The document discusses several agencies involved in teacher education in India - NCERT, NCTE, DIET, SCERT. It provides details on the objectives, functions and history of the National Council of Educational Research and Training (NCERT), National Council for Teacher Education (NCTE), State Councils of Educational Research and Training (SCERT), District Institutes of Education and Training (DIET) and the University Grants Commission's Academic Staff Colleges. The agencies work to conduct research, develop curriculum, provide training and professional development support for teachers across India.

1. agencies of teacher Education:
NCERT, NCTE, DIET, SCERT

3. • The Government of India's Ministry of Education resolved on 27
July 1961 to establish the National Council of Educational
Research and Training, which formally began its operation on 1
September 1961.
• The Council was formed by merging seven existing institutions of
the National Government
 The Central Institute of Education (1947),
 The Central Bureau of Textbook Research (1954),
 The Central Bureau of Educational and Vocational Guidance (1954),
 The Directorate of Extension Programmes for Secondary Education (1958),
 The National Institute of Basic Education (1956),
 The National Fundamental Education Centre (1956),
 The National Institute of Audio-Visual Education (1959).
History

4. The major objectives of NCERT and its constituent units are to:
 undertake, promote and coordinate research in areas related to school
education;
 prepare and publish model textbooks, supplementary material, newsletters,
journals and develops 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;
 ensure success of the process, a good no of curricular/learning materials
have to be brought out by the NCERT.
 organize extension centers in training institutes with the cooperation of
state governments and extend facilities pertaining to new methods and
technologies among them.
OBJECTIVES

5. RESEARCH AND PROFESSIONAL GROWTH
• The Educational Research and Innovations
Committee (ERIC) of the NCERT funds research
programmes taken up by scholars both within and
outside the council.
• The ERIC also holds periodic conferences of
educational research workers. Compile and
publish research volumes.
• The NCERT offers financial assistance to
professional associations in the field of education
for holding annual conferences and publishing
journals.

6. • The 1986 National Policy on Education,
recommended the creation of State Council of
Educational Research and Training (SCERT)
in each State as a measure of decentralization
of functions of quality education, research and
training.
• As a result of transformation and upgradation
of the former State Institute of Education
(SIE).
SCERT

7. Functions
• To organize and implement the special
educational projects sponsored by UNICEF,
NCERT and other agencies for qualitative
improvement of school education and teacher
educators.
• To prescribed curricula and textbooks for the
school and teacher training institutions.
• To produce instructional materials for the use of
teacher- educators.
• To arrange in-service training for different
categories of teachers, inspecting officers and
teacher-educators and coordinate the work of
other agencies operating at the state level.

8. • To organize programmes including
Correspondence-cum- Contact Courses for
professional development of teachers, teacher-
educators and inspecting officers.
• To provide extension service to Teacher-
Training Institutions at all levels in the state.
• To conduct studies and investigations on the
various problems of education.
• To evaluate the adult and non-formal education
programmes entrusted by the Government.

9. DISTRICT INSTITUTES OF
EDUCATION AND TRAINING (DIETS)
(DIET) is a agency for providing
academic and resource support at the
district and grassroots levels for the
success of various strategies and
programmes undertaken in the areas
of elementary education.

10.  The NPE and PoA envisaged addition of a third
district-level tire to the support system in the
shape of District Institutes of Education and
Training (DIET).
 DIETs were established with the financial support
from the Central Government in pursuance of
NPE 1986.

11. DIETs: Mission and Role
“To provide academic and resource support at
the grass-roots level for the success of the
various strategies and programmes being
undertaken in the areas of elementary and adult
education, with special reference to the
following objectives: -
1. Universalisation of Primary/Elementary
Education.
2. Adult Education

12. • Training and orientation of the following target groups:-
• Elementary school teachers (both pre-service and in-service
education).
• Head Master, Heads of School Complexes and officers of
Education Department up to Block level.
• Academic and resource support to the elementary and adult
education systems in the district.
• Serving as an evaluation center for elementary school and
programmes.
• Action research and experimentation to deal with specific
problems of the district in achieving the objectives in the areas
of elementary and adult education.
Functions

14. • 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.
• 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, after
recommendations of NPE 1986.
• Statutory body or authority means a non-constitutional
body which is set up by a parliament.
National Council for Teacher Education
(NCTE)

15. • To achieve planned and coordinated development of teacher
education system throughout the country.
• To regulate and properly maintain the Norms and Standards in
the teacher education system and for matters connected
therewith.
• It aims at training individuals for equipping them to teach pre-
primary, primary, secondary and senior secondary stages in
schools, part-time education, adult education and distance
education courses.
Objectives:

16. • Undertake surveys and studies relating to various aspects of
teacher education and publish the result .
• Make recommendations to the Central and State Government, 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;
• 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 minimum eligibility criteria for admission
thereof, and the method of selection of candidates, duration of the
course, course contents and mode of curriculum;
Functions

17. • To recognise Teacher Education Institutions
• 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

18. UGC
Academic Staff College
(Human Resource Development Centre)

19. • The National Policy on Education (NPE)
1986 in its programme of action makes a
pointed reference to the crucial link
between teacher motivation and the
quality of education.
• In order to achieve the above, a Scheme
of setting up Academic Staff Colleges
(ASCs) in suitable universities in the
country was initiated by the University
Grants Commission (UGC/ Commission).

20. Purpose
• Expansion of the Education System
• Educational Technology and Orientation in IT
• Knowledge Explosion
• Orientation of Newly Appointed Lecturers
• Flexible Orientation Programme
• Orientation Relevant To Indian Conditions
• Active Involvement of Decision-makers and Leaders in
Higher Education
• Exchange of Ideas in Academic and Educational
Environment

21. Functions
• Formulate a programme of orientation
• Identify resource persons in various fields of specialization for running the
orientation programmes and refresher courses
• Set up a documentation-centre-cum-library for reference and source materials
necessary for the courses.
• Organize, monitor and evaluate the courses for teachers.
• Create a culture of learning and self-improvement among teachers.
• Organize orientation programmes for senior administrators, heads of
departments, principals
• Provide opportunities for teachers in service to exchange experience with their
peers and to mutually learn from each other;
• Provide opportunities to further widen their knowledge and to pursue research
studies;

22. Courses
• Short-term Courses e.g.
a. Short Term Course for Non-Teaching Staff
b. Seminar for Research Scholars
• Full-Time Courses e.g.
a. Orientation Courses
b. Refresher Courses
• Interaction Programme e.g.
a. Interaction programme for Ph.D. Scholars –
b. Special summer school
c. Special winter school