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Persuasive essays best academic tutors services Persuasive Essays Persuasive Essays A persuasive essay is an essay that is used to convince the readers regarding a certain focus or idea, most particular, one that you believe in.00 Persuasive Essays A persuasive essay is an essay that is used to convince the readers regarding a certain focus or idea, most particular, one that you believe in.

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Such essays are aimed at persuading the readers to assume a certain perspective or to adopt a certain action /term-paper/ essays are aimed at persuading the readers to assume a certain perspective or to adopt a certain is crucial that persuasive essays use sound reasoning and strong proof by outlining facts, providing logical reasons, quoting experts, and using relevant examples /term-paper/ is crucial that persuasive essays use sound reasoning and strong proof by outlining facts, providing logical reasons, quoting experts, and using relevant TO FOLLOW WHEN WRITING A PERSUASIVE ESSAY Choose your the side of the problem or issue that you wish to write about and the solution that you wish to offer.

You should know the exact purpose of you essay.You should decide whether your audience agrees with your position, is neutral, or disagrees with the is critical that a persuasive essay provides convincing and specific order to provide a convincing essay, you should go beyond your experience and knowledge by conducting additional research.Structure your essay by figuring out the form of evidence that you will include as well as the order in which you will present this sure you take into consideration the purpose of your essay, your audience as well as your CRITERION SHOULD YOU USE WHEN WRITING A PERSUASIVE ESSAY You should have adequate knowledge regarding your t extensive research from legitimate sources to supplement your knowledge about the thesis, in other words, your argument should have two sides, in other words, it should be order to ensure that your argument has two sides or is debatable, try to generate a thesis statement that directly opposes your should have adequate knowledge regarding the opposing viewpoint of your argument and then counter it by presenting contrasting proof or by establishing discrepancies in the logic and reasoning of the contradicting t your position or argument with adequate evidence.Your evidence must be convincing to order with us to get an excellent persuasive essay written by professional have a team of elite writers working around the clock to ensure that our clients get best services at affordable Academic Tutors is a reputable writing and research company that has served numerous students since 2007, helping them attain their academic excellence in various academic with us now to enjoy our professional services.

" A persuasive essay is an essay that is used to convince the readers regarding a certain focus or idea, most particular, one that you believe in.

A persuasive essay may be on any topic that the author has an opinion r the argument is about gender equality or junk food in colleges, writing a persuasive essay is a skill that everyone should also emphasises that education must play a positive and interventionist role in correcting social and regional imbalance, empowering women and in securing a rightful place for the disadvantaged and the Minorities.from the Lok Sabha and the Rajya Sabha, the first meeting of the reconstituted Board held on 10-11 August, 2004, it was decided to set up seven Committees of the CABE on the issues which needed detailed Committees are: (i) Free and Compulsory Education Bill and other issues related to Elementary Education, under the chairmanship of Shri Kapil Sibal, MoS, Science & Technology.(ii) Girls Education and the Common School System, under the chairmanship of Shri Tarun Gogoi, CM, nation is firmly committed to providing Education for All, the priority areas being free and compulsory primary education, covering children with special needs, eradication of illiteracy, vocationalisation, education for women’s equality, and special focus on the education of SCs/STs and the Minorities.(iii) Universalisation of Secondary Education, under the chairmanship of Shri Ghanshyam Tiwari, Education Minister, Central Advisory Board of Education (CABE), the highest advisory body to advise the Central and State governments in the field of education, was established in 1920 and dissolved in 1923 as a measure of was revived in 1935 and the tenure of the last constituted Central Advisory Board of Education (CABE) expired in March, e the fact that in the past important decisions had been taken on the advice of CABE and it had provided a forum for widespread consultation and examination of issues relating to educational and cultural development, CABE was unfortunately not reconstituted after the expiry of its extended tenure in March ering that CABE has particularly important role to play at the present juncture in view of the significant socio-economic and socio-cultural developments taking place in the country, and that the Central and State Governments, educationists and people representing all interests should increase their interaction and evolve a participative process of decision - making in education, CABE has since been reconstituted by the Government in July, 2004.The Board consists of nominated members representing various interests in addition to representatives of the Government of India, State Governments and UT administrations, elected members (v) Integration of Culture Education in the School Curriculum, under the chairmanship of Prof.

(iv) Autonomy of Higher Education Institutions under the Chairmanship of Shri Kanti Biswas, Education Minister, West Bengal.(vi) Regulatory Mechanism for the Text books and parallel text books taught in schools outside the Government system, Co-chaired by Prof.(vii)Financing of Higher and Technical Education under the Chairmanship of reports of these Committees were considered in the 53rd CABE meeting held on 14-15 July, 2005 and action plans on these reports are being the meeting of CABE held on 14-15, July, 2005, it was also decided to set up three Standing Committees of the CABE on the following issues: (i) The Standing Committee on Inclusive Education to be chaired by Shri Vasant Purake, Minister of School Education, Maharashtra; (ii) The Standing Committee on Literacy and Adult Education to be chaired by b Burman, MP; and (iii) The Standing Committee on Integration and Annual Report 2005-06 2 Overview Coordination of Efforts for Children’s Development to be chaired by meetings of the CABE were also held on 7 June, 2005 and 6-7, September, 2005 to consider the National Curriculum Framework, 2005, (NCF – 2005).On the recommendations made by the CABE, in its meeting held on 6-7 September, 2005, a monitoring committee has been setup to oversee the preparation of syllabus for the text books by have been taken to reform the functioning of the accrediting and affiliating institutions by introduction of steps to receive and process the applications on line and also bringing in the reforms in other processes by making things tation process has been initiated to consider the setting up of a National Commission on Higher Education for overseeing generation of new ideas and monitoring the reforms in the higher education order to facilitate donations, including smaller amounts, both from India and abroad, for implementing projects/programmes connected with the education sector, “Bharat Shiksha Kosh” has been set up to receive donations/contributions/endowments, from individuals and corporates, Central and State Governments, nonresident Indians and people of Indian origin for various activities across all sectors of is proposed to revise its objectives to widen the scope of coverage under the Kosh.The National Institute of Educational Planning and Administration (NIEPA) is an autonomous body under the Department of Secondary and Higher Education, which undertakes, promotes and coordinates research in educational planning and administration to provide training and consultancy services in the field of national annual educational statistics brought out by the Ministry of Human Resource Development are collected from institutions ranging from pre-primary to higher level, numbering over 10 lakh, through mailed questionnaires in collaboration with the State Education Departments.

3 Annual Report 2005-06 In pursuance of the Government’s policy, the Department of Secondary and Higher Education has been able to incur the prescribed level of expenditure, i., 10 per cent of its budget for the North-East Region, during the last three financial years, under its various schemes and through its institutions in the NE Region.The Department of Elementary Education and Literacy is also striving to increase its expenditure in the NE Region.A High Level Group (HLG) under the Chairmanship of Union Minister of Human Resource Development and comprising Chief Ministers, Education and Social Welfare Ministers of the North Eastern States was set up vide orders dated November 19, 2004 and August 17, 2005, for considering specific issues relating to all sectors of education and women and child first and second meetings of the HLG were held at Guwahati on May 29, 2005 and at Delhi on January 10, 2006., District Primary Education Programme (DPEP), Sarva Shiksha Overview education to enable all children to achieve essential levels of learning.

“Of the commitments made by our Government, none is more dear to us than the one we have made to Universal Elementary an Singh, Prime Minister of India Abhiyan (SSA), Lok Jumbish, Shiksha Karmi, Education Guarantee Scheme and Alternative and Innovative Education (EGS&AIE), and National Programme of Nutritional Support to Primary Education (NPNSPE) accord priority to areas of concentration of Scheduled Castes and Scheduled other schemes are also being implemented for the upliftment of SCs, STs and girl l focus districts have been identified on a cross matching basis, consisting of areas of Minority concentration blocks/tehsils, ITDP blocks, Schedule V and Schedule VI areas, and districts with SC female literacy less than 10 per cent.In pursuance of the Government’s National Common Minimum Programme, new institutions like polytechnics, Kendriya Vidyalayas and Navodaya Vidyalayas are proposed to be set up in selected locations in these tary Education and Literacy Elementary Education in India received a new thrust with the National Policy on Education, 1986, as modified in 1992, which emphasises the following three aspects: 1) universal access and enrolment, 2) universal retention of children upto 14 years of age, and 3) a substantial improvement in the quality of The Policy also stresses the need for education to play a positive and interventionist role in correcting social and regional imbalance, empowering women, and in securing a rightful place for the disadvantaged and the is also an active participant in the worldwide movement for universal education that began in Jomtien, Thailand in is a signatory to the Dakar (Senegal) declaration and framework of action for ‘Education For All’.During the last few years, Government of India has taken the following significant steps to accelerate progress towards universal elementary education: r The Constitution (86th Amendment) Act, 2002, makes elementary education a fundamental right for all children in the age group of 6-14 years.r An Education Cess @2 per cent on major Central taxes was imposed in 2004 to augment resources for elementary education.A separate, dedicated nonlapsable fund called Prarambhik Shiksha Kosh has been created to receive proceeds of the Education Cess.

28,750 crore has been allocated for elementary education in the Tenth Five Year Plan period (200207), which is 75 per cent higher than the allocation for the Ninth ones : On the road to Universalisation of Elementary Education 1) Gross Enrolment Ratio (GER) rises from 32.2) Gender Parity: Gender disparity in GER at elementary stage declines from 17.3) Out-of-School Children: Declines from 3.2 crore in 2001 to 95 lakhs in October 2005.4) Dropout rate at primary level: reduces by 7.

In the case of girls the dropout rate Annual Report 2005-06 4 Overview has reduced by 11 percentage points during the same Schools: 1,77,677 new schools opened since 2001.94 per cent of Rural population has a school within 1 km radius.Major Schemes Major Schemes of the Department of Elementary Education and Literacy during the Tenth Plan are: 1) Sarva Shiksha Abhiyan (SSA), including: r National Programme for Education of Girls at Elementary Level (NPEGEL), and r Education Guarantee Scheme and Alternative and Innovative Education (EGS & AIE) 2) District Primary Education Programme (DPEP) 3) National Programme of Nutritional Support to Primary Education (NP-NSPE) – commonly known as the Mid-Day Meal Scheme.4) Teacher Education 5) Kasturba Gandhi Balika Vidyalaya (KGBV) 6) Mahila Samakhya Sarva Shiksha Abhiyan (SSA) The main vehicle at present for providing elementary education to all children is a comprehensive programme called Sarva Shiksha Abhiyan (SSA), which was launched in has been built upon the experience of several primary education programmes Major indicators of the cumulative progress achieved under SSA (as on December 2005) l 1,17,677 New Elementary Schools have been opened.l l l Free text books are being distributed to all girls, and SC/ST boys studying in classes I to VIII, numbering about 5.

02 crore 5 Annual Report 2005-06 that preceded it, including the District Primary Education Programme (DPEP), Shiksha Karmi Project (SKP), and Lok Jumbish Project (LJP).It is a partnership programme between the Central and State Governments, which seeks to improve the performance of the school system through a community-owned approach, with specific focus on the provision of quality is a time-bound mission, with the objectives of ensuring Universalisation of Elementary Education and bridging of gender and social gaps by have established independent implementation societies for SSA under the chairmanship of their respective Chief Ministers/ Education 2005-06, Department of Elementary Education and Literacy has considered and approved District Plans of 600 districts of 35 States/ are participating enthusiastically in the programme.National Programme for Education of Girls at Elementary Level (NPEGEL) is an important component of SSA, which provides additional support for girls’ education in educationally backward blocks by way of girl-child friendly school, stationery, uniforms etc., for elementary education of under privileged/ disadvantaged the Tenth Five Year Plan, an amount of Rs.80 crore has been earmarked for this programme.

676 crore has been approved for implementation of r important component of SSA is the Education Guarantee Scheme and Alternative and Innovative Education (EGS & AIE), which is specially designed to provide to children in school-less habitations and outof-school children, access to elementary scheme supports flexible strategies for out-of-school children through bridge courses, residential camps, drop-in centres, summer camps, remedial coaching, etc., During 2005-06 (upto December 2005), this component helped to provide elementary education to 62., 54 lakh children were living in access-less habitations were provided elementary education through 1.29 lakh children not going to schools were brought into bridge courses/school camps.Overview District Primary Education Programme (DPEP) DPEP was launched as a Centrally-sponsored Scheme in 1994 in 42 districts of seven states, with the aim of providing access to primary education for all children, reducing primary drop-out rates to less than 10 per cent, increasing learning achievements of primary school students by at least 25 per cent, and reducing gender and social gaps to less than 5 per its peak, the programme was being implemented in 272 districts of 18 present, DPEP is in operation in 9 States covering 129 has been funded jointly by the World Bank, European Commission (EC), UK Department for International Development (DFID), Government of Netherlands and External Assistance tied up for DPEP is Rs.

Mid-Day Meal Scheme National Programme of Nutritional Support to Primary Education (commonly known as Mid-Day Meal Scheme) today is the largest school nutritional programme in the world covering nearly 12 crore children in more than 8 lakh primary objective of the programme is to improve nutritional status of children in primary seeks to boost universalisation of primary education (classes I-V) by improving enrolment, attendance, retention and learning levels of children, specially those belonging to disadvantaged Scheme also provides nutritional support to students of primary stage in drought-affected areas during summer vacations.Government of India launched MDM Scheme on August 15, 1995 to provide mid-day meal to children studying at primary programme was extended to children studying in EGS and other alternative learning centres in October l support was provided by way of supply of free food grains through Food Corporation of India @ 100 gm per child per school day where cooked meal was served, and @ 3 kg per student per month where food grains were Report 2005-06 Overview Though all States were expected to move rapidly towards provision of cooked meal under the programme, many States were facing difficulty in providing cooked meal to children due to financial overcome this problem and in pursuance of policy pronouncements made in President’s Address to Parliament in June, 2004, and Finance Minister’s Budget Speech, 2004-05, the scheme has been revised with effect from September, 2004.Under the revised Scheme, Central Government is providing additional assistance to States to meet cooking cost also @ programme covers all children studying in Government, local body, Government-aided schools, and in learning centres established under the Education Guarantee Scheme and Alternative and Innovative en are to be provided cooked mid-day meal with minimum 300 calories and 8-12 grams of protein are to be cooked with the help of Women’s self-help groups, Youth clubs affiliated with Nehru Yuvak Kendras, Village Education Committees, School Management and Development Committees, Parent-Teacher Associations or NGOs with proven track record etc.Women cooks are to be engaged with preference being given to SC/ some of the metropolitan cities, a public-private partnership is developing as large NGOs with support of corporate houses are providing mid-day meals through state of the art centralised ng quality mid-day meal also requires social mobilisation at the local level and, budgetary support at the level of State Governments.A National level Steering-cum-Monitoring Committee (NSMC) has been constituted to oversee management and monitoring of the Programme at the National level, and State Governments have constituted similar Committees at State, District, and Block levels to ensure smooth implementation of the programme with good a new path-breaking initiative, it has been decided to empower mothers of 12 crore school children covered under the scheme to supervise the preparation and 7 Annual Report 2005-06 serving of the meal.

Mothers are being encouraged to come forward and take turn to watch and oversee the feeding of the children, thus ensuring regularity and quality of the initiative is aimed at giving mothers a voice and a role and greater ownership of the have been requested to launch a concerted campaign for mass mobilisation of r Education The Centrally-sponsored Scheme of Teacher Education was launched in 1987-88 to create an institutional infrastructure to provide academic and technical resource support for continuous education and training of school teachers.While District Institutes of Education and Training (DIETs) set up under the Scheme provide academic resource support to formal and non-formal elementary school teachers, Colleges of Teacher Education (CTEs) and Institutes of Advanced Study in Education (IASEs) are charged with the responsibility of organising pre-service and in-service training of secondary school teachers.IASEs are also expected to conduct programmes for the preparation of elementary school teacher Scheme has been revised for the X Plan and guidelines of the revised Scheme were issued to States in January, 2004, with emphasis on operationalising sanctioned DIETs, CTEs and IASEs in an optimum manner, and on improving the quality of teacher training programmes run by December 2005 (cumulative), 556 DIETs and 135 CTEs/IASEs have been iture during 2005-06 on Strengthening of Teachers Training Institutions during 2004-05 was ba Gandhi Balika Vidyalaya (KGBV) The KGBV Scheme has been launched in August, 2004, to set up 750 residential schools at elementary level for girls belonging predominantly to the SC, ST, OBC and Minorities in Educationally Backward Blocks (EBBs), where female literacy is below the national average and gender gap in literacy is more than national 750 KGBVs have now been sanctioned by the GoI, out of which 117 KGBVs (15.6 per cent) have been allocated to blocks with substantial minority population.

Overview Legislation on Free and Compulsory Education Mahila Samakhya programme recognises the centrality of education in empowering women to achieve ng an innovative approach, it seeks to bring about change in women’s perception about themselves and the perception of society with regard to women’s traditional was designed to mobilise and organise marginalised rural women for education, by creating an environment for programme was launched in 1989 as a 100 per cent Dutch-assisted project and subsequently extended to some States with funding under District Primary Education Samakhya is being funded by the Government of India from the year 2003-04, and currently covers more than 15,823 villages spread over 63 districts in nine States – Andhra Pradesh, Assam, Bihar, Gujarat, Jharkhand, Karnataka, Kerala, Uttar Pradesh and Uttaranchal.

Some MS societies are also involved in implementation of the NPEGEL programme as well as KGBV programmes in their Constitution (86 th Amendment) Act, 2002, notified on 13.2002, seeks, inter alia, to insert a new Article 21-A (“Right to Education”) in Part – III “Fundamental Rights” of the e 21A states that “The State shall provide free and compulsory education to all children of the age of six to fourteen years in such manner as the State may, by law, determine”.Pursuant to the above, a draft Bill entitled “Free and Compulsory Education Bill, 2004” was prepared, and views of the State Governments were sought on it in January, Education Cess @ 2 per cent on direct and indirect Central taxes has been imposed through Finance (No.2) Act, 2004, “so as to fulfil the commitment of the government to provide and finance universalised quality basic The subject of the draft Bill was also discussed in the first meeting of the reconstituted Central Advisory Board of Education (CABE) held in August, decided in that meeting, a Committee of CABE was constituted to consider the matter of the draft legislation, under the Chairmanship of Sibal, Minister of State for Science & Technology and Ocean Development, vide Order dt.The Report of the Committee, containing “essential provisions” of the draft legislation was considered by the CABE in its meeting on 14-15th July, te version of the draft legislation has been prepared and sent to all States/ UTs as well as placed on the website for comments from the public at large.

In the meantime the PM constituted a small group on the Bill to examine its legal constitutional and financial implications comprising HRM, Finance Minister, an, Planning Commission and Chairman of the PM’s Economic Advisory report of the group has been Cess is expected to yield Education Cess about Rs.An Education Cess @ 2 per cent on direct and indirect Central taxes has been imposed through Finance (No.2) Act, 2004, “so as to fulfil the commitment of the government to provide and finance universalised quality basic education”.Proceeds of the Cess will be used for implementation of the two main programmes related to Universal Elementary Education viz Sarva Shiksha Abhiyan and Mid-Day ds of the Cess will be used for implementation of the two main programmes related to Universal Elementary Education viz Sarva Shiksha Abhiyan and Mid-Day Report 2005-06 Overview A socially conscious and literate society has a vital role to play in a ation of illiteracy has been one of the major national concerns of the Government of India since need for a literate population was recognised as a crucial input for nation building.Due to a number of significant programmes taken up since Independence to eradicate illiteracy among adults, for the first time the absolute number of literates outnumbered the number of illiterates in the Census r, gender disparity and regional disparity in literacy still continue to is the highest increase in any has been significant decline in absolute number of nonliterates from 328.

88 million in 1991 to 304 million in 2001.This has also been accompanied by a narrowing of the gap in male-female literacy rate from 24.59 per cent in 2001 as female literacy recorded an increase of 14.67 per cent as compared to male literacy which recorded an increase of s, urban-rural literacy differential has also decreased during the States have registered an increase in literacy rates and 60 per cent male literacy has been achieved without exception.Inter-state and within state disparities still continue, although the gap between the educationally advanced and backward states has been narrowing over the in Literacy National Literacy Mission The literacy rate in 2001 has been recorded at 64.

63 percentage points increase in the literacy rate during the National Literacy Mission (NLM) was set up in May, 1988 on an objective assessment of the strengths and weaknesses of the earlier programmes to accord a new A separate, dedicated non-lapsable fund called Prarambhik Shiksha Kosh has been created to receive proceeds of the Education Education Overview family norms, cy, as enunciated in NLM is not an end in itself but has to be an active and potent instrument of change ensuring achievement of these social objectives and creation of a learning acquisition of functional literacy results in empowerment and a definite improvement in the quality of of urgency, seriousness and emphasis with fixed goals, clear time frame and age specific target groups.Emphasis laid not on mere enrolment of learners but on attainment of certain pre-determined norms and parameters of literacy, numeracy, functionality and awareness along with institutionalisation of Post Literacy and Continuing Education in a big goal of National Literacy Mission is to attain a sustainable threshold level of 75 per cent by 2007 by imparting functional literacy to non-literates in the age group of 15-35 years, which is the productive and reproductive age group and constitutes a major segment of the work s this age group, persons outside this age limit are not excluded from the programme; particularly the children in the age group of 9-14 years who are also from pre-determined levels of reading, writing and numeracy with comprehension, functional literacy includes imbibing values of national integration, conservation of environment, women’s equality, observance of small The revised parameters and enhanced norms of financial assistance of the schemes under National Literacy Mission have also been extended for implementation during the X main features of the revised schemes include an integrated approach to literacy amalgamating all the features of literacy and post literacy phases.Zilla Saksharta Samitis (District Literacy Societies) would continue to oversee and run literacy programmes with freedom to synergise their strengths with those of local youth clubs, Mahila Mandals, voluntary agencies, Panchayati Raj institutions, small scale industries, cooperative societies, expansion of the Scheme of Continuing Education encompassing removal of residual illiteracy, individual interest programmes, skill development, rural libraries, Resource Centres and Jan Shikshan Sansthans would provide academic and technical resource support to the Scheme of Continuing Education in their respective spheres of State Resource Centres and NGOs have continued to be strengthened with expanded role of their activities in furthering the objectives of NLM.Financial and administrative powers have been delegated to State Literacy Mission Authorities within overall NLM these improvements, the Mission will continue to consolidate the gains of previous years and accelerate the growth of literacy Total Literacy Campaign is the principal strategy of NLM for eradication of TLCs have certain positive features, which make them unique and distinguish them from other government programmes.These campaigns are – area-specific, time-bound, participative, cost-effective and outcome Report 2005-06 10 Overview These are implemented through Zilla Saksharata Samitis (district level literacy committees) as independent and autonomous bodies, having due representation of all sections of campaign approach to literacy is characterised by large-scale mobilisation through a multi-faceted communication survey undertaken at the grass-root level also serves as a tool of planning, mobilisation and environment management information system in a campaign is based on the twin principles of participation and correction.

Apart from imparting functional literacy, TLC also disseminates a ‘basket’ of other socially relevant messages such as enrolment and retention of children in schools, immunisation, propagation of small family norms, women’s equality and empowerment, peace and communal harmony literacy campaigns generated a demand for primary education, which has been reflected by rapidly rising enrolment ratio in uently, the number of non-literates entering 15-35 age group has been this stage it is, therefore, necessary to ensure that neo-literates do not relapse into illiteracy and also acquire vocational skills.The basic literacy skills acquired by millions of nonliterates are at best fragile.There is a greater possibility of neo-literates regressing into partial or total illiteracy unless special efforts are continued to consolidate, sustain and possibly enhance their literacy first phase of basic literacy instruction and the second phase of consolidation, remediation and skill upgradation are now being treated as one integrated project, to ensure smooth progression from one stage to another to achieve continuity, efficiency and National Literacy Mission aims at ensuring that the Total Literacy Campaigns and the Post-literacy Programmes successfully move on to Continuing Education, which provide life-long ing to 2001 Census, 47 districts with female literacy rate below 30 per cent are concentrated in Bihar, Jharkhand, Uttar Pradesh and l innovative projects have been taken up to raise the level of female literacy in these areas.Special efforts have been made to target female Panchayati Raj Functionaries and make them literate.11 Annual Report 2005-06 Since this problem is most acute in Bihar and Uttar Pradesh, to begin with, 8 low female literacy districts in UP were brought under an accelerated programme of female literacy to cover 25.

00 lakh illiterate women in 15-35 age Project was implemented through a network of about 97 NGOs and 17.26 lakh learners achieved NLM norms under the Programme.In Bihar, a different model was adopted to cover 13 low female literacy districts, with the involvement of Panchayati Raj functionaries, women volunteer teachers and women self help groups.03 lakh non-literate women were identified, out of which 19.69 lakh women learners were covered in the first phase of the l projects have also been launched in 9 districts of Orissa to cover 10.

43 lakh non-literate women with the help of 122 special female literacy programme is also being implemented in 5 low female literacy districts of Jharkhand to cover about 5 lakh women gh the Total Literacy Campaign took the form of a mass movement and spread throughout the country, in many cases a number of campaigns stagnated due to natural calamities, lack of political will, e success of literacy phase, there are still pockets of residual illiteracy and low female most of the districts have been covered under the Literacy Programmes, priority would continue to be given to cover the districts having female literacy rate below 30 per cent.Regional disparities including pockets of residual illiteracy and special problems of low literacy States like UP, Bihar, Rajasthan, Madhya Pradesh, Andhra Pradesh, J&K, Jharkhand, Chhattisgarh along with North Eastern Region and Sikkim would continue to be given greater Continuing Education Scheme provides a learning continuum to the efforts of Total Literacy and Post Literacy Programmes in the main thrust is on providing further learning opportunities to neoliterates by setting up of Continuing Education Centres (CECs) which provide area-specific, need-based opportunities for basic literacy, upgradation of literacy skills, pursuit of alternative educational programmes, vocational skills and also promote social and occupational scheme also undertakes Overview NLM Achievements r The literacy rate in 2001 has been recorded at 64.63 percentage points increase in the literacy rate during the period is the highest increase in any decade.r r r The gap in male-female literacy rate has decreased from 24.67 per cent whereas male literacy increased by 11.

r Gender equity and women’s empowerment is also visible as about 60 per cent of participants and beneficiaries are women.r The population in 7+ age group increased by 171.6 million additional persons became literate during 1991-2001.r r In all states and union territories, the male literacy rate is now over 60 per continues to have the highest literacy rate of 90.86 per cent and Bihar has the lowest literacy rate of 47.

r Significant decline in absolute number of nonliterates from 328.88 million in 1991 to 304 million in 2001.r Out of the total 600 districts in the country, 597 districts have been covered by NLM under literacy programme.a number of important programmes such as – Equivalency programme facilitating the participants to acquire or upgrade their vocational skills and take up income-generating activities; Quality of life improvement programme to equip learners and the community with essential knowledge, attitude, values and skills to raise their standards of living; and individual interest promotion programme providing opportunities for learners to participate and learn about their individually chosen social, health, physical, cultural, and artistic National Literacy Mission (NLM) fully recognises the vast potential of NGOs in furthering its objectives and has taken measures to strengthen its partnership with NGOs and has assigned them an active promotional role in the literacy movement.Apart from imparting literacy, the NGOs provide academic and technical resource support through experimental and innovative programmes and also conducting evaluation and impact studies; organisation of workshops, seminars, State Resource Centres (SRCs) managed by NGOs provide academic and technical resource support in the form of training material preparation, extension activities, innovative projects, research studies and evaluation, objective of the Scheme of Jan Shikshan Sansthan is educational, vocational and occupational development of the socio-economically backward and educationally disadvantaged groups of urban/rural population particularly neo-literates, semi-literates, SCs, STs, women and girls, slum dwellers, migrant workers present, there are 172 JSSs in the country and the number would increase in future.

Jan Shikshan Sansthans run a number of vocational programmes with varying duration of different two lakh persons are given vocational training Central Directorate of Adult Education, a subordinate office, also provides academic and technical resource support to National Literacy has been playing an important role in the development of a network of resource support, particularly production of Annual Report 2005-06 12 Overview prototype teaching/learning materials/media software and harnessing of all kinds of media for furtherance of the objectives of NLM.Monitoring of literacy programmes, programmes conducted by SRCs and JSS is also an important activity of ring and evaluation are essential management tools for identifying the strengths and weaknesses of a significance has been realised and put into effect by the ures have been designed to make the objectives of adult education programmes operationally more monitoring not only provides essential information for financial audit or programme audit, but it also provides transparency so that public accountability is achieved through wider process of social audit.This information is a useful feedback for the field functionaries and decision-makers in policy formulation.13 Annual Report 2005-06 Social Impact The dramatic social mobilisation generated by the literacy campaigns has had an enormous impact on other social sectors, most notably women’s empowerment, health and population stabilisation along with environmental awareness.

A framework for effective social action has been provided by the Panchayati Raj atic participation has been enriched by promoting articulation in society, especially of the underprivileged campaigns have served the cause of promoting equity and social justice in society and fostering of a scientific temper and a sense of belonging to India’s great composite culture and consciousness of unity in diversity.

Present Status Out of 600 districts in the country, 597 have since been Overview Pre-degree junior colleges / .Schools High post basic schools Enrolments (Class IX-XII) covered under Adult Education Programmes – 128 under Total Literacy Campaigns, 164 under Post Literacy Programme and 305 under Continuing Education are 26 State Resource Centres functioning in various present, there are 172 Jan Shikshan Sansthans in the country and the number is set to increase in the near future.35 million persons have been made literate so 60 per cent of the beneficiaries are women, while 22 per cent and 12 per cent belong to Scheduled castes and scheduled tribes ary Education Secondary education serves as a bridge between elementary and higher education and prepares young persons between the age group of 14-18 for entry into higher education or work population of children in this age group has been estimated to be ent figures show that only 31 million of these children were attending school in 2001-02, which means that almost two-third of the population remained out of the liberalisation and globalisation of the Indian economy, the rapid changes witnessed in scientific and technological world and the general need to improve the quality of life, it is essential that school leavers acquire a higher level of knowledge and skills than what they are provided in the eight years of elementary average earnings of secondary school certificate holders are significantly higher than those with only primary school education.1 shows some essential statistics in respect of Secondary and Higher Secondary Education as on 30.Gross Enrolment Ratio is defined as the percentage of the enrolment in secondary stage (classes IX-XII) to the estimated child population in the age group of 14 to 18 ent in this stage includes underage and over-age the percentage may be more than 100 per cent in some cases.

15 of the National Policy on Education (NPE), 1986 (as modified in 1992) deal with Secondary Education, which inter alia state that access to Secondary Education will be widened with emphasis on enrolment of girls, SCs and STs, particularly in science, Annual Report 2005-06 14 Overview commerce and vocational of Secondary Education will be reorganised and vested with autonomy so that their ability to improve the quality of secondary education is enhanced.Efforts will be made to provide computer literacy in as many secondary level institutions as possible so that the children are equipped with necessary computer skills to be effective in the emerging technological world.A proper understanding of the work ethos and of the values of a humane and composite culture will be brought about through appropriately formulated onalisation through specialised institutions or through the refashioning of secondary education will, at this age, provide valuable manpower for economic is universally accepted that children with special talent or aptitude should be provided opportunities to proceed at a faster pace, by making good quality education available to them, irrespective of their capacity to pay for setting residential schools, Navodaya Vidyalayas, intended to serve this purpose have been established in most parts of the country on a given pattern, but with full scope for innovation and broad aim will continue to be to serve the objective of excellence coupled with equity and social justice (with reservation for the rural areas, SCs and STs), to promote national integration by providing opportunities to talented children from different parts of the country, to live and learn together, to develop their full potential, and, most importantly, to become catalysts of a nationwide programme and school improvement.Improving Access to Secondary Education Steps have been taken in the last few years to universalise elementary s that end Sarva Siksha Abhiyan (SSA) is being implemented all over the country in collaboration with the State -day Meal Scheme is a part of this a result of these steps, the number of “out of school” children (6-14 years) has come down to less than 5 per cent of the total population in that age Sarva Shikha Abhiyan at the elementary level to universalise elementary education for the age 15 Annual Report 2005-06 group 6-14 has already set the stage for an exponential growth of demand for secondary education.While the growth of enrolment in the secondary school, had increased at an annual rate of 2.

83 per cent during 1990s, it increased at 7.4 per cent, per annum between 2000 and full impact of SSA is likely to be reflected during the terminal years of the Eleventh the goal of universal retention at the elementary level is achieved by 2010, steps will have to be taken to expand facilities for secondary education in a big way.CABE Committees A committee of Central Advisory Board of Education (CABE), which is the highest deliberative and advisory forum on Education in the country, was therefore constituted in September 2004 with the following term of reference: “To prepare a blueprint for the universalisation of secondary education consequent upon the attainment of universalisation of elementary education”.The committee submitted its recommendations in June, major recommendations are as follows: r The guiding principles of Universal Secondary Education should be universal Access, Equality and Social Justice, Relevance and Development, and Structural and Curricular norms should be developed for each state with common national parameters as well as state specific parameters.r Each state should develop a perspective plan for universal secondary ralised micro-level planning should be the main approach to planning and implementation of Universal Secondary Education.

r Financial requirements for covering the cost of universal elementary and secondary education will form approximately 5.Hence the immediate allocation of 6 per cent of the GDP for education and progressive increase in this proportion will be necessary to move towards universalisation of secondary education.Overview r The pressure on secondary education is already being will not be wise to wait till 2010 when the pressure may become s the Committee on Universalisation of Secondary Education, another Committee of the Central Advisory Board on Education (CABE) was also constituted in September 2004 to examine the following issues: r Girls’ Education Inclusive Education including Education for Children with Disabilities/Special Needs The report of the Committee was received in June Committee has inter-alia recommended that “there is no alternative acceptable to regular schooling of good quality to all the girls”.The Committee also felt that “incentives offered for promotion of girls education need to be revisited and measures taken need to be of such nature, force and magnitude that they are able to overcome the obstacles posed by factors such as poverty, domestic/sibling responsibilities, girl child labour, low preference to girl’s education, preference to marriage over the education of girl child, etc.” The Committee, inter alia, recommended the following: r Making good quality education available to all students in all schools at affordable fees is a primary commitment of the Common School System r State should invest in public schools system with standards, norms, building, etc.

, of the same standards as that of Kendriya Government recognises the need to make secondary education of good quality available, accessible and affordable to all young persons and is working towards achieving this Plan-2002-07 (Targets, Priorities and Outlays) The key issues relating to secondary education highlighted in the Tenth Plan are: greater focus on improving access; reducing disparities by emphasising the Common School System; renewal of curricula with emphasis on vocationalisation and employmentoriented courses; expansion and diversification of the Open Learning System; reorganisation of teacher training and greater use of Tenth Plan objectives for secondary education are in consonance with the broad parameters and strategy of the National Policy on Education (NPE) of 1986 and the Programme of Action of 1992.These include: r Extending access in un-served areas and educationally backward areas with concentration of SC/ST population.r A uniform educational structure of 10+2+3, with the first 10 years envisaged as a stage of general education with undifferentiated courses providing basic knowledge in languages, science (including social and natural science) and mathematics.r r Vocational education is to become a distinct stream, intended to prepare students for identified occupations spanning several areas of activity, at the +2 social, gender based and regional disparities need to be ionally backward districts should receive greater support for school infrastructure.Besides providing new schools need-based up-gradation of upper primary schools will have to be given greater quality of education needs to be improved with investments in teacher education, training laboratories, libraries and encouraging parents to invest in their children’s State Boards of Secondary Education needs to be approved outlay for secondary education (including vocational education) in the Central Sector in the Tenth Plan is actual expenditure in 2003-04 was Report 2005-06 16 Annual Plan 2004-05 (Outlays and Physical Progress/Outcome) Scheme-wise allocation during Tenth Plan and expenditure during 2004-05 is given in the Table 1.

The revised estimates for 2004-05 was Rs.00 crore were spent by the end of February, present, the centre’s intervention in secondary education is at two levels: University and Higher Education r Through apex national level bodies like Navodaya Vidyalaya Samitis (NVS), the Kendriya Vidyalaya Sangathan (KVS), National Council of Educational Research and Training, the National Institute of Open Schooling (NIOS), and the Central Tibetan School Administration (CTSA).The broad thrust of activities in the higher education sector during the year related to ensuring both growth as well as strengthening of the higher education l development of universities and colleges, enhancing access and equity, promotion of quality and excellence, programmes for differently-abled persons and strengthening of research were the main components of this thrust.r Through four Centrally Sponsored Schemes – Access and Equity, Quality Improvement in Schools, ICT in Schools and Integrated Education for Disabled Children.The University Grants Commission (UGC) came into existence in 1953 and the UGC Act came into force in 1956 with the objective of coordinating activities for promotion of higher education in the of 17 Overview the objectives enumerated above are implemented by the s include accreditation of universities and colleges, promotion of universities with potential for excellence, promotion of centres of area studies, establishment of special cells for SCs and STs, assistance for strengthening infrastructure in science and technology, setting up of inter-university centres, academic exchange through participation in seminars and conferences held within the country and outside and, establishment of computer centres in UGC has also allocated maintenance and development grants to 19 central Indira Gandhi National Open University (IGNOU) established by an Act of Parliament in 1985 promoted Open University and Distance Education System in the country.

It widened the access to higher education by providing opportunities to larger segments of the University adopted the strategy of using integrated multimedia reach of IGNOU has increased substantially by the use of Gyan Darshan, an educational TV channel and Gyan Vani, FM radio has established a Women’s Education Unit to develop and conduct programmes that are socially relevant and the current financial year, Deemed-to-be University status has been conferred upon 9 institutes covering a variety of sectors of education like medical, technical and sciences.Significant contributions have also been made by research councils like the Indian Council of Social Science Research (ICSSR), the Indian Council of Historical Research (ICHR), the Indian Institute of Advanced Studies (IIAS), the Indian Council of Philosophical Research (ICPR) and the National Council of Rural Institutes (NCRI).Annual Report 2005-06 Overview enrolment is the highest in Kerala (60.85 per cent) and the lowest in Bihar (24.46 per cent) in terms of percentage enrolment to total enrolment.

In terms of absolute numbers of women enrolment, Maharashtra followed by the State of UP are at the encourage meritorious students, this Ministry has introduced a PostGraduate Merit Scholarship Scheme for university rank-holders for General and Honours courses at the under-graduate Ministry has also introduced an Indira Gandhi PG Scholarships for the ‘single-girl-child’.The number of doctoral degrees awarded by various universities (position as on 1.The two faculties of Arts (6774) and Sciences (5408) together accounted for 73 per cent of the total number of doctoral degrees regular faculty strength in universities and colleges has been 0.Policy Some Statistics The higher education system of India has seen seventeen-fold increase in the number of universities and 35-fold increase in the number of colleges in comparison to the number at the time of are at present 335 Universities in all of which 215 are State Universities, 20 are Central Universities, 100 are Deemed-to-be Universities, apart from five institutions established under States legislation Acts and 13 institutes of national importance established by Central legislation, nearly 17,625 colleges including around 1849 womens’ colleges in the country.At the beginning of the academic year 2005-06, the total number of students enrolled in the formal system of education in universities and colleges was 104.

25 per cent) were in University Departments and 90.The enrolment of women students at the beginning of the academic year 2005-06 was 42.40 per cent women have been enrolled in professional 19 Annual Report 2005-06 The National Policy of Education 1986 (as amended in 1992) has been providing the necessary vision to steer the course of development of higher education in the major objectives have been to equip young students with adequate knowledge, skills and inculcate among them appropriate value system to enable their full participation in the emerging and changed social, economic and cultural t policy of the Government of India is, accordingly, marked by the felt need to: raise the enrolment of the population in the 18-23 age group in higher education; take care of the special needs of the weaker sections and marginalised groups of the society; build capacity in the educationally backward and North-East areas of the country; promote excellence in research in frontier areas of knowledge; improve the quality of higher education; adopt state-specific-strategies, encourage autonomy of institutions; encourage relevance of the curriculum; increase vocationalisation; network through the use of information technology; converge formal, non-formal education sectors; and meet the challenges of globalisation and internationalisation of Indian higher Ministry continued the practice of widest possible consultation in the process of policy formulation in the higher education Sector.The revival of the Central Advisory Board of Education (CABE) is one such Overview recommendations of CABE Committees on ‘Autonomy of Higher Education Institution’ and ‘Financing of Higher and Technical Education’ have been s of the political parties in Parliament were consulted on the proposal for amending the Constitution for the educational advancement of the weaker sections of society.A conference of the Ministers of Higher and Technical Education of States was also convened during the year to seek the States’ endorsement on broad policy order to enhance access with equity, the recent initiative of amending the Constitution by inserting a new clause (5) in article 15 is intended to provide educational advancement of the socially and economically backward classes and for the Schedule Castes and Scheduled Tribes in the matter of admissions to educational institutions.

It would benefit students belonging to the weaker sections in gaining access to all educational keeping with the commitment to protect the rights of minorities under article 30(1) of the constitution, educational institutions of their choice established and administered by the minorities, are exempted from the application of article 15(5).In order to address the problem of regional imbalances in the access to higher education, wherever Engineering and /or management faculty are presently not available, such faculty has been sanctioned in one Central University in each State of the North Faculty has also been sanctioned to one State University in those States of the North-East, where there is no Central Manipur University has been converted into a Central University.The Government has decided to confer Central University status to the State Universities of Arunachal Pradesh and Tripura and for setting up a Central University in encourage meritorious students, this Ministry has introduced a Postgraduate Merit Scholarship Scheme for university rank-holders for General and Honours courses at the under- graduate Ministry has also introduced an Indira Gandhi PG Scholarships for the ‘single-girl-child’.For maintaining high quality of education in basic sciences, the Ministry has accepted the recommendations contained in the report of the Task Force which was set up to assess the status of scientific research and training in Indian universities and to suggest strategies to revive and enhance excellence of Indian Universities in the field of basic Rajiv Gandhi Chairs in Contemporary Studies have been created in selected Central and State Universities on the themes of: Panchayati Raj Systems & Local Governance, Women’s Empowerment, Impact of Technology on Society, Eco-systems & Sustainable Development, Livelihood & Food Security, Nuclear Disarmament & Peace Studies, Tribal Development, Protection of Child Rights, Social Justice and Secularism & Nation Chairs are in the process of being established at the University of Delhi, University of Madras, Chennai, University of Mumbai, Mumbai, University of Calcutta, Kolkata, North East Hill University, Punjab University, Chandigarh, Baramullah University, Bhopal, Sher-e-Kashmir University, Srinagar and the Cochin University of Science & Technology, Ministry has taken a decision to commemorate ‘150 years of modern university system in India’ during the year 2006-2007.

A National Organising Committee has been constituted for the Universities of Calcutta at Kolkata, Mumbai at Mumbai and Madras at Chennai have completed 150 years of their existence.

20 crore have been provided by this Ministry and Rs.25 crore have been approved additionally by the Planning Commission to each of these three universities.The Government has restored the Central University status of the University of autonomous centre for research in Shri Guru Granth Sahib namely National Institute of Studies in Shri Guru Granth Sahib at Guru Nanak Dev University, Amritsar has been sanctioned for which the UGC has earmarked the National Research Professor Scheme, eminent cardiologist – Prof.Mahashweta Devi, and eminent Annual Report 2005-06 20 Overview theatre personality – Tanvir have been nominated as National Research Professors for a period of five years in recognition of their outstanding contributions in the field of medical science, literature and theatre respectively.The Ministry has accepted, in principle, recommendations of the committee constituted under the Chairmanship of to examine all relevant aspects pertaining to the entry of foreign higher education providers in India.

Accordingly, a policy on regulation and entry of foreign education providers is on the anvil.A National Core Croup on EDUSAT has been constituted to implement, operationalise and monitor the EDUSAT programmes and Plan 2002-2007 The general objective of the Tenth plan is to achieve a profound transformation of education so that it becomes an effective promoter of sustainable human development and, at the same time, improves relevance with the world and to achieve quality in teaching, research and business and community extension functions including life long specific objectives of the Tenth plan are related to: r The relevance of Higher Education r r r Management and financing Export of Higher Education and re-orientation of international Plan The revised budgetary estimates for the Annual Plan 2005-06 is Rs.27 crore, substantial provision under the Plan is for the University Grants Commission has set general plan budget estimates of 21 Annual Report 2005-06 Rs.40 crore for 2005-06 for five broad schemes of the Tenth plan namely, General Development of Universities and Colleges (Rs.00 crore for the North Eastern Region), Enhancing Access and Equity (Rs.

50 crore for the North Eastern Region), Promotion of Relevant Education (Rs.00 crore for the North Eastern Region), Promotion of Quality and Excellence (Rs.15 crore for the North-Eastern Region) and Strengthening of Research ( Non-plan budgetary provision for 2005-06 is Rs.59 crore of which the non-plan support to the UGC Commission has also decided to link a part of its Grants with the performance of cal Education The Technical Education System in the country covers courses and programmes in Engineering, Technology, Management, Architecture, Town Planning, Pharmacy, Applied Arts and Ministry of Human Resource Development caters to programmes at diploma, undergraduate, postgraduate and research Technical Education system at the Central level comprises the All India Council for Technical Education (AICTE), which is the statutory body for proper planning and coordinated development of the Technical Education System; seven Indian Institutes of Technology (IITs) which are Institutions of national importance; six Indian Institutes of Management (IIMs), five Deemed-to-be-Universities, namely, Indian Institute of Science (IISc), Bangalore, Indian School of Mines (ISM), Dhanbad, School of Planning & Architecture (SPA), New Delhi, Indian Institute of Information Technology and Management (IIITM), Gwalior and Indian Institute of Information Technology (IIIT), Allahabad, 4 Boards of Apprenticeship Training (BOATs), the period under report, 18 National Institutes of Technology (NITs) were operating.Two more NITs have been established during the year at Raipur and Agartala.

100 per cent financial Overview assistance is provided by Central Government to the Technical Institutes in the Central Sector, such as the National Institute of Foundry and Forge Technology (NIFFT), Ranchi, the National Institute of Industrial Engineering (NITIE), Mumbai, Sant Longowal Institute of Engineering & Technology (SLIET), Longowal, North Eastern Regional Institute of Science & Technology (NERIST), Itanagar, 4 National Institute of Technical Teachers Training & Research (NITTTRs) are playing important role in Technical Education are other schemes at the central level which contribute significantly to Technical schemes are Programme for Apprenticeship Training (Scholarships and Stipends); Community Polytechnics; Third Technician Education Project assisted by the World Bank for Improvement of Polytechnic Education, Technical Education Quality Improvement Programme (TEQIP), Payment for Professional and Special Services; Human Resource Development in Information Technology; Support to distance and web-based education; National Programme for Earthquake Engineering Education (NPEEE), Indian National Digital Library for Science & Technology (INDEST) Consortium and Technology Development Missions.There is one Public Sector Undertaking, namely, Educational Consultants India ) under the Technical Education System of the the Central institutions like IITs, NITs, IIMs, IISc, ISM, SPA, IIITM, IIIT, NIFFT, NITIE, NITTTRs NERIST, SLIET, etc., provide instructional training to produce high quality trained manpower in the field of Technical Education.The Government has identified Shillong for setting up another IIM in the North Eastern Institute of Information Technology, Design & Manufacturing (IIITDM) has been established at Jabalpur as a Centre of Excellence for design and Extension Centre of IIIT, Allahabad has been set up at initiatives have been taken to promote research and education in basic sciences in the Indian Institute of Science, Bangalore was sanctioned a special grant of Rs.100 crore to upgrade its infrastructural facilities, including the Annual Report 2005-06 22 Overview recommendation of the Scientific Advisory Council to the Prime Minister, two Indian Institutes of Science Education and Research have been approved at Pune and Institutes will combine education in basic sciences at undergraduate and postgraduate level, with world class research Scheme of Community Polytechnics contributes substantially by transferring appropriate and advanced technologies to the rural ishment of polytechnics for the physically challenged is a milestone.

Greater emphasis is being given to strengthening and consolidating infrastructure facilities available at the Institutes of national importance/excellence like IITs, IIMs, IISc, NITs, enhance research productivity in Science and Technology Education and to improve quality of education, access to electronic journals and databases is being provided to all technical benefit from lower costs, AICTE and INDEST have joined hands to form a combined AICTE-INDEST leverage new information and communication technologies (ICTs) to enhance learning effectiveness and expand access to high quality education, a National Programme on Technology Enhanced Learning (NPTEL) has been would provide content support in the form of digital video-based courses/ enrichment programmes to technology channel on a sustained basis.This would also help create web-based courses/programmes for enhancing learning effectiveness in the entire technical education system.A National Programme on Earthquake Engineering is also being implemented by MHRD with seven IITs and IISc, Bangalore as resource institutions to train the teachers of Engineering Colleges to develop suitable curriculum to meet the crisis of earthquakes, cal Education Quality Improvement Programme (TEQIP) launched with the assistance of World Bank aims at upscaling and supporting ongoing efforts of the Government of India in improving quality of Technical Education.93 crore A large number of Engineering Colleges and other Technical Institutes were established across the country with the approval of the AICTE, mainly through mobilisation of private ss in the Tenth Plan During the X Plan, there has been a significant increase in the number of Technical Education institutions and total intake of students.13,825 crore for the Department of Secondary and Higher Education, Rs.

4,700 crore was earmarked for 16 programmes of Technical Education.Of this, the major share goes to the World Bank-aided Technical Education Quality Improvement Programme (TEQIP) with an outlay of outlay for Annual Plan 2004-05 for Technical Education was Rs.The seven IITs have been effectively enhancing the country’s techno-economic strength and technological self-reliance.These institutes have distinguished themselves by the excellence of their academic activities and research total Tenth Plan outlay for these institutions is is necessary to increase intake in IITs and at the same time to upgrade existing institutions in the country to the level of IIMs are institutions of excellence, established with the objective of imparting high quality management education and training, conducting research and providing consultancy services in the field of Overview management to various sectors of the Indian economy.These institutes conduct research to cater to the needs of non-corporate sectors like agriculture, rural development, energy, health, education, habitat ion of such institutions of excellence, providing globally competitive manpower, are the priorities of the second cycle of the first phase of TEQIP is being implemented in 13 States – Andhra Pradesh, Gujarat, Jharkhand, Haryana, Himachal Pradesh, Karnataka, Kerala, Madhya Pradesh, Maharashtra, Tamil Nadu, Uttar Pradesh, Uttaranchal and West programme aims at upscaling and supporting the ongoing efforts of the Government of India in improving quality and enhancing existing capacities of the lead institutions (including 18 Centrally funded NITs) and 114 state engineering/ network institutions (including 20 Polytechnics) are participating in the programme in the first phase, which coincides with the Tenth Plan period.

The programme will benefit 10,000 graduating students, each year by imparting superior skills and training and will also enhance the professional development of 1000 s are being made to strengthen the Community Polytechnics, which are wings of the existing polytechnics mandated to undertake rural/community development activities in their vicinity through the application of Science and Technology, by providing a one-time non-recurring grants-in-aid of Rs.00 lakh, and an annual recurring grant of up to a maximum of Rs.Community polytechnics provide a platform for transfer of appropriate technologies to rural masses for development on scientific lines, and provide technical/support services to the local present, there are 669 community polytechnics in the ge Development, Scholarships and other Programmes Language being the most important medium of communication and education, their development occupies an important place in the National Policy on Education and Programme of ore, promotion and development of 22 languages listed in the Schedule VIII of the Constitution of India, including classical languages on the one hand and English as well as the foreign languages on the other hand have received due of the important programmes that continued during the year under report include Promotion and development of Sanskrit language through different Sanskrit institutions; development of Hindi and training of Hindi teachers from non-Hindi States; promotion of all Indian languages of VIII Schedule by making extensive use of information technology; appointment of Indian languages teachers; Scholarship Scheme for meritorious children as well as scholarship for students of non-Hindi States for study of Hindi; and strengthening of cultural and human values in education in schools and non-formal educational centres with the help of the reputed organisations.All these schemes will be continued in the next financial scheme for Education in Human Values has been strengthened for wider coverage and the scholarship scheme is being modified to enable meritorious children, including single girl child students, to avail of the rly, the scheme for development of Sanskrit language has also been modified and further Annual Report 2005-06 U nder the Ministry of Human Resource Development, there are two Departments, namely, the Department of Elementary Education and Literacy and the Department of Secondary and Higher Minister for Human Resource Development is assisted by two Ministers of State; one for Department of Elementary Education and Literacy and another for the Department of Secondary and Higher Education.Each Department is headed by a Secretary to the Government of Departments are organised into Bureaus, Divisions, Branches, Desks, Sections and Bureau is under the charge of a Joint Secretary assisted by Divisional Heads at the level of Deputy Secretary/ ishment matters of the Secretariat proper of both the Departments of Education and establishment matters of Education Wings in Indian Embassies abroad are handled in Administration Division of the Department of Secondary and Higher addition, establishment matters of officers appointed under Central Staffing Scheme for the Department proper and ex-cadre posts i.

, are being administered in this Division.A scheme, namely, disbursement out of HRM’s Discretionary Fund is also handled in the Administration Division of the Department of Secondary and Higher ion Wings in Indian Missions Abroad Education Wings have been established abroad with a view to developing good relations in the fields of Science, Education and Culture with friendly countries.At present, Education Wings are functional in the following Indian Missions/Embassies abroad: r Consulate General of India, New York r Embassy of India, Washington r Embassy of India, Moscow r Embassy of India, Berlin The Education Wings have been doing useful work in looking after the welfare of Indian student community and Indian diaspora in the country Missions keep in touch with the academic world and keep track of the latest developments in the field of Science and Education to provide feedback to the from this, the Education Wings abroad act as Liaison offices between the Academic Institutions in India and the countries in which they are s, they advise the Government about academic disciplines, especially in the field of science and technology, in which scholarships for Indian students could be secured from the country ent Delegation of India to UNESCO, Paris India is a founder Member of UNESCO.There is an officer at the level of Ambassador designated as Permanent Representative of India, UNESCO, who looks after the work of Education Wing in the Indian Embassy, ng Cell The Training Cell assesses the training needs of the officers and staff members of both the Departments i.Department of Secondary and Higher Education and the Department of Elementary Education and also liaises with Organisations like DOPT, Ministry of Finance (Department of Economic Affairs), IIPA, NIC, ISTM, New Delhi and NIFM, Faridabad for imparting training to the staff and officers of the Department, so that they could be deputed to attend various Courses/Programs such as management and administration, vigilance, cash and accounts, personnel and house keeping matters, conducted by these Agencies.

Training Cell also sends nominations of eligible and Annual Report 2005-06 Administration suitable officers in response to circulars issued by the DOPT and Department of Economic Affairs of the Ministry of Finance for short term and long term training courses abroad under the Colombo Plan, Bilateral Technical Assistance Programmes ’s Discretionary Grant The HRM’s Discretionary Fund is intended to provide financial assistance to Institutions, Organisations, individuals doing useful work in the field of Education, Culture, Sports, Media and also to the meritorious students Fund is also intended to give relief to the families of the needy and poor journalists, workers employed in film industry and artists when such families are in need of financial assistance due to demise of their only bread sement out of this fund is made in accordance with the prescribed nce Awareness Week was observed from November 7-11, 2005.Banners and posters were displayed and an oath taking ceremony was also held, wherein an oath was administered to the officials of both the Departments to maintain honesty in all public subordinate offices and autonomous bodies also observed the Vigilance Awareness nce Activities The vigilance set up for the Department is under the overall supervision of the Secretary, who, in turn, is assisted by a part-time Chief Vigilance Officer of the rank of Joint Secretary, an Under Secretary and other subordinate ishnan, Joint Secretary, who has been functioning as Chief Vigilance Officer in both the Departments of Secondary and Higher Education and Elementary Education and Literacy, demitted his office on his transfer from the department.Shri Ravi Mathur, Joint Secretary was appointed as Chief Vigilance Officer in his recently Shri Sunil Kumar, Joint Secretary has been posted and working as Chief Vigilance the period under report, sustained efforts were continued to tone up the administration and to maintain discipline amongst the staff of the Departments, both at Headquarters and in the Subordinate offices.6 new disciplinary cases were initiated during the year of which 2 were the 9 old disciplinary cases brought forward from previous years, 5 old cases were concluded during the year.Vigilance Awareness Week was observed from 27 Annual Report 2005-06 November 7-11, s and posters were displayed and an oath taking ceremony was also held, wherein an oath was administered to the officials of both the Departments to maintain honesty in all public subordinate offices and autonomous bodies also observed the Vigilance Awareness Vigilance Officers were appointed in various Autonomous Organisations under the administrative control of the Department, wherever the post of CVOs fell vacant, with the prior approval of Central Vigilance Commission.

During the year, CVC has issued several instructions.All the instructions issued by the CVC have been brought to the notice of all the officers and offices concerned for per the directions of the Hon’ble High Court of Delhi, a massive effort is in progress to verify the authenticity of certificates of employees who have obtained employment on the basis of ST certificates.A specific grievance redressal machinery also functions under the CVO, who also functions as the Director of Grievances in the Director of Administration and punctuality in the Department of Secondary and Higher Education and Department of Elementary Education and Literacy through surprise floor-wise inspection by teams appointed for this order to promote and implement the concept of e-Governance in the Department as per the minimum agenda of e-Governance, all officers up to the level of Section Officers were provided computers with office automation software.Administrative support information systems like file sharing, monitoring, diary etc.

, have also been installed to improve the delivery of nces is accessible to the staff as well as the members of public to hear their problems every order to ensure the implementation of the policy of the Government regarding redressal of public grievances in its totality, autonomous organisations under the Department of Secondary and Higher Education and Department of Elementary Education and Literacy have also designated officers as Directors of grievances have been computerised by using the PGRAMS software devised by NIC.

The Committee on Complaints of Sexual Harassment of Women at the workplace has been reconstituted to hear/accept the complaints from employees posted in the Departments and to take appropriate steps for timely redressal of their the autonomous bodies under the administrative control of the Department of Secondary and Higher Education and Department of Elementary Education and Literacy have been advised to constitute a Sexual Harassment Cell to deal with cases in their respective is was continued on the observance of discipline Computerised Management Information System (CMIS) Computerised Management Information System (CMIS) Unit is the nodal unit for computerisation for both the main objectives of the unit are to develop, implement and maintain various online information systems for decision support, to act as a resource unit and provide training to the officials of the Department to develop know-how for day-to-day processing of information and liaison with the National Informatics Centre and other agencies related to Information Technology (IT).In order to promote and implement the concept of eGovernance in the Department as per the minimum agenda of e-Governance, all officers up to the level of Section Officers were provided computers with office automation software.Administrative support information systems like file sharing, monitoring, diary etc., have also been installed to improve the delivery of r major achievement is transition to the use of e-mail widely by the Department.University of arkansas pdf online free publishing Replies to queries, notices and materials for meetings etc.

, are sent through e-mail wherever e-mail addresses are available.Files, replies to Parliament Questions etc Best websites to buy an research proposal gender studies British A4 (British/European) Sophomore Writing from , replies to Parliament Questions etc., are shared between sections through local major shift to the electronic media has been made possible by providing computers and Internet connection to all ment Questions and Answers are electronically transferred to the Lok Sabha and Rajya Sabha secretariats on the same day the questions were replied for posting on their respective web sites 21 Sep 2009 - Members meet minimum three times an academic year to review and vote on the issues and proposals.RELS , Women's Studies WMST , Design DSGN , Visual Journalism VISJ , Community Health EducationThe study and practice of academic writing, including an introduction to ment Questions and Answers are electronically transferred to the Lok Sabha and Rajya Sabha secretariats on the same day the questions were replied for posting on their respective web s a database on Parliament Questions are also made available on local area network to enable all the sections in both the Departments to readily access questions answered by them earlier on related subjects.Various database applications like pay roll accounting and other house keeping software like budgeted Annual Report 2005-06 28 Administration expenditure, Education in India series etc.

, have been developed and put to use for day-to-day y pay-bills, pay-slips, various recovery schedules of officers on deputation, annual GPF statements, telephone directory of the Departments are processed and updated from time to show presentation has become an effective tool for communication; this Unit prepared and arranged slide show presentations for various meetings organised by both the announcements of the Departments including scholarship schemes were converted into electronic form and along with other materials of interest like guidelines etc., are made available on the website of the ation published in pursuance of Section 4(1)(b) of RTI Act 2005 were processed and published in the website of the contents of the website are updated ation forms and other relevant materials of various bureaus of the Department are also made available for on-line ions have also 29 Annual Report 2005-06 been made to take print out of these forms by the users of internet.This Unit continues its endeavour to create computer awareness to enhance computer usage among the officials in the r training are being provided on individual as well as group level by this Unit on office automation software, sharing of files and printers, internet browsing, sending/ receiving e-mails, remote log-in, prevention and removal of computer virus Unit also monitored the maintenance of PCs, laptop computers, printers, scanners, UPS Computer Centre NIC has established a Computer Centre for Ministry of Human Resource Development at 336-C, Shastri Bhavan, for IT Applications’ development and operation.NIC has established 320 nodes in LAN at Shastri Bhavan and provided WAN connectivity Administration through NICNET Gateway with RF Link connectivity of 10 a backup, this has been supported by 2 MB leased make it virus free, which is coming in the way of smooth LAN & WAN functioning, anti virus server has been established at Shastri Bhavan for online updation of anti virus software after removing the viruses from each of the clients of the has also assisted the Ministry in the establishment of 22 nodes at Curzon Road barracks office and 50 nodes at Jamnagar al Scholarships: NIC has implemented online submission of applications for grant of external the current year Israel, Norway, Czech and Commonwealth fellowships for UK and Canada have been received through the portal.Presentation of IntraHRD: IntraHRD, G2E web portal for the Ministry has been designed and developed covering the employee related information concerning personnel, pay, official circulars, Email addresses and telephone number etc.

Redesign & launching of the portal for MHRD: As per the discussion held with the Ministry, the portal has been redesigned and content has been ported as per the new connectivity for remote updation has been configured and CMIS officials have been trained in the development and updation of the website Day Meal Scheme: Detailed discussions have been held with JS(EE-I) on the requirements of an online application catering to the needs of information compilation across different levels of hierarchy and their consolidation and generation of reports and queries at the press of a button.A detailed feasibility report has been prepared and submitted for approval by the Ministry.A small presentation has also been made in the Meeting of State Education Secretaries on the potential and utility of the package r Educational Institutions: The data formats and report formats for various components of Establishment and performance have been During the counselling for AIEEE 2005, 45 institutions participated, 77 courses were offered against 10,000 seats for three streams -campus application was accessible round-theclock across the globe for 15 days and on-campus was accessible from 16 counselling centres for online ed and feasibility report incorporating these have been prepared and submitted to the Ministry for their approval 6.Analysis of Budgeted Expenditure on Education: The budgeted layouts of various Central Government and State Government Ministries and Departments for Education, is being compiled and analysed by the Ministry.A software package catering to the analytical needs of the screens of the above is being designed and Portal of AIEEE Examination 2005 Central Board of Secondary Education (CBSE) has requested NIC for the development of software package of online acceptance of Application Forms for AIEEE Examination – 2005 through NIC web server.

It has been designed, developed and executed as a web enabled application system for AIEEE 2005 Examination Portal was developed using Microsoft Web Technology and hosted at .Annual Report 2005-06 To analyse functional requirements from the User and translate them into Design Specifications.r r r r r r r Declaration of AIEEE Examination Result Online AIEEE Counselling 2005 Counselling for AIEEE 2005 was fully ing, development and implementation of the online application software for AIEEE Counselling 2005, was taken up on a turnkey basis.

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The System was developed using Microsoft Web Technology and hosted at Public URL as and restricted URL as for access to Counselling Centres and CCB during the Counselling the counselling for AIEEE 2005, 45 Institutions participated, 77 courses offered against 10,000 seats for three streams -campus application was accessible round the clock across the globe for 15 days and on-campus was accessible from 16 counselling centres for online Major activities carried out as follows r To analyse functional requirements from the Complete System and translate them into Various Modules like Online Fee Collection/Refund Module, Online Registration Module, Final Choice Submission Module, Locking/Unlocking Module, Final Seat Allotment Module, etc.r r r r Training and co-ordination with each of the Counselling Centres on the software packages and the necessary technical inputs r r The Counselling was conducted in two phases.

r r Off-Campus Online Counselling comprising of Online registration by eligible candidates through Net, Submission of Choices based on his/her All India Rank (AIR), Gender, Category, State of Eligibility and generation of tentative seat matrix on regular -Campus Online Counselling comprising of Online Payment of Counselling Fees, Online Registration from designated Counselling Centres, Final exercising of Choices based on the availability on that time, Final Seat Allotment, generation of Allotment Letters in triplicate and publishing the result on Net This APA style uses a specific kind of format and it also uses in-text citations as well as footnotes, endnotes, and usually a rather extensive reference page.   Such an APA style document should be typed double-spaced on a standard size page and in order to remain within the boundaries of this style it is requested that 1  .r r Off-Campus Online Counselling comprising of Online registration by eligible candidates through Net, Submission of Choices based on his/her All India Rank (AIR), Gender, Category, State of Eligibility and generation of tentative seat matrix on regular -Campus Online Counselling comprising of Online Payment of Counselling Fees, Online Registration from designated Counselling Centres, Final exercising of Choices based on the availability on that time, Final Seat Allotment, generation of Allotment Letters in triplicate and publishing the result on Net.

31 Annual Report 2005-06 Automation of the processes leading to affiliation of schools to the board NIC is developing the software packages leading to the automation of affiliation of schools comprising of: r online submission of application forms along with scanned support documents for various needs of affiliation and addition of subjects; r r Administration Counselling support for other State Boards Online Counselling of Uttar Pradesh Technical University – State Entrance Examination (UPTU-SEE) 2005 During the counselling for UPTU-SEE 2005, 183 Institutions participated, 72 courses offered against 30,000 ( ering, Architecture, Pharmacy, Hotel Management, Master of Computer Applications, Master of Business Administration and Direct admission to 2nd year of Diploma holder -campus application was accessible round the clock across the globe for 7 days and on-campus was accessible from 7 counselling centres for 24 days for online counselling.A very complex algorithm was designed keeping in view the state government reservation policies (like SC/ST/ OBC, Girls, Freedom Fighter, Physically Handicapped, Armed Forces and Rural weightage quota, etc.) The Online application was developed using Microsoft Web Technology and hosted at The activities carried out were as follows: r Development and updation of UPTU website and posting of all relevant information r r r Training and co-ordination with each of the Counselling Centres on the software packages and the necessary technical inputs Kerala State Counselling Kerala state has required for NIC support for automating the centralised real time counselling for three different locations of the has designed & developed the suitable software modules for complete automation of the entire counselling operation Help me write a custom research proposal political philosophy Custom writing Academic British US Letter Size.) The Online application was developed using Microsoft Web Technology and hosted at The activities carried out were as follows: r Development and updation of UPTU website and posting of all relevant information r r r Training and co-ordination with each of the Counselling Centres on the software packages and the necessary technical inputs Kerala State Counselling Kerala state has required for NIC support for automating the centralised real time counselling for three different locations of the has designed & developed the suitable software modules for complete automation of the entire counselling operation.The real time counselling took place at Trivandrum, Kozhikode and lling Support for Haryana State Haryana state requisitioned for the provisional terminal and software development supports for its online counselling processes for admission to first year of polytechnic, Engineering, MCA & MBA tion for NCERT As desired by NCERT, the website has been launched on NIC Server URL: VPN connectivity has been configured and the officials of NCERT have been trained for remote updation of the sation of NCERT text books for classes 9th to 12th (English Medium) have been completed and ported onto NCERT website to have online access of the text al Bal Bhawan Website The Hindi version of the website of the National Bal Bhavan, available on the URL: has been developed and launched on 19th November 2005 by Hon’ble Prime Minister of India.

Technical Support The technical support as desired has been extended to Rashtriya Sanskrit Sansthan, Central Board of Secondary Education, NCERT, CTSA etc., VII All India Education survey has been carried out on a turnkey basis for Annual Report 2005-06 T he National Policy on Education (NPE), 1986 along with its Revised Policy Formulation and the Programme of Action (POA) evolved as a result of widespread deliberations, consultation and consensus were last reviewed and updated in POA envisages that given the rich diversity of our nation, it would be in the fitness of things, if the States and Union Territories formulate their State POAs in accordance with their situational imperatives as well as with the POA National Policy on Education (NPE), 1986, as updated in 1992, envisages improvement and expansion of education in all sectors, elimination of disparities in access and laying greater stress on improvement in the quality and relevance of education at all levels, including technical and professional education.It also emphasises that education must play a positive and interventionist role in correcting social and regional imbalances, empowering women and in securing a rightful place for the disadvantaged, linguistic groups and Nation is firmly committed to providing Education for All, the priority areas being free and compulsory primary education, covering children with special needs, eradication of illiteracy, vocationalisation, education for women’s equality, special focus on the education of SCs/ STs and task of implementing the NPE and POA lies with the States and Union Territories, and the Centre is to monitor the POA 1992 was perceived on a charter of action for nation as a whole requiring a cooperative effort of the Union, States/UTs, the education community and community at large.Given the rich diversity of the country, certain amount of flexibility is assured in POA 1992 and it was felt that it would be in the fitness of the things if the States and UTs formulate their State POA’s in line with the situational imperatives and the POA 1992.Accordingly, the POA 1992 was circulated in 1993 to all States and Union Territories to draw up their own State Programmes of Action (SPOA).

Central Advisory Board of Education (CABE) The Central Advisory Board of Education (CABE), the highest advisory body to advise the Central and State Governments in the field of education, was first established in 1920 and dissolved in 1923 as a measure of was revived in 1935 and had continued to be in existence till fter, the CABE was reconstituted vide Resolution dated 6th July, CABE consists of Education Ministers of all the State Governments / UT Administrations; Ministers of the seven concerned Ministries of the Government of India; Member (Education), Planning Commission; Four Members of Parliament from the Lok Sabha; Two Members of Parliament from the Rajya Sabha; Seventeen Ex-officio Members; 34 Nominated Members representing different interests; and Ten Permanent Invitees representing various Central Government Departments.In the first meeting of the reconstituted Board held on 10-11, August, 2004, it was decided to set up Seven Committees of the CABE on the issues which needed detailed Committees were: (a) Free and Compulsory Education Bill and other issues related to Elementary Education, under the chairmanship of Shri Kapil Sibal, MOS, Science & Technology.(b) Girls Education and the Common School System, under the chairmanship of Shri Tarun Gogoi, CM, Assam.(c) Universalisation of Secondary Education, under the chairmanship of Shri Ghanshyam Tiwari, Education Minister, Rajasthan.(d) Autonomy of Higher Education Institutions under the Chairmanship of Shri Kanti Biswas, Education Minister, West Bengal.

(e) Integration of Culture Education in the School Curriculum, under the chairmanship of Prof.(f) Regulatory Mechanism for the Text books and parallel text books taught in schools outside the Government system, Co-chaired by Prof.Annual Report 2005-06 34 Policy Planning and Monitoring (g) Financing of Higher and Technical Education under the Chairmanship of reports of these Committees were considered in the 53rd CABE meeting held on 14-15 July, 2005 and action plans on these reports are being finalised.In this meeting of CABE held on 14-15, July, 2005, it was also decided to set up three Standing Committees of the CABE on the following issues:(i) The Standing Committee on Inclusive Education to be chaired by Shri Vasant Purake, Minister of School Education, Maharashtra.(ii) The Standing Committee on Literacy and Adult Education to be chaired by b Burman, MP; and (iii) The Standing Committee on Integration and Coordination of Efforts for Children’s Development to be chaired by meetings of the CABE were also held on 7th June, 2005 and 6-7th September, 2005, to consider the National Curriculum Framework, 2005 (NCF - 2005).

On the recommendations made by the CABE, in its meeting held on 6-7, September, 2005, a Monitoring Committee was setup to oversee the preparation of syllabus for the Text Books by Commitment of raising public spending in Education to 6 per cent of GDP NCMP of the UPA Government pledges to raise spending in education to at least 6 per cent of the GDP in a phased manner with at least half this amount being spent on primary and secondary Public Expenditure on Education as per 2004-05 BE is Rs.18 crore and its per centage with respect to total GDP is about 3.A Committee was constituted by the Ministry of HRD to assess the resources likely to be available if 6 per cent of the GDP is targeted for the Education Majumdar, the eminent educationist and economist, was the Chairperson of this 35 Annual Report 2005-06 The Bharat Shiksha Kosh (BSK) is intended to receive donations/ contributions/endowments from individuals and corporates, Central and State Governments, Non-Resident Indians and People of Indian Origin for various activities across all sectors of education.There is a proposal to increase the scope of activities under BSK and to get the donations to the Kosh and income generated thereon exempted from the income of the Committee presenting three scenarios indicating the magnitude of allocations of resources required to reach the norm of 6 per cent of GDP for education or beyond 6 per cent of GDP, have been shared with Planning Commission and Ministry of Finance for further Shiksha Kosh In order to facilitate donations including smaller amounts from India and abroad for implementing projects/programmes connected with the education sector, the Government had constituted “Bharat Shiksha Kosh” as a Society registered under the Society Registration Act, 1860 on January 9, 2003, during the celebration of Pravasi Bhartiya Bharat Shiksha Kosh (BSK) is intended to receive donations/ contributions/endowments from individuals and corporates, Central and State Governments, NonResident Indians and People of Indian Origin for various activities across all sectors of is a proposal to increase the scope of activities under BSK and to get the donations to the Kosh and income generated thereon exempted from the income tax.

Policy Planning and Monitoring Thrust Areas National Commission on Higher Education Setting up of National Commission on Higher Education for overseeing and monitoring the Higher Education sector is under consideration for which consultations have been s in recognising/accrediting agencies for education/training institutions With a view to bringing in reforms and transparency in the functioning of accrediting and affiliating Institutions like Central Board of Secondary Education (CBSE), All India Council for Technical Education (AICTE), National Board of Accreditation (NBA), University Grants Commission (UGC) and National Assessment and Accreditation Council (NAAC), following steps have been identified for being taken up urgently: r Online receipt of applications.

r r r r Preparation of panel of suitable experts for Inspection Committee/Selection Committees and developing system for random generation of names of experts on the teams.r r r Grants to Universities/Colleges be linked to meeting of conditions like appointment of fulltime and qualified erable progress has been made by the Institutions in this regard.National Institute of Educational Planning and Administration The National Institute of Educational Planning and Administration (NIEPA) is an autonomous organisation set up and fully funded by the Department of Secondary and Higher Education, Ministry of Human Resource Annual Report 2005-06 36 Policy Planning and Monitoring objectives of the Institute are to undertake, promote and coordinate research in educational planning and administration, to provide training and consultancy services in this field, to train and orient key level functionaries as well as senior level administrators from the centre and state, to collaborate with other agencies, institutions and organisations, to provide facilities for training and research to other countries, particularly of the Asian region in the field of educational planning and administration, to prepare print and publish papers, periodicals and books to share experience and expertise in the area of educational planning and administration with other countries and to conduct comparative studies for the furtherance of these 2005-2006, 40 training programmes have been organised up to December 2005, and 16 more programmes are likely to be conducted before the end of the financial year.The target for 2006-07 is to conduct 54 training programmes and to complete the ongoing research projects.The faculty provided consultancy and professional support to National, State and Institutional level bodies like Ministry of Human Resource Development, University Grants Commission, State Education Departments, State Councils of Higher Education, SCERTs, SIEMATs besides International Agencies such as UNESCO, UNICEF, World Bank and Institute has a well stocked Library/Documentation Centre on Educational Planning and Administration and Inter Disciplinary may claim to have one of the richest libraries in the field of Educational Planning and Management in Asian serves the faculty, research scholars and the participants of the various programmes, and also other organisations through Inter Library Loan Library reading room facilities are open to all.

The Library has collection of over 57,798 volumes and subscribes to as many 347 periodicals and has a computerised catalogue of books and Outside Peer Review Committee under the 37 Annual Report 2005-06 Chairmanship of Subhash C.Kashyap, former Secretary General, Lok Sabha Secretariat was set up to review the work and progress of Committee has submitted its expressing the satisfaction about the performance of NIEPA, the Committee has recommended that NIEPA should prepare a perspective paper for the next 20 years and take suitable action.Scheme of Assistance for Studies, Seminars Evaluation, etc., for implementation of Education Policy The Scheme of Studies, Seminars, Evaluation, etc., for the implementation of Education policy is intended to provide financial assistance to deserving institutions and organisations, on the merits of each proposal, so as to finance a variety of activities having direct bearing on the management and implementation aspects of National Policy on would include sponsoring of seminars, workshops etc.

, conduct of impact and evaluation studies and consultancy assignments in order to advise the Government on the best alternatives and models for making the system to work.The guidelines of the scheme have been revised during the year per the revised guidelines, the financial assistance under this scheme would cover remuneration and allowances/payment of TA/DA to project staff, stationery and printing, hiring charges of accommodation/venue and other contingencies like postage, etc., Normally, the ceiling of assistance for Studies/Evaluation is ceiling of expenditure on National Conference/Seminar is Rs.00 lakhs and on International Conferences (or, with substantial International participants/member), it would be 2005-2006, financial assistance has been given for organising of 30 seminars/conferences/studies/ evaluations etc., upto December, 2005 and 7 more such programmes are likely to be sanctioned before the end of the financial target for the year 2006-2007 is to give financial assistance for 38 seminars/ conferences/workshops/evaluations, Planning and Monitoring Planning and Monitoring Unit Annual Plans and Five Year Plans Formulation of Annual Plans and Five Year Plans, review of programmes & Schemes, timely monitoring of Plan expenditure vis- -vis outlays in Budget Estimates, and analysis of actual expenditure as per the targets fixed are the important activities of the approved Tenth Plan (2002-07) outlay for the Department of Secondary and Higher Education and Department of Elementary Education and Literacy was Rs.

The Annual Plan outlays for the Department of Secondary and Higher Education and Department of Elementary Education and Literacy was Annual Publication brought out by P&M Unit viz., “Analysis of Budgeted Expenditure on Education for 2002-03 to 2004-05” provides an analysis of the trend of public expenditure on education during the period this, data from various States, Central Ministries/Departments is collected, compiled, analysed and published with break up of expenditure incurred by Education Departments, other departments for different sectors in education separating Plan, Non-Plan, Revenue and Unit also published “Annual Financial Statistics of Education Sector 2003-04” during the publication gives statistics of Plan Outlays and expenditure on different sub-sectors of education from the First Five Year Plan to Sixth Plan together with the scheme wise outlays and expenditure during Seventh to Ninth Plan and Annual Plans of the ongoing Tenth Five Year Unit acts as a nodal functionary in this Department during Quarterly Review of Plan expenditure by Planning Commission.It also coordinates with various Divisions of the Ministry, Planning Commission, and Ministry of Finance etc., on various matters relating to Plan tical Division The Statistics Division of the Department of Secondary and Higher Education is the nodal agency for the collection, compilation, processing and dissemination of educational statistics in the national annual educational statistics is brought out by the Ministry of Human Resource Development after collecting data from over 10 lakh institutions, covering all levels of education from pre-primary to higher education through mailed questionnaires in collaboration with the State Education Departments.On the basis of data collected from States, the Statistics Division brings out annual publications.

Efforts have been made to improve the quality of educational statistics and to reduce the time lag in their al Training courses were conducted in the State capitals for the benefit of personnel engaged in work relating to Educational Statistics at State/District recommendations of the National Statistical Commission to improve the system have also been taken up for has continued to participate in the World Education Indicators Programme through the Joint Pilot Project organised by Organisation of Economic Cooperation and Development (OECD)/United Nations Educational Scientific and Cultural Organisation (UNESCO).Necessary support in the form of supply of national statistics is being provided to the international institutions like UNESCO/OECD every year.Area Officers Scheme The Area Officers Scheme was started in the Department in 1999 as a mechanism for regular and effective review, monitoring and coordination of various Central sectors and Centrally Sponsored per the original scheme, an officer of the rank of Deputy Secretary and above is made in-charge of a State/ Annual Report 2005-06 Education of SCs, STs and Minorities Constitutional Provisions A rticle 46 of the Constitution states that, “The State shall promote, with special care, the education and economic interests of the weaker sections of the people, and, in particular of the Scheduled Castes and Scheduled Tribes, and shall protect them from social injustice and all forms of social exploitation.” Articles 330, 332, 335, 338 to 342 and the entire Fifth and Sixth Schedules of the Constitution deal with special provisions for implementation of the objectives set forth in Article provisions need to be fully utilised for the benefit of these weaker sections in our society.Commitment in NCMP The UPA Government has set six basic principles for of them is “To provide for full equality of opportunity, particularly in education and employment for scheduled castes, scheduled tribes, OBCs and religious minorities”.

All reservation quotas, including those relating to promotions, will be fulfilled in a time bound codify all reservations, a Reservation Act will be UPA Government is very sensitive to the issue of affirmative action, including reservations, in the private sector.r The 86th Constitutional Amendment published in Gazette on 13 December 2002 provides for free and compulsory elementary education as a Fundamental Right, for all children in the age group of 6-14 years.r Sarva Shiksha Abhiyan (SSA): SSA is a historic stride towards achieving the long cherished goal of Universalisation of Elementary Education (UEE) through a time bound integrated approach, in partnership with , which promises to change the face of elementary education sector of the country, aims to provide useful and quality elementary education to all children in the 6-14 age group by main features of the programme are: r Focus on girls, especially belonging to SC/ST communities and minority groups.r r Free textbooks for girls, SC/ST students.Special Provisions After independence, the Government of India has taken a number of steps to strengthen the educational base of the persons belonging to the Scheduled Castes and Scheduled nt to the National Policy on Education 1986 and the Programme of Action (POA) 1992, the following special provisions for SCs and STs have been incorporated in the existing schemes of the Departments of Elementary Education and Literacy and Secondary and Higher Education: r Abolition of tuition fee in all States in Government Schools at least upto the upper primary fact, most of the states have abolished tuition fees for SC/ST students up to the senior secondary level.

r 40 r r r Under the scheme of Kasturba Gandhi Recruitment of 50 per cent female s are being set up in difficult areas r Balika Vidyalaya, 750 residential with boarding facilities at elementary National Programme for Education of Girls at Elementary Level (NPEGEL): The NPEGEL under the existing scheme of Sarva Shiksha Abhiyan (SSA) provides additional components for education of girls from under privileged/ disadvantaged sections of the society at the elementary level.The Scheme is being implemented in Educationally Backward Blocks (EBBs) where the level of rural female literacy is less than the national average and the gender gap is above the national average, as well as in blocks of districts that have at least 5 per cent SC/ST population and where SC/ST female literacy is below 10 per cent based on 1991 Samakhya (MS): MS addresses traditional gender imbalances in educational access and involves enabling women (especially from socially and economically disadvantaged and marginalised groups) to address and deal with problems of isolation and lack of selfconfidence, oppressive social customs and struggle for survival, all of which inhibit their ct Primary Education Programme (DPEP): The thrust of the scheme is on disadvantaged groups like girls, SCs/STs, working children, urban deprived children, disabled children, are specific strategies for girls and SCs/STs; however, physical targets are fixed, in an integrated manner including coverage of these groups as well.According to a study by NIEPA, schools in DPEP districts had more than 60 per cent students belonging to SC/ ST ba Gandhi Balika Vidyalayas: Under the scheme of Kasturba Gandhi Balika Vidyalaya, 750 41 level for girls belonging predominantly to the SC, ST, OBC and ntial schools are being set up in difficult areas with boarding facilities at elementary level for girls belonging predominantly to the SC, ST, OBC and scheme would be applicable only in those identified Educationally Backward Blocks (EBBs) where, as per census data 2001, the rural female literacy is below the national average and gender gap in literacy is more than the national these blocks, schools may be set up in areas with concentration of tribal population, with low female literacy and/or a large number of girls out of school.r Shiksha Karmi Project (SKP): SKP aims at universalisation and qualitative improvement of primary education in remote, arid and socio economically backward villages in Rajasthan with primary attention to is note worthy that in Shiksha Karmi Schools, most of the students are from SCs, STs and OBCs.r Jan Shikshan Sansthan (JSS): The Scheme of JSS or Institute of People’s Education is a polyvalent or multifaceted adult education programme aimed at improving the vocational skill and quality of life of the objective of the scheme is educational, vocational and occupational development of the socio-economically backward and educationally disadvantaged groups of urban/ Education of SCs, STs and Minorities rural population particularly neo-literates, semiliterates, SCs, STs, women and girls, slum dwellers, migrant workers etc Literacy campaigns have had an enormous impact on other social campaigns have served the cause of promoting equity and social justice in society and fostering of a scientific temper and a sense of belonging to India’s great composite culture and consciousness of unity in diversity.

r r Mid-Day Meal scheme: The Mid-Day Meal scheme is a successful incentive covers all students including SCs/STs of primary classes in all Government, local body and Government aided schools in the country with the aim to improve enrolment, attendance and retention while simultaneously impacting on the nutritional status of the l Institute of Indian Languages (CIIL): The Central Institute of Indian Languages, Mysore has a scheme of development of Indian Languages through research, developing manpower and production of materials in modern Indian Languages including tribal Institute has worked in more than 90 tribal and border languages.r Kendriya Vidyalayas (KVs): 15 per cent and 7.5 per cent seats are reserved for SCs and STs respectively in fresh tuition fee is charged from Scheduled Caste and Scheduled Tribe students up to class XII.r Navodaya Vidyalayas (NVs): Reservation of seats in favour of children belonging to SCs and STs is provided in proportion to their population in the concerned district provided that no such reservation will be less than the national average of 22.50 per cent for STs) and a maximum of 50 per cent for both the categories (SCs & STs) taken together.

These reservations are interchangeable and over and above the students selected under open Report 2005-06 r National Institute of Open Schooling (NIOS): The SC/ST students are given concession in admission fees to the extent of provides financial assistance to Under the Scheme of Strengthening of Boarding and Hostel Facilities for Girl Students of Secondary & Higher Secondary Schools cent per cent financial assistance is given to Voluntary Organisations to improve enrolment of adolescent girls belonging to Rural areas and weaker ence is given to educationally backward districts particularly those pre-dominantly inhabited by SCs/STs and educationally backward minorities.r r National Merit Scholarship Scheme: The National Scholarship Scheme and Scheme of Scholarship at the Secondary Stage for Talented Children from Rural Areas are in existence since 1961-62 and 1971-72 have been merged and a new scheme entitled ‘National Merit Scholarship Scheme’ has been framed for implementation with revised provisions from objective of the National Merit Scholarship Scheme is to support talented students and encourage them to excel academically in studies by giving recognition and financial assistance at post-metric level on state wise merit basis and also separately to talented and meritorious students in rural areas for Classes IX to X for all categories.The revised rate of scholarship varies from ing on the level of education and course of study.The scheme is implemented through State al Council for Educational Research & Training (NCERT): NCERT focuses on the development of textbooks, workbooks, teacher guides, supplementary reading materials, evaluation of textbooks, vocational education, educational technology, examination reforms, support to Sarva Shiksha Abhiyan, education of educationally disadvantaged operates the National Talent Search Scheme 43 Annual Report 2005-06 universities/deemed universities for the establishment of SC/ST Cells in Universities to ensure effective implementation of reservation policy for SCs and pursuing courses in science and social science upto doctoral level and in professional courses like medicine and engineering upto second-degree level subject to fulfilment of the of 1000 scholarships, 150 scholarships are reserved for SC students and 75 scholarships for ST students.r National Institute of Educational Planning & Administration (NIEPA): Educational development of Scheduled Castes and Scheduled Tribes is an area of major concern of carries out a number of studies relating to educational programmes and schemes for scheduled castes and scheduled has also been generating material relating to educational institutions and development of scheduled caste and Scheduled Tribe students.

r University Grants Commission (UGC): UGC provides financial assistance to universities/deemed universities for the establishment of SC/ST Cells in Universities to ensure effective implementation of reservation policy for SCs and UGC has established SC/ST Cells in many Universities including Central Universities to ensure proper implementation of the reservation policy.The Standing Committee on SCs/STs monitors and reviews the work undertaken by the universities/ ion of SCs, STs and Minorities r r Apart from reservation, there is also relaxation in the minimum qualifying marks for admission for SC/ST has been implementing the programme of Career Orientation to Education (vocationalisation of education) to ensure that the graduates have knowledge, skills and attitudes for gainful employment in the wage sector in general, and self-employment in particular for all including SCs/STs.r UGC provides financial assistance for Remedial Coaching to SC/ST provides financial assistance to the existing coaching centres to prepare SC/ST candidates for the National Eligibility Test (NET) conducted by UGC/CSIR.r Commission provides financial assistance for extension the scheme, all groups of the society are covered including SCs/STs.

(iii) To strengthen their knowledge, skills and attitudes in the subjects where quantitative and qualitative techniques and laboratory work are involved and (iv) To improve the overall performance of these students in the per the reservation policy, UGC has earmarked 15 per cent and 7.

50 per cent reservation for SCs and STs respectively in appointments, both in teaching and nonteaching posts, admissions, hostel accommodation, etc., in universities/colleges, professional and technical educational institutions administered by the Central universities follow reservation policy as prescribed by respective state Commission has been issuing guidelines/directives/instructions from time to time for implementing reservation policy of the Government of order to contribute towards social equity and socio-economic mobility of the under privileged sections of the society, UGC has introduced remedial coaching scheme at UG/ PG level.The main objectives of the scheme are: (i) to improve the academic skills and linguistic proficiency of the students in various subjects.(ii) To raise the level of comprehension of basic subjects so as to provide a strong foundation for further r Commission has created a Central Pool Database of eligible SC/ST candidates and recommends their candidature for teaching positions in order to fulfil the prescribed reservation quota in universities and colleges.r Periodic meetings of Registrars of Central Universities are organised to review the implementation of reservation policy in the Central Universities.

r r Community Polytechnics: The Scheme of Community Polytechnics undertakes rural/ community development activities through application of science and technology in its provides platforms for transfer of appropriate technologies to rural masses/local communities.Preference is given in training to rural youths, SCs, STs, women, school dropouts and other disadvantaged groups and helps them to obtain need based gainful scheme of Community Polytechnics has been in operation in selected diploma level institutions since applies Science and technology through skill oriented non-formal training, technology transfer and technical support services.r Engineering Colleges: The higher educational institutions administered by the Central Government including IITs, IIMs, Regional Engineering Colleges, etc., provide reservation to the extent of 15 per cent and 7.5 per cent for SCs and STs students from reservation, there is also relaxation in the minimum qualifying marks for admission for SC/ST r, in institutions run by the State Governments, the reservation percentages varies as per the State Government’s Report 2005-06 Education of SCs, STs and Minorities Constitution amendments to reservation of SCs/STs/ OBCs in Private Educational Institutes.

The Constitution Amendment passed in December 2005 enables the State (State Governments and Government of India) to make laws for the advancement of the SC, ST or the OBCs of citizens in matters of admission to educational institutions, including private unaided institutions by way of reservation of seats for the weaker sections and in regulating merit based admission, as also regulating the fees in private & TSP From the allotted budgets of the Departments of Elementary Education and Literacy and Secondary and Higher Education, 16.00 per cent are allocated under the Special Component Plan and the Tribal Sub-Plan for Scheduled Castes and Scheduled Tribes Intensive Madrasa Modernisation Programme (AIMMP) In the X Five Year Plan, the two major schemes relating to minorities i., the Scheme of Area Intensive programme for Educationally Backward Minorities and the Scheme of Financial Assistance for Modernisation of Madrasa Education have been merged into a single scheme of Area Intensive and Madrasa Modernisation Programme (AIMM).The components of the old scheme being continued in the new scheme are a) infrastructural development and b) Madrasa revised scheme is yet to be revised scheme proposes to cover 5000 Madrasas during the X Plan period.It is expected that during the plan period about 2.

5 lakhs students will be studying at secondary level through National Institute of Open Schooling and State Open Schools and about 5 lakhs students of Madrasas will continue education at primary and middle schools with textbooks provided by the National Council for the Promotion of Urdu Language establishing a linkage with regular schooling system.45 Annual Report 2005-06 Infrastructural Development The objective of this component is to provide basic educational infrastructure in primary/upper primary and secondary schools where there is need for them and viability is established on the basis of a school mapping target area identified is 325 blocks and 4 districts of component is being implemented in this region only.Since the beginning of the scheme the following physical targets have been achieved: r opening/construction of buildings for 3010 primary/ upper primary/secondary schools; r r r r 6 I ndia is among the founding members of UNESCO, a constituent body of the United Nations, which came into existence in ng the “Defences of Peace in the Minds of Men” is the primary goal of UNESCO, for which education is its main has been playing an active role in promoting UNESCO’s ideals and Division in the Ministry coordinates India’s interface with UNESCO and in addition looks after administrative matters concerning Auroville Foundation, an autonomous organisation set up under the Auroville Foundation Act, National Commission for Cooperation with UNESCO For associating its principal bodies interested in educational, scientific and cultural matters with the work of UNESCO, the Government of India had set up the Indian National Commission for Cooperation with UNESCO (INCCU) in 1949.The Commission consists of five Sub-Commissions in the fields of Education, Culture, Communication, Social Sciences and Natural Minister of Human Resource Development is the President of the Commission, Secretary (S&HE) is its ex-officio Secretary General and Joint Secretary in charge of the UNESCO Division is the ex-officio Deputy Secretary General of the Deputy Secretary / Director (UNESCO) functions as Secretary of the total membership of the Commission is 100 with 50 individual and 50 institutional members distributed evenly among its five membership is for a period of 4 years.The Commission has been playing an important role in UNESCO’s work particularly in the formulation and execution of its programmes in collaboration with UNESCO Secretariat as well as the National Commissions of the Asia and the Pacific Indian National Commission for Cooperation with UNESCO has been reconstituted ties of the Commission Participation Programme of UNESCO: Under its participation programme, UNESCO provides limited financial assistance to various institutions of Member States for undertaking such innovative projects as would contribute at the national, sub-regional and interregional levels to the implementation of the objectives of r, from the biennium 2006-07, India has decided not to apply for assistance from UNESCO under this programme.

UNESCO Coupons Programme: The Commission continues to operate the UNESCO International Coupons Programme designed to assist individuals and institutions working in the field of educational publications, scientific equipment, educational films, etc., from abroad without undergoing the foreign exchange and import control tly the programme is being reformulated by the Craft Prize awarded to an Indian: Shri Mantu Chandra Das, Master Crafts Person from Guwahati has been co-awarded the Third Prize of US$ 2000 along with Turdyeva and Ms Erkebu Jumagulova of Kyrgyzstan, under the UNESCO Craft Prize-2005 for the Asia Pacific Region.This award has been given by UNESCO to Shri Das for an outstanding contribution to creativity in Bamboo and Cane of Financial Assistance to Voluntary Organisation, UNESCO Clubs and Associated Schools UNESCO Associates itself with various local and international non-Governmental Organisations (NGOs) to promote its Indian National Commission operates a scheme of financial assistance to voluntary organisations, UNESCO Clubs and Associated Schools for undertaking activities in consonance with UNESCO less number of qualified applications were received from NGOs, an expenditure of Rs.00 lakh has been incurred so far during the year 2005-2006.Annual Report 2005-06 54 International Cooperation One Utilisation Certificate is pending in respect of a financial assistance of Rs.

25 lakh provided to Poverty Elimination Rehabilitation and Liberation Society, Peresendra, Chickballa pur Tq, Kolar district, e of our repeated reminder to grantee Institution and State Government, no reply has so far been received in this ipation in Seminars, Working Group Meeting Sponsored by UNESCO/its Regional Office From January, 2005 to December, 2005, INCCU nominated 11 Officers of the Department of Secondary and Higher Education and Department of Elementary Education and Literacy, Ministry of Human Resource Development and 4 experts from other Organisations/ State Governments/NGOs, etc., to participate in various regional and international workshops/training courses/Seminars/Working Group Meetings sponsored by UNESCO and its Regional Offices.UNESCO is running a project named Associated School Project(ASP net).Associated Schools are educational institutions, which are directly linked with UNESCO Secretariat for participation in the Associated Schools Project(ASP net) for undertaking activities relating to education for international understanding, cooperation and ion for International Understanding UNESCO is running a project named Associated School Project (ASP net).Associated Schools are educational institutions, which are directly linked with UNESCO Secretariat for participation in the Associated Schools Project (ASP net) for undertaking activities relating to education for international understanding, cooperation and the recommendation of INCCU, 42 schools and Teacher Training Institutions from India have been enlisted with UNESCO under this project.

There are 252 Clubs and 264 Associated Schools registered with the year 2005 a national seminar of ASP net Schools was organised in New Delhi on 20-21 April, 2005 to spread the ideals and objectives of ASP net work of for Holding of Meetings of Committees/ Conferences and organisation of Exhibitions in furtherance of UNESCO’s aims and objectives This Scheme is meant for meeting the expenditure on TA/DA of non Official members for attending the meeting of the Sub-Commissions of the Indian National Commission and its full body, organisation of exhibitions, INCCU lecture series and other meetings, 55 Annual Report 2005-06 in furtherance of UNESCO’s aims and objectives.00 lakhs at RE for this scheme during the current financial ipation in General Conference of UNESCO The General Conference of UNESCO is held every alternate year to approve inter-alia, UNESCO’s Programme and Budget for the next sends a high-powered delegation to the General Conference.33rd Session of the General Conference The 33rd session of the UNESCO’s General Conference was held in Paris from 3-21 October, session marked the 60th Anniversary of General Conference adopted three new normative instruments – the Convention on protection and Promotion of the Diversity of Cultural Expressions, the International Convention Against Doping in Sports and the Universal Declaration on Bioethics and Human Rights.It included two Ministerial Round Tables – on International Cooperation Education for All (EFA) and another on Basic played a leadership role and participated substantially in all aspects of the Indian delegation was led by HRM For the first time in 60 years, the Indian Ambassador to UNESCO was elected to chair Commission I of the General ipation in UNESCO’s Executive Board Meetings India has the unique privilege of having been continuously elected as Member of Executive Board of UNESCO ever since its establishment in Board, comprising 58 members, normally meets twice a year for a period of two weeks each.Kapila Vatsyayan is our representative The 171st Session and the 172nd Session of the Executive Board were held from 12 - 28 April, 2005 and from 13 - 29 September, 2005 173rd Session was held on 24th October, ’s re-election to the Executive Board India was re-elected to the 58-member Executive Board of UNESCO for a four-year term.

India got 145 votes in the election, an increase of 20 votes over the number polled in the 2001 uently, India was also re-elected to the Committee on Conventions and Recommendations and was elected, for the first time, to the select Group of Experts on Financial and Administrative uction of a building for housing the office of UNESCO, New Delhi India is responsible for providing free office accommodation to UNESCO in New present, it is housed in a rented building for which the Indian Government is paying has been decided to construct a building for housing the UNESCO Office in Chanakyapuri, New Delhi.3 crore has been allocated of which the budget provision for the current year is ent Delegation of India to UNESCO (PDI) India has a permanent delegation at Paris accredited to ti Mukherjee (IFS1976) is the Permanent Representative of India to Permanent Delegation of India to UNESCO (PDI) coordinates and maintains liaison in respect of all the activities viz.participation programme, General Conference, Scientific provisions, Elections and reciprocal support arrangements of ASPAC Group (Asia Pacific Group) between the Indian National Commission for UNESCO (INCCU) and the UNESCO Secretariat.Education Education for All (EFA) Each Member State of UNESCO contributes to UNESCO’s regular budget for each contribution is at a fixed percentage approved by the General Conference from time to ’s share of contribution for the calendar year 2005 is 0.423 per cent of the total budget of UNESCO, which translates into around Budget provision for this purpose for the current year is balance will be adjusted for the calendar year, 2006.

477 lakhs has since been released towards the contribution.EFA was the focus of discussions during the 171st & 172nd Sessions of the Executive Board as well as during the 33rd session of General Conference of UNESCO, where the Director-General was asked by the member States to prepare a global action plan to rejuvenate the EFA thereby establishing UNESCO’s role as a lead played a leadership role in the the Ministerial Round Table held at UNESCO Headquarters during the 33rd session of the General Conference, the Indian delegation to the meeting was led by HRM, Shri Arjun Singh, who chaired the crucial session on “Overview of Progress and Challenges in Annual Report 2005-06 International Cooperation EFA”.India played a vital role in drafting the Final Communiqu .The High Level Group meeting on EFA held in Beijing, China from 28-30th November, 2005 discussed these issues further.The Indian delegation, which was led by ar, Member (Education), Planning Commission played a critical role in the drafting process and was able to influence the Final Communiqu , which focused interalia on donor responsibility as one of the important issues for achieving EFA UNESCO Global Monitoring Report (GMR) on EFA was released in November, 2005.

It is a matter of satisfaction that the Report indicates an improvement in India’s EFA Development Index (EDI) for 2002 from 0.741, which is a reflection of the progress that has been made in various own in-house exercise had yielded a more conservative allIndia EDI of 0.702, and the higher index calculated by the GMR is a vindication of our efforts.International Convention Against Doping in Sports The International Convention Against Doping in Sports was adopted unanimously by the General Conference at its 33rd convention makes an effort at harmonisation at the international level of efforts in the fight against doping in attempts to go beyond testing and sanctions, calling upon States parties to undertake, within their means to support, and devising of implementing education and training programmes on anti-doping in order to raise public awareness of the negative affect of doping on health and on the ethical values of sport, as well as provide information on the rights and responsibilities of athletes and on testing Convention will come into effect with 30 has commenced the process of ratification.

Culture International Convention on the Protection & Promotion of the Diversity of Cultural Expressions The International Convention on the Protection and 57 Annual Report 2005-06 Promotion of the Diversity of Cultural Expressions (Cultural Diversity Convention), was adopted at the 33rd session of General Conference by an overwhelming majority.

148 member States voted in favour of the Convention with 2 negative votes (USA & Israel) and 4 negotiations had dominated the proceedings at UNESCO throughout the composite text was the result of an intense intergovernmental negotiation whole issue was whether cultural industries as well as vulnerable cultural expressions required protection or not.Developing countries strongly believed they did require the other hand, India was sensitive to the need for the language in the Convention not to deviate from or enter into obligations running contrary to the was uniquely situated to build bridges between concerned delegations on this issue and emerged as a key tely, the Convention fully reflected our national interests while supporting the role of culture in sustainable ’s position was articulated by Hon’ble HRM at the Plenary of the General Conference, “India believes that the issue of protection of Cultural Diversity is the fundamental mandate of UNESCO to which we are deeply committed.We believe that this draft convention will respond to the needs of the international community and protect and nurture vulnerable traditions and cultures”.India will now move ahead on the process of Heritage Convention From India’s perspective, the 29th session of the World Heritage Committee held in Durban South Africa in July 2005 was a complete success, with the Committee approving by acclamation the Valley of the Flowers National Park as an extension to the Nanda Devi National Park and the Nilgiri Mountain Railway as an extension to the Darjeeling Himalayan ’s Ambassador/PR was elected by acclamation as Vice-President of the 30th session, which is being held in Lithuania in July 06.India also supported the African Group’s initiative to establish a special fund to protect African heritage.

Subsequently, India contributed US$ 30,000/- to the ational Cooperation The Intangible Heritage Convention In September 2005, India ratified the Intangible Heritage Intangible Heritage Convention will come into effect with 30 Masterpieces Ramlila, the traditional Indian performance of the Ramayana, was accorded ‘oral masterpiece of the world’ status by UNESCO in November 2005 along with 45 other was part of UNESCO’s third proclamation of masterpieces of the oral and intangible heritage, an international distinction that aims to raise public awareness of the value of this heritage which includes popular and traditional forms of expression, music and dance, rituals and mythologies, knowledge and practices concerning the universe, know-how linked to traditional craft as well as cultural spaces.Memory of the World Register Saiva manuscripts kept at the French Institute of Pondicherry were among 29 new documentary collections inscribed on the memory of the world register by UNESCO in July collection of 11,000 palm leaf and paper manuscripts dating from 600 century AD, in Sanskrit and Tamil, focuses mainly on the religion and worship of the l Sciences 23rd Assembly of UNESCO’s Intergovernmental Oceanographic Commission (IOC) intergovernmental negotiation meetings held in Paris in March and in Mauritius in May made it very clear from the outset that an Indian Ocean wide warning system could not be setup without the active participation of had already stated its intent to establish its own Tsunami and ocean surge warning system which effectively covered both the potentially Tsunamigenic seismic zones in the Indian Ocean basin.It had also been announced that nations in the region would be able to benefit from the a result the Indian Ocean tsunami warning system was envisaged as a coordinated network of national systems whose assets would be owned and operated by member States hosting or otherwise taking responsibility for first meeting of the intergovernmental coordination group was held in Perth, Australia in August 2005, which reviewed and assessed the requirements of the ary, Department of Ocean Development was elected as the first Chairman of the ishment of Regional Biotechnology Centre in India The 33rd session of the General Conference approved the establishment of a regional centre for biotechnology training in India under UNESCO auspices.This was a result of over four years of negotiations between UNESCO and the Government of India led by Department of approval by the General Conference marks the recognition of the dynamism in the field of biotechnology training and research in India and addresses the need for providing greater impetus in the field to the whole of the region, including South and Southeast 23rd session of the IOC assembly saw the establishment of an Intergovernmental Coordination Group to govern the Indian Ocean Tsunami Warning and Mitigation was elected to the Governing Council of the IOC by the largest ever margin of victory getting 83 votes, ahead of Japan and e Prizes Awarded to an Indian The Intergovernmental Coordination Group to govern the Indian Ocean Tsunami Warning and Mitigation (ICG-IOTWS) system was established at the IOC General assembly in June.This was a result of Extension in the Nanda Devi Biosphere Reserve UNESCO-Treiste Science Prize for 2005 was awarded to ishnan, a DAE Homi Bhabha Professor of physics at Banaras Hindu University for his work in understanding the nature of the physical forces that turned liquids into ishnan shares this prize with a scientist from Man and Biosphere Council, which met in June Annual Report 2005-06 58 International Cooperation 2005, approved the Indian Proposal for extension in the Nanda Devi biosphere Council also approved inclusion of 22 new sites in the world network of biosphere reserve under UNESCO’s Man and the Biosphere (MAB) ication and Information Broadcaster’s rights issue At the 171st session of the Executive Board India’s proposal seeking to highlight the importance of UNESCO playing a more active role in the deliberations currently taking place in WIPO on the issue of according more stringent intellectual property rights to broadcasting organisations was greatly h this initiative, India was able to sensitise member States about the need to examine the matter very carefully as this would impact the public domain, emergence of new technologies, sharing of information and free dissemination of knowledge – all of which fall under UNESCO’s core mandate.

During the 33rd General Conference India introduced and successfully piloted an amendment to UNESCO budget, which sought to provide additional resources for UNESCO to participate substantially in the WIPO ational Cooperation Cell International Cooperation: The International Cooperation Cell coordinates the work relating to bilateral and international collaboration in the Education sector and the formulation, implementation and monitoring of Educational Exchange Programmes (EEPs) with various countries with a view to giving a more focused attention to such bilateral EEPs with China, Israel, Guyana, Mongolia, Armenia, Hungary, Myanmar, Tanzania, Syria, Australia, New Zealand, Uzbekistan, Thailand, Sri Lanka, and Mexico and Brazil have been signed, proposals for EEPs with 37 countries including Afghanistan, Saudi Arabia, USA, Malaysia, Yemen, Libya, South Africa, Vietnam and Kazakhstan are under addition MOUs for mutual recognition and equivalence of degrees, diplomas and 59 Annual Report 2005-06 other educational qualifications with several countries like Armenia, Ukraine, Russia and Czechoslovakia are also under IC Cell also coordinates the implementation of Education Component of Cooperation with SAARC, Commonwealth, ASEAN and the Mekong Ganga Cooperation Project as well as other bilateral/ multilateral cooperation programmes in the Education Sector.Visit of Foreign Delegations: Visits by foreign delegations to India at the ministerial level with the objective of strengthening bilateral relations between India and other countries are coordinated by the IC erial level delegations from UK, New Zealand, China, Bulgaria and Armenia have already visited India and have had fruitful exchange of views for further important dignitaries from Russia, Thailand, Canada, Singapore, Hungary, Scotland and Brazil also visited India in the recent IC Cell also coordinates the visit of ministerial delegations from India to various Proposals: The IC Cell also coordinates the examination of proposals received from the Foreign Investment Promotion Board (FIPB) and the Project Approval Board (PAB) in respect of the Education Sector.Auroville Foundation Auroville, founded by the ‘Mother’, a disciple of Sri Aurobindo, in 1968, is an international cultural township on the outskirts of Pondicherry in Villupuram District of Tamil Nadu where 1330 people from 35 countries including India live together as one community and engage themselves in cultural, educational, scientific and other pursuits aimed at human by a resolution passed in 1968 had invited its Member States and international non-governmental organisations to participate in the development of Auroville as an international cultural township designed to bring together the values of different cultures with integrated living standards which correspond to man’s physical and spiritual ational Cooperation The Township is under the administrative control of the Ministry since 1980 and is administered as per the provisions of the Auroville Foundation Act, 1988 passed by the Parliament of India.00 lakhs under Plan and Non Plan respectively .Budget Estimate for 2006-2007 has been proposed as Rs.

90 lakhs under Plan & Non Plan per Section 10(3) of the Auroville Foundation Act, the Foundation consists of (a) Governing Board; (b) Residents Assembly; and (c) Auroville International Advisory Governing Board of the Auroville Foundation, comprising 9 members, was reconstituted on 6th September, 2004.The International Advisory Council of Auroville was reconstituted on 28th October, 2004.15 crore have been allocated for the development and construction activities of the includes a new component for supporting the Sri Aurobindo International Institute of Educational Research (SAIIER) for which Rs.3 crore is for the on-going development and construction activities of the ing to the provisions of the Auroville Foundation Act, the Government of India provides grants to the Foundation for meeting the expenditure on the establishment maintenance and development of Auroville under Plan & Non-Plan Budget provision for the Foundation for the year Pending UCs during last 3 years No Utilisation Certificates (UCs) in respect of grants sanctioned to Auroville Foundation during last 3 years is pending.nn Annual Report 2005-06 T he programme of Sarva Shiksha Abhiyan (SSA) was launched in assistance under the programme of Sarva Shiksha Abhiyan was on a 85:15 sharing arrangement during the Ninth Plan and on a 75:25 sharing arrangement during the Tenth Plan, between the Central Government and the State programme covers the entire 200506 Annual Work Plans of 600 districts were approved under programme seeks to open new schools in habitations which do not have schooling facilities and strengthen existing school infrastructure through provision of additional class rooms, toilets, drinking water, maintenance grant and school improvement grant.

Existing schools with inadequate teacher strength would be provided additional teachers under the capacity of existing teachers would be built by extensive training, provision of grant for developing teaching-learning material and development of academic support has a special focus on girls and children of weaker sections.A number of initiatives, including free textbooks, target these children under the also seeks to provide computer-aided education even in rural areas.The approach is community-owned, and the village education plans are prepared in consultation with Panchayati Raj this basis, district elementary education plans are al Mission for SSA A National Mission for SSA was operationalised in December, 2004 when the membership of the Governing Council and Executive Committee were first meeting of the Governing Council of the National Mission was held under the Chairmanship of Prime Minister on first meeting of the Executive Committee of the Mission headed by the Union Minister for Human Resource Development was held on January, 2006, six Sub-Missions of the National Mission have been notified.These SubMissions are (i) Defining learning outcomes and assessment/ monitoring of students’ achievement levels (ii) Infrastructure provisioning.(iii) Social mobilisation, community involvement and role of PRIs.

(iv) Training of teachers and strengthening of academic support institutions and other aspects of quality of Sarva Shiksha Abhiyan r All 93.5 * EGS: Education Guarantee Scheme centres are set up in habitations without a regular school within 1 km.expenditure under SSA for the year 2004-05 was Rs.11 crore has been released (including NER component).free textbooks distributed to all girls and children belonging to Scheduled Castes and Scheduled addition, maintenance grant for civil repairs and a school grant for replacement of equipment is given to all of SSA Out of School Children Towards the objective of improving the infrastructure, approval for the year 2005-06 have been made to open 1,57,967 new schools and appointing around 7,72,345 r, physical infrastructure has been sought to be improved through provision of 3,29,690 additional classrooms, around 1,20,629 school buildings, 2,22,051 toilets and 1,60,760 drinking water the objective of improving the quality of teaching learning outcomes of students, grants are given to all teachers for developing teaching-learning materials; 20day training is expected to be given to all teachers and The number of out of school children has reduced steadily since 2002-03.

49 crore out of school children in March and UTs have reported that by November, 2005 this number has further reduced to 95 lakh only.63 Annual Report 2005-06 The top 10 States in which the number of out of school children in the age group 6-13 exceeds 3.The percentage of out of school children is also shown for each tary Education and Literacy 2002-03 r r Individual profile of all girls including basic information as well as monthly progress.The residential bridge course was first started on experimental basis under learning and experience under Janshala has been used in replicating the residential bridge course under first 6 months, 102 girls completed primary education and during second 6 months, they were given class-6 one year residential course, 93 girls were enrolled in class-7 and 9 girls were enrolled in class-6 in formal schools thus ensuring mainstreaming of all the Report 2005-06 Elementary Education and Literacy Boat Schools in Andhra Pradesh 'School on Boat' is an initiative by East Godavari district SSA authorities for the 'universalisation of education' for the children of 180 odd migrated fishermen families in Uppalanka Mandi.Started in the year 2004 the initiative has already enrolled 92 'most difficult to reach' children out of 238 in the age group of 5-15 community was identified as one of the 'most difficult to reach' during the process of identification of 'out of school children' through the mandatory household surveys under Sarva Shiksha the beginning the surveyors and other officials of the district received very lukewarm response from the parents and the children when they tried to motivate them for this juncture the officials thought that they must do something new to attract these children and their parents to zeroed in on a beautifully decorated boat, which they built, with play materials and a motivator cum instructor on it.

The motivator went on collecting the children who used to loiter around the canal bank and the children who were helping their parents on their respective 'Donelu' lly only the younger children joined this 'School on Boat' they played, listened to stories, sang local songs and danced as took some time before the parents allowed the older children to join this 'School on Boat' for few hours in a that time the 'School on Boat' had already emerged as an g this positive inclination of children and their parents the East Godavari SSA built a thatched hut on the bank of canal.Two motivators from the local fisherman community were appointed to teach the already motivated children the basics of letters & r the children from 'Donelu' boats nor their parents have ever been to letters and the numbers were the most alien things in their constructive hours at the thatched hut were used to orient and prepare the children with the objectives of enrolling them in residential Bridge Courses and enrolling them in regular formal activities at this centre were also used to motivate the parents and attract more children who were still on the 'Donelus'.The materials from their day to day lives like dried snails etc were used to teach them letters and numbers or telling the children a 3 months of orientation, a group of 'readied' children were enrolled in a nearby Residential Bridge Course when the children themselves and their parents were ready for 'it'.From 180 'Boat Families' a total of 238 children in the age group of 5-15 years have been identified through a 'boat survey'.36 of them are attending 'School on Boat', 20 of them have been enrolled local elementary schools, 17 girls entered the residential formal school and 19 are attending residential bridge Mandal and District authorities are hopeful that the slow but steady approach taken by them would certainly bring the remaining children to the system of t ‘SCHOOLGIS’ – SSA, Tamil Nadu Geographic Information Technologies such as Geographic Information System (GIS) and Global Positioning System (GPS) have proved their capability in many areas of applications beyond capability on spatial data processing by GIS technology has made it as an indispensable element in any database management activity in general and spatial data processing in accuracy in data capturing and cost effectiveness involved in GPS survey has made it possible in bringing number of non-spatial layers into spatial component.

GPS Survey has became practical only after the removal of Selective Availability (S/A) in May 2000.Bringing location of schools as a spatial component will help improving the decision making ng the position of habitation will further improve the order to bring the school management in GIS data processing environment, Project ‘SCHOOLGIS’ (Mapping of Schools for Better School Education Management using GIS and GPS) is a collaborative research study by Department of Futures Studies, Madurai Kamaraj University, Madurai and Department of Geology, Bharatidasan University, Thiruchirapalli.65 Source : IMRB-SRI survey July-September 2005 Civil works & school infrastructure Under SSA 33 per cent allocation are earmarked for civil works to provide infrastructure to elementary education especially for construction of schools classrooms, toilets, drinking water facility that SSA also provides other school related inputs like appointment of teachers and school maintenance grant to strengthen school infrastructure.The SSA emphasizes on construction of school buildings/ classrooms with innovative and child-friendly elements inherited from DPEP, Lok Jumbish Project, cumulative progress report revealed that SSA has sanctioned 8,54,662 works out of which total works completed and in progress are 5,97,868, which is 70 per cent of total works sanctioned.72 lakhs teachers upto the year 2005-06 under SSA out of which the States reported recruitment of 4.

92 lakh, which is 64 per cent The cumulative progress upto September 2005 is given in Annexure III.Focus on Minority Areas The programme has identified 93 districts in 16 states for focused attention to the education of minority children based on Census 2005-06, 2643 primary schools, 1978 upper primary schools and 29000 EGS centres have been sanctioned in minority concentrated the year, 7500 recognised Madarsas have been supported under SSA by providing school grant, repair and maintenance grant and TLM 3500 unrecognised Madarsas have received support under the Alternative & Innovative Education Component of the EGS & AIE Scheme for introducing general subjects in Madarsas.117 Kasturba Gandhi Balika Vidyalayas have been approved during 2005-06 for minority concentration blocks.Focus on Girls Education The National Policy on Education (NPE), 1986, as revised in 1992, is a path breaking policy document, which articulates the Government of India’s unequivocal commitment that “Education will be used as an agent of basic change in the status of order to neutralise the accumulated distortions of the past, there will be a well-conceived edge in favour of womenThis will be an act of faith and social engineeringThe removal of women’s illiteracy and obstacles inhibiting their access to, and retention in elementary education will receive overriding priority, through provision of special support services setting time targets and effective monitoring….

Reaching out to the girl child has been central to all efforts for universalising elementary Programme of Action 1992 clearly acknowledges that “rural girls are doubly disadvantages by non availability of educational facilities and by the work they have to be related with fuel, fodder, water, sibling care and paid and unpaid work”.

A two pronged gender strategy, therefore, has been adopted to address both the systemic as well social order to make the education system responsive to the needs of girls and serve as a pull factor, a range of interventions have been introduced such as ensuring access to schools, increasing the number of women teachers, enhancing gender sensitivity of teachers through training, developing gender sensitive Annual Report 2005-06 66 Specific Interventions for Minorities Community under SSA : Uttar Pradesh r In 2004-05, 291 aided Madarsas, affiliated to State Arbi-Farsi Madarsa Board were provided with assistance of (1) Teacher grant @ Rs.2000 per annum (3) Teachers training and (4) free text book distribution in parity with regular formal 2005-06 provision of similar assistance has been made for 358 aided Madarsas affiliated to State Arbi-Farsi Madarsa Board.r In 2004-05 under AIE intervention, 261 recognised Madarsas were strengthened and 16171 children Nishwa, intervention 23 centres were strengthened and 870 children centres were started by the local body concerned/community based organisations, whereby honorarium to instructor @ Rs.1000 pm, teaching learning material for the children @ Rs.100x25 children), teaching learning equipment for the centre @ Rs.

469 per centre, and training to the instructor @ Rs.1500 per year was provided as per SSA the 2005-06, strengthening of 708 recognised Madarsas has been proposed.515 Madarsa committees have given their consent to start AIE centres out of which 391 Madarsas have been already are in the process of operationalisation.r In 2004-05, 114 new primary schools and 133 upper primary schools have been opened in minority concentration the AWP&B (2005-06) of SSA provision of construction of 2,421 new primary and 2308 upper primary schools have been proposed which fulfils the State norm for opening of , all the unserved habitations will be saturated by schools according to the present State norm.r In 2004-05, 3,38,500 textbooks and in 2005-06, 10,02,452 textbooks were printed in Urdu and requisite number of books were distributed to the beneficiaries studying with Urdu as a medium in Parishadeeya schools.

r r Teacher Guides (which are used by regular teachers in formal schools) are being translated into Urdu, which will be printed and distributed in the recognised Madarsa in t to Maktab/Madarsa under AIE Comport of SSA: Bihar r Survey and Identification of Out of School Children of Minority Community and children enrolled in Maktab/Madarsa is in far about 8500 Maktab/Madarsa/Minority Pockets have been identified.r Community Mobilisation through one day orientation/3 days Training of VSS/Community Leaders and through workshops, meetings in all districts was done.Now Muslim community member are taking the initiative in opening AIE centres in Maktab/Madarsas.r 30 days training module for Maktab/Madarsa Teachers has been developed and in Vaishali, Darbhanga, Munger, Gaya and W.Champaran training of 378 teachers has been the remaining districts the training is in progress.

Write me a college research proposal gender studies online writing from scratch british a4 (british/european) platinum r r r r r 67 Elementary Education and Literacy Puppet – A Useful and Handy Tool Gujarat Council of Primary Education has decided to focus mainly on two matters to boost up educational awareness, especially for girls’ education.One is to provide quality in girl’s education and another one is to sensitise various communities specially very marginalised communities which are not able to make use of educational facilities available to them, due to socio-economic that, GCPE has been holding Ma-Beti Sammelan every month to create awareness for girl’s education Whether the argument is about gender equality or junk food in colleges, writing a persuasive essay is a skill that everyone should possess.When writing a persuasiveIn order to provide a convincing essay, you should go beyond your experience and knowledge by conducting additional research.For that, GCPE has been holding Ma-Beti Sammelan every month to create awareness for girl’s education.

Puppets have been used for community mobilisation especially during enrolment drive to convince parents to enrol their daughters in the the lower primary section, they are used to teach hard spots of math & has been used in Haats, Melas, Science Fairs and on Cultural Festivals to create awareness for girls education as well as to orient people for their right to education and for VEC/MTAs/PTAs roles.In two districts (Mahesana & Amreli), Puppet Films have been used to inform people about the consequence of declining malefemale sions on girls education have been relevant Teaching Learning Material (TLM), providing supportive structures such as Early Childhood Care and Education (ECCE) centres, alternative modes of learning and ensuring basic facilities such as separate toilets for girls and water in the same time, efforts are being made to generate a community demand for girls’ education and enabling conditions for people’s and women’s participation, to create the push factors necessary to guarantee girls tion and mobilisation of parents and the community at large, enhancing the role of women and mothers in school related activities and participation in school committees, and strengthening the linkages between the school, teachers and communities are some of the ways in which the enabling conditions are being created.The Sarva Shiksha Abhiyan (SSA), the national flagship programme for Universalisation of Elementary Education, has taken this understanding and process to all districts in the SSA recognises the need for special efforts to bring the out of school girls, especially from the disadvantaged groups, to the SSA, the following provisions are made for providing school infrastructure and quality improvement in education for the girl child: r Free textbooks for girls upto Class VIII within the ceiling limit of Rs.150 per child; r r r r r r 68 Elementary Education and Literacy Early Child Care and Education Uttaranchal SSA acknowledges the significance of ECCE programme in achieving the goal of centres aim to support girl children to avail of primary education.It prepares children in the age group of 3-6 years for entry into schools and frees the older girls from sibling care and enables them to go to gence Mode r The ECCE Strategy seeks to dovetail the existing ICDS Aganwadi consists of synchronisation of ECCE with the primary school centres have been relocated in closest proximity of a primary school.

00 provided respectively to each Anganwadi/ECCE worker and helper per month under SSA, for the extended timings.5000/- for equipment, toys and recurring grant district Almora 100 ECCE centres are being run by a Non Government Organisation i.Uttarakhand Seva Nidhi Prayavaran Shiksha Sansthan, with EGS r Training r 48 key resource persons trained at state lecturers, teachers, BRC/NPRC coordinator and ICDS supervisors trained as resource persons.r r r Financial provisions were made for training of ECCE workers under re Visit With an objective of sharing of experiences the ECCE worker and SRG members visited Uttarakhand Seva Nidhi Paryavaran Shiksha Sansthan Almora and its pment and distribution of Material r ‘Rimjhim’ reading material for ECCE worker was developed by SRG, comprising an annual calendar, instructions for ECCE workers, stories, songs, prayers, games and Bal m was distributed to all ECCE centres.r ‘Chiriya Udi Phurr’, Bal Khel Sanklan published by Uttarakhand Seva Nidhi, Almora has also been distributed to all ECCE centres.

Monitoring Pattern r Committees have been formed at district and block level for the monitoring and successful functioning of the ECCE centre.r r Development of Shishu Mulyankan Card and ECCE centre Grading Cards are in progress for grading of ECCE tion Study An evaluation study of ECCE was conducted in three districts of major findings of the study are as follows: r The overall number of girls in ECCE centres are higher than boys.r r r r r 69 Elementary Education and Literacy Accelerating Girls Education – SSA, ORISSA Street Plays In Bhadrak district street plays have been organised at G.Scripts were prepared highlighting the social problems related to girls like dowry, child labour, early marriage, casteism and ill-matched marriage, Van was arranged and the team moved from one place to other and performances were done with music and micro phone, etc.Central character as moderator used to announce the importance and uniqueness of education in bringing out the solution to social evils at the end of each problem projected.

Impact: About 300 over aged girls who had dropped out of school were identified and on the request of their parents adolescent girls camps were opened and their daughters were enrolled through Bridge ’ Parliament In Nuapada district, Girls Parliament is constituted in the model cluster school (MCS) under NPEGEL, named Dumerpani UP of class-VI &VII filed their nomination for the Ministers of different departments such as Sports, Education, Health, Environment, Food, Culture were chosen for particular departments through a process of girls took initiatives in exercising their powers and conducting all related activities with confidence.The Ministers were reshuffled every month and other girls got the opportunity in turn to act as : The process has impacted on the learning of Social Science & Civics and in the development of leadership qualities in girls and maintaining discipline in the ent and regular attendance of the girls were ensured by the Ministers s were also encouraged by the leadership activities of their Dhara (carrying earthen vessel) This is one of the innovative activities for Community Mobilisation introduced in Silda UP School (MCS) in Nuapada district.One Kalasi (earthen vessel) was painted with bright colours and placed by the Headmaster in front of the house of one MTA signifies that the responsibility of that MTA member is to visit the school on that particular day to check the attendance of teachers and students and to see that the school compound is kept clean and that the classes are being held also has to ensure sending those children to go to school who have not gone on that day, by motivating the child day the Kalasi (vessel) will be placed at another MTA member’s house and the same activities will be done by that MTA member on that wise the Kalasi will be shifted and placed at each member’s house in rotation and all the household members will be involved in ensuring proper functioning of the school and regular attendance of children.Impact: Community members were made aware about the requirements of primary en are attending school re Trip for Girls In Puri district an exposure trip was organised for girls who have stood first in class-VI.They visited Regional Science Centre at Bhubaneshwar accompanied by female teachers and the BRCC also visited the State Museum, certain historical spots and the archaeological : The trip had a positive impact on children and parents since the performance of girls was given exposure visit helped in enrichment of knowledge of children and exposure due to interaction with ality Development Camp 5-day non-residential camps were organised at cluster level in Pipili Block of Puri district.Girls from UP schools (class-VII) participated in the topics covered in the camp included information on Banking, Police, Postal transaction, Health & ng on Yogasana and handicrafts (appliqu work, coir work, rope work) were also imparted to the -curricular activities were undertaken and competitions were organised children films were shown to the : The camp routine had a positive effect on the personality development of the girls and encouraged among the girls creative activity.The programme had some impact on out of school and drop out girls who got interested in enrolment in Report 2005-06 Gender Sensitisation of textbooks and curriculum; r Adequate Teaching Learning Equipment for all Primary and Upper Primary order to reach the difficult groups, a strategic shift has been made in the planning of Sarva Shiksha Abhiyan, by targeting un-reached geographic areas and sharpening the foucs on social groups that continue to be outside the educational National Programme for Education of Girls at the Elementary Level (NPEGEL) and the Katurba Gandhi Balika Vidyalaya (KGBV)Scheme specifically target girls from marginalised groups who are out of school or have not completed elementary education, in over 3000 educationally backward blocks in the country, where the female rural literacy rate is below the national average (46.13) and the gender gap in literacy is above the national average (21.Elementary Education and Literacy Bridge Course for Muslim girls The Municipality area in Balasore district has a concentration Muslim Girls within the age r r r 93 lakh girls receiving 13-14 years have never attended ni Jena took the initiative of visiting Muslim households and interacting with the mothers and adolescent is able to motivate several over aged girls who have been enrolled in Bridge Course are now regularly attending the learning centres and have learnt basic literacy and numeracy al Programme for Education of Girls at Elementary Level (NPEGEL) The NPEGEL, is an important component of SSA, set up with the objective of providing additional support over and above the investments for girls education through normal SSA interventions for enhancing participations of programme provides for development of a “model school” in every cluster with more intense community mobilisation and supervision of girls enrolment in schools.

Gender sensitisation of teachers, development of gender-sensitive learning materials, provision of need-based incentives like stationery, work books and uniforms are some of the endeavours under the also provides opening of early childhood care and education (ECCE) Centres and community mobilisation activities for development of Model Cluster ss under NPEGEL r r 3,164 EBBs covered out of 3,427 (2656 EBBs in 1991) 771 new EBBs as per 2001 census.5 new States of Assam, Mizoram, Meghalaya, Tripura and Dadar & Nagar Haveli have been added.r 80,000 ECCE centres supported; r 73,788 teachers given gender sensitisation training; Kasturba Gandhi Balika Vidyalava (KGBV) In order to encourage greater participation of girls in education at the upper primary level (classes 6-8), 750 residential schools at upper primary level have been sanctioned in July 2004 under Kastubra Gandhi Balika Vidyalaya (KGBV) scheme, for girls belonging predominantly to Scheduled Castes (SC), scheduled Tribes (ST), Other Backward Communities (OBC) and Minorities, Out of these, 118 KGBV schools will be set up in blocks having predominance of Muslim population.At least three-fourth of the seats are reserved for girls from marginalised or minority communities while the rest could be made available to girls from families below the poverty d Education through wheels – SSA Haryana With a view to ensure that the girls do not dropout after completing primary schooling due to non-availability of upper primary schooling facilities in their village, an innovative programme has been introduced to provide them transport facility by way of popular programme provides for giving a bicycle to a girl joining Class VI in a Government School located outside her village, if a middle level school is not available in her appearing in the Class VIII examination, the bicycle becomes the property of the activity was launched in the year 2004-05.

16171 girls benefited from the programme during the first 200506, the number of beneficiaries have increased to more than 21, residing in slum bastis, farms and dhanis (small habitations which have sprung up away from main abadi of the villages/town) have also been covered under the new programme will go a long way in reducing the drop out rate at the end of Class V besides helping girls to complete 8 years of schooling which is the objective of Sarva Shiksha Report 2005-06 Elementary Education and Literacy Initiatives in the State of Karnataka: KGBV 58 Kasturba Gandhi Balika Vidyalaya (KGBV) schools were sanctioned in all the 58 Educationally Backward Blocks of the state in the Planning Approval Board meeting of MHRD held on 03.

SSA Karnataka immediately began its preparation to launch the new scheme.A two day workshop was organised jointly by SSA and Mahila Samakhya to workout details of the strategy to establish KGBV Directors, Deputy Project Co-ordinators, Special Officers of KGBV schools, Resource persons of Mahila Samakhya, UNICEF and various NGOs participated in the workshop.The guidelines with regard to committees at different levels, admission criteria, location identification for the construction of the KGBV residential building, appointment of required staff were schools cater to the needs of out of school girls in the age group of 11 to 14 out of school children require a bridge course before mainstreaming them in KGBV a bridge course programme was organised in all the 58 EBBs in co-ordination with Department of Women & Child Development, Mahila Samakhya and other opening of KGBV schools, preliminary activities such as identification of eligible girls as per MHRD norms, identification of suitable rented/government building for KGBV residential schools, posting of teachers and special officers/warden etc., were under taken during the period from December 2004 to April ng Government Girls Higher Primary Schools/ Coeducation Higher Primary schools having sufficient land for this the 58 KGBV schools were made operational in June 2005, i., at the beginning of the academic year 2005-06.

3282 eligible girls have been admitted to KGBV schools of the of the schools have achieved full enrolment and the present focus is to strengthen the schools enrolled girls include 37 per cent SC, 20 per cent ST, 14 per cent OBC, 8 per cent BPL, 3 per cent Minority and 18 per cent other s are being made to enrol more girls from the minority -ordination is established with Mahila Samakhya in running the KGBV schools.Mahila Samakhya is running 27 schools out of 58 schools sanctioned for the these 27 blocks, wardens, cooks, office staff, part time teachers and watchmen were time teachers were deputed by the Education Sanghas have been involved in identifying the children and admitting them to KGBV are weekly meetings in schools and a monthly meeting at the district headquarters.Monthly and weekly lesson plans are made and evaluation of the knowledge gained is done regularly.A quarterly review meeting was held in Bangalore on 8th and 9th of September 2005 with wardens and senior teachers of each of the KGBV schools.A positive impact of the KGBV schools has been observed in the girls in the last three schools are managed and monitored by the District Co-ordination Committee headed by Deputy Commissioner of the concerned r visit by the officials to these schools have been ensured.

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Frequent visits by the State Project Director, senior officers, gender co-ordinator and the gender consultants have helped in strengthening the s are being made to develop a holistic approach in the teaching learning process, teacher support, school and classroom environment and community participation to improve the quality of education in these objective is to ensure overall personality development of the student of subcommittees have been established to address all the issues: a) Academic Committee Involvement of NGOs and Corporate Bodies r Mahila Samakhya Karnataka runs KGBV schools in 27 blocks of 7 districts of NE-Karnataka.r NGOs and Self Help Groups are involved in aspects like providing food providing security, medical care, imparting voc/ life skill edn., in implementing KGBV scheme in the remaining 31 of some of the NGOs are Gajajana Education Trust, Bangalore, working with KGBV schools of Kolar district, Swayam Udyog Kendra and Annapurna Self Help Group, supplying food to KGBV schools of Gadag districts Academia Paper Place your order., in implementing KGBV scheme in the remaining 31 of some of the NGOs are Gajajana Education Trust, Bangalore, working with KGBV schools of Kolar district, Swayam Udyog Kendra and Annapurna Self Help Group, supplying food to KGBV schools of Gadag districts.

r r M/s Rajashree Cement of Gulbarga district has come forward to adopt the KGBV of Sedam Block.Also Bhoruka Charitable Trust of the same district has decided to adopt the KGBV schools of Shahpur and Shorapur blocks.

Efforts are on to identify more corporate bodies and the local NGOs to run the schools in partnership.73 Elementary Education and Literacy EGS-AIE – Intervention – SSA : Pondicherry An Alternative School for children of nomad, ‘Kuravar’ community (gypsy or nomadic community) was established in unserved habitation consisting of 54 children had no access to school and had never enrolled in a Alternative School consist of 60 primary stage Educational volunteers were engaged to teach them.The Government of Pondicherry provides incentives like breakfast, midday meals, notebooks, uniform to and other non-profit making bodies are encouraged to run these residential ss under KGBV r r r r r r Expansion of scheme to cover additional 430 KGBVs and merger with SSA is on the in Girls Education The impact of these integrated strategies is beginning to be evident in terms of increased enrolment, decrease in drop out rates and improved learning achievement levels of girls and overall reduction in gender participation of girls at all stages of education has been increasing steadily.The Gross Enrolment Ratio of girls rose to proportion of girls enrolment to total enrolment at the primary stage has increased from 28.1 per cent in 1951 to 48 per cent by gains are more impressive at the upper primary level where there has been a significant jump in enrolment from 16.

1 per cent in 1951 to 46 per cent by indicates that more girls are now continuing their education to the elementary parity has improved further to 0.Some States in India have already achieved gender parity and an upward trend is witnessed in all nation-wide survey of achievement levels of students in Class V has indicated that the difference between the achievement levels of boys and girls in mathematics and language has narrowed to less than 5 the basic problems of access and enrolment for girls have been addressed satisfactorily there is now a greater focus on ensuring their regular attendance and retention till Class VIII.Scheduled Caste and Scheduled Tribe Children One of the major goals of Sarva Shiksha Abhiyan is to bridge social category gaps at primary stage by 2007 and at elementary education level by Sarva Shiksha Abhiyan seeks to develop context specific interventions over and above the general interventions to tackle the problems of education of SC & ST of the interventions of SSA are as follows: r Providing adequate infrastructure for elementary schooling in districts with concentration of SC, ST population.r r Back to school camps, bridge courses and other alternative schooling facilities for children of migrant families, dropouts and older never enrolled children.r r r r Local recruitment of teachers, especially in Tribal Areas, who have a better understanding and rapport with ST children and their home language.

r r Preparation of materials in tribal languages, as also bridge materials to transit from home to school the NPEGEL programme, special focus is given to education of girls from SC/ST scheme is targeted to educationally backward blocks where the level of rural female literacy is less than the national average and the gender gap is above the national average, as also in blocks of districts that have at least 5 per cent SC/ST population and where the SC/ST female literacy rate is below 10 per Kasturba Gandhi Balika Vidyalaya scheme is specially targeted to provide residential schools at the elementary level for girls belonging to SC/ST/OBC and minority Sarva Shiksha Abhiyan has provided focused attention to 51 SC concentration districts in the country wherein an allocation of Rs.1200 crore has been made for the year rly, a focus has been given to 75 ST concentration districts (50 per cent and above), where an allocation of Rs.980 crore has been made for the year ment data for class I to VIII for the academic year 2003-04 shows that SC children constitute 21.3 per cent of the total enrolment for primary level and 8.The Sarva Shiksha Abhiyan is resolutely targeting geographical areas in districts and blocks with predominant SC/ST population in the matter of allocation of funds and school infrastructure to promote education of these deprived groups.

75 Annual Report 2005-06 Inclusive Education The goal of UEE cannot be achieved without including Children With Special Needs (CWSN).Thus, Inclusive Education (IE) is a very significant component under the year 205-06, the Project Approval Board allocated an amount of Rs.79crores under this component for a total of 20.Sanctions are made after a thorough appraisal of annual work plans developed and submitted by the states for the financial year, which include interventions for the IE several other SSA components contribute towards the needs of CWSN, SSA provides for Rs.1200/- per child in order to meet the additional inputs that may be needed for main components in SSA on IE are identification and enrolment of CWSN, assessment of CWSN, provision of aids and appliances, teacher training, resource support and barrier-free access.

Identification and Enrolment SSA lays emphasis on identification of CWSN through periodic household classification of CWSN identified, by type of disability, gender and other social disaggregation has been done by the State/ of the States have identified and enrolled CWSN in schools.14 lakh CWSN have been identified in 32 states/UTs.85 lakh CWSN (77 per cent)are enrolled in the needs of CWSN are diverse, SSA has adopted a multi-option system to provide equitable educational opportunities to disabled children, with inclusion in regular schools being the primary States have also enrolled CWSN in EGS and AIE Centres and some are providing home-based education to CWSN.The number of CWSN covered through EGS or AIE Centres are 46591 and 9594 CWSN are being provided home-based education, mainly through NGO of Andhra Pradesh and Uttar Pradesh have conducted exclusive residential bridge courses for Elementary Education and Literacy CWSN to prepare them for regular like Andhra Pradesh, Kerala, Orissa, Tamil Nadu, Madhya Pradesh, Uttar Pradesh, Uttaranchal and West Bengal have also taken up several innovative initiatives in the area of ment of CWSN After identification, CWSN are referred for a medical assessment is generally conducted at the block level in a camp mode.The main purpose is to ascertain each child’s type, nature and degree of is done with the help of a team of doctors comprising eye specialist, ENT specialist and resource teachers (wherever available) and general ons regarding educational placements are also taken through this if the team doing the assessment feels that a particular child cannot go to school on account of his/her disability, then an alternative educational placement is team also specifies the aids and appliances required by the child.

Provision of Aids and Appliances SSA provides for aids and appliances to SSA, convergence has been established with the Ministry of Social Justice and Empowerment (MoSJ&E) in which it has been agreed that MoSJ&E would bear 60 per cent of the total cost of the appliances required by CWSN under Assistance to Disabled Persons for Purchase/fitting of Aids and Appliances (ADIP) the remaining 40 per cent is borne by the State SSA Mission Societies from SSA /UTs are taking advantage of this convergence and also tapping other sources such as District Disability Rehabilitation Centres (DDRCs), charitable organisations, NGOs, Corporate sector etc.86 lakh CWSN have been provided assistive devices in 22 States under r Training SSA seeks to provide a supportive school environment for CWSN, in which the orientation and training of teachers plays an important ent kinds of Annual Report 2005-06 76 Elementary Education and Literacy teacher training programme are being implemented under SSA to orient teachers to component of IE has been incorporated as a part of the 20-day mandatory training of in-service teachers under aims at orienting every teacher to the concept, meaning and importance of inclusion.Further, the State SSA programmes also take up a 3-5 or 5-7 day teacher training exclusively on training equips the teacher to do the initial screening of CWSN and provides them some basic classroom management skills.A further longer-term training is the 45/90 day training imparted by RCI recognised institutions and NGOs to give a deeper understanding to the teacher about curriculum skills.37 lakh teachers through the in-service training and 4.

86 lakh teachers through the 5-7 day training.6227 teachers have been trained through the 45/90-day RCI foundation ng Materials and Processes Besides, the teachers are also exposed to the concept of inclusive need-based pedagogy through training on principles of effective teaching such as classroom organisation, seating arrangement, teaching learning material, Braille books, Individualised Educational Plan (IEPs), evaluation processes ce Support This is perhaps the most important aspect of SSA’s flexible provisions, States have devised their own mechanisms for this purpose.Some States like Kerala, Haryana, Rajasthan and Uttaranchal are in the IED Resource Room Setting up of an IE Resource Room at the Block Resource centre shows the importance given to Inclusive Education of children with special needs (CWSN).There are 312 such rooms in Tamilnadu, where various materials such as audiometer, universal braille kit, parallel bar, occupational therapy items etc suitable for different categories of children are s these articles, TLM are also awardable.

10439 children have been benefited, through the use of Resource Room.

Special teachers visit the Resource Room at Block Resource Centre.They train the children twice or thrice a s also accompany the children and learn more about their special also helps in changing parent’s attitude towards their , Tamil Nadu process of recruiting resource teachers, whereas States like Tamil-Nadu and West-Bengal are providing resource support to CWSN through are providing this support through the teachers trained for 45/90 days.In SSA, involvement of NGOs in the implementation of IE is actively encouraged and approximately 470 NGOs are involved across 22 NGOs provide managerial and technical support in various aspects of IE, including specialised support in the form of physiotherapy, occupational therapy, teacher training, providing aids and appliances, development of resource material and home-based education for severe and profound r-free Access Inclusive Play Park This is a new venture in CWSN not able to play along with the other play park on the contrary, is suitable for all children.The park has materials not only for playing but also for stimulating the muscles, enhancing grip in the hand etc.,They are made with local low-cost materials such as tyres, ropes, bamboo are being taken to promote these parks wherever CWSN are , Tamil Nadu 77 Annual Report 2005-06 Under SSA, while the new school buildings have incorporated barrier free features such as ramps and handrails in their designs for schools, these features are also being added to the existing schools in a phased manner.

22 lakh schools have been made barrier ity Involvement Various initiatives are being undertaken by the States/ UTs to involve the community more actively in IE community mobilisation, awareness Elementary Education and Literacy programme are being undertaken under SSA mainly in the form of awareness camps, parental counselling, tournaments and competitions, Kalajathas, VEC meetings/trainings and Nukkad s, States are also training parents and VEC/SDMC members on the needs and problems of CWSN.97 lakh VEC members have been oriented to IE in 17 ring Monitoring is done through workshops, conducted both at the national and state level and state-visits too review the progress of States towards the targets approved by the six monthly Joint Review Missions under SSA also look at the IE annual school data on DISE has incorporated features on enrolment of CWSN since the year thening of Mechanism to give more active space to NGO’s/Civil Society Involvement of NGOs r State Level GIAC constituted and activated in all States.r r r r r r r Now, based on the decision of the Executive Committee of the National Mission for SSA, each State/UT has been advised to put in place mechanism for enhancing the scope of NGO/civil society participation in programme activities of all y Improvement The focus under SSA is now shifting to improvement in the quality of education at primary and upper primary learning achievement level of students in different classes would be the main measurable outcome indicator of the quality of provides for recruitment of additional teachers to maintain an appropriate pupil teacher ratio, annual inservice training of 10 to 20 days duration for all primary and upper primary school teachers, free textbooks to all girls and SC/ST children, TLM grants to teachers to prepare curriculum based teaching learning materials for use in classrooms, regular academic support through block and cluster resource centres and resource teachers, curriculum and textbook renewal, review and development of appropriate pupil assessment systems, remedial teaching for students whose performance level is not satisfactory addition SSA is supporting Computer Aided Learning and EDUSAT related activities under the Innovation Component.97 per cent of the Block Resource Centres and 94 per cent of the Cluster Resource Centres are now 30 lakh teachers would receive the annual in-service training during the current textbooks have been distributed to more than 5 crore children during North Eastern States, Punjab and Jammu & Kashmir are being assisted through special capacity building measures in the area of quality monitoring of quality related parameters has now been strengthened significantly.The Ministry of HRD and NCERT are now in the process of operationalising a quality monitoring reporting system in consultation with the States and UTs that would provide information Annual Report 2005-06 78 Table 7.

4: Implementation of CAL in some States Andhra Pradesh 12000 Teachers trained.1000 centres in 23 mmes started for 6-8 classes.4 lakh children are getting ted by Intel, Azim Premji Foundation (APF), Nandi Rajasthan Tamil Nadu Implemented in every /CRC equipped with re content development in collaboration with Azim Premji Foundation.54 CDs already en from 3rd standard are Pradesh Nagaland Punjab Maharashtra 540 computer labs established in upper primary aka Gujarat Uttar Pradesh 935 upper primary schools re from and corporates have expressed interest in adoption of schools for CAL.Uttaranchal Orissa Assam every quarter on students’ achievements, students attendance and classroom teaching aging Computer Aided Learning in Sarva Shiksha Abhiyan Sarva Shiksha Abhiyan (SSA) was launched with the objective of achieving Universalisation of Elementary 79 Annual Report 2005-06 ion in drop out and repetition rates, enhancement in the achievement levels and making learning joyful are some of the objectives of was felt that use of Information and Communication Technology (ICT) and computers in the form of Computer Aided Learning (CAL) would help in achieving the said objectives.

Keeping this in view, a component of computer education provided under the Elementary Education and Literacy Sarva Shiksha Abhiyan, Tamil Nadu Activity Based Learning Activity Based Learning (ABL) is an innovative and significant approach to improve quality at the Primary stage.This activity based learning is adopted from the Rishi Valley Pattern of method has been implemented in Chennai Corporation Schools and found to be effective in increasing enrolment and preventing dropouts and for retaining children in the the results are encouraging in Chennai Corporation Schools ABL approach has been expanded to 402 Blocks all over Tamilnadu.10 schools in each Block has been selected during the academic year 2005-2006 under SSA scheme and ABL scheme has been rs manual were distributed to teachers.Besides these self learning materials were also prepared for usage in the ng has been given to teachers of all Primary schools in two phases first from 12 to 17th December and second from 2nd January to 7th effective monitoring and supervising of the ABL, all BRTEs, HMs, DEOs, CEOs and ADPCs, Supervisors and AEEOs were rs are being provided on the spot support by expert team periodically and process of ABL approach r Competencies are spilt into different parts/units and converted into different activities.r r r Each milestone has different steps of learning process and each step of leaning process is represented by logo.

r Milestones are arranged in a logical sequence from simple to complex in a ladder and also activities in each milestone.r r r r r Each milestone has different type of activities such as introduction, reinforcement, practice, evaluation, remedial and enrichment activities represented by different t Features of ABL r The activity-based strategy is child centres where children learn at their own pace.r In each milestone, activities which are child centred have been incorporated.In every milestone, the activities are for introduction, reinforcement/practice, evaluation, remedial and enrichment of the competency.r Each and every child masters all , there is scope for catering for inter individual and intra individual differences.

r r Children are highly motivated because they participate in the teaching – learning transaction en are active participants rather than passive listeners.r r Annual Report 2005-06 Elementary Education and Literacy Quality Improvement Programme, Andhra Pradesh The quality improvement programme (QIP) has been conceptualised in Andhra Pradesh to ensure that children achieve expected learning outcomes on a large this, a pre-test is administered in June to all children in the en are classified into different grades (A, B, C, D and E) depending upon their performance in the , remedial teaching is imparted for slow learners in mission mode for a period of 45 days in the afternoons between June and this period, progress of each child is observed and followed up in terms of competencies in language and mathematics Efforts are made to move the children from D and E grade to A, B and C.Follow-up programmes in the classrooms are undertaken throughout the en with high grades are also helped in this programme through specially designed additional activities.74 per cent of children in ‘D and E grades in language and mathematics respectively.Post test results have shown that percentage of children in A and B grade has improved from the end of the programme, a final test is administered in all schools for classes II-V.

A significant aspect of this programme is the visible improvement in the learning achievement of children in language and rs maintain diaries to keep track of the learning progress of all Self-learning materials are used in the ated Learning Improvement Programme (ILIP), West Bengal A school based learning improvement programme (SLIP) was launched on an experimental basis in selected schools of 6 districts of West Bengal with UNICEF assistance.The main aim of the programme was to facilitate better teaching learning practices at school level through integration of all quality parameters for improvement in learning achievement of salient features of the programme include improvement inputs within the system itself, remedial measures, continuous and comprehensive evaluation and feedback is a target oriented, need driven, this, a set of learning materials including workbooks have been major competency is sub divided into major sub provide scope for meaningful engagement of a child into tasks and subtasks and attaining mastery level classroom organisation in these schools has also changed to accommodate the new grouping structure continues to change as per the requirement of each activity.After the day’s lesson and related Teaching-Learning Materials (TLM), are demonstrated in a “large group”, group leaders in each group carry out the related tasks in “small groups” (of 5-6 students).Peers support the slow learners identified in the process and remedial measures are undertaken to improve their pace of tly, the programme known as Integrated Learning Improvement Programme (ILIP) runs in selected schools of all districts in the ement in the learning achievement of students in ILIP has been appreciated from time to state is in the process of expanding the Rs Guarantee Programme, Maharashtra The 3 Rs Guarantee Programme (Reading, Writing and Arithmetic) was launched in Maharashtra between 1st March and 30th April 2005, with a view to enhance the learning achievement of students.Nearly 8,31,075 children, who were poor in reading, writing and arithmetic, were covered under this learning improvement understand the nature of the learning problem, a diagnostic test was administered in the beginning to identify the weak children Self-learning materials in the form of a help book for each child was ng was organised at state, district, block and cluster level touching upon salient features of the programme, child psychology, time table of the programme, awareness among parents and methods of teaching and content in the practice day, special classes, one and half hour before and one and half hour after school hours, were undertaken to facilitate additional ce persons from cluster level to State level, closely monitored the practice classes through regular visits.

Support and participation of teachers, villages and community leaders were very high during the 60 days of rigorous grouping mechanism, sitting arrangements and duration of activities were adjusted as per the pace of learning of the i Vachan (Public Reading) was also undertaken to involve the parents/VEC/ PTA/ MTA in the learning process of the in different areas supported extra classes on Sunday and Public than the classroom teaching, children were given daily home assignment and their work was carefully checked.Tests were undertaken each fortnight to keep track of each learner's party evaluation of the programme was conducted after the programme was a significant improvement in the learning achievement of the students in 3 Rs.81 Elementary Education and Literacy Gujarat Achievement at Primary, Gujarat Gujarat SSA authorities in collaboration with the GCERT are experimenting in the area of quality improvement through this innovative quality monitoring strategy named the Gujarat Achievement at Primary (GAP), to draw the Gujarat Achievement this, series of evaluations have been carried out.These are known as GAP I (1998-99), GAP II (2000-01), GAP III (2002-03) and GAP IV (continuing - 2004-05).The main aim of this state wide intervention is to assess the achievement level of students in elementary classes (I to VII) periodically, identify the hard spots, and prepare a training schedule for addressing the learning needs of children in specific this, a set of tools developed in collaboration with DIET faculty is used by DIET lecturers and CRC coordinators for diagnosing the learning levels of children in the randomly selected en face different tests, both oral and data collected in the process is analysed by DIET faculty and is compared with the findings of the previous studies.

Based on the total marks scored, the students are graded as A, B, C, D, and E.Training programmes are designed as per the needs of the students in different subject training programmes based on hard spots are provided to the respective teachers thereby preparing them for their classroom continuous diagnosis and remedial support has contributed to improvement in learning achievement of the students across the Monitoring System, Uttaranchal The State of Uttaranchal has designed a school grading system to plan interventions, improve achievement level of students, and give a meaningful direction to its quality interventions.The salient features of the programme include use of a Competency based Testing Tool, and sharing of the findings with the tool has 2 parts (physical and academic) with 100 marks on the marks in these 2 areas, the schools are graded as A, B, C, D and E.The physical grading includes assessment of parameters such as the quality of buildings, teaching and school administration, school management, role of Headmaster and teachers, classroom processes, co-curricular activities, level of community involvement and evaluation academic grading measures the learning level of students in language, mathematics, environmental studies, games and physical education, work experience, music and cultural programmes, arts, social development and moral values.For carrying out the grading activities meticulously, all the CRCs, BRCs and DIETs in the State have been carry out the grading 3 times in a have developed question papers for the on the marks scored by schools, maps have been prepared at cluster, block, district and state indicate the poor, average and good performing schools.

Areas have been identified to target disaggregated interventions to improve grades and ranks analysed in this process help in identifying reasons for poor, average, good and outstanding gies are designed at different levels to improve the standard of the poor , the state is in the process of revising the tools to accommodate more sensitive quality related parameters and issues related to management aspects as well.‘Innovation’ that in the framework of SSA.Under this component there is a provision of Rs.15 lakh per district per year available to the States for position regarding implementation of CAL in some of the important States is given in Table 7.

Joint Review Missions An independent review of the implementation of SSA is conducted every six months through a Joint Review Mission.

The Second Joint Review Mission (July-August 2005) conducted a detailed desk-review of the progress of SSA since t findings of this Mission are as follows: r Overall, there is evidence to suggest that the country is steadily moving towards Annual Report 2005-06 82 Elementary Education and Literacy universalisation of elementary the estimated 201 million child population in the age group of 6-14 years, approximately 94 per cent are reported to be enrolled in schools including alternative educational centres (2003-04).r r Access to schooling has improved is the outcome of a dual strategy of steadily providing permanent schools where none previously existed or were lacking, on the one hand and making temporary arrangements as an interim measure, on the other.Extensive teacher training programs, better availability of textbooks and learning materials, and establishment of cluster, block, district 83 Annual Report 2005-06 structures for academic support are all expected to contribute to enhancing the quality of learning experiences for children.r A large number of innovations have come about in different areas include access (including efforts for girls and weaker sections); design of buildings, use of material, construction systems in civil works; use of information technology in planning, management and fund flow; computer education in selected schools etc r The trend towards greater decentralisation and community participation is old surveys are becoming a feature of planning and village education committees are slowly taking Elementary Education and Literacy Last Quarterly Meeting held Community Empowerment under SSA r The SSA framework for implementation emphasises decentralisation and delegation to the grass-root level in order to ensure community based implementation and ownership of h this community-based approach, planning at habitation level, monitoring of school activities and a number of interventions are to be carried out by the VECs or its equivalent.r A number of steps have already been taken in all States to decentralise powers to Village Education Committees (VECs)/ Panchayats/Urban local bodies through legislation or through Government have set up local community based bodies to implement elementary education programmes over the last decade in the light of the 72/73 rd Constitutional Amendments for decentralisation and the requirements of the DPEP programme, where project funds necessitated setting-up of decentralised local community based states already had vibrant local structures like PTAs in Kerala and ZP institutions in Maharashtra and SSA, this process has been further reinforced, as funds for the programme flow through local community based bodies for all school related expenditures, which in fact constitute more than 50 per cent funds of r, the nomenclature of the community level structure varies from state to state.

They are known as VECs, School Development Management Committees (SDMCs), Mother Teacher Councils (MTC), or Parent Teacher Associations (PTAs) in different pattern of VECs also differs from state to VECs are statutory under Education Acts/State PRI Acts or through State Government executive orders.r States like Maharashtra, Madhya Pradesh, Uttar Pradesh, Andhra Pradesh, Gujarat, Himachal Pradesh, Kerala and Bihar have decentralised powers to VECs/Panchayat/Urban local bodies through n & Nicobar, Chandigarh, West Bengal, Karnataka, Tamil Nadu, Punjab, Delhi, Haryana and Jharkhand have decentralised powers to VECs/ Panchayat/ Urban local bodies through State orders.r SSA provides for training/capacity building of Panchayati Raj Institutions, Member of Village Education Committees, School Management Committees, Parent Teacher Associations community leaders and groups are sensitised on issues related to monitoring of children’s progress and other quality related school activities by developing capacities in communities to do so.r Training of 4231053 community members has been approved for the year ng modules include aspects of monitoring teacher attendance and feedback on children’s achievement levels.r SSA emphasises a holistic and comprehensive approach and suggests community based monitoring system and encourages developing partnership between communities and research institutions for effective supervision mechanisms.

At the behest of Government of India, the NCERT has developed “Monitoring Formats for Quality Dimensions under SSA” which provide for a prominent involvement of community members in monitoring school effectiveness such as regular meetings of VECs; problems being faced by schools (academic and non-academic); support to teachers; support to schools; and their role toward tracking of out of school children and their attendance.r One of the major examples of Community Empowerment is of Nagaland which under “Communitisation of Nagaland Public Institutions & Services Act, 2002”, empowers the Village Education Committee with administrative and financial powers for the management of elementary schools under its jurisdiction including the power to disburse salary to teachers after exercising the powers of “No work no pay”.The Nagaland Communitisation Programme has been circulated by the Department as a good model and States have been advised to look at was shared in the Conference of Education Secretaries and State Project Directors on 22nd – 23rd September 2005.r To further strengthen a Community based approach for SSA implementation, a Sub-Mission on Social Mobilisation, Community Involvement and Roles of Panchayati Raj Institutions has been formed by Government of India.The Sub Mission will inter-alia: r review the performance of States on social mobilisation, community involvement and role of Panchayati Raj Institutions in elementary education as delineated under framework for implementation of SSA.

r suggest and facilitate capacity building exercises that may be state-specific or in the nature of cross-state sharing workshops to promote best practices.r prepare a half yearly report that would be discussed in the Executive Committee of the National Mission for SSA.85 TORs revised based on 2 consultations with Monitoring Institutions (July and December 2005).r r r r 5 per cent of Elementary Schools/EGS/AIE centre will be visited during period of two years.r Six monthly reports covering 25 per cent of the number of Districts allotted to the Monitoring Institutes.

r r r r r r The consistency, reliability and timeliness of data available from various sources for elementary education needs to be Third Joint Review Mission was conducted in January Mission visited 10 States to review the functioning of SSA.every three years to check increase in learning levels especially in mathematics and language.r 41 National Social Science Institutions have been tagged to all States/UTs to make regular field visits and monitor performance.r A Joint Review Mission led by the Government of India reviews the progress of SSA twice a visit includes field visits to 8-10 states.The 1st JRM visited 8 states during January – February 2nd JRM conducted a desk-review of SSA 3rd JRM visited to States in January 2006.

r A detailed Financial & Procurement Manual has been developed and brought into use in all States/ UTs for streamlining accounts, procurement systems, auditing and regular financial monitoring mechanisms.r Apart from the audit by Chartered Accountant and the compulsory CAG audit, a financial concurrent review has been carried out through a National level organisation in 12 states.r Monitoring Mechanism under SSA The following Monitoring arrangements are available under SSA: r r Local community based monitoring on school performance, enrolment drives and updating of household data on out of school children is done every year.A computerised Educational MIS system gives annual school-based data on all significant educational data for 2004-05 has been published.r Progress against key monthly indicators and a more detailed quarterly progress report from States to Government of India.

5) r Annual Report 2005-06 Elementary Education and Literacy periodic reviews of functioning of meeting of the Governing Council under Chairmanship of Prime Minister was held on 21.05 and the Executive Committee under Chairmanship of Minister of HRD was held on 23.r Government of India is also getting several independent assessments carried out to assess the implementation of SSA and the elementary education situation in the ch and Evaluation r r All India Sample Survey to estimate number of ‘out of school’ children has been on Students’ Attendance Rates in 21 States is in progress (completion – Sept.36 Additionality Factor of DPEP DPEP is based on the principle of ‘additionality’ and is structured to fill in the existing gaps by providing inputs over and above the provisions made under Central and State Sector Schemes for primary ct Selection Criteria (a) Educationally backward districts with female literacy below the national average, and (b) Districts where Total Literacy Campaigns (TLCs) have been successful leading to enhanced demand for elementary education.Funding of the Project DPEP is an externally aided project.

85 per cent of the project cost is met by the Government of India and the remaining 15 per cent is shared by the concerned State Government of India share is resourced through external inception External Assistance of about Rs.00 crore as grant from EC/DFID/UNICEF/ Netherlands has been tied up for DPEP.Coverage of DPEP At present, DPEP is in operation in 9 states covering 123 at its peak was operational in 273 districts in 18 states however, with the progressive closure of different phases of the programme, it is now in existence in 123 districts ring & Evaluation of DPEP The programme is periodically reviewed through the mechanism of Joint Review Missions, Project Management Information System (PMIS), Educational Management Information System (EMIS), programme impact studies etc., a mid-term In-depth Review of DPEP Phase-I, II and III States have also been carried out by the Joint Review Missions in 1997-98, 19992000, 2003-04, 2004-05 and reviews and various evaluation studies of the programme have brought out that the programme has resulted in significant increase in enrolment, improvement in learning achievement, reduction in repetition rates / drop-outs with increased community involvement, improvements in classroom processes, etc.Allocation of Funds under DPEP Position of Budget Estimates, Revised Estimates and Actual Release from 2000-01 to 2005-06 is given in Table 7.

Expenditure on DPEP The cumulative expenditure on DPEP upto September 2005 works out to Rs.62 crore and the cumulative re-imbursement to Rs.Expenditure incurred during the financial year 2005-06 is sement Against the tied up Credits and Grants totalling US $1370.55 crores, the total disbursement upto 30-09-2005 (including claims in pipeline) is US $1105.2005 (including claims in pipeline) under all the Credits & Grants is US$ 47.

Annual Report 2005-06 90 Elementary Education and Literacy Mid-day Meal Scheme (MDM) National Programme of Nutritional Support to Primary Education, popularly know as the Mid-Day Meal Scheme, covers nearly 12 Crore children.It has emerged as the world’s largest school feeding Scheme, launched in August, 1995, was revised in September, 2004 with the following main objectives: (i) To boost universalisation of primary education (classes I-V) by improving enrolment, attendance, retention, and learning levels of children, especially those belonging to disadvantaged sections, (ii) To improve nutritional status of students of primary stage, and (iii) To provide nutritional support to students of primary stage in drought-affected areas during summer vacation mme Intervention & Coverage The Scheme envisages a provision of a cooked mid-day meal with minimum calorie content of 300 calories and 8-12 grams of protein, for all children studying in Classes I-V in: 91 Annual Report 2005-06 (i) Government, Local Body and Government-aided schools, and (ii) Education Guarantee Scheme and Alternative & Innovative Education ents and Norms of Central Assistance Central Assistance to State Governments/UT Administrations is provided for the following components: r Supply of free foodgrains (wheat/rice) @ 100 grams per child per school day from the nearest FCI godown, r Reimbursement of actual cost incurred in transportation of foodgrains from nearest FCI godown to the Primary school subject to the following ceiling (effective from 1.100 per Quintal for 11 special category States hal Pradesh, Assam, Meghalaya, Mizoram, Manipur, Nagaland, Tripura, Sikkim, J&K, Himachal Pradesh and Uttaranchal , and Elementary Education and Literacy Major Achievements of DPEP r DPEP has so far opened more than, 1,60,000 new schools, including almost 84000 alternative schooling centers.5 million children, while another 2 million children are covered by bridge courses of different types.

r Enrolment in DPEP-I districts has increased from the districts covered under DPEP in the subsequent phases, the overall enrolment has increased from 185.

r The school infrastructure created under DPEP has been completed include 52758 school buildings, 58604 additional classrooms.16619 resource centers, 29307 repair works, 64592 toilets and 24909 drinking water r 3285 school buildings, 5348 additional classrooms, 1027 resource centers, 2599 toilets, 2119 drinking water facilities and 766 repairs are in progress in the 129 districts of 9 states where the project continues.r The total number of children with disabilities enrolled in DPEP is 420203, which represents almost 76 per cent of 553844 children with disabilities identified in the 9 DPEP states.6 lakh teachers have been trained in IED in DPEP through various teacher-training and appliances have also been provided to disabled children through convergence with various t to incorporate barrier free features in new school buildings are in ess programmes have been conducted in all the states, with focus on community mobilisation, through which 618508VEC members have been oriented to IED.r Despite the increase in enrolments over the years, the average Student Class Ratio (SCR) for schools covered under DPEP was 42 in 2002-03 compared to nearly 50 in 1996-97.

r A study was conducted to estimate the dropout rate from the 2001/01 and 2001/02 EMIS data on enrolment and repeaters using the Reconstructed Cohort percentage of children who dropped out between grade I and the last grade of primary school was found to be less than 10 per cent in 20 out of the 102 districts and less than 20 per cent in one-third of the gender gap was less than 5 per cent points in 62 per cent districts, but the high dropout rate in a large number of districts is still a matter of concern.r A study was undertaken in four states to find out the reasons of high drop out rate.These studies highlighted both home background and school related factors responsible for children dropping out from parents of dropouts, in general were poor and uneducated who could provide little help to the child in prominent school related factors were shortage of teachers, their inability to provide remedial teaching, lack of facilities and incongenial atmosphere in schools that make schools unattractive to the child.r The enrolment of girls has shown significant improvement.In DPEP-I districts, the share of girls enrolment in relation to total enrolment has increased from 48 per cent to 49 per cent, while this increase in the subsequent phases of DPEP districts has been from 46 per cent to 47 per cent.

Annual Report 2005-06 r Village Education Committees/School Management Committees have been set up in almost all project villages /habitations/schools.r r About 3380 resource centers at block level and 29725 centres at cluster level have been set up for providing academic support and teacher training facilities.r According to Terminal Assessment Survey conducted in 49 Phase-I districts in 2001 and 83 Phase-II districts in 2003, in over 95 per cent districts the average marks in class I tests of both Language and Mathematics, exceeded 60 per cent, whereas in class III/IV, the percentage of districts in which the average marks exceeded 60 out of 100 was 43.r Some of the significant milestones achieved in the quality improvement initiatives under the District Primary Education Programme include organisation of frequent need based decentralised training programmes; child friendly textbooks developed with intensive participation of teachers; extension of onsite academic support to teachers; establishment of resource centers and provision of teachers grant for TLM certainly encompasses the broad gamut of initiatives undertaken in DPEP for quality are also certain other activities which have contributed to the quality improvement under include the following: r School library programme in West Bengal, Andhra Pradesh in collaboration with the NBT and several NGOs through mobile book van, book festivals and workshops on development of supplementary reading materials; Jharkhand, Uttar Pradesh, Rajasthan and Orissa also have taken interest in promoting children’s reading habit through school libraries.r Experiments in multi-grade multi-level (MGML) situations: Several States have attempted to develop materials for MGML situation, identified schools, trained teachers and piloted in selected schools for enhancing the learning achievement of children.

r Problems related to tribal children have been addressed through development of contextual materials in A., r States have attempted to improve the quality of their learners’ evaluation and have designed remedial strategies to address the needs of the slow learners.r The academic resource groups formed at state, district, block and cluster level in most states have contributed to more contextual planning and implementation of quality factors in the programmes.r Initiatives like the resource enhancement programme (REP) at the national level have strengthened the understanding and practices of the teacher educators to a good rs and teacher educators have been exposed to a wide range of resource materials and practices related to quality has and will have its impact on the quality improvement on a continuous manner.(iii) Assistance for meeting cooking cost @ Re.(iv) Assistance for Management, Monitoring & Evaluation (MME) @ 1.(v) Assistance for provision of cooked mid-day meal during summer vacations to school children in areas declared by State Governments as “droughtaffected”.Monitoring For effective monitoring of the programme, constitution of Steering-cum-Monitoring Committees at National, State, District & Block level has been envisaged.All States have constituted SMCs at various National-level Steering-cum-Monitoring Committee constituted for the purpose has also been meeting regularly, last of which was held on Inspection of Mid-Day Meal Programme r Status of Implementation States are required to undertake inspection of 25 per cent of schools by block/district officials every quarter and all schools covered during the year.

manner with the involvement of local level agencies Monitoring of timely supply of good quality foodgrains by FCI such as Village Panchayats, Village Education r The programme is being implemented in a decentralised Committees, School Management Committees, Parent Teacher Associations g is being done by women Self Help Groups in many urban areas, NGOs have undertaken this , particularly For timely distribution of foodgrains & maintenance of its quality, Food Corporation of India has appointed a Nodal Officer for each State to oversee the problems relating to quality, quantity and timely from SC/ST communities, are also being Setting-up of National Support Group engaged.06 professionals has been approved for planning, monitoring, evaluation & documentation of MDM programme.Monitoring by Independent Institutions r 41 social science institutions, currently monitoring SSA, have also been entrusted the task to monitor MDM tion of the Programme r All States/UTs have been requested to commission external evaluation of the programme.r State-wise details of children covered, Central assistance released, Initiative Efficient management of Mid-Day Meal Scheme, hinges, to a large extent, on effective mobilisation of community & active involvement of amount of external vigil / inspection in a programme of such magnitude involving consumption of cooked midday meal every day by such large initiative to involve mothers of school children to oversee the actual feeding has, therefore, been er of HRD has exhorted all Chief Ministers for their personal leadership in mobilising mothers.Chief Secretaries and District Collectors have also been requested in this ct Institute of Education and Training located in 550 districts, have been asked to asses the implementation of region programme every r Education (TE) As envisaged in the National Policy on Education (NPE), 1986, and its Programme of Action (POA), a Centrally-Sponsored Scheme of Restructuring and Reorganisation of Teacher Education was launched in 1987 to create a sound institutional infrastructure for pre-service and in-service training of elementary & secondary school teachers and for provision of academic resource support to elementary and secondary Scheme had, inter alia, the following components for which Central Government has been providing financial assistance to States: (i) Establishment of District Institutes of Education and Training (DIETs); (ii) Strengthening of Secondary Teachers Education Institutions into Colleges of Teacher Education (CTEs) and Institutes of Advanced Study in Education (IASEs) (iii) Upgradation of State Councils of Educational Research and Training (SCERTs); The Scheme has been revised under the X Plan with the following main objectives :- Annual Report 2005-06 Elementary Education and Literacy (1) Speedy completion of DIET/CTE/IASE/SCERT projects, which have been sanctioned but not completed up to the end of the IX Plan period.

(2) Making DIETs, CTEs, IASEs sanctioned (and SCERTs strengthened) upto the IX Plan period, optimally functional and operational.(3) Sanction and implementation of fresh DIET/CTE/ IASE/SCERT projects to the extent necessary.(4) Improvement in the quality of programmes being undertaken by DIETs, etc.– especially those of preservice and in-service training, so as to enable them to effectively play their nodal role of improving quality of elementary and secondary education in their respective jurisdiction, as measured in terms of levels of learner operationalisation of the revised Scheme has been envisaged at two levels - the first part to be undertaken by State Governments, and the second to be coordinated at the national level, with support of apex institutions like National Council for Teacher Education (NCTE), National Institute for Educational Planning and Administration (NIEPA), National Council for Educational Research and Training (NCERT), universities, are required to formulate Plans for the Tenth Plan period as per their actual needs under the Tenth Plan.Central assistance for teacher education is based on these plans which are approved by the Teacher Education Approval Board, headed by Secretary (Elementary Education and Literacy).

Since the inception of the Scheme in 1987, a total of 556 DIET/DRC and 135 CTEs/IASEs had been sanctioned upto 30-11-2005 under the ise break-up of the same is given at Table 7.Upto December, 2005, Perspective Plans of 21 States/ UTs under the revised Teacher Education Scheme have been approved which include sanction of 58 new DIETs/ DRCs, and 15 CTEs/IASE, as per Statement attached at Table 7.BE as well as RE for 2005-2006, for the Scheme is Rs.97 Annual Report 2005-06 National Council for Teacher Education (NCTE) The National Council for Teacher Education (NCTE) was established in August, 1995 under the “National Council for Teacher Education Act, 1993 (No.73 of 1993)” as a national level statutory body for achieving planned and coordinated development of teacher education system throughout the country and for regulation and proper maintenance of norms and standards of teacher education.

Some of the major functions of NCTE are laying down norms for teacher education courses, recognition of institutions for conducting various teacher education programmes, laying down guidelines in respect of minimum qualifications for appointment of teachers and other activities related thereto like surveys and studies, research and innovations, prevention of commercialisation of teacher education functions through four Regional Committees (RCs) as given in Table 7.Major activities performed by NCTE Recognition of Teacher Education Institutions Regional Committees are empowered to grant recognition to institutions, eligible and suitable, for conducting various teacher education in January 2006, 5854 teacher education institutions offering 6647 courses have been recognised by NCTE with an approved intake of about 5.Who can help me write a custom gender studies research proposal college freshman double spaced chicago platinum Curriculum Renewal The National Policy on Education 1986 as modified in the year 1992 provides for review of curriculum framework every five nt to this provision, the NCTE decided to re-examine it curriculum framework for teacher education (1998) and has brought out a new draft curriculum document for country-wide discussion for its further modification.A series of seminars have already been organised to build national consensus on the document 28 Feb 2015 - Punjabi University, Patiala; Member, Academic and Administrative Committee,.Centre for Social Work, UniversityMember, Expert Committee for Evaluation of Proposals for Minor Research.

Projects andRDC, Women's Studies and Development, Panjab University, 2013- 2014;.A series of seminars have already been organised to build national consensus on the document.The views expressed at these seminars have also been considered while evolving the final version.

Elementary Education and Literacy Table 7 .

Elementary Education and Literacy Table 7.10: Scheme of Restructuring and Reorganisation of Teacher Education - Position of DIETs, CTEs & IASEs State/UT No .10: Scheme of Restructuring and Reorganisation of Teacher Education - Position of DIETs, CTEs & IASEs State/UT 15 Amendment to Regulations In order to enhance transparency, ensure information to stake holders and to minimise hardship to institutions, the National Council for Teacher Education has repealed old regulations and promulgated a fresh set of regulations laying down the norms and procedure for grant of recognition to institutions for conducting various teacher education main features of the revised regulations are – provision for on-line submission of applications, removal of restriction of submission of applications by a specified date, introduction of concept of self-declaration and removal of condition for submission of too many documents, display of particulars of applicant institutions on website, prescription of time schedules for processing of applications, time-bound communication of deficiencies and rectification ensure quality education, appointment of qualified faculty has been made compulsory before commencement of the session.The provision to display 99 Annual Report 2005-06 the details of infrastructure and other particulars on the website and videography of all important infrastructure and facilities alongwith interaction of the visiting/ inspection team members with the management of the institutions, will go a long way in smooth transaction of official business in the offices of the regional reports of the visiting teams and names of members would also be available on NCTE emphasis is on putting all relevant information in public ory disclosure by institutions is expected to encourage self-regulation besides giving stakeholders, particularly students, all the relevant information necessary for exercising choices.A consultative mechanism has also been introduced between NCTE and the State governments.

Revision of Norms and Standards for various teacher education programmes Norms and standards for various teacher education Elementary Education and Literacy Headquarters Eastern Regional Committee (ERC) Arunachal Pradesh, Assam, Bihar, Jharkhand, Manipur, Meghalaya, Mizoram, Nagaland, Orissa, Sikkim, Tripura and West mmes have been prescribed by the National Council for Teacher Education from time to time and the last such set of norms and standards was promulgated through a gazette notification in November have been developments since then, warranting revision and updating of the norms and order to have wide ranging consultations with experts, stakeholders and others concerned, a committee was constituted to make appropriate recommendations for revision of the norms and standards.The recommendations of the committee have since been received and examined in the NCTE.The new norms are in the process of being Asian Consortium for Teacher Education and Development (SACTED) South Asian Consortium for Teacher Education and Development (SACTED) was established with representatives from Pakistan, Bangladesh, Sri Lanka, Maldives and India with a mission to promote regional coopration and launch joint activities in teacher specific objectives of SACTED are to develop capabilities of teacher education system so that it can provide quality inputs to school and teacher has been playing a lead role in the programmes and activities of – RCI Memorandum of Understanding For addressing the question of vast human resource needs to serve the disabled children and to promote inclusive education, NCTE signed an MOU with Rehabilitation Council of India RCI .As per the MOU, a joint Committee of experts was appointed for developing course curriculum on Special Education for inclusion in general teacher education programmes of D.and to give suggestions on strategy for its implementation by all recognised teacher education Committee has given its Report which is under Samakhya (MS) The Mahila Samakhya programme recognises the centrality of education in empowering women to achieve ng an innovative approach, it seeks to bring about a change in women’s perception about themselves and the perception of society with regard to women’s traditional roles.

Annual Report 2005-06 100 Elementary Education and Literacy Under this programme, education is understood as a process of learning to question, critically analyzing issues and problems and seeking MS programme endeavours to create an environment for women to learn at their own pace, set their own priorities and seek knowledge and information to make informed involves enabling women (especially from socially and economically disadvantaged and marginalised groups) to address and deal with problems of isolation and lack of selfconfidence, oppressive social customs and struggle for survival, all of which inhibit their is in this process that women become Mahila Samakhya (MS) programme was started in 1989 to translate the goals mentioned in the National Policy on Education into action.The programme was initially started with Dutch 2003-04, the programme is also funded by the GOI from domestic Sangha or women’s collective at the village level is the nodal point where all activities are Sangha provides the space where women meet, and 101 Annual Report 2005-06 begin the process of reflection, asking questions, voicing their opinion fearlessly, thinking, analyzing and articulating their needs and finding solutions through corrective programme is now forging solidarity amongst Sanghas to provide support for autonomous functioning of Sanghas.Federations of Sanghas are being formed in older Sahayogini, the catalyst cum leader, is the key link as well as motivator, supporter and guide for ten mobilises and organises women into Sanghas and is the link between the ten villages and the educational support structure and institutions set up at the district also coordinates activities with the district MS programme has generated a demand for literacy and education for women and girls.It has thereby strengthened women’s abilities to effectively participate in village-level educational has provided specialised inputs for vocational and skill development, as well as for the educational needs of girls in general and adolescent girls in Samakhya endeavours to develop gender-sensitive pedagogical and learning tary Education and Literacy A National Resource Group (NRG) has been constituted by the Department to advise and guide the NRG provides a vital interface for the programme with the voluntary sector, the women’s movement as well as with resource and training institutions.This body debates various conceptual issues and concerns, advises on evaluation of the programme and also advises the Government of India on policy matters concerning women’s education.

A National Project Office at the Centre is headed by a National Project Director and support the States, the programme is implemented through autonomous registered MS State Education Secretary is the Chairperson of the Executive Committee of this EC is an empowered body and takes care of administrative and financial decisions, including an in-depth examination of specific interventions.A fulltime State Project Director (SPD) is the Member Secretary of the EC and is responsible for financial management, administrative matters, programme planning and District Implementation Unit (DIU) administers the project at the district level & consists of a District Programme Coordinator (DPC), Resource Persons and support places where the MS Sanghas are strong, block-level units are also set up for extending construed resource support after the withdrawal of MS societies are also involved in implementation of the NPEGEL programme as well as the KGBV scheme in their Tenth Plan outlay for the scheme is Rs.Currently, the Mahila Samakhya programme is operating in 63 districts covering more than 15,823 villages in 9 States of Uttar Pradesh, Karnataka, Gujarat, Andhra Pradesh, Kerala, Bihar, Assam, Jharkhand and Mahila Shikshan Kendras provide a unique learning opportunity for adolescent girls and young women.These MSKs have been especially designed to provide condensed quality education courses with innovative methodology and skills development programmes to equip the women and adolescent girls to continue their education and attain life-skill.There Annual Report 2005-06 Elementary Education and Literacy are 48 MSKs functioning at present and the number of learners benefited is 13, effectiveness of the Mahila Samakhya strategy has resulted in its being adopted by other basic education experience of the programme since its inception has validated the MS approach as an effective means to mobilise and organise women and enable them to take charge of their l evaluation studies have shown that the MS programme has been highly successful in design and has: r Helped generate a demand for literacy; r r r r Created an awareness of the need to struggle for a gender-just society.

National Bal Bhavan (NBB) The National Bal Bhavan (formerly Bal Bhavan Society India), New Delhi was established by the Government of India in 1956 at the initiative of an autonomous institution fully funded by the Department of Elementary Education and Literacy, National Bal Bhavan (NBB) has been contributing towards enhancing creativity amongst children in the age group of 5-16 years, especially those from weaker sections of en pursue a variety of activities such as Physical Education, Creative Arts, Science Education, Literacy Activities, Performing Arts, Photography, Home Management, Publication, Museum Techniques mmes are so designed as to explore the innate talents and potential of children and give them opportunities for al Bal Bhavan thus aims at the all-round growth of children in a free and happy atmosphere and helps them develop a scientific are 73 State Bal Bhavans in the country affiliated 103 Annual Report 2005-06 National Bal Bhavan implements a National Bal Shree Award Scheme to give recognition to exceptionally creative year 132 children have been selected to participate at the National Bal Shree en from schools and 52 Bal Bhavan Kendras in Delhi, participate in activities of the National Bal hout the year Bal Bhavan organises several programmes at the local, zonal, national and international levels to provide learning opportunities to summer vacation, a number of activities are organised on a large scale and thousands of children pursue activities of their l workshops are organised on a variety of topics during the year.A unique programme for teacher trainees is the integrated training programme.Teachers are trained at the National Training Resource Centre (NTRC) of Bal Bhavan with the aim of promoting allround development of al Bal Bhavan also implements a National Bal Shree Award Scheme to give recognition to exceptionally creative year 132 children have been selected to participate at the National Bal Shree en between the age group of 9-11 and 11-14 years would be given a one-time reward by National Bal Bhavan, while children in the age group of 14-16 years would be given a scholarship of the other events this year, Gandhi Jayanti was celebrated in National Bal Bhavan in collaboration with Sarvodaya International Trust, New Delhi Chapter on Elementary Education and Literacy 2nd October, a Deshpande who has been closely associated with Mahatma children of National Bal Bhavan, Bal Bhavan Kendras and member institutes of Bal Bhavan who constitute the Bal Bhavan choir, presented group mark the Golden Jubilee Celebrations of National Bal Bhavan, commencing from November, 2005, the International Children’s Assembly was organised from 14 th – 20 th November, 2005 with the theme “HARMONY”.This theme in itself covered all aspects of integrity, human values, peace, non violence and good tions were sought from the children about how they propose to build a better nation, and there were brought out in the form of a booklet, which was presented to the Honourable Prime Minister of India on 19th November, 2005.53 teams from various parts of the country and one team from Mauritius participated in this year’s Assembly was inaugurated by the Honourable Minister of Human Resource Development, Shri Arjun Singh, while the Honourable Prime Minister of India, an Singh, graced the programme on the Birth Anniversary of Smt.

Budget provision and grants sanctioned to National Bal Bhavan during 2005-06 are as under: BE RE r The Global Monitoring Report, 2006 indicates that EDI for India has improved from 0.The Report also points out that India is likely to achieve gender parity in elementary education by Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes.Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all arithmetical mean of the following four indices:- Eliminating gender disparities in primary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality.(i) (ii) Adult Literacy Rate (for population in 15+ age group); (iii) Gender-specific EFA Index, or GEI (i.average of ratio of female enrolment rates, for Elementary and Secondary stages, to respective male enrolment rates, and ratio of female Literacy to male Literacy Rate); Improving all aspects of quality of education, and ensuring excellence so that recognised and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life review progress made towards EFA, UNESCO organises a High Level Group meeting each year, during which Heads of States and Education Ministers of various countries come together to discuss progress and constraints in achieving far, five meetings of the High Level Group have been held, and the last one was held in Beijing, China, in November addition to the meetings of the High Level Group, UNESCO also publishes an annual Global Monitoring Report which tracks the progress of different countries towards Dakar goals through an EFA Development Index (EDI) which is taken as 105 (iv) Survival Rate to Grade V.

r The Global Monitoring Report, 2006 indicates that EDI for India has improved from 0.The Report also points out that India is likely to achieve gender parity in elementary education by 2005.r The EDI for different States has been worked out by the Ministry and communicated to State Governments to enable them to renew their efforts towards EFA.r To coordinate and guide the activities of various Ministries/Departments involved in EFA, a National Coordination Committee has been constituted under the Chairpersonship of Secretary Elementary Education and Literacy (EE&L).The Committee includes representatives of the different Ministries as well as experts and other bhik Shiksha Kosh (PSK) r A 2 per cent Education Cess was levied on all major Central taxes through the Finance (No.

2) Act, 2004, to help finance Government’s commitment to “quality basic education”.r In order to receive the proceeds of this Education Cess, this Ministry had proposed the creation of a dedicated, non-lapsable fund called Prarambhik Shiksha Kosh (PSK).r Creation of PSK in the Public Account was approved by Government on 6.The amount under PSK would be non-lapsable and would be spent exclusively on SSA and Mid-Day Meal scheme.r Formal orders constituting PSK were issued on riations and from PSK have been indicated separately in Bugdet To Education Bill, 2005 The Constitution (86th Amendment) Act, 2002, enacted in December 2002 seeks to make free and compulsory education a Fundamental Right for all children in the age-group 6-14 years by inserting a new Article 21-A in Part III (“Fundamental Right”) of the new Article 21A reads as follows: “ to Education The State shall provide free and compulsory education to all children of the age of six to fourteen years in such manner as the State may, by law, determine.

” The reconstituted Central Advisory Board of Education (CABE) in its meeting on 10-11 August, 2004, had constituted a Committee under the Chairmanship of Shri Kapil Sibal, the then Minister of State for Science & Technology and Ocean Development, to suggest a draft of the legislation envisaged under Article 21A of the Constitution, which makes education a Fundamental Right for children in the age group of 614 years, as well as to consider other issues related to elementary Report of the Committee, containing “essential provisions” of the draft legislation, was submitted on 2-7-2005, and considered by CABE in its meeting on 14-15th July, on the suggestions and comments received during the CABE meeting, a complete version of the draft legislation has been prepared and sent to Chief Secretaries of all States/UTs and placed on the website for comments from the public at the meanwhile, the PM constituted a small group on the Bill to examine its legal, constitutional and financial implications, comprising HRM, Finance Minister, an, Planning Commission and Chairman of the PM’s Economic Advisory Council.The report of the group has since been Annual Report 2005-06 Adult Education Literacy – Prerequisite For Development Literacy as a qualitative attribute of the population is one of the most important indicators of the socioeconomic and political development of a is a major component of Human Resource Development and is thus basic to any programme of social and economic cy Scenario: Challenges Post-independent India inherited a system of education which was characterised by large scale inter and intraregional system educated a select few, leaving a wide gap between the educated and the illiterate.Educational inequality was aggravated by economic inequality, gender disparity and rigid social independence, there has been a growing realisation that development would never become self- sustaining unless it is accompanied by corresponding changes in the attitudes, values, knowledge and skills of the people as a whole and that the only way this change can be accomplished is through education.A number of programmes taken up to impart Adult Education during the last four decades before launching of National Literacy Mission in May 1988 could not be very successful on account of a number of inherent weaknesses such as the low levels of literacy, centrebased approach, lack of mass awareness and community Literacy The problem of illiteracy is further aggravated by social constraints, which inhibit female literacy and educational development of lity between genders is one of the most crucial and yet one of the most persistent disparities in India where differences in female and male literacy rates are glaring, more so in the rural areas and among the disadvantaged sections of society.Annual Report 2005-06 Adult Education Significant progress has been made in the field of female literacy, which has been increasing at a faster rate as compared to male literacy from 1981 uently, the male-female literacy differential at 26.

62 percentage points in 1981 was reduced to 24.84 percentage points in 1991, which has further been reduced to 21.

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6 in 2001, when growth in female literacy was recorded higher at 14.38 percentage points as compared to corresponding figure for males at encouraging phenomenon of the faster growth in female literacy is not only visible in all the states across the country but is also reflected in the progress registered by deprived sections of society particularly SCs/ er, women constitute 60 per cent of the total beneficiaries under Adult Education racy Size 2001 Census North Eastern Region Acute economic deprivations and social disabilities accentuate the problem of illiteracy amongst scheduled castes/scheduled tribes.

In case of scheduled tribes, the main problems arise from lack of communication, inaccessibility of their habitations, scattered population, lack of adequate institutional infrastructure, dearth of qualified local instructors and the variety of tribal dialects that make the problem of illiteracy more North-Eastern Region of the country comprising of eight States – Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland, Sikkim and Tripura is largely inaccessible, remote, hilly with difficult tion, largely scheduled tribes, is dispersed with a low gh economically under-developed with low levels of urbanisation, it is rich in ethnic cultural heritage with linguistic diversity Essay Online Store Buy ustom College Paper.

In case of scheduled tribes, the main problems arise from lack of communication, inaccessibility of their habitations, scattered population, lack of adequate institutional infrastructure, dearth of qualified local instructors and the variety of tribal dialects that make the problem of illiteracy more North-Eastern Region of the country comprising of eight States – Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland, Sikkim and Tripura is largely inaccessible, remote, hilly with difficult tion, largely scheduled tribes, is dispersed with a low gh economically under-developed with low levels of urbanisation, it is rich in ethnic cultural heritage with linguistic diversity.

All these factors combine to result in marked intra-regional differences in educational development.While, on the one hand, Mizoram has the second highest literacy rate in the country, on the other extreme Arunachal Pradesh has the lowest literacy rate in the north-east the districts in the NER have already been covered under the literacy per the 2001 Census the literacy rate of Scheduled Castes was male and female literacy rate being 66 Need to get a research proposal political philosophy confidentiality Standard British US Letter Size double spaced.While, on the one hand, Mizoram has the second highest literacy rate in the country, on the other extreme Arunachal Pradesh has the lowest literacy rate in the north-east the districts in the NER have already been covered under the literacy per the 2001 Census the literacy rate of Scheduled Castes was male and female literacy rate being 66.The literacy rate of scheduled castes has increased by has the lowest scheduled caste female literacy rate i.The Scheduled tribes literacy rate which was means the literacy rate of scheduled tribes increased by literacy rate of scheduled tribes male and female was scheduled tribe female literacy rate was also lowest in Bihar i.In Rajasthan scheduled castes and scheduled tries female literacy rate, which was 8 fitness.

In Rajasthan scheduled castes and scheduled tries female literacy rate, which was 8.

42 per cent in 1991, has increased to 33.109 Annual Report 2005-06 Absolute increase in population was much more than the increase in the number of literates during the decades 1961-71, 1971-81 and a result of this increase in population, problem of illiteracy continued to grow year after year and decade after decade though at a decreasing rate after se in the number of literates in 1991-2001 took over the increase in corresponding population during a result of tremendous efforts on educational front and slight decline in the growth rate of population, number of illiterates during the decade 1991-2001 came down from 329 millions in 1991 to 304 millions in was a welcome change in the depressing scenario.Growth of Literacy Over the decades, literacy rates have shown substantial improvement.21 per cent in 1991 and has further increased to ing to the Census of India, 2001, the literacy rate has gone up to the first time, even with an overall increase in the population, the number of illiterates has decreased in absolute terms by 31.A concerted effort was made, at planning and implementation levels, to reinterpret and make relevant the role of adult literacy in individual, community, and national life so that the objectives of the Mission are realistically goal of the National Literacy Mission goes beyond the simple achievement of self-reliance in literacy and numeracy to functional achievement of functional literacy implies: imbibing values of national integration, conservation of environment, women’s equality, observance of small family norms, etc.

Thus, literacy as enunciated in the National Literacy Mission, is not an end in itself but has to be an active and a potent instrument of change ensuring achievement of these social objectives and creation of a learning society.The acquisition of functional literacy results in empowerment and a definite improvement in the quality of helps to ensure the participation of the masses in sharing the benefits of the information literates, on the other hand, increased by present, over three-fourth of male population and over half of female population are literate.During the last decade, female literacy rate has shown much higher growth, increasing by 14.13 for males, thus reducing the male-female differential in literacy rates from states have registered an increase in literacy rates and 60 per cent male literacy has been achieved without r, disparities between and within states continue, although the gap between the educationally advanced and backward states has been diminishing over the al Literacy Mission: Goals & Objectives A nationwide effort was set in motion with the establishment of the National Literacy Mission (NLM) The goal of National Literacy Mission is to attain a sustainable threshold level of 75 per cent by 2007 by imparting functional literacy to non-literates in 15-35 years, which is in the productive and reproductive age group and constitutes a major segment of the work purposeful and effective education gives rich dividends in increased productivity, improvement in health care, family stabilisation and general betterment of the social and political life of the s this age group, persons outside this age limit are not excluded from the programme; particularly the children in the age group of 9-14 years who are also dropouts.National Literacy Mission Authority National Literacy Mission Authority was set up as an independent and autonomous wing of the Department, vested with executive and financial powers in its sphere of NLMA has a General Council, Executive Committee and Project Approval General Council functions under the Chairmanship of Minister for Human Resource Development and lays down the policies and programme in the field of literacy and Adult the Executive Committee carries out all other functions of the Authority, the Project Approval Committee considers and approves literacy projects for financial assistance.

r The Scheme of Rural Functional Literacy Projects is subsumed with Scheme of Literacy Campaigns and Operation Restoration.r It is hoped that the revised Mission will continue to consolidate the gains of previous years and accelerate the growth of literacy ed Mission Beyond Literacy New life and vigour has been infused into the NLM to meet the new November 30, 1999, the Government approved the extension of the Mission, stressing on life-long learning and decentralisation, adopting integrated literacy campaign approach, devolution of authority to State and district-level cy is a basic step towards Adult Education, which is a process of life long learning and an entry point to the world of communication and information.After experimenting with successive and alternative models of adult literacy, the NLM adopted Total Literacy Campaign approach as its principal strategy for eradication of Literacy Campaigns (TLCs), which provide basic literacy skills to the nonliterate population primarily in the age group 15-35 years, have been launched in almost all the districts of the TLC has certain positive characteristics – area-specific, time-bound, participative, delivery through voluntarism, costeffective and outcome Campaigns are implemented through Zilla Saksharata Samities (district level literacy committees) as independent and autonomous bodies, having due representation of all sections of parameters and norms of financial assistance of schemes under the NLM have been enhanced.Main features of the revised schemes are: r An integrated approach to literacy was adopted to amalgamate all the features of the earlier literacy and post literacy phases.r Zilla Saksharata Samities (District Literacy Societies) to continue to oversee and run literacy have been given freedom to synergise their strengths with those of local youth clubs, Mahila Mandals, voluntary agencies, Panchayati raj institutions, small scale industries, cooperative societies, etc.

r Scheme of Continuing Education encompassing removal of residual illiteracy, individual interest programmes, skill development, rural libraries, etc.r The role of NGOs has been expanded to impart vocational/skill development programmes and also to run Continuing Education Centres in addition to their present activities – imparting training, material development, innovative and impact studies etc.r 111 Annual Report 2005-06 The targets emanate from the grass-root level on the basis of a survey, which also serve as a tool of planning, mobilisation and environment the TLC is meant to impart functional literacy, it also disseminates a ‘basket’ of other socially relevant messages such as enrolment and retention of children in schools, immunisation, propagation of small family norms, women’s equality and empowerment, peace and communal harmony ated Approach With the implementation of TLCs, millions of nonliterates are acquiring basic literacy skills, which are at best is a greater possibility of neo-literates regressing into partial or total illiteracy unless special efforts are continued to consolidate, sustain and possibly Adult Education enhance their literacy levels.The first phase of basic literacy instruction and the second phase of consolidation, remediation and skill upgradation which constitute two closely related operational stages are now being treated as one integrated project, to ensure smooth progression from one stage to another to achieve continuity, efficiency and National Literacy Mission aims at ensuring that the total literacy campaigns and the post literacy programmes successfully move on to continuing education, which provide lifelong learners are not uniformly endowed and have different capabilities and al Literacy Mission has, therefore, encouraged greater flexibility and innovation in designing and implementation of literacy and post literacy programmes.The Zilla Saksharata Samities are free to create a model that suits the area-specific needs of the al Illiteracy Although the Total Literacy Campaigns took the form of a mass movement and spread throughout the country, in many cases a number of campaigns stagnated due to natural calamities, lack of political will, frequent transfer of Collectors, ation of stagnating projects is a priority e success of literacy phase, there are still pockets of residual illiteracy.

Priority would continue to be given to cover the districts uncovered so far and those having female literacy rate below 30 per cent.Focus continues to be on women and those belonging to disadvantaged ts for Residual Illiteracy (PRIs) have been taken up in 30 districts of Rajasthan, 10 districts of Andhra Pradesh, 1 district of Bihar, 4 districts of Karnataka and 3 districts of Tripura.2005-06, PRIs have been sanctioned in 12 districts of Madhya Pradesh and 8 districts of West Bengal, and 16 districts of Tamil Nadu.The funding ratio between the Centre and State Government is 2:1, with the exception of districts under the tribal sub-plan where the ratio is 4:1.Implementing agencies are now allowed to incur expenditure on basic literacy activities along with post literacy and advanced phase of Continuing l Focus on Low Female Literacy Districts As per Census, 2001, 47 districts in the country have a female literacy rate below 30 per , dealing with low female literacy is of immense concern to the National Literacy Mission and it was decided to target the 47 low female literacy districts for most of the these districts are concentrated in the States of Uttar Pradesh, Bihar, Orissa and Jharkhand, special innovative programmes have been taken up in these districts for promoting female literacy.

The programme in Uttar Pradesh and Bihar is complete and the external evaluation of the programme in Jharkhand and Orissa is being l Project for Accelerated Female Literacy Programme in Orissa 9 districts in Orissa, which have low female literacy rates, have been covered under Special Project for Accelerated Female Literacy districts are Koraput, Nabrangpur, Malkangiri, Rayagada, Kalahandi, Gajapati, Sonepur and programme was assigned to a network of 117 NGOs targeting 10.43 lakh non literate women in 15-35 age group.The programme is being evaluated by external evaluation Report 2005-06 Adult Education Special Female Literacy Programme in Jharkhand The special female literacy programme has been implemented in 5 low female literacy districts of districts are Pakur, Garhwa, Sahibganj, Giridih and Godda.00 lakh women illiterates in 15-35 age group have been covered under the programme.The programme has been completed and the external evaluation report is awaited from two ing of Special Literacy Drive The Council of the NLMA in its meeting held in April, 2005 under the Chairmanship of Hon’ble HRM decided to launch a special literacy drive in 150 low literacy districts of the PAC of the NLMA in its meeting held in August-September, 2005 approved the proposals of 46 districts in the States of Bihar (23), Rajasthan (11) and Jharkhand (12).

The proposals of 4 districts of Karnataka and 23 districts of Uttar Pradesh and 1 district of Punjab were also approved by the PAC in its meetings held in October, 2005 and January, 2006 uing Education Continuing Education is an indispensable aspect of the strategy of human resource development and of the goal of the creation of a learning society.Concerted efforts are required on the part of all stakeholders to see that the achievements of the last decade do not go ors around the world are increasingly recognising the importance of moving beyond a narrow concept of adult basic this context, the NLM has made continuing education a necessary component of its Scheme of Continuing Education provides a learning continuum to the efforts of Total Literacy and Post Literacy Programmes in the main thrust is on providing further learning opportunities to neo-literates by setting up of Continuing Education Centres (CECs) and Nodal Continuing Education Centres (NCECs), to serve population of about 2000- 113 Annual Report 2005-06 2500 people by providing facilities of library, reading room, learning centres, sports and cultural centres and other individual interest promotion programmes.Opportunities are also provided for undertaking diverse activities such as Equivalency Programme, Quality of Life Improvement Programmes, Income Generating Programmes and Individual Interest Promotion to fifteen such centres form a cluster, with one of them acting as the nodal CECs provide area-specific, need-based opportunities for basic literacy, upgradation of literacy skills, pursuit of alternative educational programmes, vocational skills and also promote social and occupational the current financial year, 20 new districts have been covered under Continuing Education this addition, continuing education programmes are running in 305 districts.The CECs, including the nodal ones, are set up in active consultation with the user community and the programmes are designed to meet its stress on imparting literacy skills to non-literates is ng of primers, identification of target groups, other items of work connected with basic illiteracy eradication continue Assistant Prerak is appointed for undertaking basic literacy programme in the from establishing CECs, the scheme also undertakes the following programmes: r Equivalency Programmes, Skill Development and Income Generating Programmes.The stress on continuing education includes a thrust on rural libraries, which will see more books, more magazines and more periodicals being made available in villages across the is especially relevant as most districts are likely to complete post literacy programmes and move towards the continuing education State Resource Centres develop relevant teaching, learning material and books for rural and urban increased thrust seeks to Adult Education ensure that they do not relapse into from establishing CECs, the scheme also undertakes the following programmes: As a part of this strategy, there is stress on establishing rural libraries, which will provide reading and learning material to neo-literates in their own languages.

Wide acceptance and local sustainability is achieved by involving NGOs, voluntary agencies, social workers, and Panchayati Raj institutions in the planning and implementation of the scheme of continuing s development departments, technical institutions, professional groups and Directorate of Adult Education, Government of India provide inputs needed by the Resource Centres (SRCs) and Jan Shikshan Sansthans join hands by giving the necessary resource and training ring State Literacy Mission Authorities (SLMAs) Keeping pace with the endeavours, campaigns and programmes, which are being initiated by the NLM, it was decided to strengthen and revitalise the State Literacy Mission Authorities (SLMA) – the state level societies registered under the Societies Registration Act, 1860.This is a step towards decentralisation, as it shows that the SLMAs have reached a stage where they can be made responsible for the programmes, which are being initiated for their states.The devolution of administrative and financial powers to them will lead to a faster-moving administrative set up, and therefore, programmes can be initiated faster, and decisions taken without any delay, leading to more efficient developmental new SLMAs are now empowered to sanction continuing education , the SLMAs: r r now serve as Nodal Agencies at the state level for monitoring and implementing the scheme of continuing been empowered to approve continuing education projects and funds have been placed at their disposal; and r are supposed to plan their programmes and activities from the Panchayat level upwards to block level, municipal level, district level, and state level.Non-Governmental Organisations The National Literacy Mission (NLM) fully recognises the vast potential of NGOs in furthering its programmes and since its inception, NLM has taken measures to strengthen its partnership with NGOs and has given voluntary organisations an active promotional role in the literacy NGOs are provided 100 per cent financial assistance for imparting literacy to adult non-literates in the age group of 15-35; organising vocational and technical education programmes for neo-literates; provision of academic and technical resource support; promoting innovation, experimentation; conducting evaluation and impact studies; organisation of workshops, seminars are also associated in the Continuing Education Resource Centres The State Resource Centres (SRCs) managed by NGOs provide academic and technical resource support in the form of training material preparation, extension activities, innovative projects, research studies and evaluation, etc.During the 9th Plan period, the State Resource Centres have been strengthened and have been divided into two categories ‘A’ & ‘B’.

The pattern of assistance is as follows: Category Recurring A 40 With more and more districts having completed the post-literacy programmes, the NGOs have to diversify the scope of their activities and are expected to take up area-specific continuing education programmes for lifelong Report 2005-06 114 Adult Education Jan Shikshan Sansthan The Scheme of Jan Shikshan Sansthan or Institute of People’s Education is a polyvalent or multifaceted adult education programme aimed at improving the vocational skill and quality of life of its objective of the scheme is educational, vocational and occupational development of the socioeconomically backward and educationally disadvantaged groups of urban/rural population particularly neo-literates, semi-literates, SCs, STs, women and girls, slum dwellers, migrant workers etc.Jan Shikshan Sansthans are mostly set up under the registered non-governmental organisations and as such they enjoy functional financial assistance is provided on approved present, there are 172 JSSs in the Shikshan Sansthans run a number of vocational programmes with varying duration of different skills.91 lakh persons have benefited through vocational programmes and other activities organised by the JSS during JSSs are classified in three categories, depending on the nature of the city/town and their performance of the JSS is evaluated by reputed institutions and accordingly, the JSS can be upgraded or downgraded on the basis of the evaluation report.90 JSS have so far been evaluated by the empanelled evaluating agencies.

The findings of the evaluation reports indicate that:r The coverage of women was over 70 per cent; r A wide range of courses suited to the needs of the target group with a flexible curriculum and duration have been designed; r Courses taken up are need-based, job oriented and open good avenues for self and wage employment; and r 115 increased through value oriented inputs and life enrichment orate of Adult Education Directorate of Adult Education is the academic and technical wing of the National Literacy Mission (NLM).

It is responsible for providing guidance and support to institutions and individuals connected with literacy promotion activities in the main functions of the Directorate of Adult Education include provision of academic and technical resource support for implementation of various literacy programme under National Literacy Mission (NLM); monitoring and evaluation of the literacy campaigns; production of media material and harnessing of all kinds of electronic print; traditional and folk media for the furtherance of the objectives of NLM; development of teaching/ learning material; organising training and orientation programmes for the key level functionaries associated with the literacy programmes; providing professional academic and technical guidance and also monitoring of Jan Shikshan Sansthans; bringing out various publications concerning literacy activities in the country and implementation of Population and Development Education through Sate Resource tion and Development Education Population Education Project in Adult Literacy came into operation through UNFPA in the year 1987 as an integral part of the adult literacy programmes.Population Education Cells were created in the State Resource Centres (SRCs) for implementing Population and Development addition to SRCs, three Documentation Centres i.National Documentation Centre at Indian Adult Education Association, New Delhi and two Regional Documentation Centres at the SRCs of Hyderabad and Jaipur were also tly, PDE is implemented through 25 State Resource Centres and 3 Documentation Centres.The main activities undertaken by Population and Development Education Unit during the year 2005-06 are: three day meeting to approve the Annual Action Plan – 2005-06 and review Annual Progress Report for Adult Education year 2004-05 was organized in collaboration with SRC Pune from May 4-6, 2005 at Goa, two-day workshop on “Enhancing Education Sectors response to HIV/AIDS in CHARCA Districts” was jointly organized by UNESCO, and DAE from July 19-20, 2005 at New Delhi, three day training programme was jointly organised by DAE and UNESCO, New Delhi on HIV/ AIDS and Life Skills Education for Programme Coordinators of Population and Development Education in collaboration with State Resource Centre, Hyderabad from October 3-5, 2005, two-day Mid-term Review Meeting of PDE was organized at Hyderabad on October 6-7, uing Education The Scheme of Continuing Education was launched in 1995 as a fully funded centrally sponsored scheme initially envisaged 100 per cent assistance to the States for the first three years for State Governments were required to share 50 per cent of the expenditure during the fourth and fifth year of the project, and thereafter take over total responsibility for the programme was to be taken up after the conclusion of Total/Post Literacy Campaign in a district with the objective of providing Life Long Learning facilities at the learning centre.The basic unit of the scheme was Continuing Education Centre (CEC) with a Nodal CEC (NCEC) overseeing the working of a cluster of main functions undertaken by the CE Unit of DAE in the year 2005-06 are: three day Regional meetings to identify vocational trades suitable for Continuing Education/Low Literacy districts were organized from January 18-20, 2006 at Chennai, from February 1-3, 2006 at Bhopal and February 15-17, 2006 at Lucknow in collaboration with respective tion The National Literacy Mission has adopted several measures for the evaluation of the literacy evaluation is of two kinds – one concurrent and another concurrent evaluation for TLC/ PLP districts is done through the NLM empanelled external evaluation agencies nominated by the state Directorates of Adult/Mass Education.

External evaluation of all literacy programmes in the districts is conducted through one of the three agencies suggested by the National Literacy Mission, out of which one agency selected by the objective of the programme was to undertake the concept, process and salient features of on going PLP and to make them understand modifications carried out in the Guidelines on Evaluation of -day orientation programmes for empanelled evaluation agencies on evaluation of CEP were organised in collaboration with SRC, Thiruvananathapuram from July 20-22, 2005 at Thiruvananathapuram and November 23-25, 2005 at Shillong in collaboration with respective ation meeting to discuss the Process and Methodology of External Evaluation of 9 AFLP districts of Orissa was organized at DAE, New Delhi on November 16, 2005.During the year under report, 15 Total Literacy Districts, 14 Post-Literacy Districts and one C.District were evaluated by the External Evaluation Agencies of Shikshan Sansthans The Directorate of Adult Education provides technical and academic support to the Jan Shikshan Sansthans (JSSs), which conduct literacy linked vocational training idated Annual Progress Report of Jan Shikshan Sansthans for the year 2004-05 was brought out and copies sent to all the concerned, established 8 Regional Training Centres to impart systematic and effective training for JSS functionaries, 14 Lead Jan Shikshan Sansthans have been established in April 2005 to disseminate information to the JSSs allotted to them, 8 Regional Training Centres were established in April 2005, to impart systematic and effective training for JSS functionaries, Eight-day meeting was organised from May 11-20, 2005 at DAE, New Delhi to review and approve the annual action plans of JSSs (2005-06) and review the Annual Progress Report (2004-05), Work plan was prepared in a workshop organised at Bangalore from June 10-11, 2005 for 8 Regional Training Centres of JSSs.A two-day Training Programme was organised for the Chairmen and Directors in-charge of 17 newly sanctioned JSSs at Aurangabad on July 7-8, 2005.6 Regional Training Centres of JSSs conducted a threeAnnual Report 2005-06 116 Adult Education day workshop at Rourkela from July 13-15, 2005 to prepare Training Manual for use, five-day workshop on vocation linked literacy primers was organised at Indore in collaboration with SRC, Indore from September 1216, 2005, one-day meeting of Supervision and Monitoring officers of JSSs was held on September 14, 2005 in DAE, New Delhi, two day Orientation Training Programme for the members of BOM of JSSs was organised through Regional Training Centres, Bharuch on September 26-27, 2005, three-day workshop to finalise training manuals for Regional Training Centre was organised at Bharuch on September 26-28, 2005, A three-day Training Programme on Team Building Appreciation and Leadership Challenges for Programme Officers of JSSs was organised through Regional Training Centre, Gonda from October 4-6, 2005 at Gonda, two-day Training Orientation Programme for the members of BOM of JSSs in Kerala and Tamil Nadu was organised through Regional Training Centre, Coimbatore on October 5-6, 2005 at Coimbatore, three-day training Programme on Accounts Keeping and Auditing through Regional Training Centre, Cuttack was organized from November 9-11, 2005 at Cuttack, three-day meeting to finalize draft curriculum for selected vocational trades was organized through Regional Training Centre, Cuttack on October 26-28, 2005 at Cuttack, a two-day training programme for the members of BOM of JSS was organized through Regional Training Centre, Bangalore on November 29-30, 2005 at -day Training Programme on Entrepreneurship Development and Micro - Credit including formation of Self Help Groups was organized for Directors and Programme Officers of Jan Shikshan Sansthans through Regional Training Centre, Narendrapur from December 15-17, 2005 at Narendrapur (West Bengal), three-day Training Programme on Planning and Management was organized through Regional Training Centre, Kanpur from December 17-19, 2005 at Kanpur, three-day Training Programme on Planning and Management was organized through Regional Training Centre, Aurangabad from December 19-21, 2005 at Aurangabad, three-day Training Programme on Planning and Management was organized through 117 Annual Report 2005-06 Regional Training Centre, Bangalore from December 26-28, 2005 at Bangalore.

24 Programme Officers and Associate Programme Officers of Jan Shikshan Sansthans gs for finalizing of JSSs annual action plans for the year 2006-07 were organized on March 2-3, 2006 at Bharuch, March 8-9, 2006 at Kanpur, and March 1011, 2006 at Lucknow.15 JSSs have been evaluated by 10 empanelled Evaluating Agencies in 2005-06.Development of Teaching/Learning Materials Three-day Workshops were organised to review the Literacy materials of tribal dialect of Nagaland in collaboration with SRC, Shillong from June 27-29, 2005 at Shillong, Five-day Writers’ Workshops to develop IPCL Primers were organised in Nagaland from May 1620, 2005 at Dimapur, at Srinagar from July 13-15, 2005, at Dimapur, Nagaland from September 19-23, 2005, at Imphal from October 3-7, 2005, at Gonda from November 7-11,2005, at Dimapur, Nagaland from November 21-25, Media plays an important role in the literacy activities both for dissemination of information and encouragement to the the National level, DAE produces video films and audio programmes which are used for instruction, motivation and training both through telecast and non-telecast and broadcast and non-broadcast well-conceived spots are mounted on prime times of Doordarshan and All India -audio programmes were sent to IGNOU for telecast and broadcast on Gyan Darshan and Gyan Vani, NLM Spots have been broadcast and telecast through AIR and Doordarshan (News Channel) in the North-eastern States and the States where Female illiteracy is acute i.e Bihar, Jharkhand, Madhya Pradesh, Rajasthan and Uttar Pradesh, IIM, Ahmedabad has initiated the “Same Language Sub-titling” are being telecast in the Rangoli Programme through Doordarshan (National network) every Sunday from 8., Two advertisements were released Adult Education 9th Photo National Competition is being organized, an advertisement in this regard has also been released through different media workshops for 25 State Resource Centres were organized from February 13-15, 2006 at Hyderabad and March 2-4, 2006 at Lucknow in collaboration with respective State Resource ring Monitoring has been recognised as an essential tool for identification of the strengths and weaknesses of the Adult Education Programme and designed to make the objectives operationally more realistic and to ensure its broad strategy of implementation of the Adult Education Programme, as conceived in the National Literacy Mission emphasises the need for having an efficient management and monitoring system.

Starting from just a few districts in 1991-92, the TLC has now spread to 597 districts of the onally in each of the district, which completes the basic literacy phase, diverse kind of Post Literacy and Continuing Education programmes are taken September 6th & 8 th, 2005 in connection with International Literacy Day, 39th International Literacy Day celebration was held at Vigyan Bhawan, New Delhi on September 8 th, Arjun Singh, Hon’ Minister for HRD was the Chief – UNESCO award was given to Jan Shikshan Sansthan, Vijayawada (Andhra Pradesh) and State Resource Centre, Jaipur (Rajasthan) and Centre for Adult & Continuing Extension, University of Kerala, Thiruvananthapuram, for their commendable work in the field of Literacy.Satyen Maitra award was given to ZSSs of Bhagalpur, Bihar for Total Literacy Campaign, Pauri Garhwal, Uttranchal for Post-Literacy Programme and Pudukottai, Tamil Nadu for Continuing Education Programme for their work in the field of dation Certificates were also given to 28 persons from the States of Bihar, Jharkhand, Karnataka, Kerala, Orissa, Pondicherry and Rajasthan for their outstanding work in the field of awardees included literacy Activists, Preraks, information compiled at the state level, which is received by the Directorate, is analyzed and compiled in the form of status report by DAE.The main activities undertaken by the Monitoring Unit are: A two-day Regional Workshop for the Directors of Adult/Mass Education of Bihar, Gujarat, Punjab and Rajasthan was organized at Jodhpur on November 18-19, 2005.A review meeting-cum-accounts workshop was organized for all the 15 districts of Arunachal Pradesh on January 5-6, 2006 at Tezu, Lohit district, Arunachal ation Publication Unit brings out various kinds of publications related to Literacy and adult education for different level of ation Unit also comprises photo section, art section, a desktop publishing system (DTP) and binding ript originating at different sources is made ready for printing through different preprinting stages like editing, composing, designing, page making, colour scheme, dummy making with visual etc.Annual Report 2005-06 Adult Education A book titled “ Agents of Change” regarding the award winners was published on the occasion of 39th International Literacy Day on September 8, l publication titled “Literacy for Empowerment – An Indian Experience” was published on the occasion of Education for All (EFA) conference in Beijing and Literacy Facts at a Glance was revised and reprinted (2,000 copies).

Resource persons of much higher calibre so that in addition to literacy instruction, another important aspect concerning functionality, skill development and empowerment are adequately attended to.A wide range of alternative training strategies and methodology would have to be worked out for imparting training to a large number of literacy personnel on a decentralised Resource Centres The main programmes organised by Training Unit are: A four-day Training Programme for Key Resource Persons and Resource Persons on Post Literacy programme was organised in collaboration with the Government of Arunachal Pradesh from April 25-28, 2005 at Itanagar.A four-day training programme on implementation of Post-Literacy programme for RPs, KRPs, ZSS Secretaries, Supervisors, SLMA and NGOs in collaboration with SLMA, Manipur was organized from December 12-15, 2005 at Imphal, Training programme on sharing of experiences in developing innovative effective learning techniques and experiments done in the field of CE Programme by SRCs was organized from February 1-3, 2006 at Indore, 3rd Regional Training of ZSS Secretaries, Representatives of NGOs and als for implementing the project for residual illiteracy (PRI) of Low literacy districts of Bihar was organized at Patna from March 8-10, Resource centres have been created all over India as academic and technical Resource Support Bodies to help the institutions working in the field of literacy and adult y responsibilities of these centers include preparation of appropriate/suitable curriculum, teaching learning materials and training programmes for different field functionaries.These SRCs are functioning under the aegis of NGOs and Universities.SRC provide technical and academic resource support to the literacy programmes in their respective main activities undertaken by the SRC Unit in 2005-06 are: A two-day meeting of the Directors of SRCs was organised to finalise the annual action plan of State Resource Centers for the year 2005-06 on May 9-10 at Directorate of Adult Education, New Delhi.

A one-day consultation meeting of selected empanelled Evaluating Agencies and Directors of SRCs was organised on September 20, 2005 at Directorate of Adult Education, New Delhi.14 SRCs have been evaluated by 14 NLM empanelled Evaluating ng In view of the very large number of volunteer teachers, master trainers, functionaries and resource persons involved in the literacy effort, training is found to be one of the gray areas in the effective implementation of literacy programmes.With the sanction of CE programme, the number of new cadres and other functionaries, apart from re-training some of the existing cadres, are likely to face er, in the years to come the focus of the literacy programme is going to be on CE, which would necessitate identification and mobilisation of Preraks, s, Trainers and 119 Annual Report 2005-06 Present Status Out of 600 districts in the country, 597 have since been covered under Adult Education Programmes – 128 under Total Literacy Campaigns, 164 under Post Literacy Programme and 305 under Continuing Education Programme.35 million persons have been made literate so far.About 60 per cent of the beneficiaries are women, while 22 per cent and 12 per cent belong to Scheduled castes and scheduled tribes Achievements r The literacy rate in 2001 has been recorded at 64.

63 percentage points increase in the literacy rate during the period is the highest increase in any decade.r r The gap in male-female literacy rate has decreased from 24.67 per cent whereas male literacy increased by 11.r r Gender equity and women’s empowerment is also visible as about 60 per cent of participants and beneficiaries are 1991-2001 the population in 7+age group increased by 171.6 million additional persons became literate during that period.

r All the States and union territories without exception have shown increase in literacy rates during 1991-2001.r In all states and union territories, the male literacy rate is now over 60 per continues to have the highest literacy rate of 90.86 per cent and Bihar has the lowest literacy rate of 47.00 per cent r Significant decline in absolute number of nonliterates from 328.88 million in 1991 to 304 million in 2001.

r Out of the total 600 districts in the country, 597 districts have been covered by NLM under literacy Annual Report 2005-06 Secondary Education National Council of Educational Research & Training (NCERT) Objective The National Council of Educational Research and Training (NCERT) is an apex resource organisation to assist and advise the central and the State Governments on academic matters related to school provides academic and technical support for qualitative improvement of school education through its various constituents viz.the Departments of National Institute of Education, New Delhi, Central Institute of Educational Technology, New Delhi, Pandit Sunderlal Sharma Central Institute of Vocational Education, Bhopal and Regional Institutes of Education located at Ajmer, Bhopal, Bhubaneswar, Mysore and achieve its goals, the NCERT: r Conducts, promotes and coordinates research in all branches of school education and teacher education; r r r r r Collaborates with international organisations and national-level educational institutions of other l Needs such as SC/ ST, Minorities, Girls, Physically Challenged, Pre-service and In-service Teacher Education, Vocational Education, Examination Reforms, Educational Technology, IT Education, Value Education, Environmental Education, Population Education, Popularisation of Science, Guidance and Counselling, identification and nurturance of talent, development of curriculum and instructional material, content and processes of education, etc., in collaboration with states, central and state level educational organisations, and international organisations.Its programmes are formulated based on the educational needs of states, national priorities and commitments, and international inputs.The NCERT continued to carry out its popular on-going programmes such as Jawaharlal Nehru National Science Exhibition for Children, support to state level science exhibitions, National Talent Search Scheme, National Awards for Innovations in Teacher Education and School Education, National Awards for Best Practices in Vocational Education, Innovative pre-service teacher education and counselling courses, VII All India School Education Survey, VI Survey of Educational Researches and educational transmission through Door Darshan and AIR educational channels ‘Gyan Darshan’ and ‘Gyan Vani’.

The new initiatives undertaken during 2005-06 included development of National Curriculum Framework (NCF) – 2005; Preparation of guidelines, syllabi and textbooks for different subjects of different classes; creation of Department of Languages and Department of Education in Arts and Aesthetics; highlights of programmes proposed for and being carried-out during 2005-06 in different areas of school education are given below: Overview Curriculum Review and Renewal The NCERT undertakes programmes related to research, development, training, extension, international cooperation, publication and dissemination of educational functions in almost all aspects of school education Childhood Care and Education, Universalisation of Elementary Education, Education of Groups with The activities undertaken under review and renewal of National Curriculum Framework for School Education included meetings of National Steering Committee and 21 National Focus Groups, Consultations with the Principals of private schools, Navodaya Vidyalayas, Kendriya Vidyalayas etc; Consultations with States; development of position papers and National Annual Report 2005-06 122 Secondary Education Curriculum Framework 2005 document; Conference of School teachers from Rural Areas; Dissemination of NCF in collaboration with AIPSN and KSSP; Revision of School Syllabi from Primary to Higher Secondary Stage and Meeting with Chairpersons/ Secretaries of Boards of School Education to discuss various dimensions of NCF-2005, commissioning of research studies and critical appraisal of interventions, strategies and approaches emerging from research studies undertaken in the area of teaching learning and teacher training for the education of SC Children.Elementary Education In the area of Elementary Education, NCERT deals with three focal areas namely, Early Childhood Care and Education (ECCE), Non-Formal Education i.Education Guarantee Scheme and Alternative and Innovative Education (EGS&AIE) and Elementary Education (formal).The studies undertaken included: (i) An exploratory study of good practices of community participation in the context of UEE; (ii) Case studies of innovations for improving retention and learning 123 Annual Report 2005-06 achievement of children; (iii) Status study on the implementation of competency based learning at the primary stage; (iv) Study of factors associated with low retention and achievement among SC Children at primary stage; Impact of training of SC teachers on classroom processes and learning achievement of children at primary stage; A study of problems faced by pupils during transition from primary to upper primary stage; and Investigation into the problems and issues pertaining to the marginalised groups of society in the public material being developed include: Teaching-Learning material in Environmental Studies for class III; New instructional material in Hindi for classes I and III; Mathematics textbooks for classes I and III and a comprehensive Early Childhood Education (ECE) Kit, Course material for Certificate Course in Early Childhood Care and Education.

Several programmes related to capacity building of Key Resource Persons/Key Functionaries through training and orientation are being organised in the area of ECCE and EGS&AIE in Eastern and North-Eastern other activities undertaken include: Academic Secondary Education To ensure development of cohesive society and achieve national targets of Education for All, NCERT continued to cater to specific educational needs of children from groups with special needs such as SC/ST, Minorities and children with t, monitoring and supervision under SSA, Regional Conferences on Status of implementation of competency based teaching learning at the elementary stage; Publications of Journals of Primary Teachers and Prathmic Shikshak; assessment of the project proposals for MHRD assistance of experimental and innovative programmes for the education at the elementary stage including EGS & AIE, and documentation of information related to pre-primary and elementary education, ion of Groups with Special Needs To ensure development of cohesive society and achieve national targets of Education for All, NCERT continued to cater to specific educational needs of children from groups with special needs such as SC/ST, Minorities and children with main focus is on studying: Load of non-comprehension on tribal children as a result of curricular practices; Review of existing instructional adaptations (general and specific) being used in integrated inclusive classroom; Emerging shape of inclusive classrooms at pre-primary and primary levels; Effectiveness of innovative teaching strategies for promoting inclusive schooling; Causes of inter-district disparities in literacy of SC children of Hindi speaking states with high SC population; Role of Panchayati Raj institutions in promoting education of SC children under SSA.

The developmental activities being undertaken include: Treatise on Policy Perspectives on education of Scheduled Castes in India; Training packages on educational management of minority run institutions; Guide Book for teachers and teacher educators to evaluate children with special needs in inclusive set-up for class III with regard to Environmental studies; A Certificate course through Distance Mode in Teaching Learning in inclusive settings; and Community involvement and participation: A Film for parents of SC capacity building, training/orientation of Key Resource Persons in Science and Technology for modernising Madrasa education at secondary level and tribal schools of NE states are being organised.A Workshop on Multi Lingual Education with special focus on tribal education has also been ion of the Girl Child In the area of Girls Education, studies undertaken include: Implementation of policy provision and curriculum framework on girls’ education in different States and Union Territories; Innovative initiatives to overcome socio-cultural constraints in girls education and capacity building; and Status of government incentive schemes for the enrolment and retention of ST girls in the NE States of es of 35 women have been prepared under women of India series ‘Women in Unconventional Roles’.National consultation on ‘declining sex ratio- concerns and strategies’ followed by sensitisation campaigns and a regional seminar on perception of women teachers in rural areas on problems confronting them are being developmental activities in progress include: A syllabus for the area of Home Science for Senior Secondary level and a Teachers’ Handbook to disseminate salient features from the NCF 2005 on Gender Issues.A 10-day training programme was organised for 35 teacher educators on Strategies and Initiatives on inclusion and retention of SC Girls in Education ion in Science and Mathematics In the area of Science and Mathematics education, the main focus has been on revision of syllabus and Annual Report 2005-06 124 Secondary Education development of textbooks in Science and Mathematics on the basis of NCF ties are being organised for the 100 years of Physics as a worldwide activity under ‘International Year of Physics-2005’ in the honour of Albert Einsten.The textbooks are being developed in Mathematics for classes VI, IX and XI; Science and Technology VI and IX and Biology, Chemistry and Physics for class rs and laboratory staff of NE Region were oriented in Science and Technology.

A training programme was organised under ‘Design, Development and use of Equipment Model: Hands-on Minds-on Experience for Rural Children at NIE Resource Centre for Science and Mathematics education is collecting and classifying print and non-print regular activities of capacity building, National and State-level Science exhibitions, Centre for popularisation of Science, Quarterly journal of ‘School Science’ etc.Production of Science Kits NCERT was involved in the development and production of Science Kits namely Integrated Science Kits (ISK), Primary Science Kits (PSK) and Mini Tool Kit (MTK).It was followed by the training of Teachers and Resource Persons on use of fulfil the mandatory Apprenticeship Act of Government of India, training was also given in the NCERT’s workshop to 9 ITI trainees in different trades during this nmental Education In the area of Environmental Education, a Core Group for monitoring the implementation of Environmental Education in States and UTs has been created.The Core Group, apart from monitoring activities, has also conducted two major workshops involving officials from all States/ UTs of the country as well as representatives from all Boards of the feedback received in workshops and in view of the main points of NCF 2005 and report on Habitat and Learning, an affidavit and prayer is being filed at the Hon’ble Supreme Court for modification of Environmental Education 125 Syllabus including examination pattern king of Environmental Education is in ion in Social Sciences and Commerce In the area of education of Social Sciences and Commerce, the main focus is on preparation of textual and supplementary materials as per the guidelines of NCF textbooks prepared include textbooks in Social Sciences and its Hindi versions for classes VI and IX and textbooks in History, Political Science, Geography, Economics, Sociology, Business Studies and Accountancy for class XI.Supplementary reading material on aspects of South Asian History is being studies undertaken include: Field studies in Sociology of Education, Study of linkages of school curriculum in the areas of commerce with Business and industry, An indepth study of teachinglearning practices and evaluation procedure in Art Education in different r Handbooks in History, Geography, Political Science, Economics, Sociology, Business Studies (Higher Secondary Stage) are being ical films on sites linked to National Movement for the upper primary and secondary stages are also being al Population Education Project Under the National Population Education Project, a package of materials entitled, Adolescence Education: Life Skills Development, consisting of six booklets: (i) Introduction; (ii) General Framework; (iii) Knowledge Base; (iv) Co-curricular Activities; (v) Questions and Answers; and (vi) Evaluation and Monitoring was developed.

Three Training Programmes on Skill Development in Adolescence Education for State Resource persons of 13 State and Union Territories were work for National Source Book on Population Education was undertaken.A Mid-term Review of the implementation of National Population Education Project was conducted and the feedback was disseminated to concerned national agencies also developed materials, conducted training programmes for Trainers, organised advocacy programmes and conducted co-curricular activities in schools.The programmes in progress at National level Secondary Education include: Training Programme on Adolescence Education Programme for Resource Persons drawn from national agencies; One Project Progress Review (PPR) Meeting under Adolescence Education Programme and two Project Progress Review (PPR) Meetings under the National Population Education Project; and publication of Two issues of Population Education Bulletin.Also States will be organising activities related to material development, advocacy, training, co-curricular activities, research and evaluation and ion in Languages NCERT has set up a separate Department of Languages (DL) on 1st July, is mainly engaged in the development of Curriculum and instructional materials in the area of Languages Hindi, English, Sanskrit and all 35 textbooks and other instructional materials are being published in languages including 13 for teaching of Hindi as first and second language; 10 in English for classes I, III, VI, IX & XI; 4 in Sanskrit for classes VI, IX & XI; and 8 in Urdu for classes I, III, VI, IX & XI.A monograph on ‘Environmental Science in Sanskrit’ has been developed under ‘Preparation of a Source book of Scientific thoughts in Sanskrit literature.

’ A National Seminar is being organised on Munshi Premchand on the occasion of his 125th Birth ional Evaluation In the area of Educational Evaluation, the studies in progress include: A Follow-up study of implementation of School-based Assessment Scheme, Baseline Achievement Survey at the end of class III under SSA; Achievement Survey at the end of Class V; World Education Indicators – A Survey of Primary Schools in India; Development and Tryout of Diagnostic Tests in Languages and Mathematics at Primary Stage; Analysis of the Performance of the students appearing in Public Examinations from Rural ty building in different aspects of educational evaluation such as CCE, error analysis, item writing, paper setting and question paper analysis is continued for various Boards/ agencies.A Conference of Chairpersons of Boards of Secondary Education is being ional Psychology Qualitative improvement in school education through the application of the disciplines of Educational Psychology, Guidance and Counselling is one of the major concerns of NCERT.The Post-Graduate Diploma Courses in Guidance and Counselling continued to be organised in RIEs at Ajmer, Bhopal, Bhubaneswar and Mysore.A six month Diploma Course in Guidance and Counselling 2005-06 (face to face mode) has been launched for inservice teachers/teacher educators guidance of 32 participants seven are from Bhutan, one from Fiji Island and others from Course modules, for international Diploma Course in Guidance and Counselling through Distance/Online Mode in collaboration with COL, are being work related to the development of Psychology Textbook for class XI and its Hindi/Urdu translations is in progress.Training inputs for key resource persons to promote psycho-social development of SC/ST and orientation of Key Personnel in Guidance and Counselling in the North-East are being National Library of Educational and Psychological Tests and Guidance and Counselling Resource Centre are being and Value Education In the area of Peace Education, a six week training course has been organised for school teachers from all over project entitled ‘Evolving School based programme on Peace Education’ is in g activities like Promoting Research and Innovations in Value Education, Journal of Value Education, Updation of Database in Value Education, Enrichment of Reference Library of NRCVE are continued.

A special issue of Journal of Value Education on Peace Education is in tancy services are being provided to NGOs and researchers in the area of value er Education In the area of Computer Education, multimedia material is being developed in support of the new National Curriculum Framework and new textbooks using new the study on status of Computer Annual Report 2005-06 126 Secondary Education Education in the schools in India, data is being collected from different national and state -learning modules on ICT for teacher education have been developed and are being finalised for replication and dissemination (on CDs).curriculum, a draft Curriculum has been pment of instructional material for Information Technology: A Vocational Course in Engineering and Technology at plus two stage is being capacity building two Orientation Programmes, one for KRPs (Teacher Educators) from DIETs from North Eastern States and the other for teacher educators belonging to SC/ ST categories were organised on Integration of Information Technology (IT) tools and IT based learning more such programme is being conducted exclusively for teacher educators belonging to ST Category.Three such programmes one for NIE faculty and two for Administrative/ministerial staff of NCERT for using ICT skills in their day to day work were bilingual web site of NCERT (Hindi/English) has been modified and updated regularly through adding more dynamic faculty member has been provided with an e-mail address carrying the institutional ional Technology In the area of Educational Technology, production of ETV and Audio programmes is important ETV programme series produced include: First Aid; Making of Toys; Software for Children by Children; Mathematics for Secondary classes and Pattron Ke Uttar series.The important series of audio programmes are Ports of India, Gandhiji Ka Ashram, Hamare Mahan Purush, and National Curriculum s have also been designed for ETV series on Health Education, mathematics for senior secondary classes and Science for secondary ops were organised for development of scripts of animation for Children’s programme for Children and under Landscape and Community the EDUSAT network the process of installing terminals at about 90 sites have been CDs of audio and video programmes were prepared and their sale is 127 Annual Report 2005-06 underway.Training programmes are planned for ETV promotion personnel of CIET and SIETs, in puppets in Teaching-Learning for Primary Teachers, Audio Tele Conferencing for ET faculty of DIETs in N-E Region, Audio and Video Tele Conferencing programmes of the NCERT faculty through EDUSAT and in Media Research and Evaluation for DIET faculty of NE ch studies undertaken include: Evaluation Study of the process of Design and Production of Educational Media Programmes and their Effectiveness in Students’ Learning and Status of ET in the Pre-service and Inservice Teacher Education programmes of RIEs and DM al of Children’s Educational Audio – Video Programmes and National Seminar on Educational Technology related work is in ission of ETV programmes on National DD-I and Gyan Darshan Channel and CIET-SIETs coordination is onal Education In the area of Vocational Education, the studies undertaken include: Study of Pedagogy used by USTADs (Master Craftsmen) to train children/ youth in skills in relevant vocations in the informal sector; Management of PTC in +2 Vocational Institutions in Pune Region of Maharashtra; Cost-effecitivity study of +2 level paramedical vocational courses of the states of Delhi, Kerala and Andhra Pradesh; Study of Lokseva Kendra Yojana of Maharashtra – in special context of vocational skills and self-employment; identification of vocational teachers’ Entrepreneurial Competencies in the states of Maharashtra and Tamil Nadu; A study of Early Childhood work force and early childhood environment in Bhopal and Indore cities; and Followup study of +2 level Paramedical vocational courses pass-outs of Andhra Pradesh.

The instructional material being developed include: Elements of international marketing; Modular packages for certificate programme (level-1 qualification) in Horticulture, Plant protection, Fisheries, Agriculture Engineering, Seed Production Technology; National Vocational Qualifications (NVQ) in Insurance Sector and Office related occupations; Instructional cum practical manuals on Computer Hardware repair and maintenance and Linux; Secondary Education Finalisation of practical manual on basic rural marketing; and Competency based curriculum for +2 level paramedical course entitled ‘Hospital Administration’ capacity building several training and orientation programmes are being organised for vocational teachers/key functionaries in different aspects of vocational r Education In the area of Teacher Education, the studies undertaken include: Study of Professionalism of Rural Primary teachers in changing Socio-economic context; critical appraisal of Research Studies and their implications for teaching learning process, pedagogy and teacher training for education of ST Children; A Comparative Study of pre-service teacher education programmes at secondary stage in India, Sri Lanka, Pakistan and Bangladesh; and Critical analysis of problems related to teaching-learning processes in primary schools and its implication for teacher training through adoption of primary schools located in tribal and reformulation of Pre-service and in-service programmes of RIEs and documentation of innovations conducted by teachers and their practices and personalities are in progress.Pre-service and in-service training programmes, Annual Conference of Directors of SCERTs/SIEs and NCERT awards for innovative practices in teacher education/ school education etc.The Regional Institutes of Education at Ajmer, Bhopal, Bhubaneswar, Mysore and Shillong continued to undertake Pre-service and Inservice programmes as per needs of the states in their r Handbooks are also been prepared for different mance of Awardees in NTS Examination vis- vis Performance in Secondary Board Examination are in ng Schemes for identification and nurturance of talent of different levels in co-curricular areas like music, art, sports etc., at block level and exploring feasibility of reservation of 3 per cent for Physically challenged group in the present NTS Scheme are in ion of Educational Research and Innovation Promotion of educational research continued through ERIC, dissemination of information through publication of IER and IEA Journals, Survey of Educational Researches and Multi-centric studies, IEA January 2005 issue and IER July 2005 issue are being finalised.A National Lecture Series in collaboration with India International Centre has been launched with first lecture by Prof.

Deepak Nayyar, Vice Chancellor, University of Delhi on May 2, Thursday Forum facilitated holding Lecture session including a couple of panel discussions and a few film presentations followed by discussion.A Research Methodology Course (Level I) meant for DIET and SCERT faculty of Andhra Pradesh and a programme on capacity building for Action Research among the practitioners of elementary school in Assam are being organised.A series of workshops are being organised for building Vision of inter-departmental group has been set-up to work out modalities of providing support to the researchers.Research support is provided to ERIC funded al Talent Search Educational Survey and Data Processing NCERT continued to identify and nurture talent at the end of class X.One thousand scholarships are awarded which include 150 scholarships for SC and 75 for ST implementation of NTS Scheme and conduct of Nurturance Programmes for the NTS awardees is entation of a Pilot programme of NTS Scheme for School Dropouts; Organisation of a Seminar-cum-Workshop for Review of National Talent Search Scheme and a study of the Under Seventh All India School Education Survey (7th AISES), the first report “Provisional Statistics” based on Flash Data has been published and released by the Hon’ble Union Minister of MHRD on June 7, 2005.

The tables of ‘Provisional Statistics’ state level reports are made available on ational Cooperation The NCERT continued working as a major agency for Annual Report 2005-06 128 Secondary Education implementing the bilateral Cultural Educational Exchange Programmes (CEEPs) in the field of school education and teacher l members of NCERT faculty were deputed to attend various programmes in other countries under educational exchange or sponsored by International l delegates/educationists from different countries visited NCERT and interacted with the faculty/ authorities including delegations having members from World Bank, China, Singapore, South Africa, Sudan, Sri Lanka, Kenya, Vietnam, Mauritius, Seychelles, Iraq and ation and Dissemination The NCERT is continuing publication of school textbooks, workbooks, supplementary readers, teacher’s guides, exemplar instructional materials in vocational education, research reports/monographs, educational journals, and Children’s books etc.The distribution of the NCERT textbooks is being undertaken through a network of 308 wholesale agents all over l Board of Secondary Education The CBSE is an autonomous body working under the aegis of the Ministry of is the second oldest Board of the country set-up in ations Conducted Senior School Certificate Examination (Class XII) 2005 r Duration of Exam: 1st March – 1st April 2005 r r A total of 4,20,240 candidates registered in 2005 for Class XII exam as against 3,93,492 during 2004 showing an increase of approximately 6.r The pass percentage of regular candidates was 80.99 per cent and that of Private and Patrachar candidates was 37.r The total pass percentage of boys was 73.

r Senior School Certificate Examination (Class XII) 2006 r Duration of Exam: 1 March – 8 April 2006 r Secondary School Examination (Class X) 2005 r Duration of Exams: 1 March to 24 March 2005.r Affiliating institutions in and outside the country r r r Updating and designing curriculum There are approximately 8300 schools affiliated with CBSE as on date which include KVs, Government, Independent and JNV schools located in India and 20 other countries of the world.129 r r 6,05,477 candidates were registered for Class X this year as against 5,68,683 last year showing an increase of approx.r The total pass percentage of regular students was 77.49 per cent and that of Private/Patrachar candidates was 36.

r The total pass percentage of boys was 75.26 per cent as against girls which was 74.r The main objectives of the CBSE are: r r Duration of Exams: 2nd March to 27th March 2006.r Secondary Education Highlights of 2005 Examinations Re-scheduled examinations for Tsunami hit areas: In the wake of Tsunami the examinations for the students in affected areas were rescheduled and they were given the option to appear from any part of the country for their practical and theory examinations.

Where to order custom research proposal gender studies academic cbe double spaced college sophomore Highlights of 2006 Examinations r From 2006 onwards there will be an internal evaluation in Social Science in Class X.

20 marks will be internally assessed and 80 marks will be earmarked for Board’s examinations.r From 2006 onwards the Board will provide additional 15 minutes as a “cool-off ” time to students to organise themselves before they start writing the answers Curricular Bulletin 184 Kent State University.r From 2006 onwards the Board will provide additional 15 minutes as a “cool-off ” time to students to organise themselves before they start writing the answers.This is being done to bring a near synchronisation between speed and India Pre-Medical Pre-Dental Exam 2005 The PMT/PDE is conducted by the Board on the directives of the Supreme Court of India Track ID, (Optional- so you can track your orders).Order description: * (type your instructions here).

If you have additional files, you will upload them at 'Manage Orders' section.NEW! I agree to receive phone calls from you at night in case of emergency.All India Pre-Medical Pre-Dental Exam 2005 The PMT/PDE is conducted by the Board on the directives of the Supreme Court of 18th Entrance Exam was conducted on 3rd April 2005 at different centres located in the State Capitals and Union Territories Track ID, (Optional- so you can track your orders).Order description: * (type your instructions here).If you have additional files, you will upload them at 'Manage Orders' section.

NEW! I agree to receive phone calls from you at night in case of emergency.The 18th Entrance Exam was conducted on 3rd April 2005 at different centres located in the State Capitals and Union Territories.2,31,470 candidates were registered this year out of which 2,10,061 candidates appeared for the results of preliminary examination were declared on 12th April 2005.17,108 candidates, qualified in preliminary examination, appeared in the final examination held on 15th May results of final examinations were declared on 2nd June merit list contained 1654 candidates while 1654 were wait listed.All India Pre-Medical Pre-Dental Exam 2006 Preliminary Entrance Exam will be held on 2nd April 2006 and final on 14th May 2006 at different centres located in the State Capitals and Union All India Engineering Entrance Examination 2005 The Fourth All India Engineering/Architecture Entrance Examination (AIEEE) was successfully conducted on 8 th May, 2005 by the Board at 763 examination centres in 87 cities all over the this examination 4,36,048 candidates were registered out of which 3,97,178 candidates l Counselling Board duly constituted by MHRD made allotment of approximately 9,897 seats in 66 institutions including NITs, RECs, Deemed Universities and other Technical All India Engineering Entrance Examination 2006 The Fifth AIEEE will be held on 30th April 2006, for admission to degree level courses in Engineering and Architecture in Central Universities, Deemed Universities, National Institutes of Technology and Institutions in the States/UTs other than those covered by Joint Entrance Examination/State level Entrance Examination for paid or unpaid seats based on the score.

Jawahar Navodaya Vidyalaya Selection Test 2005 The selection tests for admission to Class VI in JNVs are conducted by the Board thrice a ry for summer bound schools, April for winter bound schools and September-October for newly established JNVs.9,91,630 candidates appeared in February/April/June/ July 2005 also conducts the examination for admission to Class year 57,424 candidates appeared in the examination which was held on 12th June 2005.CBSE Tele-Counselling Like every year, the first phase of CBSE help line started from 1st February to 31st March Seven Principals, trained counsellors from CBSE affiliated Government and private schools and psychologists participated and supervised the network in Delhi and various other cities like Chandigarh, Meerut, Noida, Jaipur, Gurgaon, Faridabad, Indore and CBSE Help line was also operational in Kuwait, Doha-Qatar and Dubai during the same offered counselling through a multi-tier system: r CBSE made a unique effort this time to start telecounselling through Interactive Voice Response Annual Report 2005-06 130 Secondary Education System (IVRS) mode which is the first to be introduced by any board of education in the service was made available on local dial facilities within Delhi and Mumbai for the subscribers of MTNL.r For the first time CBSE collaborated with the leading newspaper Hindustan Times and its Hindi counterpart Dainik Hindustan for one on one questions answers column throughout this period.r r Students and parents could also visit CBSE website for dealing with general anxiety and for information related to examinations at and icon Helpline.

r CBSE for the first time developed a working manual on dealing with telephonic queries for the counsellors of CBSE Help age for subjects carefully, comprehend the questions and note down the difficulties and examine the questions in conjunction with the Marking d marking schemes in major subjects in class X and XII were made available in the following subjects: Class XII Commerce Humanities Class X Academic Activities during 2005-06 r Internal Evaluation in Social Science for 20 marks in the Board Examination from March 2006 has been introduced.Guidelines to schools covering project work, assignments and formative and summative tests have been prepared and circulated.r Under a scheme to strengthen Science practicals a separate written paper for 1 hours carrying 20 marks to test practical skills of students has been introduced in Class IX during 2005-2006.A publication giving guidelines and sample question papers for Class IX has been brought out by CBSE.r Rating scales in various subjects to facilitate teachers in carrying out continuous and comprehensive assessment in a systematic and scientific manner for classes I to V were prepared and circulated to all affiliated schools.

r As per the directive of the Hon’ble Supreme Court of India, Environmental Education has been introduced from Class I – VIII from the current academic year.The syllabus in the subject prepared by NCERT was printed and circulated to all the affiliated schools.A publication providing guidelines to teachers with a variety of activities in Environmental Education upto Class VIII has been brought out by CBSE.r New books in Communicative Sanskrit under the titles Kanika for Class VII and Ritika for Class XI have been produced and published by the have been implemented from the current academic year.r Japanese language is proposed to be introduced Sample Question Papers The sample papers contain the blue print of question papers along with their marking schemes and question wise analysis.

This gives advantage to the teachers and students to learn about the pattern of question papers and the weightage assigned to different topics, instructional objectives and difficulty sample question papers were prepared in the following subjects during the period under report: Science r from Class VI from 2006-2007 in compliance with the MoU signed between the Government of India and the Government of us and textual materials in the subject are being prepared.A circular has been sent to schools inviting applications for the introduction of Japanese language from Class VI from gic Leadership Training Programme Extra time of 15 minutes for candidates to read the questions and plan their answers at senior and secondary level Board examinations is being given from March 2006.Induction Course for Principals Enrichment activities carried out by the Board during 2005-2006 Heritage India Quiz The CBSE Heritage India Quiz 2005 was launched in September, 2005 and 700 schools appeared in the written round of the quiz held in 50 centres all over the country and zonal finals commenced on 29th November, National final was held in January, 2006 at New r Training Programmes Extensive teacher training programmes in different venues in the country and abroad were conducted in the following subjects at secondary level: r Education in Life Skills Mathematics The sixth programme in strategic Leadership Training for principals was conducted by the Indian Institute of Management, Ahmedabad in collaboration with CBSE in September 2005.The course conducted for six days, was attended by 45 principals of affiliated schools.Two-day induction courses for principals of newly affiliated schools were conducted at Cochin, Jalandhar, Delhi, Lucknow and Bokaro during this 400 principals have benefited from these atics Olympiad National Informatics Olympiad 2005 was conducted in 37 centres all over India.

7000 students from 500 schools Indian team participated in the International Olympiad in Informatics at NOW SACZ, Poland in August, 2005.The team emerged 7th in the overall positions among more than 70 members won two silver and two bronze is conducting this event in collaboration with the Indian Association of Research in Computing Science, Mathematics Olympiad The Board conducted the Group Mathematics Olympiad for 2004-2005 in which more than 2000 students from all over India and abroad students were selected for enrichment camp conducted by faculty members of IIS-Bangalore, IITDelhi, ISI-Delhi and Punjab University.Disaster Management Education in Disaster Management was extended to Class X in 2005-2006 as an integrated component of the subject of Social l materials under Frontline Curriculum Approach were prepared by CBSE and the English and Hindi versions were published in time for the 2005-2006 academic project funded by the Ministry of Home Affairs and supported by UNDP has so far involved one hundred master have conducted 50 training programmes Annual Report 2005-06 Secondary Education in different parts of the 3500 teachers have been trained so far.A component of Disaster Management education has been integrated with Sociology and Geography subjects in class XI during the current academic year as Frontline course material for this component has been developed by the Board in collaboration with Skills Education in Life Skills was introduced in Class VIII in l material was prepared and published by n Studies Fashion studies as an elective subject has been implemented in Class XII from the current academic year.

Textual material and guidelines for practical work have been prepared and published by the atics Lab Practical work in Mathematics was introduced in Class IX in ines to teachers on practical work to be done in the Mathematics Laboratory for Class IX have been e Exhibitions and Quizzes r r Science Exhibition: The Board held Science Exhibition for the second consecutive year at ten zonal National Science Exhibition was held at Laxman Public School, New Delhi in October this year.

More than one hundred schools participated in the exhibits were selected and awarded cash e Quiz: The CBSE Science Quiz 2005 has been conducted at six zonal national final will be held in January 2006 at than 1,100 schools have participated in the quiz this year.Redressal of Public Grievances The cell for the redressal of public grievances was set up in cell constantly monitors public grievances received from different sources and ensures 133 Annual Report 2005-06 timely disposal of public week Wednesday forenoon is observed as ‘Meetingless Day” in the Board’s head office and Regional offices when the public can directly approach senior officers regarding their grievances, if y and quarterly reports on the public grievance are sent to the Ministry and Public Grievances, Cabinet Secretariat on regular basis.21 complaints in total were received during the year under report and settled in favour of the complainants within a reasonable time ctice Cell Besides the public grievance redressal cell, the public relations unit also monitors malpractice cell, which has been set up under the aegis of MHRD, Government of main objective of the cell is to keep a vigilant watch on educational activities of private organisations and cell monitors misleading advertisement appearing in national, regional dailies and also verifies complaints received from other public sources the period under report 22 cases were received and appropriate action initiated against the schools/institutions.Public awareness through mass media was generated about the malpractices adopted by such far the following have been identified as fake boards: r Central Board of Higher Education, Vachaspati Bhawan, Uttam Nagar, New Delhi.r r r Board of Adult Education & Training, Brahmpuri, Nangal Rai, New ation The number of students and institutions has been increasing over the is, therefore, desirable for the CBSE to ensure that education is of approved and comparable quality.

The Board demonstrates consistent concern for innovation and improvement in quality in CBSE the schools granted affiliation by the board follow the National Curriculum Secondary Education Board appoints study teams to conduct regular academic visits to the total number of affiliated schools as on 31.583 new schools were added over the last al Teacher Awards for CBSE affiliated Schools In the National Teachers Awards, 12 slots used to be reserved for CBSE affiliated schools.From this year, the number of awards has been increased from 12 to of two additional awards 1 award is reserved for the teachers working in CBSE affiliated schools in foreign countries and 1 for Physical Education Teachers working in the CBSE affiliated award consists of a merit certificate, a shawl and a cash prize of CBSE Merit Scholarship Schemes The Central Board of Secondary Education has started two, purely merit based scholarships – CBSE Merit Scholarship Scheme for Professional Studies (Medical & Engineering) and CBSE Merit Scholarship Scheme for Under Graduate studies (non-medical and nonengineering).These scholarships are self selective, and the meritorious students of the AIPMT/ AIEEE and Class XII public examinations conducted by the Board from the year 2005 onwards will be automatically considered for Professional Studies (Medical & Engineering) & Under Graduate studies (non-medical and non-engineering).A total of 500 scholarships per annum (2000 per annum after four years) each of Rs.

1000/- per month would be awarded for four years to the candidates pursuing courses in medical and engineering in the institutes participating in the CBSE conducted AIPMT/AIEEE or Central Government controlled/aided addition, 550 scholarships per annum (1650 per annum after three years) each of Rs.500/- per month would be awarded for three years to the candidates pursuing the non-medical and non-engineering courses in the Central or State Government universities or any other universities recognised by the UGC.Single Girl Child All single girl children appearing in the merit list of AIPMT and pursuing medical courses in institutes participating in AIPMT or in the Central Government controlled or aided institutions will be eligible for rly all single girl children who are in the merit list of AIEEE will be given the scholarship if they are pursuing engineering courses in the institutes participating in AIEEE or in the Central Government controlled or aided Chacha Nehru Sports Scholarship The CBSE organises inter-school sports and games activities under various age groups for its tly it is one of the most organised sports activities at the school level in order to identify, recognise and nurture talent in sports, CBSE has introduced Chacha Nehru Sports Scholarship with immediate effect.This will boost the sports activities at school level and buttress the importance of mental and physical health among the , Value & Duration: Fifty (50) scholarships each year for Rs.500/- per month will be awarded to the selected students from Class IX to XII maximum up to four years depending upon their performance in various disciplines of national level sports and games competitions which are currently being organised by the ility: The overall performance and score of the individual at CBSE national level competitions will be the sole criteria for ’s Fees Waiver for Promotion of Girl Child Education The Central Board of Secondary Education has affected changes in the existing Affiliation Bye-laws to promote and safeguard equal opportunities of education to the girl child.

According to the amendment all the affiliated schools will grant full waiver of fees including tuition fee and other fee except meals and transportation fee from Class VI onward to each girl student who is also single child of the schools on their own can also waive transportation and meal charges, if they, wish Report 2005-06 134 Secondary Education Schools affiliated with CBSE have a choice to implement this decision with immediate effect or from the next academic session beginning April r, schools seeking fresh affiliation with CBSE will have to implement the decision with immediate s have been asked to extend this provision on the basis of affidavit sworn by the parents.However, the parents will have to intimate the school about any change in the single status of the girl child failing which appropriate action will be taken by the school and CBSE may withhold the certificates in case of false information.A quarterly report on fee concession will have to be sent by the schools for September, 2005 quarter -implementation of these provisions will attract necessary action under the Affiliation Bye-laws of the entation of Right to Information Act 2005 in CBSE As per the directions of Ministry of HRD, CBSE has implemented the Right to Information Act 2005 with effect from 12th October Act as per the Gazette of India is made for citizens to secure information under the control of public authorities in order to promote transparency and accountability in their day to day working.CBSE has appointed Public Information Officer (PIO) and Assistant PIOs as group coordinators as per the Information Counter has also been set up in the Public Relations t EDUSAT With the intent of ensuring uniform quality among its heterogeneous clientele and to update the teaching practices, the Board has initiated project “EDUSAT”.The main objective of this will be: r Interactive training session with the principals/ teachers/staff of the schools r r r In the first phase interactive terminals at the Board’s 135 Annual Report 2005-06 Regional Offices will be set up and will target the principals of private schools affiliated with project will be implemented in collaboration with Development and Educational Communication Unit (DECU), Department of Space, Government of India.

National Institute of Open Schooling The National Institute of Open Schooling (NIOS) is an autonomous organisation of the Ministry of Human Resource Development (MHRD), Government of ished in 1989, the NIOS has emerged as the largest open schooling system in the tly during 2005-06, it has about thirteen lakh students on roll at the Secondary and Senior Secondary the last five years, more than five lakh students have passed NIOS has set up a network of five Departments and two Divisions at NIOS Headquarters, 11 Regional Centres; and accredited about 2700 Study Centres for programme delivery through open learning and distance education mode.The Regional Centres of NIOS remain in close liaison with the State Open Schools/State Education Departments, the NIOS Study Centres and NIOS s its Study Centres in India, the NIOS has also set up Study Centres in UAE, Kuwait and National Institute Open Schooling (NIOS) has been pursuing its mission of reaching the unreached by providing opportunities for continuing education to those who have missed opportunities to complete school education and developmental education through courses and programmes of general education, life enrichment and vocational education from primary to pre-degree an apex level resource organisation in school education through Distance and Open Learning (ODL) Mode and as a National Board of School Education, the NIOS has been (i) developing curricula and self learning materials, (ii) organising Personal Contact Programme (PCP) at accredited Study Centres for enrolled students, and (iii) examining and certifying them for its school level courses.Steps are being taken to ensure that the NIOS curricula inter alia Secondary Education take care of the physically, mentally and visually challenged children.Keeping in view the educational needs of its clientele groups, the NIOS has been providing flexibility in selecting academic, prevocational and vocational courses as well as in examinations so that a candidate can learn and proceed according to his/her own Basic Education (OBE) Programme The NIOS is implementing the Open Basic Education (OBE) programme which is being organised at three levels viz., (i) level A equivalent to class III, (ii) level B equivalent to class V, and (iii) level C equivalent to class OBE Programme is being implemented through Zila Saksharta Samities, State, Non-Government Organisations (NGOs), State Open Schools (SOSs) and several other l emphasis is given on community participation.

The courses of study are broadly based on the minimum levels of learning and have been developed keeping in view the adult subjects under this programme include Hindi, Mathematics, Science, Social Science and Vocational Education course materials of these subjects have been written in self-learning mode, so that these could be easily provides example materials to the Accredited Agencies and sets standards for examination and Certificates are awarded jointly by NIOS and the concerned Accredited Agencies.The Government of India, Ministry of Human Resource Development (MHRD) has requested the State Governments to recognise the OBE Certificates for further studies and number of certificates awarded so far are as given in table below In order to streamline the examination process, the result gazette was finalised and distributed to all OBE results sent by different agencies are examined periodically for joint Rajasthan SLMA, and the Haryana Prathmik Shiksha Parishad Pariyojna (HPSPP) have been recognised as nodal agencies for implementation of OBE programmes of Rajasthan and Haryana States king with the West Bengal State Literacy Mission Authority for equivalency programme for adult neo-literates is being done through ZSS in each District.All the ZSSs of Tamil Nadu are being accredited for OBE Directorate of Continuing and Adult Education, Government of Tamil Nadu have been identified as nodal is has developed a proposal for giving big boost to the Open Basic Education (OBE) programme for adults in the age group 15-35 in collaboration with the National Literacy Mission Government of India, has been envisaged that this programme may be implemented in 100 educationally backward districts each year during the first three proposal envisages close cooperation among NIOS, Union HRD Ministry and Adult Education Agencies in the States for implementation of OBE programme for Adults.Education at Secondary and Senior Secondary level At the Secondary and Senior Secondary level, NIOS provides several flexibilities in the choice of subjects, self-paced learning and transfer of credits (marks of passed subjects) from CBSE, CISCE, U.Board of Number of certificates awarded so far at three levels Target Group Level ‘A’ Secondary Education Secondary Education, Uttaranchal Board of Examinations and the State Open Schools (SOSs).

A learner is extended as many as nine chances to appear in public examinations spread over a period of five credits in subjects are accumulated till the learner clears the required credits for certification.The learning strategies include learning through printed selfinstructional material, audio listening and viewing video programmes, Personal Contact Programme (PCP) and Tutor Marked Assignments (TMA).The NIOS offers 26 courses in seven mediums for Secondary Examinations and 24 courses in Hindi, English and Urdu mediums for Senior Secondary Examinations The Secondary Course in Malalayam medium was launched during would inter alia enable a sizeable population of Indians, particularly of labourer category, residing in the Gulf Countries to qualify Secondary Examination of NIOS while continuing with their the year 2005-2006 NIOS published 60 lakh books for NIOS students opting different courses at different new Self Instructional Materials (SIM) prepared for Secondary stage during 2002-03 and 2003-04 were prescribed from the year 2004-05.The Curriculum of the Senior Secondary stage has been revised keeping in view the new National Curriculum ripts of the Self Instructional Material (SIM) in various subjects are being developed in English SIM in Sociology for Senior Secondary stage, developed earlier, has been updated and reviewed.A new subject, namely, ‘Painting’ at Senior Secondary level has been introduced.

The curricula for four new subjects, namely, Environmental Science, Sanskrit, Business Computing and Web Technology and Networking at Senior Secondary level have been developed and the learning materials in these subjects are also being new Self Instructional Materials for the Senior Secondary stage will be prescribed from the academic session maintenance of the study materials in all the subjects at Secondary and ary levels has been 137 Annual Report 2005-06 done by reviewing and editing the SCERT, Delhi collaborated and helped in the review of study materials in July, 2005.The curriculum and study materials in Hindustani Music have been development of curriculum in Karnatak Music, learning material is being study materials in all the subjects at Secondary level have been translated into Telugu, Malayalam, Gujarati and Manuals for parents and teachers of learners with visual and hearing impairment are being finalised.A study regarding the needs of the differently abled adolescents under the project “Adolescent Education in Open Schooling System” is in progress.Based on the materials related to value education developed earlier, an attempt has been made to overtly integrate appropriate values in the language courses at Senior Secondary stage.A study on the utilisation of Audio and Video materials developed by NIOS has been done.

A questionnaire was developed and sent to some of the Study Centres of NIOS in different regions of the Audio-Video Folder has been developed for ready reference of learners, educators and planners.A dozen of Audio and Video materials have been developed as support Operational Guidelines for implementing Grading System at NIOS are being mance analysis in different subjects at Secondary level will be undertaken to identify hard spots and difficult ed material is provided to NIOS student in the form of a half yearly Magazine “Open Learning”.

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Two issues of the Magazine were brought out during 200506.NIOS publishes detailed quarterly News issues of the Bulletin are printed regularly and circulated widely to national and state level Education Departments/Organisations, Universities, Training Colleges, DIETs and the constituents of August 2005, NIOS has started bringing out a Monthly Bulletin also for internal revised study material in all the subjects at Senior Secondary will be translated into term Certificate Courses, like Journalism and Mass Communication, Spoken English, Functional Hindi and Secondary Education Inauguration of NIOS Regional Centre by Minister of Human Resource Development Shri Arjun Singh, 19 September 2005 Consumer Awareness, Human Rights and Peace Education, Empowerment of Women etc.A new subject in Public Administration will also be developed during 2006-07, the focus will be on staff development through training of the staff of NIOS and State Open Schools, research in open schooling, National Level competitions and development of multimedia material in different subjects at Secondary and Senior Secondary level for multi-channel delivery of the NIOS programmes through ion of the Differently Abled Learners In the area of Education, of Differently Abled Children steps have been taken (i) to develop a Manual for Teachers and Parents of Visually Impaired learners, (ii) adaptation/ development of Vocational Education materials for Visually Impaired learners for Braille Printing, and (iii) development of a Training Package for orientation of teachers through Teleconferencing to deal with children with encourage greater participation of persons with disabilities especially belonging to economically and socially disadvantaged groups, NIOS does not take tuition fee from the disabled candidates up to the Senior Secondary level .

A new subject in Public Administration will also be developed during 2006-07, the focus will be on staff development through training of the staff of NIOS and State Open Schools, research in open schooling, National Level competitions and development of multimedia material in different subjects at Secondary and Senior Secondary level for multi-channel delivery of the NIOS programmes through ion of the Differently Abled Learners In the area of Education, of Differently Abled Children steps have been taken (i) to develop a Manual for Teachers and Parents of Visually Impaired learners, (ii) adaptation/ development of Vocational Education materials for Visually Impaired learners for Braille Printing, and (iii) development of a Training Package for orientation of teachers through Teleconferencing to deal with children with encourage greater participation of persons with disabilities especially belonging to economically and socially disadvantaged groups, NIOS does not take tuition fee from the disabled candidates up to the Senior Secondary level.

Some vocational education courses like Typewriting, Word Processing, Play Centre Management and Hotel Front Office Management for Secondary and Senior Secondary levels have been adapted and printed in Mould Technology, a vocational education course, is being developed for hearing impaired onal Education NIOS offers wide variety of Vocational Education courses in the major areas of Agriculture, Technology, Health and Paramedical, Business and Commerce, Home Science, Computer Science, Teacher Training and other Service duration of about 107 Vocational Education courses presently being offered by NIOS varies from 6 months to 2 the year 2006-07, seven new courses are likely to be introduced.These include Certificate in Bee Keeping, Certificate in Mushroom Production, Certificate in Jeevan Vigyan, Diploma in Basic Health Annual Report 2005-06 138 Secondary Education Care (Homeopathy).Hindi version of Certificate in Rural Health for Women (Gram Sakhi) and Certificate in Two–Wheeler addition, revised version of Diploma in Radiography will also be concept of entrepreneurship has been incorporated in all the new vocational courses, so that the pass outs are encouraged to establish their own production/service l video films to support the learning materials of Vocational Education courses during 2006-07 have been identified.Emphasis is being given on collaborative ventures in vocational education with ation are being made for NIOSIndustry collaboration through Confederation of Indian Industries (CII).

NIOS is in the process of entering into an MoU with IMA for Health and Paramedical Courses and with NCTE for Teacher Education Courses within the framework of Open Vocational Education an NIOS – CII meeting held on 19 December 2005, possibilities of partnership of NIOS with CISCO and Microsoft were explored for conduct of Information Technology related courses.

A meeting of NIOS and the Rehabilitation Council of India (RCI) was held on 20 December 2005, to explore possibilities of collaboration for development of courses for differently abled children.In order to widen the reach of Vocational Education programme, the courses are being translated into Hindi a view to cater to the needs of rural youth, short-term (six months) need based courses are being identified and s are being made to develop many new need based Vocational Education courses with the help of established Rural Community Workshops (RCWs).The developmental activities during the year 2006-07 include curriculum development and self-learning materials in several need based courses such as Certificate course in Floriculture, Certificate course in Vermicomposting, Certificate course in Web Page Designing, Certificate course in Store Keeping and Purchasing, Diploma in Management of Children with Learning Difficulties, Certificate course for Plaster Technicians, Diploma course in MLT, and Certificate course in the Rural Community Workshops (RCW) scheme, applications have been invited for setting up new Rural Community Workshops.139 Annual Report 2005-06 NIOS is developing the Curriculum Framework for Open Vocational Education Programme with the help of organisation is in the process of streamlining and strengthening the accreditation process through rigorous screening and National Institute of Open Schooling (NIOS), India, in collaboration with the Commonwealth of Learning (COL), Canada organised an International Conference on Vocational Education and Training (VET) through Open Schooling from 8th to 10th February 2006 at Kovalam, other things, the Conference will examine issues that contribute to quality VET, explore use of ICT for VET, and formulate a road map for development and expansion of VET, through Open ing that there are immense opportunities for human resource development in the fields of agriculture, manufacturing and social services sectors for developing countries, the Conference will deliberate on matters related to VET for youth employment and entrepreneurship equipping learners with appropriate skills for sustainable livelihood, and creation of a pool of technologically qualified human resource.Media Programmes One of the major activities of the NIOS is to explore the facilities of Educational Technology to the maximum extent possible to make open and distance learning a successful and rewarding and video programmes are significant components of the multichannel package offered by audio/video programmes supplement and complement the other channels of learning i.

, printed self learning materials and personal contact programmes (PCP).NIOS has developed Audio and Video programmes for Open Basic Education, Secondary, Senior Secondary and Vocational Education has produced 242 Video programmes (123 in Hindi, 112 in English and 7 in Urdu language) and 260 Audio audio and video programmes of NIOS are made available to the Study Centres of NIOS all over the country and can be accessed through TV, VCR and Audio Cassette learners are also allowed to take these programmes on loan for a week from their study centres.Secondary Education During the year 2005-06, 22 video programmes (11 in Hindi version and 11 in English version) were produced, and 14 programmes are under production.50 audio programmes were produced and 20 programmes are under production.100 capsules of video programmes were produced and 30 more capsules are under production for Gyan Darshan and DD-I video programmes are being telecast on National Channel-Doordarshan (DD-1) - every Friday from 5.

and on Gyan Darshan channel everyday from 6:30 pm to 7:00 audio programmes are being broadcast on Gyanvani - FM Radio channel-from 8.A Content Development Workshop for EDUSAT Utilisation was organised in collaboration with DECUISRO.A two day workshop was organised for Script ation of 5250 Audio cassettes/CDs was carried out for HIV, Music and Hindi Open Basic Education Audio is planning to utilise EDUSAT for live interactive sessions, for which the Studio of NIOS will be connected in the first phase with the 11 Regional Centres to facilitate face to face interaction with the Regional Directors, Coordinators, teachers and the second phase, NIOS Studio will be connected in first phase with 100 Study Centres all over the country to enable the learners interact directly with the subject ation The new enrolment in academic courses during 200506 was 2,62,000.The students on roll during the last 5 years are about 13,00, NIOS is the largest open schooling system in the conducts two examinations every year at Secondary and students are given nine chances to complete a course of study.The credits are accumulated for five ts are also allowed the transfer of credit (TOC) facility in maximum up to two subjects from CBSE, CISCE, State Open School results of NIOS examinations are also displayed on its differently abled students are given certain additional examination centres have been directed to make suitable arrangement for seating of physically challenged children in the school premises preferably on the ground floor.

For extending the facility of TOC for the students of other boards, a meeting in collaboration with COBSE was held with different order to provide face to face learning support to the learners, 30 contact classes called as Personal Contact Programmes (PCPs) per subject for theory and five additional classes for subjects having practical are organised during the 1st year of meaning of PCP in Open and Distance Education System is quite different from the formal classroom PCPs are specially meant for supporting or facilitating the learners and to solve the problems of the learners, which they face in their h PCPs the learners get an opportunity to interact with the tutors as well as the peer group.The NIOS in collaboration with the National Council for Science & Technology Communication, (Department of Science & Technology), Government of India, has taken up a science popularisation project namely ‘National Open Science Congress’ for NIOS project is on the lines of National Children Science Congress organised by DST for formal Project aims at promoting creativity and innovativeness and more particularly the ability of NIOS learners to solve a societal problem experienced locally using scientific is a unique forum for NIOS learners to participate in such year, on an experimental basis this project will cover the learners of 250 identified AIs from all the Regional Centres.The participating students are required to work on some investigatory projects on the topic of their choice related to the theme of the improving the student support services, it was felt to identify the quality this purpose, a National Workshop was organised to identify the indicators for strengthening the quality of support Annual Report 2005-06 Secondary Education services and to draw out a scheme of categorisation of Accredited Institutions (AIs) of NIOS based on quality quality parameters for Student Support Services will help us to take initiatives to provide effective quality education through Open and Distance Learning (ODL) order to speed up the process and for maintaining transparency in the process of accreditation, initiative has been taken up for development and finalisation of the modalities for providing online registration facility for accreditation.After implementation of it, the interested agencies or institutions will forward their applications meeting of the Departmental Advisory Board (DAB) of Student Support Services (SSS) Department was held to review and examine the activities of SSS Department, suggest strategies for strengthening the effectiveness of SSS Department and draw a plan of action for the year dissemination of information about NIOS, its website is being used website provides updated information about courses and programmes, date sheet of examination, result, students hall tickets, lists of Accredited Institutions and Examination Centres.In order to strengthen the Student Support Services Programme, NIOS has planned (i) to set up the Study Centres in educationally backward districts, (ii) organising meetings/awareness campaigns at district level in Orissa, Uttar Pradesh, Bihar, Madhya Pradesh and Chhattisgarh, (iii) on line processing of applications for accreditation, (iv) Orientation of the Coordinators and Academic Facilitators of the study centres (v) development of the manual for Tutors conducting Personal Contact Programmes (PCP), (vi) follow up studies of students of NIOS (vii) study of the drop outs from NIOS, and (viii) conducting a project on identification of training needs of the Coordinators and Teachers of the Study Centres.

Under the Project on Educational Intervention in Adolescent’s Reproductive and Sexual Health (ARSH), a design and blue print of Interactive Voice Response System (IVRS) is being prepared for wide dissemination 141 Annual Report 2005-06 For dissemination of information about NIOS, its website is being used website provides updated information about courses and programmes, date sheet of examination, result, students hall tickets, lists of Accredited Institutions and Examination covers three main areas, namely, Process of Growing Up, Substance Abuse, HIV/AIDS and Sexually Transmitted Diseases (STDs).Other activities under ARSH project are being planned.Certain other programmes and activities for augmentation of student support services include (i) correspondence with COBSE and the Boards of School Education for recognition and equivalence of the courses of study of NIOS, (ii) setting up of Science Resource Centres in the National Capital Region (NCR) as a pilot study, (iii) organisation of a conference for evolving quality indicators in the area of students support services, (iv) review and update of data about the study centres, (v) identification and accreditation of new study centres, and (vi) visualising and operationalising strategies for substantial increase of enrolment though publicity and other has visualised the concept of On Demand Examination System (ODES).Under ODES, a candidate can appear in examination at his own choice and preparation in the begin with, ODES is in operation for Secondary stage at NIOS is planning to extend the facility of ODES at other regional centres also.During the period from February to August 2005, 3,361 students Secondary Education appeared under results of ODES were declared during the first week of every month through the NIOS website and .

Encouraged by the success of ODES at Senior Secondary level, NIOS is now planning to introduce it at the Senior Secondary this context, items in different subjects are being gave a presentation about its On Demand Examination System (ODES) in the Conference on Digital Learning organised by the Centre for Science, Development and Media Studies (CSDMS) from 18 to 19 October 2005 at New Delhi.International Cooperation The Open Schooling Association of the Commonwealth (OSAC), established with financial assistance from the Commonwealth of Learning (COL), and its Secretariat positioned at NIOS New Delhi, functions as a liaising agency for information dissemination, coordination and mutual consultation among member mandate for OSAC is to organise human resource development programmes for functionaries of Open Schools, promote research and development activities and take steps to ensure quality of h periodic meetings, the OSAC provides forums for discussion on issues of mutual interest and NIOS has been collaborating with the Commonwealth of Learning (COL) for quite some time for promotion of Open Schooling in India and in several other developing order to provide a forum across the world for scholarly discussion on concerns and issues in Open Learning/ Open Schooling and disseminating research, theory and practice, including inter-disciplinary studies, the NIOS, as an apex organisation in Open Schooling brings out regularly a half yearly “OSAC Journal of Open Schooling” of international standard since the year 2001.One issue of the Journal was brought out during the year 2005 and the next issue will be brought out by February-March 2006.A six member Chinese delegation comprising of senior academicians and administrators visited NIOS on 24th August were apprised of the programmes and activities and future perspective of NIOS, New Delhi organised a Commonwealth of Learning (COL) sponsored Institute for thirteen Educators of Bangladesh, Pakistan, Sri Lanka, Ghana and Nigeria from 11th to 22nd September NIOS faculty apprised the participants about the programmes and activities of the organisation.Susan Phillips, Education Specialist COL gave highlights of the programmes and activities of participants prepared their Country Reports which were presented in the penultimate participating countries were urged to send information about their innovative programmes for documentation and dissemination by the meanwhile, NIOS brought out the Report of the International Conference for Promotion of Open Schooling organised jointly by COL and NIOS (India).

The NIOS (India) is all set to offer Certificate, Advanced Certificate and Diploma Courses in Open an International Workshop on Open School held in Colombo on 18th May 2005, India provided consultancy for developing a perspective of form and role of Open schooling to cater to multiplicity of learning needs beyond the formal system of outcome of the workshop, a comprehensive report was developed which included guidelines and an operational roadmap to set up an Open School in Sri (India) participated in the Asian Round Table on Open and Distance Education organised by the Open University of Sri Lanka in collaboration with the Commonwealth of Learning (COL) from 20th to 22nd May 2005 in the context of attainment of the Millennium Development Goals (MDGs) enunciated by the United (India) stressed the need to identify the partner Institutions and Organisations which can come together for promotion of Open and Distance Learning and adaptation of Information and Communication Technology initiatives at the regional, national and international level.NIOS (India) participated in a two day Meet on “Open and Distance Learning for Enabling Sustainable Development” organised by the Centre for Environmental Education (CEE), Canada from 26th to Annual Report 2005-06 142 Secondary Education 27th May 2005 at the Centre for Environmental Education, other things, a presentation on “Enabling Sustainable Development through Open and Distance Learning NIOS Perspective” was made by the Chairman, ational Conference for Promotion of Open Schooling NIOS in collaboration with the Commonwealth of Learning (COL) organised in January 2005 an International Conference on Promotion of Open Schooling in which delegates from some Commonwealth countries and the Education Secretaries of all the States of India were s issues related to promotion of open schooling in India and in COL countries were discussed in the conference and future plans of action for promotion of open schooling were a direct offshoot of the International Conference, the Rajasthan State Open School was set up as an autonomous and registered body on 21st March, 2005.Earlier the Rajasthan Board of Secondary Education had launched the Open School scheme to help those who were not able to stay in the educational mainstream on account of social, economic, geographical and other as a part of a formal Board, the learners studied the same course of study as was prescribed for regular students and had six chances to clear all the six the setting up of State Open School, the flexibilities offered would be many more and the learners can enrol in the Senior Secondary courses king The NIOS is endeavouring to evolve a viable and effective networking with other organisations and institutions connected with and/or engaged in the field of Open Schooling in consultation with the State Education 20th October 2005, a National Conference was organised in collaboration with COBSE to discuss the issues of equivalence and transfer of credits with the State Boards of Education of India.Chairpersons and representatives from ten State Boards and the Directors from seven State Open 143 Annual Report 2005-06 Schools participated in the participants resolved that NIOS, COBSE and the State Boards would constitute a Committee so that standard and equivalency is of the recommendations made was that the Ministry of Human Resource Development (MHRD) may formulate early a Centrally Sponsored Scheme for Promotion of Open MHRD has asked the National Institute of Open Schooling to draft the scheme.The Annual Meeting of the State Open Schools was hosted by the National Consortium for Open Schooling (NCOS), on 21st October, 2005.

The meeting discussed various issues related to promotion of open seven participating State Open Schools agreed to send a set of their printed materials to NIOS to facilitate access to the learning materials for open schooling programmes produced at the state Report of the study titled “Framework and Networking System for Formulation of Educational Programmes, Monitoring of their Implementation and Evaluation in the context of Open Schooling” was brought Draft Framework was disseminated to the State Education Departments, State Open Schools on this Study, steps were taken by NIOS to develop a mechanism for formulation of need based education programmes and their processing through Coordination Committees and Advisory Boards.These Committees have already been set have been taken to organise the meetings of the Committees for formulation of need based programmes in open information regarding the programmes and activities of NIOS are disseminated through the quarterly News Bulletin “Open Schooling” Four issues of the Bulletin are published every NIOS, as an autonomous apex organisation in Open Schooling, has assumed responsibility of meeting the educational needs of various groups particularly the disadvantaged this endeavour, the NIOS works in collaboration with the MHRD and the State Education Departments and Voluntary Agencies.Secondary Education However, the NIOS alone with its limited infrastructure cannot meet all the educational challenges in the area of open schooling/continuing is a need to create a network of apex organisations for open schooling at national and state order to translate this idea into practice, the NIOS has been pursuing with the states for quite some time to set up the State Open Schools (SOSs).Ten States (Andhra Pradesh, Haryana, Jammu and Kashmir, Karnataka, Kerala, Madhya Pradesh, Punjab, Rajasthan, Tamil Nadu, West Bengal) have already set up State Open Schools., Assam, Bihar, Chhattisgarh, Gujarat, Maharashtra, Orissa, Uttar Pradesh and Uttaranchal are in the process of doing facilitate cooperation and interaction among NIOS and State Open Schools and other concerned agencies for expansion of activities pertaining to Open Learning system, a National Consortium for Open Schooling (NCOS) has already been established with NIOS as its provides a forum for exchange of ideas and resources among State Open Schools, and other Institutions working in the area of Open Schooling and Distance NCOS inter alia discharges coordination and clearing house functions in the field of open has envisaged that the open schooling programme should provide seamless access to sustainable and learner-centric quality school education, skill up-gradation and training through open and distance learning mode with focus on human resource development, national integration and global understanding.

NIOS remains in touch with the States in the context of promotion of open its Scheme of Financial Assistance for Promotion of Open Schooling, NIOS provided financial assistance to the tune of Rs.26 lakh to the States of Punjab, Tamil Nadu, Jammu and Kashmir, West Bengal, and Karnataka during 2002-03 to 2004-05.A National Meet for Promotion of Open Schooling in the States was organised by NIOS in collaboration with the State Open School (SOS), Madhya Pradesh at Bhopal on 6th to 7th August on the deliberations, several recommendations were formulated for promotion of open schooling in India.Student Support Services The success and smooth implementation of the Open Schooling Programme depends on effective student support programme and activities in this regard inter alia include (i) increasing access, (ii) identification and accreditation of good institutions as Study Centers, (iii) organisation of Personal Contact Programme (PCP) at Study Centres, (iv) monitoring of implementation of students support services programmes through Regional Centres and other educational personnel appointed for the order to increase access to the Open Schooling Programmes, NIOS is expanding its Accredited Institutions (AIs)/Study Centres in all States and Union are both in urban and rural this purpose, NIOS remains in touch with the State Education Departments to identify the Government/ State/ Zilla Parishad Schools, and Municipal Corporation Schools for accreditation.The network of the Study Centres is being expanded by accrediting schools under KVS, and NVS, selected schools under CBSE and State Boards of School present there are more than 1,700 AIs for academic is also considering involvement of community to give fillip to the Open Schooling ctwise mapping of the AIs has been undertaken and areas have been identified where there is a need to establish new Study Centres of process of publicity work in the identified areas has started to establish new Study Centres and to admit more and more students.

The process of accreditation of the Study Centres for operationalisation of academic and vocational education courses is being done as per norms laid down by the year a new Regional Centre was established at Bhopal to cater to the needs of Madhya Pradesh and Chhattisgarh centre was inaugurated by honourable Union Minister of Human Resource Development on 19th September Regional Centres remain in touch with the State Education Department and other Annual Report 2005-06 144 Secondary Education organisations for identification of education needs requiring inputs from NIOS.These Centres take steps for admission of students though the Study Centres, monitoring of implementation of the Open Schooling Programme at field level, and examination and evaluation of answer NIOS has developed several strategies to help the registered learners to learn well and be Marked Assignments (TMAs) play significant role in learning through open and distance help the learners to know their progress and attainment level and developing regular study order to develop the problem solving skill and power of expression one question in each assignment of all the subjects has been introduced based on an investigatory project.These are reflected separately in the weightage is, however, given for TMA in public TMAs in all subjects, both in Hindi and English mediums, have been developed for the Secondary and Sr.Secondary courses of study and sent to the Study Centres.

To augment the student support services at various study centres across the country, the NIOS has identified and appointed Academic persons identified as Academic Facilitators are academicians and educational have been assigned the responsibility to facilitate functioning of the Study Centres of are required to supervise and guide the conduct of Personal Contact Programme (PCP), oversee the supply of study material to the students, and evaluation of Tutor Marked Assignments (TMA).

During 2005-06, more than 150 Academic facilitators were appointed for monitoring and supervision of functioning of the Study Centres.In order to facilitate functioning of the Study Centres of NIOS, ‘Orientation Programmes for Co-ordinators and Academic Facilators were organised, region-wise during July -August these programmes, procedures of admission and examinations, modus operandi of delivering materials and other matters related to smooth implementation of open Schooling programmes were discussed.145 Annual Report 2005-06 Future Vision The NIOS has visualised that in order to meet (i) the challenge of numbers, (ii) the challenge of credibility, and (iii) the challenge of quality, the Open Schooling System is required to provide appropriate responses to supplement the educational endeavours of the formal system of Open Schooling System has taken roots in National Institute of Open Schooling (NIOS), as the apex organisation in open schooling, has been discharging, for quite some time, its national and international role in open schooling.NIOS has prepared its Vision Document which provides a framework under which research, development, training, programme delivery, networking, extension and other programmes of NIOS will be in the Vision Document, NIOS is now in the process of preparing its Medium Term Plan (Annual Plan for 2006-07 and XI Five Year Plan 2007-08 to 201112).Simultaneously, based on the Vision Document, the Major Thrust Areas of NIOS have been formulated for preparation of detailed Plans of begin with, detailed Plans of Action for the Year 2006-07 have been prepared for consideration by the following committees during November 2005 to March 2006.

r Advisory Boards of the Departments of NIOS r r Academic Committee The Vision Document envisages that NIOS will act mainly as a Resource Organisation in Open Schooling at national as well as international level with its usual programme delivery role.The State Open Schools (SOSs) in India will assume major responsibility for expansion of open schooling, since the prospective students will prefer opting for regional languages as mediums for their courses of other things, NIOS will provide access to sustainable and learner centric quality school education through Open and Distance Learning (ODL) will also organise capacity building programmes for open Secondary Education schooling functionaries at national and international l Tibetan Schools Administration (CTSA) Central Tibetan Schools Administration was established as an autonomous organisation under Ministry of Education, Government of India, in 1961 and was registered under the Societies Registration Act XXI of 1860 with the objectives to run, manage and assist institutions set up for the Education of Tibetan children living in order to provide Modern Education while preserving and promoting Tibetan culture and heritage, schools were set up at the places of concentration of Tibetan population in India.Organisational Set up The CTSA is governed by a governing body having Joint Secretary, Secondary Education, Ministry of HRD, Government of India, as its Ex-Officio Chairman and Financial Advisor, Ministry of HRD, a representative of MEA, Ministry of Home Affairs, and four Representatives of His Holiness, the Dalai Lama, as members with the Director CTSA as the Member Director, CTSA acts as the Principal Executive Officer of the Administration and is responsible for proper functioning of the Administration and Schools under e Committee A committee under the Chairmanship of Financial Advisor, Ministry of HRD, Government of India, consisting of Representatives of Ministry of HRD, Ministry of Home Affairs and His Holiness, the Dalai Lama, scrutinises and recommends the accounts/budget estimates and reviews finance of ic Advisory Committee In order to achieve the target of providing Modern Education to introduce latest approaches/techniques to keep pace with the fast changes in Modern Education at System, the Governing Body of CTSA has constituted an Academic Advisory Committee under the Chairmanship of the Director, CTSA, which includes Representatives from NCERT, KVS, NVS, CBSE and Department of Education of H.) Works Committee In order to monitor construction and maintenance works, a Works Committee has been constituted with Director, CTSA, as Chairman and members from Ministry of Human Resource Development, Kendriya Vidyalaya Sangathan, Delhi and Advisory Committee A local level committee known as the Local Advisory Committee has been set up in each school to monitor and assist in smooth functioning of the consists of the chairman, who is normally the District Magistrate or SDO/ADM of the Tehsil/Taluka/District, and a Vice Chairman, who is the Representative of the Tibetan Settlement.Other members include Representatives of PWD/CPWD and of Studies The schools follow the curriculum framed by NCERT at the Secondary and Senior Secondary level and are affiliated to n is taught as second language at Secondary Level and as an elective at the Senior Secondary of instruction at primary level is Tibetan and the syllabus is framed by the Department of Education, Central Tibetan Administration, s Science, Arts and Commerce, CTSA offers Vocational Stream having Stenography, Accounting and Auditing.

Besides academics, students are given opportunities of participation upto National Level Events in games, sports, scouting and guiding and cultural meets organised by the CBSE, CTSA and respective States and order to promote Tibetan Culture, Tibetan Cultural Meet is organised at the Zonal and National Report 2005-06 Secondary Education Results During the year under reference, the Administration has achieved 93.94 per cent in Class X examination in CBSE Exam 2005 which shows an average improvement of 03.05 per cent, respectively, as compared to the Examinations of CTSA stood first among all the sister organisations like KVS and NVS in class XII results in s and their Level The Administration runs 78 schools including eight Senior Secondary (including six Residential Schools), six Secondary, seven Middle Schools, seven Primary Schools and 42 Pre-Primary addition, CTSA also provides grant to eight schools run by Tibetan organisations.Infrastructure Initially most of the schools were opened in the buildings donated by the Government/Non-Government organisations, which are generally being converted into proper school buildings having all amenities viz., proper class rooms, labs and playgrounds/hostels and have been 147 Annual Report 2005-06 equipped with modern electric gadgets viz, over head projectors, computers, televisions, VCRs, LCD projectors and other latest teaching-aids also.

1,78,74,500 were sanctioned under the plan budget for construction and renovation.Students’ Enrolment During the year under reference, the students’ enrolment was 10,000 which includes 6,877 in day schools and 3123 in boarding schools.Facilities for Post School Education The Administration offers 15 degree-level and five diploma level scholarships to Tibetan Children to pursue higher studies in science, arts engineering and has also got 1 seat in medicine, 7 seats in engineering, 1 seat in pharmacy and 5 seats in diploma courses reserved for the Tibetan Students in different institutions of s these, 4 seats are reserved in the Regional Institutes of Education in B.Secondary Education Budget and Accounts The Administration has approved staff strength of 628 teaching and 239 non-teaching (Total 867) staff out of which 526 teaching and 210 non-teachings were in position as on March 31, Administration is fully financed by the Government of budget estimates for the year 2005-2006 were as follows : Non-Plan : Rs.00 lakh The Government of India has sanctioned two National Awards to two teachers every year for CTSA from the year 2002-03 onwards for their meritorious order to give recognition to the services of meritorious and dedicated teachers and boost the morale of the staff, the Administration also offers four Incentive Awards to teachers and three Incentive Awards to non- teaching staff every Administration has also adopted the scheme of motivating the Indian Staff to acquire proficiency in Tibetan sional Development of Staff In order to keep the knowledge of teaching and nonteaching staff abreast with the latest developments in syllabi and to develop their efficiency, CTSA organises In-Service Courses for the teaching and non-teaching staff the current year, 10 In-Service Courses/Workshops have been organised so far for them and 2-3 more courses are being planned in remaining period of the year.

Training Wing A fully furnished training wing of CTSA has started functioning at CTSA-Headquarters, training wing can also be utilised by other departments of official /private purposes on payment basis and approved rates when it is not being used by Development Fund The Administration has started generating some funds from the financial year 2004-2005 by introducing Development Fund @ Rs.20/- per head per month from all the students from class 1 to VIII and computer email protected Rs.20/- from all the students from class IX to XII, except Informatics Practices, and @ Rs.40/- from students having Information Practices as a subject at +2 Programmes In order to improve results of Home and Board Examinations, the Administration will ensure regular supervision of schools and effective special is will be given to In-Service Training material will be prepared and supplied to ies of teaching and non-teaching staff will be filled.Staff will be motivated for better performance and the atmosphere in the schools will be made more congenial for better teaching learning.

, LCD projectors, computers software and teaching aids have been provided to school for effective teaching and learning 63 Additional Class-Rooms, Resource centres, Boundary walls of 13 schools and 68 quarters for staff will be constructed during the Tenth Five Year Plan besides annual repairs and maintenance and other miscellaneous ation Kendriya Vidyalaya Sangathan (KVS) In order to develop creativity of the staff and the students, CTSA publishes an Annual Trilingual Journal and a Bi-Monthly Newsletter at CTSA headquarters to promote creative talents among the staff and the children.The scheme of Kendriya Vidyalayas was approved by Government of India in November, 1962 to provide uninterrupted education to the wards of transferable Central Government lly, 20 regimental schools were taken over as Central Schools during the Annual Report 2005-06 Secondary Education academic session number has now gone up to 931 including 3 abroad (Kathmandu, Moscow and Tehran).Sector Civil Defence Institutes of Higher learning KVS Administration Minister of Human Resource Development is the exofficio Chairman of Kendriya Vidyalaya Sangathan.The Commissioner is the Executive Head of the has 18 Regional Offices, each headed by an Assistant Commissioner who monitors the functioning of all Kendriya Vidyalayas in the are 3 ZIETs (Zonal Institute of Educational Training) each headed by an Assistant 931 Kendriya Vidyalayas are headed by a Principal/Principal Grade – II who manages the functioning of the bution of Kendriya Vidyalayas The distribution of 931 Kendriya Vidyalayas sector-wise is as under: Projects Salient Features of Kendriya Vidyalayas r Kendriya Vidyalayas primarily cater to the educational needs of the wards of transferable Central Government employees.r r r All Kendriya Vidyalayas are affiliated to the Central Board of Secondary Kendriya Vidyalayas of States of Andhra Pradesh and Tamilnadu are also affiliated with State Education Boards at the +2 Kalam, President of India interacting with students of Kendriya Vidyalaya, Manesar during his visit to NSG on 16 October 2004 for the flag presentation ceremony 149 r Teaching of three languages h, Hindi and Sanskrit from Class VI to VIII is classes IX and X, any two of these languages can be offered.

Sanskrit can also be taken as an elective subject at +2 level.r In case of girls, tuition fee is not charged at girl child is exempted from the payment of all fees.r r The wards of KVS staff r r Children of those Armed Forces employees who were killed/ disabled during the wars of 1962, 1965 and 1971 against China and ions The basic criterion for admission in Class-I in Kendriya Vidyalayas is the transferability of the parent during the last 7 fter, other categories of children to be admitted are of non-transferable Central Government employees, transferable and non- transferable employees of Public Sector Undertakings, State Government transferable employees and wards of the floating population, if seats are available.9,51,841 students are studying in Kendriya Vidyalayas as on -Primary Education KVS has introduced Pre-primary education in Kendriya Vidyalayas on self-financing basis, wherever infrastructure is en of 4 years of age as on 1st April are given admission.Courses of Study at +2 Stage Kendriya Vidyalayas mainly provide Science, Commerce and Humanities the session 2005-06 three more subjects have been introduced at +2 subjects are:r Multimedia & Web Design * proposed to be given as supplementary grant in 2005-2006.

during the last 5 years in Classes X and Class XII examinations conducted by Central Board of Secondary Education is given in the Table 8.Smart Schools Initially 31 Kendriya Vidyalayas had been identified by the Government of India to be developed as Smart the 31 Kendriya Vidyalayas were sanctioned Rs.25 lacs each to enrich their infrastructure and enhance the quality of education through the optimum use of IT and Multimedia.However, the culture of practice of computer aided education no longer remains the domain of any smart school as KVS has decided to extend this facility to other Kendriya Vidyalayas as a good number of computers and 2-3 computer labs in most of the Kendriya Vidyalayas are functioning ya Vidyalayas are also equipped with LCD projector, OHP and other teaching aids.Sustained 151 Annual Report 2005-06 efforts are being made to train large number of teachers to enable them to handle and use computers to make their teaching/learning er instructors have also been engaged for the of the Kendriya Vidyalayas having computer labs are having internet connections also to facilitate teaching/ er awareness programme has been planned in Kendriya Vidyalaya Sangathan in a big way and it is expected that by the end of this financial year, pupil-PC ratio will be 20:1.

Training Programmes KVS gives due emphasis to Refresher Courses for all categories of its teachers to update their knowledge, methodology and innovative practices.In 2005, training courses organised are given in table 8.Project This project was introduced in 25 KVs initially in which Secondary Education students created their own web pages with articles, poems, stories, interesting pictures, video clips visit websites of other students and exchange useful content is being regulated by the teacher administrator of the school.On getting encouraging feedback, it is planned to extend the project to all Kendriya Vidyalayas having computer labs with internet e In order to implement the project, a two tier training programme for Master Trainers has been organised by trainers from Master trainers, in turn, have trained one teacher administrator from each K.Kendriya Vidyalayas in North East Region Other Activities Other activities like Youth Parliament, Social Science Exhibition-cum-National Integration Camp, KVS Science Exhibition, Scouting & Guiding, Adventure Activities, Games & Sports and Population and Development Education etc.

, are part of the activities of every Kendriya Vidyalaya.The Project on value education as a pilot project, Strengthening of values through visual and performing arts, students’ exchange programme and strengthening of primary education have been also encourages students to participate in Adventure Activities especially conducted in the Himalayas, rivers and ce and Counselling Kendriya Vidyalayas utilise the services of its teachers, especially of those having undergone the professional training in Guidance and Counselling to help children at times of their social needs and also in selection of their career and social obligations through personality times, services and support of local Guidance & Counselling Institutes are also availed of by Kendriya Vidyalayas.Hostel facilities Kendriya Vidyalaya Sangathan also provides hostel facility to its boys and girls who need it.The Kendriya Vidyalaya Sangathan is basically funded from the non-plan funds of the r, some funds are allotted under plan head also.

The budget sanctioned to KVS by the Government of India, Ministry of HRD (Department of Secondary and Higher Education ) under non-plan and plan heads is given in Table 8.

Out of 931 Kendriya Vidyalayas of KVS, 86 Kendriya Vidyalayas are functioning in the North Eastern Region with an enrolment of 53,797.E, Region are regularly inspected and academic programmes are monitored r monitoring of academic programmes coupled with effective remedial measures have improved the academic standard and performance of Kendriya Vidyalayas in the N.As against the All India CBSE Results 2005 for Class X and XII of 74.80 per cent respectively the performance of Kendriya Vidyalayas of N.Region 19 are under Project Sector and out of the remaining 67 K.

construction of building has been completed in 34 K.construction work is continuing and in 02 cases it is under planning 17 Kendriya Vidyalayas land transfer is yet to d in North East Region are concerned an amount of Rs.30 crore under Plan Head has been sanctioned for students are encouraged to participate in all curricular and cocurricular activities of Kendriya Vidyalaya Sangathan.Contact Details Postal address of Kendriya Vidyalaya Sangathan and telephone numbers are given below: Kendriya Vidyalaya Sangathan 18, Institutional Area Shaheed Jeet Singh Marg New Delhi – 110 016 Fax No.: 26858570 Website : Annual Report 2005-06 152 Secondary Education Navodaya Vidyalaya Samiti (NVS) Objective The Government of India has launched a scheme to establish, on an average, one Jawahar Navodaya Vidyalaya (JNV) in each district in the country, with following objectives: r To provide good quality modern education including a strong component of cultural, values, environment awareness and physical education to talented children in rural areas without regard to their family’s socio-economic condition.

Need to buy gender studies research proposal confidentially business freshman 25 pages / 6875 words rewriting r To ensure that all students of Navodaya Vidyalayas attain a reasonable level of competence in three languages as envisaged in three-language formula.r To serve as focal points for improvement in the quality of school education through sharing of experience and facilities.Overview Navodaya Vidyalayas are run by the Navodaya Vidyalaya Samiti, an autonomous organisation under the Ministry of Human Resource Development, Department of Secondary and Higher Education Need to buy a research proposal gender studies Junior US Letter Size double spaced 41 pages / 11275 ew Navodaya Vidyalayas are run by the Navodaya Vidyalaya Samiti, an autonomous organisation under the Ministry of Human Resource Development, Department of Secondary and Higher Education.The Minister of HRD is the Chairman of the Samiti and the Minister of State HRD (Education) is the erson Jawahar Navodaya Vidyalayas are fully residential, co-educational institutions, providing education up to senior secondary stage Should i purchase an research proposal gender studies ASA Academic Platinum erson Jawahar Navodaya Vidyalayas are fully residential, co-educational institutions, providing education up to senior secondary ion in JNV including boarding and lodging, textbooks, uniform, etc Should i purchase an research proposal gender studies ASA Academic Platinum PhD.Education in JNV including boarding and lodging, textbooks, uniform, etc.

The Scheme started with two experimental schools in 1985 –86 and has now grown to 540 schools covering as many districts in 34 states and Union Territories with more than about 1 .The Scheme started with two experimental schools in 1985 –86 and has now grown to 540 schools covering as many districts in 34 states and Union Territories with more than about 1.More than 30,000 new students are admitted every ion in JNVs is made at the level of Class VI through a test conducted in the concerned district in which all children who have passed Class V from any of the recognised schools in that district are eligible to test is designed and conducted by the Central Board of Secondary Education (CBSE).Students Profile In keeping with the objectives of providing and forward Girls performing Sambalpuri dance during Annual Day celebration at JNV, Sambalpur, Orissa 153 92.47 looking school system in rural areas, reservation of 75 per cent seats are made to students belonging to rural rly, the scheme also provides a proportionate representation of SC/ST population subject to minimum national addition to this, 33 per cent of the seats are reserved for girl total 1,76,739 students were on the rolls of Jawahar Navodaya Vidyalayas as on 30.

of 90 Navodaya Vidyalayas are under progress at different uction works in respect of remaining Vidyalayas are not sanctioned, due to nontransfer of land from the respective state 388 Vidyalayas are presently functioning at permanent site, the rest of the Vidyalayas are functioning in temporary accommodation provided by the State Government/ District Administration.The percentage of students belonging to SC/ST categories, girls and rural areas in the Navodaya Vidyalaya has been found well above national norms (15 per cent SC and 7.5 per cent ST) during the year 200506 (as on 30.2005) as given below: Finance/Budget allocation 12 Rs.1,00,000/- by the Central Government and subsequent annual contributions received from the member States/Union Territories.

In addition, all the State Working Committees transfer to the Foundation 10 per cent of the collections made on the occasion of Teachers’ Day every present, the Corpus Fund stands at following schemes for the welfare of teachers all over India are being operated by the Foundation: r Financial Assistance for Construction of Shikshak Sadans r r r r Subsidy to Teachers for Academic Activity.Under the above Schemes, an amount of Rs.27 crore has been disbursed to the teachers through the States/ UTs during the Foundation also organises a fund collection drive on the occasion of Teachers’ Day on 5th September each year on all India JNVs nonfunctional Secondary Education in Union Territories Academic and administrative matters in respect of school education of Union Territory is dealt by is mainly relevant in respect of UTs without legislature .The overall affairs of Union Territories including budgetary support falls under the purview of Ministry of Home of creation of posts in schools, matters pertaining to service conditions, amendment to Recruitment Rules, matters needing Presidential approval, etc, are handled by MHRD, Number of schools in UTs as on 30th September 2003 UTs Schools r r To enable students to acquire skills needed for the digital world for higher studies and gainful employment.r To provide an effective learning environment for children with special needs through ICT Scheme of Information and Communication Technology in schools has been formed by merging the earlier schemes of Educational Technology (ET) and Computer Literacy and Studies in Schools (CLASS) and further modifying the scheme became operational in December,2004.

r Promote critical thinking and analytical skills by developing self-learning skills of the learner leading to student-centric learning.r To promote the use of ICT tools in distance education, including the employment of audiovisual medium and satellite-based devices.The ‘ICT in schools’ scheme is a window of opportunity to the learners in the schools of India to bridge the digital scheme is not a simple merger of the earlier CLASS and ET Schemes but is a comprehensive and well thought-out initiative to open new vistas of learning and to provide a level-playing field to school students, whether in rural areas or in the metropolitan ICT in School Scheme is not a stand-alone scheme but actively solicits the partnership of States and Union Territories in a mutual endeavour to bridge the heterogeneous proliferation of ICT across different socio-economic and geographic segments in the partnership is manifest in the structure of financing the initiative, in encouraging the development of long-term computer education plans, the setting-up of ‘Smart’ Schools by KVS/NVS in States as technology demonstrators and in providing for supplementing the States’ efforts in these areas with no attempt to supplant the State ents Objectives r To establish an enabling environment to promote the usage of ICT specially in rural areas.Critical factors of such an enabling environment include widespread availability of access devices, connectivity to the internet and promotion of ICT literacy.r To ensure the availability of quality content on-line and through access devices both in the private sector and by SIETs.

157 Annual Report 2005-06 The present scheme has essentially four first one is the partnership with State Governments and Union Territories Administrations’ for providing computer-aided education to secondary and higher secondary Government schools.The second is the establishment of ‘Smart’ schools, which shall be technology demonstrators.Universalisation of computer literacy through the network of KVS and NVS to neighbouring schools is the third fourth components relates to the activities of entation Partners States/UT Governments, State Institutes of Education Technology, Kendriya Vidyalaya Sangathan, Navodaya Vidyalaya Samiti, Government and Government-aided er, financial assistance would also be provided to shortlisted NGOs/Trusts/Societies and companies for software development, teaching tools, designing training models, evaluation, monitoring and other contingent State/UT Governments shall be free to partner with private organisations or integrate it with other similar schemes for implementation of the ‘ICT in Schools’ scheme, including providing for maintenance.The National Council for Teachers Education shall be associated with the scheme in the context of training of teachers in computer-aided Rehabilitation Council of India would play an important role in projects involving Secondary Education introduction of use of technology for the education of children with special ial Parameters Under the CLASS component of the ICT Scheme, the Union Government would provide 75 per cent of financial assistance to State/ balance 25 per cent of funds would be contributed by the State Governments/ scheme also provides for contribution of 25 per cent of funds from the MPLAD scheme in addition or as an alternative to State Government contribution.However, in case of special category states, contribution is upto 90 per cent of funds for the State Computer Education scheme provides for greater flexibility to the States would have the option to incur expenditure on the items mentioned in the scheme or any other item like generators preparation of rooms for computers, including civil repairs and cabling and provision of electricity depending upon their needs and resources subject to a overall maximum limit of Central Government’s share would be restricted to the ICT @ Schools Scheme, there is a provision of Rs.

00 crore during the current financial year i.00 crore has been released to States and UTs provision for software shall include learning management systems and curriculum-based courseware apart from operating systems and other application and NVS would convert one school per State/UT into a ‘Smart’ school, subject to the availability of funds.25 lakh would be given per ‘Smart’ school.5 lakh shall be provided as recurring cost which includes maintenance, consumables, internet usage and monitoring ‘Smart’ schools, the emphasis would not only be on the use of information technology but also on the use of skills and values that will be important in this millennium.It is proposed to provide 40 computers to identified schools.

25 lakh per school would be given to KVS/NVS for the KVS and NVS have identified the schools which will be converted into a ‘Smart’ and NVS has established 31 and 33 smart school respectively.Kendriya Vidyalayas and Navodaya Vidyalayas would be given funds at the rate of Rs.15,000 per neighbourhood school to impart computer literacy to not more than 10 neighbourhood schools within a radius of 3 to 4 kilometers to cover 8,000 such schools over three course shall be imparted in the local language if such a demand is received from the beneficiary has covered 1264 schools under the Universalisation of Computer financial assistance to SIETs shall be in the project mode.The financial assistance would be provided to SIETs on the basis of the project proposals submitted by and Equity On the recommendation of the Working Group on Secondary Education for 10th Five Year Plan, a scheme namely “National Programme for Access with Equity in Schools” has been scheme is for strengthening of Boarding and Hostel Facilities for Girl Students from class VI to the Scheme, financial assistance is being given @ Rs.

10,000/- per boarder as recurring expenditure and Rs.

3,000/- per boarder as non-recurring expenditure to the eligible voluntary being eligible for assistance under this scheme, there should be at least 50 girl students in a hostel studying in classes VI to XII, out of which at least 25 should be in the secondary ance is given for a maximum of 150 inmates in a single ence is given to organisations having girls hostels in educationally backward districts, particularly those predominantly inhabited by SCs/STs and educationally backward minorities.72 crore was granted to 89 voluntary organisations.2006 for assistance to 73 NGOs to run girl Report 2005-06 158 Secondary Education Quality Improvement in Schools (QIS) During the Tenth Five Year Plan, it was decided to introduce a composite centrally sponsored scheme of “Quality Improvement in Schools”, by converging the following five existing schemes of the Department as its components: r Improvement of Science Education in Schools (ISES).r r r r International Science Tenth Plan Outlay for this scheme is Rs.The composite scheme of Quality Improvement in Schools has since been approved by the Government in November, 2005 and the following decisions have been taken: r r It has been decided to transfer the component “Improvement of Science Education in Schools” to the State Governments/Union Territory Administrations as a State Sector Scheme; The other four components, would be transferred to the National Council of Educational Research and Training (NCERT), an autonomous body under the Department of Secondary and Higher Education, for has been decided to delete hostel and other construction activities from the list of items for financing under the component “Introduction of Yoga in Schools”.

The transfer of these components to the NCERT will take effect from 1.The Planning Commission has been requested to make appropriate allocations to the State Governments/UT Administrations under their respective State plans for the Scheme of Improvement of Science Education in Schools.159 A brief write-up on each of the existing scheme is as under: Improvement of Science Education in Schools To improve the quality of science education and to promote scientific temper, as envisaged in the National Policy on Education, 1986, a Centrally Sponsored Scheme, “Improvement of Science Education in Schools” has been operational since 1987-88.The Scheme uses the resource and agency of the State Governments/Union Territories and NonGovernmental Organisations for achievement of these ingly, 100 per cent assistance is provided to the States/Union Territories for provision of science kits to Upper Primary Schools, setting up / up-gradation of science laboratories, library facilities in Secondary / ary Schools and Training of Science and Mathematics Scheme also provides for assistance to voluntary organisations for undertaking innovative projects in the field of Science r, submission of utilisation certificate and final audited accounts duly certified by Chartered Accountant is required to be submitted by every voluntary organisation before considering further grants.During 2004-05, only one State has been provided financial assistance to the extent of Rs.

37 lakhs, for up-gradation of science laboratories and library in 60 new Schools and training of 60 science teachers.9 voluntary organisations have also been provided financial assistance to the extent of Rs.76 lakhs for undertaking innovative and experimental nmental Orientation to School Education The National Policy on Education (NPE), 1986 provides that the protection of environment is a value, which, along with certain other values, must form an integral part of curricula at all stages of ionalisation of this noble objective requires that the mind and intellect of the students must be sensitised about the hazards inherent in over-exploiting the Secondary Education bounties of Nature, and to inculcate awareness and respect among them for the basic concepts relating to conservation of Adolescence Education Programme during its VI Country Programme (2003-2007) being implemented by the national this end, a Centrally Sponsored Scheme, “Environmental Orientation to School Education” was initiated in 1988-89.The scheme envisages assistance to State Governments /UT Administrations and Voluntary voluntary agencies are assisted for the conduct of experimental and innovative programmes aimed at promoting integration of educational programmes in schools with local environmental scheme envisages grants to States/UTs for various activities including review and development of curricula of various disciplines at primary, upper primary, secondary and senior secondary levels with a view to infusing environmental concepts therein, review and development of textbooks on “Environmental Studies” at primary and upper primary levels; review of strategy for imparting environmental education at upper primary level; development of teaching-learning material and organisation of suitable work experience r, due to lack of interest on the part of various State Governments / UTs, no grants could be released to States / UTs beyond the financial year main objective of the National Population Project since its inception has been to attain the institutionalisation of population education in the school education system.However, the process of reorientation of elements of population education has been continuing since its inception in order to meet the requirements of the changing perceptions of population a follow up of the changes reflected in the Programme of Action adopted at the International Conference on Population and Development (ICPD) held in Cairo in September 1994, and the National Population Policy 2000, National AIDS prevention and Control Policy 2002 and National Youth Policy 2003, the Project is currently focusing on the integration of the elements of the reconceptualised framework of population aims at attaining the following objectives: During the financial year 2004-05, 12 voluntary organisations have been provided financial assistance to the tune of Rs.

r To institutionalise population education reconceptualised in the context of the formal school education system at all levels; r To develop awareness and positive attitude towards population and development issues leading to responsible behaviour among students and teachers and the community at large; r To create awareness about adolescent reproductive and sexual health including HIV/AIDS and substance (drug) abuse among students, teachers and parents and develop healthy attitude towards sex and members of the opposite sex; and r To contribute to the realisation of India’s demographic, developmental and health goals which affect the overall national development of the al Population Education Project The National Population Education Project (NPEP) was launched in the school education system of India in April was being implemented with the financial support from the United Nations Population Fund (UNFPA) up to was implemented in four phases: the first phase (1980-1985), the second (19861992), the third (1993-1997) and the fourth (19982002).Although NPEP has continued for over two decades, it has been changing its thrusts and strategies substantially after every five years.In view of its achievements and significance, the Government of India decided to continue it in the Tenth Five Year also is supporting one of its components known Agencies involved in the Implementation of the Project The Ministry of Human Resource Development (MHRD), Government of India is the Executing Agency of the National Council of Educational Research and Training (NCERT) is coordinating the implementation of the Project which Annual Report 2005-06 160 Secondary Education is being implemented in 30 States and Union Territories by State Councils of Educational Research and Training/ State Institutes of Education on behalf of their respective Departments of agencies such as National AIDS Control Organisation (NACO), and non-government organisations are involved in relevant project activities at national and state cence Education Programme, a component of NPEP supported by UNFPA is implemented by six key national organisations working in the school education sector, National Council of Educational Research and Training (NCERT), Council of Boards of School Education in India(COBSE), National Institute of Open Schooling (NIOS), Central Board of Secondary Education (CBSE), Kendriya Vidyalaya Sangathan (KVS) and Navodaya Vidyalaya Samiti (NVS).for upscaling the existing Project as Adolescence Education Programme with the support of United Nations Population Fund (UNFPA).r UNFPA Sponsored ‘International Poster Contest 2004’ was organised during May-November than 10,000 entries from all parts of the country were received and evaluated to select 12 National level winners, three in each of the four age categories.

r Three Project Progress Review Meetings – one for the national agencies and two for State implementing agencies – were organised.r Other National Agencies r Since the Adolescence Education Programme supported by UNFPA was initiated in October 2004, the national agencies created necessary infrastructure facilities and undertook initial activities for launching the Programme in their respective organisations.r Advocacy for Chairpersons of State Boards and content analysis of Syllabi, textbooks and question papers of terminal examinations was conducted by curricula and study materials of secondary stage was content analyzed by NVS and KVS developed materials and organised Training programmes for Master ements of NPEP during 2004-05 The following activities related to different components of the Project at national and state levels were conducted: National Level r The material entitled ‘Adolescence Education in Schools: Package of Basic Materials’ was revised and the draft was prepared for its review; r One Training Programme for the Resource Persons drawn from the National Implementing Agencies and two Training Programmes on Skill Development in Adolescence Education for State Resource Persons drawn from 18 States were conducted.r r One National Consultation Meet for Chairman and other senior officials of State Boards of various States of India was organised in January 2005 in collaboration with the Council of Boards of School Education in India (COBSE).A Study on Content Analysis of new NCERT Syllabi and Textbooks from the point of view of population education and adolescence education was conducted.

A Supplementary Project Document was prepared 161 State Level r r States organised 147 advocacy programmes and about forty thousand educational administrators, opinion leaders, media persons and parents participated.r r State Population Education Cells organised cocurricular activities in about 3500 schools of 97 selected conducted 29 evaluation Secondary Education studies, published 73 titles and brought out 48 mimeographed ements/likely achievements for the year 2005-06 National Level r r In view of the new developments at national and international levels, a Package of Materials, Adolescence Education: Life Skills Development, was developed.It has six booklets: (i) Introduction; (ii) General Framework; (iii) Knowledge Base; (iv) Co-curricular Activities; (v) Questions and Answers; and (vi) Evaluation and training programmes on skill development in Adolescence Education for State Resource Persons of 13 State and Union Territories were organised.r r A mid-term review of the implementation of National Population Education Project was conducted and the feedback was disseminated to concerned agencies.r Other National agencies developed materials, conducted training programmes for trainers, organised advocacy programmes and conducted co-curricular activities in schools.

r Training programme on Adolescence Education Programme for resource persons drawn from National agencies.r One Project Progress Review (PPR) meeting under Adolescence Education Programme and two Project Progress Review (PPR) meeting under National Population Education Project.r State Level r Publications The following publications were brought out at the national level: r Adolescence Education in Schools: General Framework (Mimeograph) r r r r r Population Education Bulleting (Half-yearly) Introduction of Yoga in Schools A Centrally Sponsored Scheme for Promotion of Yoga in Schools was launched in scheme aimed at giving financial assistance to States/UTs/ scheme provides for central assistance for expenditure on training of teachers, building up infrastructure i.hostel building for yoga trainees and furnishing grant and upgrading library has now been decided that hostel and other construction activities would be deleted from the list of items for financing under this scheme is being implemented through the concerned Education Departments of the States/ UTs and Non-Governmental Ministry of Finance had advised that the Department should make efforts to introduce yoga as a subject in the school has been given due place in the New Curriculum Framework brought out by NCERT.About 4000 teachers have been trained since the inception of the scheme out of which about 1800 teachers have been trained during 10th Plan the financial year 2004-05, 5 Voluntary organisations have been provided financial assistance Annual Report 2005-06 162 Secondary Education to the tune of Rs.

00 lakh has been provided to Kaivalyadhama SMYM Samiti, Lonavla under 255 teachers have been trained during the to voluntary organisations are released only after the receipt of UCs/ Final Accounts towards utilisation of funds previously released for the purpose for which the grant was ational Science Olympiads With a view to identifying and nurturing talent in Mathematics, Physics, Chemistry and Biology at school level, the International Mathematical Olympiad (IMO), International Physics Olympiad (IPhO), International Chemistry Olympiad (IChO) and International Biology Olympiad (IBO) is held every year.India has been participating in these Olympiads since 1989, 1998, 1999 and 2000 respectively.Each participating country is required to send a team comprising not more than 6 secondary student contestants to IMO, 5 secondary student contestant at IPhO, 4 contestant student contestants to IChO and 4student contestant to IBO apart from a Team Leader and a Deputy Team 2002 Indian team is also participating in International Olympiad in per the existing financial pattern, the host country pays for the boarding and lodging and transportation of teams during their stay in the host country; while the International travel cost is borne by the participating Indian teams in the last Olympiads were jointly sponsored by the Department of Secondary and Higher Education and the National Board for Higher Mathematics (NBHM) / Homi Bhabha Centre for Science Education (HBCSE)/ Bangalore Association for Science Education (BASE)/Indian Association for Research in Computing Science (IARCS) and Central Board of Secondary Education (CBSE).The cost of international travel is paid by the Department of Secondary and Higher Education while all other expenses on selection of students, internal travel, incidental expenses etc.163 Annual Report 2005-06 At IChO-2005 held at Taipei, Taiwan during July 2005, the Indian Team won 3 Silver and 1 Bronze IPhO-2005 held at Salamanca, Spain during July 2005, the Indian Team won 2 Gold, 2 Silver and 1 Bronze IBO-2005 held at Beijing, China during July, 2005, the Indian Team won 1 Gold and 3 Bronze IMO-2005 held at Merida, Mexico in July 2005, the Indian team won 1 Silver and 1 Bronze medals and 3 Honorable Mentions.

India had also participated in International Olympiad in Informatics (IOI-2005) held in Nowy Sacz, Poland during August cence Education Programme An intensive partnership between Department of Secondary and Higher Education and the National AIDS Control Organisation has paved new ground in mainstreaming HIV prevention across different the rising epidemic and the urgent need to implement a multisectoral solution, Shri Arjun Singh, the Hon’ble Minister of Human Resource Development (MHRD) in Government of India took the initiative to With a view to identifying and nurturing talent in Mathematics, Physics, Chemistry and Biology at school level, the International Mathematical Olympiad (IMO), International Physics Olympiad (IPhO), International Chemistry Olympiad (IChO) and International Biology Olympiad (IBO) is held every has been participating in these Olympiads since 1989, 1998, 1999 and 2000 ary Education convene an Inter-Ministerial meeting in October 2004 with Ministers and Secretaries of eight different Ministries.A holistic multisectoral strategy for addressing AIDS was agreed to at the meeting, in line with the international experience that AIDS is a multisectoral problem and not merely a health coverage of out-of-school learners through the Alternate Innovative Education Schemes (AIES) of SSA and other adult education schemes.r Responsibilities were assigned to various nodal and partner organisations like the National Council for Teacher Education (NCTE), National Council of Educational Research & Training (NCERT), Council of Boards of Secondary Education (COBSE), Kendriya Vidyalaya Sangathan (KVS), Navodaya Vidyalaya Samiti (NVS), Central Tibetan School Authority (CTSA), National Literacy Mission (NLM) and the National Institute of Open Schooling (NIOS) and each organisation was asked to develop their own activity-wise Action Plans with specific outcomes and timeframes in tandem with the National Action Plan.r Education being a matter in the Concurrent List of the Constitution of India, responsibility for this rests with both the Central and State Governments.A major share of the school system is with 28 States and 7 Union Territories.

A consultative process was initiated with them to develop corresponding State and UT Action Plans, while incorporating their concerns and accommodating the demands of contextualising the intervention to State/UT – specific needs and supporting such modifications technically or financially through MHRD, NACO and UNICEF.r A series of Regional Workshops were planned jointly by MHRD, NACO and UNICEF at Patna, Kolkata, Chandigarh, Dehradun, Delhi, Mumbai, Chennai and Guwahati (March-May, 2005) to have in-depth sharing of views with the State/UT Departments of Education, State Councils of Education Research & Training (SCERTs), State/ UT Boards of Education and State AIDS Control Societies (SACSs) of all 35 States/UTs and to help finalise the State/UT Action Plans.r In pursuance of the above initiatives, training resources for co-curricular activities were readied in the form of a Toolkit developed by DoE (MHRD), NACO with UNICEF.A Common Minimum Framework was developed by NCERT as This meeting resulted in accelerating the ongoing partnership between Department of Education and National AIDS Control Organisation (NACO) to break new ground in HIV prevention components of the acceleration include: r r A review of the ongoing efforts in the area of Adolescence & Life Skills Education with the close cooperation of NACO and UNICEF, with a view to harmonise approaches and support scaled implementation.

Programs reviewed were the School AIDS Education Programme (SAEP), the Scheme on Co-curricular Activities on Skill Development in Adolescence Education (CASDAE) under the National Population Education Programme (NPEP), the Adolescent Reproductive & Sexual Health (ARSH) Project, and the HIV/AIDS components of the National Framework on Teacher l agencies involved: the National AIDS Control Organisation (NACO), the National Council of Educational Research & Training (NCERT), the Council of Boards of Secondary Education (COBSE), the United Nations Fund for Population Activities (UNFPA), United Nations Children’s Fund (UNICEF), and the National Council for Teacher Education (NCTE).

Development of a detailed National Education Action Plan for integration of HIV prevention Action Plan outlined specific outcomes and timeframes for scaling up the School AIDS Education Programme for co-curricular activities in classes IX-XII to 100 per cent of the schools across by the end of 2005 and for meeting substantial targets in terms of the other pillars of the Adolescence Education, oration in education policy, pre-service / in-service teacher education / training, incorporation in curriculum, Annual Report 2005-06 Secondary Education part of Scheme on Co-curricular Activities on Skill Development in Adolescence Education (CASDAE) under NPEP.For curricular activities, training resource and common Minimum Framework was developed by NCERT as part of the Scheme of Content on Adolescence teacher education, a revised National Framework on Teacher Education was finalised and this covers pre-service and in-service education of teacher and teacher educators.A National Core Committee has since been constituted under the Chairmanship of Secretary (S&HE) in November terms of reference of the Committee is indicated below: i.To review the overall progress in implementation of the NAP from time to time To lay guidelines for the implementation arrangement of the NAP identify areas for coordination amongst various Departments/Ministries/Agencies involved and give suggestions to the implementing ated Education for the Disabled Children (IEDC) The Centrally Sponsored Scheme of Integrated Education for Disabled Children (IEDC) was launched in 1974 by the then Department of Social Welfare and was later transferred to the Department of Education in Scheme provides educational opportunities for disabled children in common schools to facilitate their integration and ultimate retention in the general school scheme is being implemented through the Education Departments of State Governments and UT Administrations as well as through Non-Governmental the Scheme of IEDC, 100 per cent assistance is being provided under various components for education of children suffering from mild to moderate disabilities in common components include educational aids, assistive equipment, salaries for special teachers and facilities for children with disability.165 Annual Report 2005-06 Against the actual allocation of Rs.

10 crore during the 9th Five Year Plan based on annual allocation for the five years (1997-98 to 2001-2002), an amount of Rs.42 per cent of the total actual allocation of Rs.2002 co-terminus with the end of 9th Five Year physical target front as against the 9th Five year Plan projection of coverage of 90,000 children, a total of 1,34,380 children were already covered.By the end of the financial year 2005, a total of approximately 2 lakhs disabled children have been covered in nearly 85,000 total budgetary provision during the 10th Five year plan is Rs.200 crore and during the year 200506, Rs.

45 crore has been allocated for the implementation of the Scheme of Minister for Human Resource Development made a policy statement in the Rajya Sabha on 21st March, 2005 committing the Government to providing education through mainstream schools to children with disabilities in accordance with the provisions of the Persons with Disabilities Act,1995.In pursuance of this Statement, MHRD has initiated steps to revise the existing scheme of proposed revisions seek to modify existing physical and financial parameters and teaching methodologies to meet the needs of children with special ranging consultation with stake -holders has been done to develop the details of the proposed revised scheme.A detailed Action Plan has also been proposed for translation of this statement into specific points of activity in each of the identified sectors of pre school, elementary, secondary and higher al Awards to Teachers Instituted in 1958, the National Awards to Teachers are given away by the President of India on the 5th September (Teachers Day) every year to give public recognition to meritorious teachers working in primary, middle and secondary schools.There are 356 awards out of which 20 awards are reserved for Sanskrit, Persian and Arabic State and Union Territory has an earmarked quota based on the number of Secondary Education Presentation of National Award to Teachers by President Kalam, 5 September 2005 Scheme also covers teachers of the schools affiliated to CBSE including teachers of independent affiliated schools situated abroad, ICSCE, Sainik School, KVS, NVS, CTSA and schools run by the Atomic energy Education the year 2001, 33 ‘Special Awards’ have been earmarked to teachers promoting integrated integrated and inclusive education in schools for children with teachers of following categories will be considered for award: r Teachers with disabilities working in regular schools.r Special teachers or trained general teachers who may have done outstanding work for Inclusive Education.

The selection is made by a State level Selection Committee presided over by Director (Education) with a nominee of the Union Government as a Committee’s recommendations are forwarded by the State Government / Central Awards Committee in respect of teachers recommended by organisation in order of Government of India makes the final selection on the basis of award carries a medal, a certificate and expenses of the awardee teacher and accompanying family member is borne by the 2004, 306 teachers were given the National includes 80 female teachers, 6 Sanskrit teachers, 2 teachers from Arabic/Persian schools and 6 teachers from schools practising inclusive education for the Annual Report 2005-06 T he University Grants Commission is a statutory organisation established by an act of parliament in 1956 for the coordination, determination and maintenance of standards of university education.It serves as a coordinating body between the Union and state governments and Institutions of higher s the role of providing grants to universities and colleges, it also advises Central and State Governments on the measures which are necessary for the development of Higher functions from New Delhi as well as its six Regional Offices located in Bangalore, Bhopal, Guwahati, Hyderabad, Kolkata and l Development of Universities and Colleges The University Grants Commission has been providing financial assistance for the development of universities and colleges, by making budgetary plan provision for various programmes during different plans including Tenth assistance to Central and a few deemed universities, and colleges affiliated to Delhi and Banaras Hindu University is being provided both for development under the Plan and for maintenance under the Non-plan, while only development assistance is provided to state universities and their affiliated colleges under Plan.During the Tenth plan period (2002 – 2007), general development assistance to universities is being provided based on the outlays determined by the -third of the outlay is based on the performance of the individual objective of Development Assistance programme is to improve the infrastructure and basic facilities in universities and colleges so as to achieve at least the thresh hold level qualitative the Tenth plan, emphasis is laid on reducing disparities by supporting universities located in backward areas and underdeveloped Regions and also to increase the access and equity for marginalised groups and the weaker section of the programme, the UGC is assisting each eligible university for personnel (both teaching and non- Annual Report 2005-06 University and Higher Education teaching/technical), equipment for laboratories, special office equipment and modern teaching aids and for the repair of major equipment, books and journals, buildings, campus development, health centre, student amenities etc.Central Universities Two universities bad University and Manipur University became Central Universities during the financial year 2005-06, bringing the number of Central Universities to en of these are being given maintenance and development grant by and Central Agricultural University, Imphal are being assisted by the Union Ministry of Human Resource Development and the Ministry of Agriculture, 2004-05, the UGC made available an amount of Rs.71 crore by way of development assistance to Central 2005-06, (as on 31-12-2005) the UGC provided an amount of Rs.

60 crore to meet the maintenance expenditure and Rs.50 crore as development assistance to Central Universities As per section 12(B) of the UGC Act, State Universities established after 17th June, 1972 shall not be eligible to receive any grant from the Central Government, UGC or any other Organisation receiving funds from the Government of India, unless the Commission satisfies itself as per the prescribed norms and procedures, that such a university is fit to receive present, there are 215 State of which, the UGC has been making budgetary plan allocation for only 113 state universities, excluding medical and agricultural r, the other state universities, technical universities, agricultural universities having engineering and technology departments, are also benefiting from the UGC in the form of special grants.Development grants including grants under special schemes are being provided to all eligible state universities in order to 169 Annual Report 2005-06 facilitate the procurement, augmentation and upgradation of infrastructural facilities that are not normally available to universities from the State government or other bodies supporting them, so as to achieve the threshold level besides, bringing about qualitative the third and mid year of the Tenth plan, plan grants amounting to Rs.47 crore were provided to 119 state universities for the purpose of general 2005-06, (as on 31-12-2005) plan grants amounting to Rs.67 crore were provided to 54 state universities for development to be Universities Section 3 of the UGC Act provides that an institution of higher education, other than universities, can be declared as an institution deemed to be institutions enjoy the academic status and privileges of a present, there are 100 deemed to be universities including 9 institutions which have been conferred deemed to be university status during 200506.

During the financial year 2005-2006, (as on 31-122005) 12 Deemed Universities have been provided nonplan assistance amounting to Rs.15 crore and 19 Deemed Universities have been provided plan grants amounting to es During the Tenth Plan, the University Grants Commission has also been supporting, eligible colleges for the development of under graduate and post graduate education.

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r for strengthening basic infrastructure and other requirements like books and journals, scientific equipment, staff, campus development, teaching aids etc., which are needed for proper instruction.r r for Colleges situated in the backward / rural / hilly areas with a view to removing or reducing disparities and regional achieve the above objectives, the UGC released an amount of Rs O find out how many words per page ur words to page converter is a tool that will help you in calculating what number of pages a given number of words is. It fundamentally fills in as a calculator whereby you will simply enter the text with a particular quantity of words and it will give you the number of pages the text traverses  .

r r for Colleges situated in the backward / rural / hilly areas with a view to removing or reducing disparities and regional achieve the above objectives, the UGC released an amount of Rs.

47 crore to state colleges and also an University and Higher Education amount of Rs.65 crore to Delhi Colleges under various plan schemes or programmes during 2004-05 APA Format VS MLA Format Research Paper Editing.65 crore to Delhi Colleges under various plan schemes or programmes during 2004-05.00 crore to Delhi University colleges, Rs APA Format VS MLA Format Research Paper Editing.00 crore to Delhi University colleges, Rs.38 crore to constituent colleges of Banaras Hindu University and Rs.52 crore to University College of Medical Sciences, Delhi were released during financial year the year 2005-06, (as on 31-12-2005) maintenance grants amounting to Rs.

79 crore to 53 Colleges of Delhi University and Rs.38 crore to four constituent Colleges of Banaras Hindu University were released by the gned Grant Financial assistance is given to teachers/research students, under this scheme for participating in conferences, holding seminars and symposia, publication of research work and for appointment of Visiting Professors / objective is to improve the quality and standard of education, to promote research potential amongst the teaching fraternity and to give them wider exposure in academic and research fields, the quantum of financial assistance is decided based on the faculty strength of the the year 2004-05, an amount of Rs.83 crore was made available to 48 eligible state the year 2005-06, an amount of Rs.36 crore has been released till uction of Women’s Hostels Financial support is provided to universities and colleges for the construction of women’s hostels to bring about gender equity in access to higher education and also to increase mobility of women by creating safe environment.The assistance is on cent per cent basis subject to enrolment of the financial year 2004-05, an amount of the year 2005-2006, (as on 31-12-2005) the UGC released pment Grants to Engineering and Technical Universities The University Grants Commission has been providing development grants to six Technical Universities and 27 Central / State / Deemed to be Universities having Engineering Departments for staff, building, equipment and books and journals etc.

Autonomous Colleges For improving the quality of undergraduate education, Colleges are identified and provided academic freedom and operative target is to make 10 per cent of eligible colleges autonomous by the end of the Tenth present, there are 214 autonomous colleges spread over 47 universities of thirteen 2004-05, the UGC and its Regional Offices provided grants to the tune of Care Centres in Universities The UGC has introduced this scheme to provide Day Care facilities on payment basis at Universities for children of around three months to six years, of age, when their parents (University employees / students ) are at objective of the scheme is to help the women and working parents for pursuing their academic or other career with the the scheme, a one time lump-sum amount of Rs.00 lakhs is provided to the eligible grant should be utilised for acquiring essential day care centre is not run for profit by any individual or scheme is operative for a plan period only.00 lakhs was given to one Central and 10 state 2005-06, (as on 31-12-2005) an amount of Rs.27 crore was released towards Day Care Centres in Universities.Infrastructure for Women Students, Teachers and Non-teaching Staff in Universities The objective of the scheme is to provide assistance for creating and strengthening infrastructure for women students, teachers and non-teaching staff members in Universities.

00 lakhs as a one time grant (in the plan period) is provided to a University for creation and upgradation Annual Report 2005-06 170 University and Higher Education of als have been invited from eligible universities for financial support under this scheme.00 lakhs was paid to one Central and six state mmes for Enhancing Access and Equity Adult & Continuing Education To discharge the responsibility of the nation-wide programme of eradication of illiteracy, the UGC has been implementing a programme of Adult and Continuing Education by envisaging three approaches viz.r The continuing education programme should be targeted towards those who have had the benefit of university education but need to return, either for updating knowledge or skills or acquiring new skills.r The Adult, Continuing & Extension Education should include programmes of training a short term nature aimed at various groups who do not normally enter the university system.

r Community outreach activities should include the responsibility to reach out to society, whether it be specific disadvantaged groups or the organisation or schools or a geographical the programme, the Commission provides financial support to the centres or departments of adult education in universities for both their activities and programmes and for salary of the staff working therein.

68 lakhs was released to the departments of adult ion of Yoga Education and Practice and Positive Health in Universities The aim of the scheme is to assist the Universities in setting up of Yoga Education and Practice Centres in their campuses for which they may identify and involve one of the eminent Yoga Institutions in the ance is provided to the universities for recurring expenditure incurred on managing the Yoga Centre.171 Annual Report 2005-06 The Commission has, so far, approved 64 Universities for establishment of Yoga the year 2004-05, the UGC provided grants to the extent of Rs.43 crore as admissible honorarium for the Yoga Centres for their on going the year 2005-06, an amount of Rs.09 crore was released to the universities under the scheme of Yoga Education and Practice & Positive l Studies on Social Thinkers and Leaders To acquaint teachers and students in universities with the thoughts and actions of great thinkers and social leaders and to involve them in research studies, the UGC has been providing cent per cent financial assistance to universities on selective basis for setting up and running the centres on special studies on social thinkers and far, the UGC has set up centres in 25 universities/colleges during X Plan (8 Gandhian Studies Centres, 7 Buddhist Studies Centres, 6 Ambedkar Studies Centres and 4 Sri Aurobindo Studies Centres).The tenure of these centres is co-terminus with the plan period.

96 crore was released to these studies centers.69 crore was released during period 2005-2006 on this ion of Women and Family Studies The scheme envisages assistance to Universities for setting up Women Studies Centres in Universities to undertake research, develop curricula and organise training, extension work in the area of gender equity, academic self-reliance, girls education, population issues, human rights and exploitation activities are expected to contribute not only to social awareness and change but also to academic UGC has, so far, set up Women Studies Centres in 34 Universities.80 crore was provided to these Centres for carrying out their activities/programmes and salary of project staff appointed on contractual s, the UGC has also requested the Universities to set up a permanent cell to Combat Sexual Harassment of women in the University Campuses as per the directions of the Supreme Court of 2005-2006 an University and Higher Education amount of Rs.53 crore was paid to these centres for carrying out their activities on programmes and salary of project as to provide a stronger foundation for further academic work.r To strengthen their knowledge, skills and attitudes in the subjects where quantitative and qualitative techniques and laboratory work are involved.

r To improve the overall performance of these students in the examinations.Human Rights and Duties Education To make teachers and students in universities and colleges aware of the Human Rights and Duties Education, the Commission has been making available financial assistance to universities and colleges for introduction of postgraduate, undergraduate, diploma and certificate courses in Human Rights and Duties Education as well as for holding seminars, symposia and workshops on Human Rights and Duties the fiscal year 2004-05, the Expert Committee selected 75 proposals out of 151 received and recommended an amount of ingly, the UGC released an amount of Rs.09 lakhs to universities and colleges for their the year 2005-2006, the Commission has released ishment of Scheduled Caste and Scheduled Tribe Cells in Universities The main objective of the scheme is to ensure effective implementation and the monitoring of the reservation policy for Scheduled Castes and Scheduled Tribes and also programmes of the Government of India and UGC in Universities and attain this objective, the UGC has been financially supporting the Universities to establish Scheduled Caste and Scheduled Tribe far, 120 cells have been established in various al Coaching for SC/ST students in Universities and Colleges In order to contribute towards social equity and socioeconomic mobility of the underprivileged sections of the society, the Commission introduced Remedial Coaching Scheme at UG/PG level in main objectives of the scheme are: r To improve the academic skills and linguistic proficiency of the students in various subjects.r To raise the level of comprehension of basic subjects Remedial Coaching in Colleges / Universities also covers pre-entrance examination / tests for admission to Medical and Engineering ty is being given to regular teaching only.The tenure of assistance to Universities and Colleges is five financial year 2004-05, 11 universities and 63 colleges have been selected to impart remedial coaching for SC/ ST.

70 crore was released to those Universities and Colleges, which have implemented the scheme.During the financial year 2005-06, an amount of Rs.72 crore was paid to the universities and colleges for imparting remedial coaching for weaker sections of the society particularly SC/ the year 20052006, an amount of Rs.72 crore was paid to the universities and colleges for imparting remedial coaching for weaker sections of the society particularly SC/ al Coaching Classes for Disadvantaged Minority Groups The objective of the scheme is to impart remedial coaching to students belonging to disadvantaged minority groups so as to enable them to compete in various competitive examinations, to secure admissions in professional courses, to become self-reliant and organise orientation programme for Directors of the Coaching Centres so that professional approach can be introduced in the coaching of on 31 st March, 2005, as many as 131 Coaching Centres have been functioning in various Universities and the financial year 2004-05, an amount of Rs.05 crore was released to Universities and Colleges for running these coaching centres for disadvantaged minority groups.

14 crore was released to these coaching centers.Annual Report 2005-06 172 University and Higher Education Facilities for Differently Abled Persons With the aim of catering to the needs of persons with their disabilities in the Higher Education system, the UGC has been operating two schemes namely Teachers Preparation in Special Education (TEPSE) and Higher Education for Persons with Special Needs (HEPSN) for the differently abled main objective of the scheme is to develop courses for special teachers and counsellors and also to provide facilities in various forms for differently abled UGC has, so far, identified and approved 10 Colleges and Universities under the TEPSE and 19 Colleges and Universities under the scheme of the HEPSN for financial support.54 crore was paid to 9 institutions under the HEPSN and 6 institutions under the l Development Grants to Universities and Colleges in Backward Areas The scheme’s objective is to focus attention on Universities and Colleges located in Backward Areas and to improve infrastructure, to achieve optimum teaching equity and access at least to the threshold will enable the universities to evolve a level where they are able to introduce innovations in academics and meet challenges of globalisation of Higher eligible Universities which are under section 12(B) of the UGC Act, 1956 and physically located in backward areas identified by the Planning Commission will be provided upto Rs.00 lakhs as one time additional grant over and above the Tenth plan allocation made to purpose of focus and funding to these universities located in backward areas is to remove or reduce, to the extent possible, the disparity between the Universities situated in Metropolitan Cities, Urban and Semi-urban areas and the Universities located in backward accordance with the guidelines of the scheme, the UGC has released grants to the extent of Rs.88 crore respectively to Universities and Colleges during the year 2005-2006, (as on 3112-2005) a grant of Rs.

45 crore was provided as special development grants for 17 universities and 404 colleges located in backwards areas.173 Annual Report 2005-06 Special Development Grants to Young Universities and Colleges The basic objective of the scheme is to create basic and bare minimum infrastructure and to improve or expand the existing infrastructure of Young Universities and Colleges so as to enable them to attract more students and teachers and to help introduce new Universities and Colleges which have been included under section 12(B) of UGC Act, 1956 from Eighth Plan onwards are eligible to receive grants from eligible Universities and Colleges will get assistance as a one time additional grant over and above the Tenth Plan allocation upto a maximum of Rs.00 crore for augmenting or improving or expanding their physical infrastructure.The grant provided can be utilised exclusively for creating infrastructural facilities of a capital nature such as library, hostels, staff quarters, class rooms, laboratories, canteens, auditorium, guest houses, play ground 2004-05, the UGC has released grants to the extent of Rs.31 crore respectively to Universities and the year 2005-2006, (as on 31-12-2005) an amount of Rs.

30 crore was released as special development grants for 4 young universities and 263 ion of Socially Relevant Education Programmes Career Oriented Programme The objective of the scheme is to ensure that the graduates who pass out have knowledge, skills and aptitudes for gainful employment in wage sector in general and self-employment in particular so as to reduce the pressure on Master Courses.These courses will run parallel to the conventional courses offered by the institutions should be of interdisciplinary assistance to an institution selected under this scheme would be to the tune of Rs.00 lakhs as one time ‘Seed Money’ for five years in Humanities and Commerce Streams and Rs.The colleges are to opt for a minimum of three courses in each is left to the universities and University and Higher Education experiences with their peers and learn from each is a forum for keeping abreast with the latest advances in the subjects, technological spin off, etc.To improve and maintain standards of teaching in universities and colleges, the UGC has established 51 Academic Staff Colleges during X colleges are conducting specially designed Orientation Programmes of 4 weeks duration for newly appointed teachers and Refresher Courses of 3 week duration for in-service es to identify their own ‘Need Based’ Career Oriented inter disciplinary UGC has selected 228 colleges and 2 Deemed to be universities for Career Oriented courses to be started from the academic year the financial year 2004-05, an amount of Rs.

07 crore was paid to the selected the financial year 2005-06, an amount of Rs.88 crore was allocated for the scheme and the entire amount was released to various universities ad Colleges.Academic Staff Colleges To improve and maintain standards of teaching in universities and colleges, the UGC has established 51 Academic Staff Colleges during X colleges are conducting specially designed Orientation Programmes of 4 weeks duration for newly appointed teachers and Refresher Courses of 3 week duration for in-service ation Programmes are intended to inculcate in young lecturers the quality of self-reliance through awareness of the social, intellectual and moral environment as well as to discover self-potential and Refresher Course provides opportunities for serving teachers to exchange Besides 51 Academic Staff Colleges, the UGC has also identified 84 universities and specialised institutions as UGC-Refresher Course Centres (UGC-RCC) across the country to run Refresher courses to cater to the needs of all the eligible the beginning of the academic year 2005-06, 260 Programmes (221 Orientation Programmes + 39 Workshops) and 917 Refresher Courses have been approved and allocated to the 51 ASC and 84 universities identified as Refresher Course Centres(RCCs).During the third year of the Tenth plan, an amount of Rs.68 crore was made available to these Academic Staff Colleges/RCCs for conducting various Orientation Programmes and Refresher Courses for teachers through out the year as per the schedule of each Academic Staff the year 2005-2006, (as on 31-12-2005) the Commission released funds to the tune of ational Cooperation Travel Grant The Commission has been providing financial support to college teachers, Vice-Chancellors and the Commission Members for presenting their research papers in International Conferences abroad for enriching their knowledge for further research and for providing an opportunity to learn working mechanism and techniques / good practices followed in higher education sector of the host assistance is available for them once in three college teachers, assistance is limited to 50 per cent of the admissible expenditure and for Vice-Chancellors and UGC Members, it is on cent per cent basis.

During the year 2004-05, an amount of Rs.00 crore was made available to 211 college teachers, 6 ViceChancellors and one Commission , the University Grants Commission is providing travel grant, on cent per cent basis, to enable the university/college teachers to collect source material and availing of assistance is given to those scholars only Annual Report 2005-06 174 University and Higher Education who have received an assurance for maintenance at least for a period of two months from a recognised university / institute 2005-06 the approval of the UGC was given to 220 college teachers and 4 Vice-Chancellors based on the recommendations of the Expert Committee and also an amount of Rs.46 crore released under the scheme during the year Studies Programme The Commission is providing financial assistance to 39 centres identified as Area Study Centres in 25 Universities for undertaking studies relating to Social, Economic, Political and Cultural Affairs of a given area and for developing inter-disciplinary research and teaching within a comparative frame focus is on such countries and the regions with which India has had close and direct the mid year of Tenth plan, an amount of Rs.06 crore was made available to 28 Studies the financial year 2005-06, an amount of Rs.85 crore was released to Universities where Area Studies Centres are functioning.

Cultural Exchange Programmes The University Grants Commission, on behalf of the Government of India, is implementing the Bilateral Exchange Programmes between India and other countries connected with University 2004-05, such programmes have been in operation with 23 countries and Educational Exchange Programmes with 11 2004-05, the UGC hosted the visit of 26 foreign scholars from various countries and 42 Indian scholars were deputed n delegations from Australia, Myanmar, Ethiopia , Bhutan and Finland visited UGC during Indo-Tec Mauritius Agreement, the UGC has nominated five Indian Scholars to visit Mauritius.Nine Mauritian scholars also visited the collaborative exchange programme, there is a provision for exchange of foreign language teachers at the Master’s or Research 2004-05, 22 foreign language teachers have been appointed in various Indian Universities.175 Annual Report 2005-06 Under the programme of Exchange of Social Scientists, 7 Indian Scholars have been nominated by the Commission for the year 2004-05 to visit French Scholars also visited the programme of SAARC Fellowships/ Scholarships, 26 Fellowships and 40 Scholarships are available to the SAARC member sending country meets international airfare and the receiving side makes all the arrangements regarding admission and the payments of allowances 2004-05, the UGC has nominated four Indian scholars for MBBS course in Tribhuvan University, the programme of Commonwealth Academic Staff Fellowships, the UGC coordinates with the Association of Commonwealth Universities (ACU) in United Kingdom and makes nominations for the award of Commonwealth Academic Staff Fellowships to enable promising faculty members in Indian universities and colleges to do research work at the Universities / Institutions in the United Kingdom.During 2004-05, 80 teachers have been of 80, 25 Scholars have finally been selected by the Association of Commonwealth Commission has also nominated 14 Indian Scholars under Commonwealth Split-site of which, eight candidates have been accepted by the Commonwealth Scholarship Indian scholars have been nominated by the Commission under Indo-Finnish Government Scholarship, which offers scholarship for Postgraduate studies, Research and Teaching at a Higher Education Institution or Public Research Institute in Finland.

The two scholars have successfully completed their visit.

28 lakhs (excluding establishment expenditure) was incurred under these 2005-06 the Commission released a grant of Rs.39 crore under various Cultural Exchange ng and Research in Inter-disciplinary and Emerging Areas The programme is to support the specialised courses at University and Higher Education undergraduate and postgraduate level including PG Diploma in Interdisciplinary and Emerging Areas and to accommodate brilliant ideas and innovative proposals to influence teaching, research, academic excellence, societal growth and relevant activities in various disciplines which meet educational, national and global financial assistance is on cent per cent is provided for most essential and critical requirement of laboratory equipment, contingency, staff etc.for starting the courses in interdisciplinary and emerging limit of the financial assistance will be Rs.00 lakhs for both non-recurring and recurring items in addition to staff on actual basis.The duration of the programme is upto the end of Tenth plan period only.

The UGC may also consider additional grants for maintenance of the equipment (5 per cent of equipment cost) and also to meet overhead charges (10 per cent of the total allocation or Rs.13 crore was paid to University Departments for conducting these courses in Inter- disciplinary and Emerging mmes for Promotion of Quality and Excellence r The target for identifying universities and colleges would be 5-15 universities and 100-150 colleges respectively during Tenth plan period by giving weightage to factors like geographic region, urban and rural areas, backward region, women colleges and SC/ eligibility criteria for Universities and Colleges is a follows: Universities r r Should have at least 25 per cent of the existing PG departments being identified by the UGC under SAP /ASIST / Innovation Programmes.r r r Potential for evolving an effective academic and management system that can serve, in general, as a model for recognising the university system in the fication of Universities and Colleges with Potential for Excellence The main objectives of the programme are : r To strengthen the academic and physical infrastructure for achieving excellence in teaching, research and outreach programmes.r r To enhance the quality of the learning process and teaching at the undergraduate and postgraduate levels with the help of flexible credit based modular system.r r r To achieve excellence in education, training and research to face the challenge of es r r r r Every college should work out and submit a plan of action for the Tenth plan period upper limit of financial assistance for universities is Colleges, the grant may vary from Commission has already identified five universities namely, Pune, Hyderabad, Madras, Jadavpur and JNU and granted the status of universities with potential for , 12 more universities have been identified as centres of excellence in a particular Report 2005-06 176 University and Higher Education In accordance with the new guidelines for Tenth plan period, the UGC has invited proposals from universities and colleges for identification of potential universities and colleges for the status of the first phase of identification, 47 colleges have been selected against the 155 slots.

70 crore to colleges respectively was paid.During 2005-2006, financial support to the tune of Rs.00 crore was provided to the universities and released Rs.75 crore to 47 colleges during 2005-2006.UGC INFONET Programme In order to provide relevant and quality education with enhanced access and quality, the UGC has launched a mega programme namely, UGC-INFONET, a network of Indian Universities and Colleges by integrating Information and Communication Technology and the process of teaching, learning and education network will be run and managed by ERNET ation for Library Network (INFLIBNET), an autonomous Inter-University Centre of UGC is the nodal agency for coordination and 177 Annual Report 2005-06 facilitation of the linkage between ERNET and Universities and far, 144 universities have been connected the financial year 2004-05, a total grant of Rs.

75 crore was released to universities and of Higher Education The main objective of the programme is to evolve a policy to promote free flow of students from other nations to India and will help the universities to expand their activities outside India and also to export Indian education this purpose, a Standing Committee has been constituted based on the interim report submitted by an Expert Committee, to work out the operative mechanism for export of Higher Education.The Committee submitted its report wherein it recommended various operative mechanisms for promotion of Committee submitted its report wherein it recommended various operative mechanisms for promotion of Indian Higher sity and Higher Education Digital Repository of Research and Teaching Material The University Grants Commission has initiated a programme to provide electronic access over the Internet to scholarly literature in all areas of learning to the University Sector in programme is fully funded by the Universities which come under the UGC’s purview will be members of the programme, and it will gradually be extended to colleges as programme will be coordinated and executed by Information and Library Net work (INFLIBNET) Centre, to various E-Journals will formally begin on January 1, 2004.This programme is a cornerstone of the UGC-INFONET effort, which aims at addressing the teaching, learning, research, connectivity and governance requirements of the programme aims at covering all fields of learning of relevance to Universities including Arts, Humanities and Social Sciences, Physical and Chemical Sciences, Life Sciences, Computer Sciences, Mathematics and Statistics.50 crore was made available under the programme to the INFLIBNET Centre.National Education Testing (NET) for Teaching and Research The University Grants Commission conducts a National Level Tests for Lecturership Eligibility and Junior Research Fellowships (JRFs) to ensure minimum standards for the entrants in the teaching profession and research in Universities and test for Science subjects is conducted by the CSIR jointly with tests are conducted twice in a year, generally, in the months of June and UGC has allocated a number of Fellowships to the Universities for the candidates who qualify the test for tly, these tests are being conducted in 81 subjects at 65 Centres spread across the country and six centres abroad.

The University Grants Commission also grants accreditation to various states to conduct State Level Eligibility Test for lecturership candidates who clear a SLET are eligible for lectureship all over far, 18 states have been given accreditation for the SLET examinations scheduled in or after June 2002, the qualified candidates shall be eligible to apply for the post of lecturer only in the Universities / Colleges belonging to the state from where they have cleared their SLET the UGC-NET exam held in December, 2004 at 65 centres across the country, 0.Out of which, 3951 candidates were declared eligible for lecturership and in all 460 for Junior Research the year 2004-05, an expenditure of Rs.35 crore was incurred excluding establishment expenditure for conducting these national level examinations.Incentives for Resource Mobilisation In order to revive our tradition to support Higher Education and to encourage the participation of society in the development of Universities, the Commission evolved a scheme entitled “Incentives for Resource Mobilisation”.The objectives of the scheme are: r To encourage universities to mobilise resources by participation / contribution of society in their development.

r r To encourage Universities to provide consultancy ON PAYMENT BASIS not only to the industries but to the government and other bodies and society at large on vital issues of national importance.r To provide incentives to the Universities which involve society in their developmental l Universities, Deemed to be Universities which are receiving plan and non-plan grants from UGC and Inter-University Centres established by the UGC are eligible to receive grant and they will also be target groups.The contribution of the UGC will be upto the extent of 25 per cent of the contribution received by the University, subject to a maximum of Report 2005-06 178 University and Higher Education During the financial year 2004-05, the UGC supported 15 State/Deemed Universities to the extent of the year 2005-2006, the UGC paid Rs.51 crore to universities as an incentives share of the research in various educational disciplines including allied disciplines.Help me write an research proposal gender studies 148 pages / 40700 words platinum single spaced undergraduate r Programme to be relevant to societal needs and have society and industry interaction.

r To make research a catalyst for good teaching and introduction of new courses relating to identified thrust areas.r To enhance infrastructural facilities to utilise the output of research for the development of the nation and society Order Now reliablepapers com.r To enhance infrastructural facilities to utilise the output of research for the development of the nation and society.r r To search for newer / generic areas, its promotion and ishment of UGC Network Resource Centres in Colleges The objective of the scheme is to create awareness amongst staff and students about the use of computer in various activities like Administration, Finance, Examination and Research and also to have access to multi media material in teaching and learning at places of eminence in India and Abroad.The assistance is provided for the establishment of UGC Network Resource Centres by way of providing computers and internet nature of assistance is as follows: First Time Assistance: Non-recurring Recurring Time Assistance: Non-recurring Rs.

a Colleges which have already availed second time assistance will only be supported for Internet Connectivity to the tune of UGC has decided to support all the eligible colleges under section 2(f) and 12(B) of the UGC Act for the establishment of UGC Network Resource Centres during X Plan period.67 crore was released to all eligible colleges.82 crore to the universities during 2005-2006.) Programmes for Strengthening of Research Special Assistance Programme (SAP) The main objectives of the Special Assistance Programme are: r To identify and support university departments that have the potential to undertake quality teaching 179 Annual Report 2005-06 The departments which are having at least one Professor, two Readers and three Lecturers are eligible for induction under this programme.The duration for this programme is upto the end of Tenth plan programme is being implemented at three levels namely, DRS, DSA and CAS .

The maximum limit of financial assistance at different level of this programme will be as under : CAS Rs.00 lakhs in Science, Engineering & Technology Rs.00 lakhs for Mathematics, Statistics, Humanities and Social Sciences.00 lakhs in Science, Engineering & Technology Rs.00 lakhs for Mathematics, Statistics, Humanities and Social Sciences.

00 lakhs in Science, Engineering & Technology Rs.00 lakhs for Mathematics, Statistics, Humanities and Social number of departments approved for support under this programme, as on 31st March, 2005, has been 477 (CAS-64, DSA-155, DRS-258).During 2004-05, the UGC provided grants to the tune of Rs.81 crore to departments of Humanities, Social Sciences, Physical Sciences, Bio-Sciences, Engineering and the financial year 2005-06, the financial support University and Higher Education to the extent of Rs.

37 crore was made available to the departments of Humanities/Social Sciences and Rs.

66 crore to the departments of Sciences and Engineering & Technology.r r Link up and suggest steps required for interdisciplinary activities in the areas to the other SAP or ASIST supported departments and motivate user departments through active participation, training and awareness programmes and nurturing of the ance for Strengthening of Infrastructure for Humanities and Social Sciences (ASIHSS) The UGC has introduced ASIHSS Programme in the year 2003-04 to assist selected high quality Humanities and Social Sciences departments in the Universities to enable them to acquire necessary equipment and to develop infrastructure in order to attain excellence in postgraduate education and financial assistance under the programme is upto 2004-05, 24 new departments were selected bringing the total to 56 and also an amount of ance for Strengthening of Infrastructure for Science and Technology (ASIST) The basic objective of this programme is to assist selected Science & Technology Departments in Universities which have already showed and achieved high quality performance to enable them to acquire such costly major equipment which can not be approved out of SAP grant or general development grant, so that the attainment of excellence in post graduate education and research in the department is not handicapped due to non-availability of such equipment.The specific objectives of ASIST programme are to: r Strengthen infrastructure for PG Education and Research by acquiring costly major equipment (not available under SAP or other sources) for continuously maintaining the achieved excellence in research and post graduate teaching or for enhancement of the proven performance in the identified areas.r Future enhancement and promotion of hi-tech / emerging / thrust / generic areas to be at par and comparable with their counterparts in the world.r Promote science and technology innovation and its exploitation through technology transfer, filing of patents departments, which have completed at least one term i.

five years at the minimum level of DRS under SAP programme and have been reviewed with good report for further continuation, are eligible.Assistance is being provided as one time inputs on cent per cent financial limit for a selected department (in Sciences, Engineering and Technology ) is Rs.00 lakhs and for department of Mathematics & Statistics, is Rs.00 lakhs for a duration of five years departments, which are selected under the programme, are given functional inception of the programme, 228 departments have been selected for target for induction of departments under the scheme during X plan has been fixed at and Minor Research Projects The objective is to promote excellence in research in higher education by supporting research programmes of University and College teachers in all University Grants Commission provides financial support to permanent / regular, working/retired teachers in the Universities and ch project may be undertaken by an individual teacher or a group of teachers.A teacher can have only one project of the UGC at any given d teacher upto the age of 70 years can also participate under the r, he / she should preferably not be above the age of 67 years at the time of applying for the quantum of assistance for a research project is as follows: r Major Research Project in Sciences including Engineering and Technology, Medical, Pharmacy Agriculture etc.

00 lakhs Annual Report 2005-06 180 r To provide facility for staff development through training and opportunities to exchange experience with other instrumentation maintenance facility centres across the UGC has introduced ASIHSS Programme in the year 2003-04 to assist selected high quality Humanities and Social Sciences departments in the Universities to enable them to acquire necessary equipment and to develop infrastructure in order to attain excellence in postgraduate education and Universities and colleges offering postgraduate science courses under section 2(f) and 12(B) of the UGC Act are eligible to receive financial support to establish IMF this scheme, the Commission provides financial assistance till the end of the 10th plan under the following heads : financial assistance under the programme is upto Rs.r Major Research project in Humanities, Social Science, Languages, Literature, Arts, Law and allied disciplines – Rs.00 lakh The financial support is for Equipment, Books & Journals, Research Personnel, Hiring Technical Services, Contingency, Chemicals and consumables, Travel and Field work and any other special r, assistance towards Research Personnel will not be provided in Minor Research duration of the Major and Minor Research Project is normally three and two years 2004-05, as many as 483 Major Research Projects and 85 Minor Research Projects have been approved by the UGC Head Quarter and also released an amount of Rs.12 crore and UGC Regional Offices approved 3007 new Minor Research Projects and released ments Maintenance Facility (IMF) in universities and colleges The objectives of the scheme are : r To provide effective and economical services in the repair and maintenance of scientific instruments and electronic hardware.00 lakhs During the financial year 2004-05, the Expert Committee recommended to support 19 universities and 34 colleges and an amount of Rs.

40 crore was released to these IMF centres.26 crore was released for the establishment to IMF -University Centres In pursuance to the amendments of the UGC Act in 1984, the UGC establishes autonomous centres which are called Inter-University Centres within the university system under Clause 12(ccc) of the UGC objectives for setting up these centres are: r To provide common advanced centralised facilities/ services for universities which are not able to invest heavy investment in infrastructure and other inputs.r To play a vital role in offering the best expertise in each field to teachers and researchers across the country.r To provide access for research and teaching community to the state-of-the-art equipment and excellent library facilities which are comparable to international r Science Centre was the first research centre established in UGC is also interested in University and Higher Education establishing Inter-University Centres of international has taken steps to establish the first such centre namely, Inter-University Centre for International Studies in the field of Humanities and Social main objective of the centre would be to address contemporary development issues with multidisciplinary approach.As of today, six Inter-University Centres are functioning within the university 2004-05, a total grant both under Plan and NonPlan of Rs.

14 crore was released to these InterUniversity the financial year 2005-06, the UGC paid Rs.07 crore to Inter-University Centres under Plan an amount or Rs.73 crore was paid to 4 Centres of National al Facilities Centres Besides the Inter-University Centres, the UGC has also created centres of National Facilities for serving as resource centres.These Centres are also regularly been financed by the of today, four Centres of national facilities namely, Western Regional Instrumentation Centre, Mumbai (Maharashtra), MST Radar Centre, Tirupati (AP), Indian Institute of Advanced Studies, Shimla (HP) and Crystal Growth Centre, Anna University, Chennai are functioning.73 crore was released to the centres of national ch Awards Under this scheme, the UGC provides full salary of the Awardees to the respective institutions, and research grant upto Rs.

50 lakhs in Humanities and Social Sciences and Rs.00 lakhs in Science and Engineering & Technology to meet expenditure on books, journals, chemicals and scheme is meant to provide opportunities to permanent teachers of the Universities and Colleges with age up to 45 years, to pursue research in their areas of specialisation in order to remain in touch with the latest developments in respective areas in teaching and research.36 crore was released to the Research Awardees, who are working in various Indian Report 2005-06 182 Research Fellowships The University Grants Commission has been providing financial assistance to Universities and Colleges for organising programmes such as Research Workshops, Seminars and Conferences at national and international also provides financial assistance to non-university institutions like NIEPA for organising such programmes as identified by the the financial year 2004-05, an amount of Rs.27 crore was released to various universities and colleges and also non-university the financial year 2005-06, an amount of Rs.20 crore was paid to the universities/colleges and non-universities like NIEPA for organising various Seminars, Conferences and Workshops.

The UGC awards 20 Junior Research Fellowships and 7 Research Associateship every year to foreign students and teachers from the developing countries of Asia, Africa and Latin America to undertake advanced studies and research in Sciences, Humanities and Social Sciences leading to M.and Post Doctoral degrees in Indian Universities.Emeritus Fellowships The University Grants Commission floated the Scheme of Emeritus Fellowships in order to provide an opportunity to the highly qualified, experienced and superannuated teachers of Universities, Colleges and Institutions approved under Section 2(f) and 12(B) of the UGC Act, who have been actively engaged in research and teaching programmes of the Universities/ Institutions, Deemed Universities in the preceding years to undertake research, without any restriction of position or pay fellowship is awarded on the basis of quality of research and published work contributed by the teacher in his/her service awardee can work under this scheme with a well defined time bound action plan up to the age of 70 years or up to two years (non-extendable) of the award whichever is number of slots available under the scheme is 100 at any given the scheme, the awardee is provided the honorarium of Rs.and a non-lapsable contingent grant of such other privileges including medical facilities as available to the faculty members of the research awardee will ensure the completion of the project undertaken and submit a final report of the work to the Commission.41 crore were released to the Emeritus Fellow working in various Indian universities.

183 Annual Report 2005-06 During 2004-05, the Commission has provided 20 Junior Research Fellowships and 7 Research Associateships to foreign students and Research Fellowships (JRFs) for Indian Nationals Under this scheme, students / research scholars who qualified national level tests conducted by the UGCCSIR, SLET are being awarded fellowships to pursue research leading to M.The fellowship is tenable for a period of four years initially and it is extendable by one more year subject to the prior approval of the fellowship amount for the first two years is contingency for the first two years is r, in the case of Sciences, the contingency is Rs, 12,000/- p.Admissible HRA and Departmental Assistance of Rs.29 crore was incurred towards the payment of these Junior Research -time Research Associateship for Women The University Grants Commission has selected 100 candidates for the year 2003-04 under the scheme of Part-time Research Associateship for those with 5 years experience after Associateship also carries a contingency grant of full tenure of 5 years and Departmental Assistance @ 10 per cent of the sity and Higher Education Part-time Research Associateship is awarded annually to women upto 50 years of age with s and aptitude for independent research work in any field of Humanities and Social Sciences including languages and Engineering and Technology.The other qualification requirements are first class master’s degree with 55 per cent at graduate level and a Ph.

00 crore was released to the selected part-time women Research ering & Technology JRFs The University Grants Commission has selected 50 candidates through direct interviews conducted in February, 2004 for the award of Junior Research Fellowships in the disciplines of Engineering & subsequent years with an annual contingency of scheme is meant for providing an opportunity to research scholars to undertake advanced study and research in engineering and technology, and agricultural engineering, leading to of date, the University Grants Commission or the Council of Scientific and Industrial Research are not conducting National Education Testing (NET) examinations in these ts are given this opportunity through direct interview conducted by the are 50 slots under this scheme per m qualifications are a Master’s degree in engineering/ technology/pharmacy, with 55 per cent marks.GATE is not a mandatory condition for getting a research fellowship to pursue age limit is 40 years as on 1st July of the year of award, extendable by five years for women and SC/ST candidates.53 crore was released against the budget allocation of of Professors of Eminence A new scheme-‘Professors of Eminence’ was launched in 2004-2005 with the objective of recognising outstanding professors in the higher education system in the country and encourage academic recognition will be on the basis of their proven competence in teaching, research and educational management.Directly recruited professors with 10 years of service, having equivalent, and 28 years of service as a teacher in the university or in an equivalent position, are eligible for who are selected under this scheme will be placed in a super time scale of pay of permanent position or post shall be created for the purpose of recognising Professors of Eminence in the shall continue to perform such duties relating to teaching and research as assigned by the respective scale of pay under this scheme shall be personal to the individual incremental cost associated with the position of Professor of Eminence shall be borne by the institution where the Professor of Eminence is professors shall be considered under the scheme from all the universities eligible to receive financial assistance from UGC (excluding Agricultural/Medical/ Veterinary Science universities) and fully centrally funded.Deemed to be universities and premier nontechnical institutions of National screening the nominations of the eligible scholars with the help of a committee, the universities shall send their recommendations to the UGC shall forward the recommendations of the selection committee to the selection would be made by a High Powered Committee to be chaired by Hon’ble ion was not made to these positions due to reconsideration of the guidelines by the Commission.

New Initiatives of the UGC Promotion of Entrepreneurship and Knowledge-based Enterprises Higher Education Institutions have to play a more proactive role in promoting entrepreneurship and Annual Report 2005-06 184 University and Higher Education this context, UGC has partnered with National Science & Technology Entrepreneurship Development Board (NSTEDB) under the Department of Science & Technology (DST), Government of India to promote entrepreneurship, technology commercialisation, technology business incubation and knowledge processing parks in the a part of this initiative, UGC shall create awareness and build capacity amongst students of entrepreneurship skills and provide forward and backward linkages through an organised institutional support for converting their aspirations to real would be done through a ‘Hub and Spoke’ Model, wherein existing Entrepreneurship Development Cells (EDCs) and other institutions related with entrepreneurship shall be linked to a number of Network Institutions in Universities/Colleges throughout the activities under this shall be – learning material development, faculty training and development, providing space in curriculum in higher education programs, organising awareness camps etc.A large number of institutions would be covered through this will also facilitate the DST in setting up of more of the EDCs on an accelerated basis.A new model of EDC with a component for providing training and hands on experience to students in the area of Business Process Outsourcing (BPO) shall also be evolved in partnership with NASSCOM and supported jointly with the will also help the DST in setting up of new Technology Business Incubators and Science and Technology Entrepreneurship Parks (STEPs) in higher education institutions.In view of huge business opportunities in the area of e-content development, Content Development Industry Incubators are also proposed with private partners having expertise in this ing entrepreneurship through institutions of higher learning is the only way to ease pressure on the already tight job markets and create new opportunities for the large population in this tion of Intellectual Property Rights (IPRs) The university system plays an important role in 185 Annual Report 2005-06 creation of new r knowledge produced in universities used to be in public ation in scholarly journals was the norm.

Now that knowledge is the new currency of economic is the source of primary competitive advantage, universities zealously guard their knowledge economic returns from protected knowledge motivates new knowledge creation and therefore fuels is a paradigm shift in knowledge creation through world over is to protect new knowledge as Intellectual Property (IP) with private ownership.

IP takes various forms such as patents, designs, trade marks copyrights, geographical indications, integrated circuits and trade , there is a framework for protection of rights emanating from intellectual property both globally and at the national is now important that higher education institutions protect their intellectual property being a new development, most universities do not have expertise and processes in place to enable their researchers to protect their IPRs.Therefore, there is a need for creating an awareness, putting in place an enabling policy environment, proper structures and processes and also provide financial support to enable researchers to protect their IPRs.Under this initiative, the UGC intends to set up a Standing Committee and establish four regional centres with full time expert staff/ panel of experts to facilitate protection and management of IPRs from the university initiative of the UGC shall dovetail with all existing initiative/ongoing activities of various agencies and shall have strong linkages with patent/copyright ion of Indian Higher Education Abroad Promoting Indian Education abroad is regarded as a strategy to promote quality of our education by the UGC, as a means of creating multi-cultural ambience on Indian Campuses that promotes diversity and international the cost advantage in our favour, there is a distinct possibility of getting larger number of international students to would require positioning of Indian Higher Education as a distinct brand and proper strategy and action plan.University and Higher Education (2) Information dissemination and promotion to bring credible and an up to date information to International students and evolve a communication strategy with focus on uniqueness of Indian education; May 2004 to promote short-term India-centric programs for students in the developing also organised education fairs in East Africa (Ethiopia, Tanzania, Kenya) in June 2004 with the assistance of FICCI to attract students in regular programs form developing only were both events hugely successful – these also gave UGC invaluable experience in promoting Indian education on this experience, several activities and events are now planned by the UGC.(3) Simplification and harmonisation of procedures for admission and visa etc.

, Training and Development of Academic Administrators This would involve four distinct steps: (1) Evolving Country Specific strategies with a view to create a fit between what is required in a particular country’s context and what we are able of offer; (4) Managing expectations with a view to provide good experience to students already the PIHEAD initiative, UGC has embarked upon a focused nationally coordinated program to attract international students and to promote Indian Institutions to offer programs has constituted a Standing Committee (SC) to advise and steer the PIHEAD its PIHEAD Initiative, UGC participated in NAFSA Conference at Baltimore, Maryland, USA in Within the context of globalisation and developments in technology, higher education is undergoing unprecedented addition to questions of access and equity, institutions of higher education are called upon to cut costs, improve quality and compete in an environment of cross-border educational provision.Academic administrators have to respond to these challenges and steer the course of their institutions to provide world class education and training to their proposes to address this issue by – creation of a structured system to impart Annual Report 2005-06 University and Higher Education training and development opportunities to the staff, administrators and senior functionaries in the various universities and colleges with the broad goal of attaining excellence in academic this, detailed planning is being done for launching a centrally coordinated decentralised scheme of training of academic administrators involving a large number training institutions (including management schools), selected academic staff colleges and even private training providers on the pattern of training of civil servants handled by the Training Division of the Department of Personnel & Training (DOPT), Government of ile, UGC has initiated several training programmes – each with specific focus -Day training was conducted at the Institute of Government Accounts and Finance (IGAF), New Delhi in August 2004 on Accounting Practices and Procedures for Senior Finance and Accounts Officials of Central/ Deemed Universities.A two day workshop for Registrars, Finance Officers and Controller of Examinations of Central Universities with focus on experience sharing is planned at Hyderabad in October this also plans to extend support for Training/ Workshops for Academic Administrators being organised by other Institutions/Agencies on their r, a Five-Day Institute for Vice-Chancellors of Universities on Managing Change – Leadership and Strategic Change in Higher Education in partnership with the Commonwealth of Learning (COL) and Association of International Universities (AIU) is also hensive Computerisation Initiative With a view to enhance its efficiency and bring transparency in its working, UGC has undertaken a Comprehensive Computerisation this initiative, computing and networking infrastructure in UGC offices is being strengthened.A new and comprehensive Website – has been content rich, aesthetically designed and interactive website would bring a new culture of working both within the UGC and in its interface with higher education institutions.187 Annual Report 2005-06 For sharing information internally, an Intranet is being put in has taken up digitisation of all Commission agenda and same would be available on its Intranet.

Work on modernisation and automation of UGC Library has been initiated to transform it into Knowledge Resource Centre on Higher on creation of a National Doctoral Thesis Database has also been initiated with a view to promote quality research in the a view to address problem of malpractices – such as fake certificates, facilitate statistics collection and compilation, planned development of manpower, a Committee is exploring possibility of providing a framework of assigning unique enrolment numbers that could specifically identify students in the higher education ation of Indian Universities The Association of Indian Universities (AIU) is a registered Society under the Societies Registration Act, 1860 with membership of Indian provides a forum for administrators and academics of member universities to exchange views and discuss matters of common concern.It acts as a Bureau of information in higher education and brings out a number of useful publications (including “Universities Handbook”) research papers and a journal titled “University News”.Membership of the Association is 279 (including two Associate Members ndu University, Kathmandu and Mauritius University, Mauritius).The Association is substantially financed from the annual subscription by the member Government of India, Ministry of Human Resource Development provide grants for meeting a part of the maintenance and development expenditure, including research studies, workshops, training programmes for university administrators, orientation programme for newly appointed Vice Chancellors/ Directors, and for creation of question banks and database.AIU has a scheme to sponsor Inter-University sports events and inter-university youth festivals at zonal and national activity which was funded by the grants University and Higher Education The total number of students registered in IGNOU during 2005 was 4,60, cumulative enrolment of students at IGNOU is about 1.

The student support system network of IGNOU consists of 60 Regional Centres, seven Sub-Regional Centres and 1298 Study Centres.received by AIU from Ministry of Youth Affairs and Sports out of the scheme of Grants for promotion of sports in Universities and Colleges, has since been transferred to the State is now exploring other avenues to sustain this important Association has taken initiative to create an interface of the university youth activities with the non-university Evaluation Division of the AIU continued its work related to the grant of equivalence to degrees obtained from Institutions of higher learning of foreign countries and India.A total of 355 equivalence certificates were issued during the year to foreign / NRI students.The Students Information Services Division continued to serve students, academics and parents by providing them information on the status of Indian institutions of higher education, professional bodies, etc., and on the courses offered by Indian universities and other institutions recognised by Government ce Education Indira Gandhi National Open University (IGNOU) The Indira Gandhi National Open University (IGNOU) was established by an Act of Parliament in 1985 with the dual responsibilities of (i) enhancing access and equity to higher education through distance mode and (ii) promotion, coordination and determination of standards in such fulfil the first objective, IGNOU provides opportunities to study socially relevant, innovative and need based (general as well as continuing education for continuous professional development) programmes to all, including the disadvantaged groups (physically challenged, homemakers, minority groups, geographically remote).

IGNOU practices a flexible and open system of education in regard to methods and pace of learning, combination of courses and eligibility for enrolment, place and age for entry and methods of evaluation etc.The University has adopted an integrated multiplemedia instructional strategy consisting of print materials, audio-video, radio, educational TV teleconferencing, video conferencing and face to face counselling at study centres throughout the evaluation system followed by the University consists of continuous assessment and term end the year of report, the University added sixteen new programmes; of these, six were at PG and two at Doctoral University is now offering 117 programmes consisting of 12 Doctoral, 20 Master’s Degree, 15 Bachelor’s Degree, 20 P.Diploma, 15 Diploma Programmes, 35 Certificate and Awareness total number of students registered during 2005 was 4,60, cumulative enrolment of students at IGNOU is about 1.The student support system network of IGNOU consists of 60 Regional Centres, seven Sub-Regional Centres and 1298 Study Centres.During the year, the University has also established (a) Inter University Consortium for ICT-enabled Flexible Education and Development, (b) National Centre for Innovations in Distance Education, (c) National Centre for Differently-abled, (d) School of Agriculture, and (e) School of Distance Education Council (DEC) is responsible for promotion of Open and Distance Learning (ODL) system and coordination and maintenance of standards.

2005, there were 13 State Open Universities (SOUs) and 108 Correspondence Course Annual Report 2005-06 188 University and Higher Education Institutes (CCIs) in conventional Universities.The Council has extended technical and financial support for development of technological infrastructure, institutional reforms, professional development and training, student support services, computerisation and networking for improvement of quality of ch grant on topics of contemporary relevance, travel grants to individuals to attend international conferences and funds for organising seminar to institutions were also ic Programmes of IGNOU at International level are currently offered in 32 include UAE, Sultanate of Oman, Bahrain and Doha, Sri Lanka, Mauritius, Maldives, Nepal, Kenya, Fiji, Caribbean, Samoa, Malaysia, Kyrgyztan, Singapore and Ghana, among collaboration with UNESCO and International Institute for Capacity Building in Africa (IICRA) Distance education Programmes are offeredin-Ethiopia, Liberia, Madagascar, Ghana.Through an agreement signed with Commonwealth of Learning (COL), Canada Distance Education Programmes are also offered in Lesotho, Swaziland, Namibia, Seychelles, Jamaica, Malawi and 2005, IGNOU hosted meetings of the Board of Governors of SAARC Consortium for Open and Distance Learning (SACODiL) and Global Mega Universities Network (GMUNET).Board of Governors of these University also hosted ICDE International Conference on the theme “Open and Distance Education in Global Environment, Opportunities for Collaboration” in association with ICDE coordinates the functioning of exclusive 24 hours satellite based Educational TV Channels – Gyan Darshan (DD).It is a collaborative venture of various government has potential to offer bouquet of 6 this, Gyan Darshan – 1 is the 24 hours exclusive Educational TV channel of the Bharti in 2005 put this channel on DTH, as it provides educational programmes on a variety of ly, the University added Gulestan-eUrdu under Bhasha Mandakini bouqet for teaching learning of Urdu and creating awareness about the 189 Annual Report 2005-06 riches of the language.

Gyan Darshan-2 is being utilised as interactive channel for tele-counselling, tele-training of coordinators/ University conducts its convocations simultaneously at 22 Regional Centres through teleconferencing Gyan Darshan –3 ‘Eklavya’ Channel is exclusively devoted to technical education for the benefit of engineering students in the ission of this channel has been fully -4 hosts Vyas” Channel; a curriculum based higher education the year 2005, the University established about 100 EduSat supported Satellite Interactive Terminals in its regional centres and study centres all over the country.Gyan Vani : IGNOU is nodal agency for the implementation of a radio cooperative of 40 FM channels dedicated to education and stations are located at Allahabad, Bhopal, Coimbatore, Bangalore, Mumbai, Lucknow, Vishakhapatnam, Delhi, Kolkata, Chennai, Varanasi, Guwahati, Jabalpur, Mysore, Rajkot, Raipur and addition, every Sunday, Radio Counselling is provided for one hour from 186 Radio Stations of AIR.Toll free conferencing facility is also available to the learners in 80 cities who interact freely with the experts.Distance Education Programme – Sarva Shiksha abhiyan (DEP-SSA) in IGNOU is a national centre for training of in-service teachers and other functionaries involved in elementary educational programmes through distance 2005, SSA organised 60 teleconferencing sessions and more than one hundred capacity building workshops for learners and other functionaries associated with project also participated in the launch of EduSat supported Rajiv Gandhi Education Project for the Tribal and remote schools.740 Teachers of Sidhi District have trained for utilisation of EduSat for teaching-learning North East-Project (NEP) undertaken by the IGNOU for the educational development of the North Eastern States has contributed significantly for the establishment of a network of open and distance learning.

All the academic programmes of IGNOU are being offered through the network of enhanced access University and Higher Education to the people in rural and remote areas of the Region.10 per cent of the Universities Plan funds have been allotted for new initiatives and supporting on-going the year 2005-06, (as on 31-12-2005) IGNOU has increased the nature and levels of its activities in the NE Region, in view of the special needs.49 Learner Support Services were established, taking the number of such Centres to 210 in the region, some of which are in remote, inaccessible and far-flung minority dominated student population registered a growth of about 30 per cent in 2005.Sixty academic programmes of IGNOU are being offered through this network.29 centres in NER have been identified for setting up of EduSat terminals during the Ist of these, 15 are already Vani Radio Stations have been set up at Guwahati and Shillong which run programmes based on curriculum, continuing education, teacher training and radio a part of its commitment towards development and welfare in the NER, the University through its Special Study Centre in Central Jail, Shillong is continuing to impart short term vocational training programmes to women inmates.

The six month certificate in Primary Education Programme has been translated in Khasi and Garo for the benefit of teachers’s training in s, the regular programmes offered by the university, Training Programmes for Entrepreneurship Development in small scale sector, Electronic media, Fruit Processing, Computer Hardware and Mushroom Cultivation have also been the year, about 3000 teacher trainees from the states of NER were sponsored by the State Government for training through IGNOU’s teacher training programmes and 6854 students have benefited in the region from its Computer Literacy ls Indian Council of Social Science Research The Indian Council of Social Science Research (ICSSR) was established in the year 1969 with the objective to promote research in social sciences by strengthening the academic disciplines, improving the quality and quantum of research and its utilisation in formulation of national ICSSR has six regional centres at Kolkata, Shillong, Chandigarh, New Delhi, Hyderabad and Mumbai.To achieve its goals, ICSSR strived for the development of institutional infrastructure, identification of research talents, supporting research programmes and establishing linkages with social scientists in other ICSSR provides maintenance and development grants to 27 Research Institutes engaged in the research activities in Social Sciences across the the year 2005, the ICSSR supported 40 ongoing research projects and awarded 65 fellowships for undertaking research in various disciplines of social Council sponsored 16 training programmes on data processing and computer application in social science as targeted during the year under 120 seminars/conferences were sponsored during the year under review.The first series of surveys in all the disciplines carried out by ICSSR has been research surveys in economics, political science (including public administration), psychology, sociology (including social anthropology), geography and education have been taken Council during the year 2005-06 published 18 reports alongwith publication of regular Quarterly Journal of Documentations of Public Administration and Indian Social Science Review, in addition to half yearly publication of abstracts and reviews in various al Social Science Documentation Centre (NASSDOC) of ICSSR has developed machine readable databases like Social Science Research & Training Institutes in India; lists of CD-ROM Data bases in India, and Social Science Libraries & Information Centres in also acquired 30 databases on social sciences.NASSDOC provided study grant to 100 scholars and 15 persons for preparing bibliographic ational Collaboration Programmes aiming to promote academic links among social scientists of India Annual Report 2005-06 190 University and Higher Education and other countries of the world were organised a three day XVI Biennial Conference of AASSREC during November-December ial assistance to 31 Indian Scholars to participate in International Conferences and colleting data abroad was also order to focus on the North-Eastern region, ICSSR has set up a North-East Cell to look into the micro-level problems of the area and activate the research programmes in North East Region.Separate grants have been provided to North Eastern Cell for its Council of Philosophical Research The Indian Council of Philosophical Research (ICPR) was set up with the objectives to promote teaching and research in Philosophy by review of the progress of research from time to time; coordination of research activities; sponsoring and assisting projects or programmes of research; and to providing financial assistance to institutions / organisations and individuals engaged in research in Philosophy and allied Council awards fellowships, organise seminars, conferences, workshops and refresher courses, provides travel grants to scholars to present their papers at conferences/seminars held abroad; sponsors major and minor projects and brings out publications and a quarterly journal, l of Indian Council of Philosophical Research (JICPR), which publishes original articles both in Indian and Western philosophy and encourages new and original thinking in philosophy in its fellowship programme the Council offers Senior Fellowships, General Fellowships, Junior Research Fellowships, Residential Fellowships as well as short duration projects.

In all, 65 fellowships have been sanctioned during the period under addition to this, the fellowships awarded in the previous years were continued either in part of the year or throughout the its publication programme, the Council published the following books and issues of the JICPR.191 Annual Report 2005-06 Books (i) Philosophical Papers of J.Jopshi (ii) Carvaka Lokayata by Debiprasad Chattopadhyay (3rd Edition) (iii) Monograph: A paradigm shifting Physics supports Immortality, by Ronal Pearson.3 Besides, about 12 more publications are at different stages of the scheme for organising seminars/ conferences Council extended financial support to about 29 Council had conducted 3 seminars related to its special programmes on the Comprehensive History of Indian Philosophy and Value-Oriented ICPR has organised 18 periodical lectures, besides a special lecture in New Delhi by Professor Anil Gupta, Pittsburgh University, USA and some monthly lectures at the Academic Centre, Lucknow.

Under the Annual National Lecture Programme of the Council, the Council has decided to organise the lectures of Professor Richard Sorabji at different universities and institutions in the addition, the ICPR also participated in 5 book fairs and sold its publications at different places in the Country and organised the Indian Philosophy Day on July 23, Council of Historical Research The Indian Council of Historical Research (ICHR) was established by the Government of India in 1972 as an autonomous organisation with the objective to encourage the writing of History with scientific approach, promote research in history and to provide Grant-in-aid and financial assistance to the scholars working for their research pursuits in Council has two regional centres, one at Bangalore and other at sity and Higher Education The ICHR is implementing various schemes, like Fellowship Scheme, Publication Subsidy Scheme, Grant-in-aid for Research Projects, Study-cum-Travel Grants and Financial Subsidy to the professional organisations for conducting Seminars/Conferences, Foreign-Travel Grants to the Indian scholars to attend the international conferences, seminars as well as for collection of source material to pursue research in History, in order to fulfil its mandate.

In the year under report, the ICHR has awarded 19 PostDoctoral Fellowships; 17 Senior Research Fellowships; 289 Junior Research Fellowships; 36 Research Projects; 18 Foreign Travel Grant; 176 Contingency (Study-cumTravel) Grants; and 84 Publication ICHR have published three issues of its Journal, s, the ICHR have also brought out 6 more publications on various titles in Hindi, Punjabi and 22 publications are at various stages of updated version of the ‘Research Funding Rules’ of the Council as also the ICHR Newsletter have also been brought of the activities of the ICHR is to sponsor the national and international research-oriented Seminars.Four such Seminars were held during 2005-2006 on the different themes, namely, ‘Turkish and Indian Studies: An Appraisal”, ‘Agriculture in South Asia’s History: Issues and Paradigms’, ‘Medieval Historiography in India and Central Asia’ and ‘Rastriya Chetna ka Vikas Tatha Swadhinta Andolan Mein Kavietri Subhadra Kumari Chauhan ka Yogdan’.The ICHR have also planned to organise four more such Seminars and one international Seminar.4 Lectures/talks on the themes of historical research have also been organised by the Southern Regional Centre of the Council in Bangalore has organised 3 state level seminars and 5 periodical lectures and the Regional Centre at Guwahati has held 4 lectures as part of their academic ICHR library, which extends reading, reference and consultation services to scholars, has added about 504 copies of latest publications largely on Indian history and allied subjects.About 29846 exposures were delivered to library scholars from their research one-man Review Committee (Bandyopadhyay Committee) appointed by the Ministry in 2004 to review the working of the ICHR submitted its final report to the Government in July, report has been accepted by the Ministry and the findings as well as the recommendations of the Review Committee therein, have been communicated to the ICHR for appropriate action and the light of the recommendations of the Review Committee in its interim report on “Towards Freedom” Project, the ICHR had appointed achi Bhattacharya as the General Editor and Prof.

Arjun Dev as the Co-ordinator of the al Council of Rural Institutes (NCRI), Hyderabad The National Council of Rural Institutes (NCRI) was established in the year 1995, following the National Policy on Education 1986 and the Programme of Action of 1992, as a registered autonomous society, fully funded by Government of India, with the main objective of promoting rural higher education for advancing rural livelihoods with the instrument of education on the lines of Mahatma Gandhiji’s revolutionary concept of Nai Talim through a process of Teaching, Training, Extension and Research by networking with policy making bodies like UGC, AICTE etc., and Research institutions like CSIR, ICAR objectives include encouraging other educational institutions and voluntary agencies, to develop in accordance with Gandhian Philosophy of ghts Projects Supported During the Year 2004-05 Grants to the extent of Rs.43 Lakhs have been released during 2004-05 to various programmes, which included (1) Govind Ballabh Pant Social Science Institute, Jhusi, U.“For starting a PG Course in Rural Annual Report 2005-06 University and Higher Education Development and Management; (2) Vidyabhavan Society, Udaipur, Rajasthan “For developing and consolidating an action research centre for extending the meaning of School Education”; (3) Shirdi Sai Rural Institute, Rahata, Ahmednagar “Survey in selected villages in Pravaranagar for establishment of Rural Institute”; (4) Gandhiniketan Ashram, T.Kallupatti, Madurai Dist, Tamil Nadu, “Non-formal application of Nai Talim at Community School Level”; and (5) Mahatma Gandhi Chitrakoot Gramodaya Visvavidyala, Chitrakoot, M.

“Advancement of Rural Livelihood with the Instrument of education for Sustainable Gram Swaraj”.Projects Supported During The Year 2005-06 For strengthening and promotion of Rural Higher Education, the Governing Body has approved financial assistance to 9 institutions including three Vidyapeeths established by Mahatma are Tilak Maharashtra Vidyapeeth, Pune; Gujarat Vidyapeeth, Ahmedabad and Mahatma Gandhi Kashi Vidyapeeth, Varanasi.

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Two projects of North Eastern Region have also been approved.Special Efforts On North-Eastern Region Consequently special efforts have also been made in this a part of these efforts, Vice-Chancellors of different Universities located in the North-Eastern States in the country have been addressed letters explaining NCRI and thrust areas and inviting proposals from them for providing financial assistance for promoting NCRI’s l Vice Chancellors of North-East Regions held discussions with the Council for promoting rural higher education in their respective hensive Review of Procedures And Guidelines The Council has undertaken a comprehensive review of the existing procedures and revised guidelines for release of grants during the g Of Service & Recruitment Regulations The Council has framed and drafted the Service & Recruitment Regulations and prepared the requisite 193 schedules for recruitment to the posts sanctioned for functioning of the Council.Central Universities There are, at present, 19 Central Universities under the administrative purview of the Department of Secondary and Higher Central University, established by an individual Act by Parliament, exercises autonomy in its academic and administrative affairs in keeping with the provisions of the relevant Act, the Statutes and the Ordinances made entire maintenance and development expenditure is met by the Central all-India character is reflected in admissions, appointments and the nature of the programmes directed by them How to Write the Best E-Commerce Assignment Paper. Writing a research paper assignment on e-commerce does not have to be a difficult task if you take the time to organize yourself. Getting good grades for your work can be easy if you get yourself into a routine for your work and always do your assignments and research  .

Central Universities There are, at present, 19 Central Universities under the administrative purview of the Department of Secondary and Higher Central University, established by an individual Act by Parliament, exercises autonomy in its academic and administrative affairs in keeping with the provisions of the relevant Act, the Statutes and the Ordinances made entire maintenance and development expenditure is met by the Central all-India character is reflected in admissions, appointments and the nature of the programmes directed by them.

University-wise brief review of the activities during the period under report sity of Delhi The University of Delhi, one of the premier institutions of higher learning in the country, offers undergraduate and postgraduate programmes in a wide range of University also conducts short and longterm certificate/diploma courses in several applicationoriented academic activities of the University are undertaken through 16 Faculties, 85 Departments and 78 the year under report the total number of students enrolled in the University was 3,35,358 of which 1,37,237 were regular students and the remaining enrolled in the School of Open Learning, the NonCollegiate Women’s Education Board and the NonFormal Education Cell.D students on rolls of the University during the year was 3, University has faculty strength of 668 consisting of 276 Professors, 262 Readers, 130 Lecturers and 17 Research total non-teaching staff University and Higher Education strength of the University is 2,755.During the year under report, faculty members continued to publish papers in international journals and were conferred prestigious awards such as the Saint George Medal of the International Academy of Rating Technologies and Sociology “Golden Fortune” (Ukraine) and the J.Chinoy Gold Medal (2005) by the Indian Society for Plant in the memory of the Late Prime Minister Shri Rajiv Gandhi in the area of “Management of Innovation” and another Chair in the memory of the Late Prime Minister Shri Lal Bahadur Shastri in the area of “Ethics and Governance” were the year under report, syllabi of several undergraduate and postgraduate courses were revised; the infrastructure for teaching and learning was strengthened and new courses were introduced.The Campus-wide computer network of the University was extended to cover thirty-three colleges and it is planned to connect the remaining colleges by the end of this financial restoration/ renovation of old heritage buildings like the Central Institute of Education and of the old blocks of the Physics and Chemistry Departments was addition, new buildings to house the Faculty of Social Science Centre and the Academic Research Centre were built during the h Muslim University Aligarh Muslim University (AMU), which originated as M myerscleaning.com/presentation/help-me-with-college-design-presentation-junior-turabian-formatting.

The Campus-wide computer network of the University was extended to cover thirty-three colleges and it is planned to connect the remaining colleges by the end of this financial restoration/ renovation of old heritage buildings like the Central Institute of Education and of the old blocks of the Physics and Chemistry Departments was addition, new buildings to house the Faculty of Social Science Centre and the Academic Research Centre were built during the h Muslim University Aligarh Muslim University (AMU), which originated as M.

College, was incorporated as a Central University by an Act of Parliament in is one of the premier fully residential academic institutions of the University has 102 departments/ institutions/centres grouped under 12 also maintains four hospitals, six colleges (including Medical, Dental and Engineering Colleges), two polytechnics and eight schools.The University has on its rolls a total of 20,547 students (excluding its secondary schools’ strength) drawn from 26 States of the are 248 foreign students (187 Male + 61 Female) belonging to 17 total strength of teaching staff of AMU is 1,261 and that of non-teaching staff is 5,773, which includes about 465 Annual Report 2005-06 194 University and Higher Education employees belonging to SC/ST Online Public Access Catalogue (OPAC) has been introduced in the Central Library of the new initiative taken in the areas of academics include introduction of a few new courses, namely, 4Semester Master of Museum Studies (M.Bridge Course and 3Year Diploma in Footwear & Leather sum up the significant contributions of the faculty members during the period under report, 51 National/ International Conferences/Seminars etc., have been organised; 82 research projects have been undertaken; 563 teachers have participated in various Conferences/ Seminars organised in India and abroad.To promote sports and allied activities, the University maintains 10 Clubs, including a Riding Club.

The University holds the distinction of being the only University of India, which runs and maintains a Riding Club and a covered Swimming Pool to train the s Hindu University The Banaras Hindu University, established as a teaching and residential university in 1916, is one of the oldest and largest central universities of the comprises of three Institutes, 14 Faculties, 123 Departments, four Inter-disciplinary Schools, one constituent College, four Affiliated Colleges and three are also seven Centres for Advance Studies (CAS), 16 Fund for Improvement of Science & Technology Infrastructure (FIST) Programmes and seven Special Assistance Programmes (SAP) in various departments of the tly, the University is offering 32 undergraduate, 149 postgraduate, 29 diploma and 12 certificate courses.The total number of students on rolls of the University is 15,179 and the teaching and non-teaching staff during the year was 1104 and 4871 convocations of the Institute of Technology and the Faculties of Commerce & Management Studies, Science and Law were organised during the period under report.195 Annual Report 2005-06 Jawaharlal Nehru University The Jawaharlal Nehru University (JNU), New Delhi came into existence in University has nine schools consisting of 36 Centres of addition, it has another four independent Centres of Studies.The strength of its teaching and non-teaching staff is 405 and 1351 total enrolment in the University was 5151 students with adequate representation of SCs, STs, other backward classes and physically challenged University has extended its network for conducting entrance examination over 62 Centres and two overseas Centres at Colombo and faculty of the University published 88 books, contributed 221 chapters to books and published 577 research papers/ articles in eminent academic and research journals in India and abroad.A number of distinguished faculty members received honours and awards from various national and international organisations.

The Academic Staff College conducted nine Refresher Courses and three Orientation Programmes during the year Library has acquired 6762 new volumes during the year under report and the total collection of books and periodicals now stands at 5,21, ts has also been established in JNU library.The University has signed 21 MoUs during the year ties relating to maintenance and campus development were undertaken by the University which includes; construction of main ring road on the campus; a new shopping complex with parking and common amenities near Tapti Hostel; construction of ramps for physically disabled in various buildings; improvement of lighting in academic campus and upgradation of sports facilities Millia Islamia Jamia Millia Islamia (JMI), which had been functioning as a deemed to be University since 1962, acquired the status of a Central University in December University imparts education from nursery stage to postgraduate and doctorate University has 30 departments grouped under 7 Faculties.It also maintains 15 Centres and 6 University has University and Higher Education on its rolls a total of 14,800 students, including 107 foreign students from 30 total strength of the teaching staff of JMI is 639 and that of the nonteaching staff is new initiatives taken in the areas of academics include the establishment of one new faculty, namely, Faculty of Architecture & Ekistics and introduction of eight new courses; namely, Diploma in Italian Language, Diploma in Uzbek Language, Certificate in Spanish Language, Certificate in Portuguese Language, P.Diploma in Conflict Analysis & Peace Building, P.Diploma in Maintenance and Operation of Broadcasting Equipment, Advance Diploma in Journalism and Certificate/Diploma/ Advance Diploma in Pashto University is offering a total of 129 courses at the undergraduate and postgraduate levels, in addition to the period under report, the Academic Staff College of the University has organised four Orientation Courses and eleven Refresher Courses for a total of 551 teachers from all over Hussain Institute of Islamic Studies continued to publish two journals, namely, Islam and the Modern Age (English) and Islam Aur Asre-Jadeed (Urdu) devoted to the creative reinterpretation of Islamic tradition in the context of contemporary India and the world, and for promotion of inter-faith sum up the significant contributions of the faculty members during the period under report, more than 100 research projects sponsored by different funding agencies, national as well as international, , UGC, CSIR, ICSSR, UNDP, UNESCO, and various Ministries of Government of India have been undertaken.

Besides, the University through its Faculties, Departments of Studies and Centres organised a good number of Seminars, Conferences and Symposia on important subjects on national and international levels making the campus academically Bharati Visva-Bharati, an educational institution founded by late Gurudev Rabindranath Tagore in 1921, was incorporated as a Central University in 1951 by an Act of University imparts education from the primary school level to postgraduate and doctorate University has 40 Departments, including Centres of Studies, grouped under twelve institutes – eight at Shantiniketan, three at Sriniketan and one at addition, there are 8 Special Centres for research, instruction and other activities.The University has on its rolls a total of 5,708 students, including its Schools’ total strength of teaching and nonteaching staff is 522 and 1,389 from the Central Library, the University has 12 Sectional Bharati has prepared a vision document captioned ‘Comprehensive Perspective Plan for the Development of Visva Bharati during 2005-2025’.The vision document, duly approved by the appropriate authorities of the University contains the policy statements grouped under three modules – Module 1: Correcting the Course; Module 2: Catching up with the Past; and Module 3: The Course Ahead.The University is in the process of prioritising the policy statements contained in the vision document and converting the same into detailed plans for University is also in the process of implementing Visva Bharati Online Information System, which aims at computerisation of various administrative and academic bad University The University of Hyderabad established by an Act of Parliament in 1974 has over the years emerged as a premier institution of Postgraduate teaching and research in the academic activities of the University are undertaken through eight Schools of Study School of mathematics & Computer/ Information Sciences, School of Physics, School of Chemistry, School of Life Sciences, School of Humanities, School of Social Sciences, of Arts, Fine Arts and Communication and the School of Management Studies.Annual Report 2005-06 196 University and Higher Education The enrolment of students in different courses of the University during the year was 2530.

5 per cent) on the rolls of the the year, 281 candidates qualified for the award of research degrees which include 85 for the s, 511 candidates qualified themselves for the award of Postgraduate degrees in various subjects.236 Students of the University received UGC and CSIR fellowships.The Centre for Distance Education of the University offered about 13 Post Graduate Diploma courses enrolling 1475 students in various emerging areas such as Environmental Education and Management, Library Automation and Networking, Business Ethics and Cyber Laws and Legal Information Systems, Communicative English and Mass Communication & Translation Studies in the year under report, the University had a faculty strength of 260 consisting of 116 Professors, 79 Readers and 65 l national and international seminars, symposia and workshops in different disciplines were successfully conducted during the distinguished scholars visited the University and delivered lectures and interacted with the faculty of the University.A number of official delegations and teachers from India and abroad visited the University under various programmes.The Faculty of the University brought out over 600 research publications including books and papers in various journals of national and international teachers were selected for national and international y members also obtained research project with an outlay of Rs.

38 crore from UGC, CSIR, ICMR, DAE, DBT etc.50 lakhs have also been undertaken from various public and private herry University The Pondicherry University was established by an Act of Parliament in 1985 as a teaching-cum-affiliating university with its jurisdiction over the Union Territories of Pondicherry and Andaman & Nicobar University has 7 Schools 25 Departments and 5 197 Annual Report 2005-06 Centres, and it offers Postgraduate programme in 35 disciplines, M.D Programme in 26 disciplines and PG Diploma programme in 2 University has 53 affiliated institutions of which 35 are located in Pondicherry, 7 in Karaikal, 3 in Mahe, 3 in Yanam and 5 in Andaman & Nicobar total students strength in these institutions is 24, students enrolment in the University is 1658, out of which 201 students belong to SC/ST and women students are 437.The University has a faculty strength of 143 teachers and 528 non-teaching staff.

44 Research Scholars have been registered for the Ph.

79 sponsored Research Projects of topical relevance are in University decided to institute Best Teacher Award for the University Teachers, and best Ph.D thesis awards in Science and Non-Science has also established a corpus fund to give scholarship to one Ph.D student in each department who tops in the All India Admission Test every University has entered into MOUs with 15 Universities in the country and abroad which enables it to network with Universities and to globalise Indian students from these universities can acquire credits in the Pondicherry University under exchange scheme and vice-versa.A “Special Cell” started in the University during 1987 takes necessary measures for the welfare of the SC/ST and Physically Challenged heb Bhimrao Ambedkar University, Lucknow Babasaheb Bhimrao Ambedkar University (BBAU) was established in Lucknow in 1996 as Central University (By an Act of Parliament 1994) with the objects of promoting advance knowledge by instructional and research facilities in science, key and frontier areas of technology and other allied disciplines such as agricultural technology and rural crafts relevant for the development of the socially and economically depressed sections of the people and to promote the study of the principles for which Babasaheb Bhimrao Ambedkar worked during his life-time i.National Integration, University and Higher Education Social Justice, democratic way of life and to promote inter-disciplinary studies and research while paying special attention to the promotion of educational and economic interests and welfare of the people in general and SC/ST people in particular.

Academic programmes of BBAU have employment potential and are particularly relevant for weaker sections of the society.At present BBAU has established 5 schools comprising 9 departments vis.(1) School for Ambedkar Studies, (2) School for Biosciences and BioTechnology, (3) School for Environmental Sciences, (4) School for Information Science and Technology, (5) School for Legal schools offer postgraduate courses including mmes and have an intake capacity of 20 students each in postgraduate courses.The total enrolment of students is 270 including 35 rs during the year 200506 out of which 100 (i.37 percent) belong to the SC/ ST category.

The teaching is conducted by 31 regular teachers alongwith sufficient number of guest University has built-up some necessary physical infrastructure and has undertaken steps to strengthen the infrastructure further during 10th a Gandhi Antarrashtriya Hindi Viswavidyalaya Mahatma Gandhi Antarrashtriya Hindi Vishwavidyalaya Act, 1996, seeking to establish a University at Wardha was passed by the Parliament in December, 1996 and the University came into existence with effect from December 29, objects of the University are to promote and develop Hindi Language and literature in general and, for that purpose, to provide for instructional and research facilities in the relevant branches of learning; to provide for active pursuit of comparative studies and research in Hindi and other Indian languages; to create facilities for development and dissemination of relevant information in the country and abroad; to offer programmes of Research, Education and Training in areas like translation, interpretation and linguistics for improving the functional effectiveness of Hindi; to reach out to Hindi schools and groups interested in Hindi abroad and to associate them in teaching and research and to popularise Hindi through distance education system.During the year, two issues of ‘Bahuvachan’ and three issues of ‘Pustak-Varta’ have been published s a number of Seminars/ Workshops have been organised by the University in collaboration with other thrust of these national and international seminars was to locate Gandhi’s ideas and his life in a refreshingly new students of Translation Technology were sent to CIIL, Mysore, CDAC, Pune and University of Hyderabad for special training in computational linguistics and translation technology; the students of Mass Media and Communication were sent to CIIL, Mysore for special training in Mass has also offered a three-month German Language Course and English Language orientation course for students of the University.The university also celebrated ‘Dandi Yaatra Hirak Jayanti’ and ‘International Women’s Day’ at the Campus during the year.A two-day workshop on this was organised in the Department of Ahimsa and peace a in Translation Technology and P.Diploma in Mass Communication under the distance mode from 2006 and an Orientation course in Hindi as an international language for foreigners, Certificate courses in Indian and foreign languages and P.

Diploma in Hindi as international a Azad National Urdu University The Maulana Azad National Urdu University (MANUU) was established at Hyderabad in 1998 with the mandate to promote and develop Urdu language and to impart vocational and technical education through Urdu medium both in the conventional as well as distance education system.The Government of Andhra Pradesh has allotted 200 acres of land at Gachibowli, Hyderabad for the University free of University has constructed the administrative building and has shifted to its new Annual Report 2005-06 198 University and Higher Education campus at Gachibowli, construction work is in progress for the buildings of Directorate of Distance Education, Lecturer Hall Complex, Boys Hostel, Vice-Chancellor’s Lodge, Professors quarters, Guest House and Type III First Convocation of the University held on 05-08-2005, with Kalam the President of India as the Chief University is offering Master’s level programmes in Urdu, English, Mass Communication and Journalism and Business Administration.) in distance mode as a joint degree programme with IGNOU and Urdu University and one (1) year B.programme at campus have also been started during the year.With the establishment of two Centres in 2003-2004 and three Centres in the year 2004-2005, the University has Eight Regional Centres at Patna, Delhi, Bangalore, Bhopal, Dharbanga, Srinagar (J&K), Mumbai, Kolkata and 88 Study Centres spread over 14 states of the Country under the Distance Education number of students admitted during the year is 17,915 in distance and regular University now has a full-time teaching faculty of 46 Members and 93 non-teaching the year, the University library had 1,51,911 books, 61 journals, 100 bound volumes, 22 magazines and is subscribing to newspapers in different University library is a member of the INFLIBNET Consortium and is a recipient of the UGC info net facility.

The University has established SC/ST Cell, UGC NET Coaching Centre and Centre for Women Studies at the campus during the University has also decided to establish Urdu Museum and Multimedia -Eastern Hill University NEHU was established in 1973 by an Act of Parliament to disseminate and advance knowledge by providing instructional and research facilities in such branches of learning as it may deem fit to pay special attention to the improvement of the social and economic conditions and welfare of the people of the hill areas of North-East Region, and, in particular their intellectual academic and cultural advancement.199 Annual Report 2005-06 Originally the university had 4 campuses, Shillong (Meghalaya), Medziphema & Kohima (Nagaland) and Aizawl (Mizoram).With the establishment of Nagaland and Mizoram Universities, NEHU now has the Shillong Campus and a newly established Tura Campus, both in Meghalaya.Currently the university has 27 departments of studies and 6 centres of departments of studies are supported by SAP (Botany, Zoology, Chemistry, History, Sociology, Philosophy and Geography), three by COSIST (Botany, Chemistry, Zoology) and six departments of studies have received special funds from DST under FIST (Biochemistry, Botany, Zoology, Chemistry, Physics and Geography).The university has University Science Instrumentation Centre and Sophisticated Analytical Instrumentation Facility to facilitate research and Campus Development Department and Planning Department for physical and academic planning of the -Data network exists on the university enables faculty and students Internet access as well as access to UGC Infonet and Internet.

Among various academic activities of the year, the university organised several refresher courses and national/international seminars/conferences during the year such as the All India Conference of Linguists, National Seminar on Advances in Biochemical Education and Research, International Symposium on Recent Trends in Plant Ecology and Biodiversity Research, National Seminar on Plant Sciences, National Workshop on Conservation and Sustainable Utilisation of Medicinal Plants of Northeast India, a National Symposium on university teachers received more than 12 national awards/ honours/ Bhushans were awarded to the Chancellor and Vice Chancellor of the the year total number male and female students enrolled at undergraduate (non-professional) courses were 12,125 and 12,944 respectively coming from 13 states of are also Bangladeshi, Bhutanese and NRI students.D level, the total number of male and female students were 854 and 727 respectively.Overview mafiadoc com At the postgraduate level total male and female students enrolled were 646 and sity and Higher Education and steps have been taken for starting the same from the academic year was established in 1973 by an Act of Parliament to disseminate and advance knowledge by providing instructional and research facilities in such branches of learning as it may deem fit to pay special attention to the improvement of the social and economic conditions and welfare of the people of the hill areas of North-East Region, and, in particular their intellectual academic and cultural advancement 14 May 2006 - gender gap in literacy is more than national average.750 KGBVsactivities, innovative projects, research studies and evaluation, etc.

In terms of absolute numbers of women enrolment, Maharashtra followed by the State of UP are at the top.The number of doctoral degrees awarded by various.NEHU was established in 1973 by an Act of Parliament to disseminate and advance knowledge by providing instructional and research facilities in such branches of learning as it may deem fit to pay special attention to the improvement of the social and economic conditions and welfare of the people of the hill areas of North-East Region, and, in particular their intellectual academic and cultural advancement.The XV Convocation has held on 16th November, total Plan Receipts for the year was Rs.44,14,32,133 out of which UGC’s share was Rs 2010.

The Effects of Groundcover Management and Nutrient Source during Organic Orchard Establishment.How do previous research themes in the Journal of Leadership Education fit into the National Research Agenda: Agricultural Education and Communication?.

44,14,32,133 out of which UGC’s share was Rs.40,38,15,268 and the Non-Plan Receipts was Rs.7,08,69,659 out of which the UGC’s share was Rs .7,08,69,659 out of which the UGC’s share was Rs.

Assam University Assam University was established on 21st January, 1994 at Silchar under an Act of is a teaching cum affiliating university and having its jurisdiction over the district of Cachar, Karimganj, Hailakandi, Karbi Anglong and North Cachar Hills in the State of University has granted affiliation/ permission to over 50 colleges in five the year, under report 1529 students were enrolled in various programmes and courses in the Assam University.

These include postgraduate and five year integrated courses leading to Postgraduate, M.The number of male and female students was 770 and 759, total number of faculty at the University is 135 and nonteaching staff proposal for establishment of school of Technology has been finalised during the year The University has total collection of 65,503 books in its library which also subscribes to 274 Indian Journals, 44 Foreign Journals, 25 daily newspapers, 19 news magazines.A number of national/ regional seminars were organised by the University during the period under y members also took part as Resource persons and participants in seminars and symposiums organised in other educational ch activities undertaken by the faculty is on rise and many research projects of the University are funded by DST/ ISRO/ Ministry of Defence s constructions at the University have since been completed which include Vice-Chancellor’s bungalow, electrical substation building addition, a number of works related to infrastructure development on the campus, under NLCPR have been completed.The construction of Library Building and Computer Centre is in the process of completion and various Academic Buildings are at various stages of University Tezpur University, a teaching and residential University located at Napaam, Tezpur (Assam) was set up in January, 1994, with the aim of offering employment oriented, interdisciplinary courses, mostly at Post Graduate level to meet the local and regional aspirations of Assam and to offer courses and promote research in areas which are of special and direct relevance to the region in emerging areas of science and University has presently 4 Schools of Studies, 14 Departments and 4 the year under report the University has established two new departments, ogy and Food Processing Technology for offering Master’s Level new programme.The present strength of faculty members of the University is 93 and that of non-teaching staff is are seven SC and five ST members in teaching staff whereas there are twenty two SC and nine ST members in non-teaching enrolment of students was 746 which included 480 male and 266 female students out of which 91 SC and 62 ST Report 2005-06 University and Higher Education During the year, major work undertaken by the University was for developing the academic infrastructure and physical uction of 36 units of residential houses has been completed.

Construction of two RCC academic buildings for the Departments of Energy and Chemical Sciences, Administrative Building, Students’ Centre are going Centre for Disaster Management has conducted a series of training programmes in different districts of the ONGC sponsored Centre for Petroleum Biotechnology is conducting its research programme on petroleum biotechnology related academic activities of the University are presently carried out through its sixteen teaching departments and one constituent college.The total number of students enrolled in these departments and the constituent college is 1,187 and the teaching and nonteaching staff during the year was 124 and 234 respectively.Besides, the University has 28 affiliated colleges located at various places in the State of number of students studying in these affiliated colleges is 5, University received maintenance grant of the X Plan the University has so far received plan grants of Rs.00 lakh against the total allocation of Nagaland University was established by the Nagaland University Act, 1989 of the Parliament on 6th Sept.1994 as a teaching and affiliating is the only University in the state, having three campuses Lumami Headquarters Kohima and present University is functioning from its Kohima campus as interim headquarters.

Mizoram University The Mizoram University, with its headquarters at Aizawl, was established as a teaching and affiliating university with effect from the 2nd July, nd University Nagaland University has 25 Departments in various campuses has 7 departments, namely, Botany, Chemistry, Economics, Geography, Political Science, Sociology and Zoology; Kohima campus has 6 departments namely Commerce, Education, English, Geology, History and Archaeology; Medziphema has 12 departments namely Agricultural Chemistry & Soil Sciences, Agricultural Economics and Statistics, Agricultural Engineering, Agricultural Extension, Agronomy, Animal Production & Management, Entomology, Genetics & Plant Breeding, Horticulture, Plant Pathology, Rural Development & Planning and Soil University has started 4 centres on Tribal Studies, Bio-diversity, Mass Communication (IIMC-NU) and Gandhian Peace campus of Nagaland University has its own administrative and academic unit to manage the day to day affairs.It has 46 affiliated colleges located in various parts of the the year, the University has organized National seminars on higher education, human values, ViceChancellors meeting of NE and J&K regions and vision 2020 for nd University has also 201 University and Higher Education initiated Centre on Women’s studies and an Institute of Engineering as well as Institute of the year the University has been sanctioned one Special Assistance Programme (SAP) to the Botany Department by the UGC and 3 FIST programme by the Department of Science and Technology (DST), Government of has been granted Botanical garden and Fishery Training facilities by the Ministry of Environment and Forestry (Government of India) and DBT.During the year the University has revised and implement the curriculae at undergraduate and post graduate University has been deputing students and faculty members for participating in National and International conferences both in India and ly relevant research activities have been undertaken and quality publication by faculty members are the indicators of excellence of the sity of Allahabad The University of Allahabad, set up in 1887, is one of the oldest and most prestigious universities in the has been declared as an Institution of national importance and has been established and incorporated as a central university under the University of Allahabad Act, 2005 which came into force on the 14th July, 2005.The academic activities of the University are undertaken through 31 teaching Departments comprising in four on-Campus Faculties, four University Institutes and one independent addition, the University has one University College constituting the off-campus Faculty of Medicine, three Constituent Institutes and eleven Constituent Colleges admitted to privileges of the the year under report, enrolment in the on- Annual Report 2005-06 University and Higher Education Campus Faculties of the University and its Constituent Colleges added up to 51,508 students in graduate level courses, 2,800 in postgraduate courses and 1,200 in research degree at present, seven Departments are receiving special support under the Special Assistance Programme (SAP), the Assistance for Strengthening of Infrastructure for Humanities and Social Sciences Programme (ASIHSS) Programmes and the Innovative Subjects Programme of the UGC and the Fund for Improvement of S&T Infrastructure Programme (FIST) of the r University Manipur University established under an Act of the Manipur Legislative Assembly has been established and incorporated as a central university under the Manipur University Act, 2005 with effect from 13.The academic activities of the University are undertaken through its three Schools of Studies and 23 number of students enrolled for the various Master’s courses in the University during the year was 1, s, there were 727 scholars pursuing research in different Departments.

The University has faculty strength of 121 comprising of 41 Professors, 39 Associate Professors and 41 Assistant University also has one Constituent College and 73 Affiliated Colleges located at various places throughout the State of -to-be-universities Section 3 of the University Grants Commission (UGC) Act, 1956 empowers Government of India to declare an institution of higher education as Deemed-to-beUniversity on the advice of the the time of writing this report, there are 100 institutions, which have been declared as deemed to be of the said 100 institutions, the following nine institutions have been declared as deemed to be universities so far during the reporting year: 203 r Society, Kolhapur, These institutions have expanded the base of higher education in the country and are offering education and research facilities in various disciplines such as Medical Education, Physical Education, Fisheries Education, Languages, Social Sciences, Population Sciences, Dairy Research, Forest Research, Armament Technology, Yoga, Music and Information Technology, etc.Shri Lal Bahadur Shastri Rashtriya Sanskrit Vidyapeetha, New Delhi, & Rashtriya Sanskrit Vidyapeetha, two institutions namely Shri Lal Bahadur Shastri Rashtriya Sanskrit Vidyapeetha, New Delhi and Rashtriya Sanskrit Vidyapeetha, Tirupati were established in 1962 and 1986 respectively with the objectives of preserving of learning of Shastras as well as promotion of Sanskrit language, literature, philosophy through teaching and institutions were accorded with the status of ‘Deemed to be University’ in the year 1987.A number of programmes and activities for realising their objectives in effective manner have been started by both of these institutions.These institutions are receiving annual grants through the University Grants Commission for meeting out their expenses in full.Shri Lal Bahadur Shastri Rashtriya Sanskrit Vidyapeetha, New Delhi, provided courses of study from Shastri to Vidya Vachaspati (D.

Since 1997-98, University and Higher Education Vidyapeetha is also offering diploma in Vedic and conducting refresher courses for also offers programmes leading to two degrees, namely Vidya Varidhi (Ph.The Vidyapeetha has four faculties namely : Sahitya; Sanskrit; Darshan and Veda Vedanga.These faculties have sixteen departments a, Puranetihasa, Prakrit, Nyaya Vashaishik, Sankhya Yoga, Advaita Vedanta, Jain Darshan, Sarva Darshan, Mimamsa, Vishishtadvaita Vedanta, Veda, Dharam Shastra, Vyakaran, Paurohitya, Jyotish and Shiksha the year 2004-05, 885 students have been admitted to the various courses and 683 of them have successfully completed their iya Sanskrit Vidyapeetha (RSV), Tirupati provides course of study in various disciplines ranging from Prak Shastri (Intermediate) to Vidya Varidhi ( Department of Pedagogy of this Vidyapeetha is functioning as an Institute of Advanced Study in Education (IASE) as a measure to use modern technology.A computer centre was established in Vidyapeeth to accelerate its publication Vidyapeetha has four Faculties having nine departments namely, Sahitya, Vyakarana, Nyaya, Jyotisha, Advaitavedanta, Dvaita Vedanta, Visistadvaita Vedanta, Research and Publication, Physical Education and Education (IASE).During the academic year 200405, 840 students have been admitted to various l Institute of English and Foreign Languages (CIEFL), Hyderabad The Central Institute of English and Foreign Languages (CIEFL), Hyderabad with its Regional Centres at Shillong and Lucknow was accorded with the status of a ‘Deemed to be University.

’ It is functioning under the administrative control of this Department of Secondary and Higher is fully funded by University Grants following are its major academic concerns: r Improving standards of teaching English and Foreign languages in India.r Annual Report 2005-06 Evolving indigenous ways of testing language proficiency.r Providing expertise in language and teacher education to foreign professionals.CIEFL is implementing two English language teaching outreach programmes i.Schemes of Financial Assistance to English Language Teaching Institutions (ELTI)/Regional Institutes of English (RIE) and District Centre Scheme on behalf of this department under which in-service training to 40,000 (approximately) secondary school English teachers in the government sector has been are fourteen ELTIs and 29 District Centres currently in also provides financial assistance to individuals and voluntary organisations for publication of reference books in English like encyclopedias, descriptive catalogues of rare manuscripts, publication of old manuscripts with or without translation, original writing on linguistic, literary (excluding fiction, drama and poetry), ideological, social, anthropological and cultural themes.

The Indian Institute of Advanced Study (IIAS), Shimla is a residential centre for research and encourages creative thinking in subjects like Humanities, Indian Culture, Comparative Religion, Social Sciences, Natural Sciences and in other areas as decided by the Institute from time to Institute has Other Institutions of Higher Learning Indian Institute of Advanced Study, Shimla The Indian Institute of Advanced Study (IIAS), Shimla was set up in the year 1965, with the objective to promote free and creative thoughts into the fundamental areas of is a residential centre for research and encourages creative thinking in subjects like Humanities, Indian Culture, Comparative Religion, Social Sciences, Natural Sciences and in other areas as decided by the Institute from time to Institute has exhaustive library and documentation IIAS, towards fulfilment of its objectives, awards fellowships for advance research in various disciplines every year.During the year under Report 31 fellows are in Institute holds seminars, each year, on themes of national significance where outstanding scholars and experts are invited to join the members of the academic community of the institute to examine theoretical issues and contemporary ng Professors, both from India and abroad, are invited from time to time to deliver a series of lectures at the the period under report five visiting Professors and 26 visiting Scholars visited the Institute and delivered IIAS organised the following Seminars/ Conferences/Symposia/ Colloquial/Workshops and Round Tables at the Institute: r Symposium on “Early Indian Land Grants and Feudalism (May 31, 2005) r r National Seminar on “Choices for Indian Economy in a Globalising World” (June 27 to July 1, 2005).r r r r exhaustive library and documentation facilities.205 University and Higher Education The Institute proposes to organise three National Seminars/Conferences on (i) “Law and Society with Special Reference to Human Rights”, (ii) “Justice and Social Equality in Indian Perspective” and (iii) “Technology and Economic and Social Change in PreColonial India” by March 31, Institute has planned to organise the following Seminars in the North East Region: r National Seminar on “Integration and Cultural Specificities in the North East Region” at Tripura, and r National Seminar on “Tribal Cultures” in collaboration with Manipur University, the auspices of the University Grants Commission, an Inter-University Centre (IUC) for Humanities and Social Sciences is located in the Institute, which was visited by University and College teachers from all over the country for their research and advancement of following activities were organised under the IUC during the period under report: r National Seminar on “Buddhism in Arunachal Pradesh” on 26-27 April 2005 at Twang Monastery, Arunachal Pradesh.r Colloquium on Identity of Women: Changing Perspectives (September 21, 2005 at IIAS).

The one-man Review Committee (Bandyopadhyay Committee) appointed by the Ministry in 2004 to review the working of the IIAS submitted its final report to the Government in July, report has been accepted by the Ministry and the findings as well as the recommendations of the Review Committee therein, have been communicated to the Institute for appropriate action and Hussain Memorial College Trust Dr.Zakir Husain Memorial College Trust, Delhi was established in 1973 to manage and maintain Zakir Husain College (formerly Delhi College), affiliated to the University of Minister is the chairperson of the Trust and Minister of Human Resource Development is the maintenance expenditure of the College is shared between the UGC and the Trust in the ratio of 95:5.In addition, the UGC provides development grants to the matching contribution of such development expenditure is required to be met by the Trust.Since, the Trust has no resource of its own, grants are provided by the Department of Secondary and Higher Education, Ministry of Human Resource Development to the Trust for meeting out its share towards expenditure on maintenance of Zakir Husain College and its administrative Husain Memorial College Trust was held on the 5th of January, of Assistance to the Institutions of Higher Learning of all India Importance A centrally sponsored plan scheme of ‘Assistance to the Institutions of Higher Learning of all India Importance’ is being implemented by the Department of Secondary and Higher this scheme, assistance is provided to institutions, which are outside the university system and are engaged in educational programmes of innovative character.The scheme is intended to help, to the extent possible, selected institutions of higher education in the country in endeavouring to provide education different from the conventional and established pattern of ial assistance under the Scheme is given to such institutions of higher education, which are of nationwide importance as recommended by Visiting Committee constituted by Government of financial assistance to the following organisations was provided during the year under report :r Sri Aurobindo International Institute of Educational Research (SAIIER), Auroville, Tamil Nadu; r r r 206 University and Higher Education Project of History of Indian Science, Philosophy & Culture Project of History of Indian Science, Philosophy & Culture (PHISPC) was launched in the year 1990-1991 under the aegis of Indian Council of Philosophical Research (ICPR) with the basic aim to undertake a comprehensive and interdisciplinary study of the scientific, philosophical and cultural heritage of Indian Civilisation as they developed in the past and as interacts in our own times with the modernity which is crystallising in our midst and to publish volumes and monographs on the history of Indian Science, Philosophy and on, in the year 1996-97, this project was made independent of ICPR, and it started receiving funds directly from Ministry of Human Resource this stage, the scope of the project was enlarged with a revised objective of providing a greater autonomy for the completion of the project in time.

PHISPC has set a target of organising about 19 seminars in the year 2005-2006 on its proposed of this, 5 seminars have already been organised (in the North East Region) till the preparation of this t the target to publish 7 more volumes till 31.2006, 3 volumes have already been published.During 2005-2006, two more Editorial Fellows have been appointed to edit the volumes envisaged under the laneous Shastri Indo-Canadian Institute Shastri Indo-Canadian Institute (SICI) was founded in 1968 with the objective to promote academic relations and mutual understanding between India and Canada mainly through funding research and linking academic institutions in the two broadly meets its objective by promoting Canadian Studies in India and Indian Studies in addition to this, academic relations have been strengthened through a project i Applied Research Project (SHARP) funded by CIDA and implemented by SICI.207 Annual Report 2005-06 The Government of India signed an MOU with SICI in 1968 to provide financial support to the Institute initially for a period of three agreement was renewed from time to time by signing a Supplementary Addenda VIII to the MOU was signed on 01.2003, according to which Government of India has to provide funds to the tune of Rs.

40 crore to the Institute during a period of three years beginning , as per the recommendations of Indian Institute of Management, Bangalore has undertaken it’s restructuring to become a true binational institute.It has offered membership to Indian Educational Institutes and granted the membership to 34 Indian member Institutions which forms a part of its Governing Body alongwith 23 Canadian Member Institutions and the representatives of Government of India and Government of undertakes India Studies Programme in Canada with a funding from Government of this programme 34 Canadian Scholars undertook research in 2005-06, and books and journals on Indian Studies were supplied to 23 Canadian Universities, which are members of the Canadian Studies Programme in India is being funded by the Department of Foreign Affairs of Government of Canada and fellowships to Indian scholars and assistance to institutions engaged in teaching and research in Canadian Studies have been Institute, during 2005-06, selected 18 scholars for award of the fellowship to do research on different subjects in Canada.In addition to this, a grant of over Rs.81 lakhs was given to 13 centres promoting Canadian Studies in India at various Indian Universities to organise seminars and other activities related to Canadian , which is a joint collaborative project administered by the SICI with an objective of bringing together researchers, policy makers and other stake holders from India and Canada on the issues related to economic reforms, environmental management and health sector reforms in the SHARP University and Higher Education Project, 19 research topics have been approved by Government of India, each having Canadian and Indian partners.

These projects are likely to be completed by March, an Institute of Indian Studies American Institute of Indian Studies (AIIS), a consortium of about 54 major American Universities and Colleges was set up in 1962 to promote the study of Indian Civilisation and Culture in the United States through Fellowship Program, teaching Indian languages to American students, establishing research and archival facilities in Art, Art history, Archeology and Ethnomusicology, and Organising seminars workshops and Conferences in all fields of Indian the year 2005-2006, AIIS submitted 78 research fellowship administered 21 Study Abroad Programmes bringing under graduate students from US Universities.

It facilitated visit of language students to India to study various Indian languages.The Institute also organised workshops, Seminars and other events for visiting scholars and States Educational Foundation in India bilateral agreement, as replaced by a new agreement in 1963, between the Government of India and the Government of the United States to administer the Fulbright Educational Exchange Programme to promote further mutual understanding between the people of the United States of America and India by a wider exchange of knowledge and professional talents through educational Ministry of Human Resource Development (MHRD) nominated five Indian citizens on the USEFI Board of Directors for the year the academic year 2005-06, 52 visiting lecturers, 35 research scholars, 8 teachers and 104 students/ professionals were awarded Fulbright grants ranging from three months to a Foundation also administered, on behalf of the US Department of Education, research scholars grants and short-term group projects for American school/college teachers.The cost of the academic programme for such short-term group programme is reimbursed by the s the regular exchange programmes, the Foundation conducted a number of workshops/seminars involving visiting American Fulbrighters, Indian Fulbrighters and eminent Indian The United States Educational Foundation in India (USEFI) was established in February, 1950 under a Annual Report 2005-06 T he Technical Education System in the country covers courses and programmes in Engineering, Technology, Management, Architecture, Town Planning, Pharmacy, Applied Arts and Ministry of Human Resource Development caters to programmes at diploma, undergraduate, postgraduate and research Technical Education system at the Central level comprises the All India Council for Technical Education (AICTE), which is the statutory body for proper planning and coordinated development of the Technical Education System; seven Indian Institutes of Technology (IITs) which are Institutions of national importance; six Indian Institutes of Management (IIMs), five Deemed-to-be-Universities, namely, Indian Institute of Science (IISc), Bangalore, Indian School of Mines (ISM), Dhanbad, School of Planning & Architecture (SPA), New Delhi, Indian Institute of Information Technology and Management (IIITM), Gwalior and Indian Institute of Information Technology (IIIT), Allahabad, 4 Boards of Apprenticeship Training (BOATs), etc.During the period under report, 18 National Institutes of Technology (NITs) were more NITs have been established during the year at Raipur and Agartala.100 per cent financial assistance is provided by Central Government to the Technical Institutes in the Central Sector, such as the National Institute of Foundry and Forge Technology (NIFFT), Ranchi, the National Institute of Industrial Engineering (NITIE), Mumbai, Sant Longowal Institute of Engineering & Technology (SLIET), Longowal, North Eastern Regional Institute of Science & Technology (NERIST), Itanagar, 4 National Institute of Technical Teachers Training & Research (NITTTRs) are playing important role in Technical Education are other schemes at the central level which contribute significantly to Technical Education.

These schemes are Programme for Apprenticeship Training (Scholarships and Stipends); Community Polytechnics; Third Technician Education Project assisted by the World Bank for Improvement of Polytechnic Education, Technical Education Quality Improvement Programme (TEQIP), Payment for Professional and Special Services; Human Resource Development in Information Technology; Support to distance and web-based education; National Annual Report 2005-06 Technical Education Programme for Earthquake Engineering Education(NPEEE), Indian National Digital Library for Science & Technology (INDEST) Consortium and Technology Development is one Public Sector Undertaking, namely, Educational Consultants India ) under the Technical Education System of the the Central institutions like IITs, NITs, IIMs, IISc, ISM, SPA, IIITM, IIIT, NIFFT, NITIE, NITTTRs NERIST, SLIET, etc., provide instructional training to produce high quality trained manpower in the field of Technical Government has identified Shillong for setting up another IIM in the North Eastern Institute of Information Technology, Design & Manufacturing (IIITDM) has been established at Jabalpur as a Centre of Excellence for design and Extension Centre of IIIT, Allahabad has been set up at initiatives have been taken to promote research and education in basic sciences in the country.The Indian Institute of Science, Bangalore was sanctioned a special grant of Rs.100 crore to upgrade its infrastructural facilities, including the recommendation of the Scientific Advisory Council to the Prime Minister, two Indian Institutes of Science Education and Research have been approved at Pune To enhance research productivity in Science and Technology Education and to improve quality of education, access to electronic journals and databases is being provided to all technical benefit from lower costs, AICTE and INDEST have joined hands to form a combined AICTEINDEST Institutes will combine education in basic sciences at undergraduate and postgraduate level, with world class research Scheme of Community Polytechnics contributes substantially by transferring appropriate and advanced technologies to the rural ishment of polytechnics for the physically challenged is a r emphasis is being given to strengthening and consolidating infrastructure facilities available at the Institutes of national importance/excellence like IITs, IIMs, IISc, NITs enhance research productivity in Science and Technology Education and to improve quality of education, access to electronic journals and databases is being provided to all technical institutions.To benefit from lower costs, AICTE and INDEST have joined hands to form a combined AICTE-INDEST leverage new information and communication technologies (ICTs) to enhance learning effectiveness and expand access to high quality education, a National Programme on Technology Enhanced Learning (NPTEL) has been would provide content support in the form of digital video-based courses/ enrichment programmes to technology channel on a sustained would also help create web-based courses/programmes for enhancing learning effectiveness in the entire technical education system.

A National Programme on Earthquake Engineering is also being implemented by MHRD with seven IITs and IISc, Bangalore as resource institutions to train the teachers of Engineering Colleges to develop suitable curriculum to meet the crisis of earthquakes etc.Technical Education Quality Improvement Programme (TEQIP) launched with the assistance of World Bank aims at upscaling and supporting ongoing efforts of the Government of India in improving quality of Technical Education.A large number of Engineering Colleges and other Technical Institutes were established across the country with the approval of the AICTE, mainly through mobilisation of private number of Technical Education AICTE approved institutions up to 2005-06 is as per Annexure se intake in IITs and at the same time to upgrade existing institutions in the country to the level of Plan 2002-07 The IIMs are institutions of excellence, established with the objective of imparting high quality management education and training, conducting research and providing consultancy services in the field of management to various sectors of the Indian economy.These institutes conduct research to cater to the needs of non-corporate sectors like agriculture, rural development, energy, health, education, habitat ion of such institutions of excellence, providing globally competitive manpower, are the priorities of the key issues relating to Technical and Management Education during the Tenth Plan are: r a continuing focus on increased intake capacity; r r r informal sector ss in the Tenth Plan During the 10th Plan, there has been a significant increase in the number of Technical Education institutions and total intake of students.13,825 crore for the Department of Secondary and Higher Education, Rs.

4,700 crore was earmarked for 16 programmes of Technical this, the major share goes to the World Bank-aided Technical Education Quality Improvement Programme (TEQIP) with an outlay of outlay for Annual Plan 2004-05 for Technical Education was seven IITs have been effectively enhancing the country’s techno-economic strength and technological institutes have distinguished themselves by the excellence of their academic activities and research total Tenth Plan outlay for these institutions is is necessary to The Two cycle of the first phase of TEQIP is being implemented in thirteen States – Andhra Pradesh, Gujarat, Jharkhand, Haryana, Himachal Pradesh, Karnataka, Kerala, Madhya Pradesh, Maharashtra, Tamil Nadu, Uttar Pradesh, Uttaranchal and West programme aims at upscaling and supporting the on-going efforts of the Government of India in improving quality and enhancing existing capacities of the lead institutions (including 18 Centrally funded NITs) and 114 state engineering/network institutions (including 20 Polytechnics) are participating in the programme in the first phase, which coincides with the Tenth Plan programme will benefit 10,000 graduating students, each year by imparting superior skills and training and will also enhance the professional development of 1000 s are being made to strengthen the Community Polytechnics, which are wings of the existing polytechnics mandated to undertake rural/community development activities in their vicinity through the application of Science and Technology, by providing a one-time non-recurring grants-in-aid of Rs.00 lakh, and an annual recurring grant of up to a maximum of ity polytechnics provide a platform for transfer of appropriate technologies to rural masses for development on scientific lines, and provide technical/support services to the local present, there are 669 community polytechnics in the country.93 crore All India Council For Technical Education (AICTE) All India Council for Technical Education (AICTE) was set up in 1945 and later given statutory status in 1987 by an Act of Parliament to coordinate development of Technical Education, promotion of qualitative improvement in relation to quantitative growth, and maintenance of norms and AICTE has its headquarters in New Delhi and seven regional offices at Kolkata, Chennai, Kanpur, Mumbai, Chandigarh, Bhopal and Bangalore.The Council has an Executive Committee, All India Boards of Studies (AIBs), Advisory Boards and Regional Committees to assist in performing various has set up National Board of Accreditation (NBA), a quality controlling arm for conducting evaluation of technical programmes on the basis of prescribed guidelines, norms and NBA guidelines, parameters and indicators of accreditation have been put to test since 1995 and so far about 1924 programmes have been considered for manual of accreditation was revised and published in January 2004 after detailed deliberation with ines for accreditation of Management programmes are in the process of revision.NBA is in the process of obtaining provisional membership from Washington Accord the undergraduate and postgraduate levels, in consultation with the concerned State Government Agencies the AICTE grants approvals for starting of new technical institutions, starting new courses or programmes, and for variation in intake capacity in technical AICTE has delegated to the concerned State Governments powers to process and grant approval of new institutions, starting new courses and variations in the intake capacity at diploma level technical process of granting approvals Table 11.

1: Proposals received under various schemes during the year Scheme No.of Proposals Received Regional Distribution research and industry institute meet this huge mission, the Council has several schemes to attract all kinds of this year the Council received many proposals under the schemes (Table 11.1) which were evaluated and considered for upgradation of skills and for providing opportunity for exchange of knowledge, the AICTE operates a Annual Report 2005-06 214 Technical Education number of programmes for Career Development of teachers in technical education viz.the Quality Improvement Programme (QIP), preparation of course material modules, short-term training programmes, career awards for young teachers, schemes for awarding travel grants and seminar grants etc., The AICTE has now extended the QIP scheme to teachers working in other disciplines of Technical Education like Pharmacy, Architecture & Town Planning, Management and Applied Arts and Crafts for pursuing Masters/ r, the scheme of QIP has been extended to polytechnic teachers also.

Under the scheme of Emeritus Fellowship, through award of a fellowship and a contingency grant, AICTE provides superannuated faculty members an opportunity to continue research work for a period of two years.AICTE is also operating a scheme Early Faculty Induction Programme (EFIP) to attract young students towards teaching AICTE funds a scheme of National Technical Manpower Information System (NTMIS) for estimation of short term and long term requirement of technical manpower in different fields, for assessment of anticipated gaps in demand and supply and scientific analysis for future Planning of NTMIS Scheme presently works from 20 nodal centres all over the Council has initiated to set up 100 virtual classrooms in identified Technical Institutions under EDUSAT scheme to share the knowledge of premier and well-established institutions to the other scheme will be extended later to desired institutions in phased manner.Under the AICTE-INDEST Scheme, AICTE has provided a grant of Rs.47 crore to IIT Delhi for subscription to electronic resources to 66 Government/ Government-aided Institutions having programmes in engineering and technology at postgraduate part of its endeavour for qualitative improvement of the Technical Education system, AICTE continues with the efforts for development of Model Curricula provide information to its stakeholders, and for transparency in its activities, AICTE has its own website 215 Expansion of Technical Institutions r As compared to 562-degree level institutions in 1997-98, the total number of approved engineering colleges is now 1478.Intake capacity increased from 1,34,298 in 1997-98 to 5,08,595 at present.

r During the same period the number of institutions providing MCA courses increased from 224 to 976 with an intake of 55548.r Accreditation process of institutions was expedited by the 2003—2004, 409 programmes were accredited where as during 2004-2005, 570 programmes were the year 20052006, 279 programmes have been considered for accreditation.CENTRAL SECTOR INSTITUTIONS IN TECHNOLOGY & SCIENCE wherein the relevant and current information is regularly website Indian Institutes of Technology (IITs) Indian Institutes of Technology (IIT) at Bombay, Delhi, Kanpur, Kharagpur, Madras, Guwahati and Roorkee were established as ‘Institutions of National Importance’ under the Institutes of Technology Act, main objective is to impart world-class training in engineering and technology; to conduct research in the relevant field; and for advancement of learning and dissemination of Institutes are also Technical Education contributing significantly to education and research in basic sciences and offer Undergraduate Programmes in various branches of Engineering and Technology; Postgraduate Programmes with specialisation and Ph.Programmes in various Engineering and Science disciplines, interdisciplinary areas; and conducting basic applied and sponsored are maintaining quality of teaching and research of international Institutes are continuously evaluating and modifying curricula as per the emerging trends in also contribute to updating the knowledge of faculty of other Engineering Colleges through Quality Improvement Programme and as host institutions under the Early Faculty Development Programme (EFIP), IITs act as Nucleus to cater to the technical requirements of the respective the years, these institutions have acquired unique strength and have demonstrated their have contributed tremendously to the technological development of the country and the graduates of these institutes have had definitive impact on the national and international professional arena.Looking towards the road map for the IITs in the coming years, new departments, centres and new programmes have to be introduced with consequential increase in increase in intake has to be at all levels, that is, undergraduates/postgraduates, doctoral/ sciences have to be introduced in basic sciences, as advised by the Scientific Advisory Council to the Prime Minister, also need recent years, there is substantial increase in students’ intake to meet the growing demand for quality technical manpower, especially in the field of Information Technology.

Strength of students in the IITs has increased over 40 per cent in the last 6-7 ing and networking facilities have been onic classrooms and videoconferencing are being increasingly facilities are now state of the art.There is greater use of technology in teaching – learning processes in the IITs.This is resulting in transformation of the have been effective in enhancing the country’s techno-economic strength and technological IITs have distinguished themselves through excellence of their academic activities and research red research for different funding agencies in the public and private sectors, industrial consultancy and continuing education programmes are also areas in which the IITs have made significant Institutes of Technology have become role models for education and research in engineering and technology.These institutions are now globally competitive and contribute significantly to development of technical manpower and technology development in the the 10th Five Year Plan, this role of IITs has been further strengthened and consolidated so that they continue to provide leadership to the Technical Education System in the country and effectively contribute to national ment of India is committed to provide quality education in science & technology to a larger number of this purpose, the capacities of existing IITs is being enhanced considerably during the 10th Five Year Plan, which is being done with only marginal increase in investment in infrastructure through optimal use of facilities and faculty on the requirements, additions to the hostels, laboratory, classrooms and general academic infrastructure are being continuously made.To keep pace with the changes taking place in new technologies, new programmes are being started in identified areas such as - new materials, non-destructive evaluation technology, high speed networking and wireless technology, bio-technology and bio-informatics, smart materials, environmental energy, medical science and technology, medical instrumentation, electronics, electronics communication and membrane technology etc.

, There would be greater thrust on inter-disciplinary programmes with the blurring of boundaries of traditional disciplines of programme delivery structure in the form of integrated mme, double degree programmes and sandwich programmes are also being taken up.Annual Report 2005-06 216 Technical Education With the development of new technologies, there is need to modernise and replace outdated laboratory equipment in these institutes on large of obsolescence in information and communication technology is quite a 10-year old equipment in computer networks would need replacement and ore, substantial investment would be required in modernisation of digital resources in these would be greater thrust on collaborative working between different institutes, both for manpower development and joint research.In order to increase the reach of these institutes, web-based / multi-media based distance education shall be Guwahati which became operational during the 9th Plan period would be further expanded and strengthened to become comparable to other ntial resources would be invested for the regards earmarking of at least 10 per cent of budget for the North-East, it is mentioned that IIT Guwahati is one of the IITs, that is situated in North-East Region.50 crore which is much more than the 10 per cent allocation, has been earmarked for this trend of allocation is likely to continue in the year is need to build women hostels keeping in view a large number of female students joining IITs.More hostels will also be required with the proposed increase in intake of students in various r infrastructural facilities such as libraries and opening and strengthening of new Departments of Biotechnology and Humanities, opening of schools of Life Sciences in IITs at Kharagpur and Kanpur are being Plan budget proposed at RE 2005-06 is Rs.

00 crore appropriated from NER head specifically for IIT Guwahati).Indian Institute of Technology Bombay (IITB) The Indian Institute of Technology Bombay (IITB), established in 1958 with the cooperation and participation of the then Government of USSR under 217 Annual Report 2005-06 Government of India is committed to provide quality education in science & technology to a larger number of this purpose, the capacities of existing IITs is being enhanced considerably during the 10th Five Year Plan, which is being done with only marginal increase in investment in infrastructure through optimal use of facilities and faculty on the requirements, additions to the hostels, laboratory, classrooms and general academic infrastructure are being continuously made.UNESCO’s technical assistance programme, is one of the seven Institutes of Technology in the country, set up to provide leadership in Technological Education, train high quality manpower for industry, and promote state of the art technology ’s unending march towards its vision “To be the fountainhead of new ideas and of innovators in technology and science” and mission “to create an ambience in which new ideas, research and scholarship flourish and from which the leaders and innovators of tomorrow emerge” led to increasing its focus on research-oriented education, both at the undergraduate and postgraduate total number of projects as well as the flow of funds has been growing steadily over the institute receives impressive support from its alumni and well wishers, and IITB could mobilise a sizeable support for infrastructure, new laboratories, endowments for excellence awards, scholarship, travel Technical Education fellowship, faculty development fund, research excellence awards, etc., In keeping with national aspirations and expectation IITB has increased the student in the last more than five years.

The students intake at undergraduate level for the academic session 2005-06 has been 2299 as against 1822 during the academic session rly, the student intake at post graduate level has been of the order of 2671 as against 2481 during reforms in existing programmes, new specialisations and programmes with inter-disciplinary inputs are a common feature at IIT also enhanced opportunities to the students to pertake in research, encouraging them to take to business incubation and represent recent initiatives in pursuit of this strategy.

The undergraduate research opportunities programme (UROP) implemented earlier, exposes undergraduate students to the world of research early in their academic life.Centre for Distant Engineering Education Programme (CDEEP) in the Institute is involved in National Project on Technology Enhanced Learning (NPTEL), sponsored by the Ministry of Human Resource continuing Education Programme Cell at the Institute has achieved remarkable faculty have contributed significantly to the country’s growth in science and of them have been conferred with distinctions and awards for their work/ contribution in various Institute of Technology, Delhi (IITD) Established as a College of Engineering in 1961, this institute was declared an institute of National Importance under the “ Institute of Technology (Amendment) Act 1961” and renamed as “Indian Institute of Technology Delhi” in 1963.The Institute offers a wide range of academic programmes in science and engineering disciplines, both at the undergraduate and postgraduate mmes in nine disciplines of engineering and technology, five year dual degree programme in five areas, five year integrated M.programmes in engineering technology, management, humanities and social sciences, a tow MBA programmes, MS (Research) programmes in six areas.The Institute also offers opportunities for doctoral research in its 13 departments and nine research Institute is playing a significant role in upgrading the quality and fostering awareness among the teachers from other engineering colleges and technical personnel from industries and Government agencies, through Quality Improvement Programme (QIP) and Continuing Education Programme (CEP).

Several short-term (QIP/CEP) courses have been organised by the institute faculty and students were admitted to Master’s and Doctoral programmes in various order to enhance the IT skills of officials from the Ministry of Finance, college teachers and personnel from industry, the Computer Service Centre of the institute has offered several with teaching and academic research, IIT Delhi lays great emphasis on research and development activities.The Institute is actively involved in national/ international collaborative present, various collaborative programmes are Institute of Technology, Kanpur (IITK) The Institute has enhanced its infrastructure over the past four years so as to meet the needs of the increased student strength and to undertake wide ranging research activities to improve the quality of postgraduate students and faculty continued to bring outstanding honours and the year a number of students/faculty of IIT Kanpur have been awarded the prestigious Awards such as Aditya Birla Scholarship, Shanti Swarup Bhatnagar Award, 2005, Swarnjayanti Fellowship, Fellow of the Indian National Academy of Engineering, Fellow of the Indian National Academy of Sciences, Fellow of the Institute of Electrical and Electronics Engineering, USA.The Institute has launched several new academic programmes at B.Annual Report 2005-06 218 Technical Education Programmes in the field of Biological Sciences and BioEngineering have added new dimension of academic activities at IIT Institute has also signed one MoU with University of Allahabad in the field of Digital Institute has increased considerably the admission intake of doctoral as well as Master’s level students in both sciences as well as order to increase the science contents in the academic activity the science elective scheme was introduced in the curriculum.The Institute has established the SIDBI Centre for Innovation and centre is now fully functional and has seven incubating IPR issues are handled by this centre is promoting the concept of converting IPRs in a revenue stream An international distance education project – IndoFrench Cyber University –has been undertaken jointly with University of project envisages courses to be delivered in three areas –Optimisation, Computational Fluid Dynamics and Composite Materials.

The Institute has also done well in terms of development of video as well as web-based course material under NPTEL Institute has provided considerable assistance in establishing Indian Institute of Information Technology, 219 Annual Report 2005-06 With a view to attract young faculty to IIT K, a few step have been initiated such as payment of initiation grant, joining travel allowance, quick allotment of house, full support for preparation of research proposals etc., The Institute has also developed the scheme of Adjunct Faculty, Distinguished Honorary Faculty besides the Visiting Faculty provision of Visiting Faculty Apartments of excellent quality is a unique feature of IIT K initiatives have indeed increased the number of international visiting scientists and faculty members to IIT Kanpur.Technical Education Indian Institute of Technology, Roorkee (IITR) IIT Roorkee was converted from the famed University of Roorkee in Institute has rapidly grown since has 3929 students on roll, a faculty of 340 and supporting staff of 1250.The Institute has its main campus at Roorkee (365 acres) and a smaller campus at Saharanpur (25 acres), 50 kms away from Roorkee.An extension centre at Greater Noida (10 Acres) is under mmes is offered by all the 18 Academic Departments and 01 Academic Centres.

The Institute has progressed on all student enrolment has increased by about 850 and additional rooms in existing hostels have been built to accommodate es/plans have been formulated for the effective retention and recouping of faculty.5 year Dual Degree programmes have been Institute has taken initiatives to establish collaboration with leading institutions of the world.Public Sector organisations have been invited to create Professorial Chairs through research front, there has been 133 per cent increase in the number of publications and 120 per cent increase in terms of industrial consultancy outlay and 129 per cent increase in sponsored research -campus recruitment for UG students has gone up by 76 per cent and for PG students, spectacularly, by 145 per cent, which is the highest among the IITs.A very substantial gain has been registered in the Internet connectivity and subscription of over 7000 on-line Institute took a number of new initiatives during 2005-06 such as leading to starting new academic programmes, new centres of excellence, new MoUs for international collaboration, student and faculty exchange under MoUs, strengthening of Internet and Library resources, creation of new state–of–art building infrastructure for a 4-floor centrally air-conditioned library, a 30 room/suite VVIP Guest House, a 7 storeyed complex of 56 apartments for Group A employees, modernisation of sports arena and organisation of Inter IIT Sports Meet-2005, modernisation of telephone and power supply network in the campus and commencement of construction activities at the Greater Noida Extension Centre of the Institute.Besides, the Institute continued to play its role in development of Nation through R&D projects in the fields of Small Hydro Power, Pro-poor IT Initiatives and e-governance, Highways Development and Traffic Management, Ecological Assessment, Earthquake Mitigation and Management, Railway engineering etc.

, Keeping in view the strength/expertise of the faculty/ departments, the Institute has created three multi disciplinary Centres of Excellence for Transportation Systems, Centre for Disaster Mitigation and Management and Centre for Nanotechnology during 2005-06 to promote intensive research and development in these areas: The Institute has entered into new areas of academic collaboration through MoUs with leading international Institutes such as University of Karlsruhe, Germany; University of Applied Sciences, Dresden, Germany; University of Texas at Dallas(UTD), USA; Queensland University of Technology, Australia; Technische Universitat Munchen(TUM), Germany; New Jersey Institute of Technology, USA Indian Institute of Technology Guwahati (IITG) IIT Guwahati completed 10 years of its academic programmes at the beginning of Institute has 11 academic departments namely, Biotechnology, Chemical Engineering, Civil Engineering, Computer Science and Engineering, Electronics and Communication Engineering, Mechanical Engineering (all these offering B.Tech and PhD programmes), Design (offering B.Des and PhD programmes), Chemistry, Mathematics, Physics (offering M.Sc and PhD programmes), and Humanities and Social Sciences (offering a PhD programme).There are three inter-disciplinary centres, namely Energy, Environment, and Report 2005-06 220 Technical Education In July 2005 the Institute admitted 252 students in B.

Sc and 67 students in PhD for a total of 528.The Institute started a 5 year integrated M.Similar programmes in Physics and Mathematics will be started next total student strength stands at December 2005, the number of faculty reached 161, while the total non-teaching staff strength stood at 285.The Institute is at a stage of rapid student strengths are planned to reach 1800, 2300 and 2800 in 2006, 2007 and 2008 itants increases in faculty and staff strengths will take Infrastructure of the Institute has been strengthened.The current year saw the completion of the Library and Computer Centre Building, the hospital, the commercial complex, and 240 seats of the 500 seated new hostel.

Ongoing Civil Works include an auditorium, a lecture hall complex, faculty residences, sports facilities, a Kendriya Vidyalaya building, two community centres, a sewerage disposal system, a water supply scheme, and two more hostels.7 crore has been spent by December 31 total allocation for the year is Rs.The Institute has signed MOUs with a number of academic and research institutions for exchange programmes and for joint R&D.This year, MOUs have been signed with NIT Silchar, NICT Japan, ENST France, CESAR Brazil, among Institute of Technology Madras (IITM) The Indian Institute of Technology Madras (IITM) , was established in 1959 by the Government of India, as an Institute of national primary objective was to promote higher technical education, research and consultancy.The activities of the Institute in various field of Science and Technology are now being carried out by 15 Departments and 5 Research Institute Campus covers an area of 256 hectares of forest land and houses a community of about 11000 Institute offers several course-based undergraduate (UG) and postgraduate (PG) programmes as well as 221 Annual Report 2005-06 IIT Guwahati completed 10 years of its academic programmes at the beginning of Institute has 11 academic departments namely, Biotechnology, Chemical Engineering, Civil Engineering, Computer Science and Engineering, Electronics and Communication Engineering, Mechanical Engineering (all these offering B.

Tech and PhD programmes), Design (offering B.Des and PhD programmes), Chemistry, Mathematics, Physics (offering M.Sc and PhD programmes), and Humanities and Social Sciences (offering a PhD programme).research-based postgraduate and doctoral has, over the years, responded to environmental changes and user needs by redesigning curricula, offering new UG and PG programmes and specially designing user-oriented (UoP) M.IITM also offers part-time PG programmes that enable working professional to acquire higher ution Preparatory Course Programme for Weaker Section Students offers intensive coaching to eligible candidates to prepare them for entry into IITM on successful completion of this one-year Institute also undertakes a large number of research and consultancy projects sponsored by a wide spectrum of funding agencies, including Government and Industry.

IITM has active linkages with leading academic and research organisations in India, Australia, Germany, Japan , Malaysia, Singapore, UK and offers UG & Dual Degree programmes in Technical Education Aerospace, Chemical , Civil, Computer Science, Electrical, Mechanical , Metallurgical & Materials and Ocean Engineering Department; PG programmes in Applied Mechanics, Mathematics, Physics, Chemistry and Humanities & Social Sciences Department and User Oriented programmes are offered in Biotechnology, Civil, Computer Science, Electrical , Mechanical & Ocean Engineering g in view the crucial role of designers in engineering industry, a new dual degree program, with a B.in Automobile Engineering has been started in IIT Indian auto industry has promised full cooperation for making this programme a is a unique blend of engineering and aesthetics in design, with a liberal spread of practical laboratory students need to spend six months in the industry as a part of the curriculum.The following new facilities are being created for this programme: a graphic art studio, a virtual reality laboratory, a product design laboratory, ergonomics laboratory, mechatronics laboratory, vehicle dynamics laboratory, a new IC engine laboratory and Control Institute of Technology Kharagpur (IITKgpr) The Indian Institute of Technology, Kharagpur (IITKgpr) was set up, after independence for the purpose of nation-building through human resource development in Science and Kharagpur being the oldest of the IITs, has provided the necessary leadership to usher in a revolutionary change in the outlook of technical education in the country.) courses in sixteen different branches of engineering, a B.) course in Architecture and Regional Planning, and M.

The contents of the courses are constantly revised to meet the needs of the changing world with the focus on growth of postgraduate programmes has been quite impressive.At present, the Institute offers about fifty postgraduate degree courses leading to M.The first batch of students of the Master’s in Medical Science and Technology (MMST) programme will be receiving their degree in this is a unique programme, the first of its kind in the country, introduced in 2001-02 to bring medical science, physical sciences and technology on a common platform.The students are admitted to the programme through an All India Test conducted at MS degree with major emphasis on research is also awarded in several other a part of a collaborative programme, students have visited foreign countries.

A significant number of postgraduate projects are sponsored by Institute has taken a lead in offering off-campus academic programmes leading to regular degrees/ diploma to the participants.

A Postgraduate Diploma programme in Information Technology (PGDIT) is being offered in the hybrid mode at Kolkata and Bhubneshwar Extension Centres, and at STEP, IIT feedback received from the IT industry about the quality of this programmes has been very Institute’s alumni have played significant roles in enhancing the image of IIT have also provided generous support to set up specialised laboratories, Schools and distinguished Lecture Institute has taken up several programmes to network with our alumni spread all over the world.For this purpose, the institute has launched a website for online registration of the extremely popular quarterly, Alumni newsletter “KGPlan” is being published regularly highlighting the achievements of students, faculty and first Annual Alumni Meet was held at IIT K during 3-4 January 2004 where alumni from all over the world were invited Alumni from Australia, Thailand, USA and various parts of India attended this was the first time that IIT Kharagpur organised such an event in a large is proposed to be an annual event in the Institute calendar.IIT – Joint Entrance Examination (IIT-JEE) Reforms The IIT-JEE exam will undergo major changes from Annual Report 2005-06 Technical Education 2006 Joint Entrance Examination (JEE) conducted for admission to IITs will continue to be the sole criteria for admission in IITs and other participating other salient features of the changes are:i) Candidates appearing in (10+2) or equivalent qualifying examination in 2006 must secure at least 60 per cent (55 per cent for SC/ST and PD) marks in aggregate in their respective Board case the respective Board awards only letter grades, without providing a norm for converting them to equivalent percentage marks, the norms decided by the Joint Implementation Committee of JEE shall be final.(ii) Candidates who join any of the IITs, IT-BHU, Varanasi, and ISM, Dhanbad through JEE-2006 will NOT be permitted to appear in JEE in future.(iii) One time exception for JEE 2006 only Candidates, who have passed their qualifying examination in 2005 or earlier, will be permitted to appear in JEE 2006, as a last chance, irrespective of the marks secured or the number of earlier attempts at JEE subject to their satisfying the age India Engineering Entrance Examination (AIEEE) The All India Engineering Entrance Examination (AIEEE) is being conducted by CBSE from 2002 onward for admission to Undergraduate Courses to reduce the physical, mental and financial burden on student and their parents due to multiplicity of entrance r, it was for admissions to Engineering, Pharmacy and Architecture Courses but in AIEEE-2005 it was restricted only to Engineering and has been decided that all admission to the undergraduate programmes in Engineering, Architecture and Planning in all the National Institutes of Technology (NITs), Indian Institute of Information Technology (IIITs), Allahabad and Gwalior, National Institute of Forge & Foundry Technology (NIFFT), Ranchi, School of Planning and Architecture (SPA), New Delhi and other institutes of Central Government 223 Annual Report 2005-06 as specified shall be made through All India Engineering Entrance Examination (AIEEE) conducted by the Central Board of Secondary Education (CBSE).

All the deemed universities will have the option to participate in the AIEEE or conduct their own entrance examinations and admit students in a fair and transparent manner.

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Indian Institute of Science, Bangalore The Indian Institute of Science, Bangalore came into existence in Institute started functioning in 1911 with two Departments and over a period of nine decades, has grown steadily to occupy its present leading position among the institutions of Higher learning in the Institute is a post graduate Institution providing quality education and excelling in research and development at the cutting edge of several disciplines in Science, Engineering and are now over 40 Departments and Centres of Physical and Mathematical Sciences, Electrical Sciences, Mechanical Sciences and Information Science and Finance Minister, in his budget speech 2005-06 had announced additional grant of Rs.100 crore for the Indian Institute of Science (IISc), Bangalore, for the financial year 2005-06 to position it as one of the leading centres of Research, Science and Engineering in the Institute had recently started an Integrated mme in Science, which has already become one of the most powerful avenues for creating scientific manpower in the is an increasing demand to extend this programme both vertically and horizontally to include many more areas of science and more importantly to Engineering.The Institute offers advanced level courses leading to ME, M Get trade research proposal 1 hour writing from scratch standard 2017 nbsp.The Institute offers advanced level courses leading to ME, M.

programme in the Science Faculty attracts the cream of B.

The Young Fellowship program in Sciences and Young Engineering Fellowship program are new initiatives of the Institute to motivate young students to take up a research Institute is also the Technical Education The student enrolment at the IISc has increased from around 1500 in 199596 to around 2100 in the current year 12 Nov 2017 - Where to get an presentation natural resources premium master's american one hour; American literature before the civil war custom essay get your nbsp   Best websites to get college natural resources presentation oxford a4 (british/european) american 74 pages / 20350 words; Best website to order an  .The Young Fellowship program in Sciences and Young Engineering Fellowship program are new initiatives of the Institute to motivate young students to take up a research Institute is also the Technical Education The student enrolment at the IISc has increased from around 1500 in 199596 to around 2100 in the current year.The number of degrees awarded, particularly research conferment have also gone up by nearly 30 per cent while the number of publications in reputed international Journals has gone up by 50 per cent in the same number of national and international awards, recognitions and academy fellowships bestowed on the faculty of the Institute is perhaps the largest across the al focal point of conducting the KVPY program of the DST towards the same tive teaching programs introduced in recent years include Satellite Technology, Internet Science and Engineering and Computational s formal education and research, the institute has been playing a very active role in offering lifelong learning opportunities to practicing scientists and technologists through its Centre for Continuing Education and Proficiency program.Every year over 1500 scientists and engineers are trained in these l outreach programmess of the Institute also provide close interactions with different sections of the society, especially the academic Institute is vigorously pursuing interactions with leading institutions and universities all over the h its International Relations Cell, the Institute has executed Memoranda of Understanding with universities and R&D Institutions in U., France, Australia, Germany and other countries ., France, Australia, Germany and other countries.A joint activity with European Institutions to set-up a Cyber University for web-based education has been initiated.

A unique collaborative arrangement with French Universities has resulted in the establishment of an Indo-French Research Centre in the area of Water Institute has maintained in its various domains of activities – research, teaching, development, industrial liaison, international outreach and societal concerns.The Institute has formulated a series of new research programmes to foster and encourage interdisciplinary are in the areas in Genomics, Nanoscience and nano-technology, Micro-electromechanical systems, Embedded systems, and IISc, Bangalore produces nearly 8-10 per cent of the nation’s publications in scholarly journals of international produces nearly 25 per cent of nation’s Science and Engineering and is handling 150 consultancy projects and 470 projects under sponsored number of students at the Institute has been steadily new areas of research as well as many new academic programmes have been planned to be in tune with national requirements and international student enrolment has increased from around 1500 in 1995-96 to around 2100 in the current number of degrees awarded, particularly research conferment have also gone up by nearly 30 per cent while the number of publications in reputed international Journals has gone up by 50 per cent in the same period.The number of national and international awards, recognitions and academy fellowships bestowed on the faculty of the Institute is perhaps the largest across the Institutes of Information Technology Atal Bihari Vajpayee - Indian Institute of Information Technology & Management (ABV-IIITM), Gwalior ABV-IIITM, Gwalior was set up by the Government of India in January ic programmes started Annual Report 2005-06 224 Technical Education in the year educational experiment carried by the Institute integrates IT with basic managerial functioning which is highly appreciated by the objectives of the Institute were framed so as to create facilities for education, research, consultancy and professional development in the area of IT and management development through seamless integration.The Institute was declared as a Deemed University on 26th March Institute started its academic programmes from a rented premises in the year Institute has started its operations from the new campus which has state of art facilities and campus wide has students hostels, Lecture room complex, department buildings including the labs, administration g for faculty and Key support staff and the library are under construction.The Institute started with a two year MBA programme in IT and Management during the year tly, the institute offers five-year Integrated Post Graduate dual degree programme with an intake of 80, 5 MBA programmes and four M.

Total annual intake is 295, excluding t strength is 555 including 85 girls students.All these programmes have interdisciplinary character.Admission to all programs is done on All-India basis through an entrance batches of PGDMIT and three batch of PGDIT students have already passed students got excellent placements through on the campus recruitment.The Institute has Departments of IT, Management and MDP and Continuing academic programmes are delivered through many pedagogic innovations, including pear learning, mentoring, case tools, group learning and co-operative addition, several Management Development Programmes (MDPs) for industry executives and Continuing Education Programs for Teachers and industry have been done by the deliver its role as National facilitator, the institute has organised Conferences and Seminars on newer subjects 225 Annual Report 2005-06 Institute has also received sponsored projects and undertaken consultancy projects.47 faculty positions have been created for the institute of which 12 post have been filled, process for selection have been initiated for remaining g in view the future student strength the number of Departments / Centres would be increased in the new areas, Some of the new programmes / disciplines are: VLSI Design, Robotics and Flexible Manufacturing, Bio- Informatics, Communications Engineering, Management of Public Systems and E-governance, Management of Informal increased strength, additional infrastructure in terms of classrooms, students hostels & amenities, laboratories & equipment has been Institute of Information Technology (IIIT), Allahabad Indian Institute of Information Technology, Allahabad was set up by the Government of India during the Ninth Five Year Plan to impart education, training, research and development in the field of Information Technology and related areas.

Best websites to buy an research proposal gender studies british a4 (british/european) sophomore writing from scratch The Institute was declared as a Deemed University in August 2000.The Institute started functioning from the year 1999-2000 from its temporary premises in the Allahabad University Campus and later on shifted to the new permanent campus has state of art facilities and campus wide networking How to write a implementation thesis chapter language 2 days Master's Oxford 116 pages / 31900 words professionalIn order for students to become thinkers and proficient speakers in science, social studies, mathematics, fine arts, language arts and reading, and career and technical education, they must have multiple.The permanent campus has state of art facilities and campus wide networking.Tech Programme in Information Technology with an intake of 60 students during the year the year 2001-2002 intake has been increased to 120.programmes in bio-informatics, intelligent systems and wireless communications and computing were started with an intake of 15 students tly, there is a student population of 774 including 96 girl students tly, there is a student population of 774 including 96 girl are a total of 44 faculty (including 1 Director, 25 regular and 18 guest faculty) and 30 non-faculty in position .

There are a total of 44 faculty (including 1 Director, 25 regular and 18 guest faculty) and 30 non-faculty in position.The Institute is involved with number of other activities as well, such as: Gyan Vani (with IGNOU), Kundalini Technical Education (with DST) and Indo-Russian Centre for Biotechnology and Universal Digital Library (UDL) Project (with IISc Bangalore and Carnegie Mellon University, USA).It is proposed to consolidate and enlarge undergraduate programmes, start more postgraduate and doctoral programmes in the areas of Software Engineering, Information Technology, Advanced Networking, Artificial Intelligence and Communication programme would be started for graduates in arts, science and commerce with focus on IT enabled addition, continuing education programmes, short term training programmes and off campus education and web-based education and e-enabled commercial, legal and other societal programmes would also be taken ion Campus of IIIT Allahabad at Amethi.The Government of India approved the proposal of IIIT Allahabad to set up an extension campus of the Institute at Foundation Stone laying ceremony of the Extension Campus Gandhi Institute of Information Technology, Tikarmafi, Amethi, was performed on academic session 2005 has been started in the premises of Tikarmafi Ashram with the induction of 60 students including 3 girl Dwarka Prasad Misra, Indian Institute of Information Technology, Design and Manufacturing Jabalpur (PDP-IIITD&M).In order to meet the requirement of highly skilled and trained manpower particularly in Design and Manufacturing, the Government of India decided to set up the Pandit Dwarka Prasad Misra, Indian Institute of Information Technology, Design and Manufacturing at Institute has been set up as a registered society and will be given the status of a deemed of the Institute is to become an academic institution of excellence that would facilitate and promote the competitive advantages of Indian products and manufacturing of global markets.

The mission of the Institute is to be Global Centre of Excellence in Design and Manufacturing Education and Research in the Academic Session has started in 2005-06 (July, 2005) in rented accommodation and the 1st batch of 68 students including 2 girls joined the Institution in July, al Institutes of Technology (NITs) 17 Regional Engineering Colleges (RECs) were established from 1959 onwards in each of the major States to meet the country’s growing requirement for trained technical manpower for various development colleges were set up as joint and cooperative enterprise of the Central Government and the State Government uently, on the recommendation of a High Powered Review Committee set up under the Chairmanship of Dr.R A Mashelkar, Director General, Council of Scientific and Industrial Research and an Empowered Committee set up under the Chairmanship of Union Education Secretary, these college were granted deemed University status with a professional management were upgraded as National Institutes of Technology (NITs).On 14th May 2003 all these 17 Institutions were taken over as fully funded institutions of the Central Government of India has taken over Bihar Engineering College and named it as NIT-Patna in the year 2004 and the process of granting the status of Deemed University is in the final stages.Similarly, Engineering College, Raipur was taken over by the Central Government as fully funded Institute w.1st December 2005 and granting Deemed University status will be taken up in due the total number of NITs has gone up to institutes are expected to fulfil the demand of high quality undergraduate and postgraduate level education in engineering and technology.

The total budget Estimates for all NITs for the year 2005-2006 was Report 2005-06 Technical Education Motilal Nehru National Institute of Technology, Allahabad Motilal Nehru National Institute of Technology, Allahabad, formerly, Regional Engineering College, Allahabad was established in 1961, and taken over by the Central Government on 26th June Institute offers four-year undergraduate courses in the disciplines of Civil, electrical, mechanical, computer science, electronics, production and industrial engineering and information mmes and Master of Computer Application (MCA) and Master of Management Studies (MMS).The total intake in the undergraduate stream is around 469, 170 in postgraduate Courses, 60 in MCA and 30 in website address of the Institute is .Maulana Azad National Institute of Technology, Bhopal Maulana Azad National Institute of Technology, Bhopal, formerly, Regional Engineering College, Bhopal, was established in 1961, and taken over by the Central Government on 26th June, Institute offers four years BE Courses in the discipline of Civil Engineering, Mechanical Engineering, Electrical Engineering, Electronics & Communication engineering, Computer Science & Engineering, Information Technology and a five-years B.The total intake in undergraduate courses is s in 13 different specialisations under regular and parttime mode with an intake of 115.The Institute admitted 163 students in MCA, MBA and other courses during the Institute has five boys’ hostels and one girls Institute has established two problemoriented research laboratories, one in fluid mechanics and hydraulic mechanics, and the other in heavy electrical mechanics to work on live problems in the industry and to transmit the useful experience gained to the Institute is maintaining a good library with 93,368 research papers were 227 Annual Report 2005-06 published by the staff members in various national and international journals of repute.

17 research projects are presently being carried out by the website address of the Institute is .National Institute of Technology, Calicut National Institute of Technology, Calicut formerly, Regional Engineering College, Calicut was established in 1961 and taken over by the Central Government on 26th June Institute offers four-years undergraduate courses in the disciplines of Civil Engineering, Architecture (arch) engineering, Electrical & Electronics engineering, Electronics & Communication engineering, Mechanical engineering, Production engineering & Management, Computer Science & engineering and a five-year B.In addition, three-year (six-semester) MCA programme is also Institute has a well-equipped library; it has 79,160 books and 7,802 BIS specifications.It has subscribed to 261 foreign journals, 95 Indian journals and l Library has been started as a part of the modernisation of the k of Automated Library and Archives- the library started to provide latest information users.

More than 100 full-text electronics books, on engineering subjects are accessible through NALANDA website address of the Institute is .

National Institute of Technology, Durgapur National Institute of Technology, Durgapur formerly, Regional Engineering College, Durgapur was established in 1961 and taken over by the Central Government on 3rd July Institute offers four-year undergraduate courses in the disciplines of Civil, Electrical, Mechanical, Chemical, Metallurgical, and Electronics & Communication, Computer Science & engineering and Information Technology.During the current year, a 120 seater boys hostel for foreign students, three of 120 seater lecturer galleries, Technical Education computer centre extension, electrical machine lab, head power lab were r, two separate courses were conducted by the Department of Chemistry and Metallurgical Engineering under the aegis of C-NANCE.The website address of the Institute is .National Institute of Technology, Hamirpur National Institute of Technology, Hamirpur formerly, Regional Engineering College, Hamirpur was established in 1985 and taken over by the Central Government on 26th June offers four-years undergraduate courses in the disciplines of Civil, Electrical, Electronics & Communication, Computer Science & Mechanical during 2000-2001 and has also applied for starting of postgraduate are four boys and one girls Institute has a well-equipped ya National Institute of Technology, Jaipur Malaviya National Institute of Technology, Jaipur formerly, Regional Engineering College, Jaipur was established in 1963 and taken over by the Central Government on 26th June Institute offers nine undergraduate courses and nine full time and five part time postgraduate Institute offers four-year undergraduate courses in Electrical, Electronics & Communication, Mechanical & Metallurgical engineering and a five-year B.The Institute offers three-semester full time and fivesemester part-time (self-financing) postgraduate degree programmes and postgraduate in MMS ME course in environmental engineering (under Department of Civil Engineering) has also been sanctioned by the Government of India for the sponsored employed engineers, to be nominated by the Ministry of Urban Institute has at present 151 faculty members in position out of which 68 possess Institute is on the way to implementing Project REACH on Reverse Engineering under TIFAC-CORE assistance during the current institute is implementing the Project IMPACT for manpower development in Electronics & Computer Engineering funded by the World Bank, Swiss Development Corporation and Government of Central Library is equipped with 1,12,000 books, 12,700 journals, more than 1000 videocassettes with video-viewing facilities, BIS standards and CD-ROM database for its eight website address of the Institute is .

Ambedkar National Institute of Technology, Jalandhar ar National Institute of Technology, Jalandhar formerly, Regional Engineering College, Jakandhar was established in 1986 and taken over by the Central Government on 17th October Institute has 13 Departments and offers four-year undergraduate courses, in the disciplines of Chemical & Bioengineering, Civil engineering (structural engineering and construction management), Computer Science & engineering, Electronics & Communication engineering, Industrial engineering, Instrumentation & Control engineering, Leather Technology, Mechanical engineering (mechanical machine design and automation) and textile total enrolment in the undergraduate stream is around are five boys and one girls hostel.The Institute has a well-equipped library.With the assistance of funds from Department of Science and Technology, a National Science and Technology Entrepreneurship Development Cell was established in the Institute for promoting Entrepreneurial culture among students by arranging various website address of the Institute is .National Institute of Technology, Jamshedpur National Institute of Technology, Jamshedpur formerly, Regional Engineering College, Jamshedpur was established in 1960 and taken over by the Central Government on 27 December offers four-year undergraduate courses, in the disciplines of Civil, Mechanical, Annual Report 2005-06 Technical Education Electrical, Metallurgical and Computer Science & engineering with an intake of 285 students.The Institute also offers postgraduate courses with an intake of 61 and MCA with 80 are nine boys and one girls Institute has a well-equipped al Institute of Technology, Kurukshetra National Institute of Technology, Kurukshetra formerly, Regional Engineering College, Kurukshetra was established in 1963 and taken over by the Central Government on 26 June Institution is running five undergraduate courses in disciplines of Civil engineering, Electrical engineering, Mechanical engineering, Electronics & Communication engineering and Computer engineering.

Institute also runs postgraduate courses in these subjects with an annual intake of 86 total student strength of the Institute at present is 1, Institute has well developed campus with fibre optic computer website address of the Institute is .Visvesvaraya National Institute of Technology, Nagpur Visvesvaraya National Institute of Technology, Nagpur formerly, Regional Engineering College, Nagpur was established in 1960 and taken over by the Central Government on 26th June 2002.courses in the disciplines of Civil, Mechanical, Electrical, Metallurgical, Mining, Electronics, Computer Science, Structural engineering and five-years B.courses under part-time and regular Institute also offers one-year diploma in industrial management.The total intake in the undergraduate courses is 375 and that in postgraduate is are seven boys and one girls Industry-Institute interaction Cell of The Institute strives to promote and nurture closer interaction with the industrial sector and to play a significant role in its website address of the Institute is .

229 Annual Report 2005-06 National Institute of Technology, Patna Bihar Engineering College, Patna has been taken over as a fully funded Institute of the Central Government and made National Institute of Technology, Patna with effect from 28th January 2004.The Institute would be further strengthened during the coming Institute has been provided with required funds under Plan and Non-Plan Scheme for its the year 2004-2005, 183 students in UG and 67 in Postgraduate courses were al Institute of Technology, Raipur Engineering College Raipur has been taken over as a fully funded Institute of by the Central Government and its nomenclature has been changed to that of National Institute of Technology, Raipur with effect from 1st December is proposed that this Institute would be developed as Centre for excellence in future.National Institute of Technology, Rourkela National Institute of Technology, Rourkela formerly, Regional Engineering College, Rourkela started in 1961 and was taken over by the Central Government on 26th June Institute has 15 Departments and offers four-year undergraduate course in the disciplines of Chemical, Civil, Electrical, Mechanical, Metallurgical, Mining, Applied Electronics & Instrumentations engineering, Computer Science & engineering and Ceramic total intake in the undergraduate stream is around 348 at the four-year B.The Institute also offers six postgraduate courses and a three-year are six boys and one girls , Rourkela is the nodal centre for the National Technical Manpower Information System in institute has produced during the year five in engineering and 3 in basic science and has published 106 original research papers in national and international Institute after being upgraded to the National Institute of Technology has adopted academic and evaluation processes similar to that followed in IITs for the 1st semester students admitted in 2005-2006.The Institute is revising the regulation Technical Education Sardar Vallabhbhai National Institute of Technology, Surat National Institute of Technology, Silchar Sardar Vallabhbhai National Institute of Technology formerly, Regional Engineering College, Surat, was Surat established in 1961, and taken over by the Central Government on 4th October Institute has seven departments and offers four year B.

course in the disciplines of Civil, Electrical, Mechanical, Electronics engineering, Production engineering, Computer engineering and Chemical engineering.The total intake in undergraduate courses is s in seven different Institute has six boys hostels and one girls website address of the Institute is .National Institute of Technology, Silchar formerly, Regional Engineering College, Silchar was established in 1976 and taken over by the Central Government on 28 June 2002.After transformation into National Institute of Technology the institute is reorganising itself on the pattern of IIT’s.As a part of this reorganisation, the Senate, Board of undergraduate Studies and Department Undergraduate Programme Committees have been the first meeting of the Senate held on 28 September 2002, the new course structure, rules and regulations were Institute is offering undergraduate courses leading to B.

degree in various engineering disciplines like Civil, Electrical, Mechanical, Electronics & Telecommunication and Computer Science & engineering etc., During this year, the institute admitted 209 fresh new admission, total student strength of the institute is now 900.National Institute of Technology, Srinagar National Institute of Technology, Srinagar formerly, Regional Engineering College, Srinagar, was established in 1960 and taken over by the Central Government on 7th August Institute has 11 departments and offers four-year undergraduate courses in the disciplines of Civil engineering, Electrical, Electronic & Communication engineering, Mechanical engineering, Chemical and Metallurgical engineering and M.programmes in all science departments and some engineering total intake for undergraduate courses is 242.Various departments, including library and administration have been networked together after individual LANs were set up in each block under NOVELL y members from various disciplines were deputed for higher studies under QIP to the reputed Institutions like IISc, Bangalore, University of Roorkee and al Institute of Technology Karnataka, Surathkal National Institute of Technology, Surathkal formerly, Regional Engineering College, Surathkal was established in 1960 and taken over by the Central Government on 26th June Institute has eight departments and offers four-year undergraduate courses in the disciplines of Civil, Mechanical, electrical, Metallurgical, Mining, Computer engineering and Information Technology.

A total number of 457 students were admitted in the under graduate courses during the year under report.A total number of 60 candidates were admitted to the MCA Institute has a 1,00,000 books in the library.A total number of 213 candidates were admitted to these M.The students of this Institute have performed exceedingly well in their university website address of the Institute is .National Institute of Technology, Tiruchirappalli National Institute of Technology, Tiruchirappalli formerly, Regional Engineering College, Tiruchirappalli Annual Report 2005-06 230 Technical Education was established in 1964 and taken over by the Central Government on 28th July Institute has 13 departments offers four-year undergraduate courses in the disciplines of Civil, Computer Science & engineering, Electrical & Electronics, Mechanical, Electronics & Communication, Metallurgical Production, Chemical engineering, Instrumentation & Control engineering and a five years B.

The total intake is around 464 in undergraduate courses and 382 in postgraduate courses.This institution has also been recognised for taking teacher from other educational institutions for the various postgraduate courses and doctoral programmes under the Quality Improvement Programme (QIP) Scheme of website address of the Institute is .National Institute of Technology, Warangal National Institute of Technology, Warangal formerly, Regional Engineering College, Warangal was established in 1959 and taken over by the Central Government on 10th September Institute was the first among the chain of Institute offers seven undergraduate programmes in engineering and 24 postgraduate programmes and Ph.programmes in all branches of engineering, sciences and ty of the students of this Institution are absorbed in medium-scale public and private central library of this Institute is considered to be one of the best among the technical libraries in the state of Andhra Pradesh.00 crore under Technical Education Quality Improvement Programme (TEQIP).

The central library of this Institute is considered to be one of the best among the technical libraries in the state of Andhra Pradesh.00 crore under Technical Education Quality Improvement Programme (TEQIP).231 Annual Report 2005-06 The Institute campus is networked and Internet facilities are available for all staff and ntial accommodation is provided to all the students and to the majority of the staff on the website address of the Institute is .Sant Longowal Institute of Engineering and Technology (SLIET), Longowal, Sangrur, Punjab The Sant Longowal Institute of Engineering and Technology (SLIET), Village Longowal, District Sangrur (Punjab ) was established in the year 1989 to work as a model institution to generate skilled manpower in the field of Engineering and Technology as well as Applied Sciences streams.The courses provided are modular and terminal in nature and of two years duration each and are having bridge courses at appropriate Institute is offering 12 Certificate courses, 10 Diploma courses & 8 Degree ion for vertical mobility and lateral entry is available at different levels namely Certificate, Diploma and Degree in an integrated educational programmes are non-conventional, cost-effective, flexible, modular and credit based having built in entrepreneurship with stress on self-employment and continuity of education at various levels with provision for multi point entry and Institute offers Post Graduate Courses (M.

) in four discipline and 20 students are pursuing Eastern Regional Institute of Science and Technology, Itanagar, Arunachal Pradesh The North Eastern Regional Institute of Sciences and Technology (NERIST), Itanagar, was established in 1986 to generate skilled manpower, in the field of Engineering and Technology as well as in the field of Applied Sciences, for the development of NorthEastern is a unique institute offering a sequence of modular programme, each of two years duration leading to 6 Certificate, 6 Diploma and 7 Degree courses in Technology and Applied Sciences.Technical Education The modular programmes provide linkages with occupational levels i.The base and diploma modules provide entry into next higher module, subject to required performance of the students in lower modules and with the provision to undergo certain bridge thrust of this modular and innovative system allows the students to perform exceptionally well in their studies to go for higher studies while permitting others to go for jobs or to develop their entrepreneurial skills.The Institute has been awarded Deemed University status from the year School of Mines, Dhanbad The Indian School of Mines, Dhanbad was established in 1926 for providing instructions and research in mining and allied 1967, ISM was converted into an autonomous Institution with Deemed University part of academic curricula, a number of field visits and excursions are organised to various industries/ organisations, research institutions, manufacturing and process industries.

The School has currently 41 major on-going R&D projects with total external funding of above Rs.

00 crore is nearing completion, which will be handed over for use by students by the end of February 2006.A new 200 room boys hostel is under construction for accommodating 400 students, part of which will be also handed over by March rly, the School has already placed orders for campus wide networking costing about Rs.145 lakhs to provide internet addition, additional laboratory spaces are under construction for Electrical Engineering Department and Fuel & Mineral Engineering Department.The Central Library added 4,067 volumes of books during the year.

The library has computer facilities like surfing on websites, retrieval of information on internet, e-mail service, and on line retrieval of bibliographical information of documents from in-house al Institute of Industrial Engineering (NITIE), Mumbai National Institute of Industrial Engineering (NITIE), Mumbai is a National Institute set up by the Government of India in 1963 with the assistance of United Nations Development Programme (UNDP) through International Labour Organisation (ILO).Fully funded by the Government of India and registered as a society under the Societies Registration Act 1860, NITIE is an autonomous body and is governed by a Board of Governors comprising eminent personalities from the government, industry and its inception in 1963, National Institute of Industrial Engineering (NITIE) has been providing solutions to the complex problems of industry and , Mumbai, conducts Post-Graduate Diploma in Industrial Engineering (PGDIE), Post-Graduate Diploma in Industrial Safety & Environmental Management (PGDISEM), Post-Graduate Diploma in Industrial Management (PGDIM) and also a large number of Management Development Programmes (MDPs) in Productivity Science and Management for the benefits of senior and middle-level executives drawn from the government, public and private sector organisations.It also conducts a fellowship programme equivalent to the area of industrial engineering and institute is also engaged in applied research in various fields of industrial engineering, energy, safety, environment, marketing, computers, behavioural science, etc., The institute conducts Unit Based Programmes (UBPs) tailor-made to suit the specific requirements of the industry either at their premises or in the institute.National Institute of Foundry & Forge Technology (NIFFT), Ranchi The National Institute of Foundry & Forge Technology (NIFFT), Ranchi was established in the year 1966 in collaboration with UNESCO-UNDP, taking into cognisance the pivotal role of foundry & forge industries in the development of core sector in the is an autonomous body, fully funded by the Government Annual Report 2005-06 232 Technical Education of India and registered as a society under the Societies Registration Act, Institute’s mission is to provide highly specialised training to personnel for operation and management of the Institute offers courses at different levels to achieve this in Foundry and Forge Technology and Manufacturing Engineering; B.

Course in Manufacturing Engineering and Metallurgy and Material Engineering; Advanced Diploma Courses in Foundry and Forge Technology; short term refresher courses in specified areas for participants sponsored by the industries and unit based programme of short duration on request from the industries, R&D organisations and also offers consultancy services to the industry in the form of preparation of feasibility report; evaluation of equipment and machinery; testing of raw materials and quality control products.Tech programmes were permanently officiated in the Ranchi a premier institute in the SAARC region, SPA has 10 per cent of its seats reserved for foreign students from the developing from its regular educational programmes, the School is conducting continuing education programme and is the national nodal centre for conducting quality improvement programmes for teachers and professionals.233 Annual Report 2005-06 School of Planning and Architecture, New Delhi The Institute was established by the Government of India in 1955 in the name of School of Town and Country Planning to provide facilities in education and training in the fields of rural, urban and regional Institute was renamed as the School of Planning and Architecture (SPA), New Delhi in 1959 after the Department of Architecture was included.Institute was conferred the status of ‘Deemed University’ in provides undergraduate and postgraduate education and training in the fields of architecture, planning, design and management of different aspects of human habitat and offers two undergraduate courses namely : Bachelor of Architecture; and Bachelor of Planning and ten postgraduate courses namely (i) Master of Architecture in Architectural Conservation; (ii) Master of Architecture in Urban Design; (iii) Master of Architecture in Industrial Design; (iv) Master of Landscape Architecture; (v) Master of Planning in Environmental Planning; (vi) Master of Planning in Housing; (vii) Master of Planning in Regional Planning; (viii) Master of Planning in Transport Planning; (ix) Master of Planning in Urban Planning and (x) Master of Building Engineering and al Programmes are also offered leading to in disciplines available at the faculty of the School participated in a number of national and international conferences/seminars School collaborated with national and international institutions in the field of architecture and planning in conducting seminars, workshops, exhibitions etc., As a premier institute in the SAARC region, SPA has 10 per cent of its seats reserved for foreign students from the developing countries.

Apart from its regular educational programmes, the School is conducting continuing education programme and is the national nodal centre for conducting quality improvement programmes for teachers and cal Education The faculty of the School also undertook professional/ institutional consultancy projects entrusted by the various Government order to promote research, various centres of research and advanced studies have been set up in the school organised short-term courses, seminars, workshops, specialised programmes and exhibitions on areas of current interest and the academic thrust areas of the Institute of Technology, Bangkok The Asian Institute of Technology (AIT) was established in 1959 as the SEATO Graduate School of Engineering with the objective of meeting the advanced technical education need of SEATO Member States.In 1967, SEATO relinquished its control and the institute was renamed Asian Institute of Technology and became an autonomous institute with the management being entrusted to an International Board of present India’s Ambassador in Bangkok, is a member of the Board of Trustees of AIT, Government of India’s contribution is by way of secondment of faculty and purchase of equipment, book and al Institutes Of Technical Teachers Training And Research (NITTTRs) The Four National Institutes of Technical Teachers’ Training & Research (NITTTRs) located at Bhopal, Chandigarh, Chennai and Kolkata were established during mid sixties as key catalyst institutions for ensuring quality in Technician Education in their respective region.These institutions are fully funded by Government of India.The nomenclature of the institutes was changed from Technical Teachers Training Institutes (TTTIs) to National Institute(s) of Technical Teachers’ Training and Research (NITTTRs) with effect from 19th December 2003 on the recommendations of objectives of these institutes is to develop curriculum for technical institutions in the country and material for instructions of technical subjects.The NITTTRs undertake project and programmes in the following five areas: r Education & Training Extension Services & Consultancy New disciplines are emerging fast in the Polytechnic/ Engineering teachers have to impart education to students in these rs training and retraining needs thus become faculty needs to be constantly alert to upgrade curricula to improve their own competence in content area and pedagogical aspects , accelerate introduction of new knowledge in the class s cater to the need of training and retraining of these teachers.

These institutions are also resource centres for monitoring Community Polytechnic scheme and Polytechnics for Persons with Disabilities institutes are actively involved in planning , designing, organising quality education and training programmes, research studies and learning packages for polytechnics, industries and institutes have been extending support and also sharing their experience and expertise to the State Governments in implementing the World Bank Assisted Technicians’ Education s have developed strong linkages with the business and industry and also professional relationship with the educational institutions to work in areas on common see whether the mandate given to National Institutes of Technical Teachers’ Training & Research have achieved its objective and the optimal utilisation of infrastructure, a Review Committee has been constituted under the chairmanship of the Chairman, l of Architecture The Council of Architecture (COA) has been Annual Report 2005-06 234 Technical Education constituted by the Government of India under the provisions of the Architects Act, 1972, enacted by the Parliament of India, which came into force on 1 st September, Council of Architecture is charged with the responsibility to regulate the practice of profession throughout India, besides maintaining the register of architects.There are 108 institutions, which impart architectural education in India leading to recognised COA oversees the maintenance of the standards periodically by way of conducting inspections through Committees of COA is required to keep the Central Government informed of the standards being maintained by the institutions and is empowered to make recommendations to the Government of India with regard to recognition and de-recognition of a L SECTOR INSTITUTIONS IN MANAGEMENT EDUCATION Indian Institutes of Management (IIMs) Indian Institutes of Management (IIMs) located at Ahmedabad, Kolkata, Bangalore, Lucknow, Indore and Kozhikode are institutions of excellence, established with the objectives of imparting high quality management education and training, conducting research and providing consultancy services in the field of management to various sectors of the Indian IIMs conduct Postgraduate Diploma Programmes in Management (equivalent of MBA), fellowship Programmes in Management (equivalent to PhD), Short-term Management Development Programme and Organisation based programmes as well as carry out Research and Consultancy for the industry.These Institutes conduct research to cater to the needs of non-corporate and under-managed sectors, lture, Rural Development, Public Systems Management, Energy, Health Education, Habitat, play a leadership role in the nation’s managerial manpower development and carry out research in emerging Institutes are recognised as premier management institutions, comparable to the best in the World for teaching, research and interaction with being Role Models have shared knowledge and skills with other institutions to improve their quality and standards in management education.IIMs have earned an international reputation for the quality of their alumni.2: Students admitted in Post-graduate Programme (PGP) and equivalent courses in IIMs – 2005-06 Name of the Institute Total Students Admitted including SC/ST SC Students Technical Education The Government has identified Shillong (Meghalaya) to set up the seventh IIM in the s of students admitted, including SC&ST students, in Postgraduate Programme (PGP) and equivalent courses in IIMs during the Academic Session 2005-06 are given in Table 11.

Indian Institute of Management, Ahmedabad Indian Institute of Management, Ahmedabad was established in 1961, with the objectives of developing manpower needed by the private and public sector enterprises, for assisting in the solution of management problems of the industry and for contributing to indigenous literature on Institute offers Postgraduate Programme in Management (PGP), Postgraduate Programme in Agribusiness Management, Fellowship Programme in Management and Faculty Development Institute also undertakes Research and Consultancy Post-Graduate Programme in Agri-Business Management (PGP-ABM) is an innovative programme to prepare managers, decision-makers, leaders, and entrepreneurs in the food and agri-business sector.The area offered a new market research course with emphasis on data analysis for strategic the year 2005-06, the Intake in the Institute has been as under: Courses PGP PGP-ABM Intake 2005-2006 275 26 Indian Institute of Management, Bangalore Management (PGP), Postgraduate Programme in Software Enterprise Management (PGSM), Executive Education Programmes, Research & Consultancy curriculum of the flagship ProgrammePGP is being constantly updated to make the Programme more relevant to the changing the Students Exchange Programme, the PGP students are sent to reputed business schools outside India and in turn, students from overseas business schools also attend a term at the the executive education Programmes, different types of Programmes like Open Programmes, Customised Programmes and International Programmes, are organised for practicing Managers.Computer facilities are available round the clock at the Institute Indian Institute of Management, Bangalore has five Centres of specialisations namely, Centre for Public Policy (CPP), Centre for Insurance Research and Education (CIRE), NS Raghavan Centre for Entrepreneurial Learning (NSRCEL), Centre for Development of Cases and Teaching Aids (C-DOCTA) and Centre for Software Management (CSM).During the year 2005-06, the Intake in the Institute has been as under: Courses Intake 2005-2006 Indian Institute of Management, Kolkata Indian Institute of Management, Bangalore was established by the Government of India in 1973, with the objectives to augment the management resources of the nation through Programmes of teaching, training, consultancy and other professional Institute of Management, Kolkata was set up in 1961 to fulfil the growing needs of private and public sector enterprises for managerial manpower through the provision of well-designed Programmes of professional management through research, consultancy and Institute offers Fellowship Programme in Management (FPM), Post Graduate Programme in The Institute offers Post Graduate Programme in Management, Post Graduate Programme in Computer- Annual Report 2005-06 Technical Education aided Management and Post Graduate Diploma in Business Management.The Institute also conducts Management Development Programmes, Extension Programmes, In-Company Training Programmes, and Training Programmes sponsored by Government.

The Institute also undertakes Research and Consultancy Institute has various activity Centres such as Centre for Rural Development Management, Centre for Development and Environment Policy, Centre for Project Management, Centre for Studies and Research in Environment Management and Management Centre for Human institute is equipped with state-of-art hardware and software resources capable of providing support for diverse computing the year 2005-06, the Intake in the Institute has been as under: Courses Intake 2005-2006 15 The Institute has also planned key activities from their new campus at Noida where 3 years programme for working executives with an intake of 60 started from July Institute has also plans to start global management programme for middle level executives at Noida in 2007 and to have Faculty Development Centre and Centre for Entrepreneurial Venture.Indian Institute of Management, Kozhikode Indian Institute of Management, Kozhikode is the fifth of its kind, established by the Government of Institute came into existence in September Institute offers Post Graduate Diploma in Management (PGDM) (equivalent to MBA).In addition to postgraduate programme, the Institute is conducting executive education programmes, undertaking consulting assignments and research Institute is equipped with state-of-the-art hardware and software resources, capable of providing support for diverse computing requirements.The Library and Information Centre of the Institute has already earned recognition as one of the best-equipped information resources centres in the the year 2005-06, the Intake in the Institute has been as under: Courses Intake 2005-2006 165 Indian Institute of Management, Indore Indian Institute of Management, Indore came into existence in September primarily offers two years Postgraduate Programme in Institute is equipped with a campus wide Local Area Network (LAN).Each student has been provided Technical Education r The Institute started conducting Management Development Programmes in 2000-2001.

r r To create integrated Masters Programme in sciences, following +2 curricula, in order to provide entry into research at a younger addition, the Institutes will have integrated programmes leading to Masters and to those who hold a Bachelor’s degree in science.r r r To establish advanced research Laboratories and Central promote entrepreneurship, the Institute has set up a Business Incubator Unit (BIU) in its campus, the aim of which is to provide the necessary infrastructure facilities to enable conversion of new business ideas into viable business the year 2005-06, the intake in the Institute has been as under: Courses Intake 2005-2006 118 Schemes New Initiatives in Technical Education Sector Indian Institutes of Science for Education and Research (IISERs) at Pune and Kolkata The Scientific Advisory Council to the Prime Minister (SAC – PM) in its first meeting held on 04.2005 at New Delhi under the Chairmanship of recommended creation of two new Institutions devoted to Science Education and Research to be named “National Institute for Scientific Education & Research (NISER)” to be located at Pune and vision of these institutes encompasses creation of research universities of the highest calibre in which teaching and education in basic sciences will be totally integrated with the state-of-the-art universities will be devoted to undergraduate and postgraduate teaching in sciences in an intellectually vibrant atmosphere of universities will make education and career in basic sciences more attractive by providing opportunities in integrative teaching and learning of sciences and break the barriers of traditional goals of these institutes, inter alia, envisage as follows: The Expenditure Finance Committee, in its meeting held on 17.2005 under the Chairmanship of Secretary (Expenditure) recommended the project for setting up of the two IISERs at Pune and Kolkata with an expenditure of Rs.00 crore spread over a period of seven fter, the Cabinet in its meeting held on 27.

MHRD is taking necessary follow-up action for setting up of the two t for New and Emerging Areas National Programme for Earthquake Engineering Education (NPEEE) After the Orissa cyclone in the year 2000, and Gujarat Earthquake in January, 2001 as a follow up of the discussion by HRM with the Minister of Urban Affairs, a comprehensive National Programme on Earthquake Engineering Education (NPEEE) was launched by MHRD in 2002 with the seven IITs and IISc, Bangalore, as resource Kanpur is the Coordinating Institute.The programme is open to all recognised engineering colleges/ polytechnics and schools of architecture having related academic degree or diploma programme, irrespective of whether these are Annual Report 2005-06 238 Technical Education government funded or privately objectives of NPEEE are (a) to train the teachers of engineering colleges, polytechnics and schools of architecture, and (b) to develop suitable NPEEE is being monitored and administered by a National Level Committee on Earthquake Engineering Education (NCEEE).A Programme Implementation Committee (PIC) has also been constituted for the purpose of ensuring timely implementation of the ties under this National Initiative include: r Faculty development through short-term crash programmes and long-term programmes.r r r r International exchanges wherein renowned experts from abroad can visit Indian institutions for varying duration for teaching and research, and younger Indian teachers/ professionals could spend time in top international institutions in this subject.r Basic teaching laboratories may be funded at different engineering the lead institutions, the proposed programme may fund development of major research laboratories that would be used by other institutions initiative is to build capacity in Earthquake Engineering in the country and would enhance country’s preparedness to cope with earthquakes in future without avoidable loss of life and property.

Support for Distance Education and Web-based Learning National Programme for Technology Enhanced Learning (NPTEL) In order to enhance learning effectiveness in the field 239 Annual Report 2005-06 of technical education by using technology, the MHRD initiated the Project – National Programme for Technology Enhance Learning (NPTEL) to enhance quality engineering education in the country by developing curriculum based video courses (at least 100+100) and web based e.courses (at least 115) to be done by seven IITs and IISc, Bangalore as participating was approved by the Standing Finance Committee on 18.00 crore during the Tenth Five Year National Digital Library in Engineering Sciences and Technology (INDEST) Consortium The Ministry of Human Resource Development (MHRD) has set-up the “Indian National Digital Library in Engineering Sciences and Technology (INDEST) Consortium” on the recommendation of an Expert Group appointed by the Ministry provides funds required for providing differential access to 15 full-text electronic resources and 8 bibliographic databases to 38 centrally-funded Government INDEST Consortium is the most ambitious initiative taken so far in the country.The benefit of consortia-based subscription to electronic resources is not confined to 38 major technological institutions in the country but is also extended to all educational institutions under its open-ended Government / Government-aided engineering colleges are getting access to selected electronic resources with support from the AICTE and other engineering colleges and institutions have already joined the consortium on their own.

A new initiative was taken during the year by forming a joint consortium of AICTE and INDEST by having Chairman of AICTE as Co-chairman of the Steering committee of the INDEST reconstituted steering Committee would result in the Technical Education Scheme of Community Polytechnics A new initiative was taken during the year by forming a joint consortium of AICTE and INDEST by having Chairman of AICTE as Co-chairman of the Steering committee of the INDEST re-constituted steering Committee would result in the number of total membership of the consortium from 173 to 350 members that would considerably lower the rate of subscription.

number of total membership of the consortium from 173 to 350 members that would considerably lower the rate of subscription.A mechanism is in place wherein this consortium takes advantage of collective bargaining and passes on the benefit of e-journals to subscribing Consortium is concentrating on Engineering & Technology to start Programmes under AICTE will also be covered -AICTE Consortium now announces availability of online journals of IEEE (IEL), ASCE, ASME (including AMR), Springer Link and other products namely DEL and ESDU to AICTE approved institutions.This will improve the quality of technical educational and iption to IEL online alone will meet the journal requirements of EE, ECE, E&I, I&C, CSE and IT faculty and students (i.journal requirements of almost 70 per cent of the students and faculty).The subscription to e-journals through the consortium would be treated as a substitute to the requirement of foreign journals in print.

The Scheme of Community Polytechnics was started during the year 1978-79 as a Direct Central Assistance Scheme of the Government of India (Ministry of Human Resource Development) with the aim of harnessing the scientific/technical knowledge available with Polytechnics to secure Community/Rural Development.A Community Polytechnic is not a separate is a wing of an existing AICTE approved polytechnic, entrusted to undertake rural/community development activities in its proximity through the application of science and technology, making use of infrastructure available in the existing norms of the scheme, a one time Non-recurring Grants-in-aid of Rs 7.25 lakh and annual Recurring Grants-in-aid upto a maximum of Rs 7.00 lakh is released to the selected AICTE approved Diploma Level target group under the scheme are unemployed youth, women, SCs/STs, minorities, school dropouts and other disadvantaged sections of the main objective of the scheme is to train the target group in need based skills/trades to make them self/wage employable and in turn enhance their social and economic tly, 669 Diploma Level Institutions are implementing the Scheme of Community region-wise distribution of Community Polytechnics is given below: Northern Region 187 669 The main activities of Community Polytechnics are: a) To provide manpower training in need based, nonformal skills/trades to unemployed youth, women, SCs/STs, minorities, school drop-outs and other disadvantaged section of the community to enable them to obtain gainful self/wage employment; Annual Report 2005-06 240 Technical Education b) To develop and implement innovative and economical ideas for rapid adoption of the latest technology by the community in and around the Community Polytechnic (Technology Transfer); and Ministry of Human Resource Development level, all the institutions by now are fully operational and are expected to achieve the desired targets fixed as per norms and guidelines of the scheme.c) To provide technical/support services to the rural community; Scheme of Apprenticeship Training d) To disseminate information and create awareness regarding latest technology and its applications among the community; and e) To undertake survey for ascertaining the felt needs of the community with regard to manpower training and adoption of affordable technology by the for Upgrading Existing Polytechnics to Integrate the Physically Disabled in the Mainstream of Technical and Vocational Education This scheme has been formulated with the aim to integrate physically disabled persons into the mainstream through technical and Vocational the Scheme, 50 existing polytechnics in different locations of the country have been selected for upgradation so as to enable them to introduce technical / vocational and continuing education programmes for the persons with scheme is targeted to benefit around 1250 disabled students every year in the formal diploma level courses and 5000 students in short duration technical / vocational selected polytechnics will also conduct research and tracer studies relating to education and training, utilisation, employability etc.

, of students with disabilities and to develop institutional environment which gradually reduces discrimination and disparities and integrates the students with disabilities with the main stream of technical and vocational initial stages many polytechnics have had some problems in running the formal and non-formal r, with great persuasion by resource institutions (Four National Institutes of Technical Teachers Training and Research located at Chandigarh, Bhopal, Chennai & Kolkata) 241 Annual Report 2005-06 Implementation of the Scheme of Apprenticeship Training is a statutory Requirement under Apprentices Act, Scheme of Apprenticeship Training provides opportunities for practical training to graduate engineers, diploma holders (Technicians) and 10+2 Vocational pass-outs in about 8,000 industrial establishments/organisations as per the policies and guidelines laid down by the Central Apprenticeship Council (CAC), a Statutory basic purpose of the scheme is to fill/match any gap, in so far as practical/hands-on-experience of fresh graduate engineers, diploma holders and 10+2 vocational pass-outs is concerned to enhance their technical skills for making them suitable in job absorption as per the needs of the industries.The four Regional Boards of Apprenticeship/Practical Training located at Mumbai, Kolkata, Kanpur and Chennai which are fully funded, autonomous organisation of Ministry of Human Resource Development (Department of Secondary and Higher Education) have been authorised in their respective regions to implement the Scheme of Apprenticeship Training under The Apprentices Act, 1961, as amended from time to period of Apprenticeship Training under the Act is one apprentices are paid monthly stipend, which is shared between the Central Government and the employer on existing rates of stipend payable to Engineering Graduates, Technicians and 10+2 Vocational pass-outs as apprentices is Rs.1970/-, 1400/- and 1090/- per month cian Education Project III As a follow-up of the National Policy on Education, the Government of India initiated a massive effort for strengthening technician education and improving the Technical Education quality of polytechnic pass-out in the Project was launched with the assistance of the World Bank as State Sector Project in two first Technician Education Project (Tech.I) commenced from December, 1990 and ended in September, Second Technician Education Project ced in January 1992 and ended in October two projects benefited 532 polytechnics in 19 States and Union Territories and have been rated highly satisfactory’ by the World Bank.c) The introduction of hi-tech courses and subjects specially in information technology, computer sciences, production technology, textile and garment technology and automobile maintenance.

For sustaining the gains made under these two projects and also to cover the States left out, the Government formulated another project called Third Technician Education Project (Tech.) with the assistance of the World Bank in order to cover 12 existing and 9 new polytechnics in the states of Arunachal Pradesh, Jammu & Kashmir, Meghalaya, Mizoram, Nagaland, Sikkim, Tripura and Union Territory of Andaman & Nicobar project became effective from 17th January 2001 for duration of 5 years.b) Providing a reasonable degree of academic, administrative and financial autonomy to each project institution Capacity Expansion a) Establishing 9 new polytechnics, revamping all existing courses, starting new diploma and post diploma courses, increasing enrolment capacity of students and establishing hostel seats for men and women.b) Introducing continuing education, transfer of technology and community service in every project institution to benefit about 8000 rural unemployed youth.Quality improvement The Training of all teachers in the project polytechnics for at least four weeks each year in the new technologies, education technology and industry.

A batch of 39 polytechnic faculties was sent to Germany on foreign fellowship training for a period of 3 months from September to December, 2004 a) The setting up of learning resources utilisation centres in all polytechnics and the use of media in teaching.d) Introduction of course flexibility through MPECS.e) Industrial training provisions for every regular student.Efficiency Improvement a) Enabling institutions to improve cost recovery.c) Setting up or strengthening Directorates and Boards of Technical Education in each State.

d) Encouraging industries and community to cooperate in institutional governance, academic activities and resources cal Education Quality Improvement Programme (TEQIP) The Ministry of Human Resource Development has launched in December, 2002 the “Technical Education Quality Improvement Programme of Government of India (TEQIP)” on a massive scale in the country which aims to upscale and support ongoing efforts of Government of India in improving quality of technical education and enhancing existing capacities of the institutions to become dynamic, demand-driven, quality conscious, efficient and forward looking, responsive to rapid economic and technological developments occurring both at national and international Cabinet Committee on Economic Affairs in its meeting held on 19.2002 has approved for availing IDA Credit of SDR 189.0 million (US$250 million equivalent) for the “Technical Education Quality Improvement Programme of Government of India” and Central Plan component of “Technical Education Quality Improvement Programme of Government of India” for an amount of Rs.335 crore for Centrally funded institutions selected under the programme).Annual Report 2005-06 242 Technical Education For the first cycle of the First phase, 6 States namely, Haryana, Himachal Pradesh, Kerala, Madhya Pradesh, Maharashtra and Uttar Pradesh have been selected to participate in the above said Programme based on their commitment and cost of the First Phase of the programme is the second cycle for the first phase of TEQIP, 7 states namely, Andhra Pradesh, Tamilnadu, Karnataka, Gujarat, Jharkhand, Uttaranchal and West Bengal are the first and second cycle of the programme, 114 State institutions and 18 Centrally Funded institutions are programme will benefit 10,000 graduating students each year by imparting superior skills and training and will also enhance the professional development of 1,000 laneous Educational Consultants India Limited ( ) Educational Consultants India Limited ( ) was established as a Government of India enterprise in 1981 to undertake various educational projects with focus on technical assistance activities such as preparation of detailed project reports for establishment of educational institutions, development of curricula, assessment of manpower requirement, carrying out surveys, etc.

, The focus was subsequently broadened to include activities related to promotion of Indian education abroad, placement of foreign students in Indian Institutions and secondment/recruitment of experts in various fields for client’s abroad as well as in the last few years has further widened its areas of operation and taken up turnkey construction & procurement projects (with a focus on educational institutions) and also testing activities for admission to educational Institutions and been a profit making public sector undertaking for the last 15 years and has been regularly paying dividend to the Government of India.243 Annual Report 2005-06 Colombo Plan Staff College for Technician Education (CPSC) The Colombo Plan Staff College for Technician Education (CPSC) is a specialised agency of the Colombo Plan.It was established on December 5, 1973 at the 23rd Consultative Committee Meeting of the Colombo Plan held in Wellington, New Zealand, to assist the member Countries of the Colombo Plan in developing and enhancing their technician education became operational in 1974 with the Republic of Singapore serving as the first host Government for twelve 1986 CPSC moved to Manila, Colombo Plan Staff College is a unique organisation, being the only regional institution addressing issues related to quality improvement in technician education and training in the Asia - Pacific region.The objective of the staff college is to improve the quality of technician education and training in the Colombo Plan region by meeting the need for technician teacher educators and trainers and senior staff in technician education who can play a more active part in in-service training and staff development programmes.International Technical Co-operation A Memorandum of Understanding (MOU) between Ministry of Human Resource Development and the Ministry for Youth, National Education & for Research for the Government of the French Republic on establishing a Cyber University has been activities carry out at Indian Institute of Science, Bangalore in Applied Mathematics etc.

, and Toulouse University Network, France will be treated as activities of the Cyber main objectives are that the Cyber University will be devoted to information exchanges between India and France in the fields of education, training transfer to Technology and Research and the learning resource Technical Education material will be development jointly by Indian and French Parties shall mutually decide the question of ownership of copyrights of the abovesaid material and its publication.During the current financial year the Indian Institute of Science, Bangalore would be offering six additional Cyber University courses which are as follows:1) Combustion and shock waves 2) Shape Optimisation 3) Control and Optimisation of Trajectories 4) Nonlinear Analysis 5) Finite Element Methods and Structures 6) Cryptography or Control and Homogenisation Further, IIT, Kanpur will also be offering a programme in the area of Aerospace Engineering with the possibility of extending it to the other areas of Science/Engineering in addition, research seminars between India and France have also been onal Education The Vocationalisation of Secondary Education provide for diversification of educational opportunities so as to enhance individual employability, reduce the mismatch between demand and supply of skilled manpower to provide an alternative for those pursuing higher Centrally Sponsored Scheme of Vocationalisation of Secondary Education at +2 level is being implemented since revised scheme is in operation since 1992-93.The Scheme provides for financial assistance to the States to set up administrative structure, area vocational surveys, preparation of curriculum, text book, work book curriculum guides, training manual, teacher training programme, strengthening technical support system for research and development, training and evaluation etc., It also provides financial assistance to NGOs and voluntary organisations to implementation of specific innovative projects for conducting short-term Scheme so far has created a massive infrastructure of 21000 Sections in 9583 Schools thus providing for diversion of about 10 lakhs of student at +2 level and the grants so far released has been to the tune of Scheme has been evaluated/ reviewed by various agencies such as Informal Group set up by the Ministry of Human Resource Development in 1993; the Synergy Group in 1995, the Operations Research Group (ORG) in 1996,; National Council for Educational Research & Training (NCERT) Working Group in 1998 and Center for Research Planning and Action (CERPA) in 1999.Based on the recommendations of the various Review Groups/ Committees, the existing scheme of Vocationalisation of Secondary Education at +2 level is being considered for further revision and Annual Report 2005-06 Language Development, Book Promotion, Copyright and Scholarships Language Development L anguage being the most important medium of communication and education, their development occupies an important place in the National Policy on Education and Programme of ore, promotion and development of 22 languages listed in the Schedule VIII of the Constitution of India, including classical languages on the one hand and English as well as the foreign languages on the other hand have received due of the important programmes that continued during the year under report include Promotion and Development of Sanskrit language through different Sanskrit institutions; development of Hindi and training of Hindi teachers from non-Hindi States; promotion of all Indian languages of VIII Schedule by making extensive use of information technology; appointment of Indian languages teachers; Scholarship Scheme for meritorious children as well as scholarship for students of non-Hindi States for study of Hindi; and strengthening of cultural and human values in education in schools and non-formal educational centres with the help of reputed these schemes will be continued in the next financial year.

The scheme for Education in Human Values has been strengthened for wider coverage and the scholarship scheme is being modified to enable meritorious children, including single girl child students, to avail of the rly, the scheme for development of Sanskrit language has also been modified and further l Hindi Directorate The Central Hindi Directorate was established on 1st March, 1960 by Government of India to promote and propagate Hindi and to develop it as a link language throughout India in pursuance of Article 351 of the Constitution of India which reads as under: “It shall be the duty of the Union to promote the spread of the Hindi language, to develop it so that it may serve as a medium of expression for all the elements of the composite culture of India and to secure its enrichment by assimilating without interfering with its genius, the forms, style and expressions used in Hindustani and in the other languages of India specified in the Eighth Schedule, and by drawing, wherever necessary or desirable, for its vocabulary, primarily on Sanskrit and secondarily on other languages.” Deriving it’s commitments from the above directive, the Directorate has been implementing a number of schemes to achieve the objective as enshrined in the Constitution and to perform the duty of the Union Government as per Constitutional since its inception the Directorate has been implementing a number of schemes for the promotion and development of Hindi.The Headquarters of the Central Hindi Directorate is located in New Delhi with four Regional Offices situated in Chennai, Kolkata, Hyderabad and of Preparation and Publication of Dictionaries For developing and strengthening Hindi language the Directorate has been developing and publishing bilingual, trilingual, multilingual dictionaries from Hindi language to other languages and vice s this the Directorate prepares conversational guides and selfteaching course material for beginners of Hindi its scheme of Preparation and Publication of Dictionaries the Directorate has published 15 practical bilingual, 19 foreign bilingual, 14 trilingual and 3 Annual Report 2005-06 246 Language Development, Book Promotion, Copyright and Scholarships multilingual addition, the Directorate has published 19 Conversational Guide and 5 Selfteaching course materials.Besides above the following Conversation Guides and Dictionaries are in being developed and are likely to be published during next year: (1) Hindi-Arabic Conversation Guide Hindi speaking Indians and foreigners stationed in India and abroad as second and foreign language through the medium of English, Tamil, Malayalam and Bangla on-going courses of the Directorate, viz., Certificate Course in Hindi and Diploma Course in Hindi are aimed at imparting basic knowledge of Hindi language and skill in day-to-day of Teaching Hindi Through Correspondence Approximately, 4.

20 lakh Indian and foreign students have benefited themselves through these courses till date.During the year 2005-06, 6645 students have already been enrolled in its various Department also conducted examinations of its various Hindi courses at 66 Centres in India and 7 centres Department has scheduled to organise 10 Personal Contact Programme for the benefit of its pondence Courses Department has been functioning since 1968 as teaching faculty of the Central Hindi Directorate, the premier agency of the Union Government for propagation and development of department has been teaching Hindi to the Non- Encouraged by the overwhelming response to the Directorate’s course, from the people in India and abroad, a new course, entitled ‘Advance Diploma Course in Hindi’ is being introduced.The course aims at further expounding the various aspects of Hindi (2) Hindi-Persian Conversation Guide (3) Hindi-Bulgarian Conversation Guide (4) Hindi-Russian Conversation Guide (5) Arabic-Hindi Dictionary (6) Hindi-English Dictionary of common words.247 Language Development, Book Promotion, Copyright and Scholarships language through extensive teaching and thus developing a higher level of proficiency in use of the course is expected to be highly useful for the Indians and foreigners alike, interested in learning Hindi and Indian r, under its scheme of teaching Hindi through Cassettes/CDs, preparation of 8 such CDs in ion Programmes The Schemes pertaining to the Extension Programme aim at promotion and propagations of Hindi in nonHindi-speaking states under which People speaking different languages and dialects come closer through these schemes by associating non-Hindi speaking lovers of Hindi, scholars, authors, researchers, students and professors.

These schemes provide a common forum to the people speaking different languages and dialects which not only imparts latest information about Indian languages and their literature through Hindi medium but also helps in developing understanding through mutual discussions and dialogues by appreciating each other’s fact, these schemes encourage lingual unity by displaying common features programme that provides practical information about the all - India character of this programme the Directorate has the following schemes: Workshops for Neo-Hindi Writers of NonHindi-Speaking States With a view to imparting latest detailed information of fiction, poetry, one-act play and other forms of Hindi literature as also translation, journalism etc.

, to neoHindi Writers of non-Hindi-speaking states, 8 workshops of 25 neo-Hindi Writers of non-Hindi-states each are organised every year.These workshops are conducted for eight days for providing necessary guidance to the neo-Hindi Writers.In these workshops writings of the neo-hindi Writers are discussed and necessary improvements are brought in their ation about the latest trends in specific forms of literatures is given to them Thus, an efforts is made to give orientation to the creative and analytical calibre of neo-Hindi neo-hindi Writers hailing from different linguistic groups and writing of Neo- Hindi Writers gets a positive orientation through this l neo-Hindi-speaking Writers participating in these workshops have been constantly proving their identity in the contemporary literary the year, 8 workshops have been organised at Pune (Maharashtra); Cuttack (Orissa); Dharwar (Karnataka); Bomdila (Arunachal Pradesh); Payyanur (Kerala); Paikamal (Orissa); Bhilai (Chhattisgarh); and Dimapur (Nagaland).National Symposia With a view of mutual discussion on various forms in Indian and comparative India literature, two seminars are organised every year under the scheme at national of these two seminars one is organised in a University/reputed institution located in non-hindi speaking areas and other in Hindi speaking areas each of these seminars four Hindi professors, literators and scholars from Hindi speaking and similarly four from non-hindi speaking states hold detailed discussions on the specific literary topics and submit their fact, this scheme motivates the scholars for conducting mutual exchange of ideas about the fundamental unity and common features of India brief this scheme provides information about the common elements of India literature, availability of Indian literature in Hindi and also the facility of translation of Hindi literature in other Indian languages Under this scheme 3 such symposia have been organised at Banaras Hindu University, Varanasi, Lal Bahadur Shastri National Administration Academy, Mussoori, and Amaravati University, Maharashtra.Travel Grants Twenty students carrying on research in Hindi language and literature in the Universities located in non-Hindi Speaking states, are provided travel grant for travelling Hindi speaking states for securing research matter and undertaking exchange of scheme plays a significant role in collecting Annual Report 2005-06 248 Language Development, Book Promotion, Copyright and Scholarships various states stay together in these study tours for nine - ten days and exchange their ideas through Hindi this way the Indian Youth launch their journey of unity through the forum of a view to imparting latest detailed information of fiction, poetry, one-act play and other forms of Hindi literature as also translation, journalism etc.

, to neo-Hindi Writers of non-Hindispeaking states, 8 workshops of 25 neoHindi Writers of non-Hindi-states each are organised every year.necessary material related to research and also provides them an opportunity to contact the scholars and literators residing in the Hindi speaking touring the scheme focuses practical aspect of Hindi its scheme of travel grants to Research Scholars of non-Hindi-speaking areas 20 Research scholars of various universities located in non-Hindi-speaking States have been selected for travel grants during the ts Study Tours Two study tours are organised every year for students of non-Hindi-speaking states studying Hindi language and literature at the graduate and postgraduates every study-tour fifty students are taken to 3 universities/voluntary Hindi organisations located in Hindi-speaking states and are introduced to distinguished scholars, literators of Hindi and Hindi companions.As far as possible they are also taken to place of historical, cultural and literary scheme considerably helps the students to understand the practical form of Hindi as well as variation in scheme also provide the direct and latest information of various aspects of Hindi language and literature to the ts coming from 249 Annual Report 2005-06 Under its scheme of study tours of students of graduate and postgraduate levels of non-Hindi-speaking states a special study tour was organised for the students of Mizoram to acquaint them with the Hindi sor’s Lecture Series With a view to enable exchange of ideas and bring coordinating among the Hindi Departments of universities located in the Hindi speaking and nonHindi speaking states The Professors’ Lecture Series has been launched.Under the scheme four professors of the Universities of the non-Hindi-speaking states similarly four professors of the Universities of Hindi speaking states deliver three lectures each in three universities of the Hindi speaking and non-Hindi speaking states on various current literary topics of fact, this mutual exchange of ideas from such a Hindi forum links up the professors, students and lovers of Hindi at the intellectual and emotional level Scheme of Financial Assistance for the Promotion of Hindi In the First Five-Year Plan, the Government of India introduced a scheme for giving financial assistance to Voluntary Hindi Organisations for propagation and development of scheme was carried over and is being continued during the current Plan period scheme has proved to be very useful and it not only enlists cooperation but also helps those engaged in the propagation of Hindi Under this scheme, financial assistance may be given to the Organisations/Educational Institutions to continue and/or to expand their activities or tread fresh ground in the propagation and development of ties such as organising Hindi classes, Hindi Shorthand and typing classes and for running Hindi Libraries/Reading Rooms, and supporting the efforts of Hindi organisations in general for promotion of Hindi language are covered under the scheme.During the Language Development, Book Promotion, Copyright and Scholarships financial year 248 VHOs have been approved financial s of the organisations who have been approved grants more than Distribution of Hindi Books and Exhibition of Hindi Books Under the scheme of Free distribution of Hindi books about 800 institutions have been supplied Hindi books during the current financial year.

Under the scheme of Exhibition of the Publications of the Central Hindi Directorate 11 exhibitions have been Scheme The Directorate is also giving awards to Hindi Writers of non-Hindi-speaking states and ‘Shiksha Puraskar’.The Award scheme provides for a total of 24 awards of the value of Rupees One lakh each under these schemes.19 awards and 5 awards are given under the first and second category the basis of recommendations of High Power Committee these schemes are being revised to make them more transparent and to attract the best writers/authors.Commission for Scientific and Technical Terminology The Commission for Scientific and Technical Terminology (CSTT) was set up in 1961 for the purpose of evolving uniform terminology in Hindi and other Modern Indian languages and for the production of text books, supplementary reading material and reference literature in all disciplines of learning so as to facilitate the smooth change over the medium of instruction at University main responsibilities are the evolution and development of technical terminology in Hindi and other Modern Indian languages.5 lakh technical Hindi equivalents belonging to all major disciplines have been evolved and ology evolved by CSTT is being computerised and will be made available on the Internet.

It will thus be possible to make references on the Internet or also download the Terminology of any subject from the Annual Report 2005-06 250 Language Development, Book Promotion, Copyright and Scholarships is being done so that the whole the terminology will be globally terminology of each and every subject will be made available on the floppies/CDs s above the Commission also undertakes various activities such as assisting in production of University level books, developing definitional dictionaries, holding workshops for developing termininologies, book fairs and publishing journals.A brief details about these activities is given below: Production of University Level Books The change over of the medium of instruction at University level is closely linked with the production of adequate number of college books of various University subjects.Under this programme so far 14100 books have been published, of which about 3100 books are in Hindi and about 10,500 books in other Modern Indian production in Agriculture and Engineering is being undertaken by CSTT and will be ready in near tional Dictionaries Scientific and Technical terms are best understood in the context of their ore, the CSTT has undertaken to produce definitional dictionaries in all far 60 definitional dictionaries covering almost all the basic sciences, humanities, social sciences and many other specialised subjects have been published.Two comprehensive definitional dictionaries containing about 50,000 entries each, one for science and other for Social Sciences and Humanities, work encyclopaedia on Biotechnology, Information technology and Chemistry are in hing Journals With a view to helping evolution of an appropriate style of scientific writing in Hindi and to provide latest information relating to various fields of knowledge, CSTT has started publishing two quarterly journals “Vigyan Garima Sindhu” and “Gyan Garima Sindhu” for Sciences and Social Sciences magazine is circulated to various Hindi institutes/VHOs to 251 Annual Report 2005-06 The Kendriya Hindi Sansthan and its regional centres conduct more than 25 types of Hindi teaching and training than 44287 Indian and foreign students/teachers/students-cumteachers/in-service teachers and officers/ employees have been trained by the ners from 71 countries, both students and oriental scholars, have learnt Hindi so far under the programme “Propagation of Hindi abroad”.educate them about scientific development through Hindi cal Workshops and Book Fairs Commission also conducts terminology workshops wherein discussions and active interaction take place with language and technical experts.

4-6 such programmes are conducted in a the year 20 workshops conducted in different organises Book Exhibitions from time to time in which publications of the Commission as well as those of the various Granth Academies are displayed.Kendriya Hindi Shikshan Mandal (KHSM), Agra The Kendriya Hindi Shikshan Mandal, Agra is an autonomous organisation fully funded by the Government of India under the over all control of the Ministry of Human Resource Development, Department of Secondary and Higher Mandal runs the Kendriya Hindi Sansthan under its aegis and it was established on 19th March, 1960 by Ministry of Education and Social Welfare of the Government of Sansthan is recognised as an advanced centre for teaching, training and research in Hindi as a second/foreign language and also for applied Language Development, Book Promotion, Copyright and Scholarships Hindi linguistics and functional has six regional centres at Delhi, Mysore, Hyderabad, Guwahati, Shillong, Dimapur and an extension centre at Bhubaneshwar.Order now reliablepapers com The Sansthan and its regional centres conduct more than 25 types of Hindi teaching and training courses.More than 44287 Indian and foreign students/teachers/ students-cum-teachers/in-service teachers and officers/ employees have been trained by the ners from 71 countries, both students and oriental scholars, have learnt Hindi so far under the programme “Propagation of Hindi abroad” Curricular Bulletin Kent State ners from 71 countries, both students and oriental scholars, have learnt Hindi so far under the programme “Propagation of Hindi abroad”.During the year 2005-06, the Sansthan organised 18 teaching training programmes for Indian and foreign students in which 2075 students were the advanced orientation courses for Hindi Teachers of Universities/Colleges, 130 teachers were trained .

In the advanced orientation courses for Hindi Teachers of Universities/Colleges, 130 teachers were from this, 130 teachers were trained under the language improvement courses conducted for the Hindi teachers of the Non-Hindi speaking states .Apart from this, 130 teachers were trained under the language improvement courses conducted for the Hindi teachers of the Non-Hindi speaking states.Similarly, the Institute and its regional centres trained about 1210 teachers in the orientation courses conducted for the schoolteachers of different Non-Hindi speaking an efforts in the teacher’s training efforts and propagation of Hindi language include the following activities/programmes which have been undertaken: r Regular Parangat (B.) programmes are held in Agra and Hyderabad Centre for Hindi teachers of non-Hindi States.r Guwahati centre of KHS started Parveen (D.

It also started weekend diploma programme for translation for those interested in the the programmes are very successful.r Delhi Centre of the Institute and also at Agra, Hindi Journalism 10 month courses were started to enable the Hindi-knowing people to get productive Centre also conducts post MA diploma in ‘Linguistics’ and post MA diploma in ‘Hindi translation’, which are very high on demand.r Annual Report 2005-06 Language Development, Book Promotion, Copyright and Scholarships grades of the Hindi Teachers Training Diploma Courses in Dimapur, Nagaland was undertaken and a textbook of social studies (Part-III) preparation of Language Technology and Audio material for various linguistic areas continues.r The Material production and Research Unit of the Sansthan has prepared a ‘Devnagari Script and Spelling System’ for the 1st year course for Foreigners, and a ‘Hindi Module’ for the High School Hindi teachers of Karnataka.r Realising the acute shortage of a practical Hindi Dictionary for Non-Hindi learners, a project of compiling such a Dictionary had been undertaken and is now almost over.

r The Institute also signed, MoU with CIIL, Mysore for developing ‘Hindi on-line’ self learning programme and for ‘Development of Hindi Corpora’ for machine translations.r During the year 2005-06, a new girls hostel for foreign students was completed and building work of Mysore and Delhi centres centre conducted special orientation programme for Hindi teachers at ‘Leh’ in Ladakh and Hyderabad centre conducted special orientation programme for ‘Andaman Nicobar’ Hindi teachers.r r KHS has organised a “Premchand Smriti Samaroh” on 17-18 September, 2005 at subject of the Samaroh was “Premchand aur unka samaaj”.Kunwar Pal Singh and the Chief Guest was aim of the Samaroh was to draw the attentions of the writers to write on the social ra Kumari Chauhan Birth Century was celebrated first at Jabalpur followed by programmes at Allahabad on 6-9 August, 2005.An International Seminar on Re-Reading Godan was held at Varanasi in collaboration with Premchand Sahitya Sansthan, Varanasi.

Appointment of Language Teachers This Department implements the Centrally Sponsored 253 Scheme of financial assistance for appointment of Language Teachers which has following three components: Appointment of Hindi Teachers in non-Hindi speaking States/Union Territories In pursuance of the provisions contained in Article 351 of the Constitution of India the Central Government had introduced in the Second Five year Plan the Scheme of (a) appointment of Hindi Teachers & (b) opening/strengthening of Hindi teachers training college in non-Hindi speaking State/UTs with a view to assist these States for implementing effectively the three language this scheme 100 per cent financial assistance is provided to various State Government on approved funding pattern for appointment to new posts of Hindi teachers for a Plan period, in upper primary, middle, High school and Higher secondary schools and opening/strengthening of Hindi teachers training colleges for training of the untrained Hindi teachers available in the States/Union the year grants have been released to the following State Governments under the scheme: Name of the State Govt Amount Released Teachers assisted ( lakhs) (in Numbers) Total Appointment of language teachers (Urdu) The objective of the Scheme is to provide financial support to the State /Union Territories, for appointing Urdu teachers and payment of honorarium to the existing teachers teaching Urdu language, with a view to promote the scheme 100 per cent financial assistance is provided for a period of five years irrespective of the Plan period towards payment of salary Language Development, Book Promotion, Copyright and Scholarships to teachers recruited and also a sum of Rs.is paid as honorarium to existing teachers teaching Urdu scheme is being implemented in the blocks/districts having concentration of educationally backward minorities as identified by Ministry of Social Justice and the first year of operation of the scheme i.

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2004-05, financial assistance to 15 State Government/ Union Territories were disbursed on a normative basis based on the educationally backward minority blocks/ districts as has been identified by Ministry of Social Justice and ingly, funds under the scheme for appointment of Urdu teachers for the year 2004-05 an amount of Rs.80 lakhs was released to 15 State Governments on normative basis for recruitment of 1615 Urdu teachers in 323 blocks (as per 1981 census) identified as educationally backward minority blocks by Ministry of Social Justice and Empowerment.72 lakhs was released to Kerala State for existing Urdu teachers recruited during the plan period and Rs 7 days ago - Best websites to get a research paper civil engineering high school a4 (british/european) business 14 days. 61 per page Available!   Where to find a college writing services civil engineering research paper 100% plagiarism free senior academic platinum 25 pages / 6875 words. MLA, APA, Chicago  .

72 lakhs was released to Kerala State for existing Urdu teachers recruited during the plan period and Rs.

74 lakhs to Government of Maharashtra, as honorarium to existing Urdu teachers.A list of States for which grants have been released is at r, during the current financial year no releases could be made as no proposals have been received from the State l Institute of Indian Languages (CIIL), Mysore The Central Institute of Indian Languages (CIIL) at Mysore, a subordinate office of the Ministry of Human Resource Development, was set up to help in evolving and implementing language policy of the Government of India and to coordinate the development of Indian languages by conducting research in the areas of language analysis, language pedagogy, language technology and language use in Institute promotes Indian languages through comprehensive Schemes and Programmes The objectives of CIIL, Mysore is carried on under the following four categories of schemes.Scheme I – Development of Indian Languages Seeks to develop Indian languages through research, development of human resources and the production of materials in modern Indian languages, including tribal/ minor/minority II – Regional Language Centres Appointment of Teachers of Modern Indian Languages Aims at implementation of the three language formula of the Government and prepare instructional secondary school teachers deputed by States and Union Territories are trained in languages other than their mother 7 Regional Language Centres conduct teacher-training objective of the scheme are to effectively help in the implementation of the three language formula whereby assistance is provided to Hindi speaking States and Union Territories to develop manpower for teaching the Modern Indian Language (MIL) preferably a South Indian Language (SIL) as a third language in schools 8 Dec 2017 - Need to buy research proposal trade online harvard writing from scratch university double spaced; Where to get an trade research proposal single   to our Mailchimp database, etc nbd-dhofar.com/paper/best-website-to-purchase-a-pollution-paper-american-25-pages-6875-words-20-days-originality..Scheme I – Development of Indian Languages Seeks to develop Indian languages through research, development of human resources and the production of materials in modern Indian languages, including tribal/ minor/minority II – Regional Language Centres Appointment of Teachers of Modern Indian Languages Aims at implementation of the three language formula of the Government and prepare instructional secondary school teachers deputed by States and Union Territories are trained in languages other than their mother 7 Regional Language Centres conduct teacher-training objective of the scheme are to effectively help in the implementation of the three language formula whereby assistance is provided to Hindi speaking States and Union Territories to develop manpower for teaching the Modern Indian Language (MIL) preferably a South Indian Language (SIL) as a third language in schools.Under the scheme 100 per cent financial assistance is provided to the States for paying the salaries and allowances to teachers appointed for teaching the year no financial assistance could be given as no proposals have been received from the are 299 teacher trainees undergoing 10 months Intensive Course in different Indian se-10, Bengali-33, Gujarati-5, Kannada-33, Kashmiri-10, , Malayalam-23, Manipuri-21, Marathi-8, Nepali-14, Oriya-18, Punjabi-15, Sindhi-10, Tamil-27, Telugu-15, addition to training, several workshops to prepare instructional materials and seminars in this connection are also conducted.

In addition to these, the National Integration Camps, Refresher Courses are also conducted for the ex-teacher trainees Annual Report 2005-06 Language Development, Book Promotion, Copyright and Scholarships Scheme III – Grant in Aid Financial Assistance is provided to individuals and voluntary organisations for publications in Indian languages, including tribal languages (other than Hindi, Urdu, Sindhi, Sanskrit and English).

A statement showing the list of organisations which received grant more than one lakh for the last three years from 200304 to 2005-06 is given in Annexure IV – Classical Tamil Consequent upon declaration of Tamil language as a classical language, a Central Plan Scheme for development of Tamil language has been approved by Government of Central Institute of Indian Languages has been entrusted with the responsibility of implementing the said budget provision for the scheme during the 10th Plan period is 3.Creation of a Centre of Excellence for Classical Tamil at CIIL, Mysore, b.Giving fellowship for research scholars conducting research in the field of classical first meeting of the Tamil language Promotion Board was held in Chennai on 10th December 2005 and it has given certain suggestions for an effective implementation of the scheme, and in general for promotion of Tamil , Mysore, in consultation with the Ministry is finalising the other aspects of the following have been the important activities/ programs during the year: i.During April 1, 2005 to December 1, 2005 the Institute has conducted : 60 Workshops, 7 Orientation Courses, 6 Refresher Courses, 4 Special Lectures, 2 Seminars, 7 Meetings, 2 Field Works, 1 Colloquium, 1 National Seminar, 1 Conference and 2 other programmes.In addition to the above programmes, 44 Project Workshops are going a Online Course was inaugurated by Shri Ramalinga Reddy, Minister for Primary Education, Government of Karnataka on April 25, 2005 at Digital Library of the Institute under Bhasha Bharathi & Library Automation Project was inaugurated by Shri B.

Baswan, Secretary, Department of Secondary and Higher Education, Ministry of Human Resource Development on May 5, 2005 at Jury Meeting of Bhasha Bharathi Samman : 2003-04 was held on May 28, 2005 at New June 27, 2005 Prof Krisha Kumar, Director, National Council for Educational Research & Training gave a special lecture on “National Curriculum Framework : 2005” at July 17 – 19, 2005 Foundation Day Lectures were delivered by Singh on “Historical and Thematic Background”, Prasad on “The Concept of Incommensurability” and Prof.Bhyrappa on “Theory and Reality : Metaphorical Construal”.Apart from the above the following important conferences have been held by CIIL, Mysore: a.Colloquium on the Philosophy of Language and Space was held at Shillong from 4th to 6th May 2005.Grants in Aid Committee Meeting was held on 25th August 2005 at Mysore under the Chairmanship of ary (Languages), Ministry of Human Resource India Workshop on Multilingual Education with Special Focus on Tribal Education was organised by CIIL in collaboration with UNESCO, UNICEF and NCERT from October 25 – 27, 2005 Central Institute of English and Foreign Languages (CIEFL), Hyderabad The Central Institute of English and Foreign languages Language Development, Book Promotion, Copyright and Scholarships (CIEFL), Hyderabad with its Regional Centres at Shillong and Lucknow is a deemed university under the administrative control of this Department funded by University Grants order to bring about substantial improvement in the standards of teaching/ learning of English, the Government is giving assistance through the Central Institute of English and Foreign Languages (CIEFL), Hyderabad for the setting up of at least one district centre for English language in each University is implementing two English language teaching outreach programmes i.

Schemes of Financial Assistance to English Language Teaching Institutions (ELTI)/ Regional Institutes of English (RIE) and District Centre Scheme on behalf of this department under which during the in-service training to 5,000 secondary school English teachers in the government sector has been tly there are 14 ELTIs and 36 Districts Centres currently in State wise breakup of the District centres is as indicated below: State-wise Distribution of District Centres Andhra Pradesh 7 43* 1* National Council for Promotion of Urdu Language (NCPUL) National Council for Promotion of Urdu Language (NCPUL) is the national nodal agency under the Ministry of Human Resource Development, Department of Secondary and Higher Education, Government of India responsible for promotion of Urdu language in the l advises Government of India on issues connected with Urdu language and having bearing on education as may be referred to Council operates schemes and programmes to the objective of Urdu language promotion.A brief details about its activities/Schemes are given in following a in Computer applications and Multilingual DTP One of the significant initiatives of the Council has been the transformation of the Urdu speaking population into part of the employable technological workforce in the emerging information technological scenario and the penetration of computer education to the grass root launched one-year course ‘Diploma in Computer Applications and Multilingual DTP’ across the far Council has established 184 Computer Centres in 22 States covering 117 imately 11000 students are pursuing this course.Council has also reserved 50 per cent seats for course is highly job oriented programme and on completion of one year diploma the students are absorbed as middle level IT professionals.1 The University also gives financial assistance to individuals and voluntary organisations for Publication in English books of reference like encyclopedias, descriptive catalogues of rare manuscripts, publication of old manuscripts with or without translation, original writing on linguistic, literary (excluding fiction, drama and poetry) Ideological, social, anthropological and cultural popularise the Urdu language, a national programme of Urdu learning through Distance Mode is undertaken through 142 Urdu Study Centres in 18 States during Report 2005-06 Language Development, Book Promotion, Copyright and Scholarships Calligraphy and Graphic Design Training Centres To preserve the rare art of Calligraphy an important segment of our national cultural heritage, Council has launched a diploma course in Calligraphy and Graphic Design.Calligraphy has been linked to modern technology by use of computer to provide better employment opportunities to the Urdu a Course in Urdu & functional Arabic To popularise the Urdu language, a national programme of Urdu learning through Distance Mode is undertaken through 142 Urdu Study Centres in 18 States during 2005-06.

A Diploma is awarded at the end of the the year 2005-2006, 19,347 learners have been enrolled in this course.NCPUL has also launched a two year ‘Diploma in Functional Arabic’ 257 Annual Report 2005-06 course to enrich the instruction of Arabic and provide experience to the students of modern and colloquial Arabic at spoken level as well as at writing level.This course is job oriented and very far NCPUL has established 194 Arabic Study Centres in 17 the year 2005-06, 7833 students have registered in this course and at present, 14203 students are pursuing the ation activities Publication is an important activity of the Council endeavours to make available to the readers authentic texts of classics produced during last 300 years of evolution of Urdu poetry and prose.So far 1150 books have been published by the year 200506 Council has published 72 titles so l also brings out two journals (i) Urdu Duniya (Monthly), (ii) Fikr-o-Tehqeeq (quarterly).Language Development, Book Promotion, Copyright and Scholarships Support to voluntary organisations for seminars/conferences/workshops Financial assistance towards conducting of Seminar/ Conference/ Workshop in favour of 22 NGOs was approved by the Council during the ipation in book fairs The Council organised 7th Kul Hind Urdu Kitab Mela from 19th – 27th December 2005 at Christian Degree College Ground, Lucknow.

NCPUL participated in several book fairs organised by other national agencies like NBT ITPO al Council for Promotion of Sindhi Language (NCPSL), Vadodara The National Council for Promotion of Sindhi Language (NCPSL) is a fully funded autonomous organisation under the Ministry of Human Resource Development, Department of Secondary and Higher Education with its headquarters at main objectives of the NCPSL are to promote, develop and propagate the Sindhi Language and to take action for making available in Sindhi the knowledge of scientific and technological development as well as the knowledge of ideas evolved in the modern context and to advise the Government of India on issues connected with Sindhi Language and having bearing on education as may be referred to the purpose of propagation and development of Sindhi language, the organisation operates a number of schemes by which assistance is given to Sindhi scholars, writers, NGO’s, etc for promotion of Sindhi language.The major activities/schemes of the organisation are: r Giving financial assistance to Voluntary Organisations for selected promotional activities relating to the Sindhi Language; r Award of Prizes to Sindhi Writers for Literary books.20,000/- each are given to Sindhi writers, Sahityakar Samman Award Rs.50,000/and Sahitya Rachna Samman Award Rs.r Bulk purchase of Sindhi Books/Magazines/AudioVideo Cassettes related to Sindhi, published/ produced during the concerned financial year for free distribution to Educational Institutions/ Schools/Colleges/Public Libraries, etc; r r During the year, NCPSL has: r given financial assistance given to five Writers (individuals) to get published their manuscripts.

20,000/- each and one award each under Sahityakar Samman Award and Sahitya Rachna Samman Award Rs.r r Indo-Pak Conference at various places of India was organised by NCPSL during September/October 2005.Rashtriya Sanskrit Sansthan The Rashtriya Sanskrit Sansthan, a Deemed University w.2002, under the Ministry of Human Resource Development (Department of Secondary and Higher Education), is an apex body for the propagation and development of Sanskrit learning in the Sansthan imparts Sanskrit teaching up to the Doctorate level through ten Kendriya Sanskrit Vidyapeethas at Puri, Jammu, Jaipur, Sringeri, Mumbai, Allahabad, Trichur, Lucknow, Garli and s this end, the Sansthan has been giving financial assistance to voluntary organisations, supporting the Adarsh Mahavidyalayas and Shodh Sansthan, conducting teaching courses at its various centres, supporting eminent Sanskrit scholars, giving awards for Annual Report 2005-06 258 Language Development, Book Promotion, Copyright and Scholarships contributions in the field of Sanskrit, Pali/Prakrit, etc, and supporting efforts of the non-formal teaching activities of the Sansthan briefly are as given under: i The Rashtriya Sanskrit Sansthan offers teaching at Shastri (B.Navya Vyakarana, Prachina Vyakarana, Sahitya, Phalita Jyotisha, Ganita Jyotisha, Sarva Darshana, Veda, Nyaya (Navya), Mimamsa, Advaita Vedanta, Dharma, Darshan, Baudha Darshan, Puranetihasa as traditional subjects along with English and s tutorial facility of one modern subject such as Political Science, History, Economics, Sociology etc.

which is provided at Under Graduate The Sansthan provides financial assistance to Voluntary Sanskrit Organisations engaged in the propagation, development and promotion of Sanskrit to the tune of 75 per cent of the approved expenditure on the salaries of teachers, scholarships to students construction and repair of buildings, furniture, library far, 734 Voluntary Sanskrit Organisations have been Besides this, the Sansthan also gives assistance to Adarsh Sanskrit Mahavidyalayas including Shodh Sansthan under a separate scheme called ‘Financial assistance to Adarsh Sanskrit Mahavidyalayas and Shodh Sansthan’.So far financial assistance has been provided to 23 such institutions, whereby 95% of recurring and 75% of non-recurring expenditure has been provided by the Rashtriya Sanskrit Sansthan.iv The Sansthan also gives honorariums to 125 retired eminent Sanskrit Scholars at the rate of Rs.2,500 per month to teach in Adarsh Sanskrit Pathshalas and other State Government run Sanskrit colleges under the Shastra Chudamani ial assistance is also being provided by the Sansthan for the preparation of a Sanskrit Dictionary at Deccan College, Pune, for the organization of vocational training, for the purchase and publication of Sanskrit books and rare manuscripts and the organization of the All India Elocution Contest.259 v Under the Scheme of the President’s Awardee of the Certificate of Honour, every year, 15 scholars of Sanskrit one of Pali/Prakrit and three each of Arabic and Persian are selected and paid honorariums of Rs.

50,000/- each per annum for their life-time.348 awardees are presently getting grants from the Rashtriya Sanskrit the year 2002 onwards, 8 young scholars have also been selected for the Maharishi Badrayan Vyas Samman, under which the Sansthan will pay a onetime award of Sansthan is also teaching Sanskrit through nonFormal Sanskrit institutions at 100 locations by providing necessary an has conducted third round of Non-formal Sanskrit classes of three months duration in around 1200 centres (100 in North East and 1100 in the rest of the Country) in 2 phases, one from October, 2004 - December, 2004 attended by 40,266 students and other from January-March, 2005 attended by 28,801 h this programme a minimum of 80,000 students will be initiated into Sanskrit learning throughout for Development of Sanskrit Education The Central Scheme for Development of Sanskrit Education is operated since 1962 based on the recommendations of the Sanskrit Commission appointed by Government of India in Scheme has been modified from time to time and last such revision in the Scheme was made during the year 2005-06 to give it wider coverage and to encourage smaller institutions/NGO’s working in this the provisions of the Scheme 100% financial assistance is provided to the State Government/voluntary organisations, universities/Deemed Universities, Sanskrit Board, and also provides for Samman Rashi to Eminent Sanskrit Pandits in indigent circumstances, and for scholarships to students of Class IX to XII to encourage students to study Sanskrit.The following are the main components of the Scheme: Language Development, Book Promotion, Copyright and Scholarships Samman Rashi to Eminent Sanskrit Pandits in Indigent Circumstances Under this scheme, assistance is being given to eminent, traditional Sanskrit pandits who are not below the age of 55, and are in indigent circumstances and are engaged in study/research in selected scholar is given a maximum of Rs.24,000/- per annum, without deduction of income from other per the modified scheme this Samman Rashi will be paid to pandits through their bank account and disbursed by Rashtriya Sanskrit ary and Senior Secondary Schools, merit scholarships are given to Sanskrit Students of classes IX to XII, at the rate of Rs.250/- per month for students of classes IX and X and at the rate of Rs.

300/- per month for students of XI and to State Governments, Deemed Sanskrit Universities, and NGOs for Various Schemes for the Promotion of Sanskrit i Under this scheme, State Governments are paid 100 per cent assistance for various programmes for the development and propagation of Sanskrit like upgrading the salary of teachers, honouring Vedic Scholars, conducting Vidwat Sabhas, holding evening classes, celebrating the Kalidasa Samaroha Proposals for research/research projects in Sanskrit, received from Deemed Sanskrit Universities and NGOs (Registered Bodies) are covered under the assistance is limited by the conditions that no NGO will receive more than Rs.20,00,000/ - per institution per project, subject to a maximum of three projects in a financial the revised norms/the proposals of NGO’s could be received through the Rashtriya Sanskrit Sansthan and amount released through isation of Sanskrit Pathshalas To bring about a fusion between the traditional and modern systems of Sanskrit Education, grants are provided to facilitate the appointment of teachers for teaching in traditional Sanskrit Pathshalas selected modern subjects, i.modern Indian Languages (MIL), Science, (including Mathematics) and Humanities.In addition to the existing provision of grant of financial assistance for providing three teachers, a computer teacher on an honorarium of Rs.3,000/- per month may also be provided to traditional Sanskrit ing upon the actual requirement, financial assistance up to Rs.

00 lakh towards the cost of two computers and peripherals with a lump sum grant of Rs.10,000/- as a one time grant for installation and books may be provided to each Sanskrit ing Facilities for Teaching Sanskrit in High/Higher Secondary Schools Grants are given to meet the expenditure for the salaries of Sanskrit teachers to be appointed in those Secondary and Senior Secondary Schools where the State Governments are not in a position to provide facilities to teach facility for teaching of Sanskrit, i.Grant of Financial assistance towards salary of one teacher, is also extended to all CBSE schools, which do not have Sanskrit teacher on their rolls.Scholarships to Students Studying Sanskrit in High and Higher Secondary Schools In order to attract students towards Sanskrit in the Central Grant to Rashtriya Sanskrit Sansthan/ Deemed Universities/CBSE/ NCERT Financial assistance up to 100 per cent is given for improving the methodology of teaching Sanskrit in schools, Sanskrit Colleges/Vidyapeethas and for the appropriate orientation of teachers towards this als from CBSE/NCERT, Rashtriya Sanskrit Sansthan, Saraswati Vidyapeetha, Hyderabad and Deemed Sanskrit Universities are considered for assistance.

19 crores has been provided for the year 2005-06 for this Central scheme for Development of the scheme, all the financial assistance to State Governments/ Voluntary agencies/ NGOs are given either through the concerned State Government or RSKS, New Delhi.

Annual Report 2005-06 260 Language Development, Book Promotion, Copyright and Scholarships Maharshi Sandipani Rashtriya Veda Vidya Pratishthan, Ujjain The Rashtriya Veda Vidya Pratishthan was set up in August 1987 for the promotion of vedic studies and research; including support to traditional vedic Institutions and Scholars and providing Scholarships/ Fellowships for research in Vedas and vedic important programmes and activities during 200506 are: i Providing financial assistance to 40 Veda Pathashalas/Vidyalayas and other institutions for teaching Samhitas of various shakhas of Vedas, Sanskrit, English and the year, assistance has been provided to 40 veda Pathashalas/vidyalayas and 65 other institutions for teaching traditional oral recitation of Veda Samhitas, ii Has awarded one senior and one general fellowship and conducted of Seminars, Workshops, promotion of research in Vedas and Vedic literature, iii iv v vi Under the programme of publishing rare and outof-print Veda Samhits, Brahmanas and other Vedic literature, etc, eight books have printed and twelve books are under The quarterly journal ‘Veda Vidya’ is being published from 2003-04.00 lakh has been earmarked for Maharshi Sandipani Rashtriya Veda Vidya Pratishthan during 2005-2006 for expenditure on ongoing schemes and new programmes.261 Annual Report 2005-06 Education in Human Values The National Policy on Education has laid considerable emphasis on value education by highlighting the need to make education a forceful tool for the cultivation of social and moral values.The policy has stated that in our cultural plural society education should foster universal and eternal values, oriented towards the unity and integration of our people.Such value education should help eliminate obscurantism, religious fanaticism, violence, superstition and spelling out the cultural perspective in education, the Policy has stressed to bridge the schism between the formal system of education and India’s rich and varied cultural these overall objectives, the Scheme of Assistance for Strengthening of Culture and Values in Education was started from 1988-89 and reformulated in Scheme has been revised in the X Plan with the aim to strengthen human value inputs in the entire educational process at all levels of education, from pre-primary to higher the scheme, financial assistance is provided for projects of Government agencies, educational institutions, Panchayat Raj institutions registered societies, Public trusts and non-profit making companies.

Financial assistance is given to the extent of 100% of the cost of project within a ceiling of Rs.00 lakh and as approved by the Grant-in-aid Committee for activities relating to Strengthening of Culture and Values in 2005-2006, against an allocation of Rs.00 crore under the Scheme, an amount of Rs.73 crores has been spent and 56 organizations have been assisted for implementing the projects for promoting cultural and value education.A list of NGO’s to whom assistance has been granted amounting to rupees one lakh and above during the financial year 2005-06 is indicated in Annexure Language Development, Book Promotion, Copyright and Scholarships Book Promotion National Book Trust, India E stablished by the Government of India in 1957, the main objectives of the National Book Trust, India (NBT) are: r r to publish and to encourage the publication of good literature, and to make such literature available at moderate prices to the public; in furtherance of the above objects to publish more particularly books of the following types in English, Hindi and other languages recognised in the Constitution of India : r the classical literature of India; r r r outstanding books of modern languages for popular diffusion; and In addition, The Trust also publishes Braille Books for Blind students, Books for neo-literates etc.

, The Trust also publishes Braille books for blind students.r to bring out book lists, arrange exhibitions and seminars and take all necessary steps to make the people furtherance of the above objectives, NBT organises activities which can be classified under the following five broad heads: 1.Publishing books for general readers of different age-groups on a variety of subjects in various Indian languages including English; 2.providing assistance to authors and publishers to bring out text and reference books for the higher education section; 3.organising seminars, workshops, book exhibitions, village level mobile book exhibitions and fairs and National Book Week to promote the habit of reading; Annual Report 2005-06 4.

participating in international book fairs, organising book exhibitions abroad and undertaking other activities to promote the export of Indian books; and encouraging the preparation and production of quality books for children in all the languages of India through the National Centre for Children’s Book Trade and the Government Book Buying Regional Offices also promote books.In addition, the Trust puts its special efforts through its Kolkata Office to reach all corners of the North-Eastern Region including Sikkim and to spread the culture of Book Reading Habit by making available good books for all strata of the period April to December 2005, the Trust published 891 titles in different languages including the remaining period of this financial year, estimated number of titles to be published is s publishing in north eastern languages, the Trust participates in number of book fairs and organises village level mobile book exhibitions and seminars/workshops in the north eastern the last quarter of this financial year, the Trust will organise book exhibition at Itanagar, (Arunachal Pradesh) and Aizwal, (Mizoram).In addition, the Trust will organise shortterm training course in the month of March 2006 at al Book Week Celebrations: Other Promotional Activities of the Trust The Book Week was observed all over the country from 14 – 20 November, 2005 by means of organising book exhibitions and book related /projected physical achievements/targets of promotional activities under various schemes of the Trust for the financial year 2005-06: New Delhi World Book Fair Guest of Honour Presentation - Frankfurt Book Fair, 2006 The New Delhi World Book Fair organised every alternate year till now, is the largest Book Fair in Asia and attracts participation not only from all over India but also from other has been bestowed with the honour of Guest of Honour for Frankfurt Book Fair, 2006.The Trust has been designated as a nodal agency for implementing various programmable activities under Guest of Honour /projected achievements of the Trust under the various schemes for the financial year 2005-2006 Publishing The 17th New Delhi World Book Fair was held from 27 January 2006 to 4 February 1300 participants including 37 from 18 foreign countries and international bodies such as ILO, WHO, UNICEF and European Union among others attended the over 36000 square meters (including mezzanine floors) in eight halls of the sprawling Pragati Maidan exhibition complex, the World Book Fair covered nearly 2300 stalls and stands in Hall : Strengthening Of Regional Offices NBT’s Regional Offices at Kolkata, Mumbai and Bangalore are essential for the sale and marketing of NBT’s publications, the main responsibility assigned to the Regional Offices is to maintain a close contact with 263 Annual Report 2005-06 Scheme of Book Promotional Activities and Voluntary Agencies Under the Scheme of Book Promotional Activities & Voluntary Agencies, the Ministry gives grant-in-aid to voluntary organisations and associations of publishers and authors for organising seminars, training courses, workshops and annual conventions connected with book promotional are also given to the reputed Voluntary Organisations for organising the Delhi Book Fair and National Book Fairs etc., Grants are released upto maximum of 75 per cent of the total expenditure approved by the Grant-in-aid Language Development, Book Promotion, Copyright and Scholarships Copyright T he Copyright Division of the Department of Secondary and Higher Education has been entrusted with the responsibility of being the Copyright Office under the Section 9 of the Copyright Act, 1957 as well as with evolving the Indian position on issues related to the Education Sector being negotiated in the World Trade Organisation.

In addition, the Division also coordinates IP related matters with various Division was also the nodal office of the Government of India for interaction with the World Intellectual Property Organisation, a responsibility now with the Department of Industrial Policy and ght Office The Copyright Office established in 1958 as provided under the Copyright Act, 1957 functions under the administrative control of the Department of Secondary and Higher is headed by the Registrar of Copyrights who holds certain powers of civil courts in handling cases relating to copyright.The Register of Copyright maintained by the Copyright Office provides information regarding works of copyright to the general addition to registration, facilities like inspection of the Register and taking extracts thereof are also available in the Copyright ght Board The Copyright Act provides for a Copyright Board to settle copyright disputes, a Copyright Office for registration of copyright works and for setting up of copyright societies to do copyright first Copyright Board, a quasi-judicial body was constituted in September, jurisdiction of the Copyright Board extends to the whole of India.It hears cases regarding rectification of errors in copyright registration, disputes in respect of assignment of Copyright and granting of licenses of published works withheld from public and unpublished Indian works, to produce and publish works for certain other specific also hears cases in other miscellaneous matters instituted before it under Copyright Act, Copyright Office provides secretarial assistance to the present Copyright Board has been reconstituted for a period of five years w.Till December 2005, the Board heard 154 cases in 15 meetings held in different tive Administration Societies The Copyright (Amendment) Act, 1994 provides for setting up of separate Copyright Societies for different categories of far four Copyright Societies have been registered: one each for cinematograph films (Society for Copyright Regulation of Indian Producers of Films and Television – SCRIPT), musical works (Indian Performing Rights Society Limited – IPRS) and sound recordings (Phonographic Performance Limited -PPL).The last one recently established is the Indian Reprographic Rights Organisation (IRRO) for photocopy addition to collective management of rights, these societies have been actively participating in generating awareness about Copyright and IPR also have set up their own Anti Piracy Cells which in collaboration with Police/Enforcement authorities have been actively engaged in curbing piracy in copyright ment of Secondary and Higher Education interacts frequently with these Copyright Societies and encourages them to be proactive in the field of copyright administration Annual Report 2005-06 Language Development, Book Promotion, Copyright and Scholarships Copyright Enforcement in India Chapter XIII of the Indian Copyright Act, 1957, provides penalties for the offences committed under the Copyright Act and empowers the police to take necessary actual enforcement of the law is the concern of the State Governments through police force.

However, during the last few years, the Central Government has taken various steps to improve the enforcement of the Copyright Act to curb measures include the setting up of a Copyright Enforcement Advisory Council (CEAC), which has as its members from all concerned Departments and representatives of Industry with a view to regularly review the implementation of the Copyright Act including the provisions regarding l other measures taken by the Central Government include (i) persuading the State Governments for the setting up of Special Cells in State Government for enforcement of Copyright Law (ii) appointment of nodal officers in the States for facilitating proper coordination between the industry organisations and enforcement agencies; (iii) holding of seminar /workshops etc., for sensitising the public about Copyright Law; (iv) collective administration by Copyright ght Enforcement Advisory Council The Copyright Enforcement Advisory Council (CEAC) was set up on November 6, 1991 to review the progress of enforcement of the Copyright Act periodically and to advise the government regarding measures for improving the enforcement of the Act.The term of Copyright Enforcement Advisory Committee is 3 CEAC is reconstituted periodically after expiry of the current CEAC has been reconstituted on 22nd February, 2005 for a period of 3 Officers In order to facilitate proper co-ordination between the industry organisation and the enforcement agencies in the matter of enforcement of Copyright Law, the Ministry requested the State Governments to designate Nodal on date most of the States and UTs have designated Nodal Officers in their respective State Governments.Ministry of Human Resource Development organised a Nodal Officers Conference on 16th May, 2005 in New Delhi which was attended not only by the Nodal Officers but also by the experts and representatives of the copyright ational Copyright Union – India’s contribution to World Intellectual Property (WIPO) This is a scheme to meet India’s annual contribution to the World Intellectual Property Organisation (WIPO) of which India is a Indian contribution for the year 2005 was made in ipation In WIPO Meetings India is a member of the World Intellectual Property Organisation (WIPO), a specialised agency of the United Nations, which deals with copyright and other intellectual property rights, and plays an important role in all its year delegations from India participated in the following WIPO meetings under the auspices of the Ministry of Human Resource Development: r Thirteenth Session of the Standing Committees of Copyright and Related Rights held in Geneva from November 21 to 23, 2005.r 8th Inter-Governmental Committee on Intellectual Property and Genetic Resources, Traditional Knowledge and Folklore held in Geneva from June 6 to 10, 2005 r r Second Intersessional Intergovernmental meeting Special Cells for Copyright Enforcement Most of the States/ Union Territories have set up Enforcement have set up either separate Copyright Enforcement Cells or Special Cells in the Crime Branch to look after copyright offence cases.

265 on Development Agenda held in Geneva from June 20 to 22, 2005.r Third Session of Intersessional Intergovernmental Meeting on Development Agenda in Geneva from July 20 to 22, 2005 r 11th Session of the Standing Committee on the Law of Patents held in Geneva from June 20 to 22, 2005 r Regional Consultations for the Asian Region on the Treaty for protection of the rights of Broadcasting Organisations, July 27 to 29, 2005 at Manila, per recent amendments in the Government of India (Allocation of Business) Rules, 1961 the work relating to Coordination with WIPO has been transferred from this department to Ministry of Commerce and Industry, Department of Industrial Policy and Promotion International Seminars on Copyright and IPR Issues India organised the following International Seminars: r WIPO National Symposium on Intellectual Property, Intellectual Property Education, Training and Research held in New Delhi from August 17 to 18, 2005.r WIPO and National Institute of Educational Planning and Administration (NIEPA) WIPO Seminar on Collective Management of Copyright in the Digital Era, Trends, Problems and Prospects held in New Delhi from September 12 to 14, iation course in Intellectual Property Rights with special emphasis on Copyrights organised for the Officers and staff of the Copyright Division by Indian Law Institute, New Delhi with support from the Copyright of Intellectual Property Education, Research and Public Outreach The Scheme of Intellectual Property Education, Research and Public Outreach was operationalised in the Tenth Five Year Plan Period by merging of three Plan schemes namely, (I) Scheme of Organising Seminars and Workshops on Copyright Matters and Scheme for Financial Assistance for Intellectual Property Rights Studies and (iii) Financial Assistance on WTO Studies as the all schemes are co-related to each other and for effective implementation of the cause of promoting awareness/research on Copyright/IPRs and WTO the Scheme, financial assistance is provided to UGC recognised universities, institutions affiliated to those universities, educational institutions, Copyright Societies and registered voluntary organisations for creating general awareness by way of organising seminars and workshops on copyright matters and carrying out activities on IPR related amount spent during the last three years under both the schemes alongwith expenditure incurred till December, 2005 are as under: Training in Copyright Officials of Department of Secondary and Higher Education dealing with copyright and related rights at different levels were deputed to participate in the following training course in copyright: WIPO- Inter-regional Intermediate Seminar on Copyright and Related Rights, held in Geneva (Switzerland) from 12th to 14th October, 2005 and followed by a Training Course on Copyright and Related Rights held in London, United Kingdom from 17th to 27th October, 2005, attended by Registrar of Copyrights.Year 2000-01 Language Development, Book Promotion, Copyright and Scholarships IPR Chairs In addition to the six IPR Chairs set up at the University of Allahabad, University of Delhi, University of Pune, University of Madras, National Law School of Indian University, Bangalore and Cochin University of Science and Technology, Cochin to promote teaching and research in Intellectual Property Rights Studies, ten new chairs were set up for the same purpose at: (i) On IP Management.r Indian Institute of Management, Allahabad.

r r (ii) In areas of IPRs pertaining to patents, trademarks, industrial designs and geographical indicators.r Indian Institute of Technology, Delhi r r r r (iii) Intellectual Property Rights and Development.r Delhi School of Economics, University of Delhi.r Centre for Economic Studies and Planning, Jawaharlal Nehru Division is currently engaging the institutions in detailed discussions on operationalising the chairs at the l Agreement on Trade in Services Education is identified as one of the twelve services which are to be negotiated under the General 267 Annual Report 2005-06 Agreement on Trade in Services (GATS).For the purpose of negotiations Education Sector has been divided into five y Education Movement of Natural Persons In each of these modes, exceptions can be made under the conditions of Market Access and National Education Services the Indian revised offer was to open up the Higher Education Sector with the condition that Higher Education Institutions can be permitted to charge fees to be fixed by an appropriate authority provided such fees do not lead to charging capitation fees or to provision of the Higher Education services would also be subject to such regulations, already in place or to be prescribed by the appropriate regulatory Language Development, Book Promotion, Copyright and Scholarships Scholarships T he National and External Scholarship Division of the Department of Secondary Education and Higher Education administers Scholarship/ Fellowship Programmes meant for Indian students for further studies/research in different Universities/ Institutions in India and abroad respectively.

These include programmes sponsored by the Government of India and those offered by foreign programmes under which Scholarships/Fellowships are being awarded for students within the country during 2005-06 are detailed al Merit Scholarship Scheme (NMSS) The National Scholarship Scheme and Scheme of Scholarship at the Secondary Stage for Talented Children from Rural Areas in existence since 1961-62 and 1971-72 respectively have been merged and a new scheme entitled “National Merit Scholarship Scheme” has been framed for implementation with revised provisions from objective of the National Merit Scholarship Scheme is to support talented students and encourage them to excel academically in studies by giving recognition and financial assistance at post-matric level on State-wise merit basis and also separately to talented and meritorious students in rural areas for classes IX to X.300/- per month for Classes XI & XII, Rs.500/- per month for graduation courses and Scheme is operated through the State Governments/UT parental income ceiling has been raised from Rs.The funds released during the year to various State Government under the schemes and number of beneficiaries are indicated in the Table rship To Students From Non-hindi Speaking States For Post-matric Studies In Hindi The scheme was started in 1955-56 with the objective of encouraging study of Hindi in non-Hindi speaking States/Union Territories and to make available to these States, suitable personnel to man teaching and other posts where knowledge of Hindi is essential.1: State-wise Budget allocated for 2004-05 and Number of Beneficiaries of Hindi Scheme State/UTs No.

of scholarships for XI & above Grant Released 7,50,61,198 Language Development, Book Promotion, Copyright and Scholarships has been revised from revised rates of scholarships varies from Rs.1000/- per month, depending upon the course of scheme is implemented through the State Governments.The budget allocated for the year 200506 is funds released under the schemes is in Table tication of Educational Documents The Department of Secondary and Higher Education has been authenticating the educational qualifications of people going abroad for employment for approximately the last one & half also includes foreign nationals who are completing their studies in India and returning to their simplification of the procedure for authentication of educational documents had been under examination of this Ministry and the Ministry of External Affairs for quite some time.After due consideration, it was decided, with the approval of the Ministry of External Affairs, to delegate the powers to authenticate educational qualifications to the authorised officials of the State Education Departments also.

Accordingly, the State Government of Kerala and 13 other States, from which a large number of people are going abroad for employment have already been authorised on 01-72004, 08-7-2004 & 29 September,2005, to authenticate the educational view of the steps taken above, all candidates who want to have their educational qualifications authenticated, can get them authenticated within the State Education Departments without the trouble of travelling to Delhi for authentication of educational certificates by the Ministry of Human Resource a result of the efforts made, Regional Authentication Centres (RAC) have been set up by the Government of Kerala vide order dated 20.

2004 at Thiruvanthapuram, Kochi and Kozhikode.Due to authentication being done by the Kerala Government, there has been a significant reduction in the number of people coming for authentication since bulk of authentication seekers are from ss to mention, this has contributed to mitigation of hardships of authentication seekers to a great extent, who do not now have to stand for long hours in the matter is also is being pursued with other state Governments for expediting the opening of RACs by ise Authentication data for 2005-06 is given in Table al Scholarship Division Scholarship is an incentive as well as encouragement to meritorious students.A special emphasis is given to studies abroad where innovative methods are used and substantial development have taken place in the field of Ministry of Human Resource Development facilitates the award of foreign scholarships with a view to encourage meritorious students & scholars and to enable them to enhance their knowledge of developments taking place outside our External Scholarship Division of the Ministry processes scholarships offered by various foreign countries under Cultural/Educational Exchange Programmes which enable Indian students to study at the level of Post Graduate/Ph.3: Monthwise Authentication Data for 2005-06 Month certificate authenticated Language Development, Book Promotion, Copyright and Scholarships Many Scholarships/Fellowships are awarded to Indian nationals by the Governments of U., Canada and New Zealand under the Commonwealth Scholarship/ Fellowship Plan.

The Commonwealth Scholarship Plan covers a large number of disciplines, such as, Remote Sensing Technology, Communication Engineering, Biotechnology/ Bio-chemical Engineering, Robotics, Agronomy/Forestry, Social Sciences, Physical/Life Sciences, Management Studies, Environmental Studies etc., During the year 2004-05, 28 Indian nationals were awarded scholarships under the Commonwealth Fellowship/Scholarship Government of India have entered into agreements for providing scholarships to Indian students through Cultural Exchange Programmes (CEP) or Educational Exchange Programmes (EEP) signed between India and Japan, China, Mexico, Israel, Norway, Belgium, Italy, Czech, Portugal and the Slovak Republic.72 Indian nationals were awarded Scholarships under various CEPs/EEPs during European Union (European Union) signed a Memorandum of Understanding (MoU) with India on 7th January 2005 offering a scholarship programme for Indian students to study in various European countries.The Erasmus Mundus Programme provides a separate India Window Programme for Indian students amount of Euro 33 million has been earmarked for the years 2004 to is reported that 133 Indians have been selected by the EU authorities during the year ates for short-term courses in the United Kingdom in the fields of Education, Science, Medicine, Technology & Arts by enabling Indian Academics/ Researchers to Visit Institutions/counterparts in U.for mutual discussions, updating their professional knowledge through conferences, seminars and Obligation to Return to India Certificate (NORI) is required by a persons who proceeded to the USA on J1 and J2 Visas and wish to convert these to H1 or H2 Visas for settling or gaining regular employment in certificate is issued by the Embassy of India/ Consulates General of India (CGI) in the USA, after obtaining clearance from the Ministry of Human Resource uction of Undertaking The earlier provision for taking a Bond of Rs.

60,000/from Indian scholars before their departure for higher studies abroad has been replaced by an Undertaking keeping in view the present scenario of globalisation of economy & job opportunities in India vis- -vis other developed countries.However, the Bond would continue to operate in respect of those countries where Government of India arrange air passage and provide supplementary stipend to Indian no Government of India funds are involved, it is felt sufficient to take an Undertaking from the students as is the practice in other new system will avoid unnecessary obligation/burden to the awardees of Agatha Harrison Memorial Fellowship is fully funded by the Government of is a researchcum-teaching fellowship and is meant for scholars who have specialised in modern Indian studies in the fields of History, Economics and Political Science.A consolidated stipend of £24,536/- per annum is paid by the Government of India to present Fellow who joined the College in October 2005 is undertaking further research in History in addition to teaching.Budget Provision The British Visitorship Programme is a directly handled by the British Council in Council sponsors During the year 2004-05, a total of 100 Indian students/ scholars availed scholarships against 238 nominated 271 Annual Report 2005-06 During the financial year 2005-2006, a budget provision of Rs.70/- lakh was made to meet the expenditure towards holding meetings of Selection Committees constituted for Scholarships offered by various g in view the utilisation of fund, it has been proposed to enhance the provision to an amount of Rs.

4: Country-wise Foreign Scholarship Country 5 1 Andhra Pradesh 63897 15215 16427 2 Arunachal Pradesh 1364 449 204 3 Assam 30068 8143 5338 4 Bihar 40337 9922 3624 5 Chhattisgarh 32556 9350 2666 6 Goa 1009 73 443 7 Gujarat 7233 30646 7641 8 Haryana 11500 2171 5120 9 Himachal Pradesh 11013 2076 2129 10 Jammu & Kashmir 12256 3613 1956 11 Jharkhand 16417 4324 1088 12 Karnataka 26163 25612 11249 13 Kerala 6717 2975 4157 14 Madhya Pradesh 66648 30592 8706 15 Maharashtra 41258 26033 17985 16 Manipur 2552 832 652 17 Meghalaya 5851 1559 655 18 Mizoram 1504 908 514 19 Nagaland 1495 480 383 20 Orissa 42104 11510 7682 21 Punjab 13265 2493 3977 22 Rajasthan 55757 23942 9383 23 Sikkim 497 126 123 24 Tamil Nadu 32242 6825 8995 25 Tripura 2075 435 651 26 Uttar Pradesh 119404 35427 12387 27 Uttaranchal 14304 3557 1839 28 West Bengal 49865 1984 7816 29 A&N Islands 209 56 94 30 Chandigarh 24 9 122 31 D&N Haveli 127 91 22 32 Daman & Diu 53 24 28 33 Delhi 2126 681 1678 34 Lakshadweep 20 4 13 35 Pondicherry 329 125 215Total 712239 262286 145962 # As per Association of Indian Universities (As on January, 2003) 275 Degree and above levels Colleges for General Education 6 1330 10 317 743 213 24 422 163 69 73 146 930 186 513 1208 58 48 26 36 567 209 456 2 441 14 733 47 354 2 12 0 1 63 0 11 9427 Colleges for Professional Education 7 378 4 50 45 5 13 124 73 16 18 22 362 127 105 544 5 2 2 2 51 81 114 3 215 3 224 4 88 1 9 0 1 44 0 16 2751 Universities/ Deemed Univs./ Institution of National Importance # 8 23 1 7 12 9 1 12 7 5 5 6 19 9 17 33 2 1 1 1 9 8 15 1 27 1 30 7 17 0 2 0 0 15 0 1 304 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 Andhra Pradesh Arunachal Pradesh Assam Bihar Chattisgarh Goa Gujarat Haryana Himachal Pradesh Jammu & Kashmir Jharkhand Karnataka Kerala Madhya Pradesh Maharashtra Manipur Meghalaya Mizoram Nagaland Orissa Puniab Rajasthan Sikkim Tamil Nadu Tripura UttarPradesh Uttaranchal West Bengal A&N Islands Chandigarh D&N Haveli Daman & Diu Delhi Lakshadweep Pondicherry Total S.No States/UTs 4044148 97342 1648903 5477856 1766331 56577 3601055 1070770 346813 516062.6 1764061 3238145 1273564 4804466 5829244 175410 180413 66170 109752 2592488 1050832 5205025 38573 3410465 235854 12964090 601690 5281739 20981 36097 17830 8579 772425 3813 52859 68360423 Boys Total 3931511 7975659 82911 180253 1583644 3232547 3993330 9471186 1631464 3397795 51298 107875 2950715 6551770 939889 2010659 320125 666938 434233.4 950296 1376191 3140252 3029680 6267825 1218866 2492430 4026267 8830733 5346512 11175756 163700 339110 180494 360907 60887 127057 100658 210410 2325579 4918067 928462 1979294 4274730 9479755 38226 76799 3180648 6591113 215877 451731 11116777 24080867 562795 1164485 5045986 10327725 19407 40388 29937 66034 15082 32912 7643 16222 669834 1442259 3348 7161 49162 102021 59905868 128266291 Girls Primary/ (Classes I-V) 1863312 31183 712492 1175552 657586 38782 1514849 604498 218773 238713 498959 1530949 869000 1864236 3236109 70210 60854 6112 38876 786434 551187 1811621 11551 1884470 98674 4082817 283169 2004877 11938 20881 7207 4366 438411 2503 34952 27286103 Boys Total 1639157 3502469 26191 57374 625718 1338210 640010 1815562 501001 1158587 34683 73465 938152 2453001 485249 1089747 201105 419878 190516 429229 348160 847119 1365770 2896719 793436 1662436 1258462 3122698 2851681 6087790 62700 132910 61173 122027 24984 51096 37663 76539 641822 1428256 487201 1038388 1025383 2837004 13251 24802 1716400 3600870 87977 186651 2865426 6948243 259573 542742 1813384 3818261 10510 22448 18155 39036 4512 11719 3754 8120 393380 831791 2050 4553 32306 67258 21460895 48746998 Girls STATEMENT 2: Enrolment by Stages 2003-2004 as on 30.

2003 (Provisional) Girls 1656558 1234920 22982 16082 563827 403004 879732 339385 407180 249527 31414 29971 1026156 711503 532055 375790 199302 174974 195065 140855 234109 139956 1043870 903181 577421 573502 1210275 669860 2526029 2020347 48148 44000 32492 31738 17886 18338 21439 18926 586556 428838 453624 390290 1181515 474112 7543 7489 1427746 1347593 64166 53840 3689945 2119673 261045 199004 1312142 922630 9093 8963 22177 20047 3626 2452 2973 2394 334272 293050 1933 1729 28376 28714 20612672 14396677 Boys Total 2891478 39064 966831 1219117 656707 61385 1737659 907845 374276 335920 374065 1947051 1150923 1880135 4546376 92148 64230 36224 40365 1015394 843914 1655627 15032 2775339 118006 5809618 460049 2234772 18056 42224 6078 5367 627322 3662 57090 35009349 Sec/ /Pre-Degree (Classes IX-XII) 502442 4439 147618 396505 98086 9544 334775 147887 53074 36965 138254 376130 117254 338752 799512 20264 16179 6317 7910 223994 129081 244151 4159 413977 12727 819093 72317 440826 1142 17990 0 313 96483 149 9421 6037730 Boys Total 295415 797857 2548 6987 74692 222310 127605 524110 57288 155374 12562 22106 265287 600062 103140 251027 41007 94081 32242 69207 65753 204007 263060 639190 180139 297393 198938 537690 560384 1359896 16468 36732 13970 30149 5256 11573 5269 13179 124712 348706 136548 265629 124775 368926 2632 6791 345762 759739 8829 21556 474116 1293209 52794 125111 258078 698904 1302 2444 19500 37490 0 0 275 588 91221 187704 79 228 9761 19182 3971407 10009137 Girls 2 Andhra Pradesh Arunachal Pradesh Assam Bihar Chattisgarh Goa Guiarat Harvana Himachal Pradesh Jammu & Kashmir Jharkhand Karnataka Kerala Madhya Pradesh Maharashtra Manipur Meghalaya Mizoram Nagaland Orissa Puniab Raiasthan Sikkim Tamil Nadu Tripura Uttar Pradesh Uttaranchal West Benaal A&N Islands Chandigarh D&N Haveli Daman & Diu Delhi Lakshadweep Pondicherry TOTAL S.277 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 87.26 10 Classes IX-XII (14-18 years) STATEMENT 3: Gross Enrolment Ratio in Classes I-V, VI-VIII & IX-XII of Schools for General Education (All Students) 2003-2004 (Provisional) as on 30.89 11 2 Andhra Pradesh Arunachal Pradesh Assam Bihar Chattisgarh Goa Gujarat Haryana Himachal Pradesh Jammu & Kashmir Jharkhand Karnataka Kerala Madhya Pradesh Maharashtra Manipur Meghalaya Mizoram Nagaland Orissa Punjab Rajasthan Sikkim Tamil Nadu Tripura Uttar Pradesh Uttaranchal West Bengal A&N Islands Chandigarh D&N Haveli Daman & Diu Delhi Lakshadweep Pondicherry TOTAL 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 S.No States/UTs 806308 188 171588 946726 247054 1232 220741 296464 103336 45838 240354 666683 132476 853479 861101 4306 1146 0 0 529681 485299 1019982 2449 713998 46991 2594545 148391 1499255 0 5041 316 364 109926 0 9158 12764416 3 Boys 777643 104 160193 569108 218139 1214 200065 266672 98053 46069 163998 595925 125350 710790 805028 3937 964 0 0 470835 442843 814573 2580 636979 43615 1533620 146502 1415520 0 4435 296 326 100778 0 8940 10365094 4 Girls 1583951 292 331781 1515834 465193 2446 420806 563136 201389 91907 404352 1262608 257826 1564269 1666129 8243 2110 0 0 1000516 928142 1834555 5029 1350977 90606 4128165 294893 2914775 0 9476 612 690 210704 0 18098 23129510 5 Primary/ (Classes I-V) 364687 110 84623 166337 115812 591 141486 130416 57496 22978 59346 327064 86964 343835 481112 2673 1201 0 0 144423 186802 303261 628 352559 18715 734717 73048 478450 0 2478 140 204 44711 0 6900 4733767 6 Boys 303923 67 76468 83608 87999 572 112795 103306 53108 19415 34927 255264 77875 204881 413581 2527 1212 0 0 109508 167650 147570 740 323565 16632 269712 58028 369996 0 2100 127 189 39633 0 6463 3343441 7 Girls 8 Total 668610 177 161091 249945 203811 1163 254281 233722 110604 42393 94273 582328 164839 548716 894693 5200 2413 0 0 253931 354452 450831 1368 676124 35347 1004429 131076 848446 0 4578 267 393 84344 0 13363 8077208 Middle/Upper Pry.

(Classes VI-VIII) 328831 65 74873 66416 61010 428 93382 80336 41632 13482 23910 177201 57788 177036 360586 1863 888 0 0 84183 111977 161192 365 246838 11420 429477 42078 258210 0 913 118 200 26126 0 5114 2937938 9 Boys 220826 22 56434 29326 35099 371 58596 53568 35058 11644 10489 131164 61088 87202 279902 1584 739 0 0 57712 96390 49574 292 232412 8902 96983 23751 154867 0 788 83 165 22403 0 4909 1822343 10 Girls 11 Total 549657 87 131307 95742 96109 799 151978 133904 76690 25126 34399 308365 118876 264238 640488 3447 1627 0 0 141895 208367 210766 657 479250 20322 526460 65829 413077 0 1701 201 365 48529 0 10023 4760281 Sec/ /Pre-Degree (Classes IX-XII) STATEMENT 4: Enrolment by Stages (Scheduled Castes) 2003-2004 (Provisional) as on 30 September 2003 76217 0 13280 56408 12649 133 46234 14173 8081 220 3302 32183 13342 48147 75092 539 253 1 13 32092 20205 36935 153 59851 2174 167360 13154 59053 0 1856 0 11 13021 0 1473 807607 12 Boys 36232 0 6847 6725 5738 122 20004 8791 4605 315 1743 19495 21667 15537 44464 541 190 0 62 11972 17900 18037 139 43923 1430 53087 5055 28835 0 1718 0 15 9027 0 1207 385423 13 14 Total 112449 0 20127 63133 18387 255 66238 22964 12686 535 5045 51678 35009 63684 119556 1080 443 1 75 44064 38105 54972 292 103774 3604 220447 18209 87888 0 3574 0 26 22048 0 2680 1193030 Higher Education 2 Andhra Pradesh Arunachal Pradesh Assam Bihar Chattisgarh Goa Guiarat Haryana Himachal Pradesh Jammu & Kashmir Jharnhand Kamataka Kerala Madhya Pradesh Maharashtra Manipur Meghalaya Mizoram Nagaland Orissa Punjab Rajasthan Sikkim Tamil Nadu Tripura UttarPradesh Uttaranchal West Bengal A&N Islands Chandigarh D&N Haveli Daman & Diu Delhi Lakshadweep Pondicherry TOTAL 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 S.No States/UTs 450552 70660 243304 51216 535464 1803 558586 0 18664 71233 552509 243720 17941 994883 665778 63681 142426 66170 97832 645697 0 733797 13059 53188 93905 22974 19366 326981 1820 0 13203 1118 882 3786 0 6776198 3 Boys 408980 60388 232269 28831 493765 1648 512918 0 18037 53487 414343 227120 16822 743572 583085 53874 143681 60707 85578 542495 0 591375 13721 33601 80879 14939 19887 286694 1624 0 11638 994 781 3304 0 5741037 4 Girls 859532 131048 475573 80047 1029229 3451 1071504 0 36701 124720 966852 470840 34763 1738455 1248863 117555 286107 126877 183410 1188192 0 1325172 26780 86789 174784 37913 39253 613675 3444 0 24841 2112 1663 7090 0 12517235 5 Primary/ (Classes I-V) 132367 21898 127511 8277 187992 1399 194298 0 10612 24780 124747 114633 9210 271101 274634 18851 46347 26112 35773 126881 0 210046 3909 23198 26110 9186 9540 86596 1002 0 5318 556 300 2479 0 2135663 6 Boys 84520 18736 107647 3743 137652 1283 153886 0 9096 14305 79660 88519 8214 165309 218044 15962 53749 24984 31547 84968 0 101819 4834 21418 20703 4302 8920 55517 845 1847 0 2983 422 282 2043 0 1525912 7 Girls 8 Total 216887 40634 235158 12020 325644 2682 348184 0 19708 39085 204407 203152 17424 436410 492678 34813 100096 51096 67320 211849 0 311865 8743 44616 46813 13488 18460 142113 544 0 8301 978 582 4522 0 3661575 Middle/Upper Pry.(Classes VI-VIII) 100662 16278 101763 3664 113497 778 110856 0 8077 10859 47532 61579 4892 129806 162130 11758 22841 17886 19797 70137 0 115581 2321 11773 14748 6626 7584 43645 544 0 2392 253 226 1840 0 1222325 9 Boys 49496 11849 69345 1971 60537 593 79255 0 6695 6694 27587 44210 4855 60265 100999 9902 22821 18338 17260 44972 0 34743 2454 10807 10097 2501 5523 20956 1088 0 1323 174 204 1625 0 728595 10 Girls 11 Total 150158 28127 171108 5635 174034 1371 190111 0 14772 17553 75119 105789 9747 190071 263129 21660 45662 36224 37057 115109 0 150324 4775 22580 24845 9127 13107 64601 75 0 3715 427 430 3465 0 1950920 Sec/Hr.Sec/Pre-Degree (Classes IX-XII) STATEMENT 6: Enrolment by Stages (Scheduled Tribes) 2003-2004 (Provisional) as on 30 September 2003 18792 3233 18732 14664 9280 142 26854 0 2413 316 8877 11398 1385 30986 24902 6096 13391 6067 7691 18637 0 19616 708 2969 1578 8051 1594 8045 75 143 0 70 2171 137 22 269034 12 Boys 7617 2063 9780 4509 4650 69 17560 0 1734 452 8610 6267 2116 8504 10780 5417 11801 5180 5165 7132 0 9372 567 1477 953 2110 337 3872 70 142 0 23 1506 77 19 139932 13 Girls Total 14 26409 5296 28512 19173 13930 211 44414 0 4147 768 17487 17665 3501 39490 35682 11513 25192 11247 12856 25769 0 28988 1275 4446 2531 10161 1931 11917 145 285 0 93 3677 214 41 408966 Higher Education 282 42.57 Girls 4 *Dropout rates are shown combined with the respective parent Pradesh Arunachal Pradesh Assam Bihar Chattisgarh Goa Gujarat Haryana Himachal Pradesh J&K Jharkhand Karanataka Kerala Madhya Pradesh Maharashtra Manipur Meghalaya Mizoram Nagaland Orissa Punjab Rajasthan Sikkim Tamil Nadu Tripura Uttar Pradesh Uttaranchal West Bengal A&N Islands Chandigarh D&N Haveli Daman & Diu Delhi Lakshadweep Pondicherry INDIA 2 State/UTs 42.

92 Girls 7 Statement-8: Dropout rates in Classes (I-V), (I-VIII) and (I-X) for the year 2003-2004 59.69 Total 11 283 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 1 Classes I-V Andhra Pradesh 44.19 *Dropout rates are shown combined with the respective parent state.19 Girls 7 Statement 9: Dropout Rates of SC Students in classes I-V, I-VIII and I-X – 2003-04 66.13 Total 11 Annual Report 2005-06 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 1 Classes I-V Andhra Pradesh 63.

67 *Dropout rates are shown combined with the respective parent state.43 Girls 7 Statement 10: Dropout Rates of ST Students in classes I-V, I-VIII and I-X – 2003-04 79.25 Total 11 285 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 1 S.AndhraPradesh Arunachal Pradesh Assam Bihar Chattisgarh Goa Gujarat Haryana Himachal Pradesh Jammu & Kashmir Jharkhand Karnataka Kerala Madhya Pradesh Maharashtra Manipur Meghalaya Mizoram Nagaland Orissa Punjab Rajasthan Sikkim Tamil Nadu Tripura UttarPradesh Uttaranchal West Bengal A&N Islands Chandigarh D&N Haveli Daman & Diu Delhi Lakshadweep Pondichery TOTAL 2 State/UTs 96649 2259 55018 78568 50044 445 8116 22679 16598 17771 24806 27772 11152 130406 74088 5064 7300 3009 4896 54589 15303 88457 2667 44493 7501 263861 19099 117669 422 62 291 99 7784 171 784 1259892 Male 3 75952 936 28901 17246.7 18468 1868 10366 23886 12140 12075 6344 23536 29407 66696 113731 3185 6445 2840 2578 23593 25502 31911 2364 76743 7105 131341 21428 39728 534 253 387 327 16915 142 2092 836966 Female 4 I-V Primary 172601 3195 83919 95815 68512 2313 18482 46565 28738 29846 31150 51308 40559 197102 187819 8249 13745 5849 7474 78182 40805 120368 5031 121236 14606 395202 40527 157397 956 315 678 426 24699 313 2876 2096858 Total 5 Male 6 42290 844 16826 12178 5834 410 106442 3044 2808 11061 7683 107072 30424 49332 80817 3610 3026 1663 1590 13969 6904 42148 410 34144 1864 45200 5552 2967 382 162 61 148 6724 53 859 648501 Female 7 VI-VIII Middle/Upper Primary 58075 2125 56321 44476 19379 154 92899 5345 6391 15563 18853 82696 14740 82851 106004 5224 3581 3943 3775 35817 6639 112773 730 25935 5158 111474 10528 8421 355 16 152 133 2468 58 734 943786 Statement 11: Number of Teacher 2003-04 (Provisional) as on 30.

2003 100365 2969 73147 56654 25213 564 199341 8389 9199 26624 26536 189768 45164 132183 186821 8834 6607 5606 5365 49786 13543 154921 1140 60079 7022 156674 16080 11388 737 178 213 281 9192 111 1593 1592287 Total 8 112105 2699 56291 37709 16927 2806 52059 36318 16970 15799 8850 64808 33188 63196 186513 7263 3566 2774 4714 50570 30105 82009 478 82317 12390 132817 21166 88031 1366 880 167 193 20032 321 2632 1250029 Male 9 68551 783 20748 4935 7658 4758 18919 26339 9884 8764 4660 30984 73956 36452 86144 5016 2708 1120 3088 14429 37927 32069 234 125684 5531 50432 8168 36354 1378 4280 156 119 39171 125 2925 774449 Female 10 IX-XII Sec.180656 3482 77039 42644 24585 7564 70978 62657 26854 24563 13510 95792 107144 99648 272657 12279 6274 3894 7802 64999 68032 114078 712 208001 17921 183249 29334 124385 2744 5160 323 312 59203 446 5557 2024478 Total 11 1,20,975/- It is stated that there is no pending U.in respect of the grants released to the organization during the preceeding three Report 2005-06 Annexures Annexure XIV Summary of important Audit observations Ministry of Human Resource Development, Department of Secondary and Higher Education Review of Grant tent saving and unrealistic budgeting: During 2001-04, there were persistent under-utilisation of provisions under some schemes which indicated unrealistic budgeting, deficient financial management and slackness in implementing the schemes.There were six schemes during 2001-04 where provision remained under-utilised ranging between t provision: The unspent provision during 2003-04 was the previous years 2001-02 and 2002-03 it was of Expenditure: During the years 2001-04, there were 14 instances involving rush of expenditure during the month of March ranging between 24 to 100 per cent of the total disbursement of the respective major yment due to incorrect pay fixation: Misinterpretation of orders on pay fixation resulted in overpayment of Rs.44 crore to 479 Assistant Professors as of March 2004 by the Indian Institutes of Institutes have not recovered the overpaid amount despite orders of the Ministry.

Irregular Payment of bonus: Indian Institute of Technology at Delhi, Kanpur, Kharagpur, Bombay, Madras and Roorkee paid bonus of Rs.24 lakh to ineligible employees in contravention of the Government of India ul expenditure: Study material printed in substantial excess of the actual need resulted in avoidable surplus stock leading ultimately to wasteful expenditure of Rs.20 lakh as the course for which the material had been printed was discontinued rendering the material e of excess grants: Failure of the Ministry to release grants to the Indian Institute of Management, Lucknow, on net deficit basis resulted in the release of excess grants amounting to amount was irregularly parked by IIM in its Endowment/Corpus lar financial assistance: Ministry released central assistance of Rs.75 crore during each of the years 2002-2003 and 2003-2004 to the Government of Uttar Pradesh under the scheme Vocationalisation of Secondary Education, against the guidelines of the Planning Commission according to which expenditure on staff engaged under centrally sponsored schemes involving phased coverage becomes committed non-plan liability of the State Government from the next plan period.

Inadequate monitoring of utilization of grants: Failure of the Ministry to verify utilization of the grant of Rs.

96 crore released under CLASS scheme during the year 1997-98 to Government of Madhya Pradesh for maintenance of computers resulted in Rs.48 crore being spent on purchase of items not covered under the scheme and the balance of Rs.48 crore lying unutilized as of September interest cost to the Government of India on the unutilized amount was Rs.Irregular payment of administrative overhead/service charges: The Director of the Project on History of Indian Science, Philosophy and Culture who also chaired its monitoring agency a voluntary organisation paid Rs.86 lakh to the latter as service overhead charges without the approval of the Ministry.

2 of 2005) 331 508595 0 901 120 0 2483 2673 37110 3011 1423 14132 1461 5727 15345 16198 1242 102677 2466 10232 48515 25543 50267 740 0 0 3 1 0 10 12 106 11 8 43 6 20 49 51 5 277 7 265 120 89 162 3 0 1478 Intake 24630 5120 14336 120 420 11517 13305 190 240 198 NOI 71 15 39 1 1 43 57 1 1 1 Engineering 629 0 1 0 0 1 3 54 7 2 16 1 7 23 26 1 82 1 115 64 24 83 1 0 NOI 50 4 37 1 1 15 8 1 0 0 32708 0 40 0 0 60 75 3288 390 98 956 60 384 1208 1291 40 4955 60 3058 3750 1350 4482 60 0 Intake 3050 248 2345 30 60 850 490 30 0 0 Pharmacy 118 0 0 0 0 1 1 6 1 2 2 0 6 7 2 1 7 0 14 14 5 32 2 0 NOI 4 1 6 0 0 2 2 0 0 0 4379 0 0 0 0 40 22 400 40 80 84 0 188 280 80 30 420 0 460 340 150 1147 30 0 Intake 140 40 290 0 0 64 54 0 0 0 Architecture 70 0 0 0 0 1 0 5 5 0 1 0 3 6 3 0 1 0 2 20 2 10 0 0 NOI 4 0 1 0 0 2 4 0 0 0 4435 0 0 0 0 60 0 350 360 0 60 0 120 360 180 30 60 0 120 1395 120 560 0 0 Intake 240 0 60 0 0 120 240 0 0 0 HMCT Annexure XV 1052 0 6 1 0 8 12 118 17 1 23 6 34 26 33 1 199 2 155 97 37 138 2 0 NOI 47 5 39 0 0 26 16 2 0 1 MBA 80464 0 307 30 0 1818 1075 9067 795 150 2570 380 5902 2620 3357 120 13045 120 9795 4897 1840 11138 210 0 Intake 3795 360 2952 0 0 1968 1988 120 0 45 976 0 4 0 0 3 6 97 12 1 30 2 17 37 19 0 234 5 168 85 35 65 1 0 NOI 53 9 26 0 1 33 32 0 0 1 0 180 0 0 672 300 5350 675 42 1770 270 1020 2275 1390 0 16580 270 9030 3215 1515 3408 30 0 Intake 2925 570 1485 0 45 672 1799 0 0 60 55548 8 0 0 0 0 0 0 0 0 1 0 1 1 0 0 0 0 0 0 0 0 5 0 0 NOI 0 0 0 0 0 0 0 0 0 0 535 0 0 0 0 0 0 0 0 100 0 60 60 0 0 0 0 0 0 0 0 315 0 0 Intake 0 0 0 0 0 0 0 0 0 0 Applied Arts & Crafts Annexures Annexure XVI Scheme of Assistance for Strengthening Education in Human Values Details of NGO for 2005-2006 (State Wise) S.Indian Institute of Management, Lucknow Prabandh Nagar, off Sitapur Road Lucknow - 226 013 (UP) Home Page: Singh Director TEL: 91-522-2734001 FAX: 91-522-2734005 E-mail : email protected m Director TEL: 91-80-3092444 FAX: 91-80-3237178 l Nehru National Institute of Technology, Allahabad – 211 004 (Uttar Pradesh) ar, Director, Tel: 0532 - 2445100, 2271101 (O), 0532–2540228 (R), Fax: 2445101, 2445077 Email: email protected 41.Maulana Azad National Institute of Technology, Bhopal – 462 007 (MP) , Director, Ph: (0755) 2670900 (O), 2670836 (R), 094250 11642 (Mob.) Fax: 2670562, 2670602, 2671175 Web: & Web: 42.National Institute of Technology, Calicut - 673601 (Kerala) Dr.

0495–2286155 (R) Fax: (0495) 2287250 Mobile: 9446163261 E-mail – email protected Web: 43.(0343) 2546397 (O) Fax: 2547375-6753 Mobile: 9830128721 E-mail: email protected 44.National Institute of Technology, Hamirpur - 177 005 (Himachal Pradesh) Dr.222308 (O) 222383 (R) 222417-18 Mobile: 9816227416 (EPBAX) Fax: 01972-223834, 222 584 Registrar: 224390 Email: email protected 45.Malaviya National Institute of Technology, Jaipur - 302 017 (Rajasthan Prof.

2702110 (R) Mobile: 9414031144 Fax: 2702107 E-mail: email protected 339 46.: 0181-2690802 PBX-2690301-02 Mobile: 9810553516 Fax: 2690-320/932, 299166 46 A .National Institute of Technology, Jamshedpur-831 014 (Jharkhand) Dr.0657–2373375 (O) 2407629 (R) Cell: 9437048906 Fax: 2382246, 2407642 E-mail:director-nitjsr @ & email protected padhyay, Director, Ph: 01744–238083, 238044 Fax: 238050 Mobile: 9896387231 Email: email protected varaya National Institute of Technology, Nagpur – 440 011 (Maharashtra) Prof.0712–222 3969 (O) 2224599 (R) Mobile: 094221 04691 Fax: 2223969, 222-4599 (R) , Director (I/C), Tel: 0612-2670631 (O), 2672876 (R) FAX: 0612-2670631 Cell: 0612-3127756 , Director (I/C), Tel: 0771 – 2254 200, 2253675 FAX: 2254600 Website: 51.

National Institute of Technology, Rourkela –769 008 (Orissa) Prof.2463001 2472081 (R) (M) 094370 41081 Fax: 2472926, 2462999, PABX: 24476618/2476746 Web: al Institute of Technology, Silchar – 788 010 (Assam) Prof.Banik, Director, Cell: 9864025475 Ph: 03842–233179 (O), 242273 (Direct), Ph.242814 (R) Fax: 233797 E-mail: email protected / email protected / Annual Report 2005-06 al Institute of Technology, Srinagar-190 006 (J&K) Prof.0194-2422032 (O) 2427426(R) 2427863(R) Fax: 0194-2420475 EPABX 2421347/2420-475/423 Vallabhbhai National Institute of Technology, Surat – 395007 (Gujarat) Dr.

Porey, Director, Ph: 0261–2227334, 2201505, Ph.213119, 222 1119 (R) Fax: 222 7334 (Mob) 098251 49292 E-mail: email protected Web: 54.National Institute of Technology Karnataka, Surathkal-575 025 (Karnataka) mar, Director (I/C), Ph: (0824) 2474034, 2476318 (O) Ph.2474275 (R) Fax: 0824-2476090 Mobile: 9845822275 E-mail: email protected 55.National Institute of Technology, Tiruchirappalli - 620 015 (Tamil Nadu) baram, Director, Mobile: 098424 50373 Ph: 0431–2500 370 (O) 250 0377 (R) Fax: 250 0133, 250 0144 Email: email protected al Institute of Technology, Warangal - 506 004 (Andhra Pradesh) , Director, Ph:0870-2459216 (O) 2431647 (R) Fax: 2459547, 2459119 – direct Cell: 9440162620 E-mail: email protected E-mail: email protected Director TEL: 91-326-2210024-27 FAX: 91-326-2210028 58.

Sinha Director (I/C) TEL: 0651-2290859 (O) 2242989 (R) FAX: 0651-2290860 341 -Indian Institute of Information Technology and Management, (ABV-IIITM), MITS Campus, Gwalior - 474 075.Om Vikas Director Tel: 91-751-460312 Fax: 91-751-460313 Institute of Information Tehnology, Nehru Science Centre, Kamla Nehru Road, Allahabad - 211 002 Home Page: Director Tel: 91-532-604701 Fax: 91-532-608469 E-Mail: email protected Prasad Mishra Institute of Information Tehnology Design and Manufacturing IT Bhawan,Jabalpur Engineering College Campus Ranjhi, Jabalpur - 482011 Acting Director Tel: 0761-2632273 Fax: 0761-2632524 President TEL: 91-11-24648415 FAX: 91-11-24647746 E-Mail : email protected 63.School of Planning & Architecture, 4, Block B, I.Shah Director (I/C) TEL: 91-11-23702395 (O) FAX: 91-11-23702381 al Institute of Technical Teachers’ Training & Research Block FC, Sector - III, Salt Lake, Bidhan Nagar, Kolkata - 700 Page: / CollegePark/Pool/6373 charya Director (I/C) TEL: 91-33-3370479 FAX: 91-33-3376331 al Institute of Technical Teachers’ Training & Research, Southern Region, Taramani PO, Chennai- 600 kash Narain Director TEL: 91-44-2352126 FAX: 91-44-2352126 Director (I/C) TEL: 91-755-540600 FAX: 91-755-540996 E-Mail: email protected E-Mail: email protected i Director TEL: 91-172-549369 FAX: 91-172-549366 Annual Report 2005-06 Kannu Director TEL: 91-44-2352235 FAX: 91-44-2301563 69.Board of Apprenticeship Training, Western Region, New ng, 2nd Floor, ATI Campus, Sion-Trombay Road, Sion, MUMBAI - 400 Director TEL: 91-22-5224682, 5225635 FAX: 91-22-5225923 70.

Board of Practical Training, Eastern Region,Block EA, Sector I ( Estate) PO Salt Lake City, Kolkata - 700 shi Sundram TEL: 91-33-3370750, 3370751 FAX: 91-33-3216814 71.Director TEL: 91-512-243644, 241336 FAX: 91-512-241336, 240981 India Council of Technical Education (AICTE), Indira Gandhi Sports Complex, Indraprastha Estate, ITO, New Delhi - 110 r Acharya Chairman TEL: 91-11-23392553 FAX: 91-11-23392557 72 A.Educational Consultants of India Limited, Plot No.Anju Banerjee CMD TEL: 91-120-2515366 FAX: 91-120-2512010 73.

Kalyan Kumar Director TEL: 91-0360-244307 FAX: 91-360-257696, 244307 Director (I/C) TEL: 91-1672-83657 FAX: 91-1672-83657 Organisations in the Secondary School Education Sector 75.Central Board of Secondary Education, 2, Community Centre, Preet Vihar, NEW DELHI - al Council for Educational Research and Training (NCERT), Sri Aurobindo Marg, NEW DELHI - a Kumar Director TEL: 91-11-26964912 FAX: 91-11-26868419 E-mail : email protected 77.Pant Chairman TEL: 91-11-26464102 FAX: 91-11-26211453, 26288535 E-mail : email protected Ranglal Jamuda Commissioner TEL: 91-11-26512579 Res.Singh Commissioner TEL: 91-11-29244148 FAX: 91-11-29244149/29244151 E-mail : email protected 80.91-11-26962580/ 26864141 Fax: 91-11-26864141 email protected t Institute of Educational Technology, Drive in Road, Near Manav Mandir, 132 Road, Gujarat University Campus, Navrangpura, Ahmedabad - Biplab Dasgupta Acting Director, Tele.

91-612-667635 / 671155 Fax: 91-612-668100 Institute of Education Technology, Agarkar Marg, Pune- 411 004, a Inamdar, Director, Tel: 91-20- 565286 EPBAX: 91-20- 5652679 Fax: No.email protected Annual Report 2005-06 Institute of Education Technology, TC No.15/160 Padmabai Road, Vellayambalam, Thiruvananthapuram - 695 010, Sebastian, Director, Tel: 91-0471-2315076 Email - email protected Institute of Education Technology, Nishat Ganj, Lucknow-226007, Uttar Page:Shri Sanjay Mohan Director (Additional Charge), Tel: 91-522-387816 / 386295 Fax: 91-522-386211 E-Mail: email protected E-Mail: email protected Prasad, Director, Tel: 91-040-7038339,7038356 Fax:91-040-7038122 E-Mail: email protected 88.Shri Pratap Aditya Mishra, Director, Tel: 91-674-301497 Fax: 91-674-301497 E-mail : email protected Organisations in the Languages Development Sector l Institute of English and Foreign Languages, HYDERABAD - Harinaraya Acting Director TEL: 91-40-7018131 FAX: 91-40-7018402 E-mail: email protected E-mail: email protected 90.

Central Institute of Indian Languages, Manasagangotri, Mysore - 570 006 Home Page: Prof.

Uday Narayana Singh Director, TEL: 91 821 515820 FAX: 91 821 515032 E-mail: email protected email protected , Director TEL: 91-562-320684 FAX: 91-562-320684 92.National Council for Promotion of Urdu Language, West Block Director TEL: 91-11-26103938 FAX: 91-11-26108159 345 al Council for Promotion of Sindhi Language, 5th Floor, Darpan Building, Road, Alkapuri, Vadodra - Lata Taneja Director TEL: 91-265-342246 FAX: 91-265-357331 a Sastry Director TEL: 91-11-25541949 FAX: 91-11-25541948 Secretary TEL: 91-734-511530 FAX: 91-734-511530 Kumar Chairman Tel: 26102882 Fax 26102882 97.91-11-26100758 Organisations in the Adult Education Sector 98.91-11-23387648 Fax-91-11-23381355/23382397 Kumar Director Tel: 91-11-23388446 Fax: 91-11-23383739 Organisations in the of Elementary Education and Policy Planning Sectors al Council for Teacher Education (NCTE), Indira Gandhi Indoor Stadium, Indra Prastha Estate, New Delhi - 110 002 Home Page: Shri Shardindu Chairperson TEL: 91-11-23392670 FAX: 91-11-23392665(O) 101.Madhu Pant Director TEL: 91-11-23239141 FAX: 91-11-23231158 al Institute of Educational Planning and Administration (NIEPA), 17-B, Sri Aurobindo Marg, NIE Camp, NEW DELHI - Praksh Director TEL: 91-11-26515472, 26853038 FAX: 91-11-26853041 Annual Report 2005-06 Variety What Is APA Formatting? APA is an acronym for the American Psychological Association and documents which are written by using this APA style uses this system to cite specific sources within the social sciences.

This APA style uses a specific kind of format and it also uses in-text citations as well as footnotes, endnotes, and usually a rather extensive reference page.To compare this style with others it could be useful to do a comparison of API versus MLA.Such an APA style document should be typed double-spaced on a standard size page and in order to remain within the boundaries of this style it is requested that 1 inch margins are used on all sides.Most people use a 12 point Times New Roman font but technically any font which are clear and easily readable will be acceptable.What Is MLA Formatting? MLA is an acronym for Modern Language Association it is also sometimes referred to as the name and work style.

The MLA format is used by high school students and also students in undergraduate studies.Some guidelines for this style of writing are the use of a standard size of paper, it is preferred that the document is double spaced and once again it is requested that you use a kind of font which are highly readable like Times New Roman.Various APA versus MLA differences exist.The preferred font size is 12 points and only one space should be used after periods or other punctuation marks and in this style it is also requested that you keep spaces on all sides at 1 inch.Differences Between MLA and APA Formats APA versus MLA differences, MLA does not use commas to separate the material while APA does.

In MLA the date follows the publisher in the citation while in APA the date follows the author.In the MLA format the source page is called a “works cited” while in APA it is known as references.Both MLA and APA formats are widely used.In MLA all the major words which are contained in a specific title are capitalized and the title is underlined while in APA only the first word of the title and the first word of the subtitle and also proper nouns are capitalized while all of the rest are in lowercase.The title in an APA document will be in italics.

The MLA format will spell out the full names of the author while in the APA format only the surname will be spelled out while everything else will only be initials.47 Other Uses of MLA and APA Formats MLA and APA formats have grown in popularity especially in educational institutions.It will often depend on the specific task which format will be used by our professional editing service, and if unsure, it will be prudent to inquire about which specific style is preferred by the specific institution or educator.A significant amount of editing will be needed if it is discovered that you have been using the wrong style since there are considerable differences between MLA and APA formats.