The document discusses the process of curriculum implementation in India. It outlines the academic structure of education which follows a 10+2+3 pattern established by national committees. It then describes the roles of central and state ministries of education, statutory councils, NCERT, SCERT, DIET, NCTE, NAAC and other bodies in curriculum development, implementation, assessment and quality assurance at national and state levels.

1. Process of Curriculum
implementation in India.

2. ACADEMIC STRUCTURE OF EDUCATION
 Education is responsibility of both the center and state
governments as this is mentioned in concurrent list of the
Constitution of India.
Three lists
 Union List
 State List
 Concurrent List

3. ACADEMIC STRUCTURE OF EDUCATION
 In the country the common pattern of education (10 + 2 + 3)
was recommended by CABE in 1972 and incorporated by NPE
1986 after passing a resolution.
 The Government of India subsequently appointed a national
level committee on 10 + 2 + 3 pattern.
 Now a-days we have a common pattern of education
throughout the country, consisting of primary education,
elementary education ranging from standard I to VIII and
divided into primary and Jr. High School, IX. X as secondary
education and XI, XII as Sr. Sec education.

4. ACADEMIC STRUCTURE OF EDUCATION



5. CENTRAL MINISTRY


6. CENTRAL MINISTRY

7. STATE MINISTRY
 The states of India have their separate ministries for
education. The ministry for education of a particular state
consists of a cabinet minister followed by a state minister.
 The state governments also formulate policies for
education. There is also provision of acts and bills in the
state legislature. These are brought whenever necessary.
The minister is responsible to present the bill in the State
Legislative Assembly for receiving grants and aids.

8. STATUTORY COUNCILS AND APEX BODIES
 The Statutory Councils ( A statutory body is an organisation of
government which is not demarcated in Constitution of India but it
gets its
powers, service rules, authority by an act of parliament or state
legislatures.) and Apex Bodies play important roles in
reforming the education system of the country. They are
responsible for recognition of courses, promotion of
professional institutions and providing grants to
undergraduate and post graduate programmes and various
awards.

9. STATUTORY COUNCILS AND APEX BODIES
 All India Council for Technical Education (AICTE)
 Indian Council for Agriculture Research (ICAR)
 National Council for Teacher Education (NCTE)
 Rehabilitation Council of India (RCI)
 Medical Council of India (MCI)
 Indian Nursing Council (INC)
 Dentist Council of India (DCI)
 Central Council of Homeopathy (CCH)
 Central Council of Indian Medicine (CCIM) etc.

10. ADMINISTRATION OF EDUCATION AT NATIONAL LEVEL
 Ministry of Human Resource Development (MHRD) is
the main governing agency of Govt. of India at central
level it was renamed from Ministry of Education in
1985.
 It is responsible for all matters of pertaining to
education including overall planning of programmes
and providing guidance for their implementation.
 The MHRD is headed by a Cabinet Minister of the
Union Government the department of education,

11. ADMINISTRATION OF EDUCATION AT NATIONAL LEVEL
 Under the MHRD is under the charge of a Minister of
State who is advised at the official level by the secretary
to the department, assisted by an additional secretary
and Educational Advisor on academic and policy matters
of education.
 The DOE consist of several bureaus, each of which is
headed by a Joint Secretary on Joint Education
Advisor.

12. ROLE OF MHRD

13. ADMINISTRATION OF EDUCATION AT STATE LEVEL
 The following arc the responsibilities of the
State Government regarding School
Education:
(1)To establish and maintain educational ' institutions.
(2) To recognize for the establishment of schools.
(3) To provide grants to schools managed by private governing
bodies.
(4) To pass laws for different types of school education.
(5) To supervise school through DEO's and Supervisors at Block
level.

14. ADMINISTRATION OF EDUCATION AT STATE LEVEL
 The following arc the responsibilities of the State
Government regarding School Education:
(6) To recruit and place teachers in schools.
(7) To prescribe the syllabus and supply books.
(8) To establish school boards to conduct examinations.
(9) To provide special assistance to poor and backward students.
(10) To organize training programmes for teachers and supervisors.
(11) To initiate action against teachers and schools in case of any lapse.
(12) To feed information to the centre about schools.

16. GENERAL INFORMATION
University Grants Commission (UGC) was formally inaugurated by
late Shri Maulana Abul Kalam Azad, the then Minister of Education,
Natural Resources and Scientific Research on 28 December 1953.
 It is a constitutional body that was started in 1956.
It was set up by the Union Government of India to ensure that the
standard of the University education in India is maintained.
Professor S.S. Bhatnagar was heading this institute when it started
and he was a great ascientist.

17. GENERAL INFORMATION
In order to ensure effective region-wise coverage throughout the
country, the UGC has decentralized its operations by setting up six
regional centres at Pune, Hyderabad, Kolkata, Bhopal,
Guwahati and Bangalore.
The head office of the UGC is located at Bahadur Shah Zafar Marg
in New Delhi, with two additional bureaus operating from 35, Feroze
Shah Road and the South Campus of University of Delhi as well.

18. FUNCTIONS OF UGC
 In 1957 almost all the universities came under the
control of the UGC. The UGC controls the following in
India:
 Disbursing grants to the universities and colleges.
 Maintaining the standard of research, teaching
and examination in the universities.
 Promoting university education

19. FUNCTIONS OF UGC
 Making regulations to maintain the minimum
standard of education in the country
 It is a link between the union government and
the institutes of higher education
 It also advises the government about the steps to be
taken in order to improve the education system.

20. NCERT
NATIONAL COUNCIL FOR EDUCATIONAL RESEARCH
AND TRAINING
 A national institute located at New Delhi serving for the
cause of school education
 Fully funded by the central government
 Has a separate constituent unit called “Central Institute
of Educational Technology (CIET)" in its campus.

21. NCERT
NATIONAL COUNCIL FOR EDUCATIONAL RESEARCH
AND TRAINING
 Five regional institutes called “Regional Institute of
Education (RIE) at Bhopal, Bhubaneswar, Ajmer,
Mysore and Shillong.
 Pandit Sunderlal Sharma Central Institute of
Vocational Education (PSSCIVE) at Bhopal.

22. FUNCTIONS OF NCERT
1. Pre-service teacher training – runs integrated teacher
education program (content-cum-methodology) at its five
RIEs. Courses are like BA.Ed. B.Sc.Ed., M.Sc.Ed., etc.
Demonstration schools are attached to all RIEs
2. International program – An International Diploma in
Guidance and Counseling – conducted at headquarter New
Delhi
3. In-service teacher training – provides in-service training to
teachers in need based areas through face to face and distance
mode

23. FUNCTIONS OF NCERT
4. Development educational technology – production
of audio, radio and video programs through CIET, and
facilitating broadcast of programs through
AIR/Doordarshan
5. Conducting Survey for educational data –
enrolment, dropouts, stagnation, achievement,
schools, teachers, etc.

24. CONTINUE………
6. Research – Taking up smaller and larger research
projects in the areas of school education, also providing
funding for individual and institutions to promote
research
7. Curriculum development – prepares national
curriculum framework (NCF) which other states follow
for developing their own curriculum. Now we have NCF
2005 under implementation

25. CONTINUE………
8. Collaboration – Works in close tie-up with other
agencies like Ministry of HRD, National University
of Educational Planning & Administration
(NUEPA), Indira Gandhi National Open University
(IGNOU), Central Board of Secondary Education
(CBSE), UNESCO, UNICEF, UNDP, World Bank,
etc.
9. Textbooks – development and production of textbooks
for school education

26. CONTINUE…
10. Holding seminars, workshops and conferences -
such programs on curricular, contextual and
pedagogical issues
11.Publications – publishes teachers’ handbooks, manual,
journals, survey of researches in education, reference
books, workshop and conference reports
12.Some successful programs – Operation
Blackboard, Educational TV (Tarang), Special
Orientation of Primary Teachers (SOPT) and
TELESOPT (through teleconference)

28. FUNCTIONS OF SCERT
Each state has a SCERT funded by the state
government. It performs similar functions as
NCERT but at the state level. Some specific
functions are as follows:
1. Works in close collaboration with NCERT to
implement
national level programs in the state
2. Takes up pre-service and in-service teacher
training programs in the state

29. FUNCTIONS OF SCERT
3. Extends support to State Board of School
Education / Text Book Bureau in curriculum
development and textbook production
4. Controls and provides academic resource
support to District Institute of Education &
Training (DIETs)
5. Conducts research in state related school education
problems and issues

30. 6. Identifies disabled children in and out of
schools.
7.Creates awareness among teachers/studentsabout
the need of guidance by delivering lectures.
8. Searches out educational problems and
their remedies.
9. Develops Teaching Learning Material (TLM) for
10.various training programmes to get it printed.
FUNCTIONS OF SCERT

31. DISTRICT INSTITUTE OF ELEMENTARY TRAINING
 Recent years have witnessed an enormous
growth in elementary schools and adult
education centers.
 This lead to the establishment of district level institutions
to meet immediate needs of the teachers.
 Thus District Institutions of Education and Training
(DIETs) have been setup in each district and College of
Teacher Education (CTE) in identified places.
 The DIETs/CTEs have been established with all the
required infrastructural facilities so as to meet the pre-
service and inservice training needs and other
requirements of primary education functionaries.

32. DISTRICT INSTITUTE OF ELEMENTARY TRAINING
 Often, DIET is seen as an agency linking primary
and secondary school system too.
 District Institute of Education and Training (DIET) is a
nodal agency for providing academic and resource support
at the grassroots level for the success of various strategies
and programmes undertaken in the areas of elementary
and adult education

33. FUNCTIONS OF DIET’S
(1) Provide leadership in innovating pre-service primary
teacher training.
(2) Contribute to development of quality learning
materials for primary education.
(3) Carry out innovations for improving the functioning of
primary schools.

34. FUNCTIONS OF DIET’S
(4) Conduct in-service training programmes to primary
school teachers.
(5) Carry out field base empirical studies to improve the
primary schools.
(6) Train functionaries in NFE and adult education.
(7) Provide support to district authorities in planning in
Universalisation of Elementary Education (UEE).

36. BACKGROUND 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).

37. BACKGROUND OF NCTE
 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 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.

38. CONTINUE………….
 National Council of Teacher Education (NCTE) has
its headquarters at Delhi.
 Established by the Govt. of India in the year 1995.
It has four regional offices catering services to four
regions.
Northern Regional Office – Jaipur
Southern Regional Office – Bengaluru
Eastern Regional Office – Bhubaneswar
Western regional Office – Bhopal
Recently Except Bhubaneswar Region all other
HQ’s have been shifted to New Delhi.

39. FUNCTIONS OF NCTE
 Grant recognition to teacher education institutes
 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 recognized institutions in the
matter of preparation of suitable plans and
programmes in the field of teacher education;

40. FUNCTIONS OF NCTE
 Co-ordinate and monitor teacher education and
its development in the country;
 Lay down guidelines in respect of minimum
qualifications for a person to be employed as a teacher
in schools or in recognized 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;

41. FUNCTIONS OF NCTE
 Lay down guidelines for compliance by recognized
institutions, for starting new courses or training, and
for providing physical and instructional facilities,
staffing pattern and staff qualification;
 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 recognized institutions;

42. CONTINUE…
 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 recognized institution;
 Take all necessary steps to prevent commercialization of
teacher education;
 Perform such other functions as may be entrusted to it by
the Central Government.

44. ABOUT NAAC
 The National Assessment and Accreditation Council
(NAAC) is an autonomous body established by the
University Grants Commission (UGC) of India to assess
and accredit institutions of higher education in the
country.
 It is an outcome of the recommendations of the National
Policy in Education (1986) which laid special emphasis on
upholding the quality of higher education in India.

45. ABOUT NAAC
 To address the issues of quality, the National Policy
on Education (1986) and the Plan of Action (POA-
1992) advocated the establishment of an
independent national accreditation body.
 Consequently, the NAAC was established in 1994 with
its headquarters at Bangalore.

46. FUNCTIONS OF NAAC
 The National Assessment & Accreditation Council (NAAC)
stresses on making quality assurance, an integral part of the
functioning of higher education institution. The mission
statements of the NAAC aim at translating the NAAC's
vision into reality, defining the following key tasks of the
organization:-
 To arrange for periodic assessment and accreditation of
institutions of higher education or units thereof, or
specific academic programme or projects.
 To stimulate the academic environment for promotion of
quality of teaching-learning and research in higher
education institutions.

47. FUNCTIONS OF NAAC
 To encourage self-evaluation, accountability, autonomy
and innovations in higher education.
 To undertake quality-related research studies, consultancy
and training programme.
 To collaborate with other stakeholders of higher
education for quality evaluation, promotion and
sustenance.

48. Other Important Components responsible for
Implementation of Curriculum in India
1. MHRD
2. Different Boards of Education both at National and State Level(CBSE,
ICSE, BSEB)
3. Universities (Central ,State ,Deemed)
4. Institutions of National Importance (IIT’s , IIM’s etc.)
5. Education Minister (State)
6. Education Secretary- Principal Secretary, Addl. Secretary,
Jt. Secretary, Dept. Secretary -Directorate- Pri. Edn, Sec. Edu. Higher
Edu, Mass Edu.,R& T

49. Some Organisational Chart.
Organogram
1. Higher Education
https://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/Organizati
on_chart_HE_17122019.pdf
2. School Education and Literacy -
https://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/Organizati
on_chart_SE_17122019.pdf
3. Bihar Education Department -
http://education.bih.nic.in/Education/Organation.aspx