Role of MHRD, UGC, NCTE and AICTE in Higher Education
1. ROLE OF MHRD, UGC, NCTE AND AICTE
IN HIGHER EDUCATION
ASSISTANT PROFESSOR
DEPARTMENT OF EDUCATION
MIZORAM UNIVERSITY
2. MINISTRY OF HUMAN RESOURCE DEVELOPMENT(MHRD)
Ministry of Human Resource Development is a Ministry of
Government which is responsible for education system at school
level and higher education level. It is divided into two departments:
The Department of School Education and Literacy(Deals with
primary, secondary and higher secondary education)
The Department of Higher Education (University Level,
Technical education and scholarships also)
3. ESTABLISHMENT OF MINISTRY
Initially it is known as Ministry of Education after the independence
of India. In 1985 Rajiv Gandhi government changed its name to
Ministry of Human Resource Development.
With the public announcement of newly drafted "National
Education Policy 2020" by the Narendra Modi government,
Ministry of Human Resource Development was renamed back to
Ministry of Education.
The current education minister is Ramesh Pokhriyal, a member of
the Council of Ministers.
4. ORGANISATIONAL STRUCTURE
The department is divided into eight bureaus, and most of the work of the department is handled
through over 100 autonomous organisations under these bureaus.
1. Universities and Higher Education
2. Technical Education
3. Administration and Languages
4. Distance Education and Scholarship
5. UNESCO International Cooperation
6. Integrated Finance Division
7. Statistical, Annual Plan and CMIS
8. Administrative Reform, North Eastern Region SC/ST/OBC
5. UNIVERSITIES AND HIGHER EDUCATION
MINORITIES EDUCATION
University Grant Commission(UGC)
Education Research and Development Organisation(ERDO)
Indian Council of Social Science Research(ICSSR)
Indian Council of Historical Research(ICHR)
Indian Council of Philosophical Research(ICPR)
Central Universities(54)
6. TECHNICAL EDUCATION
All India Council for Technical Education(AICTE)
Council of Architecture(COA)
Indian Institute of Information Technology(IIIT)
School of Planning and Architecture(SOPA)
Indian Institute of Science Education and Research(IISER)
Indian Institute of Management(IIM)
7. TECHNICAL EDUCATION
National Institute of Technology(NIT)
Indian Institute of Engineering Science and Technology (Shibpur)
North Eastern Regional Institute of Science and Technology (NERIST)
National Institute of Industrial Engineering (NITIE)
National Institute of Technical Teacher’s Training and Research (NITTR’s)
(Bhopal, Chandigarh, Chennai, Kolkata)
Regional Board of Apprenticeship/Practical Training
8. ADMINISTRATION AND LANGUAGES
Three Deemed Universities in the field of Sanskrit
Rashtriya Sanskrit Sansthan (RSkSIn New Delhi)
Shri Lal Bahadur Shashtri Rashtriya Sanskrit Vidyapeeth(SLBSRSV)
Rashtriya Sanskrit Vidyapeeth (RSV) Tirupati
Kendriya Hindi Sansthan (KHS), Agra
English and Forgein Language University (EFLU), Hyderabad
National Council for promotion of Urdu Languages
National Council for promotion of Sindhi Languages
Three Subordinate Offices: Central Hindi Directorate(CHD)
9. OTHER BUREAUE
Distance Education and Scholarships
Indira Gandhi National Open University (IGNOU)
UNESCO, International Cooperation, Book Promotion and
Copyrights, Education Policy, Planning and Monitoring
Integrated Finance Division
Statistics, Annual Plan and CMIS
Administrative Reform, North Eastern Region, SC/ST/OBC
10. OTHER INSTITUTION
National Institute of Educational Planning and Administration (NIEPA)[16]
National Book Trust (NBT)
National Board of Accreditation (NBA)
National Commission for Minority Educational Institutions (NCMEI)
National Council of Educational Research and Training (NCERT)
National Council for Teacher Education (NCTE)
National Institute of Open Schooling (NIOS)
11. OTHER INSTITUTION
Central Board of Secondary Education (CBSE)
Kendriya Vidyalaya Sangathan (KVS)
Navodaya Vidyalaya Samiti (NVS)
National Foundation for Teachers' Welfare
Central Tibetan Administration,(Bureau of HH the Dalai
Lama),Delhi
National Open School Institute (NosI)
12. ROLE OF MHRD
Formulating the National Policy on Education and to ensure that it
is implemented in letter and spirit
Planned development, including expanding access and improving
quality of the educational institutions throughout the country,
including in regions where people do not have easy access to
education.
Paying special attention to disadvantaged groups like the poor,
females and the minorities
13. ROLE OF MHRD
Provide financial help in the form of scholarships, loan subsidy,
etc. to deserving students from deprived sections of the society.
Encouraging international cooperation in the field of education,
including working closely with the UNESCO and foreign
governments as well as Universities, to enhance the educational
opportunities in the country.
Provide Ranking to the Higher Education Institution
15. ESTABLISHMENT OF UGC
1. The first attempt to have an education system was made in the year 1944 with the Sargent Report. It was the Report
of the Central Advisory Board of Education on Post-War Educational Development in India.
2. Through the recommendation, the University Grants Committee was formed in 1945, which took upon the
responsibility of supervision of three Central Universities of Aligarh, Banaras, and Delhi.
3. In the year 1947, the committee got the responsibility to control all the universities of that era.
4. In 1948, the University Education Commission was set up, whose chairman was Dr. Sarvepalli Radhakrishnan. The
commission suggested that the existing University Grants Committee should be transformed into University Grants
Commission India like the UK.
5. On 28 December 1953, Maulana Abul Kalam Azad (former Minister of Education) inaugurated University Grants
Commission
6. And in November 1956, UGC (University Grants Commission) was formally established as a statutory body of the
Government of India via ‘University Grants Commission Act, 1956’ of the Parliament. The vision was to supervise the
coordination, determination, and maintenance of standards of university education in our country.
16. UNIVERSITY GRANT COMMISSION
The University Grants Commission (UGC) came into
existence on 28th December, 1953 and became a statutory
Organization of the Government of India by an Act of
Parliament in 1956, for the coordination,determination and
maintenance of standards of teaching, examination and
research in university education.
17. ROLE OF UGC
The University Grant commission upholds the interpretation among
the universities, government and the community. UGC has also set
some standards for the universities for being UGC approved
universities. The basic role of UGC is ;
Promote and coordinate university education.
Frame rules on minimum standards of education.
Setting standards for examination like ICAR NET, UGC NET &
CSIR UGC NET
Scrutinize growth in the field of college and university education
18. ROLE OF UGC
Allow grants to the universities and colleges.
Maintain connection between the Union and State Governments
and institutions of higher education.
Suggest mandatory procedures to Central and State governments
to make positive changes in University Education.
Release many scholarships
19. UGC SCHOLARSHIPS
Post Graduate Indira Gandhi Scholarship Scheme for Single Girl Child
Post Graduate Merit Scholarship for University Rank Holder
Post Graduate Scholarships for Professional Courses for SC/ST Candidates
Special Scholarship Scheme Ishan Uday for NER
Swami Vivekananda Single Girl Child Scholarship for Research in Social
Sciences
Emeritus Fellowship
Dr. S. Radharkrishnan Post-Doctoral Fellowship in Humanities and Social
Sciences
20. UGC SCHOLARSHIP
Post-Doctoral Fellowship to Women Candidates
Post-Doctoral Fellowship to SC/ST Candidates
National Fellowship for Scheduled Caste Students
National Fellowship for Higher Education of ST Students
National Fellowship for Persons with Disabilities
Maulana Azad National Fellowship for Minority Students
National Fellowship for OBC Candidate
21. UGC RESEARCH AWARDS & HONOURS
The University Grants Commission (UGC) always put steps for encouraging
teaching and research. For promoting excellence in research in higher education
UGC has arranged UGC Research awards and honours.
The awards are –
UGC Hari Om Ashram Trust Awards
UGC Swami Pranavananda Saraswati National Awards
UGC National Veda Vyas Sanskrit Awards
22. ESTABLISHMENT OF NCTE
The National Council for Teacher Education, in its previous status since 1973, was an
advisory body for the Central and State Governments on all matters pertaining to teacher
education, with its Secretariat in the Department of Teacher Education of the National Council
of Educational Research and Training (NCERT). Despite its commendable work in the
academic fields, it could not perform essential regulatory functions, to ensure maintenance of
standards in teacher education and preventing proliferation of substandard teacher education
institutions. The National Policy on Education (NPE), 1986 and the Programme of Action
thereunder, envisaged a National Council for Teacher Education with statutory status and
necessary resources as a first step for overhauling the system of teacher education.
The National Council for Teacher Education as a statutory body came into existence in
pursuance of the National Council for Teacher Education Act, 1993 (No. 73 of 1993) on the
17th August,1995.
24. OBJECTIVE OF NCTE
To achieve planned and coordinated development of the teacher education
system throughout the country
To Provide regulation and proper maintenance of Norms and Standards in the
teacher education system.
The mandate given to the NCTE is very broad and covers the whole gamut of
teacher education programmes including research and training of persons for
equipping them to teach at pre-primary, primary, secondary and senior
secondary stages in schools, and non-formal education, part-time education,
adult education and distance (correspondence) education courses.
25. ROLE OF NCTE
Undertake surveys and studies relating to various aspects of teacher
education and publish the result thereof;
Make recommendations to the Central and State Government, Universities,
University Grants Commission and recognised institutions in the matter of
preparation of suitable plans and programmes in the field of teacher
education;
Co-ordinate and monitor teacher education and its development in the
country;
26. ROLE OF NCTE
Lay down guidelines in respect of minimum qualifications for a person to be
employed as a teacher in schools or in recognised institutions;
Lay down norms for any specified category of courses or trainings in teacher
education, including the minimum eligibility criteria for admission thereof, and
the method of selection of candidates, duration of the course, course contents
and mode of curriculum;
Lay down guidelines for compliance by recognised institutions, for starting
new courses or training, and for providing physical and instructional facilities,
staffing pattern and staff qualification;
27. ROLE OF NCTE
lay down standards in respect of examinations leading to teacher education
qualifications, criteria for admission to such examinations and schemes of
courses or training;
lay down guidelines regarding tuition fees and other fees chargeable by
recognised institutions;
promote and conduct innovation and research in various areas of teacher
education and disseminate the results thereof;
examine and review periodically the implementation of the norms, guidelines
and standards laid down by the Council, and to suitably advise the recognised
institution;
28. ROLE OF NCTE
evolve suitable performance appraisal system, norms and
mechanism for enforcing accountability on recognised institutions;
formulate schemes for various levels of teacher education and
identify recognised institutions and set up new institutions for
teacher development programmes;
take all necessary steps to prevent commercialisation of teacher
education;
perform such other functions as may be entrusted to it by the
Central Government.
30. ESTABLISHMENT OF AICTE
The beginning of formal technical education in India can be dated back to the
mid-19th century. Major policy initiatives in the pre-independence period
included the appointment of the Indian Universities Commission in 1902, issue
of the Indian Education Policy Resolution in 1904, and the Governor General’s
policy statement of 1913 stressing the importance of technical education, the
establishment of IISc in Bangalore, Institute for Sugar, Textile & Leather
Technology in Kanpur, N.C.E. in Bengal in 1905, and industrial schools in
several provinces. Technical Education Committee of the Central Advisory
Board of Education (CABE) was Constituted in 1943. In 1944 Sargent report
also mentioned the inportance of technical education council and All India
Council for Technical Education (AICTE) was set up in 1945.
31. ALL INDIA COUNCIL FOR TECHNICAL EDUCATION
(AICTE)
All India Council for Technical Education (AICTE) was set up in November
1945 as a national-level Apex Advisory Body to conduct a survey on the
facilities available for technical education and to promote development in the
country in a coordinated and integrated manner.
As defined in the AICTE act 1987, Technical Education means programmes of
Education, Research, and training in Engineering and Technology,
Architecture, Town Planning, Management, Pharmacy, and Applied Arts and
Crafts, and such other programmes or areas as the Central Government may
in consultation with the Council, by notification in the official gazette declare.
32. BUREAUS OF AICTE
e-Governance (e-Gov) Bureau
Approval (AB) Bureau
Planning and Co-ordination (PC) Bureau and Academic (Acad) Bureau
University (UB) Bureau
Administration (Admin) Bureau
Finance (Fin) Bureau
Research, Institutional and Faculty Development (RIFD) Bureau
Apart from this there are 10 Board of Studies dealing with technician, vocational, undergraduate
engineering, postgraduate engineering and research, architecture, town and country planning,
pharmacy, management, applied arts and crafts, hotel management and catering technology
education.
33. ROLE OF AICTE
Planning, formulation, and maintenance of norms &
standards
Quality assurance through accreditation
Funding in priority areas, monitoring, and evaluation
Maintaining parity of certification & awards
The management of technical education in the country
