Current Educational News of Importance

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e-Book by Arun C Mehta released: FORTY YEARS OF ARUN C MEHTA at NIEPA

e-Book by Arun C Mehta: FORTY YEARS OF ARUN C MEHTA at NIEPA, New Delhi

Professor Arun C. Mehta
Professor & Head (Formerly)
Department of Educational Management Information System
NIEPA, New Delhi

Ph.D. (Demographic Projections) from the University of Rajasthan, Jaipur; specialist in EMIS, Quantitative Techniques and Projections and Forecasting of Educational Data; authored books on Education for All in India, Enrolment Projections, Population Projections and Upper Primary Education and contributed a number of research articles in journals and in NUEPA Occasional Paper Series; published a number of reports annually based on DISE data; presented papers both at the Oxford and Cambridge Universities, Consulted by World Bank, UNICEF, UNESCO and ACCU (Japan), Trained at UNESCO Regional Office at Bangkok and Harvard Institute of International Development, USA. Was actively engaged in strengthening of Educational Management Information System in India during 2001 to 2017 (January) at the national level and managed one of the World’s largest information systems i.e. District Information System for Education (DISE/U-DISE). & developed under the guidance of Prof. Mehta is the recipient of e-Governance 2010 & eINDIA 2010 National Awards & Manthan Award South Asia 2010 & EMPI Indian Express Indian Innovation Award 2012.

e-Book Released: 15th February 2022

The  e-Book, entitled Forty Years of Arun C Mehta at NIEPA: 1980 to 2019 was released  on 15th February 2022 by Prof. N. V. Varghese, Vice-Chancellor, NIEPA, New Delhi. Prof. Varghese highlighted importance of research work done by Prof. Mehta, specially his contributions towards strengthening Educational Management Information System (EMIS) in India through Unified District Information System for Education (U-DISE) in his address.

Prof. Mehta presented details of e-Book in the release function. Prof. G. D. Sharma, Former Head of the Higher Education Department, NIEPA and Prof. Sridhar Srivastava, Joint Director, NCERT, New Delhi reflected on research work  carried out by Prof. Mehta over almost four decades and highlighted importance of self accountability in the academic field.  Shri A. N. Reddy, Assistant Professor, NIEPA made the introductory observations and welcome the guests and briefly introduced the speakers.

Video Recording of Release Function

The Foreword of e-Book  is written  by Prof. Kuldeep Mathur, Former Director, NIEPA.

Late Prof. B. P. Khandelwal (Former Director NIEPA), Prof. P. K. Joshi (Former Director NIEPA & presently Chairman of UPSC), Prof. R. Govinda (Former Vice-Chancellor, NIEPA), Shri Baldev Mahajan (Former Joint Director NIEPA), Prof. Marmar Mukhopadhyay (Former Joint Director, NIEPA), Prof. G. D. Sharma (Former Head of the Higher Education Department, NIEPA), Prof. Najma Akhtar (Former Professor NIEPA & presently Vice-Chancellor, Jamia Milia Islamia University), Mr. Simon Ellis (Former Regional Director UNESCO Institute for Statistics) and Prof. Geeta Gandhi Kingdon, Chair of Education and International Development, University College London have extensively commented on the research undertaken by Prof. Arun C Mehta.

Foreword & Observations on Research  by Prof. Arun C Mehta

Download Full e-Book

Video Recording of Release Function

Cyber-Crime Education & Preventation

Cyber-Crime Education: Prevention is Better than Cure

In the present day, with lots of new technologies coming every day, do not think that anyone using a mobile phone/computer has any option but to avoid the untoward situation and loss by taking basic preventive measures. Though the cybercrime and nature of the crime that is taking place in society have affected most senior citizens, non-tech-savvy people must be extra cautious.

A careless attitude may result in loss of information which can be misused by criminals who always look for the opportunity to attack. Once a person is trapped may lose his personal information, money, and reputation in society, extortion through blackmail, and even become a part of the cyber-crime.

Once the criminal has access to vital information, s/he can even influence an individual to do something wrong and indulge in a crime, often even without knowing. In the process, many times, not only was the victim at a loss, but many times his friends and family members were also affected and met loss. There are instances where individuals’ personal and business data are stolen and shared with competitors, resulting in heavy business loss.

Given the above, it seems that a small amount of carelessness may affect an individual and his/her family members heavily and cause loss.

Who is vulnerable?

In the prevention process, it is essential to know what is vulnerable. Practically everything that an individual is indulged in day-to-day life may be his mobile number, FaceBook and Instagram accounts, photos that he/she shares through social media including Whatsapp,  chat, messages, email, online bank account, using online payments (Paytm), internet browsing, internet calling and even a call on mobile phone, etc. nothing is invulnerable.

This gives us the feeling that old paper-pencil days were more secure. The present-day full of advanced technologies can also be secure but with a small additional caution and prevention.

Can cybercrime be prevented?

Yes, taking a few preventive measures ensures that cybercrime/attack can be prevented, but one has to be vigilant at all or most of the time. Mobile phone plays a vital role through which most cyber crimes take place. Can we stop using mobile phones? No, these days, it is not possible. Then what is the solution? How can we safeguard our data? It is in our own hands; we need to change our habits and be extra cautious on mobile and the internet.

Where do cyber-criminal get data?

From where do cybercriminals get data? Who provides the personal data? The answer is simple; we only provide data through irresponsible and casual behavior. Cybercriminals apply different tactics to different people to access personal data. Some people get phishing emails, and others get lucrative offers and freebies. Mind it; nothing is accessible for free on the internet; even a free Mobile App is not free, which also collects individual personal data and sells it for profit. So be extra cautious when downloading a new Mobile App or when next you get lucrative offers through email.

In case of a Cyberattack, Call the helpline number 1930

Cyber Crime Education: Prevention is better than cure  [Download PDF]

Year End Review of Samagra Shiksha 2022 Minstry of Education

Samagra Shiksha, launched on 5th April 2018, emerged from the merger of Sarva Shiksha Abhiyan and RMSA. Till now, its implementation framework was in Draft form. Off late, the Ministry of Education, through a letter to all the States & UTs on 12th October 2022, released SAMAGRA SHIKSHA, An Integrated Scheme for School Education Framework for Implementation. Through the press release on 30th December 2022, the Ministry presented its Report Card in the form of a year-end review of the Ministry of Education, including the flagship Samagra Shiksha, which looks spectacular.

Year End Review –Ministry of Education, Samagra Shiksha

Press Information Bureau (Release ID: 1887647), Posted On: 30 DEC 2022 8:39PM by PIB Delhi

  • Samagra Shiksha Scheme has been aligned with the recommendations of the National Education Policy: 2020
  • A new centrally sponsored scheme Pradhan Mantri Schools for Rising India (PM-SHRI) Yojana approved by Cabinet
  • Development and Upgradation of 14,500 schools across India under PM-SHRI
  • Fifth edition of Pariksha Pe Charcha, the unique and popular interactive program of Prime Minister with students, teachers and parents organised on 1st April 2022
  • Nearly 2.5 Crore school students take part in regular EBSB activities during the year 2022.
  • Vidyanjali program successfully impacts 10.85 lakh students across country through active volunteers’ participation

Samagra Shiksha

The Centrally sponsored scheme of Samagra Shiksha of the Department of School Education and Literacy is an overarching programme for the school education sector extending from pre-school to class XII. The scheme treats school education as a continuum and is in accordance with Sustainable Development Goal for Education (SDG-4). The Samagra Shiksha Scheme has been aligned with the recommendations of the National Education Policy: 2020 (NEP: 2020) and extended from 2021-22 to 2025-26.

Cabinet Committee on Economic Affairs has approved continuation of Samagra Shiksha Scheme for a period of five yereviears i.e., from 2021-22 to 2025-26 with a total financial outlay of Rs 2,94,283.04 crores which includes Central share of Rs 1,85,398.32 crores, as per EFC recommendations and approval of revised programmatic and financial norms.

ICT and smart class approvals: Under the Information & Communication Technology (ICT) component of the Samagra Shiksha Scheme, there is a provision to impart computer literacy and computer-enabled learning to children, by developing and deploying curriculum-based interactive multimedia, digital books, virtual labs etc. across the country. It supports the establishment of smart classrooms, and ICT labs in schools, including support for hardware, educational software and e-content for teaching. It envisages covering all Government/Government-aided schools with classes VI to XII. Till November 2022 (since inception), ICT Labs have been approved in 1,20,614 schools and Smart classrooms in 82,120 schools across the country.

Brief of activities undertaken from 1st January, 2022 to 31st December, 2022 is as under:

  1. Shiksha Shabdkosh – Department of School Education & Literacy has brought out Shiksha Shabdkosh, a document on glossary of various terminologies in School Education and a compilation of all the terms which have been used in the context of school education.
  2. Samagra Shiksha Framework for Implementation – Department of School Education & Literacy has issued a Samagra Shiksha Framework, which gives the Key Performance Indicators (KPI) for each component and physical and financial details of implementation of each component of Samagra Shiksha.
  3. 444531 Schools have awarded Fit India Flag, and 43074 Schools have applied for 3 Stars Rating and 13008 Schools have applied for 5 Stars rating.
  4. 4th FIT India School Week is being celebrated from 15th November 2022 till 15th January 2023. Till 19th December 2022, total 1,17,844 students participated in various activities.
  5. FIT INDIA Quiz 2022 for schools has been launched by FIT India Team. In this 1,74,473 students registered from 42,490 schools across 36 States/UTs in 2022.
  6. A Virtual event on Assistive Technology Innovations for Inclusive Education as a part of Azadi Ka Amrit Mahotsav (AKAM): As a part of Azadi Ka Amrit Mahotsav (AKAM), Department of School Education & Literacy, Ministry of Education, in collaboration with Atal Innovation Mission, NITI Aayog organized a virtual event on Assistive Technology startups for Inclusive Education showcasing innovations and startup solutions on January 17, 2022. The virtual event on ‘Assistive Technology Innovations for Inclusive Education’ focused on start-ups and their innovations that enhance or aid the learning of children with special needs.
  7. Fifth edition of Pariksha Pe Charcha, the unique interactive program of Hon’ble Prime Minister, Shri Narendra Modi with students, teachers and parents was held successfully on 1st April 2022 at Talkatora Stadium. Selection for this program was carried out through a creative writing competition for the students of classes 9 to 12, teachers and parents on portal from 28th December, 2021 to 3rd February, 2022.

PRASHAST Mobile App – “Pre Assessment Holistic Screening Tool”:

Department of School Education & Literacy has launched a Disabilities Screening Checklist for Schools and an Android Mobile App titled as PRASHAST Mobile App – “Pre Assessment Holistic Screening Tool” for schools during Shikshak Parv, 2022. PRASHAST App will help in screening 21 disability conditions recognized in RPwD Act, 2016, at the school level and will generate the school-wise report, for further sharing with the authorities for initiating the certification process, as per guidelines of Samagra Shiksha. PRASHAST Mobile App has been developed by CIET, NCERT.

Amendment in RTE Act, 2009 w.r.t. pupil teacher ratio for special educators in general schools:

The schedule to RTE Act, 2009 has been amended regarding pupil teacher ratio for special educators in general schools i.e. one special education teacher for every ten pupils with disabilities enrolled at primary level and one special education teacher for every fifteen pupils with disabilities enrolled at upper primary level and a notification has been published in Gazette of India vide Notification No. S.O. 4586 (E) dated 21.09.2022 (published on 29.09.2022).

Exam Accommodations to CwSN in Board Exams:

Virtual Inclusive Education Meets were organized by DoSEL on 31.01.2022 and 09.06.2022 with the IE coordinators of all states and UTs to review the status of Board Accommodations offered to CwSN. As information received from States/UTs, 32 out of 36 States/UTs have notified the exam accommodations provided to CWSN to be availed in Board Exams, 20 out of 36 States/UTs prepared Audio/ Video films on Exam Accommodations provided to CWSN in Board Exams and 27 out of 36 States/UTs conducted webinars to sensitize teachers/ principals on Exam Accommodations.

Up-gradation of Kasturba Gandhi Balika Vidvalavas (KGBVs):

KGBVs are residential schools under Samagra Shiksha, for girls from class VI to XII belonging to disadvantaged groups such as SC, ST, OBC, Minority and Below Poverty Line (BPL). Under Samagra Shiksha, provision has been made to upgrade/converge the existing KGBVs at upper primary level and Girls’ Hostels at secondary/senior secondary level, as feasible, up to Senior Secondary Level. The task of up-gradation of the KGBVs was started in the year 2018-19 and till the year 2022-23,a total of 357 KGBVs have been approved for up-gradation to Type-II (class 6-10) and 2010 KGBVs have been approved for up-gradation to Type-III (class 6-12).


NEP 2020 envisages a shift from summative assessment to regular and formative assessment, which is more competency-based, promotes learning and development, and tests higher-order skills, such as analysis, critical thinking, and conceptual clarity. In view of implementation of NEP 2020, a new National Assessment Centre, PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development) will be setup as a standard-setting body under Ministry of Education in NCERT. This centre will work for setting norms, standards, and guidelines for student assessment and evaluation for all recognized school boards of India, hand holding the States and undertaking the National Achievement Survey (NAS). This Centre will also advise school boards regarding new assessment patterns and latest researches, promoting collaborations between school boards. It will encourage and assist school boards to shift their assessment patterns towards meeting the skill requirements of the 21st century. PARAKH will be established as a technical organisation with knowledge of assessment standards and skills, as well as a robust understanding of policymaking and implementation.

National Achievement Survey (NAS) 2021:

The Government of India has been implementing a programme of sample based National Achievement Survey (NAS) aimed at classes III, V, VIII and X with a cycle period of three years. The NAS 2021 was held on 12.11.2021 and has covered (a) Government Schools (Central Government and State Government); (b) Government Aided Schools; and (c) Private Unaided Schools. Subjects covered are Language, Mathematics & EVS for class 3 & 5; Language, Mathematics, Science & Social Science for class 8 and Language, Mathematics, Science, Social Science and English for class 10.

About 34,01,158 students of 1.18 lakh schools from both rural and urban areas, have appeared in NAS 2021 which was held on 12th  November, 2021. National, State/UT and District Reports for NAS 2021 have been released on 25.5.2022 and are available at The learning gaps identified at the district level will be used to provide feedback to the districts.

Further, a national level workshop on Post-NAS 21 interventions was organised on 28/07/2022 by Ministry of Education with representatives of all States/UTs, SCERTs, DIETS and NCERT. The purpose is to support State/UT governments in developing long term, mid-term and short-term interventions to improve learning levels and orient on differential planning based on NAS 2021 data. In addition, NCERT has conducted Post-NAS 21 regional workshops at many locations across the country. The purpose is to disseminate the findings of reports and assist states/UTs in planning strategies to bridge identified learning gaps as per NAS 21 data.

Actions initiated by the Department for implementation of NATIONAL EDUCATION POLICY (NEP):

  • NEP Implementation Plan ‘SARTHAQ’ (Students’ and Teachers’ Holistic Advancement through Quality Education) has been released on 8th April, 2021.
  • A National Foundational Literacy and Numeracy Mission named as ‘National Initiative for Proficiency in Reading with Understanding and Numeracy – (NIPUN BHARAT) was launched on 5th July 2021, for ensuring that every child in the country necessarily attains foundational literacy and numeracy in Grade 3 by 2026-27.
  • NCERT has developed a 3 Months Play Based ‘School Preparation Module’ named ‘Vidya Pravesh’ which was launched on 29thJuly 2021.
  • Foundational Learning Study (FLS) to assess the learning level of Class 3 students in Foundational Literacy and Numeracy was administered by MoE and NCERT in collaboration with States/UTs from 23rd to 26th March and 4th  to 6th  April, 2022 across all Indian States and Union Territories under the NIPUN-BHARAT Mission. The results for FLS were published on 06th September 2022 in the form of national, state and district reports. The reports can be accessed at: .
  • To connect the Government and Government aided schools through a community/volunteer management program, the Department has revamped the Vidyanjali web portal. The newly introduced portal – Vidyanjali 2.0 aims to help the community/volunteers interact and connect directly with schools of their choice to share their knowledge and skills as well as contribute in the form of assets/material/equipment.
  • The department has aligned our existing schemes i.e, Samagra Shiksha and Mid Day Meal with the recommendation of NEP 2020.
  • NISHTHA 4.0 (ECCE) – Online: Teacher training programme for Early Childhood Care and Education has been launched on 06th September, 2022 with 6 modules. Initiated in 36 States/UTs in 2 languages, and in 5 Autonomous Organisation under MoE, MOD &MOTA. It targets to train 25 Lakh teachers and school heads at pre-primary and primary level.

PM Schools for Rising India (PM SHRI) :

The Cabinet has been approved a newly central sponsored scheme called PM SHRI on 7 September, 2022. These schools will showcase the implementation of the National Education Policy 2020 and emerge as exemplar schools over a period of time, and also offer leadership to other schools in the neighborhood. They will provide leadership in their respective regions in providing high-quality education in an equitable, inclusive and joyful school environment that takes care of the diverse background, multilingual needs, and different academic abilities of children and makes them active participants in their own learning process as per the vision of NEP 2020.

Under the scheme there is provision of setting up of More than 14500 PM SHRI Schools (PM ScHools for Rising India) by strengthening the existing schools from amongst schools managed by Central government/State/UT Government/local bodies.

The duration of scheme is proposed to be from 2022-23 to 2026-27; after which it shall be the responsibility of the States/UTs to continue to maintain the benchmarks achieved by these schools. More than 20 lakh students are expected to be direct beneficiaries of the scheme. The total cost of the project will be Rs.27360 crore spread over a period of 5 years which includes central share of Rs.18128 crore.


The Cabinet Committee on Economic Affairs (CCEA) has approved the continuation of PM POSHAN Scheme in Schools for the five-year period 2021-22 to 2025-26 with the financial outlay of central share of Rs.54,061.73 crore for five years from 2021-22 to 2025-26. During 2022-23 the scheme covers more than 12 crore children studying in Bal Vatika and classes I-VIII in Govt. and Govt. Aided Schools.

During 2022-23 (upto December 2022), Rs 6758.84 crore had been released to States and UTs as central assistance and 29.68 lakh MT foodgrains had been allocated to them.

PM POSHAN Scheme Guidelines have been comprehensively revised and several focus areas such as Public Financial Management System, Quality and Safety Aspects, Social Audit, Joint Review Mission, School Nutrition Gardens, Cooking Competitions, TithiBhojan, Supplementary Nutrition in Aspirational districts and districts having high burden of malnutrition, Information, Education and Communication (IEC) etc.

Material cost (earlier known as cooking cost), which includes cost of procurement of pulses, vegetables, oil, condiments and fuel has been enhanced to Rs 5.45 per child per day in primary and Rs 8.17 per child per day in upper primary w.e.f. 1st October, 2022.

DoSE&L has decided to set up School Nutrition (Kitchen) Gardens (SNGs) and planting in an immense way. School Nutrition (kitchen) Gardens (SNGs) utilizes the schoolyard to reconnect the students to a natural world and make them aware about the true source of their food and teach them valuable gardening, agriculture concepts and skills that integrate with several subjects such as math, science, art, health and physical education and social studies etc. The vegetables and fruits grown in these kitchen gardens are being used in the preparation of hot cooked meals. This offers an opportunity for students to eat freshly grown vegetables loaded with vitamins and minerals which are essential source of their physical and mental growth & development.

Adult Education

New India Literacy Programme (NILP): Keeping in view the recommendations of NEP, 2020 and UNESCO Sustainable Development Goal (SDG) 4.6, a centrally sponsored scheme“New India Literacy Programme”(NILP)has been approved by the Government of India in this year with financial outlay of Rs.1037.90 crore (central share: Rs.700.00crore and state share: Rs.337.90 crore) for the financial years 2022-23 to 2026-27. A D.O. letter dated 21.02.2022 from Secretary (SE&L) was issued to all Chief Secretaries of all States/UTs in respect of launching NILP. The scheme has five components: (i) Foundational Literacy and Numeracy, (ii) Critical Life Skills, (iii) Vocational Skills Development, (iv) Basic Education and (v) Continuing Education. The target for Foundational Literacy and Numeracy for FYs 2022-27 is 5.00 crore learners @ 1.00 crore per year by using “Online Teaching, Learning and Assessment System (OTLAS)” in which a learner may register him/herself with essential information.

The NILP provides for (i) involvement of school students, pre-service students of Higher Education Institutions (HEIs), school teachers, Aganwadi and ASHA workers, NYKS, NSS, NCC volunteers, (ii) school to be unit for implementation of the scheme (iii) The age cohorts of 15-35 will be saturated first, followed by ages 35 and above.priority will be given to girls and women, SC/ST/OBC/Minorities, Persons with Special Needs/Divyangjans (Disabled persons), marginalized/nomadics/construction workers/labourers, etc. (iv) use of ICT and online implementation of the scheme through ‘Online Teaching Learning and Assessment System’ (OTLAS) (v) material and resources through digital modes, viz, TV, radio, cell phone-based free/open-source Apps/portals, etc. (vi) Assessment tests to be conducted in schools; Assessment on demand through OTLAS and generation of e-certificates, (vii) Sample achievement survey: Sample achievement survey will be held every year for 500-1000 randomly selected learners from each State/UT.(viii) Online MIS: Online MIS will be in place to track the progress. Monitoring of progress shall be undertaken at national, state, district and school levels through online mode.

Other Initiatives


Vidyanjali-the school volunteer initiative is an online portal that acts as a facilitator by connecting volunteers directly to the schools.  The effort is to bridge the knowledge / skill / human resource and infrastructure gap in the schools by tapping the potential available in the civil society. This is not to substitute the government responsibility, but to compliment, supplement and strengthen government efforts to reach the last mile in the best possible way. The government has been trying to mobilise the contribution of assets or services from all segments of the society comprising of alumni of educational institutions, serving and retired teachers, scientists, government/semi-government officials, retired armed forces personnel, self-employed and salaried professionals etc. During the year upto 22nd December, 2022 3,92,488 schools have onboarded and 1,10,874 volunteers have registered on the Vidyanjali portal.  Volunteers have expressed their interest in several areas such as subject assistance, mentoring of gifted children, teaching vocational skills, sponsoring projector, ceiling fans, laptop and library for schools etc. With volunteers’ active participation, the program has successfully managed to impact 1085648 students across the country.

Ek Bharat Shreshtha Bharat Campaign (2021-22) :

  • In celebration of Rashtriya Ekta Diwas or National Unity Day-2022 over 86 lakh students participated in several suggested activities by the Dept of School Education.
  • Bhasha Sangam programme has been held on 1st November, 2021, through launch of a mobile app and 22 booklets (QR coded with audio and Indian Sign Language) with the aim of learning of 100 sentences in the 22 scheduled Indian languages to facilitate listening, comprehension and practice speaking of these languages. Around 6 Lakh Students of KVS and JNV took Sankalp to learn 100 sentences in the 22 scheduled Indian languages
  • The international mother tongue day-2022 was celebrated in all the schools virtually. Students from across the country participated in the celebration of MatribhashaDiwas.
  • 3.8 Lakh EBSB Clubs formed in schools in J&K, Andhra Pradesh, Goa, Uttarakhand, Tripura, Nagaland, Himachal Pradesh, Rajasthan, Odisha, Gujarat, Telangana, KendriyaVidyalayas and CBSE etc.
  • Altogether 2.5 Crore school students from across the country have participated in regular EBSB activities (suggested under guidelines) during the year 2022.
  • Over 8 crore students in Kala Utsav Programme, Band Competition, National Integration Day, “Ek Bharat Shreshtha Bharat Parv”, Mother Tongue Day, Bhasha Sangam etc.
  • All States and Union Territories have been culturally mapped under EBSB.
  • 240,73,728 students from class I to X participated in the Mandatory Art-Integrated Project”– CBSE program by submitting their reports.
  • 431503 students from 1843 schools participated in Expression Series on Art and Culture-CBSE and 4315 entries have been received by the Board
  • Student visits to the paired State/UT Programme under Azadi ka Amrit Mahotsav is going on across the country. Total 432 school students from different States/UTs have visited to their paired State/UT under the program.

Aspirational Districts:

The officials of the Ministry visited the only one aspirational district Mewat in Haryana, Jaisalmer in Rajasthan and Nabarangpur in Odisha during the year 2022. An interactive session was organized with the DEO, BRCs and CRCs implementing Aspirational District Program and on Vidyanjali the school volunteer initiative. The status of ADP implementation was also assessed through field visits to the Primary, Upper Primary, Secondary and Senior Secondary Government schools, Navodaya Vidyalaya, Kasturba Gandhi Balika Vidyalayas and Netaji Subhas Chander Bose Residential hostels in the districts.

National Informatics Centre (NIC):

  1. The achievements of NIC under UDISE+ :
  • Emerged as the One-stop shop for general citizens of the country to acquire an overview of the school education system with contemporary and credible facts
  • Drastically improving the quality and credibility of the data provided by the schools
  • Accuracy and reliability of information has helped to draw more precise inferences.
  • Enabled the States/UTs to undertake evidence-based planning and design appropriate interventions to improve the system.
  • The following Awards won by NIC for UDISE
Project Name Award Name Category Position Year
UDISE+ Ecosystem National Award for e-Governance 2020-21 Universalizing Access including e-Services Silver 2020-21
19th CSI SIG e-Governance awards 2021 Central Government 2021
  1. The achievements of NIC under NAS- 2021:
  • NAS is envisaged for formulating policies, planning, and pedagogical interventions to improve student learning. It is not designed to assess the individual student performance.
  • NIC has successfully designed an application platform pre-examination, core examination and developing various national, state and district level reports along with analytical dashboard.
  • Coordination with various stakeholders Ministry of Education (MoE), Central Board of Secondary Education (CBSE), National Council of Educational Research and Training (NCERT), NITI Aayog, UNICEF.
  • Sampling to select school was developed based on the Circular Systematic Sampling algorithm along with American Institute of Research (AIR) along with all the stakeholders.
  1. PM SHRI School: The Tech platform developed by NIC provides facility – PM SHRI School Selection at District/State and National Level, Monitoring & Assessment of the selected PM SHRI Schools.

Statistical Profile of School Education in India


DoSE&L collects annual data on important parameters relating to school education from all recognized schools through Unified District Information System for Education Plus (UDISE+) through online mode. UDISE+ has inbuilt validation checks and subsequent data verification at the Block, District and State level before being finalized at National level. Due to COVID-19 pandemic schools were closed during April 2020 to January 2022 in most of the States. Immediately after re-opening of schools, UDISE+ 2020-21data have been collected on a war footing and final report for 2020-21 was released on 26.4.2022. Subsequently, the data collection for UDISE+ 2021-22 was also completed in a record time and released 3.11.2022. The UDISE+ reports can be assessed online at https:K//   From 2022-23, UDISE+ system will capture Student wise data from all the recognised schools for which data compilation is presently underway at State/UT level.

  1. Performance Grading Index (PGI)-State :  

The Performance Grading Index (PGI) developed by Department of School Education & Literacy (DoSE&L) aims to assess the relative performance of the all the States/UTs in a uniform scale to encourage States/UTs to perform better. The PGI-State has been conceptualized as a tool to catalyze transformational change in the field of school education and introduced from 2018-19.   The PGI – State motivate States and UTs to adopt best practices followed by the top performing State and it has five domains with seventy (70) indicators carrying a score of 1000.  The PGI-State report for the year 2020-21 was released on 3.11.2022. The PGI report from 2017-18 to 2020-21 can be accessed at  To align with National Education Policy 2020 initiatives and to replace existing indicators which have achieved optimal target, the PGI – State structure for 2021-22 has been revised and renamed as PGI 2.0. The new PGI structure covers 73 indicators, focused more towards qualitative assessment besides including digital initiatives and teacher education.    The PGI report for 2021-22 is presently under advanced stage of completion by States/ UTs and will be released soon.

  1. Performance Grading Index District  (PGI-D) : 

Based on the success of State PGI and to provide district level measures for effective assessments of educational attainment, DoSE&L decided to extend PGI exercise to District level by creating a new Performance Grading Index for Districts (PGI-D) for the first time ever.  The PGI-D is crafted with more focused objective of assessing districts on a common parameter with attention now shifting towards outcome measurement of educational policies. The PGI-D structure comprises of total weight age of 600 points across 83 indicators, which are grouped under 6 categories viz., Outcomes, Effective Classroom Transaction, Infrastructure Facilities & Student’s Entitlements, School Safety & Child Protection, Digital Learning and Governance Process. PGI-D grades the districts into ten grades  viz.,  highest achievable Grade is  called Daksh, which is for Districts scoring more than 90% of the total points in that category or overall. The lowest   grade in PGI-D is called Akanshi-3 which is for scores upto10% of the total points. Ultimate objective of PGI-D is to help the Districts to priorities areas for intervention in school education and thus improve to reach the highest grade. PGI-D is the tool to get insight into intra State comparison of progress of School education.

PGI-D report for 2018-19 and 2019-20 has been released on 27.06.2022 and can be accessed at PGI-D report for 2020-21 has been finalised and will be released soon.

  1. Data Governance Quality Index (DGQI): The NITI Aayog has developed DGQI platform in 2020 for assessing the data preparedness of the Ministries/ Departments in respect of Central Sector/Centrally Sponsored Schemes. For this, 74 Ministries/ Departments for 630 plus Central Sector Schemes/ Centrally Sponsored Schemes/ Non-Schematic Interventions have been selected to assess the evidence based planning and use of technology by the Ministries. The DGQI assess the Ministries/ Departments of Government of India on a uniform scale of 0 to 5. The DoSE&L score in DGQI 1.0 (2020) was 2.95 out of 5 which was further improved in DGQI 2.0 (2021) to 4.28 and was remarkably improved to 4.62 making it fifth best performer among all Ministries/ Departments.
  1. Timely submission of data for Global Indices– Being nodal department, DoSE&L has compiled upto date  enrolment data for 2021-22 from all the stakeholder viz., M/o Women & Child Development, M/o Skill Development & Entrepreneurship, D/o Higher Education and other enrolment data from UDISE+ ,  NIOS  and provided to UNESCO Institute of Statistics (UIS) on 10th November, 2022 much before the cut of date of 31st March, 2023.The latest enrolment data is expected show improvement in Country’s performance in various Global Indices.



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Disclaimer: Please refer to the original PIB Release and give full reference of the material used in any form.

Observations on UDISE+ Report 2021-22

Observations on UDISE+ Report 2021-22, Flash Statistics : Quick Analysis by Prof. Arun C Mehta

Read more

Benefits of Obtaining a Cisco Certification

Know the Benefits of Obtaining a Cisco Certification

Cisco is the leading provider of networking and communications tools and services in the US. The commercial routing and switching solutions from Cisco, transport data, phone, and video traffic across global networks, are among its best-known products. Cisco offers many services, from simple product support to a full-fledged data center and cloud management solutions, storage networking solutions, unified communications applications (WebEx), telepresence, and collaboration (WebEx).

Whether you are new to Cisco or need to upgrade your present skills, there is a Cisco certification path for you. There are many Cisco online courses. Since February 24, 2020, Cisco has added certification alternatives designed to give you the freedom to rethink who you are and how you can contribute to your positions at work.

The Importance of CISCO Certification

For businesses, they signify the possibility of greater productivity and evidence of your skills, but for aspiring and seasoned IT professionals, they mean much more. To become certified is to advance professionally, feed your drive for success, and grow.

Stay Competitive

New Cisco certifications are evidence of expertise, ability, and a commitment to lifelong learning, which puts you ahead of the competition and helps you stay competitive. Therefore, hiring managers place a high value on certified personnel.

Develop and Specify

More alternatives are available in the certification portfolio today, enabling you to create a learning strategy that helps you achieve your professional goals. Every milestone you achieve opens a new chapter in your journey because every Cisco exam you pass results in a certification.

Raising Your Paycheck

Your earning potential gets increased by your Cisco certification. The 2018 IT Skills and Salary Report states that certified IT workers in North America make $15,913 more than their non-certified counterparts, a difference of 22%. IT professionals with certification make 45% more money in Asia-Pacific. Additionally, many companies give generous awards and recognition to staff members who obtain Cisco certifications.

The only person who can prevent you from obtaining a Cisco certification is you. Cisco Certifications make it easier and more effective than ever. Whether you are just starting at an entry-level, progressing through to expert levels of certification, choose your technology path and advance your career today.

Popular Cisco Courses and Cisco training

Entry-level certifications for Cisco

  • The Cisco Certified Entry Networking Technician (CCENT) and the Cisco Certified Technician are two entry-level certifications (CCT).
  • Professionals with the CCENT certification can set up, maintain, debug, and secure small networks or a portion of an enterprise network.
  • CCTs perform on-site work at clients’ locations, troubleshooting problems and fixing or replacing network-related hardware.
  • In addition, a CCT can select from several specialty Cisco courses, including Data Center and Routing and Switching at the moment.

Associate-level certifications from Cisco

The Cisco Certified Network Associate and the Cisco Certified Design Associate are associate-level qualifications from Cisco (CCDA). Depending on the course you select, passing one or two certification tests is required to obtain a CCNA or CCDA credential. The CCNA validates fundamental abilities in setting up, maintaining, and troubleshooting wired or wireless networks.

Available tracks

  • Cloud
  • Cyber Ops
  • Collaboration
  • Data Center
  • Routing and Switching
  • Industrial
  • Security
  • Service Provider
  • Wireless

A requirement for the professional-level CCNP certification is the CCNA.

To find people who can build fundamentally wired and wireless networks and include voice and security solutions, Cisco developed the CCDA. The CCDA certification is a requirement for the CCDP certification. Therefore, candidates need to pass one more exam in addition to having either a current CCENT, CCNA Routing, and Switching (or any other CCIE certification) certification.

Professional-level certificates from Cisco

The Cisco Certified Network Professional (CCNP) and the Cisco Certified Design Professional are the two main professional-level certifications offered by Cisco (CCDP). The CCDA and CCNA Routing and Switching credentials, as well as any CCDE certification, is required to obtain the CCDP.

Expert-level certifications from Cisco

The coveted CCIE and the Cisco Certified Design Expert comprise Cisco expert-level credentials (CCDE). For these courses, one must pass a practical and a written exam.

Architect-level certifications from Cisco

Getting the Cisco Certified Architect (CCAr) certification is a wise decision for people looking for jobs as network architects or data center architects. The CCAr is the highest level of certification that Cisco offers and is akin to the Ph.D. of the Cisco Career Certification program. A senior network infrastructure architect who can plan and create IT infrastructures based on a business strategy would benefit from earning this degree. In addition, the CCAr is frequently cited as the most challenging tech certification to obtain.


A Cisco certification is a helpful program for IT professionals. It helps them to stay competitive and increase their paycheck. In addition, more alternatives are available in the certification portfolio today, enabling you to tailor your learning strategy to your professional goals.

Advertisement for the Post of Vice-Chancellor, NIEPA, New Delhi

Latest 6th December 2022

Prof. Sudhanshu Bhushan, Head, Higher Education Department assumed the Charge of the Vice-Chancellor, NIEPA

Prof. Sudhanshu Bhushan, Head of the Higher Education Department, NIEPA has assumed the Charge of the Vice-Chancellor, NIEPA on 6th December 2022 till further orders. Prof. N. V. Varghese’s term of five years as VC completed on 6th December 2022.

Advertisement for the Post of Vive-Chancellor, NIEPA, New Delhi

National Institute of Educational Planning & Administration (NIEPA), New Delhi is one of the premier institutions of the Government of India in the area of educational planning and administration come under the Department of Higher Education of the Ministry of Education which is popularly known as NIEPA. More about NIEPA can be read at NIEPA-NUEPA. The term of NIEPA’s present V-C is soon coming to an end in December 2022 given which the Department of Higher Education has come out with an Advertisement under the caption Application for the Post of Vice Chancellor, National Institute of Educational Planning & Administration (NIEPA), New Delhi last date of which is 5th September 2022. It may be recalled that the VC of NIEPA is selected by a Search-cum-Selection Committee consisting of eminent educationists who are constituted by the Ministry of Education. The shortlisted candidates are generally asked to appear before the committee for an interview.

In the past NIEPA/NUEPA was headed by eminent educationists as its Director and VC such as Prof. M. V. Mathur, Prof. Munis Raza, Prof. Satya Bhushan, Prof. Kuldeep Mathur,  Prof. B. P. Khandelwal, Prof. Pradeep Kumar Joshi, Prof. Ved Prakash, and Prof. R. Govinda. Prof. N. V. Varghese is the outgoing Vice-Chancellor of NIEPA, before becoming VC of NIEPA, Prof. Varghese was the Director of one of the Centres of NIEPA, namely the Centre for Policy Research in Higher Education. Barring two times, the internal faculty members were never been selected as the Director/VC of  NIEPA/NUEPA, New Delhi.

The Advertisement can be seen on the website of the Department of Higher Education of the Ministry of   Education. The completed application must reach to Ministry by 5th September 2022 details of which can be seen below.

Application for the Post of Vice Chancellor, National Institute of Educational Planning & Administration (NIEPA), New Delhi

Applications are invited from eminent academics for filling up the post of Vice[1]Chancellor in the National Institute of Educational Planning & Administration (NIEPA), New Delhi on a transfer/deputation/contract basis. The post carries pay of Rs.2,10,000/- p.m. (fixed) and a special allowance of Rs.11,250/- per month along with other allowances as per the 7th CPC. The Vice-Chancellor shall be appointed by the Government on terms & conditions similar to those of the Vice-Chancellor of Central Universities. The period of deputation/contract shall ordinarily be for five years or till the age of 70 years whichever is earlier.

The National Institute of Educational Planning & Administration (NIEPA) is an autonomous organization under the Ministry of Education, Department of Higher Education. It is the apex training Institute in India for education planners and administrators. Its main functions cover the fields of training, research advisory and consultancy services, knowledge dissemination, and networking with other institutions and international agencies. The Vice-Chancellor is the Principal Academic and Executive Officer of the Institute and should have experience in any of these fields. He/she must have impressive academic credentials as he/she is expected to spearhead the major initiatives towards achieving the objectives of NIEPA and administrative records for the efficient administration of the affairs of NIEPA.


  • A person possessing the highest level of competence, integrity, morals, and institutional commitment is to be appointed as Vice-Chancellor. The person to be appointed as a Vice-Chancellor should be a distinguished academician, with a minimum of ten years of experience as Professor in a University or ten years of experience in a reputed research and/or academic administrative organization with proof of having demonstrated academic leadership. Experience in the area of educational planning and administration at the National and International levels. (b) She/he should not be more than 65 years of age as of the closing date of receipt of applications for this advertisement.

Procedure for appointment

(a) Appointment will be made from panel names recommended by the Search[1]cum-Selection Committee.

(b) The advertisement and the format of the application are available on the websites and

(c) Applications of eligible individuals received by post through candidates/nominations shall be considered. The applications in the prescribed proforma should reach on or before 5th September 2022, by Registered/Speed Post to:

Deputy Secretary (PN-I & EBSB)

Department of Higher Education, Ministry of Education

Room No. 212-C, ‘C’ Wing, Shastri Bhawan, New Delhi

 Applications for the post of Vice-Chancellor should be subscribed to on the envelope. This department is not responsible for postal delays.

The prescribed format can be downloaded from the Ministry website.

NOTE: Please refer to official communication in this regard.

NAS Results Released (25th May 2022)

National Achievement Survey (NAS) 2021  Results Released on 25th May 2022

The @EduMinOfIndia has released the report on National Achievement Survey (NAS) 2021, held on 12.11.2021. Approx. 34 lakh students from government, government-aided and private schools participated in this survey. The report is available on:

National Achievement Survey 2021, National Report, Grades 3, 5, 8, and 10

National Achievement Survey 2021, State Report, Grades 3, 5, 8, and 10

National Achievement Survey 2021, District Report, Grades 3, 5, 8, and 10

  • National, state and district report cards are made available for Class 3, 5, 8 and 10 in language, Social Science, science and mathematics which is not an easy task to analyse.
  • Report cards reveals that many states has lower average marks in 2021 than in 2017, true for all the subjects.
  • 1,18,274 schools, 5,26,824 teachers and 34,01,158 students participated in NAS 21 across grades 3, 5,8 and 10.
  • NAS was conducted on 12 November 2021 across the Country.
  • Out of scaled scores of 500, class 3 has an average score of 323 in language, 306 in mathematics and 307 in EVS
  • Out of scaled scores of 500, class 3 has an average score of 323 in language, 306 in mathematics and 307 in EVS
  • Out of scaled scores of 500, class 8 has an average score of 302 in language, 255 in mathematics, 250 in science and 255 in social science.
  • Out of scaled scores of 500, class 10 has an average score of 260 in MIL, 220 in mathematics, 206 in science, 231 in social science and 277 in English.
  • Many states have lower average scores than the overall average scores
  • 38 percent students faced difficulty in learning at home during COVID, 78 percent it was burdensome, lot of assignments.
  • 24 percent sample students didn’t have digital device at home, 80 percent found learning better in school with peers help.
  • average achievement score in Class 3 in mathematics is 306. In Bihar, Delhi, Himachal Pradesh, Jharkhand, Tamil Nadu, UP, UKD, the same is significantly below that of the overall achievement score.
  • Average achievement score in Class 5 in mathematics is 284. In Bihar, Delhi, Himachal Pradesh, Jharkhand, Tamil Nadu, UP, UKD etc, the same is significantly below that of the overall achievement score. Against which, Assam, Gujarat, Haryana, MP, Punjab, Rajasthan, WB etc have significantly above the overall achievement score.
  • Average achievement score in Class 8 in mathematics is 255. In Andhra, Delhi, Gujarat, Kerala, UP, UKD, the same is significantly below than the overall achievement score. Against which, Bihar, Chandigarh, Haryana, MP, Punjab, Rajasthan etc have significantly above the overall achievement score.
  • Average achievement score in Class 8 in mathematics is 255. In Andhra, Delhi, Gujarat, Kerala, UP, UKD, the same is significantly below than the overall achievement score. Against which, Bihar, Chandigarh, Haryana, MP, Punjab, Rajasthan etc have scores significantly above the overall achievement score


NEW DELHI: The National Achievement Survey 2021 was successfully conducted on Thursday. Nearly 96% of the sampled schools and 92% of the targeted sampled children of Classes 3, 5, 8 and 10 from 24 states/UTs participated in the survey.

The results of NAS 2021 will be prepared in the form of district report cards, state/UT reports and national reports. “These NAS report cards will enable states and the Union Territories to identify gaps in learning outcomes and take remedial steps,” as per the ministry of education.

The government conducts the survey every three years. Last NAS was held on November 13, 2017, for assessing the competencies developed by the children of Classes 3, 5 and 8.

This year, NAS 2021 was conducted in 22 mediumsof instruction as available in the sampled schools. There are 3 phases of NAS exercise, namely instrument development, sampling design and actual administration of the test.

NAS 2021 is the first achievement survey after the release of National Education Policy 2020 (NEP). NAS 2021 will infuse the competency-based assessment system over the content and memory-based assessment as envisaged by NEP 2020, as per the official statement.

The Covid-19 pandemic forced closure of schools has interrupted the learning in different levels and “there is an urgent need to evaluate children’s progress and learning competencies to analyze and examine the health of the education sector for taking necessary action at the district, state and national level.”

“The assessment focuses not only on cognitive learning but also other skills that children may have picked up, while being at home during the pandemic such as painting, cooking, photography, reading, gardening etc.” it added.

“NCERT, being the nodal academic body, has done the instrument development, testing, finalization of the test items.”

To maintain impartiality, actual administration of the test in the sampled schools was conducted by CBSE in collaboration with states and UTs.

Besides student achievement tests, pupil questionnaires, teachers questionnaires and school questionnaires were also obtained to understand the various settings and perspectives of students, teachers and schools.

These questionnaires were conducted to understand the background, teacher training, rural-urban, effectiveness of online education etc to comprehend the education system.

“It will also help in the capacity building for teachers and officials involved in the delivery of education in the country. The result from the assessment would also provide a rich repository of evidence and data points furthering the scope of research and development,” the official statement read.

Source: News.Careers360

NAS to be Launched Soon by NCERT

Education For All in India wholeheartedly welcome statement of Union Education Minister informing Parliament that National Council of Educational Research and Training will soon conduct the next NATIONAL ACHIEVEMENT SUVRVEY (NAS).

Unl 2017 NAS, the next NAS will cover both the Private as well as Government schools which is a step in the right direction.

We have been demanding the same for long time to extend the coverage to Private schools.

Most likely the next NAS will be conducted by NCERT in November 2021, the last such survey was conducted  on 13th November 2018 for classes III, V and VIII and for Class X in 2018. It is expected that NAS 2021 will be based on a sample of about 4 million students from across the Country.

50% GER at Higher Education Level in India 2035 Achievable?

50 percent GER at Higher Education in India in 2035 possible?
By Arun C Mehta

Unlike school education level at which enrolment based indicators such as Gross & Net enrolment ratio as well as Age-specific and Adjusted-NER are frequently computed and use in plan formulation, at the higher education level only Gross Enrolment Ratio is being used to examine the participation of a relevant age-specific population i.e. 18 to 23 years in the higher education programmes. In this article, we have examinsed whether  50 percent GER at higher education in India in 2035 is possible?

For calculating GER at any level of education, information on total enrolment in a year and the corresponding age-specific population in that year is required. While total enrolment and its male and female bifurcation, as well as enrolment by the social category i.e. Scheduled Castes & Scheduled Tribes, is available from the All-India Survey on Higher Education (AISHS, latest for 2019-20) but the same is not true for the corresponding age-specific population the main source of which is the Census & Registrar General of India, the latest Census figures being available for the year 2011.

In the absence of an official projected population based on the 2011 Census, earlier projections based on population up to 2001 are being used by the Ministry of Education to estimate the age-specific population in a year which is adjusted given the total 2011 Census population (details can be seen under the Statistics Section of the Official Website of Department of School Education & Literacy).

Because of the limitations in the projected population, GER and other enrolment-based indicators have been seen off the mark in the past decade which is true for all levels of education. Therefore, the latest GER for 2019-20 and also in the past years, the same must be analyzed in light of these limitations.

With 50 percent GER at the higher education level, the quantum increase of enrolment in absolute terms cannot be known unless the reliable estimate of the population between the age-group  18 to 23 years is known in the year 2035. The GER for the year 2021 based on the actual Census 2021 population when available may reveal the real situation concerning the participation of 18 to 23 years population in higher education programmes; it is likely to show a declining trend because of the ongoing pandemic across the country.

Is 50% GER at Higher Education in 2035 Possible (Detailed Analysis by Prof. Arun C Mehta)

NEP 2020

Selected Publications of Prof. Mona Khare on different Aspects of Higher Education in India

District Institute of Education & Training (DIETs) 

District Institute of Education & Training (DIETs)


In view of the recommendations of the National Policy of Education (NPE, 1986) developed developed under the guidance of then late Prime Minister of India Shri Rajiv Gandhi, District Institute of  Educational Training (DIET) were established across the Country. As of now more than 500+ districts of the country have DIETs. DIETS were established with the prime objectives of imparting training to all concerned officials and is the only institute of its nature at the district level.

During District Primary Education Programme (DPEP), initially DIETs played important role in imparting orientation to teachers and other officers at the block and district level. But with the establishment of Block Resource Centers across all the districts of the country, the basic purpose of establishing DIET forfeited and they have had  become merely an institution engaged in B.Ed and Diploma in Elementary Education programmes.

ll About DIETs: Present Status, Future Prospects & Challenges (2023)

DIETs were supposed to provide academic leadership under the Government of India’s flagship, Sarva Shiksha Abhiyan programme for which each DIET has a provision  of adequate number of faculty positions. Of the different departments,  Planning and Monitoring was supposed to take the lead towards formulation of district plans earlier under the aegis of DPEP and later Sarva Shiksha Abhiyan programme. But in reality, DIET, except in a few states having separate cadre, like districts in Kerala and Gujarat could play the role as envisaged in the original scheme. Evaluation studies conducted on behalf of the Government of India by NIEPA also confirmed lack of their involvement in district planning and research activities.

Initially DIETs were engaged in the capacity building but the type of programmes it conduct was decided at the states level, mostly by the SCERT in view of which most of the programmes it conducts were not necessarily be need based and as per the requirement of teachers. Because of this, over a period of time DIETs and its programme lost its significance and capacity building was left to the Block Resource Centers which has now become the main agency towards imparting capacity building programmes earlier under the aegis of DPEP, Sarva Shiksha Abhiyan and now also under the newly integrated Samagra Shiksha (Abhiyan) programme.

District Institute of Education &Training:  An Introduction

While all the inputs listed in the preceding paragraph are crucial, the last two are especially so.  About teachers, the Education Commission (1964-66) had observed, “of all the factors that influence the quality of education… the quality, competence and character of teachers are undoubtedly the most significant”.  But these in turn depend substantially on the quality of training and other support provided to them.  The importance of the last input mentioned in the preceding para viz. academic and resource support-can therefore hardly be over-emphasized.  Until the adoption of the NPE, this support in the area of elementary education was being provided largely at the national and State levels only by institutions like NCERT, NIEPA and SCERTs.  Likewise in the area of adult education, this support was being provided by the Central Directorate of Adult Education at the national level, and by State Resource Centres (SRCs) at the State level.  Below the State level, there were elementary teacher education institutions but their activities were confined mostly to pre-service teacher education.  The physical, human and academic resources of most of the institutions were inadequate even for this limited role.  They also tended to adopt teaching practices, which were not in consonance with the ones they prescribed to prospective teachers.  There were certain larger problems as well e.g. courses of study being outdated.

By the time of adoption of the NPE, elementary and adult education systems were already too vast to be adequately supported by national and State level agencies alone.  The NPE implied their further expansion as also considerable qualitative improvement.  Provision of support to them in a decentralized manner had therefore become imperative.  The NPE and POA accordingly envis
aged addition of a third-district level-tier to the support system in the shape of District institutes of Education and Training (DIETs).  With this, expectation would be of wider quantitative coverage as well as qualitatively better support as these Institutes would be closer to the field, and therefore more alive to its problems and needs.

Pursuant to the provisions of NPE on teacher education, a Centrally sponsored Scheme of Restructuring and Reorganization of Teacher Education was approved in October 1987.  One of the five components of the Scheme was establishment of DIETs.  Draft guidelines for implementing the DIET component were circulated to States in October 1987 and have, together with certain subsequent circulars, formed the basis for its implementation so far.  Till October 1989, Central assistance had been sanctioned under the Scheme for setting up a total of 216 DIETs in the country.

The present document purports to consolidate, amplify and revise the existing guidelines in regard to DIETs.  With this, all earlier guidelines on the subject would stand superseded.

DIETs:  Mission and Role

With the background given in the preceding sections, a DIETs Mission could be briefly stated in the following terms: –

“To provide academic and resource support (vide para 1.5) at the grass-roots level for the success of the various strategies and programmes being undertaken in the areas of elementary and adult education, with special reference to the following objectives: –

Elementary Education

  • Universalisation of Primary/Elementary Education.
  • Adult Education
  • NLM targets in regard to functional literacy in the 15-35 age group.

The above is a general mission statement.  It will have to be translated into specific goals for the DIET, so as to suit the needs of individual states and districts, and will be ultimately operationalised through specific performance norms set for individual DIETs.

DIETs: Pace-setting Role

Pursuit of excellence would have to inform all activities of the DIETs, in which context, it will have two inter-related aspects:-

(i)                  Excellence in the Institute’s own work, and

(ii)                Helping the elementary and adult education systems in the district, in achieving excellence.

As far as the first aspect is concerned, efforts will be made to provide to DIETs all necessary physical and manpower resources.  But it will be for them to harness these and other available resources in the best possible manner, so as to achieve and promote excellence.

In this context, DIETs will also have a very important pace setting role to play.  They will be expected to become models for other educational institutions in the district in terms of meticulous, efficient and effective planning and execution of functions, harmonious and creative organizational climate, maintenance of a clean and attractive campus etc.

DIETs:  Part of a Larger Design

It would be clear from para 1.5 and Annexure .I that DIETs are a part of a larger strategy to achieve national goals in the areas of Elementary and Adult Education.  Various components of the strategy are inter-dependent and mutually reinforcing.  Annexure I also outlines DIETs role in the context of the other components.  DIETs cannot therefore afford to view themselves in isolation, and must faithfully discharge their role of supplementing and complementing other parallel initiatives.

DIETs:  Transactional Philosophy

A DIET will have 3 main functions, viz.

(i)                  Training (both of induction level as well as continuing varieties)

(ii)                Resource support (extension/guidance, development of materials, aids, evaluation tools, etc.) and

(iii)               Action research

This section discusses the basic approach and philosophy to be followed in undertaking these functions, especially training.

Basic Transactional Approach for the DIETs: Placing the Learner at the Centre

The NPE and POA plead for adoption of a Child Centred approach in elementary education.  The relevant portion of NPE reads:

Child Centred Approach

A warm welcoming and encouraging approach, in which all concerned share a solicitude for the needs of the child, is the best motivation for the child to attend school and learn.  A child-centred and activity-based process of learning should be adopted at the primary stage…”

Para 14 of Chapter II of the POA states that “by making Elementary Education child-centred, we would be introducing a long-awaited reform in the system.  The most important aspect of this reform will be to make education a joyful, innovative and satisfying learning activity, rather than a system of role and cheerless, authoritarian instruction”.

In the case of Adult Education Programmes also, it is clear that functional literacy should be imparted to adults in a participative, learner-active mode.

The above statements contained in the NPE and POA have profound implications for programmes of teacher education and training of instructors of adult and non-formal education.  The child or learner centred approach necessitates a fundamental change in the manner of curriculum transaction.  The challenge is an especially daunting one in view of the special characteristics of our system-high pupil-teacher ratio, multi-grade teaching, in-adequate physical facilities, and so on.  The role of the teacher/instructor would now be no longer one of transmitting readymade knowledge to the learner, but, instead, that of a designer and facilitator of learning experiences, a manager of instruction and learning resources, and an active contributor to the all-round development of the learner.

All programmes of pre-service and in-service teacher education and of training AE/NFE personnel in the DIET would be so designed as to train the teacher/instructor in transacting curriculum, keeping the learner at the centre of the teaching-learning process.  If the DIET is to achieve this, it follows that it will have to transact its own programmes in the same learner-centred mode, which it would expect of its trainees.  This basic approach would imbue the transaction of all programmes in a DIET.  Some of the implications of this would be as follows:

  • Programmes will be need based.  Even within group of trainees/participants, individual differences and needs will be identified and catered to.
  • Trainees will be enabled to experiment, discover, learn, practice and innovate for themselves, rather than being lectured to.  Learning activities will be suitably organised, in individual and group modes.
  • Maximum possible use will be made of the local environment in the learning process.  Curricula and learning activities will be suitably related to it.
  • Good work done by trainees will be duly recognised, encouraged, displayed and publicized.
  • The DIET will itself adopt the attitude of a “life-long learner” rather than that of an oracle or know-all.  It would receive as much from the ‘field’ as it would endeavor to give to it.  The district will serve as the ‘school’ for its learning experiences, while it may carve out one or two special areas as its ‘lab areas’.

DIETs: Special Target Groups

“The concept a National System of Education implies that, up to a given level, all students, irrespective of caste, creed, location or sex, have access to education of a comparable quality: says the NPE.  It goes on to say “to promote equality, it will be necessary to provide for equal opportunity to all not only in access, but also in the condition for success”.  This is quite the essence of the universalisation task, and means that needs of educationally disadvantaged groups would have to be given maximum attention.  The largest such groups are: –

(i)                  Girls and women

(ii)                Scheduled castes and Scheduled tribes

(iii)               Minorities

(iv)              The handicapped, and

(v)                Other educationally disadvantaged groups e.g. working children, slum-dwellers, inhabitants of hilly, desert and other inaccessible areas, etc.

It follows that DIETs also, in all aspect of their work, would have to give primary attention to promotion of education of the above groups.

DIETs: Autonomy and Accountability

Para 10.1 of the NPE says “an overhaul of the system of planning and management of education will receive priority”.  It also says that in this process, two of the “guiding considerations” will be: –

(i)                  “Decentralization and the creation of a spirit of autonomy for educational institutions: and

(ii)                “Establishing the principle of accountability in relation to given objectives and norms”.

In view of the above, DIETs would need to be given adequate functional autonomy-academic, administrative and financial-and would at the same time be accountable laid down objectives and norms.  They would be institutions of the State Government or UT Administration, and will therefore be ultimately answerable to them.  The State government/UT Administration, and will therefore be ultimately answerable to them.  The State Government/UT Administration may exercise its supervisory functions through the SCERT and SRC.

However, the immediate accountability of the DIET will be to the District Board of Education (DBE), which, according to the NPE, is to be created to manage education up to the higher secondary level.  The DBE will set specific goals (in the long, medium and short term) and performance norms for the DIET.  It will do so in consultation; with the Institute, and keeping in view general norms and guidelines lay down at the national and State levels.  It will also review the Institute’s performance vis-à-vis such goals and norms on an ongoing basis.  Till DBEs are set up, State Governments may; designate SCERT/SRC or some other suitable educational authority to perform the DBE’s functions vis-à-vis DIETs.

DIETs: Linkages

Not merely will every DIET establish a close and continuing dialogue with ‘the field’ (i.e. with elementary schools, school complexes, teachers, head masters, school supervisors, Instructors/Supervisors/Project Officers of AE and NFE, and with District level officers in these three sectors), but will also establish officers In these three sectors), but will also establish close linkages with organizations and Institutions at the national, State, Divisional and district levels whose objectives and interests converge with its own.  Some of these institutions would be as follows :-

At the Divisional Level

NGOs, institutions of higher education, secondary teacher education institutions, DRDA, local Radio Station (wherever applicable), etc.

At the Divisional Level

University Dept. of Education, Institution of Advanced Study in education (IASE)*, NGOs and other concerned organisations and institutions.

At State Level

SCERT, SIET, SRC for Adult Education, NGOs

At the National Level

NCERT(including its Regional College within whose jurisdiction the state falls), NIEPA,  Centre for Cultural Resources and Training (CCRT), Directorate of Adult Education, Central Institute of Indian languages, Mysore, Kendriya Hindi Sansthan , Agra, other premier organisations/institutions and NGOs working in the area of elementary and adult education, etc.In specific terms, the linkages would be established through a meaningful and continuous dialogue in which institutions share problems, experiences, achievements, information and resources.  The diet may also work as an agency for implementing some of the programmes and activities of national and state level organisations.

DIETs to be Non-Vocation, Mainly Residential Institutions

Organisation of in-service programmes for teachers and training programmes for AE/NFE personnel would be one of DIETs main functions.  This activity would go on throughout the year, but would peak during school vacations because that is when the Institute’s resources would be free from the work-load of pre-service training, and also because that would cause minimum dislocation in schools.  Therefore, DIETs will be non-vacation institutions-their personnel would have to be classified as non-vacation staff, and given consequential benefits as per State Governments Rules.

DIETs would also be expected to provide residential facilities to as many of their trainees as may be possible within the resources available for construction hostels. In utilizing available hostel accommodation, first priority shall be given to trainees other than pre-service trainees.  The latter shall be accommodated to the extent possible after accommodation needs of all other training programmes (e.g. in-service programmes for teachers, training programmes for AE/NFE personnel. etc.) have been met.

Functions of a DIET

The context, mission and role of the DIETs have been discussed in the preceding Chapter.  Their functions, as spelt out in the POA, have been quoted in Annex 2.  These could be re-stated as follows:-

(1)               Training and orientation of the following target groups:-

(i)                  Elementary school teachers (both pre-service and in-service education).

(ii)                Head Master, Heads of School Complexes and officers of Education Department up to Block level.

(iii)               Instructors and supervisors of Non-formal and Adult Education (induction level and continuing education)

(iv)              Members of DBE and Village Education Committee (VECs) Community leaders, youth and other volunteers who wish to work as educational activities.

(v)                Resource persons who will conduct suitable programmes for the target groups mentioned at (I) and (iii) above, at centers other than the DIET .

(2)               Academic and resource support to the elementary and adult education systems in the district in other ways e.g. by 9I) extension activities and interaction with the field, 9ii) provision of services of a resource and learning center for teachers and instructors, (iii) development of locally relevant materials teaching aids, evaluation tools etc., and (iv) serving as an evaluation center for elementary school and programmes of NFE/AE.

(3)               Action research and experimentation to deal with specific problems of the district in achieving the objectives in the areas of elementary and adult education.

 Structure of a DIET: Certain General Considerations

Looking to the above functions, a DIET would need to have staff strength in the following areas:

(1)                 Foundations of Education and Pedagogy:

(2)                 The subjects taught at the Elementary stages;  namely

(i)      Languages taught at the elementary level in the district (these may be two, three or even four, depending on the number of language which are introduced in a State at the elementary stage, and factors like bilingual character of a district)

(ii)                Mathematics

(iii)               Environmental Studies –Social Science

(iv)              Environmental Studies –Science

Planning under Samagra Shiksha Abhiyan 2022

Planning under Samagra Shiksha Abhiyan

Since the inception of the District Primary Education Programme in 1994, there is a provision of developing district plans initially for the primary level of education which was later extended to the entire elementary level of education when Sarva Shiksha Abhiyan programme was launched in 2000-01. At the end of DPEP in 2000, the development of district primary education plans could reach 272 districts across 18 States of the Country but still confined to DPEP states and districts only. Special planning modules developed were extensively been used in developing district plans and the whole exercise is termed as rigorous.

Intensive capacity building programmes were conducted by the apex institutions, such as NIEPA, New Delhi on planning methodology with a focus on hands-on training and data analysis, and use of indicators. There was also a provision of pre-plan activities each of the districts covered under DPEP was supposed to carry out each of the activities proposed in the DPEP framework most of which were followed rigorously. District, as well as State planning teams with representations from all the main streams departments, were constituted both of which used to have intensive discussions on each of the plan components.

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