#NCERT approaches UGC | Explore Tumblr posts and blogs

snehatathastu · 1 year ago

Text

IMPORTANCE OF NCERTS FOR UPSC CSE

"STARTING RIGHT: WHY NCERT TEXTBOOKS ARE ESSENTIAL FOR UPSC CSE"

Remember the good old school days when you thought you had said goodbye to those NCERT textbooks for good?

Well, think again! It's like a reunion with an old friend you never expected.

Often overlooked after school, these unassuming books have a remarkable significance in your journey towards UPSC success.

However, in the pursuit of preparation, (NCERT) textbooks emerge as unassuming yet indispensable companions for every aspirant for many reasons.

NCERTs offer the following advantages for UPSC CSE Preparation:

AUTHENTIC INFORMATION: These textbooks are the result of extensive research and meticulously designed by

Academic experts like Manjul Bhargava

Policy makers like Bibek Debroy, Sanjeev Sanyal

Educationists

UPSC Examiners

National Institute of Educational Planning and Administration (NIEPA), an autonomous institution established by the Indian government in May 1979, collaborates closely with key national organizations like UGC and NCERT. It plays a crucial role in training educational planners and conducting research in the field of educational planning and administration.

OFFICIAL LANGUAGE: NCERT textbooks introduce students to the official languages of the UPSC CSE examination.

STEP-BY-STEP LEARNING: NCERT textbooks introduce topics gradually, from basic concepts to more advanced ones, promoting better understanding.

SIMPLICITY OF THE LANGUAGE: One of the notable features of NCERT books is their clear and simple language.

TERMONOLOGY: NCERT textbooks include glossaries or lists of key terms and their definitions at the end of chapters or sections. They are important for citing in answers or even questions have been asked from them.

DATA BASE: Maps, infographics, and case studies provided in the NCERTS are effective tools for candidates preparing for the Prelims and Mains exams.

PAN INDIA AVAILABILITY: These books are widely available and distributed across the country. They are the recommended textbooks for the Central Board of Secondary Education (CBSE) curriculum, which is one of the most widely followed educational boards in India.

INCLUSION: SCERT materials may draw upon some of the foundational concepts and principles found in NCERT books.

Extensive access to NCERT books and their integration into state-specific SCERT materials fosters inclusivity, offering a universal educational base and aiding exam preparation, especially for rural students.

"HOW TO APPROACH NCERTS FOR UPSC CSE PREPARATION?”

BY SUBJECT: The first method entails reading NCERT books subject-wise. Under this approach, you select a specific subject and read all the books from Class 6 to 12 pertaining to that subject.

BY CLASS: The second approach involves reading the books class-wise, starting from Standard 6. This method is particularly useful when time is limited, such as during exam preparation.

It is recommended to read NCERTs textbooks by subject, as this approach helps in achieving a deeper understanding of the concepts and ensures better retention of the information over a more extended period.

UPSC Prelims 2023 Question:

a) Andhra

b) Gandhara

c) Kalinga

d) Magadha

ANSWER:

Amaravati in Andhra Pradesh, formerly known as Dhanyakataka, was a significant Deccan town and the capital of the later Satavahanas. Numerous inscriptions mention its history, with a notable Buddhist presence from the 2nd century BCE to the 2nd/3rd century CE, spanning six distinct periods.

*This question has been directly taken from the maps provided in the history textbook.

* It is recommended to carefully consider the answer choices in the questions, as they can serve as valuable content for future exam questions.

SUGGESTED NCERT BOOKS FOR UPSC PREPARATION:

Paper I (General Studies)

INDIAN SOCIETY BOOKS (SOCIOLOGY and SOCIAL STUDIES)

Indian Society: NCERT Class XII – Indian Society

Indian Society: NCERT Class XII – Social Change and Development in India

HISTORY BOOKS

History: NCERT Class VI – Our Past - I

History: NCERT Class VII – Our Past - II

History: NCERT Class VIII – Our Past III

History: NCERT Class IX – India and the Contemporary World – I

History: NCERT Class X – India and the Contemporary World – II

History: NCERT Class XI – Themes in World History

History: NCERT Class XII – Themes in Indian History – I

History: NCERT Class XII – Themes in Indian History – II

History: NCERT Class XII – Themes in Indian History – III

Old NCERT History books (RS Sharma, Satish Chandra, Bipan Chandra & Arjun Dev)

GEOGRAPHY BOOKS

Geography: NCERT Class VI – The Earth Our Habitat

Geography: NCERT Class VII – Our Environment

Geography: NCERT Class VIII – Resource and Development

Geography: NCERT Class IX – Contemporary India – I

Geography: NCERT Class X – Contemporary India – II

Geography: NCERT Class XI – Fundamentals of Physical Geography

Geography: NCERT Class XI – India – Physical Environment

Geography: NCERT Class XII – Fundamentals of Human Geography

Geography: NCERT Class XII – India – People and Economy

ART AND CULTURE BOOKS

Art & Culture: NCERT Class XI – An Introduction to Indian Art

Art & Culture: NCERT Class XI – Living Craft Traditions of India (Chapters 9 & 10)

Paper-II (General Studies)

POLITY

NCERT Class XI – Political Science: Indian Constitution at Work

NCERT Class XII – Political Science II: Politics in India since Independence

Paper III (General Studies)

ECONOMICS BOOKS

NCERT Class XI – Indian Economic Development

NCERT Class XII – Introductory Macroeconomics

ENVIRONMENT & ECOLOGY BOOKS

Science: Class XII – Biology: last four Chapters (13 to 16)

FREQUENTLY ASKED QUESTIONS:

1.Which NCERTs are to be followed old or new ones?

Answer: New NCERTs are better. For example, old NCERT geography has many outdated facts and data.

2. Can UPSC CSE preparation be solely based on NCERTs?

Answer: While NCERT books provide a strong foundation, they do not encompass the entire civil service syllabus, yet they do include a substantial portion of the fundamental concepts. Aspirants should complement their preparation by referring to more advanced texts and staying updated with current affairs sources.

3.What's the time required for completing all NCERT books?

Answer: With proper planning, one can complete NCERTS according to their study plan theme wise, to cover the syllabus in a structured manner.

4.Does UPSC ask questions directly from the NCERTS?

Answer: Analyzing previous years' exam papers underscores the importance of NCERTs for the UPSC. It becomes clear that questions are frequently drawn from NCERT textbooks, either directly or indirectly.

For example, have a look at the question from 2019 Prelims,

Building 'Kalyaana Mandapas' was a notable feature in the temple construction in the kingdom of

A) Chalukya

B) Chandela

C) Rashtrakuta

D) Vijayanagara

This question has been directly asked from the NCERT.

5.Should I make notes from the NCERTS for UPSC preparation?

Answer: Creating concise UPSC NCERT notes saves time and energy.

The "Tathastu ICS" course is a reliable choice for completing NCERTs for UPSC CSE due to its structured curriculum, expert guidance, and effective study plan. It provides clear subject-wise or class-wise approaches to mastering NCERT textbooks. This course ensures a comprehensive understanding of core concepts, offers regular assessments, and supports doubt resolution. With a focus on current affairs integration and efficient note-making, it helps aspirants excel. "Tathastu ICS" ensures that candidates are well-prepared, making NCERTs, your trusted companions, the key to confidently tackling the UPSC CSE journey.

#upsc2024 #upscaspirants #tathastu ics #tathastuics #upscpreparation #upscprelims #upsccoaching #civilservicesexam

0 notes

10pointer · 2 years ago

Link

#university status...#NCERT approaches UGC #University Grants Commission

0 notes

scitechstudy · 3 years ago

Text

How to Tackle a Subject without Any Background in it for CSIR-UGC NET JRF

This is a query that concerns most of the CSIR-UGC NET JRF Exam aspirants. Part A, Part B, and part c, that is compulsory for CSIR-UGC NET JRF Exam have a wide range of subjects to cover and most of the time aspirants find it difficult to tackle subjects that they have not been in touch with after school. For example, a physical science Master's student finds it tough to cover the huge syllabus of subjects.

What one needs to keep in mind here is that the CSIR doesn’t expect the aspirants to be experts/specialists in each of the subjects of its syllabus, but rather have generalist knowledge about all the topics with some depth. So first of all, take the fear out of your mind that a subject is necessarily difficult just because you don’t have any background in it. You need to have the right approach to studying each subject otherwise any subject can prove to be difficult.

Some Important Points to Prepare a Subject for CSIR-UGC NET JRF with No Background in It

First things first, you need to get your basic fundamentals right. That is why it is recommended that one should start with the NCERT books. They contain simple lucid explanations of all the important concepts and thus provide one with the right base to build upon from other sources too. Once the basic understanding of concepts is clear one can move on to some of the standard textbooks on that subject.

Keep in mind to limit your sources for the subject to the most important ones and revise them multiple times, rather than having multiple sources and not even doing one properly.

Also, go through the previous years’ question papers to know what kind of questions are asked and try to understand the requirement of the subject from an exam point of view. This requirement may differ for all three stages of the exam. Thus, you will need to plan your preparation accordingly.

Supplement your textbook knowledge with a Practice set and test series of SCITECH STUDY for the subjects that require being in sync with the latest happenings going around. Don’t just read these extra sources and jot down points, but also try to make linkages with the syllabus topics and gain a holistic understanding. Try making your own short notes for easier revision and better retention purposes.

Whether you have a background in a subject or not, answer writing practice is a very essential part of the preparation. The more you write, the better your overall understanding of the topics and the subject as a whole will become.

The only thing is to do away with any kind of fear or inhibitions. When you start attempting, your initial answers may not be up to the mark, but don’t give up and stop attempting. Try to think and analyse how you could have written it better and with time you will become very good at it. The key is to keep attempting and improving.

#neet #coaching #neetcoaching #csir-nio #NET

0 notes

nerdychopshopgoatee · 3 years ago

Text

Education System in India

The focal and most state sheets consistently follow the "10+2+3" example of education.:3 In this example, investigation of 10 years is done in schools and 2 years in Junior colleges,:44 and afterward 3 years of graduation for a four year certification. The initial 10 years is additionally partitioned into 4 years of essential instruction, 6 years of High School followed by 2 years of Junior colleges.:5 This example started from the proposal of the Education Commission of 1964-66.

The National Council of Educational Research and Training (NCERT) is the zenith body situated at New Delhi, Capital City of India. It makes the educational program related issue for school instruction across India. The NCERT offers help, direction and specialized help to various schools in India and supervises numerous parts of implementation of training approaches. Other educational program bodies administering school training framework are:

The state government sheets: Most of the state governments have one "State leading group of optional training". In any case, a few states like Andhra Pradesh have mutiple. Likewise the association regions don't have a board, Chandigarh, Dadra and Nagar Haveli, Daman and Diu, Lakshadweep and Puducherry Lakshadweep, share the administrations with a bigger state.

Focal Board of Secondary Education (CBSE) which conducts assessments at the tenth and twelfth guidelines that are called as board tests

The Council of Indian School Certificate Examination(CISCE). CISCE conducts three assessments, in particular, the Indian Certificate of Secondary Education (ICSE - Class/Grade 10); The Indian School Certificate (ISC - Class/Grade 12) and the Certificate in Vocational Education (CVE - Class/Grade 12).

The National Institute of Open Schooling (NIOS) conducts two assessments, in particular, Secondary Examination and Senior Secondary Examination (All India) and furthermore a few courses in Vocational Education.

Worldwide schools subsidiary to the International Baccalaureate Program and additionally the Cambridge International Examinations.

Islamic Madrasah schools, whose sheets are constrained by nearby state governments, or self-sufficient, or subsidiary with Darul Uloom Deoband.

Self-sufficient schools like Woodstock School, The Sri Aurobindo International Center of Education Puducherry, Auroville, Patha Bhavan and Ananda Marga Gurukula.

Worldwide schools, which offer tenth and twelfth standard assessments under the International Baccalaureate, or the Cambridge Senior Secondary Examination frameworks.

Furthermore, NUEPA (National University of Educational Planning and Administration) and NCTE (National Council for Teacher Education) are liable for the administration of the schooling framework and educator accreditation.

Pre-Primary instruction

Pre-essential stage is the establishment of kid's information, abilities and conduct. On Completion of pre-essential instruction kid is shipped off essential stage yet pre-essential training in India is definitely not a central right. In rustic India pre-elementary schools are once in a while accessible in little towns and metropolitan region despite what is generally expected. However, in urban areas and huge towns there are many set up parts in Pre-Primary training area. The interest for the preschools is filling extensively in the more modest towns and urban communities yet at the same time just 1% of the populace under age 6 is taken on preschool instruction. Play bunch (pre-nursery): At play schools, youngsters are presented to a ton of essential learning exercises that assist them with getting free quicker and foster their self improvement characteristics like eating food themselves, sprucing up and looking after neatness. Age limit for confirmation in nursery is 2 to 3 years Nursery: At Nursery level exercises assist youngster with unfurling her/his gifts, empowers them to hone their psychological and actual capacities. Age limit for confirmation in nursery is 3 to 4 years. LKG: It is likewise called as Junior Kindergarten (Jr.KG) stage. Age limit for confirmation in LKG is 4 to 5 years. UKG: It is likewise called as Senior Kindergarten (Sr.KG) stage. Age limit for confirmation in UKG is 5 to 6 years. LKG and UKG stages plan and help kids inwardly, intellectually, socially and genuinely to get a handle on information effectively in the later phases of school and school life. A methodical interaction of preschool training is continued in India to give information in the most ideal manner for better comprehension of the little youngsters. By following a simple and intriguing educational program, instructors endeavor hard to make the whole learning measure pleasant for the youngsters.

Essential instruction

The Indian government lays accentuation on essential instruction, additionally alluded to as rudimentary training, to youngsters matured 6 to 14 years of age. Since training laws are given by the states, span of grade school visit adjusts between the Indian states. The Indian government has additionally prohibited kid work to guarantee that the youngsters don't enter hazardous working conditions. Be that as it may, both free instruction and the prohibition on kid work are hard to authorize because of monetary dissimilarity and social conditions. 80% of all perceived schools at the rudimentary stage are government run or upheld, making it the biggest supplier of instruction in the country.

Be that as it may, because of a deficiency of assets and absence of political will, this framework experiences gigantic holes including high student to educator proportions, lack of foundation and helpless degrees of instructor preparing. Figures delivered by the Indian government in 2011 show that there were 58,16,673 primary teachers in India. As of March 2012 there were 21,27,000 auxiliary teachers in India. Training has likewise been made free for kids for 6 to 14 years old or up to class VIII under the Right of Children to Free and Compulsory Education Act 2009.

There have been a few endeavors to upgrade quality made by the public authority. The District Education Revitalisation Program (DERP) was dispatched in 1994 with a plan to universalise essential training in India by changing and vitalising the current essential instruction framework. 85% of the DERP was financed by the focal government and the leftover 15% was supported by the states. The DERP, which had opened 1.6 lakh new schools including 84,000 elective training schools conveying elective instruction to roughly 35 lakh youngsters, was additionally upheld by UNICEF and other global projects. In January 2016, Kerala turned into the first Indian state to accomplish 100% essential schooling through its education program Athulyam.

This essential instruction conspire has likewise shown a high Gross Enrolment Ratio of 93-95% throughout the previous three years in certain states. Critical improvement in staffing and enrolment of young ladies has likewise been made as a piece of this plan. The current plan for universalisation of Education for All is the Sarva Shiksha Abhiyan which is one of the biggest instruction drives on the planet. Enrolment has been improved, yet the degrees of value stay low.

Auxiliary training

Auxiliary training covers youngsters matured 12 to 18, a gathering containing 8.85 crore kids as indicated by the 2001 Census of India. The last two years of optional is regularly called Higher Secondary (HS), Senior Secondary, or just the "+2" stage. The two parts of auxiliary instruction are each a significant stage for which a pass authentication is required, and along these lines are subsidiary by focal sheets of training under HRD service, before one can seek after advanced education, including school or expert courses.

UGC, NCERT and CBSE orders state qualifying ages for up-and-comers who wish to take board tests. Those at any rate 15 years of age by 30 May for a given scholarly year are qualified to show up for Secondary board tests, and those 17 by a similar date are qualified to show up for Higher Secondary testament board tests. It further expresses that upon fruitful finishing of Higher Secondary, one can apply to advanced education under UGC control like Engineering, Medical, and Business Administration.

A critical element of India's auxiliary educational system is the accentuation on incorporation of the burdened areas of the general public. Experts from set up foundations are frequently called to help in professional preparing. Another element of India's auxiliary educational system is its accentuation on calling based professional preparing to assist understudies with achieving abilities for discovering an occupation of his/her picking. A huge new element has been the expansion of SSA to optional instruction as the Rashtriya Madhyamik Shiksha Abhiyan.

An exceptional Integrated Education for Disabled Children (IEDC) program was begun in 1974 with an emphasis on essential training. however, which was changed over into Inclusive Education at Secondary Stage. Another prominent extraordinary program, the Kendriya Vidyalaya project, was begun for the workers of the focal legislature of India, who are disseminated all through the country. The public authority began the Kendriya Vidyalaya project in 1965 to give uniform instruction in organizations following a similar schedule at a similar speed paying little heed to the area to which the representative's family has been moved. H The National Policy on Education (NPE), 1986, has accommodated climate mindfulness, science and innovation training, and presentation of customary components like Yoga into the Indian auxiliary educational system.

Non-public schools

As per current evaluations, 29% of Indian youngsters are secretly instructed. With over half kids taking on tuition based schools in metropolitan regions, the equilibrium has effectively shifted towards private tutoring in urban communities; and, even in rustic regions, almost 20% of the kids in 2004-5 were taken a crack at tuition based schools. Private tutoring has come to be related with a clear impression of value and accordingly attractive according to the partners, regardless of their financial status.

Most working class families send their youngsters to tuition based schools, which may be in their own city or at inaccessible all inclusive schools like Rajkumar Co

0 notes

lazykoalacollectionblog · 6 years ago

Text

Important Higher Education Body[Short Notes]

New Post has been published on https://ugcnetpaper1.com/important-higher-education-body/

Important Higher Education Body[Short Notes]

Short Notes on Important Higher Education Body in India

Short notes on Important higher education body topics for various competitive examination such as NET, IAS, SSC etc exam included details of higher education apex body their brief into and functioning. It includes important details around the functioning, moto, vision and other key staff at a single page. This Information has been collected from various statutory organisation website and documents available in the public domain.

Apex Educational Bodies in India

The University Grants Commission(UGC) is a statutory organization established by an Act of Parliament in 1956 for the coordination, determination, and maintenance of standards of university education. Apart from providing grants to eligible universities and colleges, the Commission also advises the Central and State Governments on the measures which are necessary for the development of Higher Education.

It functions from New Delhi as well as its six Regional offices located in Bangalore, Bhopal, Guwahati, Hyderabad, Kolkata, and Pune.

More details about UGC and functioning is covered in Higher Education Framework

National Council of Educational Research and Training(NCERT)

The National Council of Educational Research and Training is an autonomous organisation of the Government of India that was established on 1 September 1961 as a literary, scientific and charitable Society under the Societies’ Registration Act. Its headquarters are located at Sri Aurobindo Marg in New Delhi.

NCERT is the apex body for curriculum related matters for school education in India. It assists and advises the Central and State Governments on academic matters related to school education. It also provides support and technical assistance to a number of schools in India and oversees many aspects of enforcement of education policies.

The major objectives of NCERT and its constituent units are to: undertake, promote and coordinate research in areas related to school education; prepare and publish model textbooks, supplementary material, newsletters, journals and develops educational kits, multimedia digital materials, etc. organise pre-service and in-service training of teachers; develop and disseminate innovative educational techniques and practices;collaborate and network with state educational departments, universities, NGOs and other educational institutions; act as a clearinghouse for ideas and information in matters related to school education; and act as a nodal agency for achieving the goals of Universalisation of Elementary Education.

In addition to research, development, training, extension, publication and dissemination activities, NCERT is an implementation agency for bilateral cultural exchange programmes with other countries in the field of school education.

The NCERT also interacts and works in collaboration with the international organisations, visiting foreign delegations and offers various training facilities to educational personnel from developing countries.

The major constituent units of NCERT which are located in different regions of the country are:

National Institute of Education (NIE), New Delhi Central Institute of Educational Technology (CIET), New Delhi Pandit Sundarlal Sharma Central Institute of Vocational Education (PSSCIVE), Bhopal Regional Institute of Education (RIE), Ajmer Regional Institute of Education (RIE), Bhopal Regional Institute of Education (RIE), Bhubaneswar Regional Institute of Education (RIE), Mysore North-East Regional Institute of Education (NERIE), Shillong

Central Board of Secondary Education(CBSE)

CBSE is another main governing body of the education system in India. It comes under the purview of the Central Government. It is a Board of Education for public and private schools. The board conducts final examinations every spring for All India Senior School Certificate Examination (AISSCE) for Class 10 and 12. The board also annually conducts the AIEEE exam for admission to undergraduate courses in engineering and architecture in numerous colleges of India.

To define appropriate approaches of academic activities to provide stress-free, child centred and holistic education to all children without compromising on quality

To analyse and monitor the quality of academic activities by collecting the feedback from different stakeholders

To develop norms for implementation of various academic activities including quality issues; to control and coordinate the implementation of various academic and training programmes of the Board; to organize academic activities and to supervise other agencies involved in the process

To adapt and innovate methods to achieve academic excellence in conformity with psychological, pedagogical and social principles.

To encourage schools to document the progress of students in a teacher and student friendly way

To propose plans to achieve quality benchmarks in school education consistent with the National goals

To organize various capacity building and empowerment programmes to update the professional competency of teachers

It also conducts AIPMT – All India Pre Medical Test for admission to major medical colleges in India.

Read more details here – cbseacademic website

Council of Indian School Certificate Examination (CISCE)

CISCE is a private, non-governmental board of school education in India. It conducts two examinations ‘Indian Certificate of Secondary Education (ICSE) ‘ and ‘Indian School Certificate (ISC)‘. ICSE is an examination meant for those Indian students who have just completed their 10th class. ISC is a public examination conducted for those studying in 12th class.

In 1952, an All India Certificate Examinations Conference was held under the Chairmanship of Maulana Abul Kalam Azad, Minister for Education. The main purpose of the Conference was to consider the replacement of the overseas Cambridge School Certificate Examination by an All India Examination.

The inaugural meeting of the Council was held on 3rd November 1958.

In December 1967, the Council was registered as a Society under the Societies Registration Act, 1860.

In 1973, the Council was listed in the Delhi School Education Act 1973, as a body conducting “public” examinations.

The Council for the Indian School Certificate Examinations conducts three examinations, namely, the Indian Certificate of Secondary Education (ICSE –Class X); The Indian School Certificate (ISC – ClassXII) and the Certificate in Vocational Education (CVE – Year 12). The subject choices and syllabuses prescribed for these examinations are varied and aimed at nurturing the unique gifts of individual pupils

National Institute of Open Schooling (NIOS)

NIOS – It is an educational board of national level established by the Government of India and the Ministry for Human Resource Development. This board meets the educational needs of students who cannot attend regular schools.

The National Institute of Open Schooling (NIOS) formerly known as National Open School (NOS) was established in November 1989 as an autonomous organisation in pursuance of National Policy on Education 1986 by the Ministry of Human Resource Development (MHRD), Government of India.

NIOS is providing a number of Vocational, Life Enrichment and community oriented courses besides General and Academic Courses at Secondary and Senior Secondary level. It also offers Elementary level Courses through its Open Basic Education Programmes (OBE).

The government of India through a gazette notification vested NIOS with the authority to examine and certify learners registered with it upto pre degree level courses whether Academic, Technical or Vocational.

It is also known as National Institute of Open Schooling or NIOS. Though anybody can appear for the board examinations, it is most suitable for sportspersons, physically handicapped, candidates suffering from chronic medical illness and those with learning disorders or other psychiatric conditions. It also caters to rural populace in an inexpensive manner.

Website – https://www.nios.ac.in/

National Council for Teacher Education (NCTE)

NCTE is a national-level statutory body of the Government of India, established in 1995. Its objective is to plan co-ordinated development of the teacher education system, regulate, maintain and monitor norms and standards in teacher education.

The National Council for Teacher Education, in its previous status since 1973, was an advisory body for the Central and State Governments on all matters pertaining to teacher education, with its Secretariat in the Department of Teacher Education of the National Council of Educational Research and Training (NCERT).

It lays down norms for teacher education courses, accredits institutions, frames recruitment norms, carries out surveys, research and innovations.

The main objective of the NCTE is to achieve planned and coordinated development of the teacher education system throughout the country, the regulation and proper maintenance of Norms and Standards in the teacher education system and for matters connected therewith.

The mandate given to the NCTE is very broad and covers the whole gamut of teacher education programmes including research and training of persons for equipping them to teach at pre-primary, primary, secondary and senior secondary stages in schools, and non-formal education, part-time education, adult education and distance (correspondence) education courses.

The NCTE has four Regional Offices at Jaipur, Bangalore, Bhubaneswar, and Bhopal respectively.

These four Regional Committees at Jaipur, Bengaluru, Bhubaneswar and Bhopal covering the territorial jurisdiction of the Northern, Southern, Eastern (and North-Eastern) and Western Regions of the Country respectively. The Regional Committees came into existence on 06.01.1996.

Website – http://ncte-india.org/ncte_new/

Council for Technical Education (AICTE)

It was established by an Act of Parliament to develop, promote and co-ordinate technical education in the country. Technical Education broadly covers the field of engineering & technology, architecture & town planning, management, pharmacy and applied arts & crafts. The council grants approval for starting new technical institutions and introduction of new programs in consultation with the agencies concerned.

All India Council for Technical Education (AICTE), a national-level council for technical education. It governs the Boards of Architecture, Hotel Management and Catering Technology, Information Technology, Post Graduate Education and Research in Engineering and Technology, Undergraduate Studies in Engineering etc.

Recently it has also created a separate body-National Body of Accreditation (NBA) that gives accreditation to institutions and grades the courses offered by them.

Read more details at – Kick-Start Notes On AICTE For Higher Education System

Council for Agriculture Research (ICAR)

The Indian Council of Agricultural Research (ICAR) is an autonomous organisation under the Department of Agricultural Research and Education (DARE), Ministry of Agriculture and Farmers Welfare, Government of India. Formerly known as Imperial Council of Agricultural Research, it was established on 16 July 1929 as a registered society under the Societies Registration Act, 1860 in pursuance of the report of the Royal Commission on Agriculture.

It keeps the information and provides consultancy on agriculture, horticulture, resource management, animal sciences, agricultural engineering, fisheries, agricultural extension, agricultural education, home science, and agricultural communication.

It has the mandates to coordinate agricultural research and development programmes.

Further, the DARE/ICAR has got a good number of new initiatives such as Farmer FIRST, Student READY, ARYA, Consortia Research Platforms, etc. to facilitate agricultural research through innovation and integration

Read more at – https://www.icar.org.in/

AIMA – All India Management Association

The All India Management Association (AIMA) is the national apex body of the management profession in India. AIMA was created with the active support of the Government of India and Industry in 1957.

The All India Management Association (AIMA) in India with over 30,000 members through 67 Local Management Associations affiliated to it.

AIMA has formed over 60 years ago and is a non-lobbying, not for profit organisation, working closely with industry, Government, academia and students, to further the cause of the management profession in India

AIMA carries out a range of management related activities and initiatives such as Distance Management Education, Management Development Programs, Research and Publications, Testing Services, and National events and competitions.

The association is represented on a number of policy-making bodies of the Government of India and national associations including All India Council for Technical Education (AICTE), which is the apex regulatory body for professional education in the country under the Ministry of Human Resource Development; National Board of Accreditation (NBA); Association of Indian Management Schools, Hyderabad; National Productivity Council, New Delhi.

Read more at –cdac website

CHD – Central Hindi Directorate

The Central Hindi Directorate was established on March 1, 1960, by Government of India under the then Ministry of Education (now Ministry of Human Resource Development), Department of Higher Education to promote and propagate Hindi as well as to develop it as a link language throughout India in pursuance of Article 351 of the Constitution of India.

The Headquarters of the Central Hindi Directorate is located at New Delhi. Its regional offices are located at Chennai, Kolkata, Hyderabad and Guwahati. Since its inception, the Directorate has been implementing a number of schemes for the promotion and development of Hindi.

CHD conducts correspondence courses for teaching the Hindi language to non – Hindi speaking Indians and foreigners. CHD also prepares dictionaries and conversational books that are Bi-lingual, Trilingual and Multi-lingual.

The Directorate has been implementing a number of schemes as follows:

Hindi for Government Servants – Central Hindi Directorate has been conducting a number of courses such as Certificate Course in Hindi, Diploma Course in Hindi, Advance Diploma Course and Course Prabodh, Praveen and Pragya for Govt. Servants.

Scheme of publication of monolingual/bilingual, trilingual and multilingual dictionaries.

Correspondence courses/Awards to Hindi writers

Extension services and programmes,

Hindi teaching and Promotion through Audio cassettes.

Grants to voluntary organisations for the propagation of Hindi including the scheme of assistance for publication/purchase of books.

Purchase of Hindi books for free distribution.

For more details, click here: www.hindinideshalaya.nic.in

CIET – Central Institute of Educational Technology:

Central Institute of Educational Technology(CIET), a constituent unit of NCERT, came into existence in the year 1984 with the merger of the Center for Educational Technology and Department of Teaching Aids.

Its major aim is to promote utilization of educational technologies viz., radio, TV, satellite communications and cyber media either separately or in combinations and its appropriate use to enhance learning and improve productivity in classrooms and schools.

To advise and coordinate (a) academic and technical programmes of the five State Institutes of Educational Technology (SIETs) (b) implementation of the National Policy of ICT for School Education, ICT@Schools Scheme.

The Institute undertakes various activities to widen educational opportunities promote equity and improve the quality of educational processes at the school level.

Developed ICT curriculum for students and teachers

Developed National Repository of Open Educational Resources (NROER)

Organized training programmes for teachers and teacher educators of 15 States/UTs through face to face and distance mode

Organized All India Children’s Educational Audio Video Programmes, Contests and National ICT Award for school teachers

Disseminate e-contents through telecast/broadcast on DD -1, Gyan Vani, Gyan Darshan channels and sales mechanism

CIET provides and promotes educational technology especially at the school level. It publicizes alternative learning systems. Directs and coordinates the academic and technical programmes of SIET.

CIEFL – Central Institute of English and Foreign Languages

The Central Institute of English and Foreign Languages – CIEFL is a National Institute for providing higher education in English and other Foreign Languages in India. The EMRC functions under the control of CIEFL.

In fact, Educational Media Research Centre, CIEFL, Hyderabad came into being in 1985. The institute serves the purpose to tap the potential of television as an educational tool and to make quality higher education accessible to students of small and remote places utilizing the rapidly expanding television network in the country.

The English and Foreign Languages University, Hyderabad, was founded in 1958 as the Central Institute of English (CIE).

Gradually the Institute extended the scope of its goals, viz. to improve the standard of teaching of English; to undertake relevant research; and, to introduce foreign languages. It was therefore renamed the Central Institute of English and Foreign Languages (CIEFL) in 1972 with the addition of three major foreign languages – German, Russian and French.

The CIEFL is the only university in India of its kind exclusively devoted to learning and teaching of English and other Foreign languages in demand.

As of Now, CIEFL offers language programmes in English, Arabic, French, German, Japanese, Russian and Spanish.

Presently, the CIEFL has three campuses – Hyderabad, Lucknow and Shillong.

The Hyderabad campus of CIEFL has five different schools, namely- School of Critical Humanities, School of Distance Education, School of English Language Education, School of Foreign Languages and School of Language Sciences. The Lucknow campus runs MA English and M.Phil. in Linguistics and Phonetics. The Shillong campus also offers programs in English, French and German.

[Source – http://www.indiaeducation.net/apexbodies/ciefl/]

CIIL – Central Institute of Indian Languages:

The Central Institute of Indian Languages (CIIL) at Mysore, a subordinate office of the Ministry of Human Resource Development, was set up in 1969 to help in evolving and implementing the language policy of 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 the society. The Institute promotes Indian languages through several comprehensive schemes.

For the promotion of its objectives, CIIL organises a number of programmes, some of which are:

Development of Indian Languages

The Scheme seeks to develop Indian languages through research, development of human resource and the production of materials in modern Indian languages, including tribal/ minor/ minority languages.

Regional Language Centres (RLCs)

There are seven Regional Language Centres located at Bhubaneswar, Pune, Mysore, Patiala, Guwahati, Solan and Lucknow. The centres work for the implementation of the three language formula of the Government and preparation of instructional materials. The RLCs conduct teacher-training programmes wherein the secondary school teachers deputed by States and Union Territories are trained in languages other than their mother tongue.

For more details, click here: www.ciil.org

CSTT – Commission of Scientific and Technical Terminology

The Commission for Scientific & Technical Terminology (CSTT) was set up on December 21, 1960 by a resolution of Government of India under the proviso to Clause (4) of Article 344 of the Constitution with the objective to evolve and define scientific and technical terms in Hindi and all Indian languages; publish glossaries, definitional dictionaries, encyclopaedia.; to see that the evolved terms and their definitions reach the students, teachers, scholars, scientists, officers etc., to ensure proper usage/ necessary updating/ correction/ improvement on the work done (through workshops/ seminars/ orientation programmes) by obtaining useful feedback; to coordinate with all States to ensure uniformity of terminology in Hindi and other Indian languages.

The Commission carries out the following functions:-

Preparation and Publication of Bilingual and Trilingual Glossaries involving English/Hindi and other Indian Languages.

Preparation and Publication of National terminology.

Identification and Publication of School Level Terminology and Departmental Glossaries.

Identification of Pan Indian Terms.

Preparation of Definitional Dictionaries and Encyclopaedias.

Preparation of University level textbooks, monographs and journals

Grant-in-Aid to Granth Academies, Textbook Boards and University Cells for University level books in regional languages.

Propagation, expansion and critical review of terms coined and defined through training/orientation programmes, workshops, seminars etc.

Free distribution of Publications.

Providing necessary terminology to the National Translation Mission.

CSST works for the development of uniform technology for Hindi and other modern Indian languages. It is involved in the development of language technology for books and periodicals at all the educational levels – primary and Higher education besides University level.

For more details, click here: www.cstt.nic.in

COA – Council of Architecture

The Council of Architecture (COA) has been constituted by the Government of India under the provisions of the Architects Act, 1972, enacted by Parliament, which came into force on September 1, 1972. The Act provides for registration of Architects and matters connected therewith.

The COA, besides maintaining a Register of Architects, oversees the maintenance of standards, periodically of recognized qualifications under the Act by way of conducting inspection through Committees of Experts. Based on the inspections, the COA can make representation to appropriate Governments with regard to the inadequacy of standards maintained by the institutions.

COA is responsible for regulating the education and practice of profession throughout India besides maintaining the register of Architects. Any person willing to pursue ‘Architecture’ as a profession will have to register with the Council of Architecture.

There are about 423 institutions, which impart architectural education in India leading to recognized qualifications. The standards of education being imparted in these institutions (constituent colleges/departments of universities, deemed universities, affiliated colleges/schools, IITs, NITs and autonomous institutions) is governed by Council of Architecture (Minimum Standards of Architectural Education) Regulations, 1983, which set forth the requirement of eligibility for admission, course duration, standards of staff & accommodation, course content, examination etc.

The registration with Council of Architecture entitles a person to practice the profession of architecture, provided he holds a Certificate of Registration with up-to-date renewals. The registration also entitles a person to use the title and style of Architect.

For more details, click here: www.coa.gov.in

CSIR – Council of Scientific and Industrial Research

The Council of Scientific and Industrial Research abbreviated as CSIR was established by the Government of India in September of 1942 as an autonomous body that has emerged as the largest research and development organisation in India.

CSIR’S objective is to develop new tools and applications for the industrial segment of the country and to accelerate the scientific and technological progress of the country.

Recently, CSIR has undertaken several initiatives to translate laboratory leads to marketable/value-added technologies/products and thereby enhance interactions and connect to stakeholders for enabling ease of doing technology licensing.

One of the initiatives is a “Thematic approach” to harness multidisciplinary talent and infrastructure for solving specific challenges in identified sectors.

Theme Directorates have been formed and cover following specific sectors:

Aerospace, Electronics, and Instrumentation & Strategic Sectors;

Civil Infrastructure & Engineering;

Ecology, Environment, Earth & Ocean Sciences and Water;

Mining, Minerals, Metals and Materials;

Chemicals (including leather) and Petrochemicals;

Energy (conventional and non-conventional) and Energy devices;

Agri, Nutrition & Biotech; and

Healthcare.

Council of Scientific & Industrial Research (CSIR), India, a premier national R&D organisation, is among the world’s largest publicly funded R&D organisation. Human Resource Development Group (HRDG), a division of CSIR realises this objective through various grants, fellowship schemes etc.

Also responsible for conducting CSIR-UGC (NET) EXAM FOR AWARD OF JUNIOR RESEARCH FELLOWSHIP AND ELIGIBILITY FOR LECTURERSHIP

The Traditional Knowledge Digital Library (TKDL) is a collaborative project between CSIR & the Department of AYUSH, Ministry of Health and Family Welfare, Government of India. The main objective of this network project is to prevent misappropriation of India’s rich heritage of traditional knowledge.

For more details, click here: http://www.csir.res.in/r-d-activities

DCI – Dental Council of India

Dental Council of India is a Statutory Body incorporated under an Act of Parliament viz. The Dentists Act, 1948 (XVI of 1948) to regulate the Dental Education and the profession of Dentistry throughout India and it is financed by the Govt. of India in the Ministry of Health & Family Welfare (Department of Health) through Grant-in-aid.

DCI, a statutory body has representatives of the Central Government, State Government, Universities, Dental Colleges, Medical Council of India and the Private Practitioners of Dentistry. It was constituted with a view to regulating the dental education, dental profession and dental ethics.

Maintenance of uniform standards of Dental Education – both at Undergraduate and Postgraduate levels. (a) It envisages inspections/visitations of Dental Colleges for permission to start Dental colleges, an increase of seats, starting of new P.G. courses etc.

To prescribe the standard curricula for the training of dentists, dental hygienists, dental mechanics and the conditions for such training;

To prescribe the standards of examinations and other requirements to be satisfied to secure for qualifications recognition under the Act

For more details, click here: http://www.dciindia.org.in/Home.aspx

DOEACC – Department of Electronics Accreditation of Computer Courses

The courses of DOEACC commence from Certificate Level and goes up to Masters level. The society also offers horizontal level entry at a higher level. In the scheme, not only can students enrol but working too.

FTTI – Film and Television Institute of India

Film and Television Institute of India (FTTI), National School of Drama (NSD), Satyajit Ray Film and Television Institute (SRFTI), and Shri Ram Centre for Performing Arts (SRCPA)are the apex institutes under films and dramatics.

ICPR – Indian Council of Philosophical Research

The main objectives of ICPR are to establish, administer and manage the Indian Council of Philosophical Research. The Governing Body (GB) and the Research Project Committee (RPC) are the main authorities of the Council.

IIAS – Indian Institute of Advanced Study

IIAS is a residential centre for research and encourages the promotion of creative thought in areas which have deep human significance, and provides an environment suitable for academic research.

IIFT – Indian Institute of Foreign Trade

IIFT has evolved itself into a complete business school, offering Management Programmes in various streams of International Business. Besides, offering full-time programmes in Management, it also offers part-time programmes for working professionals.

IISc – Indian Institute of Science

IISc is a leading institution of research and advanced instruction. Besides offering formal education the institute also offers short-term programmes for engineers and scientists. The Continuing Education Programme of the institute covers a wide range of topics.

ISRO – Indian Space Research Organisation

The objective of ISRO is to develop space technology and its application to various national activities. ISRO has operationalized two major satellite systems namely Indian National Satellites (INSAT) and Indian Remote Sensing.

ISI – Indian Statistical Institute

ISI is well equipped for imparting teaching and training of mathematics, statistics and allied disciplines. The institute now comprises over 250 faculty members and over 1,000 supporting staff and several modern-day gadgets.

ICAI – Institute of Chartered Accountants of India

ICAI is contributing to education, professional development, and maintenance of high accounting, auditing, and ethical standards.

ICSI – Institute of Company Secretaries of India

ICSI develops and regulates the profession of company secretaries. It is the ONLY institute which offers this course and awards the certificate bestowing the designation of company secretary to qualifying members of the institute.

IEG – Institute of Economic Growth

IEG is recognized as one of the leading research institutes in the areas of economics and social development. It broadly focuses on Agriculture and rural development, Environment and resource economics, Labour and welfare, etc.

IMS – Institute of Mathematical Sciences

IMSc carries out research in frontier areas of mathematics, physics and computer sciences. Research at IMSc is well supported by Department of Atomic Energy Government of India and Government of Tamil Nadu.

IOP – Institute of Physics

IOP carries out research tasks in theoretical and experimental areas of High Energy, Nuclear, Atomic, Molecular and Condensed Matter Physics, etc.

JNV – Jawahar Navodaya Vidyalayas

JNV’s are fully residential and co-educational schools covering classes VI to XII. Education in these Vidyalayas is free for all enrolled students including lodging, boarding, textbooks, uniforms etc.

MCI – Medical Council of India

MCI sets the standard of higher qualifications in medicine and recognition of medical qualifications in India and abroad. It deals with medical colleges and hospitals and medical professionals of the country.

NAAC – National Assessment and Accreditation Council

NAAC certifies institutions of higher learning (Colleges, Universities, Institutes, etc.) in the country but, it does not include the institutes providing technical education.

NLM – National Literacy Mission

NLM was established to make everyone self-reliant in reading, writing, and arithmetic, and to make them aware of the development issues affecting the society.

NUEPA – National University of Education Planning and Administration

NUEPA focuses on planning, management and capacity building in educational policy, through research, training, consultancy, and dissemination. It has nine academic and one administrative unit.

PCI – Pharmacy Council of India

PCI prescribes, regulates and maintains minimum educational standards for the training of pharmacists uniformly in the country. Any institute providing pharmacy education in the country requires registering with the Pharmacy Council of India.

RCI – Rehabilitation Council of India

RCI maintains and standardizes the standard of training professionals. It has a National Program Policy in the form of Primary Health Center and Bridge Courses.

The information provided on this page of ugcnetpaper1.com is gathered from various official/unofficial online and offline resources. Although we take every possible precaution to ensure that the content on our website is as authentic and accurate as possible followed by the manual check, there still might have some human mistakes. And we certainly are not responsible for any losses caused because of the inefficient information on the website.

Here we are not responsible for any Inadvertent Error that may have crept in the information being published in this Website and for any loss to anybody or anything caused by any Shortcoming, Defect or Inaccuracy of the Information on this Website.

if you see any information/study material or notes which are incorrect feel free to reach us on [email protected] for modification required.

We will be more than happy to update.

0 notes