Unit 10 - Higher Education System (UGC NET Paper I).pdf

Dr. K. Thiyagu, Assistant Professor, Department of Education, Central University of Kerala
UNIT - X
HIGHER EDUCATION
SYSTEM

Unit X – Higher Education System
Institutions of higher learning and education in ancient India.
Evolution of higher learning and research in Post-Independence India.
Oriental, Conventional and Non-conventional learning programmes in India.
Professional, Technical and Skill Based education.
Value education and environmental education.
Policies, Governance, and Administration

Around 3.5 crore seats to be added in higher education
Undergraduate education can be of 3 or 4 years with multiple exit options and appropriate
certification at different stages
Academic Bank of Credits to be established to facilitate Transfer of Credits for lateral
admission to other institutes
Multidisciplinary Education and Research Universities (MERUs), at par with IITs and
IIMs, to be set up as models of best multidisciplinary education of global standards in the
country
The National Research Foundation will be created as an apex body for fostering a strong
research culture and building research capacity across higher education
Higher Education Commission of India (HECI) will be set up as a single overarching
umbrella body for the entire higher education system, excluding medical and legal education.
Public and private higher education institutions will be governed by the same set of norms for
regulation, accreditation and academic standards.
Affiliation of colleges is to be phased out in 15 years and a stage-wise mechanism is to be
established for granting graded autonomy to colleges
NEP
2020
–
Highlights
for
Higher
Education

Flexible UG Course with Multiple Entries and Exits
Option No. Options Academic Recognition
1 After 1st year of UG programme Certificate
2 After 2nd year of UG programme Advanced Diploma
3 After 3rd year of UG programme Bachelor’s Degree
4 After 4th year of UG programme Bachelor’s with Research
Further, the credits earned at various levels will get credited into a digitalised
Academic Bank of Credit. Students can use their earned credits to take admission
in another institution to further continue their studies for the remaining year/s of
their graduation courses

HECI – A Single Regulatory Body with 4 Verticals
No HECI Vertical Function
1
National Higher Education Regulatory
Council (NHERC)
Creating and Implementing Higher
Education regulation
2 General Education Council (GEC) Standard setting for academia
3 Higher Education Grants Council (HEGC) For funding academic and research activities
4 National Accreditation Council (NAC) Accreditation to academic institutions
As per the National Education Policy (NEP) 2020, a single regulatory body will guide
Higher Education in India. The regulatory body named as Higher Education Commission of
India (HECI) will have 4 verticals to deal with different functions of higher education.

NEP 2020
Chapters
School
Education
Chapter Contents
Introduction
Part I: School Education
1 Early Childhood Care and Education: The Foundation of Learning
2 Foundational Literacy and Numeracy: An Urgent & Necessary Prerequisite
to Learning
3 Curtailing Dropout Rates and Ensuring Universal Access of education at
All levels
4 Curriculum and Pedagogy in Schools: Learning should be Holistic,
Integrated, Enjoyable and Engaging
5 Teachers
6 Equitable and Inclusive Education: Learning for All
7 Efficient Resources and Effective Governance through School Complexes
8 Standard-Setting and Accreditation for School Education

Chapter Contents
Part II: Higher Education
9 Quality Universities and Colleges
10 Institutional Restructuring and Consolidation
11 Towards a more holistic and Multidisciplinary Education
12 Optimal Learning Environment and Support for Students
13 Motivated, Energized and Capable Faculty
15 Equity and Inclusion in Higher Education
15 Teacher Education
16 Re-imaging Vocational Education
17 Catalysing quality academic research in al the fields through a New National
Research Foundation
18 Transforming the Regulatory System of Higher Education
19 Effective Governance and Leadership for Higher Education institutions
Part III: Other Key Areas of Focus
20 Professional Education
21 Adult education and Lifelong learning
22 Promotion of Indian Languages, Arts and Culture
23 Technology use and integration
24 Online and Digital education: Ensuring Equitable use of Technology
Part IV: Making it Happen
25 Strengthening the Central Advisory Board of Education
26 Financing: Affordable and Quality Education for All
27 Implementation
NEP 2020
Chapters
Higher
Education
&
Other Key

23 - Technology Use and Integration

Digital competencies of
teachers to meet further
need
Limitation in delivering
certain types of courses/
subjects in online/ digital
space
Online assessment on
scale
Becoming screen based
education
Unavailability of open and
public digital resources
infrastructure
Bridging Digital
divide
Online and
Digital Education:
Challenges
24 - Online and Digital Education: Ensuring Equitable Use of Technology

24 - Online and Digital Education: Ensuring Equitable Use of
Technology

NEP-2020 Test
https://testmoz.com/12517938

Constitution of India
The Constitution of India is the supreme law of India.
It lays down the framework defining fundamental political principles, establishes the structure,
procedures, powers and duties of government institutions and sets out fundamental rights,
directive principles and the duties of citizens.
B. R. Ambedkar is regarded as the chief architect of the Indian Constitution
Originally, the constitution adopted on November 26, 1949, contained a Preamble, 395 articles in
22 parts and eight schedules.
Currently, the number of articles has since increased to 448 due to 104 amendments since its
enactment in 1950. Also, the constitution now has 25 parts and 12 schedules.

Classification of Fundamental Rights
Originally Constitution provided for seven Fundamental Rights viz.
 Right to equality (Article 14-18)
 Right to freedom (Article 19-22
 Right against exploitation (Article 23-24)
 Right to freedom of religion (Articles 25-28
 Cultural & educational rights (Articles 29-30)
 Right to Property (Article 31) (Later it was removed)
 Right to constitutional remedies (Article 32)

Constitutional provisions
Article 28 : Religious education
Article 29 : Protection of minorities
Article 30 : Minorities rights to establish educational institutions
Article 45 : Free and compulsory education up to the age of 14
Article 46 : SC / ST and weaker sections
Article 337 : Provisions for Anglo Indians
Article 350 A : Instruction in mother tongue
Article 21 A : Education as fundamental right
Article 51 A : Duty of the parents

According to Father of Indian Nation
M.K.Gandhi:
“If wealth is lost nothing is lost
If health is lost something is lost
If a character is lost everything is lost”

Apex Educational Bodies in India

National Assessment and Accreditation Council (NAAC)
The NAAC was established as an independent body under the UGC in 1994 with the
objective of maintaining quality higher education in India.
Specifically, the NAAC accredits central, state, private, and Deemed-to-be-Universities,
institutions of national importance, and affiliated and autonomous colleges. Higher
education institutions are eligible for accreditation only after they have had two rounds of
graduates, or have been in existence for six years; whichever comes first.
Evaluation by the NAAC has based on seven criteria:
• Curricular Aspects
• Teaching-Learning and Evaluation
• Research, Consultancy, and Extension
• Infrastructure and Learning Resources
• Student Support and Progression
• Governance, Leadership, and Management
• Innovations and Best Practices

National Board of Accreditation (NBA)
The NBA was established by the AICTE in 1994 with the purpose of evaluating technical programs.
It became an autonomous accreditation body in January 2010, with a mission to ensure that technical
and professional institutions, including those in the engineering, technology, architecture, pharmacy,
and hospitality fields are providing relevant and quality education.
The accreditation process starts with a Self-Assessment Report (SAR) which is to be filled out by the
institution for the programs that are applying for accreditation.
The SAR covers the following criteria:
• Vision, Mission, and Program Educational Objectives
• Program Outcomes
• Program Curriculum
• Students’ Performance
• Faculty Contributions
• Facilities and Technical Support
• Academic Support Units and Teaching-Learning Process
• Governance, Institutional Support and Financial Resources

University Grants Commission(UGC)
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.
• Prescribing standards of infrastructural facilities
• Inspecting Universities
• Providing financial assistance
• Conducting periodical evaluation
• Allotment and distribution of funds

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

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).

National Council for Teacher Education (NCTE)
The National Council for Teacher Education is a statutory body set up under the National
Council for Teacher Education Act, 1993 to facilitate planned and coordinated development
of the teacher education system in the country, and for regulation and proper maintenance
of norms and standards in the teacher education system.
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.

All India Council of Technical Education (AICTE)
All India Council for Technical Education has been established under the
AICTE Act, 1987.
The council is authorized to take all steps that are considered appropriate for
ensuring coordinated and integrated development of technical education and
for maintenance of standards. The Council may, amongst other things:
•coordinate the development of technical education in the country at all levels;
•evolve suitable performance appraisal system for technical institutions and universities
imparting technical education, incorporating norms and mechanisms for enforcing
accountability;
•lay down norms and standards for courses, curricula, physical and instructional facilities,
staff pattern, staff qualifications, quality instruction, assessment and examinations;
•grant approval for starting new technical institutions and for the introduction of a new
course or programmes in consultation with the agencies concerned.

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.
ICAR has established various research centres in order to meet the agricultural research and education
needs of the country. It is actively pursuing human resource development in the field of agricultural sciences
by setting up numerous agricultural universities spanning the entire country.
It provides funding to nearly 30(Thirty) State Agricultural Universities, one Central University and several
Deemed Universities. These universities employ about 26,000 scientists for teaching, research and extension
education; of these over 6000 scientists are employed in the ICAR supported coordinated projects.

All India Management Association (AIMA)
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
organization, 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.

Bar Council of India(BCI)
The Bar Council of India is a statutory body created by Parliament to regulate and
represent the Indian bar. We perform the regulatory function by prescribing
standards of professional conduct and etiquette and by exercising disciplinary
jurisdiction over the bar.
The Bar Council of India was established by Parliament under the Advocates Act,
1961. The following statutory functions under Section 7 cover the Bar Council’s
regulatory and representative mandate for the legal profession and legal
education in India.
• BCI also sets standards for legal education and grants recognition to Universities whose degree in law
will serve as qualification for enrolment as an advocate.
• On April 10, 2010, the Bar Council of India resolved to conduct an All India Bar Examination that tests
an advocate’s ability to practice law. It is required for an advocate to pass this examination to practice
law.
• BCI founded the National Law School of India University for research and instruction of law.

Centre for Development of Advanced Computing(C-DAC)
Centre for Development of Advanced Computing (C-DAC) is the premier R&D
organization of the Ministry of Electronics and Information Technology (MeitY) for
carrying out R&D in IT, Electronics and associated areas.
The setting up of C-DAC in 1988 itself was to built Supercomputers in context of denial
of import of Supercomputers by the USA. Since then C-DAC has been undertaking the
building of multiple generations of Supercomputer starting from PARAM with 1 GF in
1988.

Central Hindi Directorate(CHD)
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.

Central Institute of Educational Technology(CIET)
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

Central Institute of English and Foreign Languages(CIEFL)
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). 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.

Central Institute of Indian Languages(CILL)
•The Central Institute of Indian Languages (CIIL) at Mysore, a subordinate office of the
Ministry of Human Resource Development, was set up in 1969.
•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.
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 Centers (RLCs)
•There are seven Regional Language Centers located at Bhubaneswar, Pune, Mysore, Patiala,
Guwahati, Solan and Lucknow.
•The centers 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.

Council of Architecture(COA)
The Council of Architecture (COA) was constituted under the provisions of the
Architects Act, 1972, enacted by the Parliament of India.
The Act provides for registration of Architects, standards of education, recognized
qualifications and standards of practice to be complied with by the practicing
architects.
The Council of Architecture is responsible to regulate the education and practice of
profession throughout India besides maintaining the register of architects. Any person
desirous of carrying on the profession of “Architect” must register himself with Council
of Architecture

Council of Scientific and Industrial Research(CSIR)
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 organization 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.
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

Dental Council of India(DCI)
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
It was constituted with a view to regulating the dental education, dental profession and dental ethics.
Medical Council of India (MCI)
The Medical Council of India (MCI) was set up by the Indian Medical Council Act,
1956, amended in 1993.
The council is empowered to prescribe minimum standards for medical education
required for granting recognized medical qualifications by universities or medical
institutions in India. The

Pharmacy Council of India (PCI)
• The Pharmacy Council of India (PCI), also known as Central council, was constituted under
section 3 of the Pharmacy Act, 1948.
• The PCI controls pharmacy education and profession in India up to graduate level. The Council
prescribes the minimum standard of education for qualification as pharmacist.
Indian Nursing Council (INC)
• The Indian Nursing Council is a statutory body constituted under the Indian Nursing Council
Act, 1947.
• The Council is responsible for regulation and maintenance of a uniform standard of training for
Nurses, Midwives, Auxilliary Nurse-Midwives and Health Visitors.
Central Council of Homeopathy (CCH)
• The Central Council of Homoeopathy was established under the Homoeopathy Central Council
Act, 1973.
• The Council prescribes and recognizes all homeopathic medicine qualifications. Any university
or medical institutions that desires to grant a medical qualification in homeopathy is required
to apply to the Council.

Central Council for Indian Medicine (CCIM)
• The Central Council of Indian Medicine is the statutory body constituted under the Indian
Medicine Central Council Act, 1970.
• This Council prescribes minimum standards of education in Indian Systems of Medicine viz.
Ayurved, Siddha, Unani Tibb.
• The Council is responsible to maintain a Central Register on Indian Medicine and prescribes
Standards of Professional Conduct, Etiquette and Code of Ethics to be observed by the
practitioners.
Rehabilitation Council(RC)
• The Rehabilitation Council of India was set up as a registered society in 1986.
• However, it was soon found that a Society could not ensure proper standardization and
acceptance of the standards by other Organizations.
• The Parliament enacted Rehabilitation Council of India Act in 1992. The Rehabilitation Council
of India become Statutory Body on 22nd June 1993.
• The RCI Act was amended by the Parliament in 2000 to work it more broad based. The Act casts
onerous responsibility on the Council.
• Thus the Council has the twin responsibility of standardizing and regulating the training of
personnel and professional in the field of Rehabilitation and Special Education.

National Council for Rural Institutes(NCRI)
• National Council of Rural Institutes is an autonomous society fully funded by the Ministry of
HRD, Govt. of India. Registered on 19th October, 1995
• Its Headquarter at Hyderabad
• It was established with a main objective of promoting Rural Higher Education for advancing
rural livelihoods with the instrument of education on the lines of Mahatma Gandhiji’s
revolutionary concept of Nai Talim, a functional education based on the values proposed by
Gandhiji.

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.
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.

Education
during British
period
1813
Charter Act
1833
Charter Act
1835
Macaulay's
Minutes
1854
Wood’s
Despatch
1882
Hunter
Commission
1902
University
Commission
1917
Culcutta
University
Commission
1929
Hartog
Committee
1937
Abbot Wood
Report
1944
Sargent
Report

Macaulay's
Minutes
Macaulay was the law member of governor generals council
Chairman of the society of public instruction
• English is the key to modern language
• English is eminent among western languages
• English is the language of ruling class
• English will help to bring renaissance
• Natives eager of learning English
His observations
Important to education of higher classes
Downward filtration theory

University
Education
Commission(1949)
Dr. S Radhakrishnan was the
chairman
Recommendations
University education should
aim at training for democracy,
preservation of heritage etc
Teaching staff - Professors,
Readers, lecturers, instructors
180 working days

University
Education
Commission(1949)
Religious
education
UGC
Three
language
Fellowships
and
scholarships
Rural
Universities
Examination
reforms

Secondary
Education
Commission
(1952-53)
Dr L S Muthaliar was the chairman
His recommendations
Aims of secondary education
Democratic citizenship
Vocational efficiency
Development of personality
Promote leadership
Preserve and transmit culture

Secondary
Education
Commission
(1952-53)
Three Language Formula
Diversification of course
Flexible Curriculum
Multipurpose Schools
Pre- service and In-service Courses
Project and Problem Solving Method
Guidance and Counseling in School
Internal tests and cumulative records

Indian Education
Commission
Kothari
Commission
(1964-66)
Dr. D.S. Kothari was the chairman
Covers the entire levels of education
Aims of Education
- Education for productivity
- National integration
- Modernization
- Cultivation of values

Indian Education
Commission
Kothari
Commission
(1964-66)
Recommendations
 10+2+3 Pattern
 Work experience
 Neighborhood concept of school
 Book banks
 Scholarship
 Three language formula
 Indian education service

Indian Education
Commission
Kothari
Commission
(1964-66)
 School complex
 Co – curricular activities
 Continuous evaluation
 Residential facilities
 Backward class education
 Moral and religious education
 Common schools
 Correspondence courses

NEP - 1986
 National system of education
 Operation blackboard
 Navodaya vidyalayas
 De linking degrees from jobs
 Decentralised management
 National testing service
 Raising of resources
 Vocational education

NEP Review
Ramamoorthy Committee
1990
1990
CABE Committee (
Janardhana Reddy)
1992
Yashpal Committee
• Reduce academic burden
• Treat text book as school
property
• No home work in primary level
• Teacher pupil ratio 1:30
1993

Higher Education Mock Test
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Unit 10 - Higher Education System (UGC NET Paper I).pdf

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