ONLINE ASSIGNMENT
TOPIC :
CURRICULUM STUDY GROUPS -NCERT,SCERT
SUBMITTED BY : ANUBALA
.A
REG.NO. : 13373003
SUBMITTED TO : PROF.N.K.VENUGOPAL
SUBMITTED ON : 18-09-2014
INDEX
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CONTENTS
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PAGE NO
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1
2
3
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INTRODUCTION
DATACOLLECTION
CONCLUSION
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3
4
14
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INTRODUCTION
Curriculum study group was established as a group joining several
experts from the field of curriculum research and development. Since it has grown to four
divisions and one section . The structure is based on main interests of such
groups.These are methodology,science education , economics education,arts and
cognitive structure modeling.Curriculum study groups helps to make education
more efficient and effective.Here two groups are selected.National council for
educational research and training and State council for educational research
and training.
NCERT
The National Council of
Educational Research and Training (NCERT, Hindi:
राष्ट्रीय शैक्षिक अनुसंधान और प्रशिक्षण परिषद) is an
organization set up by the Government
of India, with headquarters located at Sri Aurbindo Marg in New Delhi,[1] to assist and
advise the central and state governments on academic matters related to school
education. It was established in 1961
OBJECTIVES
National
Council for Indian Education (NCIE) and National Council for Education Research
and Training (NCERT) are two different concerns. Among the top priorities of
NCERT are:
1.
Implementation of National
Curriculum Framework
4.
Education of groups with special
needs
5.
Early childhood education
6.
Evaluation and examination to reform
IT education
7.
Competitive Value education
8.
Education of girl child
9.
Production of teaching-learning
experience
10.
Improvement in teacher education
11.
Improvement of thought of student
ACTIONS
NCERT has comprehensive extension programme in which departments of the National
Institute of Education (NIE), Regional
Institute of Education (RIE), Central Institute of Vocational
Education (CIVE) and offices of the Field Advisers in the states are engaged in
activities. Several programmes are organised in rural and backward areas to
reach out to functionaries in these areas.
It acts as the
Secretariat of the National Development Group (NDG) for Educational
Innovations. The NCERT has been offering training facilities, usually through
attachment programmes and participation in workshops, to education workers of
other countries. The NCERT publishes textbooks for school subjects from Classes
I to XII. NCERT publishes books that are used in government and private schools
across India that follow the CBSE
curriculum.
Ever since
its establishment, the organization has faced a great deal of controversy and
continues to do so today. The controversy centers around the charges of an
attempted "saffronized"
rewriting of Indian history (i.e., making lessons consonant with the Hindutva).
Allegations of historical revisionism with a Hindu nationalist agenda arose in
two periods: under the Janata Party
government 1977 to 1980 and again under the Bharatiya Janata
Party government from 1998 to 2004. In 2012, the organization has
been blamed for publishing 'offensive' cartoons against B.R. Ambedkar, the framer of the Indian
Constitution and thus lodging an insult to the Constitution, in its textbooks.
The controversy led to the resignation of NCERT chief advisors Yogendra Yadav
and Suhas Palshikar and an apology from the government.
The NCERT
undertakes the following programmes and activities.
RESEARCH
The NCERT
performs the important functions of conducting and supporting educational
research and offering training in educational research methodology.
Different Departments of the National Institute of Education (NIE), Regional
Institutes of Education (RIEs), Central Institute of Educational Technology
(CIET) and Pandit Sunderlal Sharma Central Institute of Vocational Education
(PSSCIVE) undertake research programmes on different aspects of school
education and teacher education. NCERT also supports research programmes of
other institutions/organizations by providing financial assistance and academic
guidance. Assistance is given to scholars for publication of their Ph.D.
theses. Research fellowships are offered to encourage studies in school
education to create a pool of competent research workers.
TRAINING
Pre-service and
in-service training of teachers at various levels; pre-primary, elementary,
secondary and higher secondary, vocational education, educational technology,
guidance and counseling, and special education are the areas of training in
which NCERT works. The pre-service teacher education programmes at the Regional
Institutes of Education (RIEs) incorporate many innovative features. The RIEs
also undertake the training of key personnel of the states and of state level
institutions and training of teacher educators and in-service teachers.
EXTENSION
Various Departments
of the NIE, RIEs, CIET and PSSCIVE are engaged in various ways. Constituents of
NCERT work in close collaboration with various agencies and institutions in the
states. Several programmes are organized in rural and backward areas in order
to reach out to the functionaries in these areas where special problems exist
and where special efforts are needed. Special programmes are organized for the
education of the disadvantaged sections of the society. The extension
programmes cover all States and Union Territories of the country.
Publication and Dissemination
NCERT
publishes textbooks for different school subjects for Classes I to XII. It also
brings out workbooks, teachers’ guides, supplementary readers, research
reports, etc. In addition, it publishes instructional materials for the use of
teacher educators, teacher trainees and in-service teachers. These
instructional materials, produced through research and developmental work,
serve as models to various agencies in States and Union Territories. These are
made available to state level agencies for adoption and/or adaptation. The
textbooks are published in English, Hindi and Urdu. For dissemination of
educational information, or the NCERT publishes six journals: The Primary
Teacher is published both in English and Hindi and aims at giving meaningful
and relevant educational inputs to primary school teachers for direct use in
the classroom; School Science serves as an open forum for discussion on various
aspects of science education; Journal of Indian Education provides a forum for
encouraging original and critical thinking in education through discussion on
current educational issues; Indian Educational Review contains research
articles and provides a forum for researchers in education; and Bharatiya
Adhunik Shiksha, published in Hindi, provides a forum for encouraging critical
thinking in education on contemporary issues and for dissemination of
educational problems and practices. Besides these, a house journal called NCERT
Newsletter is also published in English and Hindi (Shaikshik Darpan).
Exchange Programmes
NCERT interacts
with international organizations such as UNESCO, UNICEF, UNDP, NFPA and the
World Bank to study specific educational problems and to arrange training
programmes for personnel from other countries. It is one of the Associated
Centers of APEID. It also acts as the Secretariat of the National Development
Group (NDG) for Educational Innovations. The NCERT has been offering training
facilities, usually through attachment programmes and participation in
workshops, to educational workers of other countries. The NCERT acts as a major
agency for implementing the Bilateral Cultural Exchange Programmes entered into
by the Government of India with the governments of other countries in the
fields of school education and teacher education. Educational materials are
exchanged with other countries. On request, the faculty members are deputed to
participate in international conferences, seminars, workshops, symposia, etc.
SCERT
SCERT (Kerala)
functions as an R&D institute at the state level by providing guidance,
support and assistance to the State Education Department in its endeavor to
improve the quality of elementary and secondary education and teacher
education. To achieve this goal, the SCERT conducts research Studies, develops
information systems, curricular policies, and instructional materials and
co-ordinates in-service education for teachers at all levels.
SCERT is concerned
with the academic aspects of school education including formulation of
curriculum, preparation of textbooks, teachers' handbooks and teacher training.
It advises the Government on policy matters relating to school education
The academic
activities and programmes of SCERT are carried out by the various departments /
units. SCERT plans and co-ordinates all academic projects and programmes in the
state
SCERT structure and functioning
For all academic purposes
SCERT functions as an autonomous body. The Director under whose guidance and
advice the programmes are carried out by the academic staff heads it. The State
Government has formed two bodies to guide and monitor the functioning of SCERT.
The Hon. Minister chairs the General Body of SCERT for Education. The General
Body plans and gives directions for the functioning of SCERT. The Governing
Council, with Secretary, General Education as Chairman and Director of Public
Instruction as Vice- Chairman, attends .to all academic and administrative
matters of SCERT. All programmes of SCERT are carried out with the approval of
the Governing Body. SCERT works in tandem with the Directorate of Public
Instruction to operational the policies of the state government in the sector
of school education.
The Departments
functioning within SCERT are Curriculum Textbook and Evaluation, Teacher
Education and Extension, Educational Technology, Special Education Research
Documentation and Dissemination, Primary Education, Pre-primary Education,
Non-formal Education, Population Education, Educational Psychology, Program
Evaluation, Vocational Education, National Talent SEARCH Examination.
Every year SCERT
conducts massive teacher training programmes as well as smaller programmes
focusing on specialized areas or for particular subjects. The massive training
programmes are mandatory for teachers as they are usually linked to curriculum
and textbook revision process. The massive teacher training programmes are
conducted during the vacation time immediately before new curriculum and
textbooks are introduced. SCERT plans and implements the training programme UI
to the district levels. The District Institutes of Education and Training take
over the programmes and conduct the grassroots level training. Training
programmes focusing on specific areas or subjects are of a limited scale.
Usually every department / unit in SCERT conducts at least one such programme
which trains 25-50 teachers. Participants are usually identified by the DIETs
Curriculum preparation is
an elaborate process involving educationalists, subject experts, SCERT staff,
DIET staff and teachers. Usually it is done in a phased manner.Stage1 begins
with the preparation of a general policy paper or approach paper. Beginning
from this, approach papers on different subjects and different stages of
education finalized. Curriculum frameworks for each class and each subject are
then prepared. This would indicate the general nature of curriculum context and
pedagogic principles to be followed. The final stage of curriculum preparation
is the formulation of curriculum statements.
A number of schoolteachers are
involved in all stages of curriculum preparation. From time to time to SCERT
puts out notification in newspapers for contacting teachers who are interested
in taking part in curriculum and textbook preparation list of bio data thus
received is maintained in SCERT and suitable teacher selected from the list for
curriculum preparation workshops.
The State Council
of Educational Research and Training (SCERT) were set up in each state on the
pattern of N.C.E.R.T. As education is a state subject, NCERT cannot do much to
improve education in the state. The SCERT has a Programme Advisory Committee
under the Chairmanship of the State Education Minister. It has the following
functions:
(i) To act as an
agent of change in school education, lifelong non-formal education and teacher
education.
(ii) To supervise
the working of the Teacher Training Colleges, Secondary Training Schools and
Elementary Training Schools.
(iii) To arrange
for the in-service training and orientation of teachers, inspecting officers
dealing with pre-school, elementary, secondary and higher secondary education
in the state.
(iv) To arrange
for in-service training of teacher-educators working in teacher training
institutions for all stages of education.
(v) To organise
programmes, including correspondence-cum- contact courses for overall
professional development of teachers, teacher-educators and
supervisory/inspecting officers.
(vi) To provide
extension services to teacher training institutions at all levels.
(vii) To develop
curriculum and produce instructional material, text-books for the use of
educational institutions and teachers of pre-school, elementary, secondary and
higher secondary stages in the state.
(viii) To
prescribe curriculum and text-books for the school and teacher training
centres.
(ix) To
co-ordinate the work of Extension Services Centres of teacher training
institutions in the state.
(x) To produce
instructional materials for the use of teacher educators.
(xi) To organise
and implement the special educational projects sponsored by UNICEF, NCERT and
other agencies for the qualitative improvement of school education, teacher
education and supervision of education.
(xii) To
coordinate the programmes of different subject-teacher associations in the
state.
(xiii) To evaluate
the adult and non-formal education programmes or any other project entrusted to
it by the Government from time to time.
(xiv)To function as a controlling authority for elementary
teachers education to conduct studies concerning problems of education in
general, in the training of teachers and in curriculum development.
(xv) To conduct public examinations at the terminal stages
viz, at the end of class III and class V and select candidates for scholarships
through such examinations.
The Director SCERT will have the following
functions and powers in addition to those mentioned above:
(i) The Director
will visit the Training colleges and Training schools to evaluate the quality
of teacher education and assess the performance of teachers. (ii) He will
formally assess the work of the personnel of the Training Institutions for
maintenance of the Annual Confidential Reports. (Hi) He will exercise control
over the supervisory staff for implementing the teacher education programmes and
other educational programmes recommended by the advisory bodies of the State
government.
Structure
The SCERT has the
following Departments and units: (i) Department of Curriculum Development
(ii) Department of
Teacher Education and in-Service Education (Hi) Department of Educational
Research (iv) Department of Science and Mathematics Education (v) Department of
Educational Technology
(vi) Department of Evaluation and Examination Reforms.
(vii) Department of Non-formal Education
(viii) Department of Population Education
(ix) Department of Pre-school and Elementary Education
(x) Department of Adult Education and Education for
Weaker Sections
(xi) Department of Extension Service and School Management
(xii) Publication Unit
(xiii) Library Unit
(xiv)Administrative Unit
SCERT is serving
as the academic wing of the Department of Education. It is trying to bring
about the qualitative improvement of school education and teacher education. It
is maintaining close links with the national and international organisations of
education. It is organising a large number of workshops and training courses
for various categories of teachers and teacher educators.
CONCLUSION
From the study it is concluded the
Curriculum study groups helps to make education more efficient and easy.NCERT
and SCERT Agency has interactive role in educational development.By utilizing
the technology we can achieve the real goals of education.
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