Pre and post independence educational commissions and policies.pptx

This slides contains pre and post independence educational commissions and policies .

1. P ART-2 NTA UGC NET PAPER 1 HIGHER EDUCATION P rafullal

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

3. Education during British period 1813 1944 1937 1936 1934 1929 1917 1913 1904 1902 1882 1854 1835 Sargent Committe Wardha scheme of education The Abbot- Wood Report Sapru Committe Hartog Committe Saddler University Commission Government Resolution on Education Indian Universities Act Indian University Commission Hunder Commission Wood’s Despatch Macaulay’s Minute The charter Act

4. The Charter Act OR East India Company Act First legislative recognition of the right for education   Missionaries of any European country will have full freedom to visit  India  to propagate Christianity and to expand education there  Allocated Rs.1 Lakh for Education The revival and improvement of literature and the encouragement of the learned natives of India  and for the introduction and promotion of a knowledge of the science among the inhabitant of the British territories in India. 

5. Orientalists and Anglicists Debate Orientalists and Anglicist Debate was a dabate between Orientalists and Anglicists due to the issue of language for the medium of instructions in India Orientalist s Anglicists People who wanted to promote education in India through the medium of classical language such as Sanskrit, Persian and Arabic People who wanted to promote Western education in India which supported English as a medium of instruction.

6. Macaulay was the law member of governor generals council Chairman of the society of public instruction His observations Important to education of higher classes Macaulay’s Minutes 1835 English is the key to modern language English is eminent among western languages English is the language of ruling class Natives eager of learning English English will help to bring renaissance Downward filtration theory

7. Downward filtration theory Important to education of higher classes There is no need for educating the mass, but by educating the upper class, it will be filtered down to the lower class people, as it is the human tendency that the common folk always try to imitate the people of higher status. The Britishers adopted this theory because the British rulers needed various types of employees to run the business and the government. The government does not have sufficient funds for educating masses.

8. Wood’s Despatch 1854 The document is considered as the “Magna Carta of English Education in India”. Introduced by Charles Wood in 1854. It was the first comprehensive plan for the spread of education in India Grade school were established in hierarchy as Primary School Middle School High School Colleges University Vernacular Language Anglo vernacular Language English

9. Wood’s Despatch 1854 Curriculum Place to Oriental Language and Literature Special place to Western knowledge & Science Limited freedom to religious education Established of Different levels of Educational Institutes Established of Vocational Schools Establishment of Universities Calcutta ,Bombay and Madras 1857

10. Wood’s Despatch 1854 Other Education Women education Education of Muslims Vocational education Teacher Education

11. Hunter Commission Or Indian Education Commission 1882 Appointed by Lord Ripon Chairman: Sir William Hunter Mother tongue English at Secondary stage Teacher – District authority Curriculum: Agriculture,Science,Arithmetic and measurement Recommendation

12. Indian University Commission 1902 Lord Curzon appointed Chairman : Sir Thomas Raleigh New Universities should be established Affiliated colleges should be strictly supervised by the University Proper equipment of libraries and laboratories should be maintained Recommendation

13. Indian University Act 1904 Recommended by Indian University Commission Improve the condition of education Universities are given the right of teaching and conducting examination Recommendation

14. Government Resolution on Education Policy 1913 To introduce compulsory primary education India Free and compulsory Education – Primary education 35% boys received education Education for women Special Curriculum of Practical Utility for girls Number of women teachers should be increased Recommendation

15. Saddler University Commission Or Calcutta University Commission 1917 Mainly to look into the affairs of Calcutta University Chairman : Dr. Michael E . Sadler School course is to be for 12 years After matriculation, Students has to pass Intermediate examination. The duration of degree course should be limited to three years. Autonomous institutions should be given more encouragement. Centralised residential- teaching should be encouraged. Establishment of a special Board of women Education Recommendation

16. Hartog Committe 1929 The teachers for affiliated colleges should be appointed by the Universities Provision should be made for technical education by the Universities. The admission in the Universities should made on the basis of abilities and aptitudes of students Recommendation Chairman : Sir Philip Hartog The Committee is appointed to survey the growth of education in British India

17. Sapru Committee 1934 It enquire into the causes of unemployment in Uttar Pradesh Diversified courses at the secondary stage The intermediate stage be abolished and secondary stage be extended by one year. The vocational training and education should begin Vocational education should be organized according to the needs Vocational Education Advisors’ Council should be established. Recommendation

18. The Abbot-Wood Report 1936 Two experts : 1. A.Abott 2. S.H. Wood A New type of technical institution called the Polytechnic has come into existence There should be 2 types of schools for vocational education 1. Junior Vocational School 2. Senior Vocational School Part-time classes should be opened

19. CABE Central Advisory Board of Education Important advisory body of the central and state It reviews the progress of education in the country The idea first put forward by Calcutta University Commission (1917) and Established in (1920) Financial crisis, the board abolished in 1923 After report of Hartog Committee (1929) it is re-established Revived – 1935 and continued -1994, reconstituted –July 2014 NEP-2020 Replaced as Advisory Council

20. Zakir Hussain Committe – or Wardha scheme of education 1937 Appointed by All India National Education Conference Wardha Scheme of Basic Education (1937) Also known as Nai Talim/ Buniyadi Talim Mahatma Gandhi Chairman : Dr Zakir Hussain Free and Compulsory education ( 8 years) Self-supporting education Mother tongue should be the foundation of all education Flexible curriculum Recommendation

21. Sargent Committee 1944 Appointed by : CABE Chairperson: Sir Jogindar Sing, John Sargent Postwar Educational reconstruction in INDIA 3 YEAR Degree course Abolish the intermediate course Set up Training and technical schools for the diploma courses Set up training colleges and institutions Recommendation

22. P ART-2 NTA UGC NET PAPER 1 HIGHER EDUCATION P rafullal

23. EDUCATIONAL COMMISSION AFTER INDEPENDENCE

24. Education during After independence period 1948 2020 1992 1986 1968 2009 1993 1992 1990 1964 1952 NEP-2020 NEP-1992 NEP-1986 NEP-1968 Yashpal Committe Yashpal Committee Janardhana Reddy Committe Ramamurti Review Committee Kothari Education commission Secondary Education Commission University Education Commission NEP Commission 2005 National Knowledge Commission NEP - Review

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

26. Recommendations University education should aim at training for democracy, preservation of heritage etc Teaching staff - Professors, Readers, lecturers, instructors 180 working days First commission after independent India Appointed by GOI, Recommendation of CABE and inter University Board Examination reforms Religious education UGC Three language Fellowships and scholarships Rural Universities

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

28. His recommendations Aims of secondary education Democratic citizenship Vocational efficiency Development of personality Promote leadership Preserve and transmit culture

29. His recommendations Three Language Formula Diversification of course Flexible Curriculum Multipurpose Schools Pre- service and In-service Courses Project and Problem Solving Method Guidance and Counseling in School Internal tests and cumulative records

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

31. Covers the entire levels of education Education for productivity National integration Modernization Cultivation of value Aims of Education 10+2+3 Pattern Work experience Neighborhood concept of school Book banks Scholarship Three language formula Indian education service School complex Co – curricular activities Continuous evaluation Residential facilities Backward class education Moral and religious education Common schools Correspondence courses Recommendations

32. NEP - REVIEW 1990 Ramamoorthy Committee 1990 1992 CABE Committee ( Janardhana Reddy) 1993 Yashpal Committee • Reduce academic burden • Treat text book as school property • No home work in primary level • Teacher pupil ratio 1:30

33. National Knowledge Commission Or Sam Pitroda Commission June -2005 Chairman: Mr. Sam Pitroda

34. Blueprint for reform of our knowledge related institution and infrastructure Build excellence in the educational system to meet the knowledge challenge of the 21 st century Build a national knowledge network to connect 5000 nodes across institutions

35. NEP 1968 1986 1992 2020

36. NEP 1968 1968 Based on the recommendation of IEC 1964 The policy is called “Radical restructuring” Compulsory education – age 14 Equalise educational opportunities

37. NEP 1986 1986 National system of education Operation blackboard Navodaya vidyalayas De linking degrees from jobs Decentralised management National testing service Raising of resources Vocational education Quality and Access Establishment of state council for HE in each state It envisage a common educational structure : 10 + 2 + 3

38. NEP 1992 1992 Common entrance examination for professional and technical programmes Universalization of elementary education Child centered and activity – based learning Establishment of NCTE Recommends increaseing individual competency and national productivity

39. NEP 2020 2020

40. NEP 2020 2020

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

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

53. Indira Gandhi National Open University was established in the year (A) 1975 (B) 1980 (C) 1985 (D) 2000

54. Indira Gandhi National Open University was established in the year (A) 1975 (B) 1980 (C) 1985 (D) 2000

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

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

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

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

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

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

61. The work of these institutes consisted chiefly in collecting and collating rare manuscripts in the oriental language ( Pail & Sanskrit) Dealing : Religion Philosophy Literature Grammar Arts Science Editing, Publishing, Explanatory notes and connected material are preserved by using modern devices

62. Oriental Research Institutes of India Adayar Library Asiatic Society Madras Sanskrit College Mythic Society Oriental Manuscript Library Samskrita Academy Bhandarkar Oriental Research Institute Kuppuswami Sastri Research Institute Ganganath Jha Kendriya Samskrita Bhandarkar Oriental Research Institute

63. Conventional learning

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

65. Instructor initiate discussions in the classroom and focus exclusively on knowing content in textbooks and notes. Formal Education

66. Characteristics of Conventional Learning Fixed time in campus Fixed curriculum Teacher – Student Centred Assessment through Traditional way Learning through listing and observation Attendence is mandatory

67. Non Conventional learning

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

69. Open universities, distance education colleges imparts non-conventional learning Non – Formal Education

70. Characteristics of Non-Conventional Learning No Fixed time and curriculum Focus on quality Learner Centred Linked to employment Continuous learning Experiential and experimental learning

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

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

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

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

75. 1984 University Grants Commission (UGC)  started the Countrywide Classroom Programmes Media Centers were set up at 6 universities 1984 Today Media Centers set up at 21 1993

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

77. I G N O U Indira Gandhi National Open University

78. I G N O U Indira Gandhi National Open University IGNOU , is a   public research university  located at Maidan Garhi, New Delhi, India.   T he university was established in 1985 with a budget of  ₹20 million , Indira Gandhi National Open University Act, 1985 (IGNOU Act 1985 ),  IGNOU is run by the central government of India. L argest university in the world .

79. Gyan Darshan (TV Channel) Gyan Vani (FM Radio) Audio/Video Printed materials Promoting, coordinating and determining standards Enhancing access and equity Responsibility   Using-ICT  

80. Kosh Darshan (TV Channel Vani (FM Radio) Gyan   2001 Enhance and supplement the teaching learning process 2000 MHRD, I & B Ministry Enhance and supplement the teaching learning process GD is now part of Swayam Prabha 2001 Enhance and supplement the teaching learning process

81. National Centre for Innovations in Distance Education (NCIDE) It is a facility for promoting, supporting, re-engineering and disseminating innovations in Open and Distance Learning ( ODL ) system. NCIDE is a ground for nurturing bright and inquisitive minds whose ideas and explorations are expected to develop the ODL system to suit the needs of Gennext. E stablished in December 2005 EDUSAT ( Educational Satelite GSAT -3 ---- Known as EDUSAT Distant class room education from school level to HE LAUNCHED : 20 September 2004 . First dedicated Educational Satelite

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

83. Professional, Technical and Skill Based education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

115. Providing vocational education and training Developing industry-oriented courses Recognizing skills and knowledge acquired through informal learning Promoting entrepreneurship development Leveraging digital technology for training Providing certification and assessment services Collaborating with international organizations for knowledge exchange

116. MSDE NSDA NSDF NSDC SSCs NSQF LMIS NQAF NSRD

117. NSDA NSQF LMIS NQAF NSRD FUNCTIONS

118. Ensure that the skilling needs of underprivileged sections. E stablished in 2013 Government organization T o develop national policies and standards for skill development. Responsible for maintaining the National Skills Qualification Framework (NSQF), The NSDA conducts research and analysis National Skill Development Agency P rovides funding, accreditation, and quality assurance service NSDA

119. Workers who complete NSQF-accredited training programs receive a certificate It provides a standardized system for recognizing and certifying the skills and knowledge of workers . The NSQF is a competency-based framework introduced in India in 2013 The framework has 10 levels that represent different stages of a worker's career progression. Promote lifelong learning National Skill Qualiification Framework The NSQF is designed to be flexible and adaptable NSQF

120. National Skill Qualiification Framework

121. National Skill Qualiification Framework

122. Help job seekers find employment opportunities and make informed decisions about their career paths. LMIS is a tool used by governments, businesses, and job seekers to understand and make decisions about the labour market . R efers to a data-driven platform that provides information about the current state of the labour market The system collects and analyzes data on job vacancies, wages, skill requirements, and other factors that affect the labour market . T o identify trends and labour market gaps, develop hiring strategies, and plan for future workforce needs Labour Market Information System provide information on the education and training needed for specific jobs and industries . LMIS

123. NQAF is a set of guidelines and standards that aim to ensure the quality of education and training programs in India. The framework provides a set of guidelines and standards for quality assurance across different levels of education and training, from primary schools to postgraduate programs. . Introduced by the Government of India in 2012 The framework encourages the use of technology and innovative teaching methods The framework emphasizes the importance of assessment and evaluation National Quality Assurance Framework NQAF is based on a set of core principles, including a focus on student-centered learning, teacher empowerment, and continuous improvement. NQAF

124. NSRD was established in 2015 NSRD also works to develop and implement tools and methodologies for monitoring and evaluating the impact of skill development programs. The division's mandate is to conduct research on skills, labour market trends, and industry needs Its mission is to serve as a authentic, qualitative and accessible think tank for research related to skill development The division's research and insights are used to inform the design of training programs, curriculum development National Skill Research Division The division collaborates with national and international research institutions to share knowledge and best practices related to skill development . NSRD

125. The primary objective of NSDF is to provide financial assistance NSDF National Skill Development Fund. Fund created by the Government of India to support skill development initiatives E stablished in 2009 NSDF operates through a Public-Private Partnership (PPP) model, NSDF grants financial assistance for providing training equipment, curriculum development, and capacity building The fund plays a crucial role in the implementation of government schemes like Pradhan Mantri Kaushal Vikas Yojana ( PMKVY ) and the National Apprenticeship Promotion Scheme (NAPS).

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

127. Develop industry-driven skill standards and qualifications SSCs Sector Skill Councils Industry-led bodies under NSDC Responsible for specific industry sectors Identify skill gaps and emerging job roles, Accredit and certify training providers and trainers Create competency frameworks aligned with industry needs Established by NSDC

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

129. NCVT is a statutory body under the Ministry of Skill Development and Entrepreneurship ( MSDE ) in India. National Council for Vocational Training NCVT 1956

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

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

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

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

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

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

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

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