Pre and post independence educational commissions and policies.pptx
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- 1. PART-2 NTA UGC NET PAPER 1 HIGHER EDUCATION Prafullal
- 2. Evolution of Higher Learning and Research in Post Independence India.
- 3. Educationduring British period 1813 1944 1937 1936 1934 1929 1917 1913 1904 1902 1882 1854 1835 SargentCommitte Wardhaschemeof education The Abbot-Wood Report Sapru Committe HartogCommitte SaddlerUniversity Commission GovernmentResolutionon Education IndianUniversities Act IndianUniversity Commission Hunder Commission Wood’sDespatch Macaulay’sMinute ThecharterAct
- 4. TheCharterAct OR EastIndiaCompanyAct Firstlegislative recognitionof therightforeducation Missionaries ofanyEuropeancountrywillhavefull freedom to visit Indiatopropagate Christianity andtoexpandeducationthere Allocated Rs.1 Lakhfor Education Therevival andimprovementof literature andthe encouragement ofthelearnednatives of India andfortheintroductionandpromotionof aknowledge ofthescienceamongthe inhabitantofthe Britishterritories inIndia.
- 5. Orientalists andAnglicists Debate OrientalistsandAnglicistDebatewasadabatebetweenOrientalistsandAnglicists duetotheissueoflanguageforthemediumofinstructionsinIndia Orientalists Anglicists People who wanted to promote education in India through the medium of classical language such as Sanskrit, Persian and Arabic People who wanted to promote Western education in India which supported English as a medium of instruction.
- 8. Wood’sDespatch 1854 Thedocumentisconsideredasthe “MagnaCartaofEnglishEducationinIndia”. Introduced by Charles Wood in 1854. It was the first comprehensive plan for the spread of educationin India Grade school were established in hierarchy as PrimarySchool MiddleSchool HighSchool Colleges University VernacularLanguage AnglovernacularLanguage English
- 9. Wood’sDespatch 1854 Curriculum PlacetoOriental LanguageandLiterature SpecialplacetoWesternknowledge&Science Limitedfreedomtoreligiouseducation EstablishedofDifferentlevelsof EducationalInstitutes EstablishedofVocationalSchools EstablishmentofUniversities Calcutta ,Bombay and Madras 1857
- 10. Wood’sDespatch 1854 OtherEducation Women education Education of Muslims Vocational education Teacher Education
- 11. HunterCommission Or IndianEducationCommission 1882 Appointed byLord Ripon Chairman:SirWilliam Hunter Mothertongue EnglishatSecondarystage Teacher–Districtauthority Curriculum:Agriculture,Science,Arithmeticandmeasurement Recommendation
- 13. IndianUniversityAct 1904 Recommended by IndianUniversity Commission Improvetheconditionof education Universitiesaregiventheright ofteachingandconducting examination Recommendation
- 14. GovernmentResolutionon EducationPolicy 1913 TointroducecompulsoryprimaryeducationIndia FreeandcompulsoryEducation–Primaryeducation 35%boysreceivededucation Educationfor women SpecialCurriculumofPracticalUtilityforgirls Numberof womenteachers shouldbeincreased Recommendation
- 15. SaddlerUniversityCommission Or CalcuttaUniversity Commission 1917 MainlytolookintotheaffairsofCalcuttaUniversity Chairman:Dr.Michael E.Sadler School courseistobefor 12years After matriculation,Students hastopassIntermediate examination. Thedurationof degree courseshould belimited to three years. Autonomous institutions should begivenmoreencouragement. Centralised residential- teachingshould beencouraged. Establishmentof aspecialBoard ofwomenEducation Recommendation
- 16. HartogCommitte 1929 Theteachers foraffiliatedcolleges shouldbeappointedbytheUniversities Provision should bemadefortechnicaleducationby theUniversities. TheadmissionintheUniversities should madeonthebasisofabilitiesandaptitudesof students Recommendation Chairman:SirPhilipHartog TheCommittee isappointedtosurvey the growthofeducation inBritishIndia
- 17. SapruCommittee 1934 Itenquireintothecausesofunemployment in UttarPradesh Diversified courses atthe secondarystage The intermediate stage be abolished and secondary stage be extended byone year. Thevocational trainingandeducationshould begin Vocational educationshould beorganized accordingto theneeds Vocational EducationAdvisors’ Council should beestablished. Recommendation
- 19. CABE CentralAdvisoryBoardofEducation Importantadvisorybodyofthecentralandstate Itreviewstheprogressofeducationinthecountry TheideafirstputforwardbyCalcuttaUniversityCommission(1917)and Establishedin(1920) Financialcrisis,theboardabolishedin1923 After reportofHartogCommittee (1929) itisre-established Revived –1935 andcontinued -1994, reconstituted –July2014 NEP-2020 ReplacedasAdvisory Council
- 20. ZakirHussainCommitte– orWardhaschemeofeducation 1937 AppointedbyAllIndiaNationalEducationConference WardhaSchemeofBasic Education(1937) Alsoknown asNaiTalim/BuniyadiTalim MahatmaGandhi Chairman:Dr ZakirHussain Free andCompulsory education (8years) Self-supporting education Mothertongueshouldbethefoundationofall education Flexiblecurriculum Recommendation
- 21. SargentCommittee 1944 Appointedby:CABE Chairperson:SirJogindarSing,JohnSargent PostwarEducationalreconstructioninINDIA 3YEAR Degreecourse Abolishtheintermediate course Set upTrainingandtechnicalschools forthe diplomacourses Set uptrainingcolleges andinstitutions Recommendation
- 22. PART-2 NTA UGC NET PAPER 1 HIGHER EDUCATION Prafullal
- 31. Covers the entire levels of education Educationfor productivity National integration Modernization Cultivation of value Aims of Education 10+2+3Pattern Workexperience Neighborhoodconceptofschool Bookbanks Scholarship Threelanguageformula Indianeducationservice School complex Co –curricularactivities Continuous evaluation Residential facilities Backwardclass education Moralandreligiouseducation Common schools Correspondence courses Recommendations
- 32. NEP-REVIEW 1990 RamamoorthyCommittee1990 1992 CABECommittee(JanardhanaReddy) 1993 YashpalCommittee • Reduce academicburden • Treat text book as school property • No home work in primary level • Teacherpupilratio 1:30
- 39. NEP 2020 2020
- 40. NEP 2020 2020
- 41. 2020
- 42. 2020
- 43. 2020
- 44. 2020
- 45. 2020
- 46. 2020
- 47. 2020
- 48. 2020
- 49. 2020
- 50. 2020
- 53. NTA UGC NET PAPER 1 HIGHER EDUCATION PART-3 Prafullal
- 54. Oriental, Conventional and Non-conventional learning programmes in India
- 55. Indira Gandhi National Open University was established in the year (A) 1975 (B) 1980 (C) 1985 (D) 2000
- 56. Indira Gandhi National Open University was established in the year (A) 1975 (B) 1980 (C) 1985 (D) 2000
- 57. Following are the characteristics of non-Conventional learning: (a) It is teacher oriented. (b) It is for improvement of quality. (c) It is cost effective. (d) It is linked to employment. (e) It is on campus. Choose the correct answer from the options given below: (A) (a), (b) and (c) only (B) (b), (c) and (d) only (C) (a), (c) and (d) only (D) (c), (d) and (e) only
- 58. Following are the characteristics of non-Conventional learning: (a) It is teacher oriented. (b) It is for improvement of quality. (c) It is cost effective. (d) It is linked to employment. (e) It is on campus. Choose the correct answer from the options given below: (A) (a), (b) and (c) only (B) (b), (c) and (d) only (C) (a), (c) and (d) only (D) (c), (d) and (e) only
- 59. Which of the following characteristics pertains to non-conventional learning? (A) On campus education with fixed time (B) Teacher centered learning (C) Requirement of regular attendance (D) No fixed curriculum
- 60. Which of the following characteristics pertains to non-conventional learning? (A) On campus education with fixed time (B) Teacher centered learning (C) Requirement of regular attendance (D) No fixed curriculum
- 61. Oriental Learning is the academic field of study that embraces Near Eastern and Far Eastern societies and cultures,languages,people,history and archaeology. Indology studies: The science of study of Indian Culture in all its aspects
- 62. Temples were also the centers of learning and took an interest in the promotion of knowledge of our ancient system. Students went to viharas and universities for higher knowledge. Further, they started to preserve the ancient knowledge and education system, information ,culture. Characteristics 1. The education system was in both formal and informal ways. 2. Education imparted through various platform : Temples,pathshalas and gurukuls. 3.Method of teaching: Oral and students used to learn taught lessons by meditation.
- 66. Conventional learning or traditional learning can be defined as the learning that take place in a class room set up.
- 67. Instructor initiate discussions in the classroom and focus exclusively on knowing content in textbooks and notes. FormalEducation
- 68. CharacteristicsofConventionalLearning Fixed timeincampus Fixed curriculum Teacher–Student Centred Assessment throughTraditionalway Learningthrough listingandobservation Attendence ismandatory
- 70. In non-conventional learning, learning takes place using modern technologies.
- 71. Open universities, distance education colleges imparts non-conventional learning Non–FormalEducation
- 72. CharacteristicsofNon-ConventionalLearning NoFixed timeandcurriculum Focusonquality LearnerCentred Linkedtoemployment Continuous learning Experiential andexperimental learning
- 73. Open Universities Unable to pursue regular courses It provide the facility of distance education.
- 74. Open Universities Offers Ug Pg Doctoral programme Diploma and Certificate level courses.
- 75. 1. Indira Gandhi National Open University, New Delhi. 2. Uttarakhand Open University, Haldwani. 3. UP Rajrishi Tandon Open University, Allahabad (up raj rishi Tandon Open University, Allahabad). 4. Ambedkar Open University, Hyderabad. 5. Tamil Nadu Open University, Chennai. 6. Vardhan Mahaveer Open University, Kota. 7 Jagatguru Nanakdev Punjab State Open University, Patiala (jagatguru nanakdev punjab open university, patiala). 8. Odisha State Open University, Sambalpur. 9. Yashwant Rawat Chavan Maharashtra Open University, Nashik. 10. MP Bhoj Open University, Bhopal (MP Bhoj Open University, Bhopal). 11. Karnataka State Open University, Mysore. 12. Dr. Babasaheb Ambedkar Open University, Ahmedabad (Dr. Baba Saheb Ambedkar Open University, ahemdabad). 13. Pandit Sunderlal Sharma Open University, Bilaspur. 14. Nalanda Open University, Patna. 15. KK Handique State Open University, Guwahati. Open Universities
- 76. The Consortium for Education Communication UGC - CEC Addressing the needs of HE through the powerful medium of Television along with appropriate use of ICT
- 77. 1984 University Grants Commission (UGC) started the Countrywide Classroom Programmes MediaCentersweresetupat6universities 1984 TodayMediaCenterssetupat21 1993
- 78. Indira Gandhi National Open University is the world biggest university in terms of student enrollment.
- 80. IndiraGandhiNationalOpenUniversity IGNOU,isapublic researchuniversitylocatedatMaidanGarhi,NewDelhi,India. Theuniversitywasestablishedin1985withabudgetof₹20million, IndiraGandhiNationalOpenUniversity Act,1985 (IGNOU Act1985), IGNOUisrunbythecentralgovernment of India. Largestuniversity intheworld.
- 82. Darshan(TVChannel Gyan 2001 Enhanceandsupplement the teachinglearningprocess 2000 MHRD,I& BMinistry Enhanceandsupplement the teachinglearningprocess GD isnowpartofSwayam Prabha 2001 Enhanceandsupplement the teachinglearningprocess
- 83. NationalCentreforInnovationsinDistanceEducation(NCIDE) Itisafacilityforpromoting, supporting,re-engineering anddisseminating innovations inOpenandDistanceLearning(ODL)system. NCIDE isagroundfornurturingbrightandinquisitivemindswhose ideasandexplorations areexpected to develop the ODLsystem to suitthe needs ofGennext. EDUSAT(EducationalSatelite GSAT-3---- KnownasEDUSAT DistantclassroomeducationfromschoolleveltoHE LAUNCHED:20 September2004.
- 84. NTA UGC NET PAPER 1 HIGHER EDUCATION PART-4 Prafullal
- 85. Professional, Technical and Skill Based education
- 86. Professional Education Professional education refers to specialized training and education that prepares individuals for specific careers or professions.
- 87. The goal of professional education is to develop the knowledge, skills, and competencies required to excel in a particular profession.
- 88. List of professional education 1.Medical education 20.Libraryand information science 2.Laweducation 3.Businesseducation 4.Engineeringeducation 5.Education and teaching 6.Information technology education 7.Creative arts education 8.Architecture education 9.Accounting education 10.Social work education 11.Counseling education 12.Journalism 13.Public health education 14.Veterinary medicineeducation 15.Pharmacy 15.Nursing education 17.Physical therapy 18.Psychology 19.Environmental science
- 89. The Professional Councils of India are autonomous statutory bodies established by the Indian government to regulate and oversee the professional education and practice of various disciplines. Professional Councils
- 90. These councils are responsible for setting standards for education and professional practice, conducting accreditation and quality assurance, and regulating the conduct of professionals in their respective fields. Professional Councils
- 91. Medical Council of India (MCI) - 1934 DentalCouncil of India (DCI) - 1949 Pharmacy Council of India (PCI) - 1948 Indian Nursing Council (INC) - 1947 Bar Council of India (BCI) - 1961 Institute of Company Secretaries of India (ICSI) - 1980 Institute of Chartered Accountants of India (ICAI) - 1949 Institute of Cost Accountants of India (ICAI) - 1959 All India Council for TechnicalEducation (AICTE) - 1945 National Council for TeacherEducation (NCTE)- 1995 Rehabilitation Council of India (RCI) - 1992 Council of Architecture (COA) - 1972 National Council for Hotel Management andCatering Technology (NCHMCT) - 1982 Indian Council of Agricultural Research (ICAR) - 1929 National Board of Accreditation (NBA) - 1994 Central Council of Indian Medicine (CCIM) - 1971 Central Council of Homoeopathy (CCH) - 1973 Indian Institute of Architects (IIA) - 1917 Indian Institute of Town Planners (IIPT) - 1971 National Council for Vocational Training (NCVT)- 1956 Professional Councils
- 92. Medical Council of India (MCI) 1934 Sets standardsfor medical education in India Conducts exams like NEET, AIIMS, and JIPMER for admission to medical and dental courses Regulates medical practice in India Issues licenses to medical practitioners
- 93. Bar Council of India (BCI) 1961 Regulates legal education in India Conducts exams like CLAT, AIBE, and state-level law entrance exams for admission to law courses Enrolls advocates and regulates their practice Maintains standardsof professional conduct and etiquette for lawyers
- 94. National Council for Teacher Education (NCTE) - 1995 Regulates teacher education in India Conducts exams like CTET, TET, and state-level teacher eligibility tests for admission to teacher education courses Develops and maintains the curriculum for teacher education courses Provides continuing professional education and development to teachers
- 95. All India Council for Technical Education (AICTE) - 1945 Regulates technical education in India Conducts exams like GATE, CAT, and state-level engineering entrance exams for admission to technical courses Develops and maintains the curriculum for technical courses Provides research funding and grants for technical research
- 96. Indian Institute of Technology Joint Entrance Examination (IIT JEE) Conducts the IIT JEE exam for admission to engineering courses at Indian Institutes of Technology (IITs) Sets the exam pattern and syllabus for IIT JEE Conducts counselling and admission processes for successful candidate
- 97. Technical education refers to education and training that focuses on practical skills and knowledge related to a specific trade, profession or industry. It is designed to equip students with the skills and knowledge needed to enter the workforce and succeed in technical professions" Technical Education
- 98. All India Council for TechnicalEducation (AICTE) - 1945 Indian Institutes of Technology (IITs) - 1951 National Institutes of Technology (NITs)- 1961 Indian Institutes of Information Technology (IIITs) - 1997 Industrial Training Institutes (ITIs) - 1950 Indian Institute of ScienceEducation and Research(IISER) - 2006 Indian Institute of EngineeringScienceandTechnology(IIEST) - 1856 National Institute of TechnicalTeachersTrainingand Research (NITTTR)- 1967 National Institute of Electronics and Information Technology (NIELIT) - 1994 Central Institute of Tool Design(CITD)- 1968 National Institute of Electronics and Information Technology (NIELIT) - 1994 National Institute of Pharmaceutical Education and Research (NIPER) - 199 •National Institute of Construction Management and Research(NICMAR) - 1983 National Council for Vocational Education and Training(NCVET)- 2018" Technical Education institution
- 99. Indian Institutes of Technology (IITs) - 1951 Premier engineering institutes in India Offer UG, PG, and doctoral programs in engineering, science, and technology Established in 1951 (first IIT in Kharagpur) Highly competitive admission process through JEE Highly qualified faculty with doctoral degrees from reputed institutions Strong emphasis on research, with industry linkages and alumni network Extracurricular activities and student clubs available Strong reputation both in India and internationally Key role in the development of India's technology and engineering sectors"
- 100. Indian Institutes of Management (IIMs) - 1961 "IIMs are considered to be the premier management institutes in India, offering postgraduate and doctoral programs in management. The first IIM was established in Calcutta in 1961, and now there are a total of 20 IIMs located across the country. Admission to IIMs is highly competitive, with the Common Admission Test (CAT) being the primary entrance exam. The faculty at IIMs is highly qualified, with many of them holding doctoral degrees from reputed institutions across the world. IIMs have a strong emphasis on case-based learning, with students working on real-life business problems to develop their analytical and decision-making skills.
- 101. Indian Institutes of Management (IIMs) - 1961 "IIMs have strong industry linkages, with many companies actively recruiting students from these institutes for internships and full-time positions. IIMs have a strong alumni network, with many graduates going on to hold leadership positions in various industries and organizations. Many IIMs offer various extracurricular activities and student clubs, providing students with a holistic learning experience. IIMs have a strong reputation both in India and internationally, with many international students and faculty members choosing to study and work at these institutes. IIMs have played a key role in the development of India's management and business sectors, producing many successful entrepreneurs and industry leaders"
- 102. Indian Institutes of Science Education and Research (IISERs) 2006 IISERs are premier institutes of higher education in India, focused on interdisciplinary science education and research. There are a total of seven IISERs located across the country, with the first one established in 2006. IISERs offer undergraduate and postgraduate programs in various fields of science, including biology, chemistry, mathematics, and physics. Admission to IISERs is through a national-level entrance examination, known as the IISER Aptitude Test (IAT). The faculty at IISERs are highly qualified and renowned in their respective fields, with many of them having received prestigious awards and recognitions.
- 103. Indian Institutes of Science Education and Research (IISERs) IISERs have state-of-the-art research facilities and laboratories, providing students with hands-on research experience. IISERs encourage research-based learning, with students working on projects and research papers under the guidance of their professors. IISERs have collaborations with various national and international institutions, providing students with exposure to global scientific research and advancements. IISERs have a strong focus on innovation and entrepreneurship, encouraging students to develop their ideas and turn them into commercial ventures.I ISERs have produced many successful scientists and researchers, with their alumni working in various research institutions, universities, and industries across the world"
- 104. Indian Institutes of Science Education and Research (IISERs) IISERs have state-of-the-art research facilities and laboratories, providing students with hands-on research experience. IISERs encourage research-based learning, with students working on projects and research papers under the guidance of their professors. IISERs have collaborations with various national and international institutions, providing students with exposure to global scientific research and advancements. IISERs have a strong focus on innovation and entrepreneurship, encouraging students to develop their ideas and turn them into commercial ventures.I ISERs have produced many successful scientists and researchers, with their alumni working in various research institutions, universities, and industries across the world"
- 105. Indian Institute of Science (IISc) 1909 The Indian Institute of Science (IISc) is a premier institute of higher education and research located in Bangalore, India. IISc was established in 1909, with the aim of promoting scientific research and education in India. IISc offers undergraduate, postgraduate, and doctoral programs in various fields of science and engineering, including biology, chemistry, mathematics, physics, and engineering. Admission to IISc is highly competitive, with various national-level entrance exams such as JEE, JAM, and GATE being accepted for different programs. The faculty at IISc are highly qualified and experienced, with many of them holding doctoral degrees from reputed institutions across the world.
- 106. Indian Institute of Science (IISc) IISc has state-of-the-art research facilities and laboratories, providing students with hands-on research experience. IISc has collaborations with various national and international institutions, providing students and faculty members with exposure to global scientific research and advancements. IISc has a strong focus on innovation and entrepreneurship, with various programs and initiatives aimed at encouraging students to develop their ideas and turn them into commercial ventures. IISc has a strong alumni network, with many of its graduates holding leadership positions in various industries and organizations. IISc has played a key role in the development of science and technology in India, producing many successful scientists and researchers, and contributing significantly to the growth of the Indian economy."
- 107. National Institutes of Technology (NITs) "The National Institutes of Technology (NITs) are a group of premier engineering colleges in India that offer undergraduate, postgraduate, and doctoral programs in various fields of engineering and technology. There are currently 31 NITs located in different parts of India, with each institute having its own unique strengths and areas of expertise. NITs were established by the Government of India with the aim of promoting excellence in technical education and research in the country. Admission to NITs is highly competitive, with candidates required to take the Joint Entrance Examination (JEE) Main and JEE Advanced exams to secure a seat. The faculty at NITs are highly qualified and experienced, with many of them holding doctoral degrees from reputed institutions across the world.
- 108. National Institutes of Technical Teachers Training and Research (NIITTTRs) The National Institutes of Technical Teachers Training and Research (NIITTTRs) are a group of institutes established by the Ministry of Education, Government of India, with the aim of improving the quality of technical education in the country. There are currently four NIITTTRs located in different regions of India, with each institute having its own unique strengths and areas of expertise.
- 109. National Institutes of Technical Teachers Training and Research (NIITTTRs) NIITTTRs work closely with technical education institutions at the national and state levels to develop and implement innovative teaching methodologiesand pedagogies. NIITTTRs also collaborate with international institutions to bring global best practices and advancements in technical education to India. NIITTTRs have a strong focus on entrepreneurship education and offer various programs and initiatives aimed at promoting entrepreneurship among students and faculty members.
- 110. National Institutes of Technical Teachers Training and Research (NIITTTRs) NIITTTRs offer various programs and courses aimed at training and developing technical teachers and faculty members, including M.Tech in Technical Education, Ph.D. in Technical Education, and various short-term courses and workshops. NIITTTRs also conduct research and development activities aimed at improving the teaching and learning process in technical education institutions across the country.
- 111. Skill based Education Skill-based education refers to an approach to education that focuses on developing specific skills and competencies required for particular jobs or professions..
- 112. Skill based Education This type of education aims to equip students with practical skills and knowledge that are directly relevant to the workplace or a particular industry, rather than just theoretical knowledge
- 113. The Ministry of Skill Development and Entrepreneurship (MSDE) It is the Government of India responsible for coordinating and implementing programs and policies for the development of skills and entrepreneurship in the country. It was established in 2014 with the aim of creating a skilled workforce and promoting entrepreneurship for economic growth and development.
- 114. The Ministry of Skill Development and Entrepreneurship (MSDE) 1) Creating a skilled workforce that is globallycompetitive and adaptable to changing technologies and market demands. 2) Promoting entrepreneurship and self-employment among the youth. 3) Increasing access to skill training and education across the country, especially in rural and remote areas. 4) Encouraging industry engagement in skill development initiatives and promoting public-private partnerships in this area. 5) Developing industry-relevant standardsand certification systems to ensure quality and standardization ofskills training. The main objectives of MSDE
- 115. The Ministry of Skill Development and Entrepreneurship (MSDE) MSDE implements various programs: Skill India Mission, the Pradhan Mantri Kaushal Vikas Yojana (PMKVY), the National Apprenticeship Promotion Scheme (NAPS), and the National Entrepreneurship Awards (NEA).
- 116. Skill India Skill India is an initiative launched by the Indian government in 2015 with the aim of providing skill development training to over 40 crore youth by 2022. The initiative is driven by the vision of creating a skilled workforce that can contribute to the country's economic growth and development
- 118. MSDE NSDA NSDF NSDC SSCs NSQF LMIS NQAF NSRD
- 119. NSDA NSQF LMIS NQAF NSRD FUNCTIONS
- 120. Ensurethattheskilling needsofunderprivileged sections. Establishedin2013 Governmentorganization Todevelopnationalpoliciesandstandardsforskill development. Responsible formaintainingtheNational SkillsQualification Framework(NSQF), TheNSDAconductsresearchandanalysis NationalSkillDevelopment Agency Providesfunding,accreditation,andquality assuranceservice NSDA
- 121. Workerswhocomplete NSQF-accredited training programsreceive acertificate Itprovidesa standardizedsystem forrecognizingand certifyingtheskills andknowledge ofworkers. TheNSQFisacompetency-basedframeworkintroducedinIndiain2013 Theframework has10levels thatrepresentdifferent stages ofa worker'scareerprogression. Promotelifelong learning NationalSkillQualiification Framework TheNSQFisdesignedtobeflexibleandadaptable NSQF
- 124. Helpjobseekersfindemploymentopportunitiesandmake informeddecisionsabouttheircareerpaths. LMIS isatool usedbygovernments, businesses, andjob seekers tounderstandandmakedecisionsaboutthe labour market. Referstoadata-drivenplatformthatprovidesinformationaboutthe currentstateofthelabourmarket Thesystem collectsandanalyzes dataonjob vacancies,wages, skill requirements, andother factors thataffectthe labourmarket. Toidentify trendsandlabourmarketgaps, develop hiringstrategies, andplanforfuture workforceneeds LabourMarketInformationSystem provideinformationontheeducationandtrainingneeded forspecificjobsandindustries. LMIS
- 126. NQAFisaset ofguidelines andstandards thataimto ensurethe qualityofeducationandtrainingprogramsinIndia. Theframework providesa setof guidelines andstandardsfor qualityassuranceacrossdifferent levels of educationandtraining,fromprimaryschoolstopostgraduateprograms.. IntroducedbytheGovernmentofIndiain2012 Theframework encouragestheuseof technology andinnovative teachingmethods Theframeworkemphasizestheimportanceofassessmentandevaluation NationalQualityAssuranceFramework NQAFisbasedonasetofcoreprinciples,includingafocusonstudent-centeredlearning,teacher empowerment,andcontinuousimprovement. NQAF
- 127. NSRD wasestablished in2015 NSRD alsoworksto develop andimplementtools andmethodologies formonitoringandevaluatingthe impact ofskilldevelopment programs. Thedivision'smandateistoconductresearchonskills, labourmarkettrends,andindustryneeds Itsmissionis toserve asaauthentic,qualitative andaccessible thinktankforresearchrelated to skilldevelopment Thedivision'sresearchandinsightsareusedtoinformthe designof trainingprograms,curriculumdevelopment NationalSkillResearchDivision Thedivisioncollaborateswithnationalandinternationalresearchinstitutionstoshareknowledge andbestpracticesrelatedtoskilldevelopment. NSRD
- 128. The primary objective of NSDF is to provide financial assistance NSDF National Skill Development Fund. Fund created by the Government of India to support skill development initiatives Established in 2009 NSDF operates through a Public-Private Partnership (PPP) model, NSDF grants financial assistance for providing training equipment, curriculum development, and capacitybuilding Thefundplaysacrucialrole intheimplementation of governmentschemes like PradhanMantri KaushalVikasYojana(PMKVY) andthe NationalApprenticeshipPromotion Scheme (NAPS).
- 129. Aims to enhance skills of the Indian workforce Bridges the gap between demand and supply of skilled workers NSDC National Skill Development Corporation. Public-private partnership organizationin India Established in 2009 Operates through sector skill councils (SSCs) focused on specific industries, SSCs develop industry-driven skill standards, curriculumframeworks, andassessments
- 130. Develop industry-driven skill standardsand qualifications SSCs Sector Skill Councils Industry-led bodies under NSDC Responsible for specific industry sectors Identify skill gaps and emerging job roles, Accreditandcertify trainingproviders andtrainers Create competency frameworks aligned with industry needs Established by NSDC
- 131. SSCs Sector Skill Councils Create competency frameworks aligned with industry needs
- 132. NCVT is a statutory body under the Ministry of Skill Development and Entrepreneurship (MSDE) in India. NationalCouncilforVocationalTraining NCVT 1956
- 133. NCVT conducts All India Trade Tests (AITT) and awards National Trade Certificates (NTCs) to successful candidates. NCVT
- 134. It develops and updates the National Council for Vocational Training (NCVT) curriculum for different trades.. NCVT
- 135. goal of ensuring a skilled workforce in various trades and crafts. NCVT
- 136. Ministry of Rural Development It focuses on the development and welfare of rural areas across the country.
- 137. Ministry of Rural Development The ministry formulates policies, plans, and programs for rural development
- 138. Ministry of Rural Development The ministry oversees the implementation of programs like the Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA) and Pradhan Mantri Awaas Yojana (PMAY).
- 139. Industrial Training Institutes (ITIs) Skill India Mission Pradhan Mantri Kaushal Vikas Yojana (PMKVY) National ApprenticeshipTraining Scheme (NATS) National Skill Development Corporation (NSDC) National Skill Development Agency (NSDA) National Council for Vocational Training (NCVT) IEntrepreneurship Development Institute of India (EDII) National Institute of Open Schooling (NIOS) "Deen DayalUpadhyayaGrameenKaushalya Yojana (DDU-GKY) National Urban Livelihoods Mission (DAY-NULM) Rashtriya Mahila Kosh (RMK) Pradhan Mantri Yuva UdyamitaVikas Abhiyan (PM-YUVA) National Institute of Skill Development (NISD) Udaan - SpecialIndustry Initiative for Jammu & Kashmir (J&K) National Skill Certification and Monetary Reward Scheme (STAR Scheme) Skills Acquisition and Knowledge Awareness for Livelihood Promotion (SANKALP)" Skill based initiatives