Case study on educational body in the place

1. REGIONAL INSTITUTE OF EDUCATION (RIE),
BHOPAL
National Council of Educational Research and Training (NCERT)
NCERT is the apex body for curriculum related matters for school education in India. It
publishes textbooks for school subjects from Classes I to XII that are used in government and
private schools across India that follow the CBSE curriculum. NCERT has comprehensive
extension programme in which departments of the National Institute of Education (NIE), Central
Institute of Educational Technology (CIET), Regional Institutes of Education (RIEs), Central
Institute of Vocational Education (CIVE) are engaged in extension activities. Several
programmes are organised in rural and backward areas to reach out to functionaries in these
areas. The NCERT has been offering training facilities, usually through attachment programmes
and participation in workshops, to education workers of other countries.
1. Type of organization; a constituent unit of National Council of Educational
Research and Training (NCERT), New Delhi
2. Set up in 1963 by Government of India in four regions covering various
states.
3. The RIEs are located at:
 RIE, Ajmer - Northern Region
 RIE, Bhopal - Western Region
 RIE, Bhubaneswar - Eastern Region
 RIE, Mysore - Southern Region
 NE-RIE Shillong - North Eastern Region
4. Regional Institute of Education (RIE), Bhopal: It is a constituent unit of
NCERT, New Delhi. The Regional Institute of Education (RIE), Bhopal looks after
teacher education and other educational requirements of the States of Chhattisgarh, Goa,
Gujarat, Madhya Pradesh, Maharashtra and UTs of Dadra and Nagar Haveli and Daman
and Diu.

2. 5. RIE Bhopal located at: Shyamla Hills, and is 7 Kms away from both Bhopal
and Habibganj railway stations and it is about 20 Kms from Raja Bhoj
Airport, Bhopal.
6. Major roles and functions of RIE:
i. To act as resource centre for conducting research, training and development of
school education and teacher education.
ii. To prepare quality teachers and teacher educators at all levels of school
education. This is done through various pre-service courses i.e. B.Sc. B.Ed.,
B.Ed. M.Ed. and Post Graduate Diploma in Guidance and Counselling, and in-
service teacher training programmes conducted throughout the year.
iii. To undertake pilot studies and research projects on all aspects of school
education.
iv. To conduct in-service training programmes for teachers, teacher educators,
supervisors and administrators concerned with school education and according to
the needs of the States/Union Territories of the region.
v. To provide necessary help to the state agencies concerned with school education.
vi. To act as support system for institutions like SCERTs/ DIETs/ CTEs/ IASEsS/
Block Education Centres in the western region
vii. To produce instructional material for school education.
viii. To advise state departments of education on policies and programmes related to
various aspects of school education.
ix. To act as monitoring and co-ordination agency for effective implementation of
centrally sponsored scheme in the field of school education. For example at
present, RIE Bhopal is monitoring institute of SSA for the State of Chhattisgarh.
x. To provide consultancy services and extension programmes of national and
international level.
7. Programmes And Activities undertaken by NCERT:
i. Research: Being an apex national body for research in school education, the NCERT
performs the important functions of conducting and supporting research and offering
training in educational research methodology.Besides conducting in-house research,
the NCERT supports research programmes of other institutions/organisations by
providing financial assistance and academic guidance. It also organises courses for

3. educational research workers. The NCERT also organises educational research in the
country. It has computer facilities for storing, processing and retrieval of data.
ii. Development: Developmental activities in school education constitute an important
function of the NCERT, wich include development and renewal of curricula and
instructional materials for various levels of school education and making them
relevant to changing needs of children and society, vocationalisation of education and
teacher education. Developmental activities are also undertaken in the domains of
educational technology, population education, and education of the disabled and other
special groups.
iii. Training: Another important dimension of NCERT’s activities is the pre-service and
in-service training of teachers at various levels; pre-primary, elementary, secondary
and higher secondary, and also in such areas as vocational education, educational
technology, guidance and counselling, and special education.
iv. Extension: The NCERT has comprehensive extension programmes in which various
Departments of the NIE, RIEs, CIET, PSSCIVE are engaged in various ways. It
works in close collaboration with various agencies and institutions in the states and
also works extensively with Extension Service Departments and Centres in teacher
training colleges and schools with the purpose of providing assistance to various
categories of personnel, including teachers, teacher educators, educational
administrators, question-paper setters, textbook writers, etc. Special programmes are
organised for the education of the disadvantaged sections of the society. The
extension programmes cover all States and Union Territories of the country.
v. Publication and Dissemination: The NCERT publishes textbooks for different school
subjects for Classes I to XII. It also brings out workbooJks, teachers guides,
supplementary readers, research reports, etc. In addition, it publishes instructional
materials for the use of teacher educators, teacher trainees and in-service teachers.
These are made available to state level agencies for adoption and/or adaptation. The
textbooks are published in English, Hindi and Urdu.
vi. Exchange Programmes: The NCERT interacts with international organisations such
as UNESCO, UNICEF, UNDP, NFPA and the World Bank to study specific

4. educational problems and to arrange training programmes for personnel from
developing countries. It is one of the Associated Centres of APEID. It also acts as the
Secretariat of the National Development Group (NDG) for Educational Innovations..
On request, the faculty members are deputed to participate in international
conferences, seminars, workshops, symposia, etc.
8. A Demonstration Multipurpose School is attached to each RIE at Ajmer,
Bhopal, Bhubaneswar and Mysore as a laboratory for preparation of teachers
and for trying out innovative practices in school education and teacher
education. These are also used as model schools in their respective regions.
There is facility of teaching-learning from primary to senior secondary level
in these schools.
9. Purpose: Qualitative improvement of school education through innovative
pre-service and in-service teacher education programmes and relevant
research, development and extension activities.
The Regional Institutes of Education have established themselves as institutes
of repute in the area of school and teacher education. These Institutes have
endeavoured to shoulder the responsibilities and challenges generated by
changes in the educational scenario of the country.

5. BARKATULLAH UNIVERSITY BHOPAL
DEPARTMENT OF CONTINUING EDUCATION AND
EXTENSION PROGRAMME
EXTERNAL EVALUATION
NAME: Angela Thomas
ROLL NO. : 178050018
ENROLLMENT NO. : R178055010007
COURSE: Bachelor of Education
SEMESTER: Third
YEARS: 2016-18
REPORT ON EDUCATIONAL BODIES IN THE PLACE