasthan Board of Secondary Education, study of local urban biodiversity: ‘poisonous plants of Bhubaneswar’, professional development of teacher educators, inclusion of children with hearing impairment in primary schools.

The details of the research studies conducted by various department/divisions of the Council during the year have been given in detail in the ensuing section. Promoting Quality Learning in Science at the Upper Primary Level in Scheduled Tribe (ST) Dominated Districts of Chhattisgarh: A FrameworkThe baseline study with respect to the stakeholders (students, teachers, teacher educators) have been conducted with the objective of assessing the resource availability, status of interventions, teacher’s engagement and learning level of students in teaching and learning in science. The study intends to look into the interventions required to achieve quality learning in science and develop a framework that can be adapted/adopted for improving the quality learning in science by other states as well. Evaluation of Training Packages Developed by States in Science and Mathematics at the Upper Primary Stage The evaluation study of training packages in science and mathematics developed by States of Bihar, Goa, Gujarat, Karnataka, Maharashtra, Punjab, Rajasthan, Tamil Nadu and West Bengal for teachers teaching at upper primary stages have been carried out under SSA. The training packages sent by the states were evaluated in a workshop mode in which representatives from the above states also participated. Most of the packages have focused on content and pedagogical processes and are free from biases such as gender, caste, religion or culture. However, some packages did not suggest any modifications in the teaching learning process for children with special needs, and have not focused on the use of ICT during teaching-learning process. Packages are more facilitator oriented rather than trainee-oriented.Review of PINDICS of Rajasthan, Gujarat, Punjab, Karnataka, and UttarakhandAcademic support to States/UTs has been provided for the development, finalisation and implementation of PINDICS. A study has been undertaken to review the PINDICS of four States namely; Gujarat, Karnataka, Rajasthan and Uttarakhand. Relevant data were collected from states through interview with state level officers, resource persons involved in the development of PINDICS and DIET faculty members. Documents developed by the States were also collected and reviewed.

Functioning and Achievements leading to Quality Enhancement of DIETs in North-Eastern Region – An Evaluative Study.



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TThe study aimed to evaluate the implementation at the teacher education

scheme covering assessment of overall technical and infrastructural capacities of the DIETs in the North-Eastern region. The tools for the study included questionnaires for DIET Principals, DIET faculty and for student-teachers of DIET. The analysis of the data is in progress. Case Studies of Good Practices on Green SchoolsThe study was conducted to evaluate the good practices undertaken by the Green Schools. The SPOs and the SCERTs of all the States and UTs were communicated to send the information on schools exhibiting novel practices on greening of schools. The data received from 88 Schools of 10 States were analysed. The schools exhibiting innovative practices as per the criteria of the NCERT Resource Book Towards a Green School were identified for the case studies. An in-depth study of these schools were conducted using a set of tools which comprised of school observation proforma, interview schedule for the Principal, focus group discussion with the students and teachers and document analysis templates. The report of the study was shared with all States and UTs along with the suggestions to take the Education for Sustainable Development (ESD) forward in schools. Field Trialing of the English Language Learning Kit for the Primary StageA field trail of English language learning kit titled ‘Raindrops’ have been conducted. It provides useful material for the teaching-learning of English for children of Classes I-V. The kit includes alphabet cards, anagrams, Braille sheets, masks, pronunciation cards etc. It has been finalised on the basis of the feedback obtained from the States of Karnataka, Arunachal Pradesh and Himachal Pradesh. The kit intends to improve communication and fluency skills, reading skills and creativity, through a learner-centric approach. Curricular Intentions, Teachers’ Comprehension and Transaction of Contemporary EVS Textbooks: A Study The ERIC Sponsored study was conducted to examine the curricular intentions, teacher’s comprehension and transaction process through interview schedules and classroom observations. The document analysis was also undertaken in which samples of the work in EVS note books of the students were also analysed. The report is being finalised. Review of the Continuous and Comprehensive Evaluation Programme of the States and UTsThe study was conducted for the States/UTs of Jharkhand, West Bengal, Andaman and Nicobar Islands, Haryana, Assam, Arunachal Pradesh, Tripura and Sikkim, Tamil Nadu, Goa and Maharashtra. The States/UTs sent their CCE material that included source books, CCE Schemes, and guidelines to manuals and modules on CCE for teachers. A document review template developed by the department was finalised with the suggestions from the faculty of NIE and the RIEs. The state-wise data was sent by the concerned RIEs on the basis of which the consolidated report was prepared. Programme Evaluation of Early Literacy (Chavdi Vachan) in MaharashtraProgramme evaluation study was undertaken to evaluate the Chavdi Vachan programme implemented in Maharashtra. The study was assigned to NCERT



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by MHRD, Government of India to evaluate Chavadi Vachan in terms of its various aspects. The objectives of the evaluation of the Chavadi Vachan programme were to examine the significance of the programme in terms of its intended outcomes, to know the strength and weakness of the programme and to suggest recommendations to improve the programme. Three hundred and three schools from six districts of Maharashtra were selected for the study. The study revealed that community members were participating actively in the programme. In some schools only selected members like SMC members and parents were participating. It was also evident that as per the guidelines of Chavadi Vachan, only positive reaction or feedback was given by the community members after the performance of every child to motivate them. There was evidence that all the students’ got chance to read in Chavadi Vachan. All the respondents agreed that because of Chavadi Vachan student’s reading performance increased and children read confidently. The score of Class II students’ performance on reading and writing achievement test also revealed that most of the students were able to read and write letters of the alphabets words and sentences correctly. Teachers reported that, on the basis of the programme, they were able to know reading level of each student and accordingly could choose appropriate reading material, as well as teaching methods suitable to the students in classroom teaching.

Review of Material on Early LiteracyIn the past few years, several States and Union Territories across the country have developed a lot of material for early grade children and teachers to improve reading and writing of the students. The materials prepared by Himachal Pradesh, Assam and Gujarat were reviewed. The Grade – 1 material developed by Himachal Pradesh starts with exercises based on colouring or identifying bigger objects or tracing dots. Such exercises generally reflect the assumption that students need practice in hand-motor coordination. Hence, different styles were drafted to make students trace and copy. Focus was not given on designing creative activities of free expression rather; it was restricting the child in fixed patterns. The Grade – 1 PRAGNA material developed by Gujarat focuses entirely on drilling and decoding of different letters of the alphabets. Students are expected to engage with isolated letters of the alphabets and later on proceed to its different combinations with and without matras. The emphasis is exclusively on the mechanical aspect of reading. The material of Assam has certain strengths while it simultaneously suffers from several limitations too. Several poems and stories are provided which can be effectively used by the teacher. Similarly, the picture composition cards points towards the importance given to ‘Talk’ in the classroom. However, the usage of all the above material depends highly on the potential of a teacher. Only a teacher with clear theoretical understanding of emergent reading and writing can utilise the material to its best.

Review of Textbooks in Mathematics for Primary School ChildrenThe Early School Mathematics Programme undertook the task of reviewing the Mathematics textbooks and learning material for Classes I and II developed by various States and UTs. The objective of the review was to analyse the quality of



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Tthe textbooks and learning materials developed by various States and UTs with respect to policy documents like NCF 2005, RTE Act and CCE. The Mathematics textbooks and learning cards for Classes I and II were received from nine States, i.e., Bihar, Gujarat, Karnataka, Maharashtra, Punjab, Tamil Nadu, Telangana, Tripura and Uttarakhand. Using the review tool developed, the textbooks were analysed for aspects like language, content coverage, content accuracy and organisation, child centeredness, illustrations, teacher support and national concerns. The review of the Mathematics textbooks showed that these textbooks could be improved to achieve higher objectives of mathematics learning such as mathematising child’s thought process, conceptual fluency, and developing mathematical abilities like logical reasoning and argumentation hypothesising and creativity. The review helped in communicating the vision espoused by the focus group on mathematics learning and other contemporary developments in mathematics education among the State representatives. ESMP also reviewed Mathematics textbooks for primary classes of Haryana State.Review of Norms of Mid Day Meals under Centrally Sponsored SchemesThe existing norms of Mid Day Meals were reviewed for nutrient adequacy under the chairpersonship of the Head, Pediatrics, AIIMS, and New Delhi in a committee duly constituted by MHRD. After a systematic and scientific review the report for the revised guidelines has been drafted. An In-depth Study of the Implementation of Language Curriculum at the Upper Primary StageThe research study explores the language curriculum at upper primary stage and its implementation in States viz., Bihar, Odisha, Haryana, Chhattisgarh, Kerala for Hindi; Kerala, Chhattisgarh, Haryana, Assam for English; Odisha, Kerala, Uttrakhand, Haryana for Sanskrit; and Andhra Pradesh, Bihar, Uttar Pradesh and Delhi for Urdu.

The study seeks to find out how the curriculum development and implementation takes place in the states and the problems faced during the process of its implementation. The study analysed the curricular statement, syllabi and materials across the country, and classroom processes along with the perceptions of teachers and learners from selected states. The preliminary findings show that five types of curriculum development and implementation exits in our country. These are: (i) School systems which follow the national level curriculum developed by NCERT directly. This includes schools affiliated to CBSE directly up to Class VIII which follow NCERT curriculum and syllabus fully and materials to a great extent. These schools from Class IX onwards follow the syllabus of NCERT; (ii) School systems in the state which have adopted NCERT curriculum fully; (iii) School systems in the states which have adapted NCERT curriculum with modification; (iv) School systems in the states which have developed a new curriculum and syllabus and materials on their own; (v) School systems which still follow their own curriculum or curricular materials developed before NCF-2005. Teachers and learners feel that the materials are well prepared to guide learners in their attempt to learn the languages. The study also finds that teachers’ orientation programmes should be strengthened and the focus should be on suggesting progressive methodologies of teaching learning of languages.



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Status Study of Urdu Language in Schools The study has been conducted in selected States such as Maharashtra, Uttar Pradesh, Bihar and Madhya Pradesh with the objective to study the status of the teaching-learning of Urdu language in schools. Tools have been prepared and data is being collected from Principals, learners and administrative authorities.

Status Study of Sanskrit Language in Schools The study has been taken in selected States viz., Uttar Pradesh, Bihar, Rajasthan and Madhya Pradesh. The focus of the study is to find out the status of the teaching-learning of Sanskrit language in schools. The study intends to ascertain the interest of the learners in opting for Sanskrit language during the course of school education.

Evaluation of In-service Training Programmes of NCERTWith a view to review and strengthen NCERT’s in-service training programmes and to provide recommendations for organising quality training programmes in future, a study was conducted to evaluate the in-service training programmes organised by the Council. In-service training programmes organised by all the eight constituents units of NCERT during the last three years (2012 –15) except PSSCIVE were included in the evaluation. Year wise number of programmes, areas covered, target groups, duration, materials used, resource persons and many other factors influencing the quality of in-service training programmes were examined in the study. A total 238 in-service training programmes conducted during 2012 –15 by different constituent units of NCERT were evaluated. The study findings showed that there was overlapping of areas in case of subject programmes, duration of a large number of NCERT programmes (about 66 per cent) varied between 3 to 5 days, whereas the longer duration programmes were relatively less in number, in 70 per cent programmes, almost all departments/constituents has conducted various type of need assessment and almost one-third of in service training programmes were organised based on demand. It was found that three-fourth of the constituents has developed concept note for all the in-service training programmes and 85 per cent of the in-service programmes utilised training materials/modules. The study suggested that a consolidated training calendar need to be prepared in the month of April for all the States/UTs by the concerned NIE departments/RIEs/PSSCIVE and CIET, which is to be circulated to all concerned including the State Governments. This will help in streamlining of the programmes and avoiding overlapping. The Study of Commerce Education at the Higher Secondary Stage in the North-East RegionThe study was undertaken with an objective to understand the present status and the challenges faced by commerce education at the higher secondary stage in North-East Region. The study was conducted in two phases. In the first phase the current status of commerce education in Nagaland, Manipur, Tripura and Sikkim were studied and in the second phase an in-depth study of the States of Tripura and Sikkim was conducted. The research data were collected through focus group discussions and questionnaires from all schools



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Toffering commerce at the higher secondary stage and the under graduate colleges in each district of the selected States. The study reveals that lack of training facilities for commerce teachers, non availability of additional reading materials and declining interest of secondary students in the subjects were the major problems in the region.

Analysis of Textbooks of Assam, Chhattisgarh, Himachal Pradesh, Maharashtra and Manipur from Gender Perspective

The objectives of the study were to examine textbooks from a gender perspective and to suggest ways of making the teaching-learning gender inclusive. The elementary stage textbooks of Assam, Chhattisgarh, Himachal Pradesh, Manipur and Maharashtra were examined from a gender lens. The overall analysis of the textbooks revealed that they are more or less gender inclusive in content portrayal and visual depiction. Exercises and activities have been designed for all children for stimulating imagination and critical thinking. In the textbooks of Assam, Chhattisgarh, Himachal Pradesh, Manipur and Maharashtra, sensitivity towards children with special needs are also depicted. In nearly all textbooks, men are shown in a variety of professions while women are mentioned in a limited way. They are mainly shown engaged in household related activities and in professions like teaching, nursing, medicine, freedom fighter and social reformer and athletes. In a very limited way they are shown in new and emerging professions.

Human values related to caring and sharing, preserving and conserving environment, respect to diverse cultural heritage, learning to live together and respect for our national symbols and song were woven across most of the textbooks.National Achievement Survey — Class V (Cycle 4)The study was conducted on a sample comprising of 1, 50, 101 students, 8,266 schools across 34 States and UTs. The study gathered information on background factors including the school environment; instructional practices, quality and experiences of teachers and the home background of students, etc., through the questionnaires to ascertain their association with students’ achievement. The summary report of what students of Class V know and can do has already been presented at various forums. Besides, the technical reports (Draft) have been developed.Learning Gaps in Language, Mathematics and Environmental Studies (EVS) based on NAS Class V (Cycle 3) dataA total 32 reports (1 National Report and 31 States/UTs Reports) have been developed. These reports contain item-wise performances of students in NAS Class V (Cycle 3) in Reading Comprehension, Mathematics and Environment Studies. Items were classified into two groups, i.e., items those were responded correctly by less than 50 per cent and items those were responded by 50 per cent or more students correctly. The items in the first group were tagged as ‘What Students can’t do?’ The second group items were tagged as ‘What students can do?’ Also, distracter analysis for each item was also provided for all items tested in all the three subjects. This analysis provides an insight about how students are doing in the subject tested across the States/UTs where the survey was conducted.



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Assessment of Learning Levels of Students at the Secondary Stage (Class X) under RMSAThe MHRD funded study envisages assessing the learning levels of students of Class X in the areas of English, Mathematics, Science, Social Science and one modern Indian language in the country. Tools used in the survey were Achievement Tests (two forms each) consisting of multiple choice items in all five subjects in 16 State languages including English as well as Hindi, School Questionnaire, Teacher Questionnaire and Pupil Questionnaire. The survey was conducted on a sample of 2,77,416 in 7216 Schools across 33 States/Union Territories (UTs) and Boards. The report of the study titled ‘A Summary of National Achievement Survey (Class X): What Students Know? and Can Do?’ and 33 State report cards were developed.Eighth All India School Education Survey National Council of Educational Research and Training periodically conducts All India School Education Survey (School Census) in which information in respect of access, enrolment, retention, infrastructural facilities, teachers, etc., from all recognised schools are collected for all the States and UTs. The Eighth AISES was conducted with reference date September 30, 2009. The main reports presented in 11 titles have been printed. A concise report containing the salient findings was released by Sh. S.C. Khuntia, Secretary (SE and L), MHRD and is available on www.aises.nic.inSharing of Reports of Research Studies with the StatesThe reports of studies on curriculum, classroom processes and science laboratories undertaken at the secondary stage for the States of Meghalaya, Andhra Pradesh, Madhya Pradesh, Punjab, Uttar Pradesh, Rajasthan, Manipur, Mizoram, Odisha, Gujarat, Maharashtra, Karnataka, Chhattisgarh, and Telangana were shared in the national workshop inviting all the concerned States organised at NIE, New Delhi from 21 to 22 December 2015. Analysis of Question Papers of Uttar Pradesh Board of High School and Intermediate Education at Class X LevelThe study was conducted to examine whether the question papers in english, hindi, social science, science and mathematics of Class X are valid in terms of coverage of the instructional objectives and course contents. Whether the question papers have appropriate difficulty level catering to different capabilities of all kinds of students, and whether the question papers have appropriate questions in terms of their form, language and scope. The question papers were analysed by using three proformas viz., Proforma A — to work out the information for each individual question, mental processes involved, content area tested, type of question, marks allotted, estimated difficulty level, and time allotted, Proforma B — to calculate percentages of marks and Proforma to consolidate the report about the question papers. The study indicated that most of the questions in the question paper were lifted from the textbooks and promoted rote learning. A Study of Alternative Conceptions about Basic Chemistry Concepts of Pre-service Science Teachers of RIE, Ajmer The study identified alternative conceptions in basic chemistry concepts and its causes among pre-service teachers of RIE, Ajmer. The target group of the



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Tstudy was all the students of B.Sc. B.Ed. first year. The tool for the study was developed in a workshop mode involving the internal resource persons of chemistry section of the institute. The tool consists of 30 questions which was administered to the target group of 83 students. Findings of the study indicate that students have misconceptions on various concepts of chemistry including atomic structure, state of matter, mole concept and chemical bonding. A Study of Qualitative Analysis of Question Papers of Class X of Rajasthan Board of Secondary Education The study analysed the question papers of Class X in relation to design, blue print and any other guidelines provided by Rajasthan Board of Secondary Education and identified the strengths and weaknesses of the question papers of Class X. The question papers of all subjects of Class X were analysed. The study indicated that there was difference between the marks allotted as per design and as per question paper to long answer and short answer questions. The application based questions were found to be few in number. Study on the Increase in Difficulty Level in Chemistry while moving from Secondary to Senior Secondary StageThe study was undertaken to collect the opinion of students, teachers and parents regarding the increased difficulty level while moving from secondary to senior secondary level. It was basically non-experimental and descriptive type research. Tools were developed in the form of questionnaires which was tried out in the demonstration multipurpose school. The analysis of data shows that maximum teachers and parents observed anxieties and restlessness among students due to sudden increase of chemistry content at higher secondary stage. Most of the students seem to be uncomfortable with balancing chemical equations and solving numerical problems. Students specifically mentioned some portions, mole concept, Thermodynamics and Equilibrium, where they reported to be more uncomfortable. Though they found organic chemistry interesting but sudden increase in its content at higher secondary stage is not acceptable by the students. The stake holders are also in opinion to integrate the chemistry theory with experiments at higher secondary stage. The outcome of this research project shall be helpful while designing the curriculum of science at secondary stage and chemistry at higher secondary stage. Impact of Awareness of Government Schemes on Enrolment and Retention of Girls at Secondary and Senior Secondary Level in Madhya Pradesh Recognising the critical issue of educating girls, Government has taken some steps in this direction. Central Government policies such as Sarva Shiksha Abhiyaan and the recently announced Beti Bachao, Beti Padhao scheme put special focus on access to education for girls. Additionally, as part of the Swachh Bharat Abhiyaan, the Government is committed to ensuring separate girls’ and boys’ toilets in each Government school, with a view that toilets are particularly important to girls’ retention and attendance. Besides various central government policies, State Governments have also undertaken several policy initiatives to make education more affordable and accessible to girl child. These initiatives have focused on reducing the ‘opportunity cost’ of schooling and providing incentives for enrolment and performance. In this light, this study aims to understand the awareness and impact of all the initiatives



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taken by Government on enrolment, dropout and continuation of education of adolescent girls at senior secondary level. The study assesses the perception of beneficiaries, parents and teachers on utility and sustainability, choice preferences, constraints, and the advantages and disadvantages of incentives programme. Suggestions of all the stakeholders especially the parents and teachers of secondary and senior secondary girls of Madhya Pradesh were also considered to understand the mindsets of the communities to invest in girls’ education. The study findings show that 97 per cent of girl students know about one or more scholarship schemes and 98 per cent parents are also aware about the schemes. 56 per cent girl students come to know about scholarship schemes from teachers and 38 per cent through communication media. The parents and teachers were not getting communication regarding scholarship schemes from Sarpanch. Regarding the benefits from the schemes of Centre and State Government, 75 per cent girl students stated that they were getting benefits from these schemes. Most of the students (86 per cent) are benefitted by scholarship scheme and 23 per cent students benefitted by cycle scheme. Book Bank Scheme, Karmkar scholarship scheme and Minority Scholarship Scheme are also very popular among them. However, it was found that enrolment is decreasing each year. Impact of Heavy Metal Cadmium on Haematological and Biochemical Parameters of Fresh Water Cat Fish Clarias GariepinusMining, agricultural run-offs, domestic sewage and industrial effluents are polluting the aquatic ecosystems. The heavy metals being non-biodegradable accumulate in different organs and affect the physiology of fishes. The aim of the study was to find out the effect of heavy metal cadmium on haematological and biochemical parameters of cat fish Clarias gariepinus. The results revealed that in comparison to control group fishes TEC, Hb, PCV, MCHC, serum and tissue protein declined significantly (p < 0.05) whereas TLC, MCV, serum glucose and cholesterol, tissue GOT, GPT exhibited significant enhancement (p < 0.05) in fishes of experimental groups. MCH contrarily exhibited a fluctuating pattern. This data verifies that the alterations in haematological and biochemical indices may be used as sensitive biomarkers for animal health evaluation, especially in regions that are naturally affected by heavy metals, causing stress in fish on exposure to elevated levels in the water. Safe disposal of industrial effluents should be practiced and recycled to avoid heavy metals from entering the environment.School Readiness of Children from Scheduled Tribe Communities: An in-depth AnalysisThe main purpose of the study is to assess school readiness of children belonging to the Scheduled Tribe community of Odisha in terms of physical, social, emotional and cognitive competencies. Inter alia, the study seeks to assess the perceptions of the primary school teachers, Anganwadi workers, parents concerned on school readiness of the children belonging to Scheduled Tribe communities as well as to assess the school readiness of the Scheduled Tribe children. The study was conducted in the three undivided districts of Koraput, Bolangir and Kalahandi (known as KBK districts) of the western region of Odisha. The tools used for data collection comprised of observation



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Tschedules, interview schedules and assessment test. It reveals that 86 per cent of children are prepared for school. The language and environment related tasks are performed better by the students and arithmetic related tasks are found to be difficult for maximum number of children. In the language related items, maximum number of children are seen to be performing at below average level in storytelling and recitation, which calls for attention of teachers to give more importance to this area in preschool. Identifying pictures with sound and describing picture along with following instruction are seen to be performed well by many children. The study findings show that there exists difference among children coming to primary school, with and without preschool experience.An Exploratory Study of Christian Minority Schools of Odisha The research project funded under ERIC was undertaken at Christian minority-run-elementary school of Odisha with objectives to study the status of school components such as; infrastructural facilities, classroom process and academic and professional needs of teacher. The study was conducted in Jeypore Evangilical Lutheran Church (JELC), Roman Catholic Mission (RCM) and Church of North India (CNI) located at three districts of Odisha i.e., Khurda, Cuttack and Koraput. Tools such as school information schedule, questionnaire, observation and focus group discussion were used to collect the research data. The study revealed that infrastructural facilities were not up to the mark; classrooms were congested; and all schools have functional library and have provisions for games and sports; the teachers’ presentation of content was organised, interactive, classroom held frequently, assessment of learners integrated with teaching-learning and teacher addresses diversity in the classroom; and many teaching post were lying vacant and many teachers were working as contractual staff. The teacher’s opined that they need more training programmes on content and pedagogy, RTE Act, 2009 ICT and inclusive education.Inclusion of Children with Hearing Impaired Children in Primary SchoolThe research study was conducted to examine the academic performance and social participation of four hearing impaired children drawn with purposive sampling technique from three inclusive schools of Bhubaneswar. The various perspectives of teachers, head teachers and parents on the academic and social skills of the children were analysed by using tools such as vocabulary checklist for language by (Lakkanna, Venkatesh K and Bhat 2007), ASER (2013) reading tool and arithmetic diagnostic test (Ramma, 1994). In addition, a questionnaire to assess arithmetic abilities and an observation schedule to gather information on classroom and social participation were also used.

The findings show that all the participants used Behind the Ear hearing aid (BTE) with variation in age of fitting of the hearing aid. All of them received assistance from government institute for audiological evaluation and intervention. The academic performance especially vocabulary reading and writing skills of one of the student’s was poor as she had received late intervention and other factors like parental attitude, lack of parental support, infrastructural disadvantages, teachers inability to gives support, etc. The students were found to have cordial social relationship with peer group, teachers, neighbourhood, family and relatives.



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Exploration of Alternative Conceptions in Physics of Secondary School Students of D.M. School, BhubaneswarThe study aimed at identifying the alternative conceptions in physics among secondary school students of DM School. A mixed method was employed wherein both quantitative and qualitative methods were used for data collection and analysis. DM School students of Class IX were taken as the sample. Five themes in physics such as motion, force, sound, light and electricity were the selected topics. A two-tier concept attainment test was used; the first part was of multiple choices in nature wherein students were instructed to choose the appropriate response. In the second part, under each question, students were asked to write their justification of choosing that option as right answer and for rejecting the other options. To probe more on the alternative conceptions that exist among secondary school students’ interviews were conducted. The data was analysed with specific intention to explore students’ alternative conceptions in the selected themes. It was found that majority of students were able to identify the correct option. However, many different alternative conceptions exist especially on themes such as motion, force and electricity. It is also revealed that students possess alternative conception that laws of reflection are valid only in the case of regular reflection. The alternative conceptions identified were categorised into either of the patterns – ‘everyday language’, ‘self-centered or human centered viewpoint’ or ‘non-observable do not exist’. It is recommended to provide conscious intentional teaching-learning processes to bring conceptual change in physics among students. Teacher Education Curriculum of North-Eastern Region in the Light of NCFTE, 2009: An AnalysisThe ERIC research project was carried out with the objectives to analyse the existing secondary teacher education curriculum of all the North-Eastern States with reference to the guidelines of NCFTE, 2009, to find out the gap that exists in secondary education curriculum; to study the curricular areas (Curricular Area A) of teacher education curriculum; to study the pedagogical component (Curricular Area B) of teacher education curriculum; to study the school internship (Curricular Area C) of teacher education curriculum; to study the transactional modalities of teacher education curriculum; to study the evaluation process of teacher education curriculum, and to find out the perception and suggestions of different stakeholders (principal, teacher-educators and pre-service teacher trainees) regarding the secondary teacher education curriculum of North-Eastern States.

The study analysed the curriculum and content of the Central Universities situated in the North-East Region on different dimensions like curricular area, pedagogy area and school internship/methods. It was also done to find out the gaps that exist in the present teacher education curriculum. In order to find out the transactional modalities and the evaluation process of teacher education curriculum of North-Eastern Region in the light of NCFTE – 2009, classroom observation was carried out. The perceptions as well as suggestions of stakeholders were gathered through interviews, questionnaire and focus group discussions.

The analysis the B. Ed. Curriculum of the North-East identified certain factors like contact hours, internal assessment, course objectives, transaction



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Tmode, practical area, course content, practicum, assignment, sessional work, mode of assessment, grading and references as important aspects to be considered while framing/developing a syllabus. The study indicates that all the universities of North-Eastern States offer one-year B. Ed. and mostly follow semester pattern. Some of the B. Ed. syllabi are not having courses/course content as per NCFTE, 2009 guidelines, which call for a revision of the B. Ed. syllabi. In most of the B. Ed. curriculum, it was found that working with the community and multi-cultural placement does not exist. It was also found that there exists no uniformity in the internship programme carried out by the B. Ed. colleges/institutions.Perception of Stakeholders About ICT-Pedagogy Integration at the Secondary School Level: A Case StudyThe objectives of the study were to analyse the availability of ICT infrastructure in secondary schools of Assam, to study the ICT knowledge of secondary school teachers and students, and to study the perception of secondary school teachers, students and headmasters/principals about the factors contributing to ICT-pedagogy integration at secondary school level. The study findings revealed that even though computers have been introduced in schools in India, the education system has largely not been influenced by the potential for pervasive change intrinsic to ICT. At the level of our learning systems, ICT can enable activity-based and collaborative learning processes (suggested by NCF – 2005), which can help us move away from the traditional ‘rote-based learning’ that dominates much of our current education system. ICT can also indirectly, although substantially, support education through relevant use in teacher-education and education administration processes. To enable such possibilities, a greater range of actors from the education sector and others interested in education, need to be engaged with ICT in the school education policy process.Perceptions of Teachers and Students in Meghalaya about Instructional Approaches and Contents in HistoryA research study on perceptions of teachers and students in Meghalaya about instructional approaches and contents in history was conducted. The objectives of the study were to understand the preferences of students among the social science subjects at upper primary and secondary level and reasons thereof, to elicit students views on the history textbooks and existing instructional methods in the history classroom, to understand the problems faced by teachers in transacting the history lessons, to record the resource materials/tools used by the history teachers, to understand students views on how they would like to learn history and their perception on historical evidence, causation and historical explanation and to suggest ways of improving existing pedagogy in history lesson. Survey was conducted amongst 207 students at secondary level from the State of Meghalaya, drawn from two Kendriya Vidyalaya Schools, one army school and one private school. The findings drawn reflected a dismal state in student’s perceptions and understanding of history. It was seen that student’s understanding of history still hinged on the traditional approach and were not aware of the basic methodology of history – such as the understanding of sources and how the past is reconstructed. Most students expressed that the content of the existing textbooks were too lengthy and they found it difficult to remember or conceptualise.



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Implementation of Inclusive Education at the Elementary Level in the Selected States of the North-Eastern RegionA study on the implementation of inclusive education at the elementary level was conducted in the selected States of the North-Eastern region. The main objectives were to identify and analyse the different components available in the schools for providing quality education for CWSN such as teachers training, curricular/instructional adaptations, teaching learning process, teaching learning materials, evaluation system and whether inclusive education really benefits the children with disability or not.

The study findings showed that schools have enrolled children with special needs such as visually impaired, low vision, hearing impaired, locomotors disability, mild mentally challenged, cerebral palsy, autism etc. However, it was found that there were no concrete steps taken for making schools inclusive in nature. Even though majority of the schools have ramps with handrails, there were no adequate infrastructures or facilities and even teachers were not trained in the area of inclusive education. Looking at the various facilities, the study revealed that nearly all schools have inadequate resources. There was no separate toilet for the children using wheel chair and only very few schools have special seating arrangement for the children with disability. Majority of the schools were using the traditional bench-desk and chair-table as seating arrangements for the students with special needs which were very inconvenient from the disability point of view. Playgrounds were not disabled friendly and schools were lacking in proper aids and appliances. This indicated the level of unpreparedness of the schools to be inclusive in nature as well as the attitude of the state authorities.

The study identified the challenges of providing inclusive education viz., shortage of teaching materials, lack of adequate aids and appliances, shortage of teachers, use of multi-grade teaching, too much time spend on non-teaching duties, lack of cooperation and collaboration between teachers and parents. Parental resistance also came out to be strong factor among the barriers to inclusive education. The study felt the need for increasing parental involvement. The majority of the teachers taken for this study perceived that their lack of knowledge, skills and training in dealing with the children with disabilities hinders their performance level and some of them were of the opinion that special schools are required to cater to the needs of these children.

This study also took into account the views and perception of children with special needs and without special needs regarding their learning experiences in the schools. The finding reveals that majority of the CWSNs expressed happiness in coming to school and making friends, participating in activities and interacting with other children. Children without disabilities also shared similar views. When it comes to their learning, the CWSNs faced many challenges in learning in the classroom. They expressed difficulties in understanding lesson taught and were hesitant to ask the teacher. They were unable to cope with the class work and have difficulties in copying down points written on the board. A Study of Views of Primary School Teachers towards Inclusion of Children with Special NeedsThe study examined the views of primary school teachers towards inclusion of children with special needs in regular school. The sample of the study comprised



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Tof 24 regular teachers working in various government primary schools in Guwahati, Assam. A close ended self-rated based questionnaire, ‘Views towards inclusion of Children with Special Needs (CWSN)’ was developed. The study findings revealed that most of the teachers are having positive opinions that CWSN can compete with others. They expressed need for modification in the assessment practices and evaluation in the regular school and removal of restrictions. Research Projects Funded by ERICResearch proposals for financial support received from researchers and scholars from all over the country working in the priority areas in school education and teacher education is examined for funding by a sub-committee of ERIC, called Screening-cum-Progress Monitoring Committee (SPMC). The financial support is provided based on the recommendations of the SPMC. The Sub-committee also examines annual progress of each project. The following research reports were completed during the year:1. Impact of Social Science and Commerce Textbooks on Teaching Learning

Processes 2. Teacher Education Curriculum of North Eastern Region in the Light of

NCFTE, 2009 : An Analysis 3. A Study on Implementation of Inclusive Education at the Elementary Level

on the Selected North Eastern States

ERIC Small Research Projects since 20151. Study of Alternative Conceptions about Basic Chemistry Concepts of Pre-

service Teachers of RIE, Ajmer 2. Analysis of Question Papers of Uttar Pradesh Board of High School and

Intermediate Education at Class X Level 3. Qualitative Analysis of Question Papers of Class X of Rajasthan Board of

Secondary Education 4. Study of Local Urban Biodiversity : ‘Poisonous Plants of Bhubaneswar’ 5. Professional Development of Teacher Educators at Secondary Level 6. Inclusion of Children with Hearing Impairment in Primary Schools


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5 –

2016Attaining equitable, quality education for all and lifelong learning being the

motto and need of the hour, NCERT strives for putting in place policies and carrying out activities to produce a sufficient, well-trained, well-supported, equitably distributed professional teacher workforce. Large gap exist between the curricular pronouncements and the ground realities, and to this end capacity building programmes for the stakeholders of education plays an imperative role. Constituents of the Council take up capacity building programmes aiming at updating knowledge in the subject areas, dealing with methodological and pedagogical concerns, continuous assessment, inclusive education and imparting appropriate technology and pedagogic practices in the classrooms. The training programmes equip stakeholders with relevant skills, ability to plan, organise, manage and evaluate classes and also for sensitising towards social issues and concerns, thereby providing continuous professional development. There are programmes that take the form of regular training courses in the areas of guidance and counselling, action research and also in specialised areas, for instance in environmental education, early literacy, early school mathematics, QMTs, activity based science and mathematics, application of quantitative techniques in economics, research methodology, art integrated learning, open source tools, video production and technical operations, creation of e-content and open educational resources, ICT and laboratory kits catering to the needs of stakeholders in education across the country. Widening its horizons to the neighbouring countries, this year the Council also organised training programme on educational technology, multi-media and training methods for school media teachers of Sri Lanka.

Department of eDucation in Science anD mathematicS

The Department organised orientation programmes for Key Resource Persons (KRPs) in science and mathematics at upper primary stage from SC Dominated Areas. The KRPs in mathematics were oriented on the use of laboratory manual, source book on assessment, etc. Orientation programmes on the infusion approach of environmental education in

5. Capacity Building Programmes

A training programme on activity-based learning in science, organised by DESM at NIE, New Delhi

on 14 –18 September, 2015

Ch 5_Capacity Building Programmes.indd 87 20-02-2017 15:23:00


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Tscience at the upper primary stage for KRPs from DIETs was organised. Sessions addressed specific concerns related to environmental education such as nature of environmental education in India, ICT in environmental education, art in environmental education, project-based environmental education and activity, development of projects, environmental education for sustainable development, infusion approach to teach environmental education in textbooks, inclusive education for sustainable development, addressing environmental issues, EVS at the primary stage, activities for schools, attitudinal/behavioural change, etc.

Orientation of KRPs in physics, chemistry, biology and mathematics at higher secondary stage was organised to try out the training package developed by the department. The programmes helped in enhancing teacher’s proficiency, in designing effective teaching-learning strategies, promoting the use of improved pedagogy, evaluation techniques and bridging the gap between theoretical and practical aspects of the subject. During the orientation programme in biology, the KRPs performed various laboratory activities such as preparation of slides of macerated plant tissue, measure growth in leaf; germinate pollen grains, polyembryony in citrus fruits, soil profile, extraction of DNA from tomato pulp, salivary amylase activity on starch, etc.

Orientation of KRPs working in SC/ST dominated areas on activity based learning in science at secondary stage was conducted in two phases with the objectives to identify hard spots in learning science at secondary stage, to orient KRPs about the new and innovative activity based learning strategies for transacting content areas in science at secondary stage and to familiarise them with the constructivist approach of learning in science. The KRPs were oriented about the use of micro scale chemistry kit and were provided hands-on opportunity to tryout experiments like organic and inorganic qualitative analysis, inorganic/organic preparations, chromatography, etc. during the orientation programme organised for KRPs of SC/ST dominated areas.

Science learning takes place better when teachers are well-equipped to carry-out hands-on activities. Keeping this in mind, orientation was given to block and cluster level resource coordinators (BRC/CRC) regarding ways of improving science and mathematics education at school level. Hands-on sessions were conducted at laboratories and also using science and mathematics kits.

S. No.

Title of the Programme Venue and Date

1. Orientation of Key Resource Persons in Science at the Upper Primary Stage from SC Dominated Areas

NIE, New Delhi16 – 20 November 2015

2. Orientation of Key Resource Persons in Mathematics at the Upper Primary Stage from Scheduled Caste Dominated Areas


3. Orientation of Key Resource Persons from DIETs Located in SC Dominated Areas on the Infusion Approach of Environmental Education in Science at the Upper Primary Stage

NIE, New Delhi 12 – 15 January 2016

4. Orientation of Key Resource Persons in Physics at the Higher Secondary Stage

NIE, New Delhi15 – 19 February 2016

5. Orientation of Key Resource Persons in Chemistry at the Higher Secondary Stage

NIE, New Delhi14 – 18 March 2016



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6. Orientation of Key Resource Persons in Biology at the Higher Secondary Stage

NIE, New Delhi 01 – 05 February 2016

7. Orientation of Key Resource Persons in Mathematics at the Higher Secondary Stage


8. Orientation of Key Resource Persons Working in SC/ST Dominated Areas on Activity Based Learning in Science at the Secondary Stage• Phase I • Phase II

NIE, New Delhi 14 – 18 September 201511 – 15 January 2016

9. Orientation of Key Resource Persons of SC/ST Dominated Areas on Micro Scale Chemistry Kit at the Higher Secondary Stage• Phase I • Phase II

NIE, New Delhi 05 – 09 October 201518 – 22 January 2016

10. Orientation of Key Functionaries in Science and Mathematics at the Upper Primary Stage

NIE, , New Delhi29 February – 04 March 2016

Department of eDucation of GroupS with Special neeDS

The Department organised three regional workshops for sharing the guidelines and identifying the specific inputs for making the existing pre-service teacher training programme inclusive in nature. Two orientation programmes were organised for enhancing quality of education at elementary level schools in SC concentrated areas. It oriented master trainers on issues, challenges and concerns related to education of children belonging to scheduled castes and enhanced their capacity for organising further teachers training programme for improving quality of school education at elementary stage. A dissemination and orientation workshop with states on curricular adaptation for upper primary level was organised for 147 participants including master trainers/ special educators/regular teachers/IED coordinators from different areas of Haryana State with the objectives to orient master trainers on various issues, challenges and concerns related with the quality of education for inclusion of CWSN at elementary level. A workshop on inclusive education was organised for master trainers from Scheduled Castes and Scheduled Tribes dominated areas of Assam, Rajasthan, Jharkhand, Chhattisgarh, Maharashtra, Madhya Pradesh and Dadra and Nagar Haveli. It oriented the participants on curriculum adaptation, inclusive pedagogy and practices.

S. No. Title of the Programme Venue and Dates1. Orientation Programme for Master Trainers for

Enhancing Quality of Education at the Elementary Level Schools in SCs Concentrated Areas

SIE, Port Blair, Andaman & Nicobar24-28 August 2015

2. Orientation Programme for Master Trainers for Enhancing Quality of Education at the Elementary Level Schools in SCs Concentrated Areas

DIET, Dharamshala, HP 16 – 20 November 2015

3. Three Days Workshop for Preparing and Sharing Guidelines for Inclusive Pre-service Teacher Education Degree Programmes



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T• Hindi Speaking States

• Non-Hindi Speaking States• • North Eastern States

• NIE, New Delhi 22 – 24 September 2015• RIE, Mysore 8 – 10 December 2015 • SCERT Guwahati 15 – 17 March 2016

4. Workshop on Inclusive Education for Master Trainers

NIE, New Delhi 12 – 14 May, 2015

5. Dissemination and Orientation Workshop with States on Curricular Adaptation for Upper Primary Level

NIE, New Delhi18 – 19 November, 2015

Department of eDucational pSycholoGy anD founDationS of eDucation

Training programme for teacher educators on Education for Peace was organised for sensitising them about the concerns for peace and education for helping them to understand their role as peace educators so as to model the requisite behaviours, attitudes and values. It also aimed to develop knowledge, attitudes, values and skills among teachers for conflict resolution, and enable them to learn ways of integrating peace in the school curriculum and teaching-learning activities in and outside classroom. Teacher educators from North-East Region, SCERTs, Departments of Education, and other State level agencies participated in the programme. Various curricular themes were carried out through experiential expositions, discussions, demonstrations and reflective sessions with teacher educators.

Career conference-cum-exhibition conducted as part of the Diploma Course in Guidance and Counseling at NIE, New Delhi

A refresher course for practicing counsellors on contemporary concerns in guidance and counselling was organised to enhance and update knowledge and skills of counsellors working in school and allied settings. Themes for the



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refresher course were identified on the basis of the needs expressed by the counsellors and finalised in a meeting with experts. A five-day programme was organised for counsellors on concerns having a bearing on working of counsellor in school settings.

NCERT, has been training in-service school teachers, teacher educators, school administrators as well as untrained guidance personnel through its diploma course for many years. The course aims at developing skills and competencies among in-service teachers, teacher-educators, school administrators and untrained guidance personnel as teacher counsellors/counsellors to provide guidance and counselling services to students in school and other related settings. The course is for a period of one year, spread over three phases, i.e., distance learning phase (six months), contact programme (three months) and internship (three months). The distance learning phase was organised during (January – June 2015). It was followed by three months of contact programme (July – September 2015) at NIE, New Delhi and three months of internship (October – December 2015) in schools/guidance agencies. Written and oral examinations were conducted during the contact programme and internship projects of the trainees were finalised for implementation in their work settings. The course comprises seven core areas, i.e., guidance, counselling, human development and adjustment, career development, career information, assessment and appraisal, and basic statistics. The course includes intensive training of three months duration in practical work which is conducted and supervised in schools and integrated with theory components. Field visits and tours were also an integral part of the course. Feedback on different aspects of the course was also obtained at the end of the contact programme. Result of the 2015 session was declared in the second week of February, 2016.

The capacity building programmes for developing guidance skills among teachers from SC/ST concentrated districts were organised in the states of Kerala and Maharashtra. In Kerala, 63 secondary/higher secondary school teachers across seven districts participated and in Maharashtra, 60 teacher counsellors from seven districts participated in the programmes. The participants were sensitised towards the need for providing special attention to socially disadvantaged students by indentifying their guidance needs and providing support to them in teaching-learning powers.

S. No. Title of the Programme Venue and Dates1. Training Programme on Education for Peace for

Teacher Educators NIE, New Delhi14 to 18 March 2016

2. Refresher Course for Practicing Counsellors on Contemporary Concerns in Guidance and Counselling

NIE, New Delhi 29 June to 3 July 2015

3. Diploma Course in Guidance and Counselling (Distance/ Online and Face-to-Face)

NIE, New Delhi1 January 2015 to 31 December 2015

4. Capacity Building Programme of Teachers in Guidance Working in SC/ST Concentrated Districts

DIET, Thrissur, Kerala 15 to 19 June 2015



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T5. Capacity Building Programme for Developing

Guidance Skills Among The Teachers From SC/ST Concentrated Districts

MSCERT, Pune, Maharastra 7 to 11 December 2015

Career conference-cum-exhibition conducted as part of the Diploma Course in Guidance

and Counselling

Career conference-cum-exhibition conducted as part of the Diploma Course in Guidance

and Counselling

Career Conference-cum-exhibition conducted as part of the Diploma Course in Diploma Course in

Guidance and Counselling

Participants of the Diploma course in Guidance and Counselling visiting CIET

Department of teacher eDucation

The Department organised eight training programmes during the year. Six programmes were conducted for DIET faculty members on topics/themes viz., pedagogical content knowledge in mathematics, organising internship programme, NCTE regulations 2014, recent developments in teacher education,

Orientation-cum-refresher course conducted by DTE from 8 July to 1 August 2015 at NIE, New Delhi



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etc. Apart from this, two orientation-cum-refresher courses were organised for NCERT faculty members including DMS teachers and another for SCERT/SIE, and DIET faculty members respectively.

S. No. Name of the Programme Venue and Duration1. Enrichment Programme for Teacher Educators

at Elementary Level on Pedagogical Content Knowledge (PCK) in Mathematics

NIE, New Delhi8 –12 February 2016

2. Capacity Building Programme for Elementary Teacher Educators in Effective organisation of Internship Programmes

• NERIE, Shillong 21 – 22 December 2015

• SCERT, Manipur 01 – 02 February 2016

3. Professional Development Course – Orientation-cum-Refresher Course for NCERT faculty

NIE, New Delhi8 July 2015 to 1 August 2015

4. Orientation-cum-Refresher Course for SCERTs/SIEs and DIETs faculty


5. Capacity Building Programme for Teacher Educators for SC and ST Concentrated States on Emerging Issues in Teacher Education

• NIE, New Delhi 5 – 9 October 2015

• NIE, New Delhi 29 February to 4 March 2016

• NERIE, Umiam (Shillong) 16 – 20 November 2015

Department of elementary eDucation Workshops on institutionalisation of QMTs in States/UTs for SSA functionaries for northern, southern, western, eastern and north-eastern regions were conducted with the objectives to access and analyse the status of implementation of QMTs in States/UTs, to develop competency in use of QMTs, provide feedback and take remedial action for improvement in educational system, to discuss the role of different educational functionaries in monitoring quality education, and to develop state specific plans for institutionalisation of QMTs. During the workshop, the participants made presentation on the status of the implementation of QMTs in the State and UTs. Various problems and solutions to them were discussed at length during the workshops. Suggestions were offered on use of QMT data for improvement in classroom processes.

Capacity building programmes for the State level key functionaries of Sikkim and Southern Region were organised for implementing quality Early Childhood Education (ECE) in their respective states.

The programme for Sikkim was organised in collaboration with Department of Education, HRD, Sikkim, Gangtok (East) from 22 to 24 September 2015 which was attended by 48 participants. The programme for southern states was organised in collaboration with the Department of Social Welfare, Pondicherry University, Puducherry from 9 to 11 February 2016 which was attended by 44 participants from ICDS, DIETs and SCERTs.



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T S. No Title of the Programme Venue and Dates

1. Capacity Building Workshop for SSA Functionaries Faculty of SCERT and DIETs, and SRG on Early Literacy

• SIE, Srinagar 24-28 August 2015

• RIE, Bhopal 07-11 September 2015

• SIERT, Udaipur 14-18 September 2015

• SCERT Hyderabad, Telangana 26-30 September 2015

• SIE, Jammu 05 - 09 October 2015

• SSA, Manipur 04-08 January 2016

2. Capacity Building Workshop for SSA Functionaries on Early Literacy

SIERT, Udaipur 14-18 October 2015

3. Capacity Building of Teacher Educators and Teachers of Mathematics Kit and Manual

• Ernakulum, Kerala 17-19 December 2015

• RICM, Chandigarh, Punjab 18-20 January 2016

• DSERT, Bengaluru, Karnataka 20-22 January 2016

• SCERT, Gurgaon, Haryana 27-29 January 2016

• SCERT, Chandigarh, 28-30 January 2016

• SPO, Dehradun, Uttarakhand 1-3 February 2016

• SCERT Hyderabad, Telangana 4-6 February 2016

• SCERT, Solan, • Himachal Pradesh

1-3 February 2016• SCERT, Patna, Bihar

16-18 February 2016• SCERT, Kohima,

Nagaland 9-11 March 2016

4. Workshop on Institutionalisation of QMTs in States/UTs for SSA Functionaries for Northern and Western Region Eastern and Southern Region North Eastern Region

• NIE, New Delhi 3-5 November 2015

• RIE, Mysore 16-18 December 2015

• Gangtok, Sikkim 21-22 January 2016

5. Capacity Building Programme for the State Level Key Functionaries of North East on Implementing Quality ECE

Gangtok, Sikkim 22-24 September 2016



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6. Capacity Building Programme for the State Level Key Functionaries of Southern Region for Implementing Quality ECE

Department of Social Welfare, Pondicherry University, Puducherry9 –11 February 2016

7. In-service Training Programme of Tibetan Primary School Teachers in ECCE

NCERT, New Delhi 8 – 28 April 2015

8. Capacity Building Programme for Key Functionaries of West Bengal and Eastern States on Implementation of NSQF in Schools (14.107)

PSSCIVE, Bhopal 2 – 6 November 2015

9. Orientation Programme For Vocational Teachers on Developing Teaching Skills in Classroom, Workshop and Laboratory

PSSCIVE, Bhopal 23 – 27 November 2015

Department of eDucation in lanGuaGeS

The Department organised orientation programmes for teachers/master trainers and also developed training packages for North-Eastern States and Rashtriya Madhyamik Shiksha Abhiyan. Orientation programmes have also been conducted for teachers, B.Ed. students from Central Tibetan Administration schools in English. The department organises training programmes in Hindi, English, Urdu and Sanskrit for teachers teaching in Kendriya Vidyalaya, Jawahar Navodaya Vidyalaya and State/UT run Government Schools. The programmes familiarise teacher educators to pedagogic and academic inputs, introducing them to paradigm shift in the area of language education and presenting them holistic view on language learning and assessment.

S. No. Title of the Programme Venue and Date1. Capacity Building of Master Trainers for Continuous

Professional Development in Hindi Language Teaching with the Focus on Emerging Concerns for the Upper Primary to Secondary Stage.

DIET, Shimla 14 –17 September 2015

In-service training programme for primary school/teachers of Tibetan School on early childhood care and education organised by DEE

at NIE New Delhi in 8 –28 April 2015



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T2. Capacity Building of Master Trainers for Continuous

Professional Development in Hindi Language Teaching with the Focus on Emerging Concerns for the Upper Primary to Secondary Stage.

RICM, Sector 32 Chandigarh, SCERT14 –17 December 2015

3. Capacity Building of Master Trainers for Continuous Professional Development in Hindi Language Teaching with the Focus on Emerging Concerns for the Upper Primary to Secondary Stage.

Gujarat Vidyapith, Ahmedabad 28 – 31 December 2015


SCERT, Sikkim14 –17 March 2016


NIE, New Delhi 7 –11 September 2015

6. Capacity Building of Master Trainers for Continuous Professional Development in English Language Teaching with the Focus on Emerging Concerns for the Upper Primary to Secondary Stage.

SCERT, Kahilipora Guwahati 30 November to 4 December 2015


NIE New Delhi 1 –10 February 2016


DIET, Lawspet Puducherry 15 –19 February 2016

9. Capacity Building of Master Trainers for Continuous Professional Development in Urdu Language Teaching with the Focus on Emerging Concerns for the Primary, Upper Primary, Secondary and Sr. Secondary Stages.

MANUU, Hyderabad2 – 6 Nov 2015


SCERT, Lucknow 20 – 24 November 2015


Maulana Azad Institute of Professional Studies, Burhanpur, M.P. 22 – 26 February 2016


Anjuman Taraqqi-e-Urdu Hind Gulbarga Karnataka, 27 November to 1 December 2015



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NIE, New Delhi19 – 23 December 2015

14. Capacity Building of Master Trainers for Continuous Professional Development in Sanskrit Language the Upper Primary, Secondary and Higher Secondary Stages.

SIEMAT, Shamlaghat Shimla 14 –17 September 2015

15. Capacity Building of Master Trainers for Continuous Professional Development in Sanskrit Language at the Upper Primary Stage.

SCERT, Maharashtra 2 – 6 February 2016

16. Capacity Building of Master Trainers for Continuous Professional Development in Sanskrit Language at the Upper Primary Stage.

RSS Agartala Campus Agartala 19 – 23 December 2015

Department of eDucation in Social ScienceS Capacity building programmes for post graduate teachers of higher secondary stage in the field of remote sensing and Geo-spatial Information Technology were organised for the implementation of advanced space technology in teaching-learning of geography in schools. The two-week programmes were organised in two phases jointly by NCERT and ISRO for PGTs in geography from KVS, NVS and CBSE affiliated schools. In total, 442 PGTs (KVS-207, NVS- 168, CBSE- 67) from all parts of the country were trained at 20 centres representing ISRO/DOS, State Remote Sensing Application Centres (RSACs) and Universities distributed across the country. Teachers were exposed to the fundamentals of remote sensing, Geographical Information Systems and global navigation satellite system and their application. Besides, teachers were also exposed to School Bhuvan–NCERT geo-spatial portal. At North-Eastern Space Applications Centre (NESAC), Umiam (Shillong) Hon’ble Deputy Chief Minister of Meghalaya, Shri Rowell Lyngdoh graced the inaugural function of the second phase of training programme.

A refresher course for in-service teachers at higher secondary stage in geography was conducted to help them to update about the latest trends, new development, technologies and innovative methods of classroom transaction. To assess the need of the course and identify the requisite areas of training, a questionnaire was prepared and sent to KVS, NVS, SCERTs and other school organisations across the country. On the basis of the need assessment survey, the course structure and syllabi was designed and the course material was developed. A three-week refresher course was conducted in which teachers from Jammu and Kashmir, Harayana and the RIEs participated. The sessions were interactive, comprising of both theory and practical sessions. The refresher course helped teachers to enhance their capabilities in geography teaching and also served as a platform for teachers to interact with each other and exchange ideas.

Three programmes on teaching social sciences were conducted for teachers teaching social sciences at Classes VI-X in the welfare department-run schools.



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TThe programmes focused on introducing history, geography, political science and economics as a discipline. Some sessions focused on a specific topic such as Indian Constitution, Agriculture in India, French Revolution, etc. Resource persons provided opportunities in each subject area, at least one activity based teaching of the content. During the programme, teachers were shown movies and documentaries relating to the social sciences (e.g., Saamvidhan, one episode of Rajya Sabha TV available in YouTube and Sardar Vallabhbhai Patel, a movie). Teachers were given assignments such as submitting book review, making posters, preparing and interpreting diagrams and were encouraged to participate in the peer assessment. In all the three programmes, stress was given on dealing with challenges faced by SC and ST children and understanding adolescence.

S. No. Title of the Programme Venue and Dates1. Capacity Building of Post

Graduate Teachers of Higher Secondary Stage in the Field of Remote Sensing and Geospatial Information Technology

• 19 Centres 27 July to 7 August 2015• 9 Centres 4 –15 January 2016

2. Refresher Course for PGTs in Geography

NIE, New Delhi14 December 2015 to 02 January 2016

3. Training Programme for Social Science Teachers of SC/ST Welfare Department Run Schools

• Institute of Cooperative Management, Dehradun, Uttarakhand

31 November to 4 December 2015• Eklavya, Hoshangabad, Madhya

Pradesh 13 –17 January 2016• Don Bosco Media, Manikandaxm,

Thiruchirapalli, Tamil Nadu 24 – 29 February 2016

Department of eDucation in artS anD aeStheticS

The capacity building of States on Art Integrated Learning (AIL) master trainers at primary level from the states of Karnataka, Jammu and Kashmir and Haryana were conducted based on the AIL training package. This was second phase of the AIL training in these states where selected master trainers were given training on AIL content development and training of making videos on AIL approach of learning. During these programmes, short video film making has been included as part of the training component, where around 55 such films were made by participants.

Capacity building programme in arts education was organised for master trainers of JNVs from all regions with the objective to develop language skills through theatre. Drama conventions like improvisation, teacher in role, tableau (still image), freeze frame, thought tracking, narration, etc. was adopted for effective and engaging pedagogy to make lessons more dynamic and meaningful for the students. Identification of problems in learning language and addressing them creatively was also another motive of the programme.

The professional development programme for music teachers of KVS and the National Institute of Open Schooling (NIOS) was taken up as an endeavour



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towards holistic education through music. Themes like folk music and social sciences, creative application of classical forms, integration of Music with other art forms and curricular areas, enhancing knowledge of the diverse genres of music in our country, interaction with artists, identification of important aspects of Guru Shishya parampara for classroom pedagogy, evaluation and CCE, ICT an important medium of learning etc. were taken up for discussion and implementation in classrooms. Lec-Dem by eminent musicians to understand richness in content and their usefulness for the whole class by the teachers was one of the focal points for group discussion. The importance of rhythm and notes along with literature/dialect in folk music, evaluation balanced with creation of interest among children, role of ICT to evolve the level of children were discussed in detail.

Participants of the capacity building programme on Art Integrated Learning organised by DEAA at NIE, New Delhi

S. No. Title of the Programme Venue and Date1. Capacity Building Programme for Master

Trainers on Art Integrated Learning • DSERT, Bengaluru

22 – 31 July, 2015• SIE, Srinagar, Kashmir

27 July to 6 August, 2015• SCERT, Gurgaon

28 September to 7 October, 2015

2. Professional Development of Master Trainers of Kendriya Vidyalayas in Music and Visual Arts

• NIE, New Delhi 12 –16 October, 2015

• ZIET, Gwalior 2 –7 March, 2016

• ZIET, Gwalior 2 –11 March, 2016

3. Capacity Building of Master Trainers in Art Education

• NIE, New Delhi 2 – 4 July, 2015

• NIE, New Delhi 18 – 23 January, 2016

4. Professional Development of Masters Trainers of NIOS in Music

NIE, New Delhi 12 –16 October, 2015



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TDepartment of GenDer StuDieS

Training programmes for KGBV teachers on the basis of bridge course and teacher training package on different subjects were organised. The self defence techniques and the CDs on child sexual harassment provided during the programmes intends to help in protecting themselves and sensitising them on the issue of violence.

Participants of the training Programme on Bridge Course and Teacher Training Package for KGBV Teachers of Uttar Pradesh,

Uttarakhand and Jharkhand

Training programmes on gender issues were organised for the principals of JNVs, for the teacher-educators of DIETs of North-Eastern States and of minority concentration states to develop skills among participants to identify gender bias and gender stereotypes in social and educational contexts and evaluate teaching-learning process from a gender perspective. The thrust areas of the training programme on addressing phenomenon of delivering sex ratio in India were the education and empowerment of the girl child, her survival, protection and opportunities of participation in developmental activities of the nation. The focus also included updating their knowledge about various strategies that can be used for the educational development of girls belonging to scheduled tribe and minority communities and of building their capacities to undertake researches on issues related to the educational development of girls. The programme helped the teachers in identifying factors responsible for the existence of gender specific issues in their districts; evolve context specific strategies for combating this issue; prepare promotional material on valuing the girl child and making them aware of programmes related to the survival and overall development of the girls such as ‘Beti Bachao, Beti Padhao’.

S. No. Title of the Programme Venue and Dates1. Training Programme on Bridge Course and Teacher

Training Package for KGBV Teachers of Uttar Pradesh, Uttarakhand and Jharkhand

NIE, New Delhi 5 –11 August 201518 – 24 August 2015

2. Training Programme on Gender Issues in Education for the Principals of Jawahar Navodaya Vidyalaya

NIE, New Delhi 22 – 26 June 2015



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3. Orientation Programme for Teacher Educators from DIET on Gender Issues with Focus on Upliftment of Girls belonging to Minority Communities

NIE, New Delhi 27 – 31 July 2015

4. Orientation Programme for Teacher Educators from DIETs and SCERTs on Gender Issues in Education with Focus on Educational Development of Girls belonging to Scheduled Tribe in the North-East Region

NERIE, Umiam (Shillong)28 September to 2 October 2015

5. Training Programme for Teacher Educators on Addressing the Phenomenon of Declining Sex Ratio in India as per Census 2011


DiviSion of eDucational reSearch

Capacity building programme in action research was organised with the objectives to develop an understanding among elementary school teachers and teacher-educators about the importance of action research, to orient the elementary school teachers and teacher educators about the process of action research, to orient the participants in application of need-based techniques of action research and to help the participants in development of action research proposals on a topic which is relevant in their context. The course design was developed in consultation with the officials of SCERT Sikkim. The course exposed the participants to the nature of action researches, research problem, action research question/hypothesis, designs, tools and techniques used in data collection, methods of data presentation and managerial aspects. Each participants developed an action research proposal which they could conduct at their respective places of work.

Research methodology workshops for NCERT faculty were organised with the objectives to advocate the need and importance of educational research among the faculty of NCERT, to orient the faculty towards the current trends in educational researches at elementary and secondary level, to orient the participants towards important elements of educational research and to motivate the faculty towards conducting researches through PAC programmes and ERIC. The participants were exposed to the qualitative as well as quantitative research methodology and worked on the draft research proposals which were refined and submitted to PAC for final approval.

Online Course on Action Research in Education was conducted with the purpose to provide teachers/teacher educators the knowledge and skills

Training Programme for KGBV teachers conducted by DGS at NIE, New Delhi on 18 –24 August 2015

Training Programme for Principals of JNVs on gender issues in education organised by DGS at

NIE, New Delhi from 22 –26 June 2015



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Tof action research. The advertisement for online registration was given through NCERT website. In response of this announcement 360 registration forms were received. The assessment of students was done on the basis of assignments, online test, and their participation in synchronous meetings and overall involvement in the various activities during the course. In all total 80 candidates were selected for enrolment in the online course on action research in education. The selected candidates were from teacher education colleges or university departments, DIETs, NCERT (NIE, RIEs, CIET), KV, JNV, other Government and private colleges.

S. No. Title of the Programme Venue and Dates1. Capacity Building of Elementary School

Teachers in Conducting Action ResearchSCERT, Gangtok, Sikkim 29 June 2015 to 3 July 2015

2. • Research Methodology Workshop for NIE and CIET Faculty

• Research Methodology workshop for RIEs and PSSCIVE Faculty

• NIE, New Delhi 18 – 22 January 2016 • NIE, New Delhi 7 –11 March 2016

3. Organisation of Online Course on Action Research in Education

NIE, New DelhiOctober 2015 to March 2016

eDucational Survey DiviSion

A four-day capacity building programme for KRP of Nagaland Board of School Education was conducted on developing quality questions at Nagaland Board of School Education, Kohima. A total of 61 participants (Maths-14, Science 14, Social Science 12 and Languages 18) including six from BSE and three resource persons participated in the programme. Under National Achievement Survey (NAS) Class VIII (Cycle 4), translation workshop cum Orientation of States/UTs Coordinators and Assistant Coordinators has been conducted in which the state officials were oriented on the conduct of NAS Class VIII (Cycle 4). A five-day training programme for faculty members of SIEs/SCERTs/DIETs, was conducted to build their capacity in analysing data using open source softwares. The training programme mainly concentrated on ‘R’ which is an open source software for data analysis.

S. No. Title of the Programme Venue and Dates1. Capacity Building Programme on

Developing Quality Questions for Key Resource Persons of Nagaland Board of School Education, Kohima

Nagaland Board of School Education, Kohima28 – 31 October 2015

2. Translation Workshop-cum-Orientation of States/UTs Coordinators and Assistant Coordinators for NAS Class VIII(Cycle – 4)

• SCERT, Assam, Guwahati 10 –12 December 2015

• MSCERT, Pune, Maharashtra 11 –14 January 2016

• DIET, Coimbatore, Tamil Nadu 19 – 22 January 2016

• SCERT, Chandigarh, Punjab 3 – 5 February 2016

3. Analysis of Data using Open Source Tools’

NIE, New Delhi14 –18 September 2015



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DiviSion of eDucational KitS

The key resource persons of SCERTs/SIE/RMSA of SC and ST dominated areas were oriented on preparation and use of science and mathematics kits.

S. No. Title of the Programme Venue and Date

1. Orientation of Key Resource Persons of SCERTs/SIE/RMSA of SC Dominated Areas on Preparation and Use of Science and Mathematics Kits

• NIE, New Delhi 14 –18 September 2015

• NIE, New Delhi 27 – 30 January 2016

2. Orientation of Key Resource Persons of SCERTs/SIE/RMSA of ST Dominated Areas on Preparation and Use of Science and Mathematics Kits

• NIE, New Delhi 5 –15 January 2016

• NIE, New Delhi 1 – 4 February 2016

planninG anD monitorinG DiviSion

To improve the efficiency of the DIET faculty who are working in the Planning and Management Branch of the DIETs, a five-day training programme on project planning, implementation, monitoring and evaluation was conducted at SCERT, Thiruvananthapuram, Kerala from 22 to 26 February 2016. Twenty four DIET faculty members, from five Southern States viz., Karnataka, Tamil Nadu, Andhra Pradesh, Kerala and Telangana, attended the training programme. Two faculty members of SCERT, Kerala also participated in it. The training programme concentrated on the aspects of educational research, project planning, project risk management, project monitoring, project evaluation, etc.

The division organised a three-week Refresher Course on Application of Quantitative Techniques in Economics with the objectives of equipping teachers to deal wi th the mathematical expressions used in the economics textbooks at higher secondary stage and to help them overcome the uneasiness in using mathematical and statistical tools in teaching and learning economics. Post-graduate teachers in economics from States of Uttarakhand, Rajasthan,

Interacting with the participants from the States of Jammu and Kashmir, Punjab, Rajasthan and Uttarakhand during the workout session of the

Refresher course organised by PMD from 07 – 24 September, 2015

Hands on Activity during the Refresher Course on Application of Mathematics and Statistics in Economics

organised by PMD from 7 – 24 September, 2015



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TJammu and Kashmir and Punjab attended the course. The course was designed on the basis of the findings of need assessment. A course material covering basic mathematics, statistical tools and its interpretation, micro and macro-economic theories and computer aided micro-economics was provided to the participants. Practical activities were integral and significant components of the course. The participants were given guidance and training in the subject area at the higher secondary level so as to enable them to realise the importance and relevance of using quantitative techniques in dealing with economics and integrate elementary economic theory, mathematical and statistical methods and the interpretation of data to analyse applied economic issues of current policy importance. Outcome evaluation of the course done on the basis of the pre-test and post-test and participants feedback shows that the course helped the participant progress with confidence and acquire the analytical skills.

S. No. Title of the Programme Venue and Dates1. Training of DIET Faculty in Project

Planning, Implementation, Monitoring and Evaluation

SCERT, Thiruvananthapuram, Kerala22 – 26 February 2016

2. Refresher Course on Application of Quantitative Techniques in Economics

NIE, New Delhi7 – 24 September 2015

library anD Documentation DiviSion

A training programme was organised to try out the manual on library management prepared for SCERT/SIE, DIET and school librarians. 22 SCERT/DIET librarians from the States/UTs viz., Tamil Nadu, West Bengal, Manipur, Jammu and Kashmir, Andaman and Nicobar Islands, Gujarat participated in the programme.

Title of the Programme Venue and DatesTesting of the Manual titled ‘Library Management: A Manual for SCERTs/SIEs, DIETs and School Librarians’

NIE, New Delhi28 – 31 March 2016

international relationS DiviSion

A nine-day training programme on ‘Educational technology, multi-media and training methods’ was organised for 23 school media teachers of Sri Lanka in collaboration with the Central Institute of Educational Technology (CIET). The programme included: (a) meaningful sessions of lectures, demonstrations and group works on the use of educational technology and multimedia in classrooms; (b) media selection and integration in the process of communication, digital storytelling and production; (c) role of music and sound effects in media communication; (d) photography, videography and visual communication; (e) development of multi-media educational material covering selection of topics, writing of scripts, and production processes; (f) evaluation of media materials; (g) familiarisation with new media; and (h) educational visits to media classrooms in schools and places of historical and scientific importance.

Title of the Programme Venue and DatesTraining Programme on ‘Educational Technology, Multi-Media and Training Methods for School Media Teachers of Sri Lanka’

CIET, New Delhi20 – 27 December 2015



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rmSa project cell

In-service teacher professional development is an essential intervention for improving quality in school education. Given the huge number of teachers at the secondary stage and a need for continuous engagement of mentor group with them for their academic support, it was found essential to develop a State Resource Group in science and mathematics. Capacity building programmes for SRG members for Science and Mathematics in the States of Madhya Pradesh, Maharashtra and Uttarakhand were conducted.

Capacity building Programme for SRG in Science and Mathematics held at Maharashtra on 12 – 16 January, 2016

In order to build a strong linkage between the institutions organising in-service teacher professional development programmes, regional level orientation-cum-training programmes for the faculty of CTEs were undertaken by the NCERT under RMSA Project Cell. Five regional level orientation-cum-training programmes were organised at RIEs of NCERT. During these programmes the CTEs, SCERT and RMSA functionaries of the States and UTs coming under the ambit of each RIE have discussed the status, problems, issues and prospects of in-service teacher training programmes in groups.

S.No Title of the Programme Venue and Dates1. Capacity Building of SRG in Science and

Mathematics

• Madhya Pradesh

• Maharashtra

• Uttarakhand

• RCVP Naronha Administration and Management Academy, Bhopal. 23 – 27 June 2015

• State Institute of Science Education, Nagpur 12 –16 January 2016

• DIET, Roorkee 22 – 26 February 2016



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T2. Regional Level Orientation-cum-training

Programmes

• Northern

• North-Eastern

• Eastern

• Western

• Southern

• RIE, Ajmer 23 –24 September 2015• NERIE, Shillong

7 –8 October 2015• RIE, Bhubaneswar

1 –2 December 2015• RIE, Bhopal

12 –13 January 2016• RIE, Mysore

4 –5 February 2016

central inStitute of eDucational technoloGy

The thrust areas of the training programmes and workshops of the institute were on development of concept maps, metadata, e-pathshala, e-content, e-resources including textbooks as e-pubs, audio, video, multimedia and other print and non-print materials. Training and workshops were imparted to KRPs/master trainers/teachers deputed by State Governments, SCERTs, DIETs, CTEs/IASEs and RIEs faculty, etc., on development of e-content and digitisation of textbooks. The training helped in enhancing the understanding/process of e-content creation, translation, transcription, evaluation and validation of e-content and digitisation of textbooks. The institute is also involved in creating master trainers in the mentioned activities and areas of ET/ICTs for providing training to others in their respective States and institutions in cascade mode.

S. No. Title of the Programme Venue and Date1. Training Programme for RIE

Faculty and Technical Staff on Video Production and Technical Operations

• RIE Ajmer 29 March to 2 April 2016

• RIE Bhubaneswar 8 –12 February 2016

• RIE Bhopal 7 – 11 March 2016

• RIE Mysore 29 February to 4 March 2016

• NERIE, Ummiam 14 – 28 March 2016

2. Training on Digitisation of Textbooks of States/UTs

CIET, NCERT18 – 22 March 2016

3. Training on Digitisation of Textbooks of States/UTs

CIET, NCERT28 March – 1 April 2016

4. Training on Creation of e-contents and National Repository of Open Educational Resources

• SCERT, Solan, Himachal Pradesh 5 –7 May, 2015

• SCERT, Solan, Himachal Pradesh 3 – 5 June 2015



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pSS central inStitute of vocational eDucation, bhopal

During the year, PSSCIVE organised 31 training programmes. Among which, 18 were orientation programmes for various States/UTs on developing teaching skills in classroom, workshop and laboratory, nine were skill training programmes on latest trends and developments in different vocational areas viz., Horticulture, IT and ITes, Retail Marketing, Garment Designing and Making, Automobile Engineering, Banking, Finance and Insurance, Animal Husbandry and Poultry and Entrepreneurship Development and four training programmes were organised for the master trainers of Maharashtra State in IT and ITes sector. The training programmes benefitted teachers from Maharashtra, Rajasthan, Punjab, Andhra Pradesh, Goa, Bihar, Jharkhand, Madhya Pradesh, Uttarakhand, Himachal Pradesh, Haryana, Puducherry, Kerala, Tamil Nadu, Karnataka, Odisha, West Bengal, Assam and North-Eastern States.

S. No.

Title of the Programme Venue and Dates

1. Orientation Programme on Developing Teaching Skills in Classroom, Workshop and Laboratory for the States of Andhra Pradesh

PSSCIVE, Bhopal29 June to 3 July 2015

2. Orientation Programme on Developing Teaching Skills in Classroom, Workshop and Laboratory for Andhra Pradesh and Other Neighbouring States

PSSCIVE, Bhopal13 –17 July 2015

3. Orientation Programme on Developing Teaching Skills in Classroom, Workshop and Laboratory for the States of Maharashtra and Goa

PSSVICE, Bhopal6 –10 October 2015

4. Orientation Programme on Developing Teaching Skills in Classroom, Workshop and Laboratory for Jharkhand and Other States

PSSCIVE, Bhopal30 November to4 December 2015

5. Orientation Programme on Developing Teaching Skills in Classroom, Workshop and Laboratory for the States of Uttar Pradesh and Uttarakhand

PSSCIVE, Bhopal23 – 27 November 2015

6. Orientation Programme on Developing Teaching Skills in Classroom, Workshop and Laboratory for Odisha and Other States

PSSCIVE, Bhopal7 –11 December 2015

7. Orientation Programme on Developing Teaching Skills in Classroom, Workshop and Laboratory for Himachal Pradesh and Other States

PSSCIVE, Bhopal16 – 20 December 2015

8. Orientation Programme on Developing Teaching Skills in Classroom, Workshop and Laboratory for the States of Haryana and Punjab

PSSCIVE, Bhopal18 – 22 January 2016

9. Orientation Programme on Developing Teaching Skills in Classroom, Workshop and Laboratory for the States of Maharashtra and Goa

PSSCIVE, Bhopal28 December 2015 to1 January 2016

10. Orientation Programme on Developing Teaching Skills in Classroom, Workshop and Laboratory for Bihar and Other States

PSSCIVE, Bhopal28 December 2015 to01 January 2016



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T11. Orientation Programme on Developing Teaching

Skills in Classroom, Workshop and Laboratory for Jharkhand and other States

PSSCIVE, Bhopal11 –15 January 2016

12. Orientation Programme on Developing Teaching Skills in Classroom, Workshop and Laboratory for North-Eastern States

PSSCIVE, Bhopal4 – 8 January 2016

13. Orientation Programme on Developing Teaching Skills in Classroom, Workshop and Laboratory for Odisha and Other States

PSSVICE, Bhopal1 – 5 February 2016

14. Orientation Programme on Developing Teaching Skills in Classroom, Workshop and Laboratory for the States of Haryana and Punjab

PSSCIVE, Bhopal29 February to04 March 2016

15. Orientation Programme on Developing Teaching Skills in Classroom, Workshop and Laboratory for the States of Gujarat, Goa and Daman & Diu

PSSCIVE, Bhopal15 –19 February 2016

16. Orientation Programme on Developing Teaching Skills in Classroom, Workshop and Laboratory for the State of Himachal Pradesh

PSSCIVE, Bhopal1 – 5 March 2016

17. Orientation Programme on Developing Teaching Skills in Classroom, Workshop and Laboratory for North-Eastern States

PSSCIVE, Bhopal22 – 26 February 2016

18. Orientation Programme on Developing Teaching Skills in Classroom, Workshop and Laboratory for Bihar and other States

PSSCIVE, Bhopal1 – 5 March 2016

19. Training of Master Trainers in the Area of IT/ITes- I Batch

PSSCIVE, Bhopal22 – 26 June 2015

20. Training of Master Trainers in the Area of IT/ITes- II Batch

PSSCIVE, Bhopal06 –10 July 2015

21. Training of Master Trainers in the Area of IT/ITes- III Batch

PSSCIVE, Bhopal20 – 24 July 2015

22. Training of Master Trainers in the Area of IT/ITes- IV Batch

PSSCIVE, Bhopal10 –14 August 2015

23. Teacher Training Programme on Latest Trends and Developments in Automobile Engineering

PSSCIVE, Bhopal07 –11 September 2015

24. Teacher Training Programme on Latest Trends and Developments in IT and ITes

PSSCIVE, Bhopal14 –18 September 2015

25. Teacher Training Programme on Latest Trends and Developments in Garment Designing and Making

PSSCIVE, Bhopal5 – 9 October 2015

26. Teacher Training Programme on Latest Trends and Developments in Entrepreneurship Development

Nashik5 – 9 October 2015

27. Teacher Training Programme on Latest Trends and Developments in Entrepreneurship Development

Nashik12 –16 October 2015

28. Teacher Training Programme on Latest Trends and Developments in Horticulture

PSSVICE, Bhopal16 – 20 November 2015



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29. Teacher Training Programme on Latest Trends and Developments in Retail Marketing

PSSCIVE, Bhopal14 –18 December 2015

30. Teacher Training Programme on Latest Trends and Developments in Banking Finance and Insurance

PSSCIVE, Bhopal29 February to 4 March 2016

31. Teacher Training Programme on Latest Trends and Developments in Animal Husbandry and Poultry

PSSCIVE, Bhopal22 – 26 February 2016

32. Capacity Building Programme on Implementation of NSQF in Schools for Key Functionaries of Jammu and Kashmir State

Srinagar14 –16 October 2015

33. Capacity Building Programme on Implementation of NSQF in Schools for Key Functionaries of West Bengal and North Eastern Region

PSSCIVE, Bhopal2 – 6 November 2015

34. Capacity Building Programme on Implementation of NSQF in Schools for Key Functionaries of Western Region States

Tiruchirapally28 – 30 January 2016

35. Capacity Building Programme on Implementation of NSQF in Schools for Key Functionaries of M.P. and Central Region States

PSSCIVE, Bhopal15 –19 February 2016

36. Capacity Building Programme on Implementation of NSQF in Schools for Key Functionaries of Maharashtra and Western Region States

PSSCIVE, Bhopal15 –17 March 2016

reGional inStitute of eDucation, ajmer

The training programmes covered a number of thrust areas of science, mathematics, Hindi, social science, ICT, library services, CCE, inclusive education etc. Capacity building programmes were organised in teaching of life sciences by using multimedia; in science at secondary level through laboratory approach; in teaching of science with special reference to projects; laboratory work in mathematics for enhancing learning outcomes at secondary level; for ensuring learning outcomes in mathematics at elementary level; for the promotion of ICT in teaching of science at elementary level; in teaching of english language at elementary level; in teaching of social sciences at secondary level with special reference to map reading and globe; on enabling a inclusive education with reference to the Children with Special Needs; on question paper setting; in teaching of social science at upper primary level for faculty of DIETs located in minority dominated areas; for improving learning outcomes in social science in the light of Continuous Comprehensive Evaluation. The institute also organised tryout training programmes on OER based mathematics modules on concepts and on digital content; on environmental science; activity based learning of science at secondary level and for automating the library services towards information management. The programmes were organised to develop the capacity of Key Resource Persons which included senior teachers from the schools of Northern Region and DIET faculty for the States/UTs in the region.



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TS.

No.Title of the Programme Venue and Dates

1. Capacity Building of KRPs belonging to SC Dominated Areas in Teaching of Life Sciences by using Multimedia for Improving Learning Outcomes of the Students at Senior Secondary Level

RIE, Ajmer15 –19 February 2016

2. Capacity Building of KRPs on Digital Content for Improving Learning Outcomes of Students at Secondary Level

RIE, Ajmer2 – 6 February 2016

3. Capacity Building of KRPs in Science at Secondary Level through Laboratory Approach for the State of Punjab and Uttarakhand

RIE, Ajmer16 – 20 November 2015

4. Capacity Building of KRPs of SC Dominating Areas of Jammu and Kashmir, Himachal Pradesh and Uttarakhand States in Teaching of Science with Special Reference to Projects in Science

RIE, Ajmer16 – 20 November

5. Capacity Building of Teacher Educators of Jammu and Kashmir and Haryana in Laboratory work in Mathematics for Enhancing Learning Outcomes at Secondary Level

RIE, Ajmer30 November 2015 to 4 December 2015

6. Capacity Building of KRPs Belonging to SC Dominated Areas of Punjab and Rajasthan for Ensuring Learning Outcomes in Mathematics at Elementary Level

RIE, Ajmer22 – 26 February 2016

7. Capacity Building of KRPs of SC Dominated Areas for the Promotion of ICT in Teaching of Science at Elementary Level

RIE, Ajmer11 –15 January 2016

8. Training Programme for Key Resource Persons of Himachal Pradesh and Punjab on Environmental Science for Ensuring Learning Outcome at Primary Level

RIE, Ajmer7 –11 September 2015

9. Capacity building of KRPs in Teaching of English Language at Elementary Level

RIE, Ajmer14 –18 December 2015

10. Capacity Building of KRPs in Teaching of Social Sciences at Secondary Level with Special Reference to Map Reading and Globe for the States of Punjab and Jammu and Kashmir

RIE, Ajmer5 – 9 October 2015

11. Capacity Building of KRPs of SC Dominated Area of Jammu and Kashmir in Hindi at Upper Primary Level

RIE, Ajmer23 – 27 November 2015

12. Capacity Building Programme for KRPs on Enabling an Inclusive Education with Reference to the Children with Special Needs for the States of U.P., Punjab, Delhi, Rajasthan and H.P.

RIE, Ajmer• 30 November 2015 to

4 December 2015• 8 –12 February 2016

13. Capacity Building Programme for Rajasthan State Board of Secondary Education in Question Paper Setting for Strengthening School Examination

• Allahabad 12 –16 December 2015

• RIE, Ajmer 07 –11 December 2015



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14. Activity Based Learning of Science at Secondary Level for Teacher Educators/KRPs Belonging to ST Dominating Areas for Accelerating Learning Outcomes of the Students


15. Capacity Building of the Faculty of DIETs Located in Minority Dominated Areas of the States of UP, Punjab and Jammu & Kashmir in Teaching of Social Science at Upper Primary Level


16. Capacity Building of Teacher Educators of DIETs Operating in ST Dominated Areas for Improving Learning Outcomes in Social Science in the Light of Continuous Comprehensive Evaluation (CCE) at Upper Primary Level for the States of Himachal Pradesh, U.P., Uttarakhand, Rajasthan and Chandigarh

RIE, Ajmer07 –12 December 2015

17. Automating the Library Services — March towards Information Management for the State of Himachal Pradesh

Shimla 26 – 31 October 2015

reGional inStitute of eDucation, bhopal

The Institute conducted 27 training programmes which focused on different dimensions of training such as developing practical skill in biology, chemistry (higher secondary level), science (secondary level), inclusive education, CCE, use of ICT at different levels, gender issues, Right to Education Act etc. The training programmes were widely accepted by the participants and were conducted on the basis of training package and modules which were distributed to the participants and the state education functionaries.

The Institute held training programme on integrating ICT in english language teaching which had sessions on integration of ICT in ELT, poetry, prose, drama, short story and assessment through ICT, digital library and on models of e-learning. The participants were given hands on experience in all the sessions and were made to do tasks through the internet and through other sharable platforms. Training was provided to senior secondary chemistry teachers from Maharashtra, Gujarat and Goa to develop practical skills and was introduced micro scale chemistry kit. The Institute also organised training on environmental concerns with special reference to sustainable development for teacher-educators. The programme which was held in four phases identified the themes for development of the module from science and social science books, following which the modules were developed. Training was provided to the key resources persons on how to teach environment chapters in the classroom to make students sensitive towards it.

S. No.

Title of the Programme Venue and Dates

1. Training Programme KRPs on Developing Practical Skills in Biology at Sr. Secondary Stage

RIE, Bhopal• 2 – 6 November 2015• 25 – 29 November 2016• 20 – 23 February 2016



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T2. Training Programme on Practical Skills using

ICT Enabled Virtual LaboratoriesRIE, Bhopal• 28 September 2015 to

2 October 2015• 24 – 28 December 2015

3. Orientation of KRPs on Values of the Constitution of India

RIE, Bhopal13 –14 December 2015

4. Training Programme on Soft Skills for KRPs at Secondary Level

RIE, Bhopal• 14 –18 September 2015• 18 – 22 January 2016

5. Training of KRPs on ICT Integrated Teaching Learning Materials in Gujarati

RIE, Bhopal• 23 – 27 February 2016• 28 July 2015 to 01

August 2015

6. Training of KRPs on Integration of Arts and Aesthetics in Teaching Learning Process at Primary Level

RIE, Bhopal• 21 – 25 September 2015• 09 –13 March 2016

7. Training of KRPs on Creative Writing and Communication Skills in Gujarati in SC/ST Dominated Areas

RIE, Bhopal10 –12 August 2015

8. Training Programme on Practical Skills for Secondary Science Teachers

RIE, Bhopal• 10 –14 August 2015• 24 – 28 October 2015

9. Capacity Building of Teacher Educators in English at Secondary Level

RIE, Bhopal• 12 –16 October 2015• 14 –18 March 2016

10. Training of KRPs on Communication Skills in Marathi

RIE, Bhopal02 – 06 November 2015

11. Training Programme for KRPs of SC/ST Dominated Areas on Social Science Pedagogy

RIE, Bhopal• 14 –18 September 2015• 27 February 2016 to • 2 March 2016

12. Training of KRPs in Developing Practical Skills in Physics

RIE, Bhopal• 17-21 August 2015• 10-16 December 2015

13. Training on Pedagogy of Mathematics for Tribal Schools

RIE, Bhopal12 –16 September 2015

14. Training of the KRPs on Identification of the Learners with Special Educational Needs LwSENs and Inclusive Pedagogy

RIE, Bhopal04 – 08 October 2016

15. Training of KRPs on pedagogy of Mathematics for KRPs of Tribal Schools

RIE, Bhopal11 –15 October 2015

16. Training for the KRPs on the Inclusive Education of Children with Special Needs

RIE, Bhopal4 – 8 October 2015

17. Capacity Building of KRPs Working in Tribal Populated Areas on CCE

RIE, Bhopal• 09 –11 September 2015• 18 – 22 January 2016



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18. Training Programme to Develop Practical Skills Among Senior Secondary Chemistry Teacher

RIE, Bhopal• 28 – 30 September 2015• 4 –11 January 2016

19. Training of Liberians of Western Region on Open Source Library Automation Software (KOHA)

RIE, Bhopal14 –18 September 2015

20. Training of Teacher Educators on Research Methodology and SPSS

RIE, Bhopal• 24 – 28 April 2015• 18 – 22 January 2016

21. Capacity Building of Eklavya School Teachers of Maharashtra

Eklavya Residential School, Nasik 16 – 20 November 2015

22. Training Programme on Research Methodology for Teacher Educators

RIE, Bhopal28 January 2016 to 01 February 2016

23. Training of KRPs on Environmental Education using Green Manual

RIE, Bhopal31 August 2015 to 04 September 2015

24. Orientation of KRPs of Tribal Dominated Areas on Gender Issues in Education

RIE, Bhopal14 –18 December 2015

25. Orientation of KRPs on Right to Education Act RIE, Bhopal26 – 30 March 2016

26. Training of Teacher Educators of Western Region on Techniques of use of Digital and Virtual Libraries

RIE, Bhopal• 12 –13 November 2015• 16 – 20 November 2015• 30 November 2015 to • 04 December 2015

27. Training Programme on Integrating ICT in English Language Teaching for KRPs in Eklavya and Kasturba Gandhi Schools

RIE Bhopal• 1 – 5 February 2016• 24 – 28 August 2015

reGional inStitute of eDucation, bhubaneSwar

The Institute organised 16 training programmes out of which four were for West Bengal, seven for Andaman and Nicobar Islands, one each for Odisha, Jharkhand, DM Schools, RIE, Bhubaneswar faculties and pre-service teacher trainees to cater to the needs of the states under its jurisdiction. Two programmes were specifically organised to orient the tribal school teachers/teachers of SC/ST dominated areas. Seven out of 16 programmes were content-pedagogy enrichment programmes in various disciplines such as biology, physics, hindi, economics, history, english and geography. Three programmes were organised for master trainers/teacher educators. For the professional development of DM School teachers and RIE, Bhubaneswar faculty two programmes were conducted. The programmes were organised to update knowledge and skills of teachers and teachers educators to help them to exercise their responsibilities in a more efficient and effective way and develop a positive attitude towards various issues in education. The programmes were designed after analysing the training needs through classroom observation, interview or by administering questionnaire. After analysis of the training needs, the training modules were developed and were used for the training programmes.



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TS. No. Title of the Programme Venue and Dates

1. Education for Sustainable Development: Training on Leadership Development on Environment Conservation among Tribal School Teachers of Odisha

RIE, Bhubaneswar28 December 2015 to1 January 2016

2. Content-cum-Pedagogy Enrichment Programme for Master Trainers in Biology at Higher Secondary Stage for West Bengal

SCERT, West Bengal9 –13 March 2016

3. Capacity Building of Teachers of SC/ST Dominated Areas on Life Skills Education

RIE, Bhubaneswar7 –11 February 2016

4. Theatre Workshop for Pre-service Teacher Trainees of RIE-Bhubaneswar

RIE, Bhubaneswar29 – 30 August 2015During September 2015, October 2015 and November 2015

5. Content-cum-Pedagogy of Enrichment Training Programme for Physics PGTs West Bengal

SCERT, West Bengal4 – 8 January 2016

6. Professional Development of Faculty on Qualitative Research Paradigms in School Education

RIE, Bhubaneswar18 – 24 June 2015

7. Orientation-cum-Content Enrichment Programme in Hindi for PGTs of Andman and Nikobar Islands

Port Blair 16 – 27 November 2015

8. Capacity Building of Secondary School Teachers on Guidance and Counseling for Andaman and Nicobar Islands


9. Orientation Programme of Secondary School Teachers on Guidance and Counselling for the State of West Bengal

West Bengal11 –15 January 2016

10. 21- days Training on Continuous Professional Development for Teachers of D.M. Schools of all RIEs

RIE, Bhubaneswar20 May – 9 June 2015

11. Orientation of Key Resource Persons of Andaman and Nicobar Islands on Early Childhood Care and Education

Port Blair 25 – 29 January 2016

12. Orientation of DIET Faculty on Transaction of Newly Developed D.El.Ed. Curriculum of West Bengal

West Bengal18 – 22 January 2016

13. Content-cum-pedagogy Enrichment in Economics for PGTs of Andman and Nicobar Islands

Port Blair 16 –18 November 2015

14. Orientation-cum-content Enrichment Programme in History for PGTs of Andman and Nicobar Islands

Port Blair 26 –18 November 2015

15. Orientation-cum-content Enrichment Programme in English for PGTs of Andman and Nicobar Islands

Port Blair 7 – 9 December 2015

16. Orientation-cum-content Enrichment programme in Geography for PGTs of Andman and Nicobar Islands




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reGional inStitute of eDucation, mySore

The Institute conducted training programmes on the use of ICT based open source pedagogy tool viz., Geogebra and exe in the learning of mathematics at higher secondary level for the southern states. Professional development programmes for the teacher-educators on the effective use of pedagogical ICT in improving teaching and learning of science was organised. The ICT-based learning activities in the context of teaching science are prepared based on the analysis of secondary level science textbook. Training programmes were organised for the KRPs in the use of science kit developed by NCERT for the secondary level. The programmes provided an opportunity to undertake the training programme on familiarisation on use of NCERT’s science kit for secondary level teachers. The training of social science teachers on the use of GIS through open source software for teaching geography was organised by the institute for KRP’s in geography of NVS and KVS. The package has been developed keeping the objective of promoting skills of using GIS in geography.

Training of emergency healthcare (first aid) for secondary school teachers of southern states was designed to orient teachers on basics of first aid and also management of emergency health situations. This will enable the teachers to handle the emergency situation skilfully till medical help arrives. A training programme on the quantitative research methods by using SPSS software package was organised for the teacher-educators of Kerala and Telangana States with an intention to improve the capacities of teacher educators and researchers who are actively involved in analysis and interpretation of educational data. The training equipped the participants with necessary knowledge of statistical techniques and data analysis skills by using data base software like SPSS. The brief awareness on open source data base software tool PSPP was also discussed during the training.

Teachers teaching different school subjects in english medium at the secondary level face difficulties during the transaction. These difficulties are related to the employment of a suitable language required for teaching each and every subject at secondary level. The training on communication skills in english for teachers of different subjects in schools considered the specific issues related to the exemplar contextualised situations in teaching different school subjects at secondary level. An orientation programme in pedagogical skills in english language was organised for primary school teachers working in Government schools of Puducherry. A training programme on e-learning and e-content development for master trainers of Southern States through blended approach was conducted for the master trainers to create awareness about various Free and Open Source Software (FOSS) on e-content and e-learning development process. The use of Learner Management System (LMS) software was also included in the training programme. Web based training programme on implementing pedagogical practices as envisaged in NFC, 2005 for TGTs working in APSWREIS schools for scheduled caste was conducted by the institute.

S. No. Title of the Programme Venue and Dates1. Training Programme for Higher Secondary Teachers

of Southern States on using ICT based TLM in Biology

RIE, Mysore1 – 5 February 2016



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T2. Training Programme for Teaching of Mathematics

using Geogebra for Higher Secondary Level Mathematics Teachers of Southern Sates

RIE, Mysore8 –12 February 2016

3. Training Programme on Geographical Information System (GIS) for KRP’s in Geography of NVS and KVS

RIE, Mysore18 – 22 January 2016

4. Training Programme on the Quantitative Research Methods by using SPSS Software Package for the Teacher Educators of Kerala and Telangana States.

RIE, Mysore17 – 22 August 2015

5. Professional Development of Teacher Educators for Effective use of Pedagogical ICT in Improving Teaching and Learning of Science.

RIE, Mysore29 February 2016 to4 March 2016

6. Training on Communication Skills in English for Teachers of Different Subjects in Schools.

RIE, Mysore8 –10 September 2015

7. Training Programme on E-learning and E-content Development for Master Trainers of Southern States through Blended Approach

RIE, Mysore18 – 22 January 2016

8. Orientation and Training Programme in Pedagogical Skills in English Language for Primary School Teachers Working in Government Schools, puducherry

RIE, Mysore7 –11 September 2015

9. Training of KRPs in the use of Science Kit Developed by NCERT at Secondary Level

RIE, Mysore22 – 24 February 2016

10. Training of Emergency Healthcare (First Aid) for Secondary School Teachers of Southern States.

RIE, Mysore20 – 24 July 2015

north-eaSt reGional inStitute of eDucation, umiam (ShillonG)The main thrust area of the training programmes of NERIE includes teacher education with its focus on the NCFTE, 2009 and the new regulation of NCTE, 2014. The emerging areas and concerns like vocational education, entrepreneurship skill development and education for vocational skill, constructivist approach, education for peace, Yoga in school education, skill based activities/work education, CCE, ICT, children with special needs (CWSN) and inclusive education were also part of the training programmes.

Activities conducted during ECCE Certificate Course organised by NERIE, Umiam

Other relevant issues and concerns covered during the training programmes were teaching learning in multilingual classes at the primary level and training



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of teacher education and teachers on psycho-educational intervention for problems of adolescents. Moreover, there were subject specific programmes on environmental geography, communication skills in English. content enrichment and pedagogy in history and political science, teaching and learning of environment with special reference to the project basic, use of ICT in teaching and learning of social science and languages, science and mathematics at secondary level, use of learning resources in science and mathematics etc. Focus was also laid on tribal language, wherein training was provided to textbook writers of newly recognised tribal languages.

The target group of the training programmes include teachers from both the elementary as well as the secondary and higher secondary stages, faculties from SCERT, DIET, and ICRPs teacher educators.

S. No. Title of the Programme Venue and Dates1. Orientation of SCERT and DIET Faculty

Members of Sikkim on NCFTE, 2009 and New Regulation of NCTE, 2014

NERIE, Umiam28 January 2016 to 1 February 2016

2. Training for Higher Secondary/Vocational Education Teachers on Entrepreneurship Skill Development

SCERT, Mizoram14 –18 March 2016

3. Orientation Programme for the KRPs of NE on Education for Vocational Skills

NERIE, Umiam29 February 2016 to 4 March 2016

4. Try-out and Finalisation of the Resource Material for Effective Implementation of Constructivist Approach in Social Science for Secondary Teachers

NERIE, Umiam16 – 20 November 2015

5. Training programme for the KRPs on Environmental Geography for the State of Arunachal Pradesh

NERIE, Umiam 1 – 5 February 2016

6. Training of KRPs in Communication Skills (English) at the Secondary Level

• SCERT, Nagaland 3 – 7 August 2015

• SCERT, Sikkim 21 – 25 September 2015

7. Training of Teacher Educators on Education for Peace

SCERT, Guwahati14 –18 December 2015

8. Orientation of Teachers/Teacher Educators on ‘Introduction of Yoga in School Education’

NERIE, Shillong2 – 6 November 2015

9. Training of KRPs of Sikkim in History and Political Science — Content Enrichment and Pedagogy at Senior Secondary Level

SCERT Gangtok5 – 9 October 2015

10. Training of Teachers on Teaching Learning in Multilingual class at the Primary Level for the State of Tripura

SCERT, Agartala 13 –17 October 2015

11. Training on Textbook Writers of Newly Recognised Tribal Languages (Paomei, Liangmei and Gangmei)

BSEM, Imphal 8 –14 January 2016

12. Enrichment Programme for KRPs on Skill Based Activities/Work Education at Secondary School Level in North East Region

NERIE, Umiam7 –11 December 2015



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T13. Training of Teacher Educators and Teachers

on Psycho-educational Interventions for Problems of Adolescents

Regional Training Institute, GSI, Shillong2 – 6 November 2015

14. Training of KRPs on Teaching and Learning of Environment with Special Reference to the Project Books Developed by SCERT and NCERT

SCERT, Mizoram3 – 6 November 2015

15. Capacity Building of Master Trainers on CCE SCERT, Agartala5 – 9 October 2015

16. Use of ICT in Teaching-learning of Social Science and Languages at Secondary Level

NERIE, Umiam14 –18 September 2015

17. Use of ICT in Teaching-learning of Science and Mathematics at Secondary level

NERIE, Umiam5 – 9 October 2015

18. 5-day Training Programme for KRPs of Arunachal Pradesh on the use of Learning Resources in Science and Mathematics at Elementary Level

Bharat Scouts and Guides HQ, Arunachal Pradesh24 – 28 August 2015

19. Use of ICT in Teaching-Learning of Science and Mathematics at Secondary level

NERIE, Umiam30 November 2015 to 4 December 2015

20. Improvement of Science and Mathematics Education at Upper Primary Stage (SSA)

NERIE, Umiam22 – 26 February 2016


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2016NCERT extends its operation in the form of organising national as well as regional

meets/seminars, national and regional level competitions, conferences, regional review workshops, camps and sensitisation workshops, extension lectures, book exhibitions, melas, youth festivals, etc. to reach out to its stake holders across the country. In the year under report, the Council has organised several national and regional seminars/conferences to share, discuss and disseminate on various issues pertaining to the area of school and teacher education. The major themes covered were reflective practices in pedagogy-technology integration, education of socially disadvantaged groups in India, community involvement and mobilisation in secondary education, emerging concerns in Early Childhood Care and Education, implementation and expansion of vocational education under RMSA, current practices in guidance and counseling at the secondary schools of the southern India, Rashtriya Aavishkar Abhiyan, pedagogical innovations in school education, regional consultative workshops with the States and UTs on RIE’s partnership in improving quality of school education and teacher education, panel discussion on innovations for promoting quality in school education and conference on quality assurance in school education and discussion on ancient Indian knowledge: science, mathematics and technology. Various exhibitions viz., State Level Science, Mathematics and Environment Exhibitions (SLSMEE) for Children, 42nd Jawaharlal Nehru National Science, Mathematics and Environment Exhibition (JNNSMEE) for Children, Exhibition on Teaching Learning Aids and Equipments for Children with Special Needs and book exhibition were organised by the Council. The Council also organised consultative meetings to receive inputs for the New Education Policy and organised thematic discussion on strengthening of vocational education for the New Education Policy. During the year, it developed and maintained the resource centre in science and mathematics education, centre for popularisation of science through biodiversity park/science park/and development of science resource centre and a resource centre for arts and crafts. Various activities were conducted in connection with the celebrations of Independence Day, Republic Day, Mother Tongue Day, Sanskrit Week, International Week of Arts Education, Science Day, International Yoga Day, National Mathematics Day, International Women’s Day, Baba Saheb Bhim Rao Ambedkar Jayanti, World Youth Skills Day Celebration and National Education Day. The Council was involved in the development of National Library of Educational and Psychological Tests (NLEPT), conduct of enrichment programme for teacher educators teaching psychology in teacher education institutes, training programme on our cultural diversity for the teachers from

6. Extension Activities

Ch 6_Extension Activities.indd 119 20-02-2017 15:35:24


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Tdifferent States, workshop on quantum mechanics and radiochemistry and follow up workshop for KGBV teachers.

On the behest of MHRD, the Council organised Kala Utsav and national youth festival. It has also organised national role play and folk dance competition, Hindi Pakhwara, and artist camp. It has extended academic support to IIT nursery school, an experimental school of NCERT and early childhood education programme in D.M. School. Extension lecture series, academic forum, expression series on eminent personalities and expression series to commemorate the life and works of the great Indian thinkers with special reference to concerned region were also organised. As a part of its pre-service education programme, the Council conducted programmes on working with the community, internship in teaching programme, school exposure programme: multi-cultural placement, introducing cultural inputs in the pre-service teacher education curriculum and pre-internship conferences for cooperating teachers. The Council also conducted collaborative activities with RMSA-TC and activities of Minority Cell. Its constituent units were involved in the Swachh Bharat mission and undertaken a programme on Swachh Bharat: Swachh Vidyalayas for clean and green Meghalaya. National Seminar on Reflective Practices in Pedagogy-Technology IntegrationThe ‘National Seminar on Reflective Practices in Pedagogy Technology Integration’ was organised by RIE Bhopal from 27 to 29 November 2015 with the objectives to share understanding and experiences on reflective practices carried out by the teachers, teacher-educators as well as the researchers in various subjects at different levels, to evolve innovative strategies for implementing reflective practices through technology, pedagogy and content integration, and to bring awareness among teacher-educators as well as teachers in using Free and Open Source of Software (FOSS) as a tool in teaching-learning process. The seminar was inaugurated by the Chief Guest Dr. M. D. Tiwari, Vice Chancellor, Barkatuallah University and the guest of honour Professor Hrushikesh Senapaty, Director, NCERT. Professor D. N. Sansanwal, Former Head and Director I.O.E, DAVV delivered the key-note address. A total of 164 participants from 25 States presented papers on four themes, i.e., (i) Pedagogy and technology integration in mathematics, science, social-sciences and languages (ii) Researches on reflective practices in pedagogy-technology integration (iii) Use of Free and Open Source Software (FOSS), Massive Open Online Course (MOOC) and Web 2.0 tools in Teaching-Learning and (iv) ICT- based assessment. The seminar ended with a valedictory session in the auspicious presence of Chief Guest Professor D. R. Goel, former Head and Dean CASE, Baroda. Professor Hrushikesh Senapaty, Director NCERT was the Guest of Honour.

National Seminar on Reflective Practices in Pedagogy-Technology Integration held at RIE, Bhopal

on 27 – 29 November, 2015



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National Seminar on Education of Socially Disadvantaged Groups in IndiaA three-day national seminar on education of socially disadvantaged groups in India was held from 4 to 6 March, 2016. Professor U. S. Chaudhary, former Vice-Chancellor of DAVV, Indore, delivered the key note address during the inaugural session of the seminar. On every day of the seminar there were several invited talks before each session, which were followed by presentations by the delegates. The themes of the seminar were social exclusion and its implications on school education in India; issues of marginalisation and discrimination in schools; education of SCs, STs and OBCs; gender issues in education; education of religious minorities; education of economically backward classes; policies and programmes; empowering the rural schools; approaches and models, culturally sensitive pedagogies; pre-service teacher education; programmes and strategies for education of socially disadvantaged groups; in-service training methodologies for education of socially disadvantaged groups and researches on socially disadvantaged groups. A total number of 130 research papers were selected and presented which culminated into a report that expounded and explicated the strategies to enhance the quality of education of hitherto disadvantaged group children in India.National Meet on Community Involvement and Mobilisation in Secondary EducationIn view of observing current practices and pattern of community involvement in school education, a meet was organised at NIE, New Delhi from 15 to 17 March 2016. The objectives of the meet were to promote good practices of community involvement in schools and learning about the practices and ideas that may be useful to schools, administrators and teacher-educators. Participants from Uttar Pradesh, Punjab, Uttarakhand, Himachal Pradesh, Haryana, Karnataka, Kerala, Tamil Nadu, Maharashtra, Meghalaya and Tripura attended the meet. Twenty eight papers were presented in the meet. The national meet came up with the recommendations that community members need to be made aware and sensitised towards their roles and functions through awareness programmes, posters/advertisements, audio-visual media developed by the school teachers and students; and school and district level development plans must be shared with village panchayats and other community members to motivate them for active participation in the development of schools.National Meet on Emerging Concerns in Early Childhood Care and EducationThe national meet was organised to share recent developments and to discuss current concerns and issues of ECCE such as downward extension of primary curriculum, language of instruction, pedagogical practices, age of admission, and stress on pre-schoolers etc. Forty one participants from twenty States/UTs participated in the national meet. A discussion on ECCE policy and curriculum framework was organised to build up consensus and to work towards quality improvement of the ECCE programme. There were presentations, panel discussions, sharing of experiences, discussion on role of Government, private and NGO initiatives. Group work was organised to develop strategies for quality improvement and promoting ECCE in the States/UTs. Experts and participants of the meet were of the opinion that policy and researches in the area of pre-



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Tschool education needs to be strengthened and ECCE should be part of RTE Act. There is also need for suitable child friendly infrastructure, materials and equipments, trained personnel, developmentally appropriate curriculum, teaching methodologies (mother tongue, English and use of ICT), assessment procedures and reporting patterns. Quality pre-service and in-service training programmes and short term refresher courses should be organised. Advocacy material for different stake holders needs to be developed and rigorous advocacy programmes are required to be organised for community people especially for toy manufacturers, child paediatrics, book publishers, etc. National Seminar on Nazeer AkbarabadiNational seminar on the famous poet Nazeer Akbarabadi was organised at NIE, New Delhi from 20 to 22 March 2016. Nazeer Akabarabadi is known as a people’s poet. His poetry covers all aspects of human life. The seminar familiarised learners and teachers with Nazeer’s contribution to literature, folklore and language. Thirty six papers were presented in nine sessions focusing on Nazeer’s life and poetry. Cultural programme was also organised to commemorate the great litterateur.National Workshop for Implementation and Expansion of Vocational Education under RMSAA national workshop on the implementation and expansion of vocational education was organised by PSSCIVE, Bhopal on the behalf of the Department of School Education and Literacy, MHRD at NIE, New Delhi on 12 January 2016. The meeting was chaired by Shri Maneesh Garg, Joint Secretary (SE-II), Department of School Education and Literacy, MHRD. Participants included officials from MHRD, NCERT, NSDA, NSDC, State Department of School Education, State Board of Education, CBSE, SSC, VPTs, Asian Development Bank and Civil Society Organisations engaged in skill development. An open discussion on the status of implementation and expansion of vocational education under RMSA in States/UTs was held to resolve the various issues and to discuss the strategies for expansion of the scheme.Regional Seminar on Current Practices in Guidance and Counselling at the Secondary Schools of the Southern IndiaA regional seminar on current practices in guidance and counselling at the secondary schools was organised on 9 –10 October 2014. The edited papers and proceedings of the seminar are published in the form of a book titled Recent Practices in School Guidance Programme. The book includes 40 edited articles on different issues related to school guidance programme at secondary level.Regional Workshops for Rashtriya Aavishkar AbhiyanNCERT conducted six workshops for ‘Rashtriya Avishkar Abhiyan (RAA)’ under SSA one workshop at each of the five Regional Institutes of Education (RIEs)

National Seminar on Nazeer Akbarabadi organised by DEL at NIE, New Delhi on 20 – 22 March, 2016



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for their respective regions and the sixth workshop at National Institute of Education (NIE). In these workshops, ‘exemplar activities to be undertaken and the strategies to be adopted by States/UTs were designed; guidelines to form State Resource Group (SRG) for States/UTs were also prepared. RAA Nodal officers from States/UTs and faculty from higher education institutions, RIEs, school system and representatives of various institutions were invited to these workshops. It is expected that the exemplar activities for RAA and guidelines to form SRG for States/UTs will facilitate the States/UTs in rolling out RAA successfully to achieve the objectives of RAA.Regional Conference on Pedagogical Innovations in School EducationA regional conference on Pedagogical Innovations in School Education was held on March 17-18, 2016 at NERIE, Shillong on a series of sub-themes like ICT pedagogy integration, gender issues, innovation in teaching-learning practices, innovation in student assessment and evaluation, art education, case studies etc. Papers were invited from education functionaries, administrators, practicing teachers, researchers and others. Twenty three papers were presented in the two-day conference followed by discussion. The papers deliberated on innovative practices in teaching science, use of collaborative language learning approach in Indian schools, teaching history through thinking maps, case study of a smart school, innovation in CCE in a private school, use of constructivist 5Es model etc. The suggestions that arose from the discussions on school education were not only innovative but also easy to be implemented. Regional Orientation Workshop The workshop for 8th National Teachers’ Science Congress was organised as per the request of National Council for Science and Technology Communication (NCSTC), Department of Science and Technology (DST) on 20 – 21 July 2015. The workshop was attended by 38 participants of Northern Region who intended to submit their research papers to 8th National Teacher’s Science Congress (NTSC) held at IISER, Pune on 17 –19 December 2015. The experts helped the participants to modify their papers prepared by them in different areas of science and mathematics education. NCERT Foundation Day CelebrationNorth-East Regional Institute of Education, Umiam celebrated the 55th Foundation Day of NCERT on 1 September 2015. Professor S.V. Nagchen, Director ICAR was the Chief Guest on the occasion. Other guests

Smt. Smriti Zubin Irani, Hon’ble MHRD Minister interacting with students on the Foundation Day of NCERT

Release of Tactile Map Book by Hon’ble HRD Minister Smt. Smriti Zubin Irani

on the Foundation Day of NCERT



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Tincluded the Vice Principal and students of Union Christian College, the Principal, teachers and students of Christ School and MeECL School, Umiam. The programme commenced with felicitation of the Chief Guest and a song illustrating the vision of NCERT by the students of B.Ed. course. Professor A. Sukumar, Principal NERIE in his inaugural speech stressed on the contribution of NCERT since the past five decades towards excellence in education. The welcome speech was followed by an exposition of the idea of Learning Outcomes by Professor S.C. Roy, Dean, NERIE. The Chief

Students performing during the celebrations of the Foundation Day of NCERT at NIE, New Delhi on 1st September 2015

Guest expressed his satisfaction that the Foundation Day of NCERT had provided the opportunity to come together on a common platform of knowledge. He was of the view that it was a challenge for the youth of North-East India to uphold their values along with getting educated.Panel Discussion on Innovations for Promoting Quality in School EducationIn order to address the what and how of innovative practices in enhancing quality of school education, a panel discussion was organised on 1 September 2015 as part of the Foundation Day celebrations. The panel consisted of Chairperson Professor D. D. Misra, Chairman of the Executive Board and General Council of Indian School of Mines, Dhanbad and seven eminent educationists as panel lists from different parts of India. These speakers included Professor K. P. Pandey, former Vice-Chancellor of Mahatma Gandhi Kashi Vidyapeeth, Professor V. P. N. Nampoori, Emeritus Professor, International School of Photonics, Cochin University of Science and Technology and Joint Director, Centre for Science in Society, CUSAT and Advisor, Inter University Centre for Studies on Kerala Legacy of Astronomy and Mathematics, Professor Venita Kaul, Director of School of Education Studies and Centre for Early Childhood Education and Development, Ambedkar University Delhi, Dr. Jitendra Nagpal, Program Director of Expressions India — The Life Skills Education, School Health and Wellness Programme, Shri Mukul Kanitkar, All India Joint Organising Secretary of Bharatiya Shikshan Mandal and Professor Nagarjuna G. from the Homi Bhabha Centre for Science Education, TIFR in Mumbai. Professor V. P. N. Nampoori talked about ‘University School Interface: An Innovative Experiment of Cochin University of Science and Technology’ and elaborated on different kinds of innovative activities being carried out at the centre. Professor Venita Kaul made her presentation on ‘Enabling Education



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for All: Ensuring a Sure Start’. She highlighted the importance of the early years and shared the findings of her own longitudinal research on the status of early year’s education, the emerging opportunities, challenges, possibilities and the way forward. Dr. Jitendra Nagpal talked about ‘Enabling Innovation for Well-being Promotion in Schools-setting Global Standards for Wellbeing and Happy Schooling’. He called for quality teaching-learning environment and highlighted the importance of health and well-being promotion as a crucial aspect of development of children and adolescents in the changing times. Shri Mukul Kanitkar made his presentation on ‘Conceptual Learning: The Key to Quality Education’. He emphasised on working towards making school, a joyful experience for children, focusing on the understanding of various concepts rather than information and respecting uniqueness of every child. Professor Gogate while speaking on the theme ‘School based Innovations for Change’ appreciated the work being done in the area of school education at NCERT. Referring to the late Shri Abdul Kalam’s Manifesto for Change, he advocated for school based evaluation and desired to have evaluation of skills rather than information. Professor Nagarjuna speaking on ‘Conceptual Learning: The Key to Quality Education’ stated that the first criterion of an innovation is that it should be simple and should be understood by common people and emphasised that the real challenge is making complex things easier so that they become part of everybody’s life. He expressed the need to have quality education at a scale that expands the creative and scientific base of the country. Professor K. P. Pandey made presentation on the ‘Challenges of School Education’ and suggested that all teacher training institutions should adopt schools where teacher students can be motivated to apply the innovative methods to teach students. He emphasised that innovation does not mean moving away from tradition. The Chairperson Professor D. D. Mishra made his concluding comments by drawing out the major recommendations which included the need to have a national assessment programme to gauge the health of education system, strengthen early childhood education, improve the environment of the schools and actively participate towards the happiness and well being of children. He also emphasised on the need to expand distance education, promote inclusion and quality education at a scale that expands the creative and scientific base of the country. Exhibition on Teaching Learning Aids and Equipments for Children with Special NeedsAn exhibition showcasing the latest ICT based teaching learning aids and equipments for CWSN in collaboration with non-governmental organisations viz., SAKSHAM, AMAR JYOTI, and DAISY FORUM were exhibited on the Foundation Day. The assistive devices included Smart Cane, Sonic Labeler and Smart Phones. Independent usage of laptop and other electronic devices like smart phone was demonstrated by the experts who were visually challenged. AMAR JYOTI and SAKSHAM displayed a number of teaching learning aids like story boards, tactile letter and word cards that are essential for facilitating leaning in inclusive classroom.Conference on Quality Assurance in School Education A conference was organised to discuss quality aspects of school education such as improving quality of learner, teacher, content, learning process,



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Tschool environment, assessment and community participation and to share and document best practices from eastern states for assuring quality of school education at RIE, Bhubaneswar on 17-18 December 2015. Total 46 papers were presented by the delegates from States of Bihar, Jharkhand, Odisha and West Bengal on conference themes. Discussion on Ancient Indian Knowledge: Science, Mathematics and TechnologyA discussion on ‘Ancient Indian Knowledge: Science, Mathematics and Technology’ was organised on 2 September, 2015 at NIE, New Delhi. Eminent persons in the area Professor D. D. Misra, Former Director, CMRI and Chairman GC and EB, Indian School of Mines, Dhanbad; Dr. S. Bhaskara, Principal (Retd.), R.V. Teachers’ College, IASE, Bangalore and Dr. Ajitsinh Rana, Associate Professor, R. B. Sagar College of Education, Ahmedabad were among the speakers. SCERT, Delhi zone student-teachers participated in the discussion along with the DESM faculty members. Meeting of the National Resource Group for RMSAA National Resource Group for RMSA has been constituted by the MHRD to provide guidance in RMSA programme on quality aspects under the Chairpersonship of Secretary, Department of School Education and Literacy, MHRD. Members of the group include scholars, educationists and subject experts from universities and other education institutions including NCERT, representatives from various departments of MHRD and state functionaries. The meeting of NRG held on 11 January 2016 at NIE, New Delhi discussed a range of quality issues beginning from issues of access and capacity building in the secondary education in curriculum, pedagogy and assessment with a focus on gender and inclusivity. The NRG meeting concluded with significant recommendations such as creation of State Resource Group in science and mathematics at the secondary stage, package for board personnel’s, etc. State Level Science, Mathematics and Environment Exhibitions for ChildrenThe State Level Science, Mathematics and Environment Exhibition (SLSMEE) for Children 2015-16 was the first phase of preparation for the organisation of Jawaharlal Nehru National Science, Mathematics and Environment Exhibition for Children-2016. The objectives of the exhibitions were: (i) to popularise science and mathematics, and to create awareness about environmental issues and concerns; (ii) to provide opportunity for children to develop their scientific talent; (iii) to provide a forum for children to pursue their natural curiosity, creativity and inventiveness; (iv) to stimulate spirit of exploration in developing suitable technology by the application of scientific and mathematical principles to everyday life situations; and (v) to strengthen state level exhibitions in States/UTs.

The theme for State Level Exhibition in all States/UTs/Organisations for the year 2015-16 was ‘Science and Mathematics for Inclusive Development’ covering sub-themes such as; (i) Health, Nutrition and Cleanliness (ii) Resources Management (iii) Industry (iv) Agriculture and Food Safety (v) Disaster Management (vi) Mathematics for a Quality Life. The topic for the organisation of one-day seminar on popularisation of science and mathematics during 2015-16 was ‘Experiments with Light’. Guidelines for the preparation of exhibits and



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models and organising (SLSMEE) for Children-2015 – 16 and 43rd JNNSMEE for Children-2016 were developed and printed. The guidelines were forwarded to stakeholders in all States/UTs and other agencies, and were also uploaded on NCERT website for further dissemination. Catalytic grants to States /UTs for organising the state level exhibitions in their respective States/UTs were disbursed to 25 States/UTs during 2015 – 16. 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 been received.42nd Jawaharlal Nehru National Science, Mathematics and Environment Exhibition for ChildrenThe 42nd Jawaharlal Nehru National Science, Mathematics and Environment Exhibition (JNNSMEE) for Children was held at Nirmala College Campus, Ernakulum, Kerala from 16 to 22 December 2015. The exhibition was inaugurated by Padma Bhushan Dr. K. Radhakrishnan, a renowned Ind ian space sc i en t i s t and former Chairman of the Indian Space Research Organisation (ISRO), and presently the Chairman of the Indian Institutes of Engineering Science and Technology. The inaugural function was graced by Sri Joseph Vazhakkan, M.L.A; P r o f e s s o r H r u s h i k e s h Senapaty, Director, NCERT; Smt. Usha Sasidharan, Munic ipa l Cha i rperson , Muvattupuzha and Mar George Madathikandathil, The Bishop Kothamangalam Diocese.

Main theme of the 42nd JNNSMEE for Children — 2015 was ‘Sustainable World’ and the sub-themes were: Community Health and Environment; Landmarks in Science and Mathematics; Information and Communication Technology; Energy-resources and Conservation; Transport; and Waste Management. A total of 211 exhibits were selected at the NCERT level and invited to participate in the national exhibition. These were drawn from twenty-seven States, seven Union Territories, and ten other organisations such as Kendriya Vidyalaya Sangathan, Navodaya Vidyalaya Samiti, CBSE affiliated independent public schools, Department of Atomic Energy Central Schools, Demonstration Multipurpose Schools of NCERT, etc. The selected exhibits were from 195 schools out of which 101 schools were from rural areas and

42nd JNNSMEE held at Kerala from 16 to 22 December 2015

42nd JNNSMEE held at Kerala from 16 to 22 December 2015



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Tremaining 94 came from urban areas. These were contributed by 354 children (232 boys and 122 girls) and by 310 teachers (182 male and 128 females). Out of 211 exhibits, 160 were exhibited in the event.

The Environment Education Group conducted activities to bring about environmental awareness amongst the students, teachers and visitors in the exhibition. A painting competition was also arranged on the topic ‘Climate Change as I Know’ wherein children depicted their understanding on the topic, their creativity and aesthetic sense. For teachers, a poster making competition was arranged on sustainable development. Winners were given token gifts and souvenirs. All the participants and visitors were given an opportunity to scribble their thoughts on the need to protect the environment by completing the sentence “We must protect our environment because… ”

Everyday activities during the exhibition also included lectures by prominent activists and scientists. There were lectures on ‘Environment and Human Health’, ‘From Aryabhata to Mangalyan’, ‘Excitement in Mathematics’, ‘Physics Around Us’, etc. To commemorate International Year of Light, 2015, stage shows and demonstrations with light and particles were also conducted. Another highlighted activity in this exhibition was cultural programmes arranged every day in the NESTT Auditorium.

Besides, ‘Idea Exchange Sessions — Among Young Minds’ was also conducted for the first time in the evenings. These sessions were arranged in a separate audio-video multimedia auditorium of the Nirmala College and were open to all participants and visitors. During these sessions, daily four or five select exhibits were presented by the students and their mentors explaining the key ideas behind, structure working and application. Each presentation was followed by active peer discussion amongst the audience. In total there were 18 presentations.

The valedictory function held on 21 December 2015 was presided over by the local MLA Sri Joseph Vazhakkan. Honourable Member of Parliament Adv. Joice George also graced the occasion and delivered the keynote address. Sri Shinmon M.K., Deputy Director of Education, Ernakulum delivered the vote of thanks. Book ExhibitionLDD organised a book exhibition on 6 October, 2015. The main subject area of the exhibition was on Elementary Education, Art Education, Special Needs Education, Teacher Education, Language and Literature, Social Science, Science and Mathematics, ICT on Education etc in English, Hindi, Sanskrit and Urdu languages.Resource Centre in Science and Mathematics Education The programme was undertaken to make ‘Instructional Material Centre (IMC)’ in the department to a vibrant learning centre for the faculty as well as the teachers and students visiting the centre. The textual materials in IMC were sorted out under about 30 different categories. All the existing resources (such as laboratory equipment, kits, models, charts) were reviewed and categorised into resources to be retained in resource centre, to be transferred to different laboratories of DESM and resources to be condemned. The organisation of resource centre according to Dewey Decimal Classification (DDC) scheme and cataloguing was undertaken.



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Centre for Popularisation of Science‘Science Park’ is an open air park in which working models provided hands-on experiences to children, teachers, teacher-educators, NGOs and other functionaries concerned with the teaching of science in schools to understand and appreciate certain selected principles of science. It has working models to understand principles of levers, conservation of energy, conservation of angular momentum etc, which further helps in the proper understanding of some of the daily life observations. This extension programme also provides guidance to schools and educational planners in developing similar models in their institutions on demand. ‘Activity Room’ is a place where demonstration and explanation of low cost activities like image formation by a lens or mirror, pressure due to liquid column, burning of magnesium etc. are performed in order to learn various concepts of science and mathematics in a fun way and easy manner. Two ‘Herbal Gardens’ as a part of ‘Centre for Popularisation of Science’ have been developed. In one garden, nearly 84 medicinal plants have been planted. The second garden has special arrangements for children with special needs. Around 70 medicinal trees, shrubs and herbs have been planted in the garden. Herbal Garden Manual and the guidelines for developing similar type of gardens at other places have also been developed.

Popularisation of Science through Biodiversity Park/Science Park/and Development of Science Resource CentreEnhancing the display material in the Science Park and execution of Biodiversity Park helps the students to visualise and enable them to perform experiments independently. The idea of ‘ I do myself and am creative,’ provided an opportunity to take up this programme. The programme provided hands on experience to children, teachers and teacher-educators about science concepts and basic principles. The execution of green house and renovation of science park equipment has been completed.

Activities of Minority CellThe Minority Cell focuses on promoting education of children belonging to minority communities. As part of the Cell’s activities two meetings were organised at Regional Institute of Education (RIE), Ajmer on 5 June 2015 and at RIE, Bhopal on 27 – 28 January 2016. Realising the need for facilitating an equitable share for minority community in education, the issues and concerns related to enhancing the quality of education were discussed. In addition, the members also shared the current PAC approved programmes and planned activities for the upcoming year. The major recommendations ensuing from the meetings were the need to work together with RIEs to promote education of children belonging to the minorities by implementing policies and programmes of Government of India at State level, assessing the quality of the teacher training programmes and planning need based researches especially at grass root level to identify strengths and weaknesses of minority-run institutions.

Enrichment Programme for Teacher Educators of Psychology in Teacher Education InstitutesThe enrichment programme was organised at Regional Institute of Education, Bhubaneswar from 11 to 15 January 2016. The main objectives of the



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Tprogramme were to enhance participants’ knowledge and understanding of the latest developments on selected themes in the area of educational psychology as well as to acquaint the participants with new approaches and strategies for teaching, particularly the affective aspects of teaching-learning. A total of thirty teacher educators from the States of Odisha, Bihar and West Bengal attended the programme. The programme focussed on themes such as motivation, language concerns in teaching-learning, conflict resolution strategies, constructivism, and inclusive education, coping with stress and counselling skills. Teacher educators were provided inputs on latest developments on the selected themes in the area of educational psychology using discussions, group work, reflective and experiential exercises. National Library of Educational and Psychological Tests The National Library of Educational and Psychological Tests (NLEPT) aims to enrich the test library continuously. In this direction, some latest educational and psychological tests in the field of intelligence, learning, guidance and counselling were procured for the benefit of the researchers/practitioners in the field of educational and psychological tests. Consultancy was provided to the researchers regarding identification and use of the test materials. The test catalogue was updated and uploaded on NCERT website for easy access of one and all.Academic Support to IIT Nursery School, an Experimental School of NCERTNursery school located as IIT, Delhi is an experimental school of NCERT. Here all the material and activities designed for pre-school education by NCERT is tried out and field tested before finalisation and publication. The Council provides academic support to the school and guides the school on various aspects related to ECCE such as admission, implementation of quality pre-school programme, maintenance of records and registers, assessment, teaching-learning material, planning for organising ECCE programme and to organise advocacy or orientation programmes for the parents of the IIT Nursery School. Under the programme, a meeting was organised in the school to assess the needs of teachers as well as share experiences of teachers on adjustment period of children. Thereafter, regular monthly in-house meetings were organised to discuss issues related to ECCE. As part of the academic support, an orientation programme for parents and a material development workshop also were organised. Academic support was provided to ECCE coordinators/in-charge of the Demonstration Multipurpose Schools of RIEs for quality improvement of ECCE programme and to share the guidelines developed to implement National ECCE Curriculum Framework, 2013. Activity books developed by the teachers were reviewed and the children’s performances in the nursery class were also assessed. Early Childhood Education Programme in D.M. SchoolAn Early Childhood Care and Education (ECCE) programme as a part of promoting ECCE activities regularly in D.M. Schools of RIEs has been undertaken. The learning material and instructional designs have been tried out. The support material required for ECCE activities have been procured and an assessment portfolio has also been prepared. Admissions in pre-primary



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classes in all the centres were completed and a meeting with parents was also organised for awareness about ECCE.Celebration of Mother Tongue DayMatra Bhasha Diwas – International Mother Language Day, was celebrated on 21 February, 2016 at NIE, New Delhi. Language Division, Department of Higher Education, Ministry of Human Resource Development (MHRD) has taken the initiative of celebrating Matribhasha Diwas on 21 February 2016. It is in consonance with UNESCO declaration to mark 21 February every year as ‘International Mother Language Day’ to promote mother tongues and fuller awareness of linguistic and cultural tradition through the world and to inspire

solidarity based on understanding, tolerance and dialogue. The tenor of the programme had been celebratory and was observed in institution across with the objectives to highlight the linguistic diversity of our country, encourage usage, not only of the respective mother tongue, but other Indian languages as well to understand and draw attention to the diversity of cultures in India and the consequent forums of literature, craft, performing arts, scripts and forms of creative expression and to encourage the learning of languages, other than one’s own mother tongue. A panel discussion with experts on the theme ‘Our Languages’ was organised followed by a Nukkad Natak — a street play performed to reinforce the importance of the mother tongue in every one’s life, its role in academic success and shaping our identity and Bharatiya Swar a musical programme of singing in Indian languages. Teachers and students from various educational institutions and researchers participated in the celebrations. Professor Hrushikesh Senapaty, Director, NCERT inaugurated the celebrations and Professor B. K. Tripathy, Joint Director, NCERT initiated the panel discussion with key remarks. The panellists were Sh. Leeladhar Mandloi, Director, Bharatiya Jnanpeeth and Dr. Manas Ranjan Mahapatra, an Editor, National Centre for Children’s Literature, National Book Trust, India. Celebration of Sanskrit WeekAs an initiative of MHRD, Government of India, Sanskrit Week was celebrated in schools and other educational institutions in the country to create an environment for the promotion of Sanskrit learning across the country. A

Celebration of International Mother Language Day organisation DEL at NIE, New Delhi on 21 February, 2016



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Tnational workshop on Sanskrit Studies and Enhancement of its Teaching Skills from 27 to 29 August 2016 was organised with the specific objectives to identify strategies for promotion of Sanskrit learning in school education to prepare teachers and teacher-educators to face the challenges of teaching and learning Sanskrit and to envision Sanskrit as modern Indian language in the curriculum of school education

The students and teachers invited from Kendriya Vidyalaya Sanganthan and government schools and resource persons, orators and linguists who have contributed in the promotion of Sanskrit language, invited from universities, and other institutions participated in the celebrations. The important themes of the workshops were Relevance of Sanskrit Today, Sanskrit Maths and Sciences, Sanskrit and Computer, Sanskrit, Science and Technology and Innovative Ways of Sanskrit Learning. Cultural programmes were also organised to mark the occasion. There was Sanskrit Orchestra from Sanskrit Band, Bhopal, Sanskrit Kalbelia performed by the school students from Gurgaon, and Sanskrit Garba by Gujarat Sanskrit Academy, Ahmedabad.National Role Play and Folk Dance CompetitionThe National Role Play Competition was organised for Class-IX students of government schools of States/UTs in four major themes having seven citations were phrased (healthy relationships among adolescents, charms and challenges of adolescence, HIV/AIDS: Stigmatisation and cause and impact of drug abuse). The number of role players in each situation was 4 to 5 and the duration of the role play 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, States/UTs levels and national level. Government school students from 381 districts participated in the competition.

The competitions of role play and folk dance for Southern States/UTs was organised at Regional Institute of Education, Mysore on 16 November 2015. For Northern States/UTs at NIE, New Delhi on 1 December 2015 and for Western States/UTs and DMS of RIEs at NIE, New Delhi on 3 December 2015 and for Eastern and North-Eastern regions at Guwahati on 10 December 2015 respectively. National Folk Dance competition on the themes: Equal opportunity for boys and girls, respect and care for elders, protection of the environment, drug abuse, and charms and challenges of adolescents was organised in the same pattern of role play competition. 315 districts were covered in the competition. National Youth FestivalNCERT organised National Youth Festival (NYF) as part of the Adolescence Education Programme at NIE, New Delhi from 6 to 8 May 2015 and 28 to 30

National Role Play and Competition organised by NPEP and AEP



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January 2016 with an objective to provide a platform for students and teachers of NIOS, KVS and NVS to share ideas and enhance their skills. The festival

National Youth Festival under AEP held at NIE, New Delhi on 6 – 8 May 2015

Interactive workshops for the National Resource persons of KVS/WVS on Adolescence Education

at NIE, New Delhi from 6 to 10 July 2015

witnessed participation of 110 young people and about 80 teachers/escorts. Besides felicitating young people for their creative expression, skill enhancing workshops were organised for students and teachers on promoting youth leadership and co-creating schools as positive spaces. Resource Centre for Arts and Crafts The centre is established with the objectives to build synergies with cultural organisations and educational institutes for promoting cultural heritage through education in varied forms of visual and performing arts simultaneously experiencing them. The centre also intends to provide a platform and forum for discussions regarding implementation of art forms in educational institutes by performing artists. Two programmes were held under RCAC to promote different types of art forms and their multi-fold presentations.International Week of Arts EducationThe International Week of Arts Education was celebrated at NIE, New Delhi from 27 to 29 May 2015. Around 400 participants including teacher-educators, teachers, students of schools and colleges and parents assembled to celebrate the grandeur of art forms like classical music (Hindustani), qawwali, classical dance (Bharatanatyam), Jugalbandi of Sarangi and Tabla, creative arts for the differently abled, concept of design in school education, folk dance and music (Swang),etc. Artist CampThe artist camp was conducted with the purpose to expose the 55 participants representing different States of India to the different forms of theatre. Various sessions in elements of theatre were conducted along with history and techniques of script writing. The participants were trained in mime, nukkad natak, stage theatre, street theatre, mask and property making. Veterans of

Activities under Resource Centre for Arts and Crafts from 27 – 29 May, 2015



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Ttheatre art form shared knowledge of theatre and its implications in school education. Programme culminated into three different productions viz.; (i) Mobile Phone (ii) Raja ka Baaja (iii) Baghaaya by the participating teachers.Follow-up Workshop for Kasturba Gandhi Balika Vidyalaya Teachers of Chhattisgarh, Odisha and West Bengal Bridge courses and teacher training package for the KGBV scheme was prepared based on which two hundred and fifty KGBV teachers from fifteen States have been oriented since 2011. A follow-up workshop was organised from 24-26 February 2016 at NIE, New Delhi with the objective to get feedback on the utilisation of the training programme and the material provided to them. In the workshop, nineteen KGBV teachers trained in the year 2011-12 from the States of West Bengal, Odisha and Chhattisgarh participated. The trainees made presentations on the work carried out by them in their respective KGBVs after receiving the training. Discussions were held regarding the difficulties and challenges experienced by them during implementation of the training material. The participants were of the view that the programme helped them in enriching their knowledge and integrating various activities and gender concerns in teaching learning process. They said that the bridge courses helped them to bridge the educational gap among the dropout children. The self-defence training received by them at NCERT was effective in training KGBV girls. Fifty-third Meeting of Programme Advisory Committee The 53rd meeting of Programme Advisory Committee (PAC) of NCERT was held at NIE, New Delhi on 21 – 22 March 2016. The meeting considered the programmes of all the Institutes/Departments/Divisions/Cell of NCERT for the year 2016-17. The committee also evaluated the progress of the programmes of NCERT during 2015 –16.Collaborative Activities with RMSA-TCAThe RMSA Cell has been working for the capacity building of State functionaries and NCERT’s own faculty in the area of field-based research, conduct of national achievement survey for Class X, teacher management and development, evaluation of teacher training along with RMSA-Technical Cooperation Agency. It provides academic guidance on the design of contextualised programmes and tools based on the perspectives given in National Education Policies and Curriculum Frameworks. Under the mandate of MHRD, the Cell works as a link between States/UTs and RMSA-TCA for building the capacities of different stakeholders at the State level and regional levels.Consultative Meetings on New Education Policy Consultative meetings with state functionaries on New Education Policy (NEP) was organised to derive suggestions and recommendations for the formulation of new education policy. All the state coordinators at RIEs were liaison officers for the conduct of these meetings. State level consultative meetings on New Education Policy were organised in different states. In all these meetings the educational functionaries from glass root level i.e., from CRCs, BRCs, DIETs, Directorate of School Education, SCERTs etc., participated. The experts from NCERT and other organisations discussed about the themes proposed for the forthcoming NEP. The participants provided their suggestions for formulation of NEP.



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Thematic Discussion on Strengthening of Vocational Education for the New Education Policy A meeting of the expert group constituted by the MHRD for thematic discussion on the theme: Strengthening of Vocational Education identified for the formulation of the New Education Policy was held under the chairpersonship of Shri Maneesh Garg, Joint Secretary (SE-I), Department of School Education and Literacy, MHRD on 23 November 2015 at NIE, New Delhi. The meeting was attended by Professor Hrushikesh Senapaty, Director, NCERT; Shri Ramesh Chand Jain, IAS, Commissioner and Secretary, (Education); Government of Assam; Professor R. B. Shivagunde, Joint Director, PSSCIVE; and Professor Saroj Yadav, Dean (Academic) NCERT; Ms Nita Gupta, Deputy Secretary, MHRD; and the members of the expert group constituted by the MHRD. Hindi Pakhwara The Hindi Pakhwara was celebrated in the Council from 2 to 16 September 2015. Competitions in Hindi, namely; noting and drafting, essay, hand-writing, translation, typing, shorthand, debate, poetry, quiz and Hindi letter-writing and essay (for employees of non-Hindi speaking areas) were organised. Employees of the Council took part in the above competitions with great enthusiasm. The winners were awarded cash prizes and commendation certificates. On the occasion of the closing ceremony of Hindi Pakhwara, the Cell organised Poem recitation programme ‘Hindi Kavya Goshthee’ in which eminent poets Sh. Vijay Mehrotra, Sh. Satish Sagar and Dr. Subhash Vashishtha recited their Hindi poems.

In PSSCIVE, Bhopal, Hindi Pakhwara was c e l eb ra t ed during 14 – 28 September 2015. Inaugurating the Pakhwara, Professor R. B. Shivagunde, Joint Director, PSSCIVE, Bhopal stressed that maximum work should be done in Hindi. Different competitions were organised on the occasion, including competitions on Hindi essay, Hindi translation, Hindi typing, noting and drafting, Hindi quiz, Hindi debate and self-composed Hindi poems. Both academic and administrative staff members participated in these competitions. Self composed Hindi poems were recited by participants in the valedictory session. Shri Dhumketu and Shri Rishi Shringari well-known hindi poets also recited their poems.

The winners of 'Hindi Pakhwada' receiving cash prizes and certificates

Invocation by Students for Hindi Pakhwada



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THindi Slogan Competition for TOLICThe Council organised hindi slogan competition for employees of the offices of Town Official Language Implementation Committee (South Delhi). Twenty seven entries were received from various offices and four won the prizes. NCERT was awarded by the TOLIC (Delhi) for organising the same. Annual Award Scheme of Employees Under the Award Scheme of Government of India for doing maximum day-to-day work in hindi, three employees of the Council, Sh. Ram Abhilakh, Assistant, Sh. Shakambar Dutt, U.D.C. and Sh. Muneram Sidar, U.D.C. were awarded with cash prizes and certificates.Implementation of Official LanguageTo promote and ensure the proper implementation of the official language and discuss its progress in the Council, Hindi Cell organised four meetings of the Official Language Implementation Committe, one in each quarter i.e., on 25 June 2015, 29 September 2015, 29 December 15 and 29 March 2016. The quarterly progress reports based on the inputs received from the Departments/Divisions/Cells and Units of NIE, New Delhi were also submitted to the Ministry of Human Resource Development and Department of Official Language, Ministry of Home Affairs, Government of India.Hindi Workshops and Inspections for Progressive Use of Hindi in the Council Workshops were organised for senior officers and other officials of the Council on 4 November 2015 and 19 January 2016. Eighty four staff members participated in these workshops. To check the status and progressive use of Hindi in various constituents of the Council, the Cell also organised Official Language Inspection Programmes under which the Cell inspects various constituents.

A workshop on use of Hindi organised by Hindi Cell on at NIE, New Delhi on 4 November 2015 and 19 January 2016

Extension Lecture SeriesExtension lecture series was organised at RIE, Bhopal on the theme ‘Indian Educational Thinkers’. Lecture on ‘Swami Vivekanandas’ Educational Philosophy’ was delivered by Professor R. D. Goel, M.S. University, Baroda and Dr. Chhaya Goel, M.S. University, Baroda on 20 October, 2015. The educational philosophy of Swami Vivekananda with its different dimensions and aspects were discussed at length. Its relevance in the present scenario was also reflected upon.

In the Extension Lecture Series organised at RIE, Bhubaneswar, Dr. Lala A.K. Singh, Research Officer (Retd.), Chief Wild Life Warden, Government of



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Odisha, Bhubaneswar delivered a lecture on conservation of crocodile on 18 September 2015. Professor M. A. Sudhir, Dean, Faculty of Rural Development, Professor in Applied Research, Gandhigram Rural University, Gandhigram delivered a lecture on Issues in Educational Research at the Institute on 22 October 2015. Dr. Anil Dhir, Convenor, Bharat Raksha Manch delivered a lecture on Role of INA in India’s Freedom Struggle on 25 February, 2016.

An extension lecture in RIE Ajmer on Quality Education for Human Development was delivered by Professor K. K. Vashistha, Retd. Professor, NCERT, on 1 September 2015. In his lecture on Quality Education for Human Development, he stressed on Universalisation of Elementary Education in order to achieve the aim of providing quality education for all. He emphasised the need for an intimate relationship between the process and the products of learning, for which the whole system of education is geared up. The importance of education in achieving better and higher quality of life and pivotal role of education in the liberation of individuals from ignorance, exploitation and poverty was highlighted in the lecture.

Extension lecture in RIE Mysore on Dr. B.R. Ambedkar on the occasion of ‘Ambedkar Jayanti’ was delivered by Professor H. S. Umesha, Retired Principal, Sharada Vilas Teachers College, Mysore on 14 April 2015. Sardar K. M. Pannikkar Memorial Lecture on the occasion of 53rd Institute’s Foundation Day was delivered by Professor R. Govinda, Former Vice Chancellor, National University for Educational Planning and Administration (NUEPA), New Delhi on 1 August 2015. NCERT’s Foundation Day lecture on Learning Indicators was delivered by Professor D. Kumaran, Retired Professor and Head, Department of Education, Madras University, Chennai on 1 September 2015.

Extension Lecture Series was organised by NERIE, Shillong mainly to create awareness on the contribution of Indian educationists in the field of education and social reform. These lectures disseminate the life, work and values of the educationists. Two lectures on Swami Vivekananda and Sri Aurobindo were organised. The speaker of the lecture on Swami Vivekananda on 9 October 2015 was Swami Sarvapriyananda, Acharya, Ramakrishna Mission Belur Math and Swami Achyuteshananda, Secretary Ramakrishna Math, Shillong chaired the lecture. Students and teachers of St. Mary’s college and PGT B.Ed. College, Shillong attended the lecture. The second lecture, Sri Aurobindo’s contributions to education was held on 11 March, 2016 and the speaker was Dr. Anirban Ganguly, Director, S. P. Mookerjee — Research Foundation, New Delhi and Member, CABE under Ministry of HRD. Students and faculty of Synod College and UCC College, Shillong along with the B.Ed. students of the institute attended the lecture. Expression Series on Eminent Personalities The series was organised with the objectives to promote literacy skills, cultural and national integrity of students, enhance research skills of students, bring out the creative expression of students, create awareness about issues related to national development, encourage students to reflect upon the issues related to their lives, create awareness amongst regarding contribution of eminent personalities to the freedom struggle and contemporary society and provide a common platform for sharing of ideas. Various competitions on eminent personalities Dr. Sarvepalli Radhakrishnan, Mahatma Gandhi, Sardar



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TVallabhbhai Patel, Maulana Abul Kalam Azad, Sir C.V. Raman and Women Personalities (Mother Teresa, Sarojni Naidu, Mahadevi Varma, Lata Mangeskar , Mary Kom etc) were organised by RIE, Ajmer for students and staff members of the institute and DM School. Audio-video and films developed by NCERT were utilised during the conduct of the expression series.

The NERIE organised ‘Expression Series’ to commemorate the birth anniversaries of three great leaders of India, namely; Sarvapalli Radhakrishnan, Mahatma Gandhi and Sardar Vallabhbhai Patel. The series was organised among the students of different institutes in the region to promote literary skills among students, to bring out the creative expression of young children, to promote cultural and national integrity and to create awareness among students regarding contribution of several great leaders to the freedom struggle, literature and contemporary society. On 5 September, 2015, Teacher’s Day was celebrated at NERIE, Umiam. Rich floral tributes were paid to Late Dr. S. Radhakrishnan by all faculty members of NERIE present at the time and the Chief Guest, Professor Gangmumei Kamei, Hon’ble Member, North-Eastern Council. Professor Kamei was also felicitated by Professor A. Sukumar, Principal NERIE on the occasion and his journey as a teacher was discussed during the occasion. A short documentary film on the life and works of Late Dr. Radhakrishnan was also screened to create awareness among the young children regarding his contribution in building modern India.

A Nat iona l Integrat ion Camp was organised at NERIE from 29 October to 31 October 2015 to commemorate the birth anniversary of Sardar Vallabhbhai Patel. The camp was inaugurated by the Chief Guest, Sri V. Shanmugantham, Hon`ble Governor, Meghalaya. Students from the different North-Eastern States participated in the camp. Various activities like quiz competition, cultural programme, student interaction with eminent personnel Group Captain Sushant Dutta, M-in-D, Eastern Air Command, Shillong and visit to Cherrapunjee, a geographically and culturally important place for the students were the highlights of the programme. Independence Day CelebrationsThe 69th Independence Day was celebrated with patriotic zest on 15 August 2015 in all the constituents of the Council which was attended by the staff members, their families and students including DM School. In RIE, Ajmer, Professor V. K. Kakaria, Principal hoisted the National Flag and addressed the gatherings. Students of the institute including DM School presented their cultural programmes. In NERIE, the national flag was hoisted by I/C Principal and Dean of Instructions Professor S. C. Roy which was followed by the national anthem and speech. The Independence Day celebrations at RIE, Bhopal started with the flag hoisting ceremony. Principal, Professor Hrushikesh Senapaty unfurled the flag which was followed by the national anthem and inspection of the

A cultural activity during National Integration Camp organised by NERIE, Umiam on 29 – 31 October 2015



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Independence day celebrations at RIE, Bhopal

contingents of NCC and NSS cadets and volunteers. After the march-past by the students, the principal addressed the gathering and administered oath to the NCC cadets. Cultural programmes were organised. The NSS volunteers presented acrobatic moves and made a human pyramid which was highlight of the day. Afterwards, NSS volunteers and NCC cadets sang their theme songs. The programme concluded with the sapling plantation by the dignitaries. In RIE, Bhubaneswar the flag was hoisted by Professor K. B. Path, Principal. He delivered a speech in this occasion. The celebration was also organise at RIE Mysore, where Professor D.G. Rao hoisted the flag and several programmes were also organised in which the staff and students participated. Republic Day CelebrationsThe staff members, their families and students of NCERT, celebrated the 67th Republic Day with zeal and enthusiasm. In RIE, Bhopal, Principal, Professor K. K. Khare hoisted the national flag which was followed by the National Anthem. The Principal, along with the NCC officer, inspected the NCC and NSS wings. A beautiful and energetic march past by the students of RIE filled the audience with pride and the spirit of nationality towards the nation. The principal addressed the students and staff members and said that we should rise above the boundaries that divide us and unite to build India as a powerful nation. Teachers are the torch bearers of the society and they have to play an active role in building of the nation. The speech was followed by the reading of the Preamble of the constitution of India and various cultural programmes. At NERIE, the Principal, Professor A. Sukumar hoisted the national flag which was followed by national anthem. Speeches were delivered by Dr. B. Devi, Head DSE and Professor A. Sukumar, Principal, NERIE who deliberated on the

Republic Day celebrations at RIE, Bhopal



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Timportance of Republic Day for the citizens of India. Professor V. K. Kakaria, Principal, RIE, Ajmer hoisted the National Flag and addressed the gathering. The students of the institute and DM School performed march past followed by cultural programmes. At RIE, Mysore, Professor D. G. Rao, Principal hoisted the National Flag. The students of DM School and the institute participated in the celebrations. Science Day CelebrationsRegional Institute of Education, Bhubaneswar celebrated National Science Day on 28 February 2016 to mark the discovery of Raman Effect by Indian Physicist C. V. Raman. As part of the programme, there was garlanding of the photographs of C. V. Raman and S. Ramanujan, speech by students and faculties, essay writing, quiz, poster and debate competitions. National Science Day celebrations were held at RIE, Bhopal as a mark of respect to the eminent Indian scientist and Nobel laureate, Sir C. V. Raman. The Chief Guest of the occasion Dr. Satyabrata Das, Director, Advanced Materials and Processes Research Institute (AMPRI) in his inaugural address, emphasised on the life of Sir C. V. Raman and his passion for scientific work which he carried out lifelong. The speakers inspired the students by underlining the immense contributions of the scientists in nation building. As a part of the celebration, two scientific competitions, namely scientific debate and science demonstrations were held. Regional meet on science education was organised on the occasion of National Science Day. As part of the National Science Day, interactive sessions with the experts in science education were arranged. The school teachers, teacher-educators and student-teachers presented papers on innovative approaches in teaching science at school level. As part of the ‘Science Day’ celebration held at RIE, Mysore, teaching aids exhibition was organised and a regional meet on science education was also conducted. Dr. Balasubramanyam of Vivekananda Youth Movement of Mysore delivered the keynote address in the meet. The students of the institute and DM School participated in the meet. Different activities for the popularisation of science and mathematics learning which include: exhibition of teaching-learning materials of B. Sc. B. Ed. and B. Ed. Students; Quiz and Speech Competition; and a lecture-cum-demonstration on popular science activities and experiments by Professor Y. K. Vijay, Vice-Chancellor, Jaipur National University, Jaipur was the Chief Guest.Working with the CommunityThe Working with Community (WWC)-2016 programme of RIE Bhopal was held from 7 –12 February, 2016 at Ratibad and its nearby villages. As per the course requirement all the students of IV semester B.Sc. B.Ed. and B.A. B.Ed and I and II year B.Ed. are required to attend the programme. The prime objective of this programme is to provide the community exposure to the students to enrich their knowledge to deal with the situations which they may face after completing their course, if posted in the rural areas. The programme created awareness in the community on addiction, literacy, cleanliness and hygiene, save girl-child, Swachhta Abhiyaan, etc. by way of organising different cultural programmes in the villages. In total, 278 students attended in this 5-day programme which helped them to get an exposure of the village life as well as the schools of the village. The students visited the villages of Ratibad, Neelbad, Samashpur, Sikandarabad, Barkhedi Nathu, etc. They conducted various



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surveys for getting the base line data in order to understand the status of the villages.

The Field Works with Community for B.Sc. B.Ed. Part IV, were held from 18 to 25 January 2016 at RIE, Bhubaneswar. The objectives of the programme were to make the student-teachers aware of the socioeconomic and educational problems of the community and find solutions to those problems. As part of the programme, the students cleaned the institute premises, wrote scripts on various social and educational issues, performed Nukkad Natak on social issues, prepared posters and wrote slogans in English, Oriya, Hindi and Bengali. Working with Community programme for B.A.B.Ed, was held in the institute in the month of January – 2016. Variety of activities was conducted by the students during the programme. They cleaned classrooms and also visited Police Commissioner Office, Bhubaneswar and witnessed various activities relating to observance of road safety week. Students exhibited many street skits on various social issues including road safety. These skits were staged by student groups in front of the institute’s main gate and the children park in the campus.

The Field Work with Community programme for 2-year B.Ed. Part-II teacher trainees was organised from 18 – 25 January 2016 in the campus as a part of the curricular requirement of 2-year B.Ed. programme of Utkal University, Odisha. In total, 94 teacher-trainees were actively engaged under the supervision of the faculty members for conducting various academic activities along with community participation and leadership programme. The students cleaned the campus under ‘Swachha Bharat’ programme mission and were also engaged in campus beautification activities by plantation, fencing of herbal garden, etc. The students also interacted with local community leaders and persons of eminence. The student-teachers presented their survey reports in group. The programme concluded with a community lunch and cultural programme organised by the student-teachers.

Training of pupil-teachers of B.Ed. on Field Work with Community was organised at RIE, Ajmer and at nearby villages Kadel and Tilora from 9 to 18 September 2015. 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 helped in creating awareness of the public about RTE Act, MDM, Inclusive education etc. The student teachers got exposure about various schemes for rural development, MNREGA, functioning of the Gram Panchayat, Aanganwadi, Balwadi’s etcInternship in Teaching ProgrammeInternship programme in teaching for six-week to eight-week duration for B.A. B.Ed., B.Sc.B.Ed. VII semester and 2-year B.Ed and DCGC programme were held at the Regional Institutes of Education. In RIE, Bhopal, a total of 174 students from B.A.B.Ed., B.Sc.B.Ed. VII semester and 50 students from 2-year B.Ed and DCGC programme were placed in DMS,KVs, JNVs and Madhya Pradesh government schools. The internship programme helped the student teachers to gain picture of the teaching profession along with opportunity for scholarly life, to pursue their major intellectual interest in a particular field of study and opportunity to work in an atmosphere of friendship and culture.



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TThe internship of 2-year M.Ed. programme intends to develop teacher-

educators with critical awareness of professional ethics and ability to critically engage in reflective practices. With the major thrust on visualising the M.Ed. programme to prepare teacher-educators with expertise in specific areas, the initiation into internship was made in the 2nd semester of the new M.Ed. programme. As part of it, 26 students completed their internship in the institutional context by involving, observing, analysing and reporting the pre-service and in-service components conducted at RIE, Bhubaneswar. The activities involved in the internship include development of unit plan and lesson design, transaction of the lesson in the teacher-education programmes and peer observation and reporting.

Internship in teaching for 2-year B.Ed. was held at 15 secondary schools located in and around Bhubaneswar from 13 July to 5 September 2015. The main purpose of this programme was to develop skills, competencies and attitude to teaching-learning process and school activities. A three-day conference for orienting trainees and cooperating teachers was held at RIE, Bhubaneswar from 8-10 July 2015 for discussing different aspects of internship in teaching and roles and responsibilities of cooperative schools and teachers. Faculty members of the institute supervised the internship in teaching programme in different schools. One faculty was assigned to one school as a mentor for internship supervision of trainees. The internship concluded with post-internship in teaching programme which was held on 7 September 2015.

Internship in teaching for B.Sc. B.Ed. students of RIE, Bhubaneswar was conducted from 13 July 2015 to 18 August 2015 in different schools of Bhubaneswar. An orientation programme for the students was conducted on 7 – 8 July 2015. Pre-internship in teaching conference for the teachers of the cooperating schools was also held in this institute. Teachers from 16 schools attended the conference. Various activities such as teaching in two school subjects, observation of school processes, observation of regular as well as peer classroom teaching, administration of two achievement tests, conducting action research, development of teaching aids, etc., were conducted by the student-teachers during the programme. The exhibition of teaching aids and post-internship in teaching conference was held at the institute on 20 August 2015. During the conference, students’ shared their experiences with school and school environment as student-teacher.

Internship in teaching programme for 4 year B.A. B.Ed., students of RIE, Bhubaneswar was conducted from 13 July to 18 August 2015 in eight schools of Bhubaneswar. A pre-internship conference was held on 7 – 8 July 2015 in which 49 students got oriented in different activities. Cooperating school teachers in language/social science also attended the pre-internship conference on 8 July 2016. Various activities such as teaching of two school subjects, observation of school process, observation of peer-teaching classes, administration of two achievement tests, case study, developing teaching aids, etc., were carried out. A teaching aid exhibition and post-internship conference was held on 20 August 2015 in the institute.

The RIE, Mysore organised internship in teaching in collaboration with the Navodaya Vidyalaya Samiti (NVS) in partnership mode for providing better experiences to the student-teachers which will help them to become quality



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teachers. The professional preparation of internship in teaching was provided jointly by NCERT and NVS for providing quality inputs to the student-teachers of B.Sc.Ed., B.A.Ed., and M.Sc.Ed. (mathematics, physics and chemistry).

The RIE, Ajmer organised the internship programme for the B.Sc. B.Ed. IV Year and B.Ed. II year teacher-trainees from 8 July 2015. The programme for B.Sc. B.Ed. IV Year continued up to to 14 August 2015 and for B.Ed. II year it continued up to 28 August 2015. For the B.Sc. B.Ed. 1st year trainees, pre-internship programme was also organised from 11 Januray 2016 to 12 February 2016.

In order to give the trainees exposure of the residential schools students, they were placed in the 11 JNVs under Jaipur and Chandigarh Region, Birla International School, Kishangarh, Ajmer and Demonstration Multipurpose School (DMS) RIE, Ajmer. Prior to which, a conference of heads of all the selected cooperating schools was also organised to orient them about the purpose of internship and their role in grooming the future teachers on 6 July 2015. The feedback collected from the schools and trainees indicated that the internship was effective in inculcating amongst them the desired skills for quality teacher.Pre-internship Conference for Cooperating Teachers from Jawahar Navodaya Vidyalayas of Hyderabad RegionThe pre-internship conference was conducted from 24 to 26 June 2015. There were 61 participants in this programme. The purpose of the conference was to provide awareness on different pedagogical tools used for the assessment of student-teachers during the internship programme. International Yoga Day The International Yoga Day was celebrated on 21 June 2015 by the constituents of the Council. NCERT presented the status of Yoga Education in schools in the two days Conference organised by MHRD from 22nd to 23rd June, 2015 at Talkatore Stadium, New Delhi. On the eve of International Yoga Day, NCERT brought out the textual materials for Upper Primary (VI to VIII) and Secondary Stages (IX and X), viz., Yoga: A Healthy Way of Living (Upper Primary Stage) and Yoga: a Healthy Way of Living (Secondary Stage). The Conference highlighted the importance of yoga and its relevance in today’s context. It also focused on the importance of yogic activities in helping the students to lead a healthy and stress free life and also enable them to excel in academic and extracurricular activities.

Dr. A.R. Seetharam, Retired Principal, Ramakrishna Institute of Moral and Spiritual Education (RIMSE), Mysore delivered lecture on ‘Yoga for Healthy Living’at RIE, Mysore which was followed by demonstration of yoga for healthy living. The RIE, Bhopal celebrated the International Yoga Day with a spirit of a healthy way of life. The programme commenced under the expertise of Dr. Rekha Agrawal, Department of Yoga, Barkatullah University. She highlighted the importance of yoga in our daily lives. Ms. Pradanya Kulkarni, Centre of Yoga, Barkatullah University, Bhopal demonstrated a number of ‘Asanas’ and ‘Panayam’ excercises which were followed by the staff members of the institute. ‘Asanas’ practised included the Trikonasana, Vrikshasana, Bhujangasana etc. ‘Pranayam’ exercises like Anuloma-Vilom, Kapalbhati, Bhramari and other useful exercises were also done.



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TInternational Women’s DayThe International Women’s Day on 8th March 2016 was celebrated at RIE Bhopal. In order to celebrate the social, economic, cultural and political achievement and equality of women, the staff gathered in the seminar hall. Dr. Sarika Saju talked about the growing needs of sensitivity among the masses. Women are excelling in all walks of life and it is high time that we accept their contribution in the society. The advancement that women are making in all spheres of life was applauded by the participants. Discussions were held on the falling sex ratio and the urgent need to educate the girl child, role of the society and women in bringing about a positive change and about the progress of women in all walks of life. Baba Saheb Bhim Rao Ambedkar Jayanti CelebrationThe celebration of 125th Baba Saheb Bhimrao Ambedkar Jayanti started with lighting of lamp at RIE, Bhopal by the Principal I/c Professor I. B. Chughtai. This was followed by garlanding of the portrait of Baba Saheb Bhim Rao Ambedkar. As a welcome gesture, the dignitaries were presented with saplings. Life sketch of Baba Saheb was presented by Neha Lahariya, B.Sc B.Ed II Semester touching upon his family background, religion, education, work and his political career as well as his contribution as the chairman of the constitution drafting committee. Abhilasha Gautam, B.Sc B.Ed II semester in her presentation referred to Baba Saheb as a social reformer who championed the cause of the dalits, women and labour and tirelessly work for their upliftment.World Youth Skills Day CelebrationIn connection with the World Youth Skills Day on 15 July 2015, a programme was organised in the campus of RIE, Bhopal. Ms Renu Yadav and Ms Khusboo students of RIE, Bhopal initiated the discussion by referring the Hon’ble Prime Minister’s mission of transforming the Indian image of ‘Scam India’ to ‘Skill India’. National Education DayTo celebrate the birth anniversary of first Education Minister of India, Maulana Abdul Kalam Azad, the National Education Day was observed 11 November 2015. Professor K. Ramachandran, Professor, NUEPA delivered lecture on Systemic Reforms in Teacher education. NCERT Staff TournamentThe 31st NCERT Staff Tournament-2015 was held at RIE Ajmer from 25-28 October, 2015. Shri M.S. Shekhawat DIG Group Centre – 2 CRPF inaugurated the event. All the eight constituent units of NCERT namely; NIE, New Delhi, RIE Ajmer, RIE Bhubaneswar, RIE Mysore, RIE Bhopal, NERIE Shillong, PSSCIVE, Bhopal and CIET participated in the sports activities under different categories: Men’s Section, Women’s Section and Divyang (Differently abled).

International Women’s Day celebration held at RIE, Bhopal on 8 March 2016



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Overall Champion Team in all sections was the team from RIE Bhubaneswar. The valedictory ceremony and prize distribution was held on 28 October, 2015 at 4:00 p.m. in the Institute’s Play Ground. On the occasion, Sh. Abhimanyu Chaudhary, District Sports Officer, Chief Guest facilitated the winners and runners of each event in the tournament. At the end, flag retreat ceremony was conducted with the setting of the Sun and was handed over to next host.School Exposure Programme: Multi-Cultural Placement As part of the School Exposure Programme (Multicultural Placement), the pre-service trainee teachers of VI Semester were exposed to the schools located in rural, urban and tribal settings of Bhubaneswar for ten days in the month of January 2016 with a view to develop an understanding of the functioning of the schools and academic atmosphere. The programme helped them to observe day-to-day functioning of the schools and also gain experience in conducting case studies.

Multicultural placement activity for B. A. B. Ed. VI Semester students of 2015-16 batch was conducted with the objective to provide the basics of pedagogical training in three different types of schools — normal or vernacular medium school, English medium school and a school located in a tribal area. Accordingly, three schools viz., Government Boys High School, Unit-IX (Normal School), Kendriya Vidyalaya — 5 (English Medium School), Kalinga Institute of Social Sciences (School for Tribal Children) were selected. One-day preparatory workshop was held on 13 January 2016 for the purpose of preparing students to carry out their activities in the schools and also to give an idea to the concerned school teachers so as to guide and cooperate with the students for the purpose of carrying out the assigned activities in right direction. The workshop was attended by the students of B.A.B.Ed. VI Semester and two teachers from each of the three cooperating schools. The multicultural placement activity was conducted from 16 January to 22 January 2016. Each student observed ten lessons, five in each method, delivered by regular teachers and prepared a comprehensive report, took six substitute classes in the absence of regular teachers, developed two lessons in each of the two methods and prepared teaching aids and conducted a case study.

Multicultural placement programme of two-year B.Ed. (Second semester) was held under three stages i.e., a two-day pre-conference, ten-days field placement and two-days post conference. Ninety six student teachers from arts and science stream were involved in the programme. A two-day pre-conference was held on 12 – 13 January 2016 for student-teachers and cooperating teachers for discussion on different activities of the programme. The field placement of student-teachers was held from 14 – 23 January 2016. The student-teachers were placed on rotation in there different types of schools i.e., urban CBSE affiliated schools, Saraswati Sishu Vidya Mandir and schools for children with special needs. Student teachers were exposed to different activities such as managing substitute classes, observation and reporting of school processes, delivering lessons, conducting case study and preparing report on teaching-learning materials. The post multicultural placement session was conducted on 26 – 27 January 2016 to collect feedback from student-teachers and supervisors and their reflections for further improvement of the programme.



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TIntroducing Cultural Inputs in the Pre-Service Teacher Education CurriculumAs a part of Heritage and Culture course in II Semester B.A.Ed.; B.Sc.Ed. and M.Sc.Ed. programmes, an orientation programme on introducing cultural inputs in the pre-service teacher education curriculum was organised in RIE, Mysore in collaboration with Centre for Cultural Resources and Training (CCRT), New Delhi, Ministry of Culture, Government of India from 30 January to 3 February 2016. All the 132 student-teachers studying in 2nd semester participated in the programme.Training Programme on Our Cultural Diversity for the Teachers from Different StatesThe Centre for Cultural Resources and Training (CCRT), New Delhi, Ministry of Culture, Government of India has undertaken a training-cum-orientation programme on integrating cultural inputs in teaching of different school subjects from 30 January to 3 February 2016. About 82 teachers from all the States participated in the programme. The entire programme was fully funded by CCRT. The RIE, Mysore collaborated the programme by providing infrastructural and technical support.Workshop on Quantum MechanicsA workshop on Quantum Mechanics was arranged in collaboration with Chaitanya Charitable Trust, Bengaluru from 28 to 30 January 2016. About 110 academicians from the University of Mysore and other academic institutions in Mysore city participated in this programme. Eminent scientists in the area gave twelve illuminating lectures. Professor V. Balakrishnan, from IIT Madras gave four lectures on the topic ‘Quantum theory of scattering’. The series of lectures were on Hamiltonian in classical mechanics; the quantum mechanical treatment; the differential cross section of scattering, and the nature of the total wave function for different potentials of the scatterers. Professor M. V. Sathyanarayana from IIT Madras presented three lectures on ‘Coherent and squeezed states of radiation’ that covered the elementary concept quantum harmonic oscillator and its radiation fields. Professor A. K. Rajagopal, of HRI, Allahabad presented a lecture on ‘Uncertainty relations in its many avatars’. Workshop on RadiochemistryA two-day workshop on radiochemistry was organised in association with Indira Gandhi Centre for Atomic Research (IGCAR), Kalpakkam on 30 and 31 March 2016. The workshop had eight lectures, practical demonstration sessions, and students’ presentations. Swachh Bharat : Swachh Vidyalayas for Clean and Green MeghalayaA module on ‘Swachh Bharat: Swachh Vidyalayas for Clean and Green Meghalaya’ was developed on the request received from the SEMAM, SSA, Department of Education, Government of Meghalaya in response to the Swachh Vidyalay campaign as part of the national Swachh Bharat Mission launched by the Ministry of Human Resource Development, Government of India. This module was developed for the orientation workshop at the state level which was held on the 15 – 16 October, 2015. District Education Officers, District Project Coordinators, APCs and other staff in the department of education participated



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in the workshop. The participants found the module to be very practical and helpful. The main objective in developing the module was to train the School Management Committee members on Swachh Vidyalayas. The module had five chapters entitled ‘learning from one’s own’ — where Mawlynnong (a village in Meghalaya) which is the cleanest village in Asia was projected, on the need on changing attitudes which would eventually help change the behaviour of the children and people, on safe drinking water, toilet facilities and sanitation with emphasis on making the toilets functional and clean, on making use of rain water harvesting and on solid waste management where the slogan used was “From garbage to gold”.


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NCERT undertakes various research, development, training and extension programmes for quality improvement in school and teacher education. The apex academic committee of the Council which approves these programmes is the Programme Advisory Committee (PAC). Apart from these, the MHRD entrusts Council to implement its various schemes/projects that are related to school and teacher education approved by Programme Approval Boards (PABs) of MHRD. Different Constituents of NCERT are assigned the responsibilities to implement the scheme effectively. During the year 2015 –16, the Council implemented the following schemes. Sarva Shiksha Abhiyan (SSA) The SSA was launched by the Ministry of Human Resource Development (MHRD), Department of School Education and Literacy, Government of India for attainment of Universal Elementary Education. The objectives of SSA include satisfactory completion of eight years of quality schooling by all children. Currently, SSA is being implemented as a flagship programme for universal access and retention, bridging gender and social category gaps in education and enhancement of learning levels of all children. SSA provides a variety of interventions aligned with legally mandated norms and standards and free entitlements as per the RTE Act-2009.

Under SSA, states are supported academically and financially to implement the provision of quality elementary education to all children. NCERT provides academic support to states and UTs in their quality initiatives and capacity building programmes as and when required. NCERT also participates in various committees of SSA functioning at the State/UT levels to fulfil the commitment. NCERT has contributed to SSA by reviewing the project proposals submitted by States/UTs to the Project Approval Board (PAB), MHRD and providing comments on various dimensions including quality of elementary education. The Council has also undertaken major programmes so as to improve quality of school education at the elementary stage namely, Early Literacy Programme (ELP), Early School Mathematics Programme (ESMP), Continuous and Comprehensive Evaluation (CCE) and its implementation, Learning Indicators (LINDICS) class-wise and subject-wise, Improvement of Learning of Science and Mathematics at Upper Primary Stage, Exemplar Material for Curricular Adaptation for Children with Special Need (CWSN), Quality Monitoring Mechanism and National Achievement Surveys. Under ‘Padhe Bharat Badhe Bharat’, Sarva Shiksha Abhiyan (SSA), Early Literacy Programme (ELP) and Early School Mathematic

7. Major Schemes of MHRD Co-ordinated by NCERT

Ch 7_Major Schemes of MHRD.indd 148 20-02-2017 12:27:51


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Programme (ESMP) initiated in 2014 are being carried out in all the States to improve basic skills of reading and writing and mathematics in early grades. Quality Monitoring Tools The MHRD entrusted the Council with the task of monitoring quality dimensions in all States and UTs at the elementary stage under Sarva Shiksha Abhiyan. Accordingly, a set of Quality Monitoring Tools (QMTs) was developed which was revised in 2013 in view of the RTE parameters. The objectives of the QMTs were:� To institutionalise quality monitoring system of elementary education in

the States/UTs; � To promote understanding of various dimensions of quality of elementary

education among state, district, sub-district and school functionaries; � To ascertain the participation of community in functioning and monitoring

of elementary education system;� To monitor the progress of and provide feedback on various dimensions of

quality education at elementary level within and outside the classroom; and � To improve the quality of elementary education as envisaged in RTE

Act, 2009. Until now, twenty seven States and UTs have been using QMTs and have

sent filled in Quality Monitoring Tools for second and fourth quarter to NCERT. The QMT reports of States and UTs were analysed and feedback was provided to the concerned States and UTs for improvement through various quality interventions. A national report of the analysis of the QMTs has been prepared. The report presents a comprehensive picture of the position of different States and UTs with regard to various quality dimensions at different levels from school through cluster, block, district and State. The State level filled in monitoring formats (STMF) received from the States and UTs along with the feedback are placed on QMT portal and NCERT Website.Web Portal for QMTsA web portal for Quality Monitoring Tools has been developed with the assistance of CIET, to facilitate the process of quality monitoring for easy accessibility of reports submitted by the States and UTs and to create a sharing platform with the stakeholders for easy availability of State QMTs reports and feedback. The materials available on the portal include all the seven revised formats of QMTs, State Level Monitoring Formats received from different States and UTs, feedback provided on the QMTs to the States/UTs, reports of different workshops, conferences and training programmes related to QMTs. The link file for web portal is http://www.ciet.nic.in/QMTs/index.php.Orientation of CRPs and BRPs of Jammu and Kashmir State for Improvement of Science and Mathematics Education at Upper Primary Stage under SSAThe programme organised for CRPs and BRPs of Jammu and Kashmir State from 14 to 18 March 2016 oriented the participants on the use of educational kits, CCE, Learning Indicators and Performance Indicators for school teachers, gender concerns in school education, facilitating teaching-learning of science and mathematics in inclusive classroom, role of ICT in school education, environmental education in schools and e-pathshala app, Rashtriyaa Avishkar



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TAbhiyan, constructivist approach and experimentation/project work etc. Resources/materials and write ups were disseminated to the participants for further use in the state. Early Literacy Programme (ELP)The following materials were developed under Early Literacy Programme:� Posters for Children and Guidelines The print-rich environment available to children plays an important role

in the process of reading and writing. It is essential to provide appropriate environment and support for developing literacy. Every child must get an opportunity to be exposed to the interesting world of print or written material within one years of her/his entry in the school. Keeping these points in mind, eleven posters and along with guidelines for using the posters has been developed. Posters of stories and poems prepared for children will be used in classrooms, libraries or even at homes.

� Video Programmes on Early Literacy Three video programmes have been developed on panel discussion on early

literacy. These video programmes highlights various aspects of reading and writing e.g., reading and writing as a process, creating reading corner, engagement of children with children’s literature, activities like story telling as important components of a literacy classroom. These video programmes are very helpful for training programmes in strengthening the understanding of reading and writing.

The following resource materials have been developed on early literacy for the teachers and are available on the NCERT website:�Padhna Hai Samajhna;�Hindi version of Reading for Meaning has been developed. It is a

compilation of articles and papers considered to be classics in the field of reading. These writings approach reading from different angles but converge at the central point of comprehension;

�Threshold of Reading; �English version of Padhne ki Dehleez Par titled A Threshold of Reading

has been developed. It is a collection of articles highlighting the issues in reading in Indian context. It aims at equipping the teachers with an understanding on early literacy so that they become decision makers about pedagogical issues and are able to function as reflective teachers;

�Early Literacy Programme — capacity building;�Two workshops of five days each for capacity building of SIE, DIETs and

SSA officials of Jammu, SIERT and SSA officials of Rajasthan organised under Early Literacy Programme at SIE, Jammu from 5 – 9 September, 2015 and SIE, Srinagar from 24 – 28 August, 2015. Two workshops for SIERT and SSA officials of Rajasthan were organised under ELP at OTS Udaipur from 14-18 September, 2015 and 14 – 18 October, 2015. Visits for academic support, follow up and review of the States programme on Early Literacy was done for the Rajasthan State from 11 – 13 January 2016 and for Chandigarh UT and Himachal Pradesh from 12 – 21 March, 2016.



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Early School Mathematics Project The following materials have been developed under ESMP:

� Mathematics Learning Kit The kit contain 11 items viz., blocks, shape kit with tray, velcro solids,

number value cards, stamping containers, dice, dominoes, clock, play money, string and number cards. The kit can be shared by learners in a group of 4 – 5 children each where children can explore, discuss and learn in collaboration.

� Joy in Mathematics — A Source book The book includes poems, stories, puzzle and games related to various

mathematical concepts like spatial understanding, number sense, estimation and measurement of time, length, weight and mass etc.

� Mathematics Teachers’ Training Manual The resource book contains 13 chapters like on numbers, number operations,

shapes and solids along with the chapters using blackboard, open-ended questions and assessment. The resource book aims at enhancing teacher’s content as well as pedagogical knowledge.

� User Manual for Mathematics Learning Kit The user manual (in Hindi and English) contains suggestive activities which

can be done in the classroom to aid learners conceptual understanding related to various mathematical concepts like numberness, place value, 3D Solids, pre number concept, data handling and measurement while using the kit items.

Rashtriya Madhyamik Shiksha Abhiyan The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) Cell coordinates RMSA Scheme which operates at the secondary stage. RMSA is a centrally sponsored scheme to achieve the universalisation of secondary education (it covers Classes IX and X). Its vision is to make secondary education of good quality accessible and affordable to all school age children in the age group of 14 – 16 years. Under the scheme, the RMSA cell was involved in sharing reports of curriculum study and classroom process study with the States. The cell developed Learning Indicators/Learning Outcomes and Exemplars of Continuous and Comprehensive evaluation in various subject areas at secondary stage, Quality assessment tools, training package for Education Board personnel with respect to assessment and examination and secondary school preparedness package. It also conducted training programmes for capacity building of state resource group for science and mathematics and orientation programme on the institutionalisation of in-service teacher training programmes.

A two-day regional workshop on Rashtriya Avishkar Abhiyan was organised at RIE, Ajmer on 3 – 4 March 2016 to finalise the guidelines for State Resource Group (SRG) and to evolve a list of activities as exemplar material. In the regional workshop the state nodal officers from Northern States of RAA and nominated persons from Institute of Higher Education, MHRD, and teachers participated.

The ‘Rashtriya Avishkar Abhiyan’ (RAA) intends to provide nourishing and nurturing support to schools and a platform for schools in a dual



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Ttrack approach to make science, mathematics and technology exciting to children and encourage them to have an enduring interest both inside classroom and outside classroom activities. A workshop was organised on 24 – 25 February, 2016 to evolve the ‘Guidelines’ for forming State Resource Group (SRG) for States of the region and to prepare the list of activities to be undertaken and the strategies to be adopted by States to successfully roll out the major interventions as suggested in RAA. The clientele group are children from 6 to 18 years. During the two-day workshop and in consultation with all the stakeholders of the State, the State Resource Group for RAA was recommended. SRG plays a critical role in guiding the RAA programme to meet the objectives of bringing out quality improvements in elementary education. Initiatives to encourage science and mathematics through alternative strategies were the major thrust area of the workshop. Other activities like school mentoring, promotion of science and mathematics teacher circles, science, mathematics and technology clubs for children, participation of students in inter-school/State/National science and mathematics exhibition , competitions, Olympiads, etc., were deliberated at length. National Talent Search SchemeThe National Talent Search Scheme (NTSS), conducted since 1963 is a flagship programme of NCERT. The purpose of the scheme is to identify and nurture students selected through two-tier process every year. The NTSS helps talented students by providing financial assistance in the form of monthly scholarship and also conducts nurturance programmes for them. There is reservation of 15 per cent and 7.5 per cent for SC and ST candidates respectively. Besides, there is three per cent reservation for children with special needs, which cuts across the caste categories.

In the Table-1, state-wise distribution of awardees selected in the year 2014 – 15 and in Table-2, total number of awardees on rolls during 2015 – 16 is given below:

Table 1: State-wise and category-wise distribution of awardees for the year 2014 –15

S.N. State General SC ST Total1. Assam 1 0 0 12. Tripura 0 0 1 13. Bihar 10 1 0 114. Jharkhand 21 2 0 235. Odisha 41 3 2 466. West Bengal 17 4 1 227. Chandigarh 10 1 0 118. Delhi 51 0 1 529. Haryana 40 2 0 42

10. Himachal Pradesh 6 0 0 611. Punjab 29 7 0 3612. Rajasthan 119 9 9 13713. Uttar Pradesh 69 3 0 72



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14. Uttarakhand 7 3 0 1015. Chhatisgarh 15 3 0 1816. Gujarat 21 0 0 2117. Madhya Pradesh 55 2 0 5718. Maharashtra 90 13 0 10319. Andhra Pradesh 11 1 0 1220. Karnataka 64 2 0 6621. Kerala 30 2 0 3222. Tamil Nadu 33 6 0 3923. Telengana 33 4 0 3724. Abroad 2 0 0 2

775 68 14 857

Table 2 Total Number of NTS Awardees on the Roll during the year 2015 –16

S. No. Course/Grade Number of Awardees1. Class IX Nil2. Class X Nil3. Class XI 8574. Class XII 1917

Under Graduate5. Basic Science 1456. Social Science 857. B.E./B.Tech 17878. M.B.B.S. 3259. L.L.B. (Integ. Law Course) 12

Post Graduate10. Basic Science 7511. Social Science 1212. ME/M Tech 4413. MD/MS 114. Management 35

Total 5295

Nurturance Programmes for NTS Awardees

S. No. Date Venue States1. 4-8 January 2016 Homi Bhabha Centre for Science

Education, MumbaiMaharashtra

2. 4-8 January 2016 Indian Institute of Science Education and Research in Collaboration with Regional Institute of Education, Bhubaneswar

States of West Bengal and Odisha

3. 16-20 January 2016

Banaras Hindu UniversityVaranasi

Uttar Pradesh and Uttarakhand



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TNational Skills Qualification Framework (NSQF) In pursuance of National Policy on Skill Development (2009) and also to achieve the target to train 500 million people of the country by 2022 under the Skill Development Mission, the Government of India launched NSQF. It is an integration of education and competency based skill framework at various levels. The framework spells out qualifications at different levels with respect to knowledge, skills and attitude. The framework offers horizontal and vertical pathways linking higher education. The architecture of the NSQF comprises of ten levels leading to Ph. D. Degree. The NSQF levels 1 to 4 are to be offered in school education.

The MHRD announced the launch of NSQF in school education to integrate skill development component (vocational education) under CSS in vocationalisation of secondary and higher secondary education in the year 2012 (as NVEQF which later subsumed in NSQF in 2013). The NSQF is operationalised in public-private partnership mode with active participation of industries in skill development programme under National Skills Development Corporation (NSDC). The pilot project was undertaken by Haryana in 2012 in 40 Government schools for levels 1 – 4 from Classes IX to XII offering courses in four sectors of economy viz., IT and ITeS, Retail, Security and Automobile. Presently, the NSQF has been launched in about 22 States in various other sectors viz., Agriculture and Horticulture, Beauty and Wellness, Electronics, Healthcare, Hospitality, Telecommunications, Travel and Tourism, etc.

The MHRD has mandated NCERT for the development of curricula and courseware of NSQF courses from L1 to L4 for Classes IX to XII. It is mandatory for all states to follow the curriculum developed by the PSSCIVE, Bhopal. The institute is also responsible for training of teachers and capacity building of state key functionaries for effective implementation of NSQF.National Population Education Project (NPEP)NPEP 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: National Population Education Project in 30 States/UTs and Introduction of Yoga in Schools. It has also been implementing the Adolescence Education Programme 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.

A number of curricular activities such as quiz competition, folk dance, role play, poster competition and ICT based activities on various themes/sub-themes of Population Education/Adolescence Education Programme were conducted by RIE, Ajmer. A two-day workshop/consultation for the State functionaries of the Northern Region was organised on 10 –11 March 2016. An impact study of selected adolescence education programme activities on awareness and attitude towards the issues of adolescence in Haryana have also been conducted as part of the research and evaluation activity. Adolescence Education Programme (AEP) The Adolescence Education Programme (AEP) was launched by MHRD, in 2005. A major part of AEP is supported by United Nations Population Fund (UNFPA), and implemented by national agencies Kendriya Vidyalaya Sangathan (KVS),



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Navodaya Vidyalaya Samiti (NVS), National Institute of Open Schooling (NIOS) with NCERT as the coordinating agency. AEP focus on the needs and concerns that are faced by children during adolescence and empower them to acquire knowledge of their needs and concerns related to the period of adolescence and develop life skills that will enable them to practice informed and responsible behaviour. The programme aims at facilitating the process of comprehensive integration of these needs and concerns in the school education curriculum and teacher education system.

Adolescence Education Programme is focused on three major concerns: �Process of growing up during adolescence, �Prevention of Substance (Drug) Abuse, and �Prevention of HIV and AIDS.

The Adolescence Education Programme aims to reinforce/support the development of behaviours that will empower adolescents to make healthy choices and provide opportunities for enhancement of life skills and reinforcement of positive behaviours to enable young people to grow up healthy, cope with challenges and optimise opportunities in positive and responsible ways. The mandate of the Adolescence Education Programme is to cover all secondary and senior secondary schools in rural, urban and transitional areas of the country.

Under AEP, various activities like material development; advocacy for educational administrators, principals of schools, parents and community leaders; training of teachers; integration of adolescence education elements in the school syllabi and textbooks and organisation of life skill based curricular activities in all the schools are being organised. A material for teachers on basic counselling skills in the context of the Adolescence Education has been developed and has been translated to Hindi also.

NCERT and UNFPA jointly organised an advocacy-cum-sensitisation programme for senior level officials and education administrators of Kendriya Vidyalaya Sangathan and Navodaya Vidyalaya Samiti to review the status of the programme, to recognise and celebrate the achievements in the programme and to develop a common understanding of the strengths and challenges in AEP. It was also a platform to leverage the strengths and recommend strategies for overcoming the challenges in institutionalising AEP and finally to envision the way forward for institutionalising AEP.

NCERT organised National Youth Festival (NYF) as part of AEP on 28 – 30 January, 2015 with an objective to provide a platform to young people to express their thoughts and ideas on education that is meaningful, relevant and rewarding from their perspective on theme ‘The school of my dreams’. The NYF was the culmination of creative writing and poster making events organised across all the 1095 Kendriya Vidyalayas, 595 Jawahar Navodaya Vidyalayas and 20 regional centres of the National Institute of Open Schooling. These were on-the-spot events for students of Classes VIII to X (ages 13-15) and open school learners enrolled at the secondary level.

NCERT launched Adolescence Resource Centre (ARC) website www.aeparc.org that offers uninterrupted access to varied resources and virtual interaction opportunities on issues related to adolescent health and well being for teachers, trainers, academicians, development practitioners, policy makers and the young people themselves.



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TIntroduction of Yoga in SchoolsIn pursuance of the decision of Cabinet Committee on Economic Affair (CCEA), MHRD has transferred four components of the ‘Scheme on Quality Improvement in Schools’ to NCERT with effect from April 2006. ‘Introduction of Yoga in Schools’ is one of the components to be implemented by NCERT.

Yoga is an integral part of the subject ‘Health and Physical Education’ which is a compulsory subject up to the secondary school stage. The NCF-2005 adopted a holistic definition of health, in which yoga is an integral part. ‘Introduction of Yoga in Schools’ scheme provides financial assistance to yoga institutions for enrichment of libraries of institutions, providing training to teachers and conducting compulsorily residential one-month duration Yoga training to about 30 Yoga/physical education teachers in government and Govt-aided schools. The teacher training programme on Yoga conducted under the scheme is based on the stipulations made in NCF – 2005 and the syllabi of ‘Health and Physical Education’ prepared by NCERT.Kala Utsav Kala Utsav was conducted to encourage and showcase the artistic talents of secondary level school children of all Government and Government aided schools in the country. This annual event of Kala Utsav focuses on both performing and visual arts and crafts (dance, music, theatre, painting, sculpture and heritage crafts). The objectives of the Kala Utsav were to enhance awareness of India’s cultural heritage and its vibrant diversity amongst students, teachers, teacher educators, administrators and other stakeholders and to promote networking of artists and artisans with the stake holders in school education.

Participants performing in Kala Utsav – 2015

‘Guidelines for Kala Utsav’, 2015 was prepared that depicts the Kala Utsav Concept and the step by step criteria for participation in the national level Kala Utsav. The document consists of three main parts; (i) introduction of Kala Utsav, (ii) general guidelines for Kala Utsav and (iii) criteria for identification of artistic talent of students at secondary level. The bilingual (Hindi and English) guidelines were supported with two exemplary video films, on ‘On-line Art



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Project’, its concept, story and understanding of the art forms. It helped the Kala Utsav teams to understand the on-line project and document the living tradition of their region. The Kala Utsav Guidelines was disseminated at all levels of participation (school, district, state and national) to achieve the desired impact.

The Kala Utsav was launched along with its website and one minute promo-film (www.kalautsav.in) by the Hon’ble Prime Minister, Sh. Narendra Modi on 4 September 2015 on the eve of Teacher’s Day. The launch programme was telecasted live for the benefit of all school children, teachers and other stakeholders. Kala Utsav website has links to different social media for its better reach and access to the public. It had tutorial to guide and hand-hold the state teams on how to upload their on-line art projects. All 142 on-line projects of Kala Utsav – 2015 were uploaded on YouTube which is also assessable through the Kala Utsav website.

On the behest of Ministry of Human Resource Development, Government of India the national level Kala Utsav was organised from 8 to10 December 2015. The entries were invited from all Government and Government aided secondary schools of the country. The theme of Kala Utsav – 2015 was ‘Beti Bachao – Beti Padhao’ as announced by the Hon’ble Prime Minister of India and art style focus was on the ‘Living Traditions of India’. Over 1500 participants and their escorts from all States/UTs participated in the national event. The process of competitions commenced with the evaluation of online projects on 7 December 2015. Jury in the four art forms; (i) visual arts, (ii) music, (iii) dance and (iv) theatre evaluated the best entries from all the States and Union Territories.

The award function of Kala Utsav – 2015 was held on 11 December 2015. Hon’ble Minister, HRD, Government of India, Smt. Smriti Zubin Irani was the chief guest and Mr. Kailash Satyarthi, Noble prize winner; Mr. Ruskin Bond, world renowned author; Padma Vibhushan Dr. Sonal Mansingh, an iconic cultural personality of India were the Guests of Honour in the award ceremony. Members of the jury were felicitated by the Hon’ble HRM, followed by the award ceremony. There was a thrilling welcome of the guest by an all state orchestra, performed by more than 200 children with their regional musical instruments.

Hon’ble HRD Minister, Smt. Smriti Zubin Irani inaugurating Kala Utsav – 2015


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National Council of Educational Research and Training is a hub of educational experiences in the area of school and teacher education. Educationists, educational administrators, faculty members, researchers, teacher-educators, students, etc., from national and international institutions visit NCERT to gain experiences in the areas of curriculum development, preparation of syllabi, textbooks and teaching-learning materials, production of audio-video materials and educational kits; model science laboratories, National Library of Educational and Psychological Tests, National Documentation Unit, NCERT Library, audio and print publication centres; Herbal Garden, Science Park, etc. The visitors get unique platform for exchanging information, ideas and innovative thoughts while interacting with the faculty members of NCERT that in turn helps to renovate the school and teacher education system. The NCERT faculty visited countries and foreign institutions which acquainted them with the system of school education and best practices in countries and helped them explore the possibilities of bi-lateral cooperation.

The International Relations Division co-ordinates the visit of foreign delegates and the Public Relations Unit of NCERT coordinate the visit of persons from national organisations and institutions. Visits by Delegations/Experts from Various Countries� A ten-member delegation from Indonesia led by Dr. Anies Baswedan, Minister

of Culture and Primary and Secondary School, accompanied by Dr. Iwan Pranoto, the Education Attache of the Embassy of the Republic of Indonesia, New Delhi visited NCERT on 7 September 2015. The purpose of the visit was

8. Visitors to NCERT and Foreign Visits by NCERT Faculty

Indonesian delegation interacting with senior faculty of NCERT at NIE, New Delhi on 02 December, 2015

Ch 8_Visitor to NCERT and Foreign Visits.indd 158 20-02-2017 12:28:30


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to explore possibilities of collaboration between the NCERT and the Ministry of Education and Culture, Government of Indonesia in the fields of teacher training, curriculum development and educational technology. The visit was followed by another visit of Professor Iwan Pranoto to NCERT on 2 December 2015 to initiate dialogue on a proposed one month internship programme for four educational specialists of Indonesia in NCERT.

� A four-member delegation f r o m t h e A c a d e m y o f Korean Studies (AKS), Seoul accompanied by Mr. Jin Hwa Song, Political Counsellor of the Embassy of the Republic of Korea, New Delhi along with Professors of Korean Language, Professor Kim Do Young, Delhi University and Professor Vyjayanti Raghavan, JNU visited NCERT on 2 February 2016. The purpose of their visit was to discuss on issues such as bi-lateral cooperation in the areas of curriculum and textbook development in social sciences and other subject areas, vocational education, ICT, educational technology, yoga, physical education and sports. One of the outcomes of this meeting was an in-principle agreement between both sides to hold a joint seminar in June – July 2016 to chalk out actionable points for bi-lateral cooperation on the issues as listed above.

� A two-member delegation from Mauritius constituting Professor M. S. Bisoondoyal, Chairman and Mrs. Nema Devi Goorah, Permanent Secretary, Tert iary Educat ion and Scientific Research, Ministry of Education and Human Resources, Government of Mauritius accompanied by Mr. G. Jagdishwar, the High Commissioner, Mauritius High Commission in New Delhi and Ms. Malavika Priyadarshini, Under Secretary, Ministry of External Affairs, Government of India visited NCERT on 11 March 2016. The purpose of the visit was to have discussion on issues concerning: collaboration in the field of integration of ICT in teaching and learning; digitisation of material and capacity building; establishment of linkages between Mauritius Institute of Education and the Central Institute of Educational Technology, NCERT; development of partnership for curriculum development and access to open educational resources; collaboration in research activities, and collaboration in the area of teacher training.

� A four-member delegation from the Kingdom of Lesotho, South Africa comprising Ms. Mamonaheng Monaheng, Director for Policy and Strategic Planning, Ms. Florina Rakekestsi, Director for National Manpower

Korean delegation interacting with senior faculty of NCERT on 22 – 26 November 2016

Mauritius delegation interacting with senior faculty of NCERT on 11 March 2016



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TDevelopment Secretariat, Mrs. Matisitso Leomile Khuele, Chief Legal Officer for Ministry of Development Planning, and Ms. Molegoheng Sehlabaka, Counsellor, Lesotho High Commission in New Delhi visited NCERT on 30 March 2016. They visited the Council to learn the best practices followed by the NCERT in the areas of curriculum and textbook development, digitisation of curricular material, and formulation of national education policy and its implementation with a special emphasis on primary education. The team also visited the Department of Elementary Education to have firsthand knowledge about its innovative practices in the field of early childhood education.

Visitors from Indian Institutions/Organisation to NCERTVisitors from various universities, colleges, schools, Defence service officers, institutions, non-governmental organisations and other from all over India visited NCERT during the year. They visited different NIE departments, Library, Science and Herbal Parks, Publication Division and CIET to know about the functioning and activities being taken up in NCERT.� Around 1290 visitors from various universities, colleges, schools, defence

offices, institutions, non-government organisations from all over India visited CIET, NCERT during the year to know about the functioning and activities being taken up in this institute. The visitors were oriented about CIET’s functions, concept of ICT integration in education, NROER, ICT Curriculum, e-pathshala, e-pub, ICT curriculum and also provided hands-on-experiences in studios, transmission area, EDUSAT network, editing console, etc.

� The Council’s library had many visitors from various organisations. A group of 60 B.Ed. students from Adarsh Institute of Education, Loni, Ghaziabad; 21 Mathematics teachers from Central Tibetan School, Dharmashala; a delegation of 12 Flight Cadets including three Trainee Officers from Faculty of Ground Training, Air Force Academy, Hyderabad; 20 students of Department of Education, Basanti Devi Degree College, Deoli, Gulaothi, Bulandshahr, Uttar Pradesh; 25 Mathematics Teachers from different States, 47 students along with four staff members from Goitiba College of Nursing, Lalji Park, LCIT Campus, Bhandu, Mehsana, Gujarat; Post Graduate Teachers from States of Jammu and Kashmir, Haryana, Rajasthan and DM Schools and CTSA; 20 faculty members of DIETs and SCERTs from the State of Gujarat, Madhya Pradesh, Chhattisgarh and Maharashtra; 200 students along with 10 academic members from Awadh Centre of Education, Department of Computer Science, Awadh Bhawan; and 77 B.Ed. students and two faculty members from Shri Krishna College of Education, Baghpat visited the library during the year.

Visit to CIET by the Students of Adarsh Institute of Education, Ghaziabad in May 2015



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Foreign Visits by NCERT Faculty� A four-member delegation led by Professor B.K. Tripathi, Acting Director,

NCERT comprising Professor Poonam Agrawal, Head, DGS, Professor Pratyusa Kumar Mandal, Head, IRD, and Professor Sunita Farkya, DESM visited the Republic of Korea form 22 to 26 November 2016. The purpose of the visit was to acquaint with the system of school education in Korea and to explore the possibilities of bi-lateral cooperation in the areas of curriculum development, vocational education, integration of ICT in educational processes and devising courses for learning of each other’s languages in schools. The visit was a part of the on-going engagement between the NCERT and the Academy of Korean Studies to have mutual cooperation in the field of school education.

� As part of the study visit organised by the RMSA-Technical Co-operation Agency, Professor Ranjana Arora, Head, RMSA Project Cell visited London, Cambridge and Oxford from 12 – 21 September 2015 to get oriented on international practices related to Large Scale Assessment Survey in the area of school education and also on School Standards, Inspection and Quality Development System. She also presented a paper on ‘Building Evidence for Effective Continuous Professional Development of Secondary School Teachers for Sustainable Learning’ in UKFIET conference 2015 held at Oxford University. The visit and interaction at National Foundation for Educational Research (NFER) enhanced learning on the use of findings of achievement surveys and also of researches for improving various aspects of education system; learning on ways to motivate schools for self assessment and improvement with an organised system of supervision and support; and gain understanding of the education system and best practices in teacher education of many other countries viz., Nigeria, Tehran, UK and Brazil.


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Appendices

Appendix I Publications/Presentations by NCERT Faculty

Appendix II Ph.D. Degrees Awarded during the Year under the Supervision of NCERT

Faculty

Appendix III Awards and Fellowships

Appendix IV Details of NCERT Committees, as mentioned in MoA, for the Year 2015 –16

Appendix V NCERT’s Consolidated Sanctioned Strength of Posts as on 31 March 2016

and Reservation Position

Appendix VI Receipts and Payments Account for the year ended 31.03.2016

Appendix VII Publications Released during the Year 2015 –16

Appendix VIII Publication Division and its Regional Production-cum-Distribution Centres

Appendix IX NCERT Constituents and Faculty


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Appendix i

Publications/Presentations by NCERT FacultydepArtment of elementAry educAtion (dee)Research Papers/Articles Sharma, Kavita. 2015. Challenges in understanding and transacting

contemporary EVS Textbooks. The Primary Teacher, 40 (2 and 3), 90 – 96. Sharma, Kavita. 2015. Learning outcomes and learning indicators: Shift

in Indian elementary education. The Online Journal of New Horizons in Education, 5 (2). 23 – 29.

Sharma, Kavita. 2015. Framework for Evaluation of CCE Programmes in India. Galaxy International Interdisciplinary Research Journal, 3 (8), 40 – 48.

Sharma, Usha. 2015. Hum Pehli ke Bachche hain. Prathmik Shikshak, XXXIX (1), 10 –15.

Soni, Romila. 2016. Learning through play. Navtika, VII, (1), 21 – 27.Verma, Sarla. (In press). Innovative method of teaching-reciprocal teaching.

Thought of Education, IV.Yadav, Padma. 2015. Teacher preparation programmes for ECCE. The Primary

Teacher, XXXX (1), 12 –19.

BooksSoni, Romila, and Sandhya Sangai. 2014. Every Child Matters — A Handbook

on Quality Early Childhood Education. NCERT, New Delhi.Yadav, Padma. (Ed.). 2014. ECCE — A Way Forward. NCERT, New Delhi.

Book ChapterMandal, Pushpa and Reetu Chandra. 2015. Shiksha ka Adhikar Adhiniyam ke

Antargat Bachoon ki Aayu ke Anusar Kaksha Mein Prawesh hetu Shikshak Sandarshika. NCERT, New Delhi.

Sanwal, Suniti. 2015. Student Workbook on Tourism and Travel Level 1 for Class IX. PSSCIVE, Bhopal.

Sanwal, Suniti. 2015. Student Workbook on Tourism and Travel Level 2 for Class X. PSSCIVE, Bhopal.

Sharma, Kavita. (In press). Harit Shala ki Or — Prarambhik Star par Sandharniya Vikas ke liye Sansadhan Pustak. NCERT, New Delhi.

Sharma, Kavita. 2016. Towards a Green School — A Resource Book on ESD for Elementary Schools. NCERT, New Delhi.

Soni, Romila. 2015. Theme Based Early Childhood Care and Education Programme – A Resource Book. NCERT, New Delhi.

Yadav, Padma. 2015. Exemplar Guidelines for Implementation of ECCE Curriculum. NCERT, New Delhi.


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TMandal, Pushpa. 2015. Shiksha Ka Adhikar Adhiniyam Ke Antargat Bachoon

Ki Aayu Ke Anusar Kaksha Mein Prawesh Hetu Shikshak Sandarshika. New Delhi, NCERT.

Paper PresentationsNikalje, Varada M. 2016. Tribal tales for Grades I and II in Arunachal Pradesh-

An overview. Presented a paper in the national seminar on Education and Socially Disadvantaged Groups in India, RIE, Bhopal, 4 – 6 March.

Sharma, Kavita. 2016. Continuous professional development for teachers and supportive mechanisms. A panelist in the conference on Unlocking Potential: Addressing Challenges in Secondary Education, MHRD, India Habitat Centre, March 15.

Rajput, Anup, Sharma, Kavita. and Sandhya Sangai. 2016. Learning outcomes and learning indicators at elementary stage. Theme paper in the National Conference on Quality, MHRD, January.

Sharma, Usha. 2016. Jeevan ki Gunvatta Aur Manav ka Vikas. Presented a paper in the national seminar on Emerging Trends in Education: New Paradigms, Shyama Prasad Mukherjee College, New Delhi, 10 –11 March.

Soni, Romila. 2015. National Curriculum in ECCE. Panelists in national meet on Emerging Concerns and Issues in ECE, at NIE, New Delhi, 10 –11 August.

Soni, Romila. 2015. Quality Education for All. Presented a paper in 6th International Conference on Reflective Practices in Pedagogy, Birla Science Centre Complex, Hyderabad, 14 –16.

Soni, Romila. 2015. Enhancing Quality of Early Childhood using Digital Skills. Paper presented in the national seminar on Reflective Practices in Pedagogy – Technology Integration, RIE, Bhopal, 27 – 29.

Verma, Sarla. 2016. Educational Opportunities for Socially and Economically Deprived Groups in India. Presented a paper in the national seminar on Education and Socially Disadvantaged Groups in India, RIE, Bhopal, 4 – 6 March.

Yadav, Padma. 2015. National ECCE Curriculum Framework, 2013. Panelist in the National Meet on Emerging Concerns in Early Childhood Care and Education, NIE, New Delhi, 10 –11 August.

Yadav, Padma. 2015. Pedagogy and Technology Integration in ECCE. Presented a paper in the national seminar on Reflective Practices in Pedagogy- Technology Integration, RIE, Bhopal, 27 – 29 November.

depArtment of educAtion of Groups with speciAl needs (deGsn) Research Papers/ArticlesJulka, A. 2015. Parents’ concerns on home based education: Is it in the best

interest of their Child. Journal of India Education, XXXXI (1), 33 – 44.Bharti. 2015. Ek sarkari vidyalaya mein sarva shiksha abhiyaan ke antargat

samaveshi shiksha ka kriyanvayan. School Shiksha, 7, 31 – 34.Bharti. 2015. A participatory approach to in-service teacher training of ‘resource

teachers’ in India. The Teacher Trainer, 29 (3), 9 –13.


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Bharti. 2015. Pre-service teacher training degree courses: Are they preparing teachers to work in inclusive classrooms? Aaroh, 1 (2), 4.

Bharti. 2015. Professional ethics in research: Are students and teachers on the same page? Scholarly Research Journal for Interdisciplinary Studies, 3 (22), 1624 –1644.

Books Julka, A. 2015. Including Children with Special Needs: Upper Primary Stage.

NCERT, New Delhi.

Book ChaptersBharti. 2016. Autism Spectrum Disorder. In Singh, Anamika., and Pradhan,

Rajshree (Ed.), CCE based descriptive indicators for different categories of Children with Special Needs at Primary Level (123 –149). SCERT, New Delhi.

Bharti. 2016. Driving apradh aur dand. In Dhiman, Namrata (Ed.). Sadak Suraksha Jeevan Raksha (55 – 60). SCERT, New Delhi.

Bharti. 2016. Learning Disabilities. In Singh, Anamika., and Pradhan, Rajshree (Ed.), CCE based descriptive indicators for different categories of Children with Special Needs at Primary Level (123 –149). SCERT, New Delhi.

Bharti and M. Wadhwa. 2016. Science teaching learning in India schools: some considerations for children with special need. In Gupta, S.P. Singh., and Dinesh (Eds.). Energizing Inclusive Education, (151 –159), Pentagon Press, New Delhi.

Paper PresentationsAhuja, A. 2016. Inclusive education: challenges and issues. Key note address

in the national seminar on Inclusive education: Challenges and Issues, CASE, M.S. University, Baroda, Vadodara, 1 March.

Julka, A. 2015. Introducing the right to education act, 2009 and right to education rules, 2010- provisions, implementation and challenges. Paper presented in the national conference on Education of Visually Impaired, 2015, All India Confederation of the Blind, Hyderabad, Andhra Pradesh, 11 October.

Chauhan, S. C. 2016. Information and Communication Technology (ICT) in teacher education. Paper presented in the National Seminar on ICT in Teacher Education, IES, Bhopal, 12 March.

Bharti and Apranta. 2015. Pre-service teacher training degree programmes in physical education: meeting the needs of inclusive classrooms. Paper presented in the international conference on Standards and Benchmarks for Excellence in Learning, Teaching and Research. Department of Education, University of Kerala, Thycaud, Thiruvananthapuram. 26 – 28 November.

Julka, A. 2016. Accommodation and adaptation in education for sustainable development of persons with disabilities. Chaired a session in the international conference on Multiple Disability : Education for Sustainable Development: Empowering Individuals with Multiple Disability, NIEPMD at Indian Institute of Foreign Trade, New Delhi, 28 February.


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TBharti. 2016. Chaired a session in the two days seminar on Inclusion: Socio-

Political Perspectives, CIE, Delhi University, 8 – 9 February. Bharti and R. Prasad. 2015. Professional ethics in research: Are students and

teachers on the same page?” presented paper in the seminar on Professional Ethics for Higher Education Faculties: Roles and Responsibilities of Teachers, Department of Humanities and Social Science, IIT Chennai, 29 – 30 August.

Bharti. 2016 Are the pre-service teacher training degree courses preparing teachers for addressing the needs of inclusive classrooms paper presented in an International Seminar on Inclusive Education: From Policies to Practices- Bridging the Gap, University of Pune, 22 – 24 January.

Gaur, S.S. and Bharti. 2016. Inclusivity in education: Myths and reality, paper presented in in the seminar on Inclusion: Socio Political Perspectives, Delhi University, 8 – 9 February.

Bharti. 2016. Inclusive pre-service teacher preparation degree programmes, paper presented in a seminar on Disability, Mental Health and Teacher Preparation, Delhi University.

Bharti. and R. Prasad. 2015. Professional ethics in research : Are students and teachers on the same page? Paper presented in the seminar on Professional Ethics for Higher Education Faculties : Roles and Responsibilities of Teachers, IIT Chennai, Department of Humanities and Social Science, 29 – 30 August.

Bharti. 2016. Are the pre-service teacher training degree courses preparing teachers for addressing the needs of inclusive classroom ? Paper presented in the seminar on Inclusive Education : From Policies to Practices Bridging the Gap, University of Pune, 22 December 2015 –1 January.

Gaur, S.S. and Bharti. 2016. Inclusivity in education : Myths and reality. Paper presented in the seminar on Inclusion: Socio Political Perspectives, Delhi University, 8 – 9 February.

Bharti. 2016. Inclusive pre-service teacher preparation degree programmes. Paper presented in the seminar on Disability, Mental Health and Teacher Preparation, Delhi University, 19 March.

depArtment of Gender studies (dGs)Research Paper/ArticlesSrivastava, Gouri. 2015. Gender concerns in education policies: past, present and

future. University News, A Weekly Journal of Higher Education, 53 (13), 3 – 6.Srivastava, Gouri. 2015. Textbooks and the Gender Question: An Analysis of

Some Textbooks of Chhattisgarh State. EDUSEARCH, Bi-Lingual and Bi-Annual Journal of Educational Research, 6 (2), 83 – 92.

Srivastava, Gouri. 2015. Strategies adopted for enrolling girls in kasturba gandhi balika vidyalaya managed by different agencies in gujarat: an exploratory study. Journal of Indian Education, NCERT, New Delhi, 59 – 89.

Srivastava, Gouri. 2015. The mystic saint poetess of India. Sumangali. Journal of Gender and Heritage Centre for Women’s Studies. V (1), 1 – 5.

Srivastava, Gouri. 2015. The Journey of Women’s Participation in the Field of Science and Technology. Social Welfare. 62 (4), 3 – 6.


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Srivastava, Gouri. 2015. Education and empowerment of girls: Kasturba Gandhi Balika Vidyalaya initiative in the selected blocks of the Telangana state. Social Welfare. 62 (8), 9 – 18.

Srivastava, Gouri. 2016. Empowering the girl child by addressing the phenomena of declining sex ratio in India. Social Welfare. 62 (12), 7 – 14.

Nuna, Anita. 2015. Problems confronting women teachers working in rural areas: Voices from The Field. Quest in Education (Peer Reviwed Quarterly Journal), XXXIX (3) 13 – 23.

Nuna, Anita. 2015. Female foticide in India – The problem and its cure in population geography. A Journal of the Association of Population Geographers of India, 37 (1) 65 – 72.

Nuna, Anita. (In Press). Impact analysis of the NPEGEL : A study of Udalguri district of Assam. Journal of Indian Education, XXXXI ( 4).

Paper Presentations Agrawal, Poonam. 2016. Biotechnology and social interface: Expectations

and issues. Plenary lecture in the International Conference on Emerging Biotechnologies, Kakatiya University, Warangal, 28 – 30 January.

Agrawal, Poonam. 2015. Ethical issues in research. Paper presented in the national seminar on Professional Ethics for Higher Education Faculties: Roles and Responsibilities of Teachers, Department of Humanities and Social Sciences, IIT Madras, Chennai, 29 – 30 August.

Nuna, Anita. 2015. MNREGA and inclusive development. Key note address in the national symposium on MNREGA: Interrogation Development Perspective in India, Department of Sociology, BHU, U.P., 10 – 11 August.

Nuna, Anita. 2015. Minority girls: Educational aspirations, attainment and locating them in labour market. Chaired a session in the national conference on An Understanding of Educational Aspirations and Attainment of Minority Girls in India, All India Confederation for Women Empowerment through Education (AICWETE), New Delhi, 12 – 13 December.

depArtment of educAtion in science And mAthemAtics (desm)Research Papers/ArticlesPrabha, S. and R. Kumar. 2015. Teachers’ opinions on effectiveness of

Continuous and Comprehensive Evaluation (CCE) in India. International Journal of Innovative Education, 2(3), 1 –15.

Verma, Pushp Lata. 2015. Shikshan ki rachnatmak vidhiya. Bhartiya Aadhunik Shiksha, 1 (36 ), 32-38

Sarma, T. P., L. M. Saha and Purnima Dixit. 2016. Complexity Analysis in Bouncing in Bouncing Ball Dynamical System, 10 (21), 46 – 50.

Sarma, T. P. and Purnima Jain. 2015. Reflective and activity approach of teaching in mathematics. Proceedings of the National Conference on Teaching of Mathematics – Approaches and Challenges, RIE, Mysore, 21 – 22 December.


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TSarma, T. P. and Venika, Krishna. 2015. Enhancing self-learning, the biggest

challenge in mathematics. Proceedings of the National Conference on Teaching of Mathematics – Approaches and Challenges, RIE, Mysore,

Prabha, Shashi. (In press). Kaisi Hogi Shiksha 2025 me. Bharatiya Adhunik Shiksha, 36 (3).

depArtment of teAcher educAtion (dte)Research Papers/Articles Patel, M.S. and S. Pandey. 2015. Secondary teacher education curriculum

in Mizoram-status, issues and challenges. Education and Society, 4 (1), 328 – 342.

Patidar, Jitendra Kumar and K. Vijayan. (In press). Prarambhik vidyalaye shikshko ke liye nishpadan suchak. Bhartiya Adhunik Shiksha, 36 (2).

Patidar, Jitendra Kumar. 2015. Bhavi shikshak avm reflection: In the light of NCTE Regulation-2014. Bhartiya Adhunik Shiksha, 1 (36), 47 – 57.

Patel M. S. 2015. Pupil assessment at elementary level-a key to quality improvement. International Journal of Research in Social Sciences (IJRSS). 5 (4).

Vijayan .K. and M. P. M. Jaseena, Fathima. 2016. A study on the relationship between style of parenting and cultural intelligence among higher secondary students of Kerala. International Journal of Management in Social Sciences, l (3), 1 –14.

Vijayan .K. and M. P. M. Jaseena, Fathima. 2016. A study on social competence and cultural intelligence among adolescence of Kerala. International Journal of Applied Research, (www.allresearchjournal.com), 2(5), 650 – 653.

Paper Presentations Vijayan, K. 2015. Assessment of action research report. Invited lecture in

the conference on Action Research: Enhancing Professional Growth and Development. Institute of Professional Excellence and Management, Ghaziabad,1 – 2 May.

depArtment of educAtion in sociAl sciences (dess)Research Papers/ArticlesSrinivasan, M.V. 2015. Reforming school social science curriculum in India:

Issues and Challenges. Economic and Political Weekly, 1 (42), 52 – 58. Srinivasan, M.V. 2015. Jawahar Navodaya Vidyalay mein sathath va samagra

aaklan. Shiksha Vimarsh, 17(3), 131 –138.Srinivasan, M.V. 2016. Thesiyak Kalvi: Thamilagap pallikalum Kulanthaikalum.

Kalachuvadu, 128 ( 3), 68 – 71. Ojha, Seema S. 2015. Burden of the bag: Is anybody listening? MIER Journal

of Educational Studies, Trends and Practices. 5(1), 87 –100.Ojha, Seema S. 2015. Aitihasik Sthal/Imarat ki Yatra : Satat samgr aaklan ke

drishtikon se. Adhigam, 2, 38 – 45.


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Malik, Bijaya. 2015. Youth development in India: Does poverty matter? Springer Plus, 4, 613 doi, 10:1186/S40064-015-1410-2

Book ChaptersSrinivasan, M.V. 2016. Arni’s workforce: Segmentation processes, labour

market mobility, self-employment and caste. In White, Barbara Harriss (Ed.), Middle India and urban-rural development: Four decades of change (65-96), Springer, New Delhi.

Paper PresentationsPandey, A. 2015. Issues of urbanisation and sustainable development in school

geography curriculum in India. Paper presented in 10th DGSI International Geography Conference, on Urban Sustainability and futurology, Mohanlal Sukhadia University, Udaipur, Rajasthan, 17 –19 October.

Singh, Jaya. 2015. Understanding Assessment; Need for Reform. Paper presented in the 6th Annual International Conference of Comparative Education Society of India, Azim Premji University and Institute of Social and Economic Change, Bengaluru, Karnataka, 16 –18 December.

Malik, T. 2016. Multi-disciplinary nature of disaster management. Chaired a session in the international seminar on Disaster Management: Issues and Challenges, Government College Sidhrawali, Gurgaon, Haryana, 29 – 30 January.

Malik, T. 2016. Disaster management, education and training. Presented a paper in the International Seminar on Disaster Management: Issues and Challenges, Government College Sidhrawali, Gurgaon, Haryana, 29 – 30 January.

Srinivasan , M.V. 2016. Keynote Address in the ICSSR sponsored national seminar on Economic Growth and Social Inequalities, Post Graduate and Research, Department of Economics, Muthurangam Government Arts College, Vellore, Tamil Nadu, 18 – 20 February.

Yadav, Saroj B. 2016. Existing scenario of elementary school system. Chaired a session in the seminar on Elementary Education in the context of Right to Education Act, 2009 : Issues and Challenges, Department of Education, Kurukshetra University, Kurukshetra, 23 January.

depArtment of educAtion in lAnGuAGes (del)Research Paper and ArticlesKhar, Meenakshi. 2015. Argumentative teachers — point counterpoint.

Education Today, VI (no I), 190 –194.Khar, Meenakshi. 2015. Towards making a learning society. Education and

Society. IV (no I), 166 –169.Meganathan, R. 2015. Consumer of history, producer of history (poems). The

Literary Herald, 1 (1), 118 –119. Meganathan, R. 2015. English language education situation in India:

Pedagogical perspectives. Journal of English as an International Language, 10 (1), 48 – 66.


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TMeganathan, R. 2015. Medium of instruction in school education in India:

The policy, status and the demand for English medium education. Indian Educational Review, 53 (2), (In Print)

Meganathan, R. 2015. Teacher-learning in in-service professional development: Insights from two in-service training programmes. Journal of Indian Education, XXXXI (1), 106 –131.

Mishra, Jatindra Mohan. 2016. Punctuation and sanskrit language. Padmaparaga Trilingual. 7,108 –117.

Mishra, Jatindra Mohan. 2016. Vedic insight of education: Constructivism vis a vis behaviourism. Vishveshwarananda Indological Journal. 52 (No--), pp---.

Kapur, Kirti. 2015. [Review of the book One life to give by Wg. Car. Arun Kaul. Journal of Indian Education, XXXXI (1),139 –140.

Book ChapterKapur, Kirti. 2016. Gender sensitization as a learning outcome. In Jacob,

Laura., and Christopher, Hasting (Ed.), Social Justice in English Language Teaching, (177 –187). TESOL, USA.

Paper PresentationsKapur, Kirti. 2015. Standards driven approach in teaching and learning of

English. A panelist in the 10th International and 46th Nation ELTIA’ Conference on ELT, Rajkumar Goel Institute of Technology for Women, Ghaziabad, 9 –11 July.

Meganathan. R. 2016. Problems and prospects of education of minorities. Paper presented in the national seminar on Scope and Status of Minority Education in India, Greenwood Research and Welfare Development Education Society, Faridabad, Haryana, 7 February.

Meganathan. R. 2015. Linguistic landscape of Delhi: A precursor and a successor of language policy. Presented a paper in the 11th International Language and Development Conference on Multilingualism and Development, British Council, Delhi, 18 – 20 November.

Paper Presentations Suman, Sanjay Kumar. 2015. ICT ka prashikshan mein yogdan. Paper presented

in the national conference on Challenges and Solutions of Technical and Vocational Education in Rashtrabhasha Hindi, National Institute of Technical Teachers Training Research, Chandigarh, 6 September.

rmsA project cell

Book ChaptersSinha, Sharad. 2016. Cooperative Learning. In Mishra, Sabita (Ed.), Approaches

to Teaching and Learning, (73 – 94). APH Publishing Corporation, New Delhi.

Paper PresentationsArora. R. 2015. Building Evidence for Effective Continuous Professional

Development of Secondary School Teachers for Sustainable Learning. Paper presented in UKFIET Conference, Oxford University, UK, 15 –17 September.


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Arora. R. 2016. Learning outcomes for the secondary stage. Paper presented in an International Conference – Unlocking Potential: Addressing Challenges in Secondary Education, RMSA-TCA and MHRD, New Delhi, 15 March.

Arora. R. 2016. In-service teacher education at the secondary stage. Paper presented in a Conference on Teacher Education, MHRD, New Delhi, 15 March.

Sinha, Sharad. 2016. Community involvement and mobilization in secondary education. Paper presented in National Meet on Community Involvement and Mobilization in Secondary Education, NIE, New Delhi, 15 –17 March.

Pandey, Sharad Kumar. 2016. A study of functioning of SMCs in the North- Eastern States. Paper presented in National Meet on Community Involvement and Mobilization in Secondary Education, NIE, New Delhi, 15 –17 March.

Sridevi, K.V. 2016. Insights from the research conducted on community participation and school education. Paper presented in National Meet on Community Involvement and Mobilization in Secondary Education, NIE, New Delhi, 15 –17 March.

Arora. R. 2016. Secondary school readiness. Chaired a session in an international conference on Unlocking Potential: Addressing Challenges in Secondary Education, RMSA-TCA and MHRD, New Delhi, 15 March.

depArtment of educAtionAl psycholoGy And foundAtions of educAtion (depfe)Research Papers/ArticlesMishra, P.K. 2016. Towards identification of stress among teacher educators.

Pedagogy of Learning, 2 (1), 20 – 23.

Paper Presentations Dhiwal, S. D. and V. K. Shanwal. 2015. Globalisation and identity; Role of

interventions during adolescence in school education. Paper presented in a national conference on Language, Identity and Society: Centrality of language in Formation of Identity in Contemporary Society, Department of English and Modern European Languages, School of Humanities and Social Sciences, Gautam Buddha University, Greater Noida, UP., 30 – 31 October.

educAtionAl survey division (esd)Books Sreekanth, Y., A. D. Tewari, Srivastava and S. Satya Bhushan 2015. “What

Students know and can do?” A Summary of NAS (Class X). NCERT and RMSA-TCA, New Delhi.

Paper PresentationsSingh, V. P. 2016. Innovative strategies in education-The emerging paradigm.

Keynote address in the national level seminar on Innovative Strategies in Education: The Emerging Paradigm, C.R. College of Education, Rohtak, 27 March.


NCER

Tdivision of educAtionAl reseArch (der) Research Papers/ ArticlesPal, Rajendra. and Pratima Pallai. 2015. Relative amount of time devoted for

news and advertisement during the TV News Bulletins, BRICS Journal of Educational Research, 5 (2), 51 – 54

Pal, Rajendra. and Pratima Pallai. 2015. Technology integration in quality teacher preparation. Researcher’s Tandem: A Quarterly Journal of Educational Research, 6 (18), 27 – 33.

BooksPal, Rajendra. 2015. Content Analysis. Directorate of Hindi Medium

Implementation, Delhi University, New Delhi.

Book ChaptersPal, Rajendra. and Pratima Pallai. 2015.Teacher orientation programs

through EDUSAT: Qualitative inquiry of some concerns. In Nikose R. L. (Eds.), Essentials of Educational Technology, (100 –113). A.P.H Publishing Corporation, New Delhi.

Paper PresentationsPal, Rajendra. 2015. Joint contribution of illiterate employable and literate

unemployable in education and employment. Paper presented in the 4th World Conference EDUCON 2015, on Education within and Beyond the Classroom, Khalsa College of Education, Amritsar, 27 – 28 November.

Pal, Rajendra. 2016. Blended learning in education and training. Paper presented in the national seminar on Innovative Pedagogy and Effective Teaching Learning, Department of Education, Tezpur University, Tezpur, Assam, 14 –16 March.

Pal, Rajendra. 2016. Blended technologies in higher education. In the national seminar on Innovative Pedagogy and Effective Teaching Learning, Department of Education, Tezpur University, Tezpur, Assam, 14 –16 March.

division of educAtionAl Kits (deK)Research Papers/ArticlesParashar, R. K. and S. Chawla. 2015. Environmentally benign method for

estimation of hardness in water. International Journal of Chemical and Pharmaceutical Review and Research, 1(2), 49 – 54.

Parashar, R. K. and S. Chawla. 2015. Is estimation of residual free chlorine in water by drop number titration method reliable? Investigation of Statistical, Pragmatic, Psychological and Philosophical reasons. International Journal of Chemical and Pharmaceutical Review and Research, 2(1), 11 –18.

plAnninG And monitorinG division (pmd)BooksRaveendran, Ashita., Tannu Malik., Seema S. Ojha and M.V.S.V. Prasad.

2015. CCE – Exemplar Package in Social Sciences for Upper Primary Stage. NCERT, New Delhi.


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Research Papers/ArticlesSubhash, P.D. and M. Siraj Anwar. 2015. School management – A case study

of Municipal Corporation of Delhi (MCD) schools. The Primary Teacher, XXX (1), 113 –125.

Raveendran, Ashita and P.D. Subhash. 2016. Enhancing skills through social science education. Kriti Kalp, 4 (1), 6 – 4.

Paper PresentationsRaveendran, Ashita. 2016. Disaster management and sustainable development.

Chaired a session in the International Seminar on Disaster Management: Issues and Challenges, Government College Sidhrawali, Gurgaon, Haryana, 29 – 30 January.

Raveendran, Ashita. 2016. Economic impact of natural disasters. Presented a paper in the International Seminar on Disaster Management: Issues and Challenges, Government College Sidhrawali, Gurgaon, Haryana, 29 – 30 January.

internAtionAl relAtions division (ird)Paper PresentationsMandal, Pratyusa Kumar. 2016. Keynote address in the national seminar on

Social, Economic and Cultural Identities in Reconstructing Indian Nationalism (NSSECIRIN – 2016), Aggarwal College, Ballabhgarh, Faridabad, 30 January, 2016.

Mandal, Pratyusa Kumar. 2016. Environment consciousness and social practices in India: The Vedic perspective. Presented the paper in the national Vedic Conference on The Relevance of Vedic Environmental Ethics in the Conservation of Contemporary Environment, Department of History and Archaeology, IQAC HNB Garhwal University in collaboration with Maharishi Sandipani Rashtriya Vedavidya Pratishan, Ujjain and held at HNB University, Srinagar, Uttarakhand, 4 – 6 March.

librAry And documentAtion division (ldd) ArticlesSamantaray, Moorttimatee. 2016. Assuring quality services through library

standards. Journal of Advances in Library and Information Sciences, 1, 12 –17.

Jain, Pooja. and Babbar Parveen. 2015. National Repository of Open Educational Resources Technology in School classrooms through Learning Object Repository. Proceeding of the 60th ILA International Conference on Embedded Librarianship and Technological Challenges in the Digital Age, Punjab University, Chandigarh, 8 –10 April.

Jain, Pooja, Parveen Babbar and Somesh Vishwakarma. 2015. Electronic theses and dissertations institutional repositories: A perspective from Indian subcontinent. Proceeding of 18th International Symposium on Electronic Thesis and Dissertations, JNU, New Delhi, 4 – 6 November.


NCER

TPaper PresentationsSamantaray, Moorttimatee. 2016. A panelist in the symposium on Igniting

Young Minds: Digital Resources for School Libraries in India, NBT and DELNET, 15 January.

centrAl institute of educAtionAl technoloGy (ciet)Research Papers/Articles

Behera, Amarendra Prasad. and Duryodhan Das. 2015. Impact of scheduled activities on the marginalised learners in removing their reading, writing and mathematical problems. Desh Vikas, 2 (2), 89 – 92.

pss centrAl institute of vocAtionAl educAtion, bhopAl

Research Papers/Articles

Mehrotra, V. S. 2015. Education for sustainable development in schools: The Indian context. Journal of Educational Policy and Entrepreneurial Research (JEPER), 2 (9), 276 – 286.

Veeraiah P. and S. Sunil Desai. 2015. Growing Trend of Indian Dairy Sector - Sepcial reference to Maharashtra State. Ardhaviswa - Make in India, Vidya Prasarak Mandal, Gandinagar, Distt- Kholapur, 39 – 48.

Veeraiah P., Asfa, M. Yasin. and R. B. Shivagunde. 2015. Integrating information and communication technologies in Indian education for sustainable development- Some experiences. Journal of Educational Policy and Entrepreneurial Research (JEPER), 2 (9), 160 –173.

Veeraiah, P., S. Sunil Desai and H. Disha Wamburkar. 2016. Make in India with skill development programmes – Special reference to vocationalization of education. Published in the proceeding of International Colloquium on Make in India: Digital India: Global India, Department of Commerce, Bharati Vidyapeeth University, Pune, 16 February.

Book Chapters

Mehrotra, V.S. 2016. NVEQF: Development under the National Skills Qualifications Framework in India: Imperatives and challenges. In Matthias, Pilz (Ed.), India: Preparation for the world of work-Education system and school to work transition, (281 – 310). Springer, Fachmeiden Wiesbaden.

Veeraiah P. 2015. Prospects of commodity derivative market in India. In Gaddam, Laxman., and Reddy, Gaddam Naresh (Eds.), Commodity Derivative Trading in India — Issues and Concerns, (305 – 316), Global Research Publications, Hyderabad.

Veeraiah, P. 2015. Introduction to leadership. In Saibaba, Rudra (Ed.), Leadership, (1.1 – 1.17). Kalyani Publishers, Ludhiana.

Veeraiah, P. 2015. Measurement of leadership. In Saibaba, Rudra (Ed.), Leadership, (2.1 – 2.16). Kalyani Publishers, Ludhiana.

Veeraiah, P. 2015. Leadership in teams. In Saibaba, Rudra (Ed.), Leadership, (5.1 – 5.23). Kalyani Publishers, Ludhiana.


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Veeraiah, P. 2015. Leadership in decision groups. In Saibaba, Rudra (Ed.), Leadership, (6.1 – 6.18). Kalyani Publishers, Ludhiana.

Meena, S.K., Deepa H. Dwivedi and Uadal Singh. 2015. Effects of growing media on germination and lant survival of Okra [Abelmoschus esculentus (L.) Moench] cv. Arka Anamika. Agriculture for Sustainable Development, 3(1): 87 – 90.

Paper PresentationsYasin, Asfa M. and R.B. Shivagunde. 2015. Shaping future through education

for sustainable development. Paper presented in the international conference on Education for Sustainable Development, ZEETARZ, Abakaliki, Nigeria, 6 – 7 October.

Veeraiah P., R. K. Shukla and Geeta Tomar. 2015. Integrating Education with Skill Development- Some Experiences. Paper presented in the 68th All India Commerce Conference of Indian Commerce Association, Vinoba Bhave University, Hazaribag (Jharkhand), 6 – 8 November 2015.

Veeraiah P., S. Sunil Desai. and H. Disha Wamburkar. 2016. Make in India with skill development programmes- Special reference to vocatinalization of education. Paper presented in the International Colloquium on Make in India: Digital India: Global India, Department of Commerce, Bharati Vidyapeeth University, Pune, 16 February.

Veeraiah P., R.K. Shukla and S. Sunil Desai. 2016. Empowerment of rural youth through vocational education and skill development programmes- A perspective. Paper presented in the national seminar on Education of Socially Disadvantaged Groups in India, Regional Institute of Education, Bhopal, 4 – 6 March.

Mehrotra, V.S. 2015. Curriculum development and standardisation: Ensuring relevance in content and input quality. Chaired a session in Skill Enterprise Engagement for Empowering Kerala (SEEK) Conclave – 2015. ASAP, Government of Kerala and Asian Development Bank, Thiruvananthapuram, 16 –17 December.

Mehrotra, V.S. 2015. National Assessment Framework: A common national framework¬ need and design: Ensuring quality of assessors¬ for a common internationally valid certification standard. Chaired a session in Skill Enterprise Engagement for Empowering Kerala (SEEK) Conclave – 2015, ASAP, Government of Kerala and Asian Development Bank, Thiruvananthapuram, 16 –17 December.

reGionAl institute of educAtion, Ajmer

Paper PresentationsAgarwal, P.C. 2015. Magneto transport properties of disordered Multiwall

Carbon Nanotubes. Presented a paper in the International Conference on Condensed Matter and Applied Physics (ICC 2015), Bikaner, 30 – 31 October.

Agarwal, P.C. 2015.Weak localisation and electron-electron interaction in Multiwall Carbon Nanotubes. Presented a paper in the 4th International Conference on Advanced Nanomaterials and Nanotechnology (CANN-2015), IIT, Guwahati, 8 –11December.


NCER

TArya, A.K. 2015. Domino synthesis of bioactive spiro fused quinazolines.

Presented a paper in the national conference on Environmental Pollution, Health and Prevention, Govt. College, Bharatpur, Rajasthan, 11 –12 December.

Arya, A.K. 2016. Copper-catalyzed domino synthesis of fused indolizine derivatives. Presented a paper in the national conference on Recent Trends in Chemical Science. Department of Chemistry, SGG PG College, Banswara, 18 –19 January.

Arya, A.K. 2016. A facile Copper-catalysed domino synthesis of fused indolizine derivatives. Presented a paper in the national seminar on Recent Trends in Chemical Research, Jai Narayan Vyas University Jodhpur, 5 – 7 February.

Arya, V.P. 2015. Magnetotransport properties of disordered Multiwall Carbon Nanotubes. Presented a paper in the international conference on Condensed Matter and Applied physics (ICC-2015), Bikaner, 30 – 31 October.

Arya, V.P. 2015. Weak localization and electron-electron interaction in Multiwall Carbon Nanotubes. Presented a paper in the 4th International Conference on Advanced Nanomaterials and Nanotechnology (ICANN-2015), IIT, Guwahati, 8 – 11 December.

Barthakur, B. 2015. Importance of rhizosphere mycoflora of aquillaria agalloacha roxb for ascertain infection potentiality in diseased wood. Presented a paper in the international conference on Plant Research and Resource Management. Baramati, Pune, 11 –13 February.

Chaurasia, P.K. 2015. Technological Pedagogical Content Knowledge framework in mathematics. Presented a paper in the national seminar on Reflective Practices in Pedagogy-Technology Integration, RIE, Bhopal, 27 – 29 November.

Chaurasia, P.K. 2015. Evolving technical pedagogy through mathematical kit. Presented a paper in the national conference on Mathematics Teaching-Approaches and Challenges, RIE, Mysore, 21 – 22 December.

Chaurasia, P.K. 2015. Exploring secondary mathematics kit. Presented a paper in the 7th National Conference on Technology and Innovations in Mathematics Education, VPCOE, Baramati, 4 – 7 December.

Horo, A. 2016. Civic amenities in Ajmer: A care of smart city. Presented a paper in the International Conference on Urbanisation and Regional Sustainability. Dept. of Geography, University of Calcutta, 28 – 30 January.

Meena, O. P. and R. K. Sharma. 2015. Learning of flame test by using low cost experiment. Presented a paper in the 8th National Teachers’ Science Congress. IISER. Pune, Maharashtra, 17 – 19 December.

Mishra, R. 2015. Nazir Akbarabadi ki zaban aur shayari. Presented a paper in the national seminar on Nazir Akbarabadi. DEL, NCERT, New Delhi, 20 – 22 March.

Pareek, R. B. 2015. Screening of medicinal plants for secondary metabolites. Presented a paper in the national conference on Environmental Pollution, Health Hazards and Prevention (NCEPHHP-2015), Bharatpur, 11 –12 December.

Pareek R. B. 2015. Bioactive markers from Asparagus adscendens. Presented a paper in the national seminar on Recent Trends in Chemical Sciences. Department of Chemistry, Shri Govind Guru Govt. College Banswara, 18 –19 January.


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Pareek, R. B. 2016. A green approach isolate cardenolides from the stem bark of Streblus as per Lour Moraceae. Presented a paper in the national seminar on Recent Trends in Chemical Research (NSRTCR-2016). Department of Chemistry Jai Narayan Vyas University Jodhpur, 5 – 7 February.

Sharma, R. K. 2015. Green chemistry approaches in synthesis of aniline. Presented a paper in the national conference on Environmental Pollution, Health and Prevention. Govt. College, Bharatpur, Rajasthan, 11 –12 December.

Sharma, R.K. 2016. An efficient and facile green chemical protocol for synthesis of p-substituted phenyl amines via copper mediated C-N coupling of isoindole -1, 3 dione and aryl halides. Presented a paper in the national seminar on Recent Trends in Chemical Research (Progress and Advancement). Deptt. of Chemistry, JNV Univ. Jodhpur, 5 – 7 February.

Barthakur, B. 2015. Plants and Biodiversity. Chaired a session in the International conference on Plant Research and Resource Management, Baramati, Pune, 11 –13 February.

Chaurasia, P.K. 2015. Integrating Maths, Science and Philosophy. Chaired a session in the 7thNational Conference on Technology and Innovations in Mathematics Education. VPCOE, Baramati, 4 – 7, December.

Chaurasia, P.K. 2015. Research trends in mathematics teaching. Chaired a session in the national conference on Mathematics Teaching – Approaches and Challenges, RIE Mysore, 21 – 22 December.

Chaurasia, P.K. 2015. Researches on reflective practices in teaching learning process. Chaired a session in the national seminar on Reflective Practices in Pedagogy-Technology Integration. RIE, Bhopal, 27 – 29 November.

Horo, A. 2016. Air. Chaired a session on in the national seminar on Feminist Methodology in Social Science. Dept. of Geography and Home Science, KMC- Urdu-Arbi Farsi University Lucknow, 8 – 9 March.

reGionAl institute of educAtion, bhopAl

Research Papers/ArticlesTripathy, P.K. 2015. Managing e-materials in academic libraries. Proceedings

of the conference on Contrievance of Academic Libraries in Digital Era. Vikram University, Ujjain, 6 – 7 February.

Tiwary, L.K. 2016. Current trends in ICT: Role of a teacher as a learner. University News, 54 (2), 64 – 66.

Singhai, Rashmi. 2015. Fullerene C60 MWCNT composite film based ultrasensitive electrochemical sensing platform for the trace analysis of pyruvic acid in biological fluids. Talanta, 134, 554 – 559.

Singhai, Rashmi. 2015.Antimicrobial activity of Moringo Olifera hydro alcoholic leaf extract against some specific microorganisms. Journal of Theoretical and Applied Sciences, 17,117 –123.

Garg, Ashwani. 2015. Safal Prashishak ke aveshak kausal, IESE prathiman Bhopal vidhyalaya ke safal sanchalan mein pradhanadhyapak ki karya sauli. School Pratiman, 62 – 65.

Prajapati, R.P. 2015. Promotion of sciences education for sustainable development at school level. IJFAR, 3 (2), 16 –19


NCER

TPrajapati, R.P. 2015. Spent catalyst (solid waste) of industry and

biohydrometallurgy. IJFAR, 3 (9), 10 –13Mandal, J. and Sharma, P. 2016. In vitro micro propagation of carum copticum.

Journal of Pharmacological Reports. Doi: 10.4172/jpr. 1000108,1:108.

Paper PresentationsSaju, Sarika C. 2015. Social science and skill development. Paper presented

in the national seminar on Make in India and Skill Development. Madhya Pradesh Bhoj Open University, Bhopal, 30 – 31 October.

Saju, Sarika C. 2015. Jan jeevan ka itihas: Ek samajshastriy drishtikon. Paper presented in the national seminar on Hoshangabad Zile ka Puratatva Evam Itihas. Govt. Girls PG College, Hoshangabad, 19 December.

Saju, Sarika C. 2016. Issues of disadvantaged groups: Understanding and recognising. Paper presented in the national seminar on Education of Socially Disadvantaged Groups in India. Regional Institute of Education Bhopal, Bhopal, 4 – 6 March.

Saju, Sarika C. 2016. Use of ICT for quality enhancement. Paper presented in the national seminar on ICT in Education. IES Group of Institutions, Bhopal, 12 March.

Tripathy, P.K. 2015. Inclusive library for inclusive teaching learning. Paper presented in the national seminar on Inclusive Education. Ram Manohar Lohiya College of Education, Ratibad, Bhopal, 13 –14 April.

Tripathy, P.K. 2015.Pedagogy of school library. Paper presented in the national conference on Reflective Practices in Pedagogy-Technology Integration. RIE, Bhopal, 27 – 29 November.

Pandagale, Sanjay. 2015. Importance and awareness of human values and rights. Paper presented in the national seminar on Education for Human Rights and Peace. Chauhan College of Education, Bhopal, 3 – 4 October.

Pandagale, Sanjay. 2015. Role of web 2.0 technology in Hindi language. Paper presented in the national seminar on Reflective Practices in Pedagogy-Technology Integration. RIE, Bhopal, 27 – 29 November.

Pandagale, Sanjay. 2015. Measures to remove gender issues from education. Paper presented in the national seminar on Education of Socially Disadvantaged Groups in India. RIE, Bhopal, 4 – 6 November.

Pethiya, Sangeeta. 2016. Residential special training centres: Challenges and responses. Paper presented in the national seminar on Education of Socially Disadvantaged Groups in India. 4 – 6 March.

Pethiya, Sangeeta. 2016. Developing the creative use of ICT in the teaching and learning of History at school level. Paper presented in the national seminar on Reflective Practices in Pedagogy Technology Integration. RIE, Bhopal, 27 – 29 November.

Khobung, Vanthangpui. 2015. Integrating ICT in the teaching of political science. Paper presented in the national seminar on Reflective Practices in Pedagogy Technology Integration. RIE, Bhopal, 27 – 29 November.

Khobung, Vanthangpui. 2015. Empowerment of socially disadvantaged groups through education: The role of the state. Paper presented in the national


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seminar on Education of Socially Disadvantaged Groups through Education. RIE, Bhopal, 27 – 29 November.

Tripathy, Shruti. 2015. Speaking with ICT. Paper presented in the national seminar on Reflective Practices in Pedagogy-Technology Integration. RIE, Bhopal, 27 – 29 November.

Sebu, Soyhuglo. 2016. Land use pattern by Rengma Naga tribe of Nagaland, North-East India. Paper presented in 9th International Geographical Union (IGU) Conference. Organised, Shaheed Bhagat Singh College, University of Delhi, 18-20 March.

Sebu, Soyhuglo. 2016. Communitisation of elementary education in Nagaland: A case study of schools under Tseminyu block, Kohima. Paper presented in the national seminar on Education of Socially Disadvantaged Groups through Education. RIE, Bhopal, 27 – 29 November.

Arya, Ratnamala. 2016. ICT in Education. Paper presented in the National Seminar on ICT integration in Education. IES College of Education, Bhopal, 12 March.

Saju, Sarika C. 2016. Gender issues in education. Chaired a session in the national seminar on Education of Socially Disadvantaged Groups in India. RIE, Bhopal, Bhopal, 4 – 6 March.

Arya, Ratnamala. 2015. Peace education. Chaired a session in the international seminar on Holistic Development and Education for Peace. St. Xavier’s of Education, Patna Bihar, 15 –17 October.

reGionAl institute of educAtion, bhubAneswAr

Research Papers/ArticlesBagui, D. 2015. Joya Mitra's killing days and Caesarina Makhoere's no childs

play: A comparative study. Wisdom and Himalayan Culture, 2(2), 54 – 66.Behera, L. and S. Kumar. 2015. Effectiveness of SMDCs in management of

secondary schools under RMSA. Journal of Research in Education, 3(1), 50 – 61.

Behera, L. and A. Sahu. 2015. Class IX mathematics textbook of Odisha: An analysis. Journal of Research and Innovation in Social Science, 2(1), 13 – 19.

Bhattacharya, D. and R. Mohalik. 2015. Role perception and role performance of SMC members towards implementation of the RTE Act, 2009. PRANGNYA-Journal of Social Sciences, 5(4). 56 – 63.

Bhattacharya, D. and R. Mohalik. 2015. Availability and utilization of teaching learning materials and basic infrastructure in primary schools of Contai Municipality: A filed study. International Journal in Management and Social Science, 3 (12), 152 –163.

Bhattacharya, D. and R. Mohalik. 2015. Problems faced by the SMC members in implementing the RTE Act 2009: An analysis. Eduquest; An International Referred Journal in Education, 4(2), 15 – 24.

Bhattacharya, D. and R. Mohalik. 2015. Effectiveness of teaching social studies for developing higher order cognitive process: A critical analysis. International Journal in Economics and Social Sciences, 5 (12), 19 – 24.


NCER

TDas, R. 2015. Myths and realities of inclusive growth in India and China. The

International Journal of Humanities and Social Studies, 3(1).Das, R. 2015. Arguments and explanations in social sciences education today.

An International Journal of Education and Humanities, 6(1).Das, R. 2015. Role of language in economics learning. Online International

Interdisciplinary Research Journal, 5(4).Dash, S.K. 2015.FTIR and Raman studies of cellulose fibers of luffa cylinderica.

Journal of Composite Materials (Scientific Research Publishing), 5, 5 –10.Dash, S.K. 2015. Dynamic mechanical behaviour of luffa cylindrical Fibre –

resorcinol composites. Journal of Composite Materials (Scientific Research Publishing), 5, 22 – 29.

Dash, S.K. 2015. Analysis of UV-Vis absorption specta of luffa cylindrical – resorcinol composites materials science. An Indian Journal, 12 (9), 311 – 316.

Dash, S.K. 2015. Dielectric response of luffa fiber-reinforced resofcinol formaldehyde composites. American Journal of Material Science, 5, 1 – 8.

Dash, S.K. 2015. H NMR and aconstic response of binary mixtures of an organophosphorous extrctant with 1– alkanols C1– C4, C8. Journal of Molecular Liquids (Elsevier) 208, 151 –159.

Dash, S.K. 2015.Effect of fiber treatment and fiber loading on mechanical properties of luffa-resorcinol composites. Indian Journal of Materials Science, 4, 1– 6.

Dash, S.K. 2015.Mechanical properties of injection molded poly (lactic) acid luffa fiber composites. Soft Nano Science Letter, 5, 65 – 72.

Dash, S.K. 2015. Rheological behavior of non-newtonian fluids. Emerging Science, 1(3), 22 – 33.

Dash, S.K. 2015. Hydrodynamic unstead flow and heat transfer in an elastic-viscous liquid over an oscillating porous plate in a rotating frame. Ultra Scientist, 27(3), 155 –166

Dora, P. and R. Mohalik. 2015. Role conflict of secondary school teachers in relation to school organisational climate. International Journal of Educational Administration and Management, 2(1), 204 –114.

Gagoi, G. and L. Behera. 2015. Status of implementation of RTE Act-2009 in the context of disadvantaged children in assam. Pragnya: Journal of Social Sciences, 5(4), 15 – 21.

Goswami, M. 2015. The Nobel prize in physics for the year 2015, 7(12), IAPT Bulletin, 37 – 39.

Goswami, M. 2015. Switch on the sun for energy. Science Horizon, 3(131), 137.Kumar, S. and L. Behera. 2015. Pre-Service secondary level teacher education

programme of jharkhand: An Analysis. Annewshan Journal of Education, 5(1), 118 –128.

Mahananda, P. and R. Mohalik. 2015. Awareness of stakeholders about the provisions of the RTE Act, 2009. Journal of Education in Twenty First Century, 2(1), 51 – 59.

Mohapatra, A.K. 2015. Exploring the effectiveness of constructivist approach on academic achievement in biology at higher secondary stage. Proceedings


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of epiSTEM6- Emerging Computational Media and Science Educations. TIFR, 15 –18 December.

Mohapatra, A.K., S. Debasmita, S. Sahu and A. Singh. 2016. Hematoxic effects of cadmium on fresh water cat fish clarias gariepinus (Burchell, 1822).World J. Pharmacy and Pharmaceutical Sciences. 5(3), 1345 –1361.

Mohapatra, A.K. and Pratiksha. 2015. DNA vaccines. Emerging Science, 4(5), 15 –18.

Mohapatra, A.K. and S. Bhandari. 2015. Sex differences in brain of human. Science Horizon, 5(9), 17 – 26.

Mohapatra, A.K. and P. Pandey. 2015. Humming birds – the flight of fancy. Science Horizon, 5(7), 17 – 24.

Mohapatra, A.K. and Kanupriya. 2015. Bats – the misunderstood creatures. Emerging Science, 7(4), 9 –13.

Mohapatra, A.K. and A. Roy. 2015. Novel therapies for river blindness and filaria. Science Horizon, 5(11), 7 –14.

Mohapatra, A.K. and A. Roy. 2016. Novel therapy for malaria, Science Horizon, 6(1), 23 – 28.

Panda, P. and R. Mohalik. 2015. Teaching English by cooperative learning strategy at elementary level: Roles of Teacher. Education Times, 4(1), 209 – 213.

Panda, B.N. 2015. Quality monitoring program in the cluster level of Odisha, Journal of AIAER, 26(2), 96 –109.

Panda, B.N. 2015. Impact of constructivist approaches on the learners’ achievement in language and science at elementary stage. Social Vision, 2(1), 117 –126.

Panda, B.N. 2015. 21 Century skills and knowledge for professional development, Proceeding of the national seminar on Challenges of Education in India in 21st Century. Women’s Christian College, West Bengal, 9 March.

Sethy, R. and Y. Panda. 2016.Gender differences in trait anxiety in inter-College Athletes. Teacher Support, 2(1), 47 – 52.

Saurav, S. and L. Behera. 2015. Continuous and Comprehensive Evaluation in CBSE affiliated schools of Bihar: An analysis. Himalayan Journal of Social Sciences, 5(I), 42 – 49.

Suseelan, S. and L. Behera. 2015. Mathematics achievement and emotional intelligence of higher secondary students. AJE, 5(2), 1– 8.

Sreechandan, M. and L. Behera. 2016. Pre-school teacher training programme of Odisha and strategies for quality improvement. Pedagogy of Learning – An International Journal of Education, 2(1), 17 – 22.

Ketaki, K. 2015. Women empowerment-A Global Comparison. International Journal of Ideas, 29, 345.

Ketaki, K. 2015. Women empowerment. A reality or myth. Journal of Gender Equality and Sensitivity, 10(1)

Ugender T., G. Odelu and Ch. A. Ramulu. 2016. Plantlet regenerations via callus induction from leaf explants of Solanum Surattence Burn (F). A medicinally


NCER

Timportant plant. Europian Journal of Biomedical and Pharmaceutical Sciences, 3(3), 161 –166.

Ugender, T., D. Sammaiah and Ch. A. Ramulu. 2015. Direct multiple shoot proliferation of blacknight shade (solanum nigrum (L) from shoot explants induced by thidiazuram. Indian. J. Pharm. Biol. Res, 3(1), 71 – 76.

Ramulu, Ch. A., Balaraju and T. Ugandhar. (2016). Direct plantlet regeneration from shoot tip explants through clonal propagation of physic nut (JATROPHA CURCAS.L). International Journal of Researches in Biosciences, Agriculture and Technology, 1 (3), 179 –184.

BooksDas, R. 2015. Tourism Development, APH Publishing Corporation, New Delhi.Satapathy, M. K. and S. K. Das. 2016. Poisonous Plants of Bhubaneswar. RIE,

Bhubaneswar.

Book chaptersBehera, L. 2015. Multicultural placement towards learning to live together:

Perspectives of pre-service secondary level student teachers. In Pradhan, Sahoo, Mohanty (Eds.), Learning to live together, (45 – 60). SVS, Bhubaneswar.

Behera, L. and R. Islam. 2015. Experience and perception of secondary level pre-service student teachers on internship in teaching: A case of RIE, Bhubaneswar. In Singh and Panda (Ed.) Strengthening and Improving Teachers Education (39 – 48). Army Institute of Education, New Delhi.

Mohalik, R. 2015. Constructivism and student evaluation. In Kumar (Ed.), Constructivism in Education, (13 – 20). Kumud Publications, New Delhi.

Singh, S. and L. Behera. 2015. An analysis of secondary level teacher education programme of Patna University in the light of NCFTE, 2009. In Tomar. and Pattnaik (Eds.), Pre-service Teacher Education in Contemporary Society, (25 – 32). SR Publishers, New Delhi.

Paper PresentationsDash, R. 2015. Skill development in India through reorganization of curriculum.

Paper presented in the national seminar on Quality Assurance in School Education, held at RIE, Bhubaneswar, 22 – 23 December 2015.

Goswami. 2015. Exploring students’ thought process involved in the interpretation of electric field and field lines. Paper presented in the Sixth International Conference to Review Research on Science, Technology and Mathematics Education. Homi Bhabha Centre for Science Education, TIFR, Mumbai, 15 – 18 December.

Krishnan, D. 2015. Effect of blended learning strategy on learning science. Paper presented in the Sixth International Conference to Review Research on Science, Technology and Mathematics Education. Homi Bhabha Centre for Science Education, TIFR, Mumbai, 15 –18 December.

Ramulu, Ch. A. 2015. Establishment and maintenance of botanical garden (herbal) in regional institute for conservation and capacity building for participation of in-service and pre-service teacher training programmes in


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the National Conference on Indian Botanic Gardens. NBRI (CSIR), Lucknow, 18 – 20 November.

Saha, A. 2015. Approaches to teaching mathematics. Paper presented in the national conference on Teaching of Mathematics – Approaches. RIE, Mysore, 21 – 22 December, 2015

Sethy, R. 2015. Development of instructional leadership among school heads. Paper presented in the national conference on Quality Assurance in School Education. RIE, Bhubaneswar, 17 –18 December.

Mohapatra, A. K. 2015. Ansupa lake: The fresh water wet land of Odisha. Chaired the session in the national conference on Environmental Management of Flora and Fauna of Ansupa Lake. Cuttack, Odisha, 17 –18 August.

Mohapatra, A. K. 2015. Exploring perspective of scientific literacy : An overview. Chaired the session in the 8th National Teachers’ Science Congress, 2015, NCSTC, DST, at IISER, Pune, 16 –19 December.

reGionAl institute of educAtion, mysore

Research Papers/Articles Nair, Geetha G. 2016. Personality building through confidence Rhythem or the

promises. The Brahmaputra, Vol X, CC. pp 28 – 34

Books Nair, Geetha G. 2016. Chemosystematics of the Convolvulaceal. Cyber Teeh

Publication, New Delhi. Viswanathappa, G. 2016. (Ed) Assessment for Learning (English and Telugu)

Neelkamal Publications, Hyderabad.

north-eAst reGionAl institute of educAtion (nerie), umiAm (shillonG)Book Chapters Saigal, S. 2014. Gunabhiram Barua (1824-1894). In Social Thinkers of modern

India: Contemporaries of Swami Vivekananda (17 – 22). NCERT, New Delhi. Devi, Ch. Sarajubala. 2015. Women in meitei mythology and rituals. In

Brajanada, R.K. (Ed.), Folklore and its relevance in North-East India, (26 – 38). Rajesh Publications, New Delhi.

Research Papers/ArticlesWallang, Melissa G. 2015. The Making of the Shillong Sign Language Multimedia

Lexicon (ShSL MML). Sign Language Studies, 15 (3), 296 – 321.Sharma, B.U. 2015. Impact of using direct instruction in teaching single digit

addition skills among students with slow learners. Proceedings of the International Conference on Educational Management and Administration. SIEMAT – Kerala, 12 –13 November.

Pradhan, N. 2015. Culturally relevant pedagogy: Towards equity and inclusivity in schools. Pedagogy of Learning, 3 (1-2), 1–13.


NCER

TDey, Tulika. 2015. Folk tales of North East India: A relook for environmental

studies classroom transaction. Pedagogy of Learning,1 (4), 15 – 27.

Paper presentationsDkhar, F. G. 2016. The pedagogy use in regular vs inclusive classrooms used

at the lower primary level: a comparative study. Paper presented in the regional conference on Pedagogical Innovations in Schools Education. NERIE, Shillong, 17 –18 March.

Dkhar, B. R. 2015. Co-operative learning as a constructivist strategy: Its effect on attitude towards teaching of pre-service teachers trainees of secondary level. Paper presented in the national seminar on A Roadmap for Upliftment of Teaching, Learning and Evaluation in Higher Education. St Mary’s College, Shillong, 22 – 23 September.

Dkhar, B. R. 2015. Constructivist lesson plan based on 5 Es model and co-operative learning in geography at the secondary stage. Paper presented in the National Seminar cum 23rd Annual Conference and Silver Jubilee celebration of North east India Education Society (NEIES), NEHU, Shillong, 26 – 27 November.

Dkhar, B. R. and B. Kharlukhi. 2015. Use of 5 Es Model Lesson Plan at the Secondary Level. Paper presented in the regional conference on Pedagogical Innovations in School Education. NERIE, Shillong, 17 –18 March.

Singh, R. A. 2016. Analysis of urbanization through GIS census data of the Shekhawati Region, Rajasthan. Paper presented in the 43rd RGA, National conference, SPC, Govt, College Ajmer, 26 – 28 October.

Singh, R. A. 2016. ICT integration in teaching of social sciences, geography. Paper presented in the regional level conference on Pedagogical Innovations in Schools Education. NERIE, Shillong, 17 –18 March.

Wallang, Melissa G. 2015. Techniques and strategies in promoting English language learning for profoundly deaf children, Regional Seminar on Pedagogical Innovations. NERIE, Umiam, 16 –17 March.

Ghildyal, P. 2015. Continuous and Comprehensive Evaluation at the Pre- Primary level in a private school. Paper presented in the regional conference on Pedagogical Innovations in School Education. NERIE, Shillong, 17 –18 March.

Dey, T. and P. Ghildyal. 2015. Socio-economic status and aspirations of the marginalized Tiwa community of Assam. Paper presented in the ICSSR sponsored International Seminar on Socioeconomic Development of South Asian Countries-Past, Present and Beyond. Rangia College at Sankardev Kalakshetra, Guwahati, 18 –19 December.

Dey, T. 2016. Use of ICT in teaching-learning process in govt. secondary schools of Assam: Case study of a smart school. Paper presented in the regional conference on Pedagogical Innovations in School Education. NERIE, Shillong, 17 –18 March.

Saigal, S. 2016. Innovative practices in teaching of history. Paper presented in the regional conference on Pedagogical Innovations in School Education. NERIE, Shillong, 17 –18 March.


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Devi, Ch. Sarajubala. 2015. Coping stress: Revitalizing community’s role as a support system. Paper presented in UGC sponsored national seminar on Stress Management and Conflict Situation: Challenges of Stakeholders in the Higher Educational Institutes. Mayai Lambi College, Mayang Imphal, Manipur, 26 – 27 October.

Devi, Ch. Sarajubala. 2015 The role of stakeholders in improving higher education in Manipur. Paper presented in UGC sponsored national seminar on State of Uncertainty in Education in Conflict States: The context of India’s North-East. Naorem Berahari College, Khundrakpam, Manipur, on 16 –17 December.

Devi, Ch. Sarajubala. 2015. Academic autonomy and changing role of teachers. Paper presented in UGC sponsored national seminar on Autonomy and Its Impact on Higher Educational Institutions. S. Kulla Women’s College, Nambol, Manipur on 29 – 30 December.

Devi, Ch. Sarajubala. 2015. Reviving government schools: A case of innovation in Poirou Khongjin High School. Paper presented in the regional conference on Pedagogical Innovations in Teaching Learning Practices. North-East Regional Institute of Education, Umiam, 17 –18 March.

Kharlukhi, B. and B. R. Dkhar. 2015. Creating a classroom environment through constructivist approach. Paper presented in the national seminar on Constructivism: Towards Constructing Constructive Minds. St Mary’s College of Teacher Education, Shillong, 25 – 26 June.

Kharlukhi, B. and B. R. Dkhar. 2015. Status of infrastructure in inclusive schools at elementary level in the selected states of NER. Paper presented in the regional conference on Pedagogical Innovations in School Education. NERIE, Shillong, 17 –18 March.

Kumar, A. 2015. Constructivism in classroom: A case study of selected schools of East Khasi Hills in Meghalaya. Paper presented in the national seminar on Towards Constructing Constructive Minds. St. Mary College of Teacher Education, Shillong, 25 – 26 June.

Sen, A. and N. Pradhan. 2016. Innovations in the teaching-learning practices in the schools of Mizoram. Paper presented in the regional conference on Pedagogical Innovations in School Education. NERIE, Shillong, 17 –18 March.

Sharma, B. U. 2016. Community involvement and mobilization in the promoting inclusive education. Paper presented in the national meet on Community Involvement and Mobilisation in School Education. RMSA Project Cell, NCERT, New Delhi, 15 –17 March.

Roy, Subhas Chandra. 2016. Chaired the technical session-1, in the regional conference on Pedagogical Innovations in School Education. NERIE, Shillong, 17 –18 March.


NCER

T

App

en

dix

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Ph.D

. Deg

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ult

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mon

g H

igh

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onda

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choo

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den

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eral

a

Dr.

Vija

yan

KFa

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M.P

. MN

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ew

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hi

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nu

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niv

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2.D

eter

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K

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ita

Rav

een

dran

Mrs

. Res

hin

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.N.

NIE

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D

elh

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ann

ur

Un

iver

sity

2015

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anti

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nu

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hm

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ana

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iri

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Prof

. G V

Gop

alM

r. D

eepa

k P.

RIE

, Mys

ore

Un

iver

sity

of

Mys

ore

2016


Annu

al Re

port

201

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2016

6.E

ffect

iven

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niv

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elat

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il K

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ffect

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pper

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mar

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choo

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den

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of K

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Dr.

An

il K

um

ar K

.M

r. S

ubi

Bal

akri

shna

n

RIE

, Mys

ore

Un

iver

sity

of

Mys

ore

2016

9.E

mot

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llige

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dem

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onda

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choo

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tude

nts

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ala

Dr.

An

il K

um

ar K

.M

s. B

abit

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n

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phR

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ents

Dr.

S.K

. Das

hS

H. B

isw

ajit

Dal

aiR

IE,

Bh

uba

nes

war

Utk

al

Un

iver

sity

2015

11.

ICT

Com

pet

ency

of

Sec

ond

ary

Te

ac

he

rs

of

Od

ish

a —

An

E

xplo

rati

on

Dr.

D.

Kri

shan

anA

mit

Ku

mar

S

aman

tara

y R

IE,

Bh

uba

nes

war

Utk

al

Un

iver

sity

2016

12.

Prof

essi

onal

Dev

elop

men

t of

W

omen

Tea

cher

s at

Sec

onda

ry

Leve

l: A

Cri

tica

l Stu

dy

Dr.

E. G

angm

eiA

sth

ama

Ku

mar

i R

IE,

Bh

uba

nes

war

Utk

al U

nive

rsity

2016


NCER

T

13.

Effe

ctiv

enes

s of

Sch

ool

Man

agem

ent

and

Dev

elop

men

t C

omm

itte

e to

war

ds

Impl

emen

tati

on o

f RM

SA

Dr.

I. P

. G

owra

mm

aD

ipak

Bh

atta

char

ya

RIE

, B

hu

ban

esw

arU

tkal

U

niv

ersi

ty20

16

14.

Effe

ct o

f Met

a-co

gnit

ive

Str

ateg

ies

on D

evel

opin

g W

riti

ng

Ski

lls o

f th

e E

lem

enta

ry S

choo

l Stu

den

ts

Prof

esso

r B

. N.

Pan

da

Ku

hel

i Mon

dal

RIE

, B

hu

ban

esw

arU

tkal

U

niv

ersi

ty20

16

15.

Incl

usi

ve E

duca

tion

Pra

ctic

es in

S

econ

dary

Sch

ools

: An

An

alys

isPr

ofes

sor

B. N

. Pa

nda

Ku

mar

i Rin

ki

RIE

, B

hu

ban

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arU

tkal

U

niv

ersi

ty20

16

16.

Use

of I

CT

For

Teac

hin

g Le

arn

ing

by P

re-S

ervi

ce T

each

ers

at

Sec

onda

ry L

evel

Dr.

R. R

. Set

hy

Man

as R

anja

n B

eck

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hu

ban

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arU

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U

niv

ersi

ty20

16

17.

Sel

f Reg

ula

ted

Lear

nin

g Pr

acti

ces

of S

econ

dary

Lev

el S

tude

nts

D

r. R

. K.

Moh

alik

Man

oj K

um

ar

RIE

, B

hu

ban

esw

arU

tkal

U

niv

ersi

ty20

16

18.

Aw

aren

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of S

take

hol

ders

abo

ut

Polic

ies

and

Sch

emes

for

Mad

arsa

E

duca

tion

Prof

esso

r K

. B.

Rat

hM

.D. M

asu

del

Hos

sain

R

IE,

Bh

uba

nes

war

Utk

al

Un

iver

sity

2016

19.

Sta

tus

of I

mpl

emen

tati

on o

f IC

T@

Sch

ool S

chem

e in

Jh

arkh

and

Dr.

L. B

eher

aS

anja

y K

um

ar

RIE

, B

hu

ban

esw

arU

tkal

U

niv

ersi

ty20

16

20.

Pre-

serv

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Ele

men

tary

Tea

cher

E

duca

tion

Pro

gram

me

of W

est

Ben

gal:

An

An

alys

is

Dr.

S. P

. Mis

hra

San

jukt

a S

ahoo

R

IE,

Bh

uba

nes

war

Utk

al

Un

iver

sity

2016

21.

Det

ecti

on o

f Abe

rran

t Pr

omot

er

Met

hyl

atio

n o

f Tu

mor

Su

ppre

ssor

G

enes

an

d O

nco

gen

es in

Tu

mor

an

d se

rum

of L

un

g C

ance

r Pa

tien

ts

Prof

esso

r V

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Kak

aria

Mr.

Ash

raf A

liR

IE, B

hop

alB

arka

tulla

U

niv

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ty20

15


Annu

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port

201

5 –

2016

22.

Phyt

och

emic

al A

sses

smen

t an

d D

eter

min

atio

n o

f Bio

logi

cal

Act

ivit

ies

of M

orin

ga O

leife

ra

Dr.

Ras

hm

i S

ingh

aiM

rs. S

onia

Gos

wam

iR

IE, B

hop

alB

arka

tulla

U

niv

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ty20

15

23.

Com

mon

Err

ors

in E

ngl

ish

an

d Fr

ench

: A

n A

nal

ysis

in t

he

Ligh

t of

L3

Acq

uis

itio

n

Prof

esso

r M

. K.

Mis

hra

Mrs

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nal

Tiw

ari

RIE

, Bh

opal

Bar

katu

lla

Un

iver

sity

2016

24.

Com

pari

son

of C

once

pt

Att

ain

men

t M

odel

wit

h

Trad

itio

nal

Met

hod

for

Teac

hin

g C

omm

erce

to

Cla

ss X

I S

tude

nts

in

ter

ms

of V

aria

bles

Rel

ated

to

Cog

nit

ive

and

Affe

ctiv

e D

omai

n

Prof

esso

r R

atn

amal

a A

rya

Mrs

. Lat

a M

alvi

yaR

IE, B

hop

alB

arka

tulla

U

niv

ersi

ty20

16

25.

A S

tudy

of T

each

ers

and

Stu

den

ts o

f Ele

men

tary

Sch

ool

for

Aw

aren

ess,

Att

itu

de a

nd

Inte

rest

in E

nvi

ron

men

t

Dr.

A. K

. Gar

gM

rs. R

ekh

a N

ayak

RIE

, Bh

opal

Bar

katu

lla

Un

iver

sity

2016

26.

A S

tudy

of E

duca

tion

al I

deol

ogy

of D

r. B

. R. A

mbe

dkar

an

d It

s R

elev

ance

to

Con

tem

pora

ry

Edu

cati

onal

Con

text

Dr.

B. R

ames

h

Bab

uM

rs. S

anja

Ku

mar

Pa

nda

gale

RIE

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Bar

katu

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Un

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2016


NCER

TAppendix iii

Awards and FellowshipsA) ncert doctorAl fellowships

S. No.

Name and Address of the Fellow

Title of the Study

1. Ms. Ahanthem Neemi Devi Assam Agricultural University Jorhat- 13

Parent-adolescent Attachment and Peer Pressure on Adolescent Mental Health

2. Ms. Meenal Arora Jamia Millia Islamia University, New Delhi

B) AwArdees of All indiA competition on innovAtive prActices And experiments in educAtion for schools And teAcher educAtion institutions

List of Awarded Schools/Institutions 2015-16

S.No.

Topic/Title Name of Schools/Teacher Education

Institutions

Name and Designation of Team Leader and Project Coordinator

1. Effectiveness of ICT Integrated Art Education at Elementary School Stage

DIET, Bhadrak, Agarapada, At-Purusandha Po-B.T. Pur, PS-Agarapada Dist- BhadrakOdisha- 756112

i) Mr. Khageswar Nayak Principalii) Dr. Ranjan Kumar

Rout

2. Reinventing Teaching-Learning Methods for Effective Learning Outcomes

SRDAV Public School,Dayananda Vihar,Delhi- 110096

i) Mrs. Renu Laroiya Principalii) Ms. Vinita Garg

3. Soft Skills Education Programme to Foster Communication and Employability Skills among Pupil Teachers

B.C.M. College of Education Sec 32A, Urban Estate Chandigarh Road, Ludhiana Punjab- 141010

i) Dr. Monika Sethificiating,

Principalii) Ms. Jasdeep Kaur

4. A Study of Effectiveness, Problems and Prospects of the Internship Program in D.Ed. Course in Haryana

DIET, Biswa Mile, Sonepat, Haryana-131001

i) Principalii) Dr. Naresh Kumar Sachdeva

5. Health and Hygiene Programme in Schools

DIET, Dadrol, Shahjahanpur Uttar Pradesh- 242226

i) Mr. Rakesh Kumar Principal

ii) Mrs. Anagha Ashish Rajvade


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6. Parent-Teacher Co-ordinate Assessment Process for ‘Facilitating the Transition of Children from Pre- Primary to Primary Section

Saraswati Mandir TrustPoorva Prathamik VibhagM.G. Road, NaupadaThane-(W)- 400602

i) Mrs. Rati Narendra Bhosekar, Principal

ii) Mrs. Anagha Aashish Rajvade

7. Enhancing Instructional Competency of D.Ed. Trainees in Teaching Multi-grade Classes at Elementary Level

DIET, Bheemunipatnam VisakhapatnamAndhra Pradesh- 531163

i) Mr. A. Saibabu Principal

ii) Mr. K. Ramakrishanarao

8. Dirary Writing in English- Cultivating the Regular Habit among Students of Thinking, Reflecting and Writing-aiming at Acquiring better English

Navajeevan Bethany Vidyalaya Nalanchira P.O. Thiruvanathapuram- 695015

i) Ms. Shahna Renjith Principal

ii) Mrs. Suja Abraham

9. Lecture Method : From Passive to Active Teaching – Learning ThroughCooperative Learning

St. Mary’s College of Teacher Education, Boyce Road, LaitumkhrahShillong- 793003

i) Dr. (Sr.) Clarissa Wallang Principal

ii) Mrs. Calmy R. Kharlukhi

Presentation of selected papers of All India Competition on innovative practices and experiments in school and teacher education institution held at NIE, New Delhi on 26 June 2015

c) AwArdees of nAtionAl ict AwArd for school teAchers

S.No. Name and Address

1. Sh. Uttam Kumar DeanganAssistant Teacher Government Primary School, Vill.Patharidih Block, Dharsiwa, Distt. Raipur, Chattisgarh

2. Ms. Suchetha S.S.Assistant Teacher Government Pre-University College (High School Section), Nelamangala Taluk, Bengaluru Rural District, Karnataka


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T3. Sh. Keshav Das Gupta

Senior Teacher Government Secondary School, Machchhipura, Distt. Sawai MadhopurRajasthan

4. Sh. Manoj KumarPrincipal Government Senior Secondary School, Ramgarh, Distt. Hanumangarh Rajasthan

5. Sh. Dharamraj S.Head MasterUnion Primary School,Kil Kotagiri Post The Nilgiris,Tamil Nadu

6. Sh. M. Vijaya KumarGraduate Teacher Government Higher Secondary School Somandarkudi, Villupuram Distt. Tamil Nadu

7. Sh. Ashutosh AnandAssistant TeacherUpper Primary School, Miyaganj, Block-Dariyabad, Barabanki Distt. Uttar Pradesh

8. Sh. S. Simon Peeter PaulPrimary School TeacherGovernment Primary School, P.O. Pangur Palli Thennal PostPudducherry

9. Ms. Rachael IraniAssistant TeacherLilavatibai Podar High School, Podar Education Complex Santa Cruz (West), Mumbai

10. Ms. N. AnuradhaTrained Graduate TeacherSilver Oak International School, Bachupally Miyapur, Hyderabad, Telangana

11. Sh. Amit KumarPost Graduate Teacher Jawahar Navodaya Vidyalaya, Theog, Shimla, Himachal Pradesh

National ICT Award, 2015 being presented by JS, MHRD, Director, NCERT and Joint Director, NCERT


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Appendix iv

Details of NCERT Committees, as mentioned in MoA, for the year 2015 –16 General Council Executive Committee Finance Committee Establishment Committee Building and Works Committee Programme Advisory Committee Educational Research and Innovations Committee Academic Committee of NIE Managing Committee of RIE, Ajmer Managing Committee of RIE, Bhopal Managing Committee of RIE, Bhubaneswar Managing Committee of RIE, Mysore Managing Committee of NERIE, Umiam (Shillong)


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TGenerAl council

(i) The Minister of Human Resource DevelopmentPresident (ex-officio)

1. Smt. Smriti Zubin IraniUnion Minister for HumanResource Development Ministry of Human Resource Development, Shastri BhawanNew Delhi –110001

(ii) Chairman of the University Grants Commission(ex-officio)

2. ChairmanUniversity Grants CommissionBahadur Shah Zafar MargNew Delhi –110002

(iii) Secretary to the Ministry of Human Resource Development (Department of School Education and Literacy)(ex-officio)

3. (i)

(ii)

Ms Vrinda SarupSecretary Department of School Education and LiteracyMinistry of HRD Government of India Shastri BhawanNew Delhi –110 001(up to 14.06.2015)

Dr. S.C. Khuntia Secretary Department of School Education and Literacy Ministry of HRD Government of India Shastri Bhawan New Delhi –110001. (from 15.06.2015)

(iv) Four Vice-Chancellors of Universities, one from each region, nominated by the Government of India

4. (i)

(ii)

Professor G. C. TripathiVice-ChancellorBanaras Hindu University (BHU)Varanasi (U. P.)(up to 23.02.2016)

Professor R.C.Kuhad Vice Chancellor Central University of Haryana Jant-Pali, Mahendergarh –123029 Haryana (from 24.02.2016)

5. (i)

(ii)

Professor H. Nandkumar SarmaVice-ChancellorManipur UniversityImphal(up to 23.02.2016)

Professor S. A. Bari Vice Chancellor Central University of Gujarat Sector-29, Gandhinagar – 382030 Gujarat(from 24.02.2016)


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6. (i)

(ii)

Professor (Dr.) M.M. Salunkhe Vice-Chancellor, Central University of Rajasthan NH-8, Bandar Sindri Tehshil – Kishangarh Dist. Ajmer – 305801 Rajasthan (India) (up to 23.02.2016)

Professor H.C.S. Rathore Vice Chancellor Central University of South Bihar, BIT Campus P.O. B.V. College Patna – 800014 Bihar (from 24.02.2016)

7. (i)

(ii)

Professor B.P. SanjayVice–ChancellorCentral University of Tamil NaduThanjavur RoadThiruvarur – 610004Tamil Nadu (up to 24.02.2016)

Professor H.M. Maheshwaraiah Vice-Chancellor Central University of Karnataka Kadaganchi, Aland Road Gulbarga – 585367 Karnataka (from 24.02.2016)

(v) One representative of each State Government and Union Territory with a legislature who shall be the Education Minister of the State/Union Territory (or his representative) and in the case of Delhi, the Chief Executive Councillor, Delhi (or his representative)

8.

9.

Minister for School EducationGovernment of Andhra PradeshA.P. Secretariat BuildingHyderabad – 500 022

Minister for School EducationGovernment of Arunachal PradeshItanagar – 791111

10. Minister for School EducationGovernment of AssamJanata Bhawan, Dispur, Assam

11. Minister for School EducationGovernment of Bihar New Secretariat Building Patna – 800 015

12. Minister for School EducationGovernment of ChhattisgarhRaipur, Chhattisgarh


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T 13. Minister for School Education

Government of GoaGoa SecretariatPanaji – 403 001

14. Minister for School EducationGovernment of GujaratBlock No. 1, SachivalayaGandhi Nagar – 382010 (Gujarat)

15. Minister for School EducationGovernment of Haryana Haryana Civil Secretariat Chandigarh –160 001

16. Minister for School EducationGovernment of Himachal PradeshShimla –171 002

17. Minister for School EducationGovernment of JharkhandRanchi, Jharkhand

18. Minister for School EducationGovernment of Jammu and KashmirSrinagar –180 001

19. Minister for School EducationGovernment of KarnatakaVidhan SaudhaBengaluru – 560001

20. Minister for School EducationGovernment of Kerala Ashoka Nanthenocode Thiruvananthapuram – 695 001

21. Minister for School EducationGovernment of Madhya PradeshBhopal – 462 001

22. Minister for School EducationGovernment of Maharashtra Mantralya MainMumbai – 400 032

23. Minister for School EducationGovernment of ManipurManipur Secretariat Imphal – 795 001


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24. Minister for School EducationGovernment of Meghalaya Meghalaya Secretariat Shillong – 793 001

25. Minister for School EducationGovernment of MizoramAizawl – 796 001

26. Minister for School EducationGovernment of NagalandKohima – 797 001

27. Minister for School EducationGovernment of OdishaOdisha SecretariatBhubaneswar – 751001

28. Minister for School EducationGovernment of PunjabChandigarh –160 017

29. Minister for School EducationGovernment of RajasthanGovernment SecretariatJaipur – 302 001

30. Minister for School EducationGovernment of SikkimSikkim Secretariat, TashillingGangtok – 737 101

31. Minister for School EducationGovernment of Tamil NaduFort St. GeorgChennai – 500 009

32. Minister for School EducationGovernment of TelanganaTelangana Secretariat, Hyderabad

33. Minister for School EducationGovernment of TripuraCivil Secretariat Agartala – 799 001

34. Minister for School EducationGovernment of Uttar PradeshLucknow – 226 001


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T 35. Minister for School Education

Government of UttarakhandDehradun, Uttarakhand

36. Minister for School EducationGovernment of West BengalVikas Bhawan, Salt LakeKolkata – 700 001

37. Minister for School EducationGovernment of PuducherryAssembly Secretariat Victor Simonel StreetPuducherry – 605 001

38. Minister for School EducationGovernment of National CapitalTerritory of DelhiDelhi Secretariat, I.P. EstateNew Delhi

(vi) All members of the Executive Committee not included above; and

39. Shri Upendra KushwahaMinister of StateDepartment of EducationMinistry of Human Resource DevelopmentShastri BhawanNew Delhi –110001

40. (i)

(ii)

Professor B. K. TripathiDirector (Additional Incharge), NCERT, New Delhi –110 016(up to 15.11.2015)

Professor Hrushikesh Senapaty Director NCERT, New Delhi –110016(from 16.11.2015)

41. Smt Lata Vaidyanathan1601, Tower 5 Close South Apts. Nirvana Country Gurgaon

42. Dr H. K. DewanVidya Bhawan SocietyUdaipur, Rajasthan – 313 004

43. Dr Rukimini BanerjiPratham/ASERB-4/54, Safdarjang EnclaveNew Delhi –110029


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44. Professor Kiran DevendraI-10 SingletonsSouth City IIGurgaon

45. Dr Vandana SekarPrincipalKV No. 2Kariappa MargJanshi Cantt. – 284001, UP

46. Ms Bertha G. DkharProgramme CoordinatorBethany Society Lady Veronica LaneLaitumkhrahShillong – 793003

47. Professor B.K. TripathiJoint Director, NCERTNew Delhi –110 016

48. Professor Manoj MishraNorth-East Regional Institute of EducationUmiam, ShillongMeghalaya – 793 103

49. Professor Sridhar SrivastavaESDNCERT

50. Dr Gouri SrivastavaDGSNCERT

51. Joint Secretary (SE-II)Ministry of HRD(Department of School Education and Literacy)Shastri BhawanNew Delhi –110 001

52. Financial AdviserMinistry of HRD(Department of School Education and Literacy)Shastri BhawanNew Delhi –110 001


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T(vii) (a)

ChairmanCentral Board of Secondary Education Delhi(ex-officio)

53. ChairmanCentral Board of SecondaryEducationShiksha Kendra2, Community CentrePreet ViharDelhi – 110092

(b) CommissionerKendriya Vidyalaya Sangathan, New Delhi(ex-officio)

54. CommissionerKendriya Vidyalaya Sangathan18, Institutional AreaShaheed Jeet Singh MargNew Delhi – 110 016

(c) Director Central Health Education Bureau New Delhi(ex-officio)

55. DirectorCentral Health Education Bureau (DGHS)Ministry of Health and Family WelfareKotla Road, New Delhi – 110 002

(d) Deputy Director General Incharge of AgriculturalEducation ICAR, Ministry of AgricultureNew Delhi (ex-officio)

56. Deputy Director GeneralIn-charge of Agriculture Education ICARKrishi Anusandhan BhawanPusa, New Delhi – 110012

(e) Director of TrainingDirectorate General of Training and Employment Ministry of LabourNew Delhi (ex-officio)

57. Director of Training Directorate General of Training and Employment, Ministry of Labour Sharam Shakti BhawanNew Delhi –110001

(f) Representative of Education Division Planning CommissionNew Delhi (ex-officio)

58. Principal Adviser Education NITI AayogYojana BhawanNew Delhi –110001

(viii) Such other persons not exceeding six as the Government of India may, from time to time, nominate. Not less than four of these shall be school teachers

59. (i)

(ii)

Dr (Smt) Kamlesh Kalra401, Sector –14Faridabad –121007Haryana (up to 23.02.2016)

Ms. Mona Seervai Principal Gilbert Building, 2nd X Road, Babulnath Road, Mumbai, Maharashtra – 400007 (from 24.02.2016)


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60. (i)

(ii)

Smt Deepika Dhanda47, Civil LinesJaipur – 302006Rajasthan (up to 23.02.2016)

Ms. Anuradha Joshi Principal Sardar Patel Vidyalaya Lodi Estate New Delhi –110003 (from 24.02.2016)

61. (i)

(ii)

Ms Manika SharmaPrincipalShri Ram School, D-3 StreetVasant ViharNew Delhi –110057 (up to 23.02.2016 )

Shri Siddhartha Menon Principal Rishi Valley School Chittoor Andhra Pradesh – 517352 (from 24.02.2016)

62. (i)

(ii)

Smt Ameeta M. WattalPrincipalSpringdales SchoolPusha RoadUpper Ridge Road JunctionNew Delhi –110005 (up to 23.02.2016)

Shri S. Ajayakumar Principal Kendriya Vidyalaya Pattom, Trivandrum – 695004 (from 24.02.2016)

63. (i)

(ii)

Dr D. R. SainiPrincipal, DPS, Sector-XIIR.K. Puram, New Delhi –110022 (up to 23.02.2016)

Sh. Arindam Mukherjee Trustee Member-cum-Secretary Institute of Social and Cultural Studies 48/2, Dr. Suresh Sarkar Road Kolkata – 700014 (from 24.02.2016)


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T 64. (i)

(ii)

Ms Swati Mandal PGT, Jawahar Navodaya VidyalayaBanipur, North 24 - ParganasWest Bengal – 743233 (up to 23.02.2016)

Professor H. C. Verma Department of Physics Indian Institute of Technology, Kanpur Kanpur – 208016 (from 24.02.2016)

Special Invitee 65. SecretaryCouncil of Indian SchoolCertificate ExaminationPragati House, 3rd Floor 47, Nehru PlaceNew Delhi –110019

Convenor 66. Ms Sudeshna SenSecretaryNCERTNew Delhi –110016


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executive committee

(i) President of the Council who shall be the ex-officio President of the Executive Committee

1. Smt Smriti Zubin IraniUnion Minister for Human Resource DevelopmentMinistry of HRDShastri BhawanNew Delhi –110 001

(ii) (a) The Minister of State in the Ministry of Education who shall be the ex-officio Vice-President of the Executive Committee

2. Shri Upendra KushwahaMinister of StateDepartment of School Education and LiteracyMinistry of HRD Shastri Bhawan New Delhi –110001(from 11.11.2014)

(b) A Deputy Minister of Education nominated by the President of the Council

3. __________

(c) Director of the Council 4. (i)

(ii)

Professor B. K. TripathiDirector (Additional Incharge) NCERT, New Delhi –110016(up to 15.11.2015)

Professor Hrushikesh Senapaty Director NCERT,New Delhi –110016.(from 16.11.2015)

(d) Secretary, Ministry of Education (ex-officio)

5. (i)

(ii)

Ms. Vrinda Sarup Secretary Department of School Education and Literacy Ministry of HRD Government of India Shastri Bhawan New Delhi –110001. (up to 14.06.2015)

Dr. S.C. Khuntia Secretary Department of School Education & Literacy Ministry of HRD Government of India Shastri Bhawan New Delhi –110001. (from 15.06.2015)


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T(iii) Chairman of the University

Grants Commission - Member ex-officio

6. ChairmanUniversity Grants Commission Bahadur Shah Zafar MargNew Delhi –110 002

(iv) Six Educationists with known interest in school education (two of whom shall be school teachers) nominated by the President

7. Smt Lata Vaidyanathan1601,Tower 5 Close South Apts Nirvana CountryGurgaon.

8. Dr. H. K. DewanVidya Bhawan Society Udaipur, Rajasthan – 313004

9. Dr Rukimini BanerjiPratham/ASERB-4/54, Safdarjang EnclaveNew Delhi – 110029

10. Dr Kiran DevendraI-10 SingletonsSouth City IIGurgaon, Haryana

11. Dr Vandana SekharPrincipalKV No. 2, Kariappa MargJhansi Cantt., UP – 284001

12. Ms Bertha G. DkharProgramme CoordinatorBethany Society Lady Veronica LaneLaitumkhrahShillong – 793003

(v) Joint Director of the Council 13. Professor B.K. TripathiJoint Director NCERTNew Delhi –110016

(vi) Three members of the faculty of the Council, whom at least two shall be at the level of Professors and Heads of the Departments, nominated by the President of the Council

14.

15.

16.

Professor Manoj MishraNorth East Regional Institute of EducationUmiam, ShillongMeghalaya – 793103

Professor Sridhar SrivastavaESDNCERT

Professor Gouri SrivastavaDGSNCERT


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(vii) One representative of the Ministry of Education; and

17. Joint Secretary (SE-II),Ministry of HRD(Department of School Education and Literacy)Shastri BhawanNew Delhi –110001

(viii) One representative of the Ministry of Finance, who shall be the Financial Adviser of the Council

18. Financial AdviserMinistry of HRD(Department of School Education and Literacy)Shastri BhawanNew Delhi –110001

(ix) Secretary of the Council shall be the Secretary of the Executive Committee

19. Ms Sudeshna SenSecretary, NCERTNew Delhi –110016


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TfinAnce committee

The Director of NCERT(ex-officio)

Chairperson (i)

(ii)


Professor Hrushikesh Senapaty Director NCERT, New Delhi –110016.(from 16.11.2015)

Financial Advisor MHRD

Member Financial AdviserMinistry of HRD(Department of School Education Literacy)Shastri Bhawan,New Delhi –110001

Member Joint Secretary (SE-II)Ministry of HRD(Department of School Education and Literacy), Shastri BhawanNew Delhi –110001

Member Shri Amit CowshishAdditional Secretary (Retd.)Ministry of Defence578, Sector ‘A’, Pocket ‘C’Vasant KunjNew Delhi –110 070

Member Smt Neelam NathFormer Secretary to GOIF/1104, Park View City 2Sohna Road, Sector 49Gurgaon

SecretaryNCERT

Member-Convener

Ms Sudeshna SenSecretaryNCERTNew Delhi –110016


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estAblishment committee (i) Director of the Council

(ex-officio) Chairman 1. (i)

(ii)



(ii) The Joint DirectorNCERT (ex-officio)

2. Professor B. K. TripathiJoint Director NCERT, New Delhi –110016

(iii) A nominee of the Ministry of Education to be nominated by the President, NCERT

3. Joint Secretary (SE-II)Ministry of HRD(Department of School Education and Literacy) Shastri BhawanNew Delhi –110 001

(iv) Four educationists to be nominated by the President, NCERT of whom at least one is a Scientist

4.

5.

6.

7.

________

________

________

________

(v) One representative from the Regional Institute of Educationto be nominated by thePresident, NCERT

8. PrincipalNorth-East Regional Institute of Education, Umiam, (Shillong) – 793103Meghalaya(from 13.05.2011 to 12.05.2014)

(vi) One representative of the National Institute of EducationDelhi to be nominated by thePresident, NCERT

9. Professor Raja Ram SharmaMember Establishment Committee and Joint Director, CIET (NCERT)Sri Aurobindo MargNew Delhi –110 016

(vii) Two representatives, one each from the regular academic and Non-academic staff of the Council elected from amongst their category in the manner prescribed in appendix to the Regulations of the Council

10.

11.

Dr M.V. Srinivasan(Elected Representative Academic Staff)DESS, NCERTNew Delhi –110016

Shri Parash Ram (Elected Representative Non-academic Staff)NCERT, New Delhi –110016


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T(viii) Financial Adviser

NCERT 12. Financial Adviser

Ministry of HRD(Department of School Education and Literacy)Shastri BhawanNew Delhi –110 001

(ix) Secretary, NCERTMember-Convenor

13. Ms Sudeshna SenSecretaryNCERT, New Delhi –110016


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buildinG And worKs committee 1. Director, NCERT

Chairman Ex-officio(i)

(ii)



2. Joint Director, NCERTVice-Chairman, Ex-officio

Professor B. K. TripathiJoint Director, NCERT, New Delhi –110016

3. Chief Engineer, CPWDor his nominee (Member)

Superintending Engineer DCC XI, CPWD Room No.127, 1st FloorA-Wing, Pushpa BhawanMadangir, New Delhi.

4. A representative of Ministry of Urban Development (Works)

Deputy Secretary (Finance)Ministry of Urban Development Finance Division Nirman Bhawan New Delhi

5. The Consulting Architect of NCERT

Chief Architect (NDR) C.P.W.D., 303, ‘A’ Wing Nirman Bhawan, Maulana Azad Road New Delhi –110011

6. Financial Adviser of the Council or his nominee

Financial AdviserMinistry of HRD(Department of School Education and Literacy), Shastri BhawanNew Delhi –110001

7. A nominee of the Ministry of HRD

Joint Secretary (SE-II)Ministry of HRD(Department of School Education and Literacy)Shastri BhawanNew Delhi –110001

8. A Civil Engineer of standing (nominated by the President)

________

9. An Electrical Engineer of standing (nominated by the President)

________


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T10. A Member of Executive

Committee (nominated by the President)

________

11. Secretary, NCERT Ms Sudeshna SenSecretaryNCERTNew Delhi –110016


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proGrAmme Advisory committee

Director, NCERT Chairperson

Joint Director, NCERT Vice-Chairperson

Five Professors Nominated by the President, NCERT

1. Professor D.D. MishraChairpersonCentral Mining Research InstituteBarwa Road, Dhanbad – 826001Jharkhand

Member

2. Professor Vasudha KamatVice-ChancellorSNDT Women’s University, 1, N. Thackersey Road New Marine Lines, Mumbai – 400020

Member

3. Professor D.P. Singh (Retd.)Professor Emeritus, IIT, Banaras Hindu UniversityVaranasi – 221005 U.P.

Member

4. Professor R.P. Tiwari Vice-ChancellorDr Hari Singh Gour UniversitySagar, Madhya Pradesh – 470003

Member

5. Professor Nand Kishor PandeyHead, Deptt. of Hindi University of RajasthanJLN Marg, Jaipur, Rajasthan – 302004

Member

Five Directors of SIEs/SCERTs nominated by the President, NCERT as members

1. DirectorState Council of Educational Research and Training (SCERT)Sector - 32 C, Chandigarh AdministrationChandigarh

Member

2. DirectorGujarat Council of Educational Research and Training (GCERT)Vidyabhawan, Sector-12Gandhinagar, Gujarat

Member


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T3. Dr K. K. Chandini

HeadTeacher Education and HSSState Council of Educational Research and TrainingPoojapura, Thiruvanthapuram, Kerala

Member

4. DirectorState Council of Educational Research and Training (SCERT)Pustak Bhawan, B - Wing, Arera Hills Bhopal, Madhya Pradesh

Member

5. DirectorDirectorate of Educational Research and TrainingArthuthnot Road, Nongnimmaw, LaitumkhrahShillong, Meghalaya

Member

Members from NCERT

1. Joint Director CIET, NCERT New Delhi

Member

2. Professor Amarendra Prasad BaheraCIET, NCERTNew Delhi

Member

3. Joint DirectorPSSCIVEShyamla HillsBhopal – 462013 (M. P.)

Member

4. Professor Saurabh PrakashPSSCIVEShyamla HillsBhopal – 462013 (M. P.)

Member

5. PrincipalRegional Institute of EducationCapt. D.P. Choudhary MargAjmer – 305004 (Rajasthan)

Member

6. Dean of InstructionRegional Institute of EducationCapt. D.P. Choudhary MargAjmer – 305004 (Rajasthan)

Member

7. PrincipalRegional Institute of EducationShyamla HillsBhopal – 462013 (M. P.)

Member


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8. Dean of InstructionRegional Institute of EducationShyamla HillsBhopal – 462013 (M. P.)

Member

9. PrincipalRegional Institute of EducationSachivalaya Marg, Bhubaneswar – 751007Odisha

Member

10. Dean of InstructionRegional Institute of EducationSachivalaya Marg, Bhubaneswar – 751007Odisha

Member

11. PrincipalRegional Institute of EducationManas GangotriMysore – 570006

Member

12. Dean of InstructionRegional Institute of EducationManas GangotriMysore – 570006

Member

13. PrincipalNorth-East Regional Institute of EducationUmiam (Shillong)Distt. Ri-Bhoi, Meghalaya – 793103

Member

14. Professor Nityanand PradhanNorth-East Regional Institute of Education,Umiam (Shillong)Distt. Ri-Bhoi, Meghalaya – 793103

Member

15. HeadDepartment of Elementary Education (DEE) NCERT, New Delhi

Member

16. Dr A. K. RajputDepartment of Elementary Education (DEE) NCERT, New Delhi

Member

17. HeadDepartment of Education in Science and Mathematics (DESM)NCERT, New Delhi

Member

18. Professor Sunita FarakyaDepartment of Education in Science and Mathematics (DESM)NCERT, New Delhi

Member


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T19. Head

Department of Education in Social Sciences (DESS)NCERT, New Delhi

Member

20. Professor Minoo NandrajogDepartment of Education in Social Sciences (DESS) NCERT, New Delhi

Member

21. HeadDepartment of Education in Languages (DEL)NCERT, New Delhi

Member

22. Professor Sandhya SinghDepartment of Education in Languages (DEL)NCERT, New Delhi

Member

23. HeadDepartment of Education in Arts and Aesthetics (DEAA)NCERT, New Delhi

Member

24. Dr Jyotsna TiwariAssociate ProfessorDepartment of Education in Arts and Aesthetics NCERT, New Delhi

Member

25. HeadDepartment of Education of Groups with Special Needs (DEGSN)NCERT, New Delhi

Member

26. Dr V.K. SinghAssociate ProfessorDepartment of Education of Groups with Special Needs (DEGSN)

Member

27. HeadDepartment of Gender Studies (DGS)NCERT, New Delhi

Member

28 Dr Anita NunaAssociate ProfessorDepartment of Gender Studies (DGS)NCERT, New Delhi

Member

29. HeadEducational Survey Division (ESD)NCERT, New Delhi

Member

30. Dr Indrani BhaduriAssociate ProfessorEducational Survey Division (ESD)NCERT, New Delhi

Member


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31. HeadDepartment of Teacher Education (DTE)NCERT, New Delhi

Member

32. Professor Raj RaniDepartment of Teacher Education (DTE)NCERT, New Delhi

Member

33. HeadDepartment of Educational Psychology and Foundations of Education (DEPFE) NCERT, New Delhi

Member

34. Professor Daya PantDepartment of Educational Psychology and Foundations of Education (DEPFE)NCERT, New Delhi

Member

35. HeadDepartment of Educational Research (DER)NCERT, New Delhi

Member

36. Dr Rajender PalAssociate ProfessorDepartment of Educational Research (DER)NCERT, New Delhi

Member

37. HeadInternational Relations Division (IRD)NCERT, New Delhi

Member

38. HeadDepartment of Educational Kits (DEK)NCERT, New Delhi

Member

39. HeadRMSA Project Cell NCERT, New Delhi

Member

40. Professor Sharad SinhaRMSA Project CellNCERT, New Delhi

Member

41. HeadPlanning and Monitoring Division (PMD)NCERT, New Delhi

Member


NCER

T42. Dr P.D. Subhash

Asstt. ProfessorPlanning and Monitoring Division (PMD)NCERT, New Delhi

Member

43. Ms Sudeshna SenSecretary, NCERT

Convener

Special Invitees

1. Joint Secretary (School 4)Department of School Education and Literacy (MHRD)Shastri BhavanNew Delhi-110001

2. Professor Saroj YadavDean (Academic), NCERT

3. Chief Accounts OfficerNCERT, New Delhi

4. Assistant Public Relations OfficerNCERT, New Delhi


Annu

al Re

port

201

5 –

2016

educAtionAl reseArch And innovAtions committee

1. (i)

(ii)

Professor B.K. TripathiDirector (Additional Charge), NCERT (up to 15.11.2015)

Professor Hrushikesh Senapaty Director, NCERT(from 16.11.2015)

2. Professor B.K. TripathiJoint Director, NCERT

3. Professor Rajaram S. Sharma Joint Director, CIET

4. Professor R.B. ShivagundeJoint Director, PSSCIVE, Bhopal

External Experts5. Professor K.P. Mohanan

Indian Institute of Science Education and Research (IISER) Sai Trininity Building, Sutarwadi, PashanPune – 411021 (Maharashtra)

6. Professor K. SubramaniamHomi Bhabha Centre of Science EducationTata Institute of Fundamental Research V. N. Purav Marg, Mankhurd, Mumbai – 400088

7. Professor Vinita KaulCentre for Early Childhood Education and DevelopmentDr Ambedkar University, Sector 9, DwarkaNew Delhi –110077

8. Professor Padma VelaskarCentre for Studies in Sociology of EducationTata Institute of Social Sciences, PO Box No. 8313Deonar, Mumbai – 400088 (Maharashtra)

9. Professor Rajeev SharmaRavi J. Maathai Centre for Educational InnovationIndian Institute of ManagementVastrapur, Ahmedabad – 380015 (Gujarat)

10. Professor Kumkum RoyCentre for Historical Studies Jawaharlal Nehru University, New Delhi

11. Professor Arun KamalMaitri Shanti BhawanB.M. Das Road, Patna – 800004 (Bihar)


NCER

T12. Professor Farida Khan

Department of Educational Studies Jamia Millia Islamia, New Delhi

Representatives of State Councils of Educational Research and Training (SCERTs)

13. Director State Council of EducationalResearch and Training (SCERT), (Vidyabhavan), Poojapura P.O.Thiruvananthapuram – 695012 (Kerala)

14. DirectorDirectorate of Educational Research and TrainingArthuthonot Road, Nongnimmaw, LaitukhrahShilling – 793001 Meghalaya

NCERT Faculty15. Professor Saroj Bala Yadav

Dean (A), NCERT

16. Dean (Research), NCERT

17. Professor Hrushikesh Senapaty, Principal, Regional Institute of Education, Bhopal

18. Professor V. K. Kakaria, PrincipalRegional Institute of Education, Ajmer – 305004

19. Professor B.P. BhardwajHead, DTE, NCERT

20. Professor Gauri SrivastavaHead, DWS, NCERT

21. Professor Anupam AhujaHead, DEGSN, NCERT

22. Professor Daya PantHead, DEPFE, NCERT

23. Professor Sridhar SrivastavaHead, ESD, NCERT

24. Professor A. K. SrivastavaHead, DER, NCERT


Annu

al Re

port

201

5 –

2016

AcAdemic committee of nie

1. Chairperson Dean (Academic)

2. External Experts

(i) Professor K. SubramaniamHomi Bhabha Centre for Science Education, V. N. Purav MargMankhurd, Mumbai

(ii) Dr Amman MadanAzim Premji University, PES Institute of Technology Campus, Pixel Park, B Block, Electronics City, Hosur Road (Beside NICE Road) Bengaluru-560 100, Karnataka

(iii) Dr Anita DashDeptt. of Sociology, Ravenshaw UniversityCuttack, Odisha

(iv) DirectorSCERT, SikkimP. O. Raj Bhavan, TathangchenGangtok – 737103

(v) Professor N. K. JangiraPark View Apartment, Sector-15-IIGurgaon –122001

3. Heads of NIE Departments

(i) Head, Deptt. of Education in Science and Mathematics (DESM)

(ii) Head, Deptt. of Education in Social Sciences (DESS)

(iii) Head, Deptt. of Education in Languages (DEL)

(iv) Head, Deptt. of Education Psychology and Foundations of Education (DEPFE)

(v) Head, Deptt. of Elementary Education (DEE)

(vi) Head, Deptt. of Education in Art and Aesthetics (DEAA)

(vii) Head, Deptt. of Education of Groups with Special Needs (DEGSN)

(viii) Head, Division of Educational Research (DER)

(ix) Head, Deptt. of Teacher Education (DTE)

(x) Head, Educational Survey Division (ESD)

(xi) Head, International Relations Division (IRD)

(xii) Head, Deptt. of Gender Studies (DGS)

(xiii) Head, Planning and Monitoring Division (PMD)

(xiv) Head, Deptt. of Educational Kits (DEK)

(xv) Head, RMSA Cell


NCER

T4. Faculty from NIE Departments

(i) Dr Vijayan K., Assistant Professor, DTE

(ii) Dr Gagan Gupta, Associate Professor, DESM

(iii) Dr Prabhat K. Mishra, Assistant Professor, DEPFE

(iv) Dr Y. Sreekanth, Professor, ESD

(v) Dr Padma Yadav, Associate Professor, DEE

(vi) Dr Aparna Pandey, Associate Professor, DESS

(vii) Dr Jyotsna Tiwari, Associate Professor, DEAA

(viii) Dr Poonam Agrawal, Professor, DER

(ix) Dr S.C. Chauhan, Associate Professor, DEGSN

(x) Dr Mohd. Faruq Ansari, Professor, DEL

(xi) Dr Anita Nuna, Associate Professor, DGS

(xii) Dr P.D. Subhash, Assistant Professor, PMD


Annu

al Re

port

201

5 –

2016

mAnAGinG committee of reGionAl institute of educAtion, Ajmer

1. Vice-Chancellor Chairman M.D.S. University Ajmer

2. Principal Vice-Chairman Regional Institute of Education, Ajmer

A nominee of the Education Department of each of the States and UTs

3. The Director Member Secondary Education Govt. of Rajasthan Bikaner, Rajasthan

4. Regional Director Member Education (South) New Delhi

5. The Director Member School of Education Govt. of J&K, Jammu

6. Director, SCERT Member Nishat Ganj, Lucknow, UP

7. Joint Director of Higher Education Member (C-1), Himachal Pradesh

8. Director, SCERT Member Uttarakhand

9. Director, SCERT Member Punjab

10. Director, SCERT Member Gurgaon, Haryana

11. Director, SCERT Member Chandigarh

Two Experts nominated by the President, NCERT

12. Professor R.C Kuhad Member Vice Chancellor Central University of Haryana

13. Professor V. Ramgopal Rao Member Director IIT Delhi

Nominee of the Director, NCERT

14. To be decided on receipt of scheduled date of Member meeting of Managing Committee from the Principal.


NCER

TTwo Heads of the Departments of RIE nominated by the Director

15. Head Member Department of Education in Science and Mathematics RIE, Ajmer

16. Head Member Department of Education RIE, Ajmer

Such other members as are required to be included by the stipulation of the University to which the Institute is affiliated.

17. Nominee of Vice-Chancellor Member M.D.S. University Ajmer


Annu

al Re

port

201

5 –

2016

mAnAGinG committee of reGionAl institute of educAtion, bhopAl

1. Vice-Chancellor Chairman Barkatullah University Bhopal

2. Principal Vice-Chairman Regional Institute of Education Bhopal

A nominee of the Education Department of each of the States and Union Territories of the Region

3. Director, SCERT Member Bhopal, Madhya Pradesh

4. Director, SCERT Member Raipur, Chhattisgarh

5. Director, MSCERT Member Pune (Maharashtra)

6. Deputy Director Member SCERT, Goa

7. Director, GCERT Member Gandhinagar, Gujarat

8. Assistant Director of Education Member UT of Daman and Diu Daman

9. Assistant Director of Education Member UT of Dadra and Nagar Haveli Silvassa


10. Prof. Vasudha Kamath Vice-Chancellor SNDT Women’s University

11. Ms. Geeta Bali Chairman NIT Bhopal


12. To be decided on receipt of scheduled Member date of meeting of Managing Committee from the Principal.

Two Heads of the Departments of RIE nominated by the Director

13. Head, DE Member RIE, Bhopal


NCER

T 14. Head, DESM Member

RIE, Bhopal

Such other members as are required to be included by the stipulation of the University to which the Institute is affiliated.

15. Nominee of Vice-Chancellor Member Barkatullah University Bhopal


Annu

al Re

port

201

5 –

2016

mAnAGinG committee of reGionAl institute of educAtion, bhubAneswAr

1. Vice-Chancellor Chairman Utkal University Bhubaneswar

2. Principal Vice-Chairman RIE Bhubaneswar

A Nominee of the Education Department of each of the States and UTs

3. Director Member T.E. and SCERT Govt. of Odisha Bhubaneswar

4. President Member West Bengal Board of Primary Education Salt Lake, Kolkata – 91

5. Principal Member State Institute of Education Port Blair Andaman and Nicobar Islands

6. Deputy Director Member Directorate of Primary Education Department of Human Resource Development Government of Jharkhand, Ranchi

7. Assistant Director Member Directorate of Research and Training Department of Education Patna, Bihar


8. Professsor Mohd. Akhtar Siddiqui Member Former Chairperson NCTE Professor of Education Institute of Advanced Studies in Education Faculty of Education, Jamia Millia Islamia New Delhi

9. Professsor R. V. Rajkumar Member Director IIT Bhubaneswar


10. Head Member DE RIE Bhubaneswar


NCER

T 11. Head, DESM Member

RIE Bhubaneswar

Such other members as are required to be included by the stipulation of the University to which the Institute is affiliated

12. Professor Samson Moharana Member P.G. Department of Commerce Utkal University Bhubaneswar

The Administrative Officer of the Institute shall act as the Secretary of the Committee as per rule 67(b) of the Rules of the Council.


Annu

al Re

port

201

5 –

2016

mAnAGinG committee of reGionAl institute of educAtion, mysore

1. Vice-Chancellor Chairman Mysore University, Mysore

2. Principal Vice-Chairman Regional Institute of Education Mysore


3. Director Member DSCERT, Bengaluru Karnataka

4. Director Member SCERT Hyderabad Andhra Pradesh

5. Director Member SCERT, Telangana Hyderabad

6. Director Member SCERT, Chennai Tamil Nadu

7. Director Member SCERT, Thiruvananthapuram Kerala


8. Dr. M. K. Sridhar Member Canara Bank School of Management Studies Post-Graduate Department of Management Studies Bangalore University, Central College Campus Bengaluru

9. Dr. Rama Subramanium Member IIT Bombay Coordinator for Research in Science and Technology in Sanskrit Literature


10. To be decided on receipt of scheduled date of meeting Member of Managing Committee from the Principal.


11. Head Member Department of Education RIE, Mysore


NCER

T 12. Head Member

DESM RIE, Mysore


13. Nominee of Vice-Chancellor Member Mysore University, Mysore



Annu

al Re

port

201

5 –

2016

mAnAGinG committee of north-eAst reGionAl institute of educAtion,

umiAm (shillonG)

1. Vice-Chancellor Chairman North-East Hill University Shillong

2. Principal Vice-Chairman NERIE, Shillong


3. Director, DHRT Member Shillong

4. Director Member School Education Itanagar

5. Director Member SCERT Assam

6. Director Member HRDD (School Education) Sikkim

7. Director of School Education Member Tripura

8. Director of School Education Member Mizoram

9. Director Member SCERT, Manipur

10. Director Member SCERT Nagaland


11. Professor Sri Krishna Srivastava Member Vice-Chancellor NEHU, Shillong

12. Mrs. Roze Millia Bethew Member Former Chairman UPSC


NCER

TNominee of the Director, NCERT

13. To be decided on receipt of scheduled date Member of meeting of Managing Committee from the Principal.


14. Head Member DESH NERIE, Shillong

15. Head Member DE NERIE Shillong


16. Nominee of the Vice-Chancellor Member NEHU, Shillong



Annu

al Re

port

201

5 –

2016

App

en

dix

v

NC

ER

T's

Con

soli

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NCER

T

App

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dix

vi

Nat

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l Cou

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of

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Annu

al Re

port

201

5 –

2016

(Gra

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for

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NCER

T

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Annu

al Re

port

201

5 –

2016

Separate Audit Report of the Comptroller and Auditor General of India on the Accounts of National Council of Educational Research and Training for the year ended 31 March 2016

1. We have audited the attached Balance Sheet of National Council of Educational Research and Training (Council), New Delhi as on 31 March 2016, the Income and Expenditure Account and Receipts and Payments Account for the year ended on that date under Section 20(1) of the Comptroller and Auditor General’s (Duties, Powers and Conditions of Service) Act, 1971. The audit has been entrusted for the period up to 2017–18. These financial statements include the accounts of 12 units of the Council. Of these, accounts of three units were audited and comments suitably included in the report. These financial statements are the responsibility of the Council’s management. Our responsibility is to express an opinion on these financial statements based on our audit.

2. This Separate Audit Report contains the comments of the Comptroller and Auditor General of India (CAG) on the accounting treatment only with regard to classification, conformity with the best accounting practices, accounting standards and disclosure norms, etc. Audit observations on financial transactions with regard to compliance with the Law, Rules and Regulations (Propriety and Regularity) and efficiency-cum-performance aspects, etc., if any, are reported through Inspection Reports/CAG’s Audit Reports separately.

3. We have conducted our audit in accordance with auditing standards generally accepted in India. These standards require that we plan and perform the audit to obtain reasonable assurance about whether the financial statements are free from material misstatements. An audit includes examining, on a test basis, evidences supporting the amounts and disclosures in the financial statements. An audit also includes assessing the accounting principles used and significant estimates made by management as well as evaluating the overall presentation of financial statements. We believe that our audit provides a reasonable basis for our opinion.

4. Based on our audit, we report that:

(i) We have obtained all the information and explanations, which to the best of our knowledge and belief were necessary for the purpose of our audit.

(ii) The Income and Expenditure Account and Receipts and Payments Account and Balance Sheet dealt with by this report have been drawn up in the revised format prescribed by the Government of India, Ministry of Human Resource and Development vide order no. 29 – 4/2012 - FD dated 17.04.2015.


NCER

T (iii) In our opinion proper books of accounts and other relevant

records except trial balance (including some in the form of customised software) and Schedule –10 of Grant/Subsidies have been maintained by the Council in so far as it appears from our examination of such books.

(iv) We further report that;

A. Balance SheetA.1 AssetsA.1.1 Fixed Assets (Schedule 4) – ` 140.49 crore

(i) The book value of ̀ 5.79 lakh has been shown as deductions instead of the written down value of the assets of ̀ 0.47 lakh in respect of assets disposed off during the year 2014–15. This resulted in understatement of Fixed Assets and Capital Fund by ` 5.32 lakh.

(ii) The above schedule exhibits deduction of ` 5.75 lakh from gifted assets in respect of CIET, a unit of NCERT, whereas in the accounts of CIET no such deduction has been shown. This needs to be reconciled.

(iii) An amount of ` 0.97 lakh on account of weeding out of books has not been deducted from the above schedule. This has resulted in overstatement of Fixed Assets and Capital Fund by the written down value of these books.

(iv) The above do not include Library books received as gift during the year 2015-16 amounting to ` 0.73 lakh. This resulted in understatement of Fixed Assets and Capital Fund by the same amount.

A.1.2 Current Assets (Schedule– 7) – ` 220.94 crore As per schedule–7, Sundry Debtors amounting to ` 54.30 lakh

and ` 36.60 lakh were outstanding since 2000 –01 and 2004 –05 respectively. As the Sundry debtors are too old, these are required to be considered as bad debts and necessary disclosure should be made in ‘Notes on Accounts’ and if considered doubtful by competent authority, provision should be made in accounts. This was pointed out in the last SAR but no action has been taken by the Council.

A.1.3 Loans, Advances and Deposits (Schedule 8)– ` 82.05 crore The above do not include license fee of ̀ 0.73 lakh from ICICI Bank

outstanding as on 31.03.2016 resulting in understatement of Loans, Advances and Deposits and Capital Fund by ` 0.73 lakh.

B. GeneralB.1 Schedule 10 Grants/Subsidies has not been correctly drawn.

Neither the opening balance as on 1/4/2015 has been shown in


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Schedule nor the expenditure incurred during the year 2015–16. Instead of unutilised grant-in-aid the entire grant has been shown as balance carried forward. The Schedule 10 needs to be rectified. This was pointed out in the last SAR but no action has been taken.

B.2 In bank reconciliation of various bank accounts of NCERT amount of ` 64.32 lakh remainedunreconciled as detailed below:

(i) An amount of ` 38.62 lakh being the value of cheques was deposited in the bank but credit not given by bank.

(ii) An amount of ` 22.88 lakh being the value of cheques were credited by bank but not recorded in cash book

(iii) An amount of ` 2.54 lakh being the value of cheques were debited but not recorded in the cash book

(iv) Cheques amounting to ` 0.28 lakh were time barred and needs to be written back and shown as liability.

Steps need to be taken to reconcile these amounts.

B.3 The Council has transferred land measuring 2100 sq. m to NUEPA during 2013 –14 for which it receivedan amount of ` 20.91 lakh. However, neither the matter was intimated to the Ministry of HRD nor the effect of the asset was made in the accounts. The same has also not been disclosed in the Notes to accounts. This was pointed out in the prev ious audit report but no action has been taken by the council.

B.4 As per the accounts an amount of ` 4506.03 lakh was outstanding with CPWD as on 31/3/2016 which includes an amount of ̀ 102.23 lakh in respect of Unit NERIE Shillong whereas as per the details furnished by NERIE Shillong the closing balance of outstanding advances with CPWD as on 31.3.2016 was ` 126.65 lakh. The difference of ` 24.42 lakh needs to be reconciled.

B.5 Consolidation of Accounts All the constituent units of NCERT are preparing Receipts and

Payment Accounts every month and forwarding the same to the NCERT Headquarters for consolidation. On the basis of Receipts and Payment Accounts received from all the units, at the end of the financial year, consolidated Receipts and Payment Accounts, Balance sheet and Income and Expenditure accounts are prepared at NCERT Headquarters All the constituents units should prepare the complete set of accounts at the end of the financial year i.e, Receipts and Payments Account, Income and Expenditure Account and Balance Sheet from which the consolidated accounts should be prepared at NCERT Headquarters for better reporting of the accounts of NCERT.

B.6 Trial Balance has not been prepared by the Council.


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TC. Grant-in-aid The Council received grant-in-aid during 2015–16 of ` 209.37

crore (Plan: ` 20.16 crore and Non-Plan: ` 189.21 crore) out of which grant of ` 43.26 crore (Plan ` 5.99 crore Non-Plan ` 40.27 crore) was received in the month of March, 2015. It had an opening balance of ` 25.21 crore (Plan: ` 2.14 crore and Non Plan: ` 23.07 crore) and its own receipts of ` 132.67 crore (Plan: ` 1.12 crore and Non Plan: ` 131.55 crore). It utilised ` 364.36 crore (Plan: ` 21.61 crore and Non-Plan: ` 342.75 crore) leaving an unspent balance of ` 2.89 crore (Plan: ` 1.82 crore and Non Plan: ` 1.07 crore).

It also received grant of ` 15.28 crore for sponsored/specific projects from Ministry of Human Resource Development and other agencies during the year along with ` 1.85 crore refunds from the sponsored/specific projects and had an opening balance of ` 6.18 crore in these projects. Out of the total grant received, ` 9.88 crore was received in the month of March 2016. Out of the total of ` 23.31 crore, an expenditure of ` 14.27 crore was incurred by the Council during the year on these projects leaving a balance of ` 9.04 crore as on 31 March 2016.

(i) Subject to our observations in the preceding paragraphs, we report that the Balance Sheet, Income and Expenditure Account and Receipts and Payments Account dealt with by this report are in agreement with the books of accounts.

(ii) In our opinion and to the best of our information and according to the explanations given to us, the said financial statements read together with the Accounting Policies and Notes on Accounts, and subject to the significant matters stated above and other matters mentioned in Annexure-I to this Audit Report, give a true and fair view in conformity with accounting principles generally accepted in India.

a. In so far as it relates to the Balance Sheet, of the state of affairs of the National Council of Educational Research and Training as at 31 March, 2016 and

b. In so far as it relates to Income and Expenditure Account of the surplus for the year ended on that date.

For and on behalf of the C & AG of India

Place: New Delhi Director General of AuditDate: 01.03.2016 (Central Expenditure)


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Annexure to Report – 1

1. Adequacy of internal audit system The internal audit system needs to be strengthened.

• Audit plan was not prepared but two units were audited up to 2015–16.

• Proper follow up action was not taken by the Management on the reports of internal audit as 491 paras of 11 units were outstanding as on 31.3.2016. Further all eight sanctioned posts were lying vacant in the Internal Audit Cell of the Council.

• Information was not furnished about the internal audit of Publication Division of NCERT.

2. Adequacy of internal control system The internal control system of the Council is inadequate due to:

• Weak internal audit.

• Physical verification of fixed assets was not done regularly.

• The management’s response to external audit objections is not effective as 34 paras of NCERT Headquarters pertaining to the period from 2002-03 to 2015-16 was outstanding as on 31/3/2016.

3. System of physical verification of fixed assets• The physical verification of Land and Building has not been

conducted since 2009–10.

• The physical verification of Furniture and Fixture, Vehicles and Computer accessories of NCERT Headquarters was under process, conducted up to 2013. The physical verification of Library Books of NCERT Headquarters has been done up to 2013–14.

4. System of physical verification of inventory The physical verification of Publications of books had been

conducted up to September 2016.

5. Regularity in payment of statutory dues As per accounts no payment over six months in respect of statutory

dues was outstanding as on 31.3.2016.


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TAppendix vii

Publications Released during the Year 2015-2016

Textbooks

Class I• Rimjhim 1• Math-Magic 1• Ganit Ka Jadu I• Marigold I

Class II• Rimjhim 2• Math-Magic 2• Ganit Ka Jadu 2• Marigold II

Class III• Rimjhim 3• Math-Magic 3• Ganit Ka Jadu 3• Marigold III• Ass-Pass (EVS)• Looking Around I

Class IV• Rimjhim 4• Marigold IV• Math-Magic 4• Ganit Ka Jadu 4• Ass-Pass (EVS)• Looking Around (EVS)

Class V• Rimjhim 5• Marigold V• Math-Magic 5• Ganit Ka Jadu 5• Ass-Pass (EVS)• Looking Around (EVS)

Class VI• Vasant 1• Doorva I• Ruchira Bhag I

• Bal Ram Katha (Hindi Supplementary Reader)

• Mathematics I• Ganit I• Science• Vigyan I• Honeysuckle (English Reader)• A Pact With the Sun (English

Supplementary Reader)• The Earth: Our Habitat• Social and Political Life• Our Pasts I• Hamare Ateet 1• Samajik Evam Rajnitik Jeevan• Prithvi: Hamara Aavas

Class VII• Vasant 2• Bal Mahabharat Katha (Hindi

Supplementary Reader)• Doorva 2 (Dwitiya Bhasha)• Ruchira Bhag 2 • Honeycomb (English Textbook)• An Alien Hand (English

Supplementary Reader)• Mathematics • Ganit• Science• Vigyan I• Our Pasts II• Hamare Ateet 2• Our Environment• Hamara Paryavaran• Social and Political Life II• Samajik Evam Rajnitik Jeevan 2

Class VIII• Vasant 3• Bharat Ki Khoj (Hindi

Supplementary Reader)


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• Doorva 3• Ruchira 3 • Honeydew • It so Happened (English

Supplementary Reader)• Mathematics • Ganit• Science• Vigyan• Resources and Development• Sansadhan Aur Vikas• Social and Political Life III• Samajik Evam Rajnitik Jeevan 3• Our Pasts III Part-I• Our Pasts III Part-II• Hamare Ateet 3 Bhag-1• Hamare Ateet 3 Bhag-2

Class IX• Kshitij Bhag –1

(Hindi Core Course)• Kritika Bhag –1

(Hindi Core Course)• Sparsh Bhag –1

(Hindi Elective Course)• Sanchayan Bhag –1

(Hindi Elective Course)• Beehive (English Textbook,

Elective Course)• Moments (English

Supplementary Reader)• Shemushi Bhag –1 • Mathematics• Ganit• Science• Vigyan• Economics• Arthashastra• Democratic Politics• Loktantrik Rajniti• India and the Contemporary

World I• Bharat Aur Samkaleen Vishwa I• Contemporary India I

• Samkaleen Bharat I

Class X• Kshitij Bhag –2

(Hindi Core Course)• Kritika Bhag –2

(Hindi Core Course)• Sparsh Bhag –2

(Hindi Elective Course)• Sanchayan Bhag –2

(Hindi Elective Course)• First Flight (English Textbook,

Elective Course)• Footprints Without Feet

(English Supplementary Reader Elective Course)

• Shemushi Bhag –2• Mathematics• Ganit• Science• Vigyan• India and the Contemporary

World II• Bharat Aur Samkaleen Vishwa II• Democratic Politics II• Loktantrik Rajniti II• Contemporary India II• Samkaleen Bharat II• Understanding Economic

Development• Arthik Vikas Ki Samajh

Class XI• Aaroh Bhag –1 (Hindi Core Course)• Vitaan Bhag –1

(Hindi Core Course)• Antra Bhag –1

(Hindi Elective Course)• Antral Bhag –1

(Hindi Elective Course)• Woven Words

(English Elective Course)• Bhashwati Bhag –1 • Shashwati Bhag –1 • Mathematics


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T• Ganit• Biology• Jeev Vigyan• Chemistry Part – I• Chemistry Part – II• Rasayan Vigyan Bhag –1• Rasayan Vigyan Bhag –2• Physics Part –I• Physics Part –II• Bhautiki Bhag –1• Bhautiki Bhag –2• Themes of World History• Vishwa Itihas Ke Kuch Vishay• Fundamental of Physical

Geography• Bhautik Bhugol Ke Mool

Siddhant• India: Physical Environment• Bharat: Bhautik Paryavaran• Practical Work in Geography

Part-I• Bhugol Mein Prayogatmak

Karya Bhag –1• Statistics to Economics• Arthashastra Mein Sankhyiki• Indian Economic Development• Bhartiya Arthvyavastha Ka

Vikas• Indian Constitution at Work• Bharat Ka Samvidhan:

Siddhant Aur Viyavhar• Political Theory II• Rajniti Siddhant 2• Introducing Sociology• Samajshastra ka Parichay• Understanding Society• Samaj Ka Bodh• Business Studies• Vyavasaik Adhayan• Accountancy Part –I• Lekhashastra Bhag –I• Accountancy Part –II• Lekhashastra Bhag –2

• Abhivyakti Aur Madhyam• Psychology• Manovigyan Ka Parichay

Class XII• Aaroh Bhag –2

(Hindi Core Course)• Vitaan Bhag –2

(Hindi Core Course)• Antra Bhag –2

(Hindi Elective Course)• Antral Bhag –2

(Hindi Elective Course)• Flamingo (English Core Course) • Vistas (English Core Course)• Kaleidoscope

(English Elective Course)• Bhashwati Bhag –2 • Shashwati Bhag –2 • Mathematics Part –I• Mathematics Part –II• Ganit Bhag –I• Ganit Bhag –II• Biology• Jeev Vigyan• Chemistry Part –I• Chemistry Part –II• Rasayan Vigyan Bhag –1• Rasayan Vigyan Bhag –2• Physics Part –I• Physics Part –II• Bhautiki Bhag –1• Bhautiki Bhag –2• Themes in Indian History Part –I• Themes in Indian History Part –II• Themes in Indian History

Part –III• Bharatiya Itihas Ke Kuch

Vishay Bhag –1• Bharatiya Itihas Ke Kuch

Vishay Bhag –2• Bharatiya Itihas Ke Kuch

Vishay Bhag –3• Fundamentals of Physical

Geography


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• Manav Bhugol Ke Mool Siddhant• Practical Work in Geography

Part –II• Bhugol Mein Prayogatmak

Karya Bhag –2• Introductory Microeconomics• Vyashti Arthashastra: Ek

Parichay• Introductory Macroeconomics• Samashti Arthashastra: Ek

Parichay• Contemporary World Politics• Samkaleen Vishwa 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 Adhayan Bhag –1• Vyavasaik Adhayan Bhag –2• Accountancy I: Not-for-Profit

Organisation and Partnership Accounts

• Lekhashastra 1: Alabhkari Sansthayen Evam Sanjhedari Khatey

• Accountancy II: Company Accounts and Analysis of Financial Statements

• Lekhashastra 2: Company Khate Evam Vittiya Vivronon Ka Vishleshan

• Psychology• Manovigyan Ka Prichay• Accountancy – Computerised

Accounting System• Craft Tradition of India

Textbook in Heritage Craft• Graphic Design

• Srijan – 2 Textbook in Creative Writing and Translation

Urdu Textbooks

Class I• Riyazee Ka Jadoo 1• Ibtedai Urdu 1

Class II• Riyazee Ka Jadoo 2• Ibtedai Urdu 2

Class III• Riyazee Ka Jadoo 3• Aas Pass (EVS)• Ibtedai Urdu 3

Class IV• Riyazee Ka Jadoo 4• Ibtedai Urdu 4• Aas Pass (EVS)

Class V• Riyazee Ka Jadoo 5• Ibtedai Urdu 5• Aas Pass (EVS)

Class VI• Apni Zaban 1• Urdu Guldasta

(Supplementary Reader)• Hisab • Science• Zameen Hamara Maskan• Hamare Maazee I• Samaji Aur Siyasi Zindgi 1• Jaan Pehchan (Second

Language)

Class VII• Apni Zaban 2• Urdu Guldasta

(Supplementary Reader)• Hisab • Science• Hamare Maazee II• Samaj Aur Siyasi Zindgi• Jaan Pehchan (Second


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TLanguage Urdu Textbook)

• Door – Pass (III language)

Class VIII• Apni Zaban• Urdu Guldasta

(Supplementary Reader)• Science• Hisab• Wasail Aur Taraqqui

(Geography)• Samaji Aur Siyasi Zindgi• Hamare Maazee 3 Part – I• Hamare Maazee 3 Part – 2• Jaan Pehchan

(Second Language ) • Door Pass (Third Language)

Class IX• Nawa-e-Urdu• Gulzar-e-Urdu

(Supplementary Reader)• Riyazee • Science• Jamhoori Siyasat 1• Asri Hindustan 1• Hindustan Aur Asri Duniya 1• Ilm-e-Maashiyat (Economics)• Jaan Pehchan

(Second Language)• Door Pass (Third Language)• Sub Rang

Class X• Nawa-e-Urdu• Gulzar-e-Urdu

(Supplementary Reader)• Riyazee • Science• Hindustan Aur Asri Duniya 2• Jamhoori Siyasat 2• Maashi Taraqqui Ki Samajh• Jaan Pehchan

(Second Language)• Door Pass (Third Language)• Sub Rang

Class XI• Gulistan-e-Adab• Khyaban-e-Urdu

(Supplementary Reader)• Riyazee • Tabiyat Part –1• Tabiyat Part – 2• Shumariyaat Barai Mashiyat• Hindustani Tabai Mahaul• Hindustan Ki Maashi Taraqqui• Samajiyat Ka Taarruf• Hindustani Aain-Usool Aur Kam• Siyasi Nazaryah• Karobari Uloom• Nafsiyat Ka Taarruf• Tabai Jugraphiya Ke Mubodiyat• Jugraphiya Mein Amli Kam• Tareekh-e-Alam per Mabni

Mauzuaat (History)• Samajiyat Ka Taarruf• Mutala-e-Muashira• Keemiya Part –1• Keemiya Part – 2• Hayatiyat Part –1• Hayatiyat Part – 2• Khatadari Part –1• Khatadari Part – 2 • Dhanak (Supplementary

Reader)• Nai Awaz (Core Urdu Textbook)

Class XII• Gulistan-e-Adab• Khyaban-e-Urdu

(Supplementary Reader)• Riyazee Part –1• Riyazee Part – 2• Tabiyat Part –1• Tabiyat Part – 2• Keemiya Part –1• Keemiya Part – 2• Hayatiyat• Tareekh-e-Hind Ke Mouzuat

Part –1


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• Tareekh-e-Hind Ke Mouzuat Part – 2

• Tareekh-e-Hind Ke Mouzuat Part – 3

• Khatadari Part –1• Khatadari Part – 2• Kulli Mashiyat Ka Taarruf• Juzvi Mashiyat Ka Taarruf• Dhanak

(Supplementary Reader)• Insani Jughrafiya Ke Bunyadi

Usool• Jughrafiya Mein Amli Kam• Hindustan Avam Aur Mashiyat• Hindustan Mein Samaji Tabdili

Aur Taraqqui• Insani Jugrafia Ke Mubadiyat• Asri Alami Siyasat• Azadi Ke bad Hindustani

Siyasat• Hindustani Samaj• Karobari Uloom Part –1• Karobari Uloom Part – 2• Nafsiyat• Nai Awaz (Core Urdu Textbook)• Urdu Qawaid aur Insha for Sec.

and Sr. Sec. Stage• Urdu Zaban-wo Adab ki

Tareekhfor Sec. and Sr. Sec Stage

• Urdu ki Adabi Asnaf for Sec. and Higher Sec. Stage

Research Reports/Monographs• Schooling, Socialisation and

Identity : A textbook for B.Ed course

• Yoga: A Healthy Way of Living: Upper Primary Stage (2nd edition)

• Yoga: A Healthy Way of Living : Secondary Stage (2nd edition)

• Madhyamik Vigyan kit Manual Class 9 –10

• Akalan per stroot pustak : Vigyan Class 6 – 8

• Training package on Art Education for Primary Teachers Vol. II

• Likhney ki Shuruaat — Ek mukaalmah (Urdu)

• Kitab-e-Maakhay Musalsal Aur Jamey Andez-e-Qadar Urdu Zaban Source book for class VI – VIII

• Padhney ki Faham (Urdu)• HIV – AIDS • Swine Flu : Resource Material

on Management of Disasters• Mosquito borne diseases

Malaria and Dengue (Resource Material on Management of Disasters)

• Fire and Stampede : Resource Material on Management of Disasters

• Emerging Concern Lifestyle Related Issues

• Readiness Activities for Beginners : Activity book – I

• Urdu Tadresiyaat Pt. I Urdu Pedagogy – I Textbook for B.Ed.

• Samajh ka Madhyam : Rastriya Parisambad 2008 – 2010 par Adharit

• Shikshak Sandarshika : Shiksha ka Adhikar Adhiniyam ke Antargat Bachchon ki Aayu ke Anusar Kaksha mein Parvesh

• Customised Teacher’s Training Package for KGBV, English

Textbooks for Optional Subject• Readiness Activities for

Beginners : Activity Book – I• An Introduction to Indian Art

Part – I Class – XI• Reading Activities for Beginners• Vigyan: Prashna Pardarshika

Class – VIII• Ganit ki Nirdesh Pustika: Ucch

Prathmik Star


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TTeachers’ Guide• Teacher Handbook for English

Honey Suckle for Class VI• Early Childhood Care and

Education: A Way Forward: A Handbook for Teacher and Teacher Educators

• Teacher Handbook for English Honey Comb for Class VII

• Training Package on Art Education for Primary Teacher Volume – I

• Training Package on Art Education for Primary Teacher Volume – II

• Shikshak Sandershika: Shiksha Ka Adhikar Adhiniyam ke Antergat Bachchon ki Aayu ke Anusar Kaksha mei Pravesh

Children’s Literature Series• Grumpy Geeta• Ducky Little• Best of All• Lazy Juju• Gajra for Amma

Supplementary Reader• Suno Kahani: Ucch Prathmik

Star ke Liye Hindi ki Purak Pustak

Barkha Series• Rani Bhi • Mun Mun Aur Munnu• Tota• Mithai• Gilli Danda• Chhupan Chhupai• Maza Aa Gaya • Mili Ka Gubbara• Meethe Meethe Gulgule• Phuli Roti• Oon Ka Gola• Hich Hich Hichki• Moni• Chimti Ka Phool

• Jeet Ki Pipni• Out• Hamari Patang• Sharbat• Pattal• Chawal• Mausi Ke Moze• Mere Jaisi• Koodti Juraben • Talab Ke Maze• Babli Ka Baja• Jhoola• Mili Ke Baal• Tosia Ka Sapna• Chai• Gol Gappe• Peeloo Ki Gulli• Nani Ka Chashma• Chunni Aur Munni• Mini Ke Liye Kya Loon?• Chalo Pipni Banaein• Tabla• Mily ki cycle• Paka Aam• Gehoon• Bhutta

Varsha Kramik Pustakmala (Sanskrit)• Rani Api• Munmun:• Shuk:• Mishtacham• Gulli Dand: Ch• Gopnagopnam• Harsh: Jat:• Milya: Vayulunam• Madhurani Gulgulani• Phullita Rotika• Oornasya Golkam• Hik-Hik-Hikka• Moni• Keshsandarshikaya: Pushpam


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• Jitasya Pipnika• Nirgat:• Asmakam Patangika• Prapankam• Patralam• Odnam• Matraswasu: Padavarkam• Madrashi• Kudemane Padavarke• Sarovartate Aamod:• Bablya: Vadhyam• Dola • Milya: Kesha:• Tosiyaya: Swapn:• Chayam• Golgappakam• Pilva: Gulti• Matamahya: Upnetram• Chunni Munni Ch• Mimya: Krate Kim Nayani• Pipnikam Rachyem• Tabla:• Milya: Dwichakrika:• Pakwam Aamram• Godhyuma:• Bhuttakam

Unpriced Publications• NCERT Annual Report 2014 –15• NCERT Varshik Report 2014 –15• NCERT Annual Accounts 2014 –15• NCERT Varshik Lekha 2014 –15• Guidelines: SLMME for children

2015 –16 and 43rd JLNSME Exhibition for Children 2016 for Preparation of Exhibition and Modules and Organizing Exhibitions

• Structure and working of Exhibition, 41st JLNSME Exhibition of Children 2015

• Folder of Exhibition, 42nd JLNSME Exhibition of Children 2015.

• List of Exhibits: 42nd JLNSME Exhibition of Children 2015

• Learning Indicators and Learning Outcomes at Elementary Stage by Trilingual.

• A Folder of Minorities Education: Policy Programme Aur Scheme in Urdu Language.

• Checklist NCERT Textbooks• Checklist General Publications• Including Children with Special

Needs: Upper Primary Stage• CCE: Exemplar Package for the

Primary Stage• CCE English : Exemplar

Package for the Upper Primary Stage

• CCE Mathematics: Exemplar Package for the Upper Primary Stage

• CCE Arts Education: Exemplar Package for the Upper Primary Stage

• CCE Science: Exemplar Package for the Upper Primary Stage

• Promoting Artistic Talent amongst Students of the Secondary Stage 2015: Guidelines of MHRD bilingual

• Enhancing Educational Outcomes in Social Sciences — A Folder of DESS

• Learning Indicators and Learning Outcomes at Elementary Stage — A Folder of DEE

• Early School Mathematics Programme — A Folder

• Prarambhik Saksharta Karyakaram — A Folder

• Prarambhik Star Par Adhigam Sanketak Avam Adhigam Parinam — A Folder

• Satat aur Samagra Mulyankan CCE: Uchch Prathmik Star ke Liye Pratiman Samagri


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T• Including Children with Special

Needs: Upper Primary Stage• CCE: Social Sciences: Exemplar

Package for the Upper Primary Stage

• Eight All India School Education Survey: A Concise Report

• CCE Ibtadai Taleem: Misali Mawad for Upper Primary Stage (Urdu)

• CCE Urdu: Misali Mawad for Primary and Upper Primary Stage (Urdu)

• CCE Social Science: Misali Mawad for Upper Primary Stage (Urdu)

• CCE Science: Misali Mawad for Upper Primary Stage (Urdu)

Journals• Journal of Indian Education —

August 2013 Issue• Bhartiya Adhunik Shiksha —

October 2012 Ank• Bhartiya Adhunik Shiksha —

January 2013 Ank• Bhartiya Adhunik Shiksha —

April 2013 Ank• Bhartiya Adhunik Shiksha —

July 2013 Ank• Bhartiya Adhunik Shiksha —

October 2013 Ank• Bhartiya Adhunik Shiksha —

July 2014 Ank• The Primary Teacher: July 2014

Issue• Prathmik Shikshak : April 2014

Ank• Prathmik Shikshak : July 2014

Ank• Journal of Indian Education —

November 2013 Issue• Journal of Indian Education —

May 2014 Issue• The Primary Teacher: October

2014 Issue

• Journal of Indian Education: February 2014 Issue

• Journal of Indian Education: August 2014 Issue

• Journal of Indian Education: November 2014 Issue

• Bhartiya Adhunik Shiksha — January 2014 Ank

• Bhartiya Adhunik Shiksha — April 2014 Ank

• Prathmik Shikshak : October 2014 Ank

• Bhartiya Adhunik Shiksha — October 2014 Ank

• Bhartiya Adhunik Shiksha — January 2015 Ank

• Indian Educational Review — July 2014 Issue

• School Science — September –December 2012 Issue

• School Science — March 2013 Issue

• Bhartiya Adhunik Shiksha — April 2015 Issue

• The Primary Teacher: January 2015 Issue

• School Science — June 2013 Issue

• Journal of Indian Education — February 2015 Issue

• Journal of Indian Education —May 2015 Issue

• Prathmik Shikshak : January 2015 Ank

• Journal of Indian Education —August 2015 Issue

• Journal of Indian Education —November 2015 Issue

• Indian Education Review: July 2014 Issue

• Indian Education Review: January 2015 Issue

• Indian Education Review: July 2015 Issue


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Appendix viii

Publication Division and its Regional Production-cum-Distribution Centres

Name of Centre Regions Covered1. Publication Division NCERT

Campus of Sri Aurobindo Marg New Delhi 110016 Phone: 011 – 26562708 Fax: 011 – 26851070 email: [email protected]

Foreign Countries, Delhi, parts of Rajasthan, Jammu andKashmir, Uttrakhand, Haryana, Uttar Pradesh, Punjab, Chandigarh, Himachal Pradesh and Urdu Academy, Delhi

2. Regional Production-cum-Distribution Centre, Publication Division, NCERT C/o Navjivan Trust BuildingP.O. Navjivan, Ahmedabad 380 014Phone: 079 – 27541446

Gujarat, Madhya PradeshChhattisgarh, Maharashtraand parts of Rajasthan

3. Regional Production-cum-Distribution Centre, Publication Division, NCERT 108, 100 Ft. Road, Hoskere Halli Extension, Banashankari 3rd Stage, Bangaluru 560 085Phone: 080 – 26725740

Tamil Nadu, PuducherryKerala, Andhra PradeshKarnataka, LakshadweepMinicoy and Amindivi Islands

4. Regional Production-cum-Distribution Centre, Publication Division, NCERT CWC Campus (1st Floor), Kishori Mohan Banerjee Road, Opp. Dhankal Bus Stop P.O. Panihati, Kolkata 700 114Phone: 033 – 25530454

West Bengal, BiharJharkhand, Odisha,Andaman and NicobarIslands and Sikkim

5. Regional Distribution Centre NCERT, CWC GodownMaligaon, Guwahati 781 011Phone: 0361 – 2674869

North-Eastern States


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TAppendix ix

NCERT Constituents and FacultyA. nAtionAl institute of educAtion (nie)Department of Elementary Education (DEE)

Professors1. Dr. A.K. Rajput, Head2. Dr. Usha Sharma3. Dr. Suniti Sanwal4. Dr. Sandhya Sangai

Associate Professors5. Dr. V.P. Singh6. Dr. Padma Yadav7. Dr. Kavita Sharma

Assistant Professors8. Sh. Ramesh Kumar9. Mrs. Reetu Chandra

10. Dr. Romila Soni11. Dr. Vardha Mohan Nikalje12. Dr. Sarla Kumari Verma

Headmistress13. Smt. Jyoti Kant Prasad

Nursery Teachers14. Ms. Sunayana Mittal15. Ms. Poonam

Department of Education of Groups with Special Needs (DEGSN)Professors1. Dr. Anupam Ahuja, Head2. Dr. Anita Julka3. Dr. S.C. Chauhan

Associate Professor4. Dr. Vinay Kumar Singh

Assistant Professor5. Dr. Bharti

Department of Gender Studies (DGS)Professors1. Dr. Poonam Agrawal, Head2. Dr. Gauri Srivastava


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3. Dr. Mona Yadav

Associate Professor4. Dr. Anita Nuna

Department of Education in Science and Mathematics (DESM)Professors1. Dr. A.K. Wazalwar, Head2. Dr. Sunita Farkya3. Dr. Dinesh Kumar4. Dr. Alka Mehrotra

Associate Professors5. Dr. Gagan Gupta6. Dr. Anjni Kaul7. Dr. Til Prasad Sarma8. Dr. Ruchi Verma9. Dr. Shashi Prabha

10. Dr. Rachna Garg

Assistant Professors11. Dr. Shimray C. Varichung12. Sh. R. Risoreng Koireng13. Dr. Pushplata Verma14. Dr. Rejaul Karim Barbhuiya15. Dr. Ashish Kumar Srivastava16. Dr. Pramila Tanwar

Division of Educational Kits (DEK)Professor1. Dr. R.K. Parashar, Head

Department of Teacher Education (DTE)Professors1. Dr. Brahm Prakash Bharadwaj, Head2. Dr. Rajrani3. Dr. Kiran Walia4. Dr. Madhulika S Patel

Assistant Professors5. Dr. K. Vijayan6. Dr. Jitender Kumar Patidar

Department of Education in School Science (DESS)Professors1. Dr. Neeraja Rashmi, Head2. Dr. Manju Bhatt


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T3. Dr. P.K. Mandal4. Dr. Shipra Vaidya

Associate Professors5. Dr. Aparna Pandey6. Ms. Mily Roy Anand7. Dr. Shankar Sharan8. Dr. Seema Shukla Ojha

Assistant Professors9. Dr. M.V. Srinivasan

10. Dr. Reetu Singh11. Dr. Tannu Malik12. Dr. Jaya Singh13. Dr. M.V.S.V. Prasad14. Sh. Harish Kumar Meena15. Dr. Bijaya Kumar Malik

Department of Education in Arts and Aesthetics (DEAA)Professor1. Dr. Pawan Sudhir, Head

Associate Professor2. Dr. Jyostna Tiwari

Assistant Professor3. Dr. Sarvari Banerjee

Department of Education in Languages (DEL)Professors1. Dr. K.C. Tripathi, Head2. Dr. Chandra Sadayat3. Dr. Sandhya Singh4. Dr. Mohd. Faruq Ansari

Associate Professors5. Dr. Diwan Hannan Khan6. Dr. Jatindra Mohan Mishra7. Dr. Kirti Kapur8. Dr. Mohd. Moazzamuddin9. Dr. Sanjay Kumar Suman

Assistant Professors10. Dr. Chaman Ara Khan11. Dr. R. Meghanathan12. Sh. Naresh Kohli13. Dr. Pramod Kumar Dubey


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14. Smt. Meenakshi Khar15. Dr. Neelkanth Kumar

RMSA Project CellProfessors1. Dr. Ranjana Arora, Head2. Dr. Sharad Sinha

Assistant Professors3. Dr. S.K. Pandey4. Dr. K.V. Sridevi

Department of Educational Psychology and Foundation of Education (DEPFE)Professor1. Dr. Anjum Sibia, Head

Associate Professor2. Dr. P.K. Mishra

Assistant Professors3. Dr. Shradha Dilip Dhiwal4. Dr. Sushmita Chakraborty5. Mrs. Ruchi Shukla6. Ms. Deepmala

Educational Survey Division (ESD)Professors1. Dr. Y Sreekanth, Head2. Dr. Sridhar Srivastava3. Dr. A.D. Tewari4. Dr. Veerpal Singh5. Dr. Indrani Bhaduri

Associate Professor6. Dr. Pratima Kumari

Assistant Professors7. Dr. Vishal D. Pajankar8. Sh. Sukhvinder9. Dr. Satya Bhushan

10. Dr. Gulfam

Division of Educational Research (DER)Professors1. Dr. Rajendra Pal, Head2. Dr. A.K. Srivastava3. Dr. N.K. Gupta


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TPlanning and Monitoring Division (PMD)Professor1. Dr. M. Siraj Anwar, Head

Assistant Professors2. Dr. P.D. Subhash3. Dr. Ashitha Raveendran

International Relation Division (IRD)Professor1. Dr. P.K. Mandal, Head, (Additional Charge)

Library and Documentation Division (LDD)Deputy Librarian1. Dr. Moorttimatti Samantaray, I/C Head

Assistant Librarian2. Mrs. Pooja Jain

Publication Division (PD)1. Dr. Dinesh Kumar, Head, Additional Charge2. Sh. Gautam Ganguly, Chief Business Manager3. Dr. Shveta Uppal, Chief Editor4. Sh. Arun Chitkara, I/c Chief Production Officer

Central Institute of Educational Technology (CIET)Professors1. Dr. Rajaram Sharma, Joint Director2. Dr. A.P. Behera

Associate Professors3. Dr. Kamlesh Rai4. Dr. Lal Singh5. Dr. Indu Kumar

Assistant Professors6. Sh. R.K. Nimesh7. Dr. Ranjan Biswas8. Dr. D.S. Shankar9. Dr. Angel Rathnabai

b. pAndit sunderlAl shArmA centrAl institute of vocAtionAl educAtion (psscive), bhopAl

Professors 1. Dr. R.B. Shivagunde, Joint Director 2. Dr. R. K. Shukla3. Dr. Mridula Saxena


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4. Dr. Asfa M.Yasin5. Dr. R. K. Pathak6. Dr. Vinay Swarup Mehrotra 7. Dr. Saurabh Prakash8. Prof. Manoj Kumar Mishra

Associate Professors9. Dr. Vipin Kumar Jain

10. Dr. Pinki Khanna 11. Dr. Abhijit Nayak12. Dr. Kuldeep Singh13. Dr. P.Veeraiah14. Dr. Deepak Shudhalwar

Assistant Professor15. Dr. Uadal Singh

c. reGionAl institutes of educAtion (rie)RIE, AjmerProfessors1. Dr. V. K. Kakaria, Principal2. Dr. J.P. Bagchi3. Dr. Vijay Pal Singh4. Dr. P.C. Agarwal

Associate Professors5. Dr. Nagendra Singh6. Dr. Kondru Chandra Sekhar7. Dr. Saryug Yadav8. Dr. Bidyadhar Barthakur9. Dr. P. K. Chaurasia

10. Dr. Rajesh Mishra11. Dr. Ram Niwas12. Dr. S.V. Sharma

Assistant Professors13. Sh. Aysuhman Goswami 14. Sh. Meenakshi Meena 15. Sh. Muzammil Hasan 16. Sh. O. P. Meena 17. Sh. Albert Horo 18. Sh. J.P.Narayan19. Sh. Anand Kumar Arya20. Dr. Anil Kumar Nainawat


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T21. Dr. Ram Babu Pareek22. Dr. R. K. Sharma23. Dr. Patanjali Sharma24. Dr. Rana Pratap 25. Sh V.P. Arya 26. Dr. A. K. Gupta27. Dr. Rajiv Ranjan28. Dr. B. K. Jha, Asstt. Librarian

RIE, BhopalProfessors1. Dr. K.K. Khare, I/c Principal 2. Dr. B. Ramesh Babu3. Dr. Jaydip Mandal4. Dr. I. B. Chughtai5. Dr. Lalchand Ram

Associate Professors6. Dr. Lallan Kumar Tiwary7. Dr. Nidhi Tiwari8. Dr. Ratanmala Arya 9. Dr Ramkar Raizada

10. Dr. P. K. Kulshesthra

Assistant Professors11. Sh. Anand Valmiki12. Sh. S.K.B. Pandagale 13. Dr. N.C. Ojha14. Mrs. Sarika C. Saju15. Dr. Sudhakar Wadeker16. Sh. Rizvan-ul-Haque17. Dr. Makwana S. Kalidas18. Sh. Premananda Sethy19. Dr. M. Daksha Parmar20. Dr. Chitra Singh21. Dr. Rashmi Singhai22. Sh. R.P. Prajapati 23. Dr. Rashmi Sharma24. Dr. A.K.Garg25. Sh Aji Thomas26. Dr. Kalpna Maski27. Dr. Shivalika Sarkar


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28. Sh. Lokendra Singh Chauhan29. Dr. Saurabh Kumar30. Dr. Shruti Tripathi31. Dr. Sangeeta Pethia32. Dr. Vanthangpui Khobung33. Dr. Soyehunlo Sebu 34. Dr. P. K. Tripathi, Asstt. Librarian

RIE, BhubaneswarProfessors1. Dr. K. B. Rath, Principal2. Dr. M. K. Satapathy3. Dr. B. N. Panda 4. Dr. P. C. Acharya5. Dr. A. K. Mohapatra6. Dr. B. K. Parida7. Dr. Manasi Goswami8. Dr. Dhanalaxmi Dash 9. Dr. Sandhyarani Sahoo

10. Dr. Anoop Kumar

Associate Professors11. Dr. I. P. Gowramma12. Dr. S. K. Dash13. Dr. S. P. Mishra 14. Dr. A. Ramulu15. Dr. Madhuri Mohapatra 16. Dr. N. Chhotray17. Dr P.K. Das 18. Dr. Ratanjali Das19. Ms. Shampa Das

Assistant Professors20. Dr. Ramakant Mohalik21. Dr. Laxmi Dhar Behera 22. Dr. Elizabeth Gangmai 23. Dr. Rasmirekha Sethy 24. Sh. Arup Kumar Saha25. Sh. Saurabh Kapoor26. Dr. Kalinga Ketaki 27. Dr. Basanta Kumar Panda28. Sh. Debarata Baghui


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T29. Dr. P.L. Negi, Librarian

RIE, MysoreProfessors1. Dr. D.G. Rao, Principal2. Dr. V. D. Bhatt3. Dr. S. Ramaa 4. Dr. M.U. Paily 5. Dr. Manjula P. Rao 6. Dr. C.G.V. Murthy 7. Dr. V.V. Anand8. Dr. Malli Gandhi9. Dr. G.V. Gopal

Associate Professors10. Dr. Kalpana Venugopal11. Dr. G. Vishwanathappa12. Dr. C. Padmaja13. Dr. R. Ravichandran14. Dr. Ramdas V.15. Dr. Prema Raghavan 16. Dr. Geeta G. Nair17. Dr. M.S. Srimathi18. Dr. Asha K.V.D. Kamath

Assistant Professors19. Dr. A.S.N. Rao Sinde20. Dr. T.V. Soma Sakher21. Dr. Anil Kumar K. 22. Dr. Sujata B. Hachinkar 23. Dr. V. Chandranan24. Mrs. V. Rani Prameela25. Dr. P.R. Harinath26. Dr. V. Prasad27. Dr. K.K.B. Shaji28. Dr. S. Chinnappanavar29. Shri. P. Tamilselvan 30. Sh. Raman Naboodiri31. Sh. Santosh Kumar 32. Dr. V. Tangpu 33. Dr. V.S. Prasad 34. Dr. Madhu B.


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35. Dr. Sarvesh Maurya36. Dr. Suresh Kumar37. Dr. S. Nagaraja, Librarian

NERIE, Umiam (Shillong)Professors1. Dr. A. Sukumar, Principal 2. Dr. Nityanand Pradhan3. Dr. Subhas Chandra Roy

Associate Professors4. Dr. Ph. Brajayanti Devi5. Dr. Flourette G. Dkhar6. Dr. (Mrs) Balaiada R. Dkhar 7. Dr. Shatarupa Palit

Assistant Professors8. Dr. Tulika Dey9. Dr. Basansy KharLukhi

10. Dr. Sima Saigal11. Dr. Prachi Ghildyal12. Ms. Melissa Gracil Wallang13. Sh. Tasongwi Newmei 14. Ms. Chanambam Sarajubala Devi15. Dr. Abhay Kumar16. Sh. Mohd. Mamur Ali17. Sh. Arnab Sen18. Sh. R. A. Singh 19. Dr. Umesh Kumar Sharma