NCERT Annual Report 2017–2018 N C E R T

Annual Report 2017 –2018 December 2018 Pausha 1940 PD 6H BS

© National Council of Educational Research and Training, 2018

Published at the Publication Division, by the Secretary, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi – 110 016 and printed at Pushpak Press Private Limited, 203-204, DSIDC Sheds, Okhla Industrial Area, Phase-I, New Delhi 110 020. Foreword

With its pioneering position as a national apex body, NCERT has discharged its function towards building a progressive system of education, particularly school education and teacher education in the country. The Annual Report provides a snapshot of the Council’s major initiatives undertaken during 2017–18. Its efforts have been focussed in conducting research in priority areas of school education, developing curricular materials, strengthening other academic institutions, enhancing support mechanisms to reach out to the States and UTs, responding to the capacity building needs of the teachers and teacher educators, organising exhibitions, seminars, consultations etc. In 2017–18, with collective efforts, the Council conducted the National Achievement Survey (NAS) throughout the country for Classes 3, 5 and 8 in government and government aided schools. The competency based test questions that reflected the Learning Outcomes tested the learning levels of 2.2 million students from 1,10,000 schools across 701 districts in all the 36 States and UTs of the country in single day. Venturing into the digitisation of education, the Council have started offering various online courses for school education and higher education and initiated the preparation of Massive Open Online Courses (MOOCs). The Council continued with the efforts of reviewing, rationalising and publication of school textbooks, workbooks, supplementary readers, teacher guides, laboratory manuals, source books on assessment, exemplar problems, research reports/monographs and periodic publication of educational journals. Other significant initiatives that attracted attention of academia are the adoption of a rural revenue block for conducting research, development of curriculum and guidelines for pre-school, telecast of educational programmes in 24 hours DTH channel, development of educational kits, entering into MoU with countries including South Korea, Australia and Mauritius and organisation of Role Play, Yoga Olympiad, Kala Utsav and other activities. We are very grateful for the unstinted support and guidance received from the MHRD, Government of India and other collaborators. I deeply appreciate the dedication and untiring work of all my colleagues across the country for creating an inspiring and innovative environment that has reinforced the education system in the country. Let me also record my sincere appreciation to the faculty of Planning and Monitoring Division (PMD), A.D Tewari, M. Siraj Anwar, Ashita Raveendran and P.D. Subhash for their contribution in bringing together the Council’s achievements and landmarks for the year in this annual report. These accomplishments of the Council, I firmly believe, will help to propel the next phase of growth towards an empowering school system, equipping children with desirable life skills and values to become global citizens. It is with this optimism, we strive to shape the change and re-dedicate our energies to newer, horizon-stretching aspirations. Our commitment to the mission of ensuring equity and quality education can be gauged from the initiatives undertaken during the year. This report of accomplishments and milestones of NCERT for the year 2017–18 intends to facilitate valuable communication with a wider academic community, policy makers, educators and practitioners in the field. We are aware that we have to put in more efforts to reach out to the unreached and take the nation forward. We shoulder this pious responsibility willingly and most humbly.

Hrushikesh Senapaty Director New Delhi National Council of Educational October 2018 Research and Training

Abbreviations

A&N Andaman & Nicobar Islands AEES Atomic Energy Education Society AEP Adolescent Education Programme AEP-MIS Adolescent Education Programme-Management Information System AICEAVF All India Children’s Educational Audio-Video Festival AIL Art Integrated Learning AISECT All India Society for Electronics and Computer Technology AISES All India School Education Survey AKS Academy of Korean Studies APEID Asia-Pacific Programme of Educational Innovation for Development ARC Adolescence Resource Centre ARSH Adolescent Reproductive and Sexual Health AWES Army Welfare Education Society AWP Annual Work Plan B.A. Bachelor of Arts B.A.Ed. Bachelor of Arts And Education B.Ed. Bachelor of Education B.Sc. Bachelor of Science B.Sc. B.Ed. Bachelor of Science and Bachelor of Education B.Sc. Ed. Bachelor of Science Education B.Tech. Bachelor of Technology BAS Bhartiya Adhunik Shiksha BRC Block Resource Centre CAS Computerised Accounting System CBSE Central Board of Secondary Education CCE Continuous and Comprehensive Evaluation CCRT Centre for Cultural Resources and Training CIET Central Institute of Educational Technology CLASS Computer Literacy and Studies in Schools CoL Commonwealth of Learning CRC Cluster Resource Centre CRISP Centre for Research and Industrial Staff Performance CTE College of Teacher Education CTES Certificate Programme for Teaching of Elementary School Science CTSA Centre Tibetan Schools Administration CWA Children with Autism CWSN Children with Special Need D.El.Ed. Diploma in Elementary Education DCGC Diploma Course in Guidance and Counselling DCS Department of Curriculum Studies DEAA Department of Education in Arts and Aesthetics DEE Department of Elementary Education DEGSN Department of Education of Groups with Special Needs DEK Division of Educational Kits DEL Department of Education in Languages DELNET Developing Library Network DEME Department of Educational Measurement and Evaluation DEPFE Department of Educational Psychology and Foundations of Education DER Division of Educational Research DES Department of Educational Survey DESDP Department of Educational Survey and Data Processing DESM Department of Education in Science and Mathematics DESS Department of Education in Social Sciences DGS Department of Gender Studies DICT Department of Information and Communication Technology DIET District Institute of Education and Training DMS Demonstration Multipurpose School DoE Directorate of Education DSE&L Department of School Education and Literacy DTE Department of Teacher Education DTEE Department of Teacher Education and Extension ECCE Early Childhood Care and Education ECE Early Childhood Education ED Engineering Division EDUSAT Educational Satellite EE Elementary Education ELP Early Literacy Programme ERIC Educational Research and Innovation Committee ESD Educational Survey Division ESMP Early School Mathematics Programme ET Educational Technology

vi EVS Environmental Studies FAQ Frequently Asked Question FOSS Free and Open Source Software GCRC Guidance and Counselling Resource Centre GIS Geographical Information System GoI Government of India HEFS Human Ecology and Family Sciences HRD Human Resource Development IAB Institutional Advisory Board IASE Institute of Advanced Studies in Education ICDS Integrated Child Development Scheme ICT Information and Communication Technology IIT Indian Institute of Technology IRD International Relations Division IT Information Technology ITPD In-service Teachers Professional Development JEPER Journal of Educational Policy and Entrepreneurial Research JIE Journal of Indian Education JNNSMEE Jawaharlal Nehru National Science, Mathematics and Environment Exhibition for Children KRIVET Korean Institute of Vocational Education and Training KRP Key Resource Person KVS Kendriya Vidyalaya Sangathan LDD Library and Documentation Division M.Ed. Master of Education MDM Mid-Day Meal MDS Maharshi Dayanand Saraswati University MHRD Ministry of Human Resource Development MMK Molecular Model Kit MOOC Massive Open Online Course MoU Memorandum of Understanding MP Madhya Pradesh MPD Media Production Division NAS National Achievement Survey NBT National Book Trust NCERT National Council of Educational Research and Training NCF National Curriculum Framework NCFTE National Curriculum Framework for Teacher Education

vii NCSTC National Council for Science and Technology Communication NCT National Capital Territory NCTE National Council for Teacher Education NDU National Documentation Unit NDVET National Diploma on Vocational Educational and Training NE North Eastern NER North-East Region NE-RIE North-East Regional Institute of Education NGO Non-Governmental Organisation NIE National Institute of Education NIOS National Institute of Open Schooling NITTTR National Institute of Technical Teacher and Training NLEPT National Library of Education and Psychological Tests NOS National Occupational Standard NPEGEL National Programme for Education of Girls at Elementary Level NPEP National Population Education Project NRCVE National Resource Centre for Value Education NRG National Resource Group NROER National Repository of Open Educational Resources NSDC National Skill Development Council NSQF National Skills Qualifications Framework NTSE National Talent Search Examination NUEPA National University of Educational Planning and Administration OER Open Educational Resources OOSC Out of School Children PAB Project Approval Board PAC Programme Advisory Committee PGDGC Post Graduate Diploma in Guidance and Counselling PGT Post Graduate Teacher Ph.D. Doctor of Philosophy PINDICS Performance Indicators PMD Planning and Monitoring Division P-MOST Programme of Mass Orientation of School Teachers POA Programme of Action PPR Project Progress Review PRD Planning and Research Division PSSCIVE Pandit Sunderlal Sharma Central Institute of Vocational Education

viii PTM Parents Teacher Meeting PTR Pupil Teacher Ratio PVC Param Vir Chakra QAT Quality Assessment Tools QIS Quality Improvement Scheme QMT Quality Monitoring Tools RAA Rashtriya Avishkar Abhiyan RIE Regional Institute of Education RMSA Rashtriya Madhyamik Shiksha Abhiyan RPDC Regional Production-cum-Distribution Centre RTE Right to Education SC Scheduled Castes SCC State Coordination Committee SCERT State Council of Educational Research and Training SEN Special Educational Needs SIE State Institute of Education SIET State Institute of Educational Technology SLSMEE State Level Science, Mathematics and Environment Exhibitions SMC School Management Committee SMLK Secondary Mathematics Lab Kit SOPT Special Orientation Programme for School Teachers SPMC Screening-cum-Progress Monitoring Committee SSA Sarva Shiksha Abhiyan SSK Secondary Science Kit SSLK Solid State Lab Kit SSMCLK Sr. Sec. Microscale Chemistry Laboratory Kit ST Scheduled Tribe SWAYAM Study Webs of Active-Learning for Young Aspiring Minds TLM Teaching Learning Material TSG Technical Support Group TVET Technical and Vocational Education and Training UDL Universal Design for Learning UEE Universalisation of Elementary Education UGC University Grants Commission UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural Organisation UNEVOC UNESCO International Project on Technical and Vocational Education

ix UNFPA United Nations Population Fund UNICEF United Nations Children’s Fund UPMK Upper Primary Mathematics Kit UPSK Upper Primary Science Kit UT Union Territory VE Vocational Education VET Vocational Education and Training VTTE Voices of Teachers and Teachers Educators WwC Working with Community

x Contents

Foreword iii

Abbreviations v

1. Overview 1

2. Major Publications 43

3. Research Studies 51

4. Development Activities 75

5. Capacity Building Programmes 99

6. Extension Activities 121

7. Major Schemes of MHRD Co-ordinated by NCERT 153

8. Visitors to the NCERT 167

9. Appendices 174–271

I Publications and Presentations by the NCERT Faculty 175

II Ph.D. Degrees Awarded during the year under the Supervision of the NCERT Faculty 203

III Awards and Fellowships 204

IV Details of the NCERT Committees, as Mentioned in MoA, for the year 2017 – 18 205

V NCERT’s Consolidated Sanctioned Strength of Posts as 245 on 31 March, 2018 and Reservation Position

VI Receipts and Payments Account for the year ended 246 31 March 2018

VII Publications Released during the year 2017 –2018 253

VIII Publication Division and its Regional 262 Production-cum-Distribution Centres

IX NCERT Constituents and Faculty 263 ^gekjs lkeus fofHkUurkvksa dks [kRe djus dh pqukSrh ugha gS cfYd muds lkFk jgrs gq, ,d jgus dh gSA* — johUnzukFk VSxksj

‘ P s t es es .’ — Rabindranath Tagore ‰ ‰ ‰ ‰ ‰ ‰ ‰ major objectivesoftheNCERTareto: policies andprogrammesforqualitativeimprovementinschooleducation.The the governmenttoassistandadviseCentral and StateGovernmentson It formally began its work on 1 September, 1961. TheCouncil was set up by Ministry ofEducation,GovernmentIndiainitsresolution27July,1961. by the on 6June,1961andtheestablishmentofCouncilwasannounced registered as a society under the Registration of Societies Act (Act XXI of 1860) The NationalCouncilofEducationalResearchandTraining(NCERT)was 1. Overview of EducationalTechnology (CIET)atNewDelhi. Institute of Vocational Education (Meghalaya); and two central institutes, viz. Pandit Sunderlal SharmaCentral (RIE) located at Ajmer, Bhopal, Bhubaneswar, Mysuru,and NERIE, Umiam, Education of Institutes Regional five cells; and divisions departments, 19 of the countryviz., National InstituteofEducation(NIE) at New Delhi consisting of parts different at located institutions with flourishes it Now, country. the of needs educational changing the cater to modified been have NCERT the of view of education in thecountry.Over the years, structureandfunctions The amalgamationoftheseinstitutionsindicated aneedtodevelopholistic Central (1956), andtheNationalInstituteofAudio-VisualEducation(1959). Institute of Basic Education (1956),theNational Fundamental atEducation as theAllIndiaCouncilforSecondaryEducation in1955],theNational Extension Programme for Secondary Education(1958), [initially established Bureau of Educational andVocational Guidance (1954), the Directorate of Education (1947),theCentralBureauofTextbookResearch(1954), of Institute Central the namely, independence after decade initial the in The Councilcameintoexistencebymergingseveninstitutionsestablished Elementary Education. act asanodalagencyforachievingthegoalsofUniversalisation school education;and act as a clearing house for ideas and information in matters related to NGOs andothereducationalinstitutions; collaborate andnetworkwithstateeducationaldepartments,universities, develop anddisseminate innovative educationaltechniquesandpractices; organise pre-serviceandin-servicetrainingofteachers; journals anddevelopeducationalkits,multimediadigitalmaterials,etc.; prepare andpublishmodeltextbooks,supplementarymaterial,newsletters, education; undertake, promoteandcoordinateresearchinareasrelatedtoschool (PSSCIVE) at Bhopal andCentral Institute

Annual Report 2017–2018 The NCERT as an apex national body, launched a process of rethinking education, national in character and at the same time facilitating and encouraging the expression of the varied culture across the country. Generally, the NCERT is synonymous with publication of textbooks. Indeed NCERT has produced generations of textbooks for school children on science, social sciences and languages, latest being the textbooks based on the National Curriculum Framework 2005. Yet, true to its name, NCERT works on the entire gamut of school education, be it conducting research in school education, conducting innovative pre-service and in-service teacher training programmes or synergising the state level education organisations like SCERTs, DIETs, etc., in every possible way. The Council played a significant role by providing survey, research and development inputs in the formulation of the National Policy on Education (NPE–1986) and Programme of Action (POA) (1992). As a follow-up of NPE and POA, the NCERT brought out the National Curriculum for Elementary and Secondary Education: A Framework (1988) and subsequently the guidelines and syllabi for all stages of school education. Towards the implementation of the National System of Education that is, 10+2+3 system in the country, the NCERT provided inputs in terms of development of the National Curriculum Frameworks followed by the preparation of syllabi, instructional materials, evaluation tools and innovative teacher training programmes. Evaluation of students’ learning outcomes and curriculum development for teacher education has been yet another important area of activity. The NCERT is dedicated to the cause of teacher education in the country. In order to prepare teachers, the Council runs pre-service teacher education courses such as four-year BSc.B.Ed, BA.B.Ed, and two-year B.Ed courses in its Regional Institutes of Education. It also runs a one-year P.G Diploma

NCERT Course in Guidance and Counselling at NIE and RIEs. Short term in-service teacher training programmes are also organised to acquaint teachers with the latest developments in their respective fields. The NCERT provides a platform for encouraging excellence and innovation in children. In order to encourage excellence amongst teachers, National Awards for Teacher Education, National Awards for Innovations in School Education, National Awards for Promotion of Vocational education are endowed to teachers for their contributions towards innovations and experiments. It has worked for popularisation of science education, social science education, population education, environmental education, non-formal education, education of disadvantaged and marginalised groups, etc., through exhibitions, competitions and a host of other activities. The NCERT conducts the prestigious National Talent Search Examination (NTSE) in which 1,000 meritorious children are provided scholarships every year for pursuing courses in sciences and social sciences up to the doctoral level, and in professional courses like medicine and engineering up to the second-degree level. To make learning joyful, the NCERT has produced several supplementary and non-textual materials both for teachers and students in print and in electronic form. The NCERT has also developed equipment and kits for experiments in science and mathematics. In order to establish meaningful linkages and partnerships with the states, the NCERT has provided academic inputs in several central sector projects/ schemes such as, Vocationalisation of Secondary Education, Non-Formal

2 Annual Report 2017–18 Education Programmes for Children of 6–14 years age group, Educational Technology, Special Orientation Programme for School Teachers (SOPT), Programmes of Mass Orientation of School Teachers (P-MOST), Scheme of Improvement of Science Education in Schools, Environmental Orientation of School Education, Computer Literacy and Studies in Schools (CLASS), Operation Blackboard (OB) Scheme, Scheme for Integrated Education of the Disabled, Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA), Promotion of Yoga in Schools, Pre-service and In-service teacher education programmes, etc. Over the years, the Council has undertaken significant projects funded by international agencies which provided the basic data for the formulation of policies, plans and programmes of education. Some of them are: International Association for the Evaluation of Educational Achievement (IEA) Study, Primary Education Curriculum Renewal (PECR), Study on Achievements in Language and Science, IEA CompEd Study, Developmental Activities in Community Education and Participation (DACEP), Comprehensive Access to Primary Education (CAPE), District Primary Education Programme (DPEP), National Population Education Project (NPEP), Survey of Secondary Schools, Achievement Motive in High School Boys and Training for it, Scholastic Aptitude Tests in Hindi for grades VIII and XI, Evaluative Criteria for Inspection and Supervision in Secondary Schools, Wastage and Stagnation in Primary and Middle Schools, Survey of Achievement in Mathematics at three levels of School Education, Identification of Talent in Elementary and Secondary Schools, Curriculum and Methods of Teaching Mathematics in Secondary Schools, etc. Some other major initiatives of the NCERT in recent years include: Implementation and dissemination of National Curriculum Framework (NCF 2005); National Centre for Computer Education; publishing of Journals — Peace Education and Educational Abstracts; launching of Eighth All India School Education Survey; Diploma Course in ECCE; Training Course on Peace Education; preparation of customised training package for teachers of KGBV and development of bridge course for KGBV girls; development of textbooks in media studies, Human Ecology and Family Sciences (HEFS), Indian Art, Heritage Crafts and Graphic Design; and translation of textbooks and supplementary reading materials into Urdu; Early Literacy Programme and Early School Mathematics Programme to enhance literacy and numeracy in early grades (I and II); implementation of National Population Education Project (NPEP) and

Adolescence Education Programme (AEP), addressing the need of States/UTs ReportAnnual 2017–2018 for support material for In-service Teacher Professional Development (ITPD) programmes in the area of secondary education, etc.

Current Concerns Review of Textbooks After collecting feedback from teachers and other stakeholders the syllabi and textbooks developed by the NCERT as a follow-up of NCF 2005 was reviewed. Further, some of the national initiatives such as, ‘Swachh Bharat’, ‘Digital India’, ‘Beti Bachao Beti Padhao’, ‘Demonetisation’, etc., have also been given space in the new textbooks in an integrated manner.

Overview 3 Digitising Education Recognising the potential of technology in teaching-learning, the Council involves in the development of various innovative curricular materials. For ensuring easy access to the students, e-textbooks have been developed. The Council is involved in the development of various audio-video programmes and interactive multimedia programmes to support the enhancement of teaching and learning. With a view to reach out to the masses, the Council is involved in developing e-content material in all the areas of school and teacher education and introducing online courses. The NCERT has developed ICT curriculum for teachers and students from Classes VI to VIII, National Repository of Open Educational Resources (NROER) with 11,123 resources, 600 documents, 97 interactive, 2,551 images and 5,950 videos, course modules for Massive Open and Online Course (MOOCs) for school education system in 12 subject areas for Classes IX–XII for the SWAYAM platform. e-Pathshala, web portal (http:// epathshala.nic.in/, http://epathshala.gov.in/) and mobile apps (Android, iOS and Windows) disseminated e-Contents viz., 2,865 audios and videos, 650 e-books (e-pubs) and 504 flip books. CIET-NCERT is the national coordinator for one DTH TV channel that is, Kishore Manch (#32) and has started feeding a 24×7 educational TV channel w.e.f. July 2017. Everyday four hour fresh slot is telecast and repeated six times in 24 hours to provide learning opportunities for the stakeholders. Learning Outcomes The Council published the document Learning Outcomes at the Elementary Stage that includes learning outcomes mentioned distinctively for each class in languages (Hindi, English, Urdu), mathematics, environmental studies, science and social science up to the elementary stage. The document is meant for all the stakeholders, especially for the parents/guardians, teachers, SMC and NCERT community members. The Learning Outcomes document is in two forms that is, ‘complete document’ which includes Curricular Expectations, Pedagogical Processes and Learning Outcomes of Classes I–VIII. This document is meant for teachers and teacher educators and school administrators to ensure and enhance the quality of learning in the school premises and ‘compact version’ contains only the learning outcomes for each subject in each class. The document is disseminated among all the stakeholders. It has been translated in Assamese, Bengali, Bodo, Gujarati, Kannada, Khasi, Kokborok, Konkani, Malayalam, Marathi, Mizo, Oriya, Punjabi, Tamil and Telugu. Post National Achievement Surveys (NASs) Interventions National Achievement Surveys (NASs) were conducted throughout the country on 13 November, 2017 for Classes III, V and VIII in government and government-aided schools to assess the learning levels of 2.2 million students from 1,10,000 schools across 701 districts in all the 36 States and UTs of the country. Quality Interventions based on NAS findings for understanding the district report cards and pedagogical practices to support classroom transaction based on learning outcomes quality interventions were carried out. It includes training the State Level Master trainers (SLMTs) to communicate the NAS results as per the district report cards, assist States and UTs in understanding NAS results and to demonstrate the exemplar pedagogical interventions developed by the Council.

4 Annual Report 2017–18 National Skill Quality Framework The NCERT is involved in the development of competency based curriculum for vocational courses in tune with the National Skills Qualification Framework (NSQF) that aims to enable a person to acquire desired competency levels, transit to the job market and, at an opportune time, return for acquiring additional skills to further upgrade their competencies. PSSCIVE, Bhopal developed learning outcome based student textbooks for vocational courses under NSQF for Insurance Services for Classes XI and XII, Banking and Financial Services for Class XII, Micro-Irrigation for Classes XI and XII, Apparel Made-ups and Home Furnishing for Classes IX and X, Paddy Farmer for Classes XI and XII, Dairy Worker for Classes XI and XII. A Teacher Workbook on Banking and Financial Services for Class XII has also been developed. In addition, the institute conducted orientation programmes for key functionaries on implementation of NSQF. Addressing Gender Concerns Realising the importance of addressing the issues and concerns related to the education of girls and women and the necessity of promoting women’s equality and empowerment, the Council imparts training on gender issues in education. Further, the Council has developed bridge courses for girls entering into school education at age appropriate classes with the objectives to increase the enrolment rate and to ensure quality education at the elementary level. Inclusive System of Education for All In order to strengthen inclusive education, the Council developed ‘Barkhaa — A Reading Series for All’, an exemplary inclusive learning material in the form of a supplementary reading series consisting of 40 story booklets based on children’s experiences, a manual titled ‘Inclusion in Education: A Manual for School Management Committee’, a source book titled ‘Science Beyond Sight: Sourcebook for Inclusion’, etc. Implementing Right to Education Act, 2009 The NCERT has been designated as an academic authority under the RTE Act, 2009 for curriculum and evaluation procedures in respect of schools owned, controlled and managed by the central government and of the schools in respect of Union Territories without legislature. The Council looks into the status of implementation of various provisions of RTE Act, 2009 and also concerns and problems in States and UTs. In order to facilitate concerned officials who will be involved in performing their roles and responsibilities, they are oriented and empowered for implementing the task of special training and its related ReportAnnual 2017–2018 aspects. The Council has been making significant contributions by undertaking programme evaluation studies of quality initiatives undertaken by the States/ UTs under SSA to improve the quality of elementary education. Rashtriya Avishkar Abhiyan In order to connect school based knowledge to life outside the school and making learning of science and mathematics a joyful and meaningful activity, to bring focus on innovation and use of technology, the Ministry of Human Resource Development has set up the Rashtriya Avishkar Abhiyan (RAA). The abhiyan aims at nurturing the spirit of inquiry and creativity, love for science and mathematics and effective use of technology amongst children and encourage

Overview 5 those who show an inclination and talent for these subjects to be encouraged and supported to heights of academic excellence and research. Keeping in view the objectives of the abhiyan, the NCERT conducted six workshops for ‘Rashtriya Avishkar Abhiyan (RAA) under SSA at five Regional Institutes of Education (RIEs) and National Institute of Education (NIE), New Delhi. Exemplar activities to be undertaken, the strategies to be adopted by States/UTs and guidelines to form State Resource Group (SRG) for States/UTs have been prepared to facilitate the States/UTs in rolling out RAA successfully. A plan of action to roll out different activities in schools for nurturance innovations was also formulated. Under the SSA-PAB programme of the MHRD, GoI, the NCERT developed ‘Guidelines for distribution of Individual Students’ Science Box at the upper primary stage under the Rashtriya Avishkar Abhiyan (RAA). International Collaborations and International Linkages Keeping in view the importance of international cooperation in the field of school education, the Council hosts foreign delegations, facilitates their interaction with different Departments and Constituent Units pertaining to areas critical to their interest and needs, such as, educational policies, curriculum frameworks, pre-service and in-service teachers’ education programmes, physical education, vocational education, ICT and ET, and conducts workshops, seminars and conferences involving MoUs signed with foreign institutions. An MoU (approved by the MHRD, GoI) was signed between the NCERT and the Academy of Korean Studies (AKS), Seoul on 15 June, 2017 at the NCERT, New Delhi for wide- ranging cooperation in the areas of; (i) curriculum and textbook development, (ii) physical education, yoga and sports, and (iii) education of groups with special Needs. An MoU (approved by the MHRD, GoI) was signed between the NCERT and the Mauritius Institute of Education (MIE) on 22 December, 2017 at MITD House, Phoenix, Mauritius. This MoU obliges the two institutions to NCERT collaborate in the fields of (i) teacher education, (ii) curriculum and textbook development, (iii) ICT and open educational resources, (iv) educational psychology and counselling, (v) special education, (vi) early childhood education, (vii) arts and aesthetic education, (viii) evaluation and assessment, and (ix) educational research. Performance Indicators for Elementary School Teachers (PINDICS) Online Performance Indicators (PINDICS) for self assessment of teachers (website and mobile app) have been developed and shared with the states.

Organisational Structure The general body of the NCERT comprises the Education Ministers of all States and Union Territories; the Chairperson of the University Grants Commission (UGC); the Secretary to the Government of India, Ministry of Human Resource Development (Department of Education); four Vice-Chancellors of Universities (one from each region); the Chairman of the Central Board of Secondary Education; the Commissioner of the Kendriya Vidyalaya Sangathan; the Director, Central Health Education Bureau; the Director of Training, Directorate General of Training and Employment, Ministry of Labour; one representative of the Education Division, Planning Commission; members of the Executive Committee of the Council and nominees, not exceeding six, nominated by the

6 Annual Report 2017–18 Government of India (not less than four of them shall be school teachers). The Union Minister of Human Resource Development is the President (ex-officio) and the Secretary, NCERT is the Convener of the general body of the NCERT.

NCERT (Governing Council) President HRM

• Programme Advisory Executive Committee Standing • Finance President HRM Committees • Establishment • Building and Works

Officers of the Council Director Joint Director Secretary

NIE RIEs and DMSs CIET PSSCIVE New Delhi New Delhi Bhopal

Ajmer Bhopal Bhubaneswar Mysuru Umiam (Shillong) (No DMS)

The Executive Committee is the main governing body of the NCERT. The Committee generally carries out the objectives of the Council as set forth in the Memorandum of Association and controls the management of all the affairs and funds of the Council. The Union Minister of Human Resource Development is its president (ex-officio) and the Union Minister of State in the Ministry of Human Resource Development is the vice-president (ex-officio). The members of the Executive Committee are the Director, NCERT; the Secretary to the Government of India, Ministry of Human Resource Development (Department of Education); the Chairperson of the University Grants Commission; four educationists well known for their interest in school education (two of whom shall be school teachers); the Joint Director, NCERT; three members of the faculty of NCERT (of whom at least two are of the level of Professor and Head of Department); one representative of the MHRD and one representative of the Ministry of Finance (who is the Financial Adviser of NCERT). The Secretary, Annual ReportAnnual 2017–2018 NCERT is the Convener of the Executive Committee. The Executive Committee is further assisted in its work by the following Committees/Boards: ‰ Finance Committee ‰ Establishment Committee ‰ Building and Works Committee ‰ Programme Advisory Committee ‰ Educational Research and Innovations Committee ‰ Academic Committee of the NIE ‰ Advisory Board of the Central Institute of Educational Technology

Overview 7 ‰ Advisory Board of Pandit Sunderlal Sharma Central Institute of Vocational Education ‰ Managing Committees of the Regional Institutes of Education ‰ Advisory Boards of Departments of the NIE During 2017–18, the Following Meetings were Held The 134th and 135th Finance Committee meetings were held at Shastri Bhawan, New Delhi and NIE, New Delhi on 30 June, 2017 and 19 July, 2017 respectively. The 103rd Executive Committee was held at NDMC Convention Centre, New Delhi on 27 June, 2017. The 54th General Council of NCERT was held at the NDMC Convention Centre, New Delhi on 27 June, 2017. 54th General Council Meeting of NCERT Senior Functionaries of the NCERT The functions of the Council are looked after by the Director, Joint Director and Secretary. The Dean (Research) coordinates the research programmes and looks after the work of the Educational Research and Innovations Committee (ERIC); the Dean (Academic) coordinates the work of the departments of NIE.

Senior Functionaries of the NCERT 2017–18 Director Hrushikesh Senapaty Joint Director - NCERT Secretary Harsh Kumar Joint Director (CIET) Amarendra Prasad Behera (From 26 December, 2017) Professor Rajaram S. Sharma (Up to 10 July, 2017) Joint Director (PSSCIVE) Rajesh P. Khambayat From 9 May, 2017) Nityanand Pradhan (Up to 8 May, 2017) Dean (Academic) Saroj Bala Yadav Dean (Research) A.K. Srivastava

Planning and Processing of Programmes The programmes of the NCERT are formulated keeping in view the broader perspectives of the National Policy on Education (NPE) and the educational needs of the States. The educational needs of the States are identified mainly through the mechanism of the State Co-ordination Committees (SCCs) which provide a forum for interaction of the NCERT faculty with the senior functionaries of the state education departments. The Education Secretary of the respective state is the chairperson of the SCC and the Principal of the

8 Annual Report 2017–18 concerned Regional Institute of Education (RIE) is the member-convener. The identified educational needs of the States are first considered by the Institutes Advisory Boards (IABs) of RIEs and then by the Managing Committees (MCs) of RIEs. The academic programmes of the departments, divisions and cells of the NIE are processed through the Advisory Boards of the individual departments (DABs) and thereafter by the Academic Committee (AC) of the NIE. Programmes of the CIET and PSSCIVE are processed through their respective Institute Advisory Boards (IAB). The programmes processed by various committees are finally considered by the Programme Advisory Committee (PAC). It is the responsibility of the committee to consider all plans, programmes, research proposals, etc., and to examine the academic aspects of the work of the Council and to ensure a coordinated approach to the development of the programmes. The PAC reports to the Executive Committee of NCERT regarding the overall directions in which research, training, extension and other programmes would be channelised to best serve the interest of school education in the country. Conducting and sponsoring educational research is one of the major activities of the NCERT. Research programmes proposed by the constituents of the NCERT and other institutions/organisations are considered by the Educational Research and Innovations Committee (ERIC). ERIC promotes and sponsors research in various areas of school education and teacher education. Constituent Units of NCERT The major constituent units of NCERT which are located in different regions of the country are: I. National Institute of Education (NIE), New Delhi II. Central Institute of Educational Technology (CIET), New Delhi III. Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE), Bhopal IV. Regional Institute of Education (RIE), Ajmer V. Regional Institute of Education (RIE), Bhopal VI. Regional Institute of Education (RIE), Bhubaneswar VII. Regional Institute of Education (RIE), Mysuru VIII. North-East Regional Institute of Education (NERIE), Umiam, (Meghalaya)

I. National Institute of Education ReportAnnual 2017–2018 The National Institute of Education (NIE) in New Delhi undertakes research and developmental activities related to pedagogical aspects of curriculum; prepares prototype curricular and supplementary materials; develops school education related database and undertakes experiments in pre-school, elementary, secondary and higher secondary stages to support all-round development of the child. NIE conducts short-term/long-term courses/programmes and organises in-service training of key resource persons and teacher educators for capacity building and implementation of centrally sponsored school improvement schemes.

Overview 9 The major Departments/Divisions/Cells of the NCERT located at NIE, New Delhi are:

1. Department of Education in Science and Mathematics The Department of Education in Science and Mathematics (DESM) is a think tank for education in science, mathematics, environment education and computer science at the school stage (upper primary, secondary and higher secondary). Development of textbooks and other teaching learning materials including e-Resources have been one of the major tasks of the DESM. The department develops materials for training of teachers and teacher educators in science, mathematics and environment education related to school education. In order to strengthen teaching-learning in science, mathematics and environment education, the department organises various training programmes for teachers and teacher educators. An exercise of review, revision and updating of all the textbooks of science and mathematics for Classes VI–XII was undertaken by the department during the year 2017–18. The department was actively involved and contributed significantly in the development of e-Resources in science and mathematics at the upper primary and secondary stages and in physics, chemistry, biology and mathematics at the higher secondary stage. The department has contributed to the development of the book on Sanitation and Hygiene. Faculty members regularly interact with students and teachers via live transmissions on Swayam Prabha DTH TV channel ‘Kishore Manch’ and the official YouTube channel of the NCERT on topics related to teaching-learning of science and mathematics. The Jawaharlal Nehru National Science, Mathematics and Environment Exhibition (JNNSMEE) for Children is one of the major and important NCERT extension activities of the DESM. It is a culmination of a series of science exhibitions organised in all the States and Union Territories of the country. Extension activities in the areas of science and mathematics education include organisation of seminars and celebration of events such as Science Day, Environment Day and Mathematics Week. The Science Park and Herbal Garden established by the DESM have successfully created a wide awareness among stakeholders on the importance of science among students. A quarterly journal, ‘School Science’ published by the department, gives a platform for publishing articles, innovations and experiences in the teaching-learning of science and mathematics education. The Resource Centre of the department collects and disseminates the information in all aspects of science, mathematics and environment education.

2. Department of Education of Groups with Special Needs This department was established on 1 September, 1995, and since then is working in the area of education of children with special needs and children belonging to the socially disadvantaged groups, such as SCs, STs and minorities. It strives to implement an inclusive system of education for all children which assumes greater significance for systemic reforms especially in the context of the socially disadvantaged and the persons with disability.

10 Annual Report 2017–18 The department hosts a cell called Minority Cell with a view to focus on the promotion of education and welfare of minorities. The key functions of the department are to: ‰ carry out researches to review the existing activities and suggest new initiatives in the field of education of persons with disabilities and those belonging to Scheduled Castes, Scheduled Tribes and the Minorities; ‰ organise training programmes, both face-to-face and through EDUSAT, for teachers, teacher educators and policy makers for sensitising and training them in strategies for providing quality education and equal educational opportunities to children belonging to the vulnerable groups; ‰ support the development of inclusive curriculum at the national and state levels, provide inputs for development of UDL based reading material for inclusive classrooms, inclusive textbooks, appropriate pedagogy and suggest reforms in the examination procedures from the perspective of groups with special needs promoting Continuous and Comprehensive Evaluation (CCE); ‰ develop teaching-learning materials, teachers’ guides, manuals, index for inclusion, training guidelines and literacy curriculum (Braille and others) and resource support to the Centre, States, NGOs and international and national level agencies for inclusion of CWSN in education and for the realisation of their basic fundamental right to education; and ‰ draw linkages between various departments, organisations and people involved in the education of special focus groups and provide resource support for activities under the SSA and RMSA for CWSN.

3. Department of Educational Psychology and Foundations of Education The department with its major thrust in the areas of educational psychology, guidance and counselling, has been engaged in realising the NCERT’s objectives of bringing about qualitative improvement in school education and teacher education through the application of psychological knowledge to educational theory and practice. The department extends its resources and collaborates in providing psychological perspectives to different aspects of school education, viz., curriculum planning, textbook writing, teacher training, assessment, etc. Development of psychology textbooks for higher secondary stage has

been one of the important concerns of the department. Keeping in view the ReportAnnual 2017–2018 changing perspectives and guidelines provided in the National Curriculum Framework 2005, the syllabi and textbooks of psychology have been made more life oriented and experiential rather than purely theoretical and experimental. The department has been organising training programmes for teacher educators in identifying and nurturing creative potential, learning and development and behaviour modification covering different regions. The department has been offering Post Graduate Diploma Course in Guidance and Counselling to train professionals for serving as counsellors in schools, since its inception. The present course was developed in collaboration with the Commonwealth of Learning (COL) and is now offered by the NCERT as a one-year course. The

Overview 11 department also plays a pivotal role in augmenting guidance and counselling at State levels, conducting research in guidance and counselling, developing materials in the form of multimedia packages, setting up guidance centres in schools, organising national conferences to provide guidance and counselling professionals a platform for exchange of experiences as well as conducting various capacity building programmes in this area. The work on value education is relatively of recent origin in the department. Report on the 21st Parliamentary Standing Committee, forwarded by the MHRD for implementation to the NCERT during the year 2000, had put forward the agenda for value education. Recently ‘Value Education in Schools – A Framework’ was developed by the department in 2012. It stresses the need to enrich teacher education so that teachers have orientation and competence for promoting education for values. The department also performs dissemination functions through its Resource Centres — National Resource Centres for Value Education (NRCVE), Guidance and Counselling Resource Centre (GCRC) and the National Library of Educational and Psychological Tests (NLEPT).

4. Department of Teacher Education The programmes and activities of the Department of Teacher Education (DTE) focus on research, development of materials, capacity building of teachers and teacher educators, providing academic support to the centrally-sponsored institutions of teacher education like DIETs, SCERTs, CTEs and IASEs; promotion of innovations and experimentations in teacher education and school education and organisation of extension programmes. The department adopts and assists SCERTs, SIEs and DIETs for developing them as professional institutions in the States, UTs and Districts dealing NCERT with all aspects of school education and teacher education. It also promotes innovations and experimentations in the field of school education and teacher education. The department organises in-service and continuing education programmes of varied duration for teacher educators, master trainers and Key Resource Person (KRP) at different levels utilising emerging Information and Communication Technologies (ICT) and facilities of EDUSAT.

5. Department of Elementary Education The Department of Elementary Education (DEE) undertakes various activities within a broad framework of Universalisation of Elementary Education, with major emphasis on implementation of RTE Act, 2009. Broadly, the department’s thrust areas are: Early Childhood Care and Education, Early Literacy, Early School Mathematics and Elementary Education. It also acts as a nodal centre at the national level for the implementation of the SSA activities related to quality improvement at the elementary stage. The Government of India has designated the NCERT as an academic authority under the RTE Act for curriculum and evaluation procedures in consonance with the NCF 2005 in respect of schools owned, controlled and managed by the Central Government and of the schools in respect of Union Territories without legislature. The DEE has been identified as a nodal department for this task by the Council in order to meet these commitments, primarily focussing on material development

12 Annual Report 2017–18 (textual, supplementary and exemplar), research, training and extension at the elementary stage. The department has been making a significant contribution by undertaking programme evaluation studies of quality initiatives undertaken by the States and UTs under SSA to improve the quality of elementary education. The National Documentation Unit within the department is a resource centre to develop and maintain information with reference to preschool and elementary education and acts as a clearing house to disseminate information widely. Quarterly journals, The Primary Teacher and Prathmik Shikshak and a children’s magazine Firkee Bachoon Ki are the ongoing activities of the department which provide a wide platform to reach to the practitioners and other field level functionaries. Elementary Education (EE) ‰ Conducts programme evaluation studies in the priority areas especially on the issues related to improvement of quality of elementary education, ‰ Develops exemplar guidelines, syllabi and textual materials, Learning Indicators and Learning Outcomes and materials for assessment and CCE at elementary stage, ‰ Provides academic support under Sarva Shiksha Abhiyan (SSA) and Right to Education Act, 2009 with respect to planning, implementation, monitoring and evaluation of activities especially those related to improving the quality of elementary education; and ‰ Documents and disseminates of innovative/relevant practices, researches and ideas through journals and National Documentation Unit.

Early Childhood Care and Education (ECCE) ‰ Conducts need-based status studies, case studies in the area of ECCE, ‰ Develops resource and exemplar materials for master trainers, teacher educators and grass root level functionaries, ‰ Conducts training programmes, national meets and conferences for State level key functionaries in planning, implementing and monitoring of the ECCE programmes, and ‰ Provides academic support to IIT Nursery School, New Delhi as well as other government and non-government institutions and disseminating Early Childhood Care and Education — material widely through journals/website.

Early School Mathematics Programme (ESMP) ‰ Conducts researches and workout plans towards Early School Mathematics Annual ReportAnnual 2017–2018 Programme (ESMP), ‰ Develops materials and delineating pedagogic strategies for mathematics in early primary grades (Classes I and II) for various stakeholders, and ‰ Organises capacity building programmes for teacher educators to support States and UTs.

6. Department of Education in Languages The department was set up on 1 July, 2005 and works actively in promoting language education through research, development and evaluation of curricula and instructional materials; professional development of teachers, and research

Overview 13 in language education. The department develops language curriculum, syllabi, textual and supplementary materials in four languages Hindi, English, Sanskrit and Urdu from Classes I to XII. Training programmes are regularly organised for key resource persons, master trainers and teachers to apprise them of new and effective pedagogies, assessment practices, material development, issues related to classroom transactions and avenues of teachers’ professional development. As extension activities, the department organises seminars, conferences, Samvaad — A lecture series to highlight the issues related to language education. Keeping in pace with the changes in the present scenario, the department focusses on online courses, development of e-Content and researches based on language policy, three language formula, classroom transactions and medium of learning specifically in the context of tribal children.

7. Department of Education in Social Sciences The Department of Education in Social Sciences promotes quality improvement in the curricular issues of school level history, geography, economics, political science, sociology and commerce. From time to time, the department brings out model syllabi and textbooks, supplementary readers, support materials for social science teachers such as handbooks, training manuals, conducts research in social science and commerce curricular issues and organises need-based capacity building programmes for school teachers. Of late, the department has begun to work in a few interdisciplinary textbooks such as, Human Ecology and Family Sciences, Health and Physical Education, curricular materials for differently-abled learners, trilingual dictionaries (English-Hind- Urdu), and textbooks for B.Ed. programmes. The department conducts national level competitions among school students to promote yoga and generate NCERT awareness about adolescence issues. In order to take the Union government’s digital initiatives forward, the department envisaged to bring out e-Learning materials, MOOCs and e-Contents related to school level social science and commerce syllabus. National Population Education Project (NPEP) and Adolescence Education Programme (AEP) The National Population Education Project (NPEP) was launched in 1980 and is housed in the department as an independent cell to promote population education and adolescence education in schools and teacher education institutions in India. It aims to: ‰ develop awareness and positive attitude towards issues associated with population, development, inter-relationships between population and sustainable development leading to responsible behaviour among students and teachers and indirectly among parents and the community at large; ‰ sensitise learners about Adolescent Reproductive and Sexual Health (ARSH) concerns, inculcate positive attitude and developing appropriate life skills for responsible behaviour. Since 2005, the NCERT collaborates with United Nations Population Fund (UNFPA) to strengthen the educational systems to create awareness on adolescence issues. Known as Adolescence Education Programme (AEP),

14 Annual Report 2017–18 this initiative focusses on three areas viz., (i) Process of growing up during adolescence, (ii) Prevention of Substance (Drug) Abuse and (iii) Prevention of HIV and AIDS. Through this programme, the Council tries to understand the needs and concerns faced by children during adolescence and empower them to acquire knowledge of their needs and concerns related to the period of adolescence and develop life skills that will enable them to practice informed and responsible behaviour. The NPEP/AEP Cell envisaged to develop e-Learning materials and conduct online course for teachers, educational administrators on adolescence education and life skills, integrate adolescence education concerns in syllabi and textbooks, and strengthen the monitoring mechanisms to implement life skill based experiential learning activities in schools.

8. Department of Education in Arts and Aesthetics The Department of Education in Arts and Aesthetics was created as a separate department on 24 November, 2005 with a concept to promote all forms of art in schools by bringing it into the mainstream of the country’s education system. The main functions of the department are to: ‰ Conduct research studies in various areas of arts education in school as well as in teacher-education; ‰ Prepare teaching-learning materials including textbooks, teachers handbooks, training materials, supplementary materials including monographs, anthology, audio-visual materials, multimedia programmes, process documents, etc., for all stages of school education in visual arts, theatre, music and dance; ‰ Conduct capacity building programmes for in-service teachers, teacher educators of different levels/stages in art education and pre-service teacher education courses in arts education; ‰ Review and develop the curriculum and syllabus periodically; ‰ Integrate art education across the entire school curriculum to provide children with playful as well as disciplined exploration of self and different materials; and ‰ Develop a strong network with various national, international, regional, government and non-government organisations, which are actively involved in the area of art education.

9. Department of Gender Studies ReportAnnual 2017–2018 The Department of Gender Studies (DGS) was created as a Women’s Education Unit in 1979. In 1989, it was upgraded to the full-fledged Department of Women’s Studies to address the issues of girls’ education and women’s empowerment more intensively. The department was renamed as the Department of Gender Studies in the light of a landmark judgment of the Supreme of Court of India in 2014 for treating transgenders as the ‘third gender’ and addressing their concerns. Thus, a new dimension of safeguarding the educational and empowerment issues of transgenders was also added to our responsibilities. The major roles and functions of the department include: To suitably intervene in the areas of policy planning and implementation, curriculum and

Overview 15 teaching-learning material and teacher education for removing gender bias and disparities; to promote education, overall development and empowerment of girls within the framework of the Constitution, national policies and relevant international conventions; to create awareness among all stakeholders and to train/orient them for action on gender concerns in education. To discharge these responsibilities, the department takes up a variety of research, development, training, extension and evaluation programmes involving interdisciplinary and innovative approaches. The activities also focus on inculcation of self-esteem and self-confidence among children irrespective of their gender. In addition, promotional materials in the form of biographies, posters and messages are developed from time to time to instil gender sensitivity among all stakeholders.

10. Division of Educational Research The Division of Educational Research is engaged in promoting policy research in education; performing activities of a ‘think tank’; undertaking, coordinating, sponsoring and commissioning research and innovations in school and teacher education; and functioning as the secretariat of Educational Research and Innovations Committee (ERIC). A standing committee of the NCERT, called the Educational Research and Innovations Committee (ERIC), acts as a catalyst to promote and support research in priority areas of school and teacher education. The ERIC members include eminent researchers in education and allied disciplines from universities and research institutions and representatives of SIEs and SCERTs. The division also awards NCERT Doctoral Fellowships to students working for their doctoral degrees in a university/research institutions. The ‘NCERT Research Associateship (Educationists’/Researchers’ Pool)’ Scheme has been initiated with the objectives of harnessing the young educationists/

NCERT educational researchers, who have done their Ph.D. on topics relating to school education but have still not got regular jobs. This will give these young people a chance to contribute and gain experience in their relevant areas pertaining to school education. The NCERT, in particular, and the education system in India as a whole, will also gain from the energies, enthusiasm and knowledge of these young researchers.

11. Educational Survey Division The Division has been created for the purposes of conducting educational surveys on census and sample basis with a view to provide authentic information (data/database) on various aspects of school education for strengthening the educational planning in the country. The functions of the division are to: ‰ create, maintain and update periodically the educational database at the national level; ‰ provide training in quantitative research methods using statistical package; ‰ provide facility for statistical analysis of data pertaining to large-scale surveys/studies/projects conducted by the different constituent units of the Council; ‰ build capacity of state resource persons in conducting educational surveys and on evaluation issues relating to school education;

16 Annual Report 2017–18 ‰ develop conceptual material in educational evaluation for the use of teacher educators, in-service teachers, pre-service teachers and resource persons; ‰ undertake researches in the areas pertaining to learning assessment; and ‰ conduct National Talent Search Examination (NTSE) as a special testing programme to identify talent.

12. Division of Educational Kits The Division of Educational Kits (DEK) was conceived in 1964 to provide academic assistance for designing and development of science equipment. The main objectives were to design and develop teaching equipments in science and mathematics and to make experimental trials in schools for testing the designs and production. It has been responsible for augmenting improvement in teaching-learning in the field of school education supporting print media through hands-on experience by design, development and prototype production of school equipments in the form of kits. The division provides hands-on training to students, teachers and teacher educators on the use of various kits produced by it. It conducts various extension activities viz., hands-on activities in science, mathematics and technology for children and participates in the annual Jawaharlal Nehru National Science, Mathematics and Environment Exhibition (JNNSMEE), World Book Fairs, World Trade Fair, and Global Education Summits.

13. Planning and Monitoring Division The Planning and Monitoring Division (PMD) was created with the purpose of coordinating the process of programme formulation, monitoring, evaluation and submitting periodic reports of programmes to the MHRD. It acts as a clearing house in respect to the academic programmes/activities of NCERT and evaluates all Programme Advisory Committee (PAC) approved programmes. It bears the responsibility of designing pertinent strategies of the Council and issue proper guidelines for the implementation of its various programmes. To achieve its objectives, PMD issues guidelines, prepares various documents for dissemination of information, monitors the progress of programmes approved by Programme Advisory Committee (PAC). While providing support to the Constituents of the NCERT in formulating short-term and long-term academic programmes and evaluating its implementation and assessing progress, PMD has been engaged in the following Annual ReportAnnual 2017–2018 activities viz., Preparation of Annual Report of the NCERT: ‰ Preparation, development and updating of general guidelines for formulation of academic programmes; ‰ Preparation of time schedule and participation in the meeting of programme processing committees: Departmental Advisory Boards, Academic Committee, Institute Advisory Boards and Management Committees; Convening Programme Advisory Committee meetings; ‰ Quarterly monitoring of the progress of programme implementation undertaken by the Institutes/departments/divisions/cells; collection and processing of information through follow-up actions; preparation of

Overview 17 Annual Programme Budget of NCERT; processing proposals of activities of PAC approved programmes for administrative-cum-financial sanctions; preparation of monthly and quarterly including special reports on SC/ST/ Minorities; review of programme proposals for NIE departments/divisions/ cells, CIET, PSSCIVE and RIEs for duplication and financial aspects as per recommendations of meetings of the PAC, and ‰ Sharing of experiences of educational practices with States and UTs and workout with States for evolving realistic need assessment commensurate to the expertise available with NCERT for addressing the needs of States and UTs.

14. RMSA Project Cell The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) has been launched in 2009 by the Ministry of Human Resource Development (MHRD), Government of India with a goal of providing quality secondary education to all students as a next step after achieving substantial retention under Sarva Shiksha Abhiyan (SSA). The RMSA framework is built around concerns of universal access to quality education at the secondary school stage. Universal access in RMSA has been seen in not only physical terms, but also is envisaged in social, cultural and economic terms which are interwoven in a common concept of inclusion. RMSA framework observes NCERT’s crucial role in providing quality secondary education as a resource organisation. It is under this backdrop, the NCERT has been making considerable efforts towards providing quality education (embedded with equity concerns) at the secondary stage, in a holistic manner, viz., developing variety of curricular material for students, teachers, teacher educators and other stakeholders, imparting teacher education both at pre-service and in-service levels, providing guidelines for assessment and NCERT examination, building capacity of various stakeholders for quality initiatives, conducting researches, etc.

15. International Relations Division The International Relations Division (IRD) carries out various activities in conformity with the NCERT’s role to promote international cooperation in the field of school education. Broadly, these activities are of two kinds: (i) Facilitate exchange of information and expertise; and (ii) Discharge responsibility as the academic secretariat of the National Development Group (NDG) constituted by the MHRD under the aegis of the UNESCO’s Asia Pacific Programme of Educational Innovations for Development (APEID). The IRD hosts visiting delegations from foreign countries and institutions and also facilitates consultations and cooperation in areas comprising formulation of national education policies, development of national curriculum frameworks, organisation of pre-service and in-service teacher education programmes and formulation and implementation of programmes for vocational education and educational technology. The division discharges the NCERT’s obligations as an associated centre of the APEID by sharing its innovative practices with other Associated Centres. Apart from these, IRD also acts as a channel for various in-service training programmes that are organised for the foreign nationals and organisations by

18 Annual Report 2017–18 different departments and constituent units of the NCERT in specialised areas of school education. In addition, the IRD also facilitates the participation of faculty from the NCERT in international seminars, conferences, meetings, exhibitions and training programmes conducted under the auspices of international organisations like UNESCO, UNICEF, UNDP, etc. Based on the experiences of such activities, the IRD is currently engaged in the process of working out and signing Memorandum of Understanding (MoU) with some noted institutions and agencies of countries like the Republic of Korea, Australia, Mauritius and Indonesia in different areas of school education. The objective behind signing such MoU is to foster structured and meaningful relations with these countries for mutual benefit.

16. Department of Curriculum Studies The Department of Curriculum Studies (DCS) has been set up with effect from 5 September, 2016 to look after various aspects of curriculum research and development. The department engages in generating knowledge base on curriculum practices and textbooks; building capacities of agencies in States/ UTs serving in school education on curriculum research and development; developing courses on different aspects of curriculum; developing and disseminating documents to provide academic support to stakeholders on curriculum issues; conducting curriculum research for looking at interconnected knowledge base of curriculum and the mechanisms employed in the process of curriculum development and building a culture of academic inquiry for evolving strategies in the process of curriculum development.

17. Hindi Cell With the enforcement of the Constitution on 26 January, 1950, Hindi became the Official Language of the Union of India according to Article 343 ofthe Constitution. The Government of India was entrusted the responsibility of promotion of the status of Hindi. Consequent upon the enactment of Official Language Act, 1963 Ministry of Home Affairs, Government of India continuously issues orders to use hindi as an official language. After the formulation of hindi as an official language, the Official Language Rules 1976 were enacted. Keeping in view the promotion and proper implementation of the official language in day-to-day functioning of the Council, Hindi Cell was constituted in the Council Headquarter. Hindi Cell makes all efforts to follow the orders, rules and resolutions issued by the department of official language, Ministry of Home Affairs for the ReportAnnual 2017–2018 promotion of hindi language. The Cell also ensures compliance of these orders, instructions, etc., from time to time in the administrative works of the Council.

18. Publication Division The NCERT continues with the publication of school textbooks, workbooks, supplementary readers, teacher guides, laboratory manuals, source books on assessment, exemplar problems in mathematics, research reports/monographs and educational journals. For adoption/adaptation and translation of NCERT books by various States/UTs, copyright permission is granted by the NCERT on the request of States/UTs under the nationalised textbook programme. These

Overview 19 are also used widely in schools affiliated to the Central Board of Secondary Education, Kendriya Vidyalayas, Jawahar Navodaya Vidyalayas, Tibetan Schools and several public schools in all states of the country and abroad. Grant of Copyright for Adoption, Adaptation and Translation to Various States and UTs The NCERT granted copyright of its textbooks to the under mentioned states and institutions, based on their request, for adoption, adaptation and translation for the year 2017–18. Copyright Permission for the year 2017–18 S. State Agency Classes for which Copyright given No. 1. Himachal - Himachal Pradesh Board of School Classes VI to XII Pradesh Education, Dharamshala 2. Mizoram - School Education Department, Classes I to VIII Mizoram Aizawl (Mizoram) 3. Uttarakhand i. Madhyamik Shiksha Uttrakhand, Classes IX to XII Nanoorkheda, Uttrakhand ii. Deputy Director, SCERT, Tapovan Classes VI to VIII Marg, Nanoorkheda, Uttrakhand (Ganit only) 4. Punjab - Punjab School Education Board, SAS I to XII (Maths and Nagar, Mohali, Punjab Science) 5. Madhya i. Rajya Shiksha Kendra, Pustak Classes I to VII and Pradesh Bhawan, Arera Hills, Bhopal, Classes IX to XI Madhya Pradesh ii. Apar Mission Sanchalak, Rajya Barkha Pustak

NCERT Shiksha Kendra, Bhopal, Madhya Mala Pradesh 6. Haryana i. Haryana Vidyalaya Shiksha Board, Classes IX to XII Bhivani, Haryana ii. Director, Directorate of Elementary Classes I to VIII Education, Panchkula, Haryana 7. Manipur - Joint Director, DLPI, Old Lambulane, Classes XI to XII Imphal, Manipur 8. Andaman - State Project Director, UT Mission Classes I to V & Nicobar Authority, A & N Islands, Port Blair Islands 9. Chhattisgarh - Sanchalak, SCERT, Chhattisgarh, Classes I to Raipur XII (Urdu) and Class XI 10. Karnataka i. Commissioner for Public Class IX Instructions, Karnataka Textbook Society, Bengaluru ii. Department of Pre-University Class XI Education, Govt. of Karnataka, Bengaluru 11. Assam - Secretary, Board of Secondary Classes IX to X Education, Assam, Guwahati–21

20 Annual Report 2017–18 12. Delhi - Secretary, Delhi Bureau of Textbooks Classes I to VIII (DBTB), Janakpuri, Delhi 13. Kerala - Director, SCERT, Poojapura, Kerala Classes XI to XII 14. Jharkhand - Jharkhand Secondary Education, Classes IX to XII HRDD, Government of Jharkhand 15. Bihar - Bihar State Textbook Corporation Classes IX to XII Publishing Ltd. Patna, Bihar 16. Goa - Director, SCERT, Porvorim, Goa Classes I to VIII 17. Arunachal - Secretary Education, Itanagar, Classes I to XII Pradesh Arunachal Pradesh In total, 21 agencies of 17 States and UTs have taken copyright permission in 2017–18. All the above states have taken copyright for NCERT textbooks published under NCF 2005 constituting a significant portion of the student community. During the year under report, 497 publications were released. The number of journals brought out during 2017–18 are as follows: Quarterly Journals ‰ Bhartiya Adhunik Shiksha ‰ Journal of Indian Education ‰ Prathmik Shikshak ‰ The Primary Teacher ‰ School Science ‰ Indian Journal of Vocational Education

Half-yearly Journal ‰ Indian Educational Review

Online Journals ‰ Voices of Teachers and Teacher Educator The Publication Division, NCERT empanelled 895 dedicated booksellers as its vendors for ensuring availability of the NCERT publications across the country. The Urdu Academy, Government of NCT, Delhi has been appointed as the distributor for NCERT’s Urdu publications. A dedicated web-portal has been launched by Honourable Minister of State Upendra Kushwaha on 9 August, 2017 for ensuring the availability of NCERT textbooks across the country. CBSE was requested to issue a circular informing all the affiliated schools to Annual ReportAnnual 2017–2018 upload their requirement of NCERT textbooks for the forthcoming academic session which helped the NCERT to decide its print order more rationally. Schools were given option either to collect their requirement directly from the NCERT or from any of the 895 empanelled vendors as per their convenience. Individual students, parents and customers can also avail the facility to place online order for any of the NCERT textbooks. The orders so received at NCERT are delivered to them by registered book post at the customers doorstep. The Publication Division, NCERT also supplies its publications directly to various educational institutions, government agencies, school organisations such as Navodaya Vidyalaya Samiti, Amity Group of Schools, Model Schools of different States, Government of Arunachal Pradesh, Sikkim and Gujarat, etc.

Overview 21 Besides textbooks, the Publication Division, NCERT published several new titles under the category of teachers’ guides, research monographs, supplementary reading materials and books on vocational courses. These publications were also mailed as per the approved mailing list. In addition to the Delhi headquarter, which is catering to Northern India, the regional production-cum-distribution centres located at Kolkata, Bengaluru, Ahmedabad and Guwahati are catering to the need of NCERT publications of their respective regions, (viz., Eastern, Southern, Western and North-East). Total number of 10 of the NCERT Sales Counters are functional throughout the year at all its 4 RPDCs, 5 Regional Institutes of Education and at the Delhi headquarter to cater the requirement of students and schools. In its endeavour to disseminate the information about the NCERT publications, the Publication Division, NCERT has organised/participated in various book fairs and exhibitions during the year 2017–18 as detailed below:

S.No. Name of the Book Fair During the Period Place at Book Fair and Exhibition 1. Delhi Book Fair – 2017 26 July, 2017 to Pragati Maidan, New 03 August, 2018 Delhi 2. Jawaharlal Nehru National 13 December to 19 Bhopal Science, Mathematics and December, 2017 Environment Exhibition for Children 3. North-East Book Fair, 02 December to 14 Guwahati, Assam Guwahati December, 2017 4. World Book Fair – 2018 06 January to Pragati Maidan, New 14 January, 2018 Delhi

NCERT 5. International Kolkata Book 31 January to Kolkata Fair – 2018 11 February, 2018

19. Library and Documentation Division The NCERT library is one of the most resourceful information centres in the country in the field of education and its interdisciplinary subjects. The library has the largest collection of books on psychology, environmental education, education for special need groups, literature and languages, value education, adolescence education, science education, social science education, etc. Textual and supplementary reading materials relating to school curriculum, reports of various commissions, educational surveys and policy documents also find a place in the library. The main functions of the Library and Documentation Division (LDD) are to collect, organise and disseminate primary, secondary and tertiary resources on school education and also on teacher education; support academics, researchers and students through conventional references, referral services and document delivery services; facilitate in-service education of library personnel of States and UTs and other organisations by using manuals; disseminate bibliographies, book reviews, current contents indexing and abstracting of articles and press clipping; disseminate LDD products and services through extension services; facilitate the readers resource sharing through DELNET, and provide free internet surfing to the readers.

22 Annual Report 2017–18 Major Activities of the Division during 2017–2018 The following are the information regarding acquisitions and journals subscribed during 2017–2018: Acquisitions and Journals Subscribed during 2017–2018 Acquisitions Total No. 1. Total Net Holding (Books + Journals) as on 31/03/2018 Books Purchased 2017–18 (131595–131931) 337 Books Received as Gift 2017–18 (F 31687–F 32010) 324 Bound Journals Accessioned (Acc. No. J-19962–20504) 543 Withdrawn Books (Lost books–16 + Weed out books–190) 206 2. Journals Subscribed Foreign Journals 146 Online Database (J STOR)–1; DELNET–1 02 Online Journals 89 Indian Journals 37 NCERT Journals 06 Magazines — English–11, Hindi–08 19 Newspapers — Hindi–06, Urdu–01, Punjabi–01,English–10 18

II. Central Institute of Educational Technology (CIET) Central Institute of Educational Technology (CIET) came into existence in the year 1984 with the merger of Centre for Educational Technology and Department of Teaching Aids. CIET is a premiere national institute of educational technology. Its major aim is to promote the utilisation of educational technologies viz., radio, TV, films, satellite communications and cyber media either separately or in combinations. The institute has four major divisions namely, the Department of Information and Communication Technology (DICT), the Planning and Research Division (PRD), the Media Production Division (MPD) and the Engineering Division (ED). DICT is instrumental in creation of multimedia materials for students and teachers, imparting training on the use of ICTs in teaching-learning process and research methodology for ICTs in education, etc., for teachers and teacher educators. It organises faculty training on the usage of ICTs in education including Web 2.0 tools, Wiki/WikiEducator, technology integration into Annual ReportAnnual 2017–2018 pedagogy, Robotino, development and use of open source materials, etc. It facilitates innovations in ICTs in education and their dissemination. Extension of ICT resources among schools, students and teachers in every nook and corner of the country is the motto of the Division along with the continuous updating and maintenance of CIET and NCERT websites and other web applications. PRD looks after the activities related to planning, conducting and disseminating research. It is responsible for overseeing the processes for developing new programme proposals, their approval from the bodies like Institutional Advisory Board (IAB) of CIET; Programme Advisory Committee (PAC) of the NCERT and Project Advisory Board of the Ministry of Human Resource Development (MHRD), GoI and finally ensuring the timely execution of

Overview 23 the approved programmes besides compiling and sharing the monthly, quarterly and annual reports of academic activities of CIET with the NCERT headquarter. The primary mandate of the Media Production Division (MPD) is to produce high quality educational audio-video programmes for the school going children (age group of 5 to 18 years) and teachers (primary and secondary). Once the programmes are produced and finalised after undergoing a rigorous preview by experts and other stakeholders, the programmes are out for dissemination through both offline and online modes including telecast on Kishore Manch, Swayama Prabha’s channel 31 of the DTH-TV network and Gyan Darshan channels of Doordarshan. These programmes are also available on CD/DVD formats for the students, teachers as well as general public. ED is an important division of the CIET as its main mandate is to equip the institute with the modern and latest technologies to help the CIET to achieve its goals and objectives. ED procures equipment as per the requirements and also maintains them. CIET has a state of art production facilities and the quality products are produced because of constant upgradation and proper maintenance of the equipments. CIET intends to create e-Contents (audio/ video/multimedia/animation) covering all topics taught and learnt in schools and teacher training institutions and disseminates them using both offline and online (web-based and mobile platforms) avenues.

III. Pandit Sundarlal Sharma Central Institute of Vocational Education (PSSCIVE), Bhopal Pandit Sundarlal Sharma Central Institute of Vocational Education (PSSCIVE), Bhopal, is established in 1993 at Shyamla Hills, Bhopal. It is a national apex research and development organisation in the field of vocational education in

NCERT the country. It provides assistance to the MHRD besides providing academic and technical support to a variety of vocational programmes and advises State Governments and Union Territory administrations on policies and programmes of NSQF and on the vocationalisation of secondary and higher secondary education. The institute is mandated to develop curricula and courseware for vocational subjects (100 job roles) for Classes IX to XII in 21 different sectors of the economy like retail, automobile, security, media and entertainment, travel and tourism, agriculture, health care, etc. It is mandatory for all states to follow the curricula and courseware developed by the PSSCIVE, Bhopal. The institute is responsible for training teachers and capacity building of state key functionaries for effective implementation of NSQF.

Regional Institutes of Education The Regional Institutes of Education (RIEs) located at Ajmer, Bhopal, Bhubaneswar, Mysuru, NE-RIE, Umiam cater to the educational needs (pre-service and in-service education) of teachers and teacher educators in the States and UTs under their jurisdiction. Pre-service professional training programmes are offered to prepare school teachers for teaching of various school subjects. These are Regional Resource Institutions for school and teacher education and they extend assistance for the implementation of the policies

24 Annual Report 2017–18 of the States and UTs and help in monitoring and evaluation of the Centrally Sponsored Schemes (CSS). Major Academic Functions of RIEs The major academic functions of RIEs are to design and implement innovative pre-service teacher training programmes, conduct continuing education and in-service training programmes for capacity building of the staff of DIETs, CTEs, IASEs and SCERTs, and other educational functionaries of the States and Union Territories in the region, carry out research and development activities in various areas of concern of school education and teacher education, offer consultancy on matters related to school education as well as teacher education, provide academic support in school education and teacher education to States and Union Territories in the region, assist in the implementation, monitoring and evaluation of centrally sponsored schemes in the region, and assist the States in the development, field testing and evaluation of curriculum materials, textbooks and instructional materials.

Pre-service Teacher Education Programmes One of the major concerns of the NCERT is the development and operationalisation of innovative pre-service teacher education courses, viz. four-year integrated B.A. B.Ed. course in social science and humanities education, B.Sc. B.Ed./B.Sc.Ed. course in science education, two-year B.Ed. (Secondary) course in science and humanities, one-year M.Ed. course in elementary education and one-year Post-Graduate Diploma in Guidance and Counselling (PGDGC) in RIEs at Ajmer, Bhopal, Bhubaneswar, Mysuru and NERIE, Umiam. The RIEs also have the facilities for a Ph.D. programme. The main emphasis of the four-year integrated B.A. B.Ed. and B.Sc., B.Ed./B.Sc. Ed. courses is on quality, i.e., producing good teachers well-versed in content, process, pedagogy and co-curricular activities. The one-year M.Ed. (Elementary Education) course in teacher education gives adequate emphasis on issues and concerns in elementary education and research based inputs. The pupil-teachers of the course conduct research studies in different priority areas of elementary education. The two-year B.Ed. (Secondary) course in science and humanities is an experimental course based on the guidelines of the NCTE. The course-wise enrolment and results are given in the tables at pp.27–28. RIE, Mysuru started two courses — B.A.Ed. and B.El. Ed.; RIE, Bhopal has started B.A. B.Ed. course and RIE, Bhubaneswar started M.Phil.

in Education course. ReportAnnual 2017–2018

IV. Regional Institute of Education (RIE), Ajmer The Regional Institute of Education (RIE), Ajmer caters to the needs and the educational interests of the Northern Region comprising the States of Haryana, Himachal Pradesh, Jammu and Kashmir, Punjab, Rajasthan, Uttarakhand, and Uttar Pradesh, the National Capital Territory of Delhi and the Union Territory of Chandigarh. It is affiliated to the M.D.S. University, Ajmer and offers four-year integrated programmes for the degree in B.Sc. B.Ed., B.A. B.Ed., two year M.Ed. and B.Ed. programmes; and one year Diploma Course

Overview 25 in Guidance and Counseling in face-to-face and online mode. All the degree courses are recognised by the NCTE, New Delhi.

V. Regional Institute of Education, Bhopal The Regional Institute of Education, Bhopal earlier known as Regional College of Education caters to the pre-service and in-service needs pertaining to school education of the Western Region of the country which comprises the States of Madhya Pradesh, Chhattisgarh, Gujarat, Maharashtra, Goa and Union Territories of Daman, Diu and Dadra and Nagar Haveli. RIE, Bhopal is recognised through Barkatullah University, Bhopal as an institution for doctoral research work. Facilities for research are available at the institute in the areas of education, science education, mathematics education, social science education, physics, chemistry, mathematics, botany, zoology, geography, english and commerce. Many scholars have been awarded Ph.D. under the guidance of the faculty members of the institute.

VI. Regional Institute of Education, Bhubaneswar Regional Institute of Education, Bhubaneswar caters to both pre-service and in-service needs pertaining to school education of Odisha, Bihar, Jharkhand, West Bengal, Sikkim, Manipur, Mizoram, Meghalaya, Arunachal Pradesh, Nagaland, Tripura and Andaman & Nicobar Islands. The following regular pre-service courses are running in the institute under the affiliation of Utkal University and approval of NCTE: (i) four-year integrated B.Sc. B.Ed. (ii) four-year integrated B.A. B.Ed., (iii) two-year B.Ed., (iv) two-year M.Ed. and (v) one-year M. Phil. in Education. In addition, a diploma course in Guidance and Counseling is offered by the institute on distance-cum-face-to-face mode. The NCERT institute also acts as the nodal centre for Pre-Ph.D. course of Utkal University.

VII. Regional Institute of Education, Mysuru The Regional Institute of Education, Mysuru (formerly Regional College of Education) founded on 1 August, 1963, was started with the main objective of qualitative improvement of school education through innovative pre-service and in-service teacher training programmes and relevant research, development and extension activities. It has established itself as an institute of repute in the area of school and teacher education. The institute has endeavoured to shoulder the responsibilities and challenges generated by changes in the educational scenario of the country. The pre-service teacher training programmes of the institute are affiliated to the University of Mysuru and cater to the needs of Andhra Pradesh, Karnataka, Kerala, Tamil Nadu, Telangana, Puducherry and Lakshadweep and its post-graduate programmes cater to all the States of the country. The Regional Institute of Education, Mysuru focusses more on in-service teacher education programmes besides experimenting innovative pre-service teacher education programmes on experimental basis. The institute has experimented B.Tech.Ed. for preparing teachers to work in technical

26 Annual Report 2017–18 schools attached to polytechnics and cater to the educational needs of the southern region comprising Andhra Pradesh, Telangana, Karnataka, Kerala, Tamil Nadu, Puducherry and Lakshadweep and the PG programmes cater to all the states of the country.

VIII. North-East Regional Institute of Education, Umiam (Meghalaya) North-East Regional Institute of Education was set up at Shillong, the capital state of Meghalaya (now shifted to Umiam) to cater to the educational needs of the north-eastern states, which include Assam, Arunachal Pradesh, Manipur, Meghalaya, Mizoram, Nagaland, Sikkim and Tripura on the lines of the NCERT’s mandate. The institute aspires to emerge as a leader in the field of school education in the North-Eastern Region by playing the role of a proactive organisation. The vision of NERIE is to facilitate the development of human resource in the region so that the States are able to provide quality inputs in all aspects of school education. NERIE has a two-year regular pre-service B.Ed. programme with a total strength of 74 students. This course is duly approved by the NCTE and affiliated to NEHU, Shillong. NERIE aims for further expansion in various academic courses such as integrated courses for example, B.A. B.Ed./B.Sc. B.Ed, M.Ed., Ph.D. research in various fields of education. Besides, NERIE offers short term courses in different areas such as Diploma Course in Guidance and Counselling (DCGC), three-month certificate course in Inclusive Education, Early Childhood Care Education, etc. Course-wise Students’ Enrolment in RIEs during the Session 2017–18 S. Name of Ajmer Bhopal Bhubaneswar Mysuru Umiam No. the Course (Meghalaya) 1. B.Sc. B.Ed. I Year 98 73 101 77 II Year 91 72 101 72 III Year 90 74 97 55 IV Year 88 70 99 56 2. B.Ed. (Secondary) I Year 99 72 100 23 II Year 76 76 94 14 Annual ReportAnnual 2017–2018 3. B.A. B.Ed. I Year 48 37 50 37 II Year 47 39 48 39 III Year -- 38 48 39 IV Year -- 38 49 38 4. M.Ed. (Ele. Edu.) I Year 29 32 4 II Year 36 30 7

Overview 27 M.Ed. (Secondary) I Year 26 II Year 16 5. DCGC 50 30 28 18 12 6. M.Sc. Ed. I Year 41 II Year 36 III Year 36 IV Year 40 V Year 33 VI Year 36 7. B.Ed. I Year II Year 8. M. Phil 10 9. M.Sc. (LS) II Year Total 752 661 887 687 26 NCERT

28 Annual Report 2017–18 Pass %

Umiam

Appeared/ Passed Appeared/ No. of Students Students of No. Pass % 92.85

Mysuru

Appeared/ Passed Appeared/ No. of Students Students of No. 52/56

Pass % 95.04 97.98 97.03 98

Appeared/ Passed Appeared/

Bhubaneswar No. of Students Students of No. 121/115 99/97 101/98 100/98 Pass % 94 89 87 100

Bhopal

Appeared/ Passed Appeared/ No. of Students Students of No. 71/67 74/76 70/61 74/74 RIE Students’ Performance in University Examination 2016–17 Pass % 95 97 100 98

Annual ReportAnnual 2017–2018 Ajmer

Appeared/ Passed Appeared/ No. of Students Students of No. 92/87 90/87 88/88 87/85 Course B.Sc.B.Ed./ B.Sc.Ed. I Year Appeared Passed II Year Appeared Passed III Year Appeared Passed IV Year Appeared Passed S. No. 1.

Overview 29 100 14/14 100 4/4 98.94 100 100 88.46 94/93 92/92 33/33 26/23 NCERT 96 93 84 100 76/73 72/67 19/16 13/13 100 100 95 78/78 29/29 37/35 B.Ed. I Year Appeared Passed II Year Appeared Passed B.El. Ed. Appeared Passed M.Ed. (Ele. Edu.) I Year Appeared Passed II Year Appeared Passed M.Ed. (Sec.) Appeared Passed I Year Appeared Passed II Year Appeared Passed 2. 3. 4.

30 Annual Report 2017–18 92.50 37/40 100 97.92 97.92 23/23 48/47 48/47 100 97 39/39 38/37 100 100 - Annual ReportAnnual 2017–2018 38/38 47/47 - II Year Appeared Passed III Year Appeared Passed IV Year Appeared Passed V Year Appeared Passed DCGC Appeared Passed B.A. B.Ed./B. A.Ed. I Year Appeared Passed MSc. Ed. I Year Appeared Passed II Year Appeared Passed 6. 7. 5.

Overview 31 - 92.50 - - 37/40 - 100 100 100 100 49/49 49/49 10/10 9/9 NCERT - 100 100 - - 38/38 40/40 ------III Year Appeared Passed IV Year Appeared Passed M. Phil. I Year Appeared Passed II Year Appeared Passed II Year Appeared Passed M.Sc. (LS) I Year Appeared Passed 8. 9

32 Annual Report 2017–18 Demonstration Multipurpose Schools at Ajmer, Bhopal, Bhubaneswar and Mysuru The Demonstration Multipurpose Schools are an integral part of the RIEs and act as laboratories for the trying out of innovative practices in school education and teacher education. The Demonstration Multipurpose Schools are affiliated to the Central Board of Secondary Education (CBSE), New Delhi and imparts education from Classes I–XII through english and hindi mediums. These are also used for practical training for the teacher-trainees of the institutes. Students Enrolment in Demonstration Multipurpose Schools for the Session 2017–18 S. Class Ajmer Bhopal Bhubaneswar Mysuru No.

1. Pre-Primary 35 52 20 49 2. I 35 66 70 67 3. II 35 69 69 66 4. III 35 71 70 70 5. IV 35 70 67 69 6. V 35 70 70 69 7. VI 68 70 104 70 8. VII 70 70 103 69 9. VIII 70 70 107 70 10. IX 71 70 111 68 11. X 52 67 108 69 12. XI 103 104 120 57 13. XII 85 83 86 54 Total 729 932 1,105 847

Results of Board Examination, 2016–17 S. Class Ajmer Bhopal Bhubaneswar Mysuru No. Pass Pass Pass Pass % % % % Annual ReportAnnual 2017–2018 No. of Students No. of Students No. of Students No. of Students Appeared/Passed Appeared/Passed Appeared/Passed Appeared/Passed

1. X 52/51 98 73/68 93 100/100 100 56/56 100

2. XII Science 26/25 96 33/32 97 70/70 100 22/19 86

Overview 33 3. XII 30/29 97 20/19 95 13/13 100 17/ 88 Humanities/ 15 Social Science 4. XII Commerce 30/25 83 29/29 100 8/8 100 - 5. XII Vocational -

Demonstration Multipurpose School, RIE, Ajmer Demonstration Multipurpose School (DMS) was established in 1964 as a pace setting institution under the control of Regional College of Education (now Regional Institute of Education), Ajmer to try out innovative ideas and experiments for the improvement of the school education in the country. It is a CBSE affiliated co-educational school providing quality education to over 700 students from pre-primary to XII. At the senior secondary level, the options of humanities, science, commerce and vocational streams are available for the students. The school has its separate library, labs, computer room and over 100 multimedia CD/DVD collections. Major Achievements of the School ‰ In the science fair organised by Ajmer Vigyan Bharti, from 30 November, 2017 to 1 December, 2017, Pooja Vishnoi, Class XII science stream got 1st prize in PPT, Sumarjeet Sain, Class XII, science stream got 2nd prize in Static Model and Dinasha Gurdasani, Class XI science stream got 3rd prize in declamation. ‰ The Model of Gajandra Sharma of Class XII Science was presented and selected in JNNSMEE–2017 regarding chromosome packing. ‰ Sakshi Gadwal, Khushboo Gurjar, Tanisha, Shikha, Astha Bhatt of Class X

NCERT got 3rd prize in Role Play and Folk Dance competition organised by NPEP, NCERT, New Delhi from 5 to 8 December, 2017. ‰ Dinasha Gurdasani of Class XI stood 3rd in debate competition organised by HKH Public School, Vaishali Nagar, Ajmer. ‰ Tanishq Marothiya and Gourav Dutt were awarded certificate of merit for outstanding performance in Class X examination 2017 by CBSE, Delhi. ‰ Nikhil Raj was provided with certificate of merit from CBSE in the AISSCE–2017 for outstanding academic performance and for being among the top sucessful candidate in the subject of Physical Education. ‰ Sakshi Gadwal, Class XII participated in the National Roll Ball Championship–2016 held in Hyderabad from 8 to 12 February, 2017. ‰ Pooja Vishnoi, Class XI participated in promotion of Science programme organised by youth exchange programme in Japan from 10 to 17 November, 2016. ‰ Hansika Pareek, Class X was declated winner in the District Dance and Solo Song Campionship organised by Kala Ankur on 17 July, 2016.

Demonstration Multipurpose School, Bhopal Demonstration Multipurpose School, Bhopal affiliated to the CBSE came into existence in 1965. The school admits children locally through a randomised

34 Annual Report 2017–18 computer draw to facilitate admission to children of all sections of society. It serves as a laboratory of the institute for carrying out action-research and innovative experiments in school education. It also provides opportunities to the interns to observe, learn and participate in teaching through internship programme. The school is affiliated to the Central Board of Secondary Education. The school has separate primary wing. The school has well equipped science laboratories and a computer centre. Major Achievements of the School ‰ Every year DMS organises inter-school painting competition. This year 42nd Inter-school Painting Competition was held on 15 November, 2017 in the DMS premises in which students from 35 schools participated. Participants were divided into four different groups and different topics were given to each group. Around 700 participants took part in the competition. ‰ Kamil Sayed Kassan of Class XII has participated in Canoe Water Pole Championship in which he got 1st position. He is also selected in Indian team for international level. ‰ Hrizul Dubey of Class XII got first position in Junior National Basket Ball Championship held in Goa in July, 2017. ‰ Garima Uikey of Class XI participated in the State Boxing Competition held in Bhopal. ‰ Gautam Prajapati of Class VIII participated in State Athletics Competition held in Bhopal on 5 January, 2017.

Demonstration Multipurpose School, Bhubaneswar Demonstration Multipurpose School, Bhubaneswar was established in the year 1964 as a Laboratory School of the then Regional College of Education. This institution is engaged in identification, analysis, research and development, related to major areas of school education and mostly serving as a centre for training, curriculum development and researches in school education. D.M. School is an english medium senior secondary school affiliated to the Central Board of Secondary Education. It has a separate primary wing. The school has well equipped science laboratories and a computer centre. Major Achievements of the School ‰ The D.M. School students participated in role play and folk dance

competition organised at NIE, New Delhi and the students proved their ReportAnnual 2017–2018 excellence by bagging 1st prize in role play and 2nd prize in folk dance competition. ‰ The exhibit HYDRAS CAR developed by a group of students has been displayed by Nihar Ranjan Mandal, Class XI (Science) at the 44th Jawaharlal Nehru National Science, Mathematics and Environment Exhibition for Children organised by the NCERT, New Delhi in Bhopal, Madhya Pradesh from 10 to 16 November, 2017. ‰ Abhaas Ranjan Ray, Class X was awarded the cultural talent scholarship for hindustani music tabla by the Centre for Cultural Resources and Training, New Delhi.

Overview 35 ‰ Abhaas Ranjan Ray, Class X secured the first position ininstrumental music tabla organised by Chinmayee Classics, Bhubaneswar. ‰ Abhaas Ranjan Ray, Class X was awarded a first grade in relation to the instrumental music tabla examination conducted by the Akhila Bharatiya Gandharab Mohavidyalaya Mandal, Mumbai. ‰ Prajesh Murmu Class XI (C), represented Odisha under–19 Badminton Team in SGFI Games–2017 (School National) held at Guntur, Andhra Pradesh. ‰ Saijeet Mohanty, Class X, participated in the Republic Day Parade NCC Cdt held at New Delhi on 26 January, 2017. ‰ Suneet Kumar Mishra, Class IX (C); Sudhansu Mohanty, Class IX (A); Ankita Priyadarshini, Class IX (C); Pragyan Priyadarshini, Class IX (A); and Ipsita Chudamani, Class IX (C) participated in the National Role Play competition organised by the NCERT, New Delhi and secured the first position. ‰ Rituparna Pradhan, Class IX (C), Anshika Roy, Class IX (C); Megha Maitrei, Class IX (C); Shruti Soumya Nayak, Class IX (C); Ipsita Chudamani, Class IX (C); Lopa Khatoi, Class IX (B) participated in the National Folk Dance Competition organised by the NCERT, New Delhi and secured the second position. ‰ Saswat Bal, Class IX (A) participated in the School National Table Tennis Championship held at Cuttack from 23 to 27 October, 2017 and got first position in individual category and runners-up in team events. ‰ Saswat Bal, Class IX (A) represented the Odisha state and participated in the 79th Cadet and Sub Junior National and Interstate Table Tennis Championship organised by TTFI in Goa in the month of November 2017. ‰ Priyadarshini Bal, Class IX was awarded the 1st Prize and Governor’s Trophy in Painting Competition organised jointly by the Department of NCERT Culture, Odisha, Sangeet Natak Academy and Odisha Lalit Kala Academy on 29 August, 2017. She was awarded the 1st Prize on Gandhi Jayanti for her performance in Drawing Competition organised by the Department of Posts, Ministry of Communications, Government of India. ‰ Priyadarshini Bal, Class IX won the 2nd position in drawing competition organised by the Government of Odisha on the occasion of Utkalmani Gopabandhu Jayanti. She was awarded first prize in painting competitions organised by the Government of Odisha on the occasion of Pandit Nilamani Vidyaratna Jayanti, of Dr. Sadashiv Tripathy Jayanti and of Shaheed Laxman Nayak Death Anniversary. ‰ Priyadarshini Bal, Class IX also received the first prize in painting competitions organised by the Odisha Vigilance, DG Police on the occasion of ‘Patha Utsav’ on Anti Corruption Theme, in painting competition organised by Conservator of Forest, Eastern Regional Office, Bhubaneswar on the occasion of the 30th Anniversary of the Montreal Protocol and the 23rd World Ozone Day. ‰ Priyadarshini Bal, Class IX (B) was also awarded with 1st prize at the State Level Painting Competition by PCRA, Bhubaneswar, the 2nd prize at the national level painting competition organised by PCRA at Bhubaneswar in December 2017. She was awarded with a prize of Rs 20,000 and a laptop.

36 Annual Report 2017–18 ‰ Abinash Otta Class XI was awarded the 1st position in quiz competition organised by SDSC SHAR ISRO, Sriharikota at KIIT University. This was related to the World Space Week 2017 celebration. ‰ Saswat Bal, Class IX (A) participated as a member of the Khurda district Table Tennis team in SGFI tournament held at New Delhi and got the 1st position in the month of November, 2017. ‰ Amandeep Das, Class X (A) participated in the U–15 boys doubles in State Badminton Championship for the year 2017 held at Nalco Nagar, Angul, Odisha and secured the runners up position. ‰ Mou Minal, X (B) participated in the 29th State Karate Championship held at Utkal Karate School, Bhubaneswar from 14 to 16 April, 2017 and she was placed 1st in the above 14 and 15 in female KOMITE Category organised by Odisha State Karate Association from 14 to 16 April, 2017. ‰ Omm Sai Saswat, Class V won the 2nd position in mathematics quiz organised by Odisha Children’s Welfare Organisation at Bhubaneswar.

Demonstration Multipurpose School, Mysuru The Demonstration Multipurpose School, Mysuru functions as a laboratory for experimentation and tryout of new strategies and instructional training programmes of the institute. The school provides opportunities for the B.Sc. Ed. students to observe, learn and participate in teaching and serves as a centre for the cooperative training and research endeavour of the staff of the institute. The school is affiliated to the CBSE and is known for its innovative approaches to teaching and evaluation and lay emphasis on the total development of the child’s personality. Competency Based Teaching (CBT) with an action research approach has been implemented in the school with effect from 1995–96. It has a separate primary wing. The school has well equipped science laboratories and a computer centre. Major Achievements of the School ‰ The school makes sure that each student discovers their talent by participating in co-curricular activities and the following students have made the school feel proud by participating and achieving excellence in various competitions held outside the school. ‰ Likitha C B, Moulya, Chiranth, Shashank and Darshan R. of Class IX

participated in the role play competition on drug abuse and another group of ReportAnnual 2017–2018 students participated in the folk dance competition on the topic ‘Protection of Environment’ and secured the first place in both organised by NPEP at New Delhi from 5 to 8 December, 2017. ‰ Srujan B, Class X participated in Jawaharlal Nehru National Science and Mathematics Environment Exhibition which was at Bhopal held from 10 to 16 November, 2017. ‰ Aryan’s Club Mysuru conducted a Basketball Tournament at University New Basket Ball Ground from 16 to 18 August, 2017 in which senior secondary and high school boys secured the second position.

Overview 37 ‰ Anjali Bhaskar of Class IX participated in the Asian Yoga Championship held at Kallang Community Centre, Book Keng Singapore from 28 to 30, July 2017 and secured the third prize.

MAJOR ACHIEVEMENTS, 2017–18

Publications During the year, the Council’s publications include: Booklets on Earthquake, Landslide, Flood, Drought and Tsunami, Modules for Enhancement of Quality of Education – A Training Package, Education of Minorities – Policies, Programmes and Schemes – Frequently Asked Questions (in Urdu), Vishesh Aavashyakta Wale Baccho Ka Samaveshan: Prathmic Star, Amma Hum Bhi Saath Chalien – Collection of Poems, Darpan, Kathputali ke Khel Evam Abhinay hetu Kahaniyan (for 3–6 year old children), Firkee Bachchon Ki – Magazine for Young Readers’, ‘Dictionary in History for School Children (Trilingual), Training and Resource Materials for Secondary Stage on Adolescence Education (Hindi), Health and Physical Education: Teachers’ Guide for Class VII, Simmi’s Journey towards Cleanliness, Sanitation and Hygiene and Role of School Libraries in Quality Education: a Selective Reading. The NCERT continued with the publication of school textbooks, workbooks, supplementary readers, teacher guides, laboratory manuals, source books on assessment, exemplar problems in mathematics, research reports/monographs and educational journals viz., Journal of Indian Education, School Science, The Primary Teacher, Prathmik Shikshak, Bharatiya Adhunik Shiksha and Indian Educational Review ‘Online Journal–Voices of Teachers and Teacher Educator (VTTE)’, School Science–A Quarterly Journal, ‘Indian Journal on Vocational

NCERT Education, etc. The NCERT textbooks are freely adopted by the States under their nationalised textbooks programme. They are also used widely in schools affiliated to the CBSE, KVS, NVS, Tibetan Schools and several public schools in all the States. Many States have obtained copyright for NCERT textbooks. During the year under report, 509 publications were released. The Publication Division NCERT empanelled 895 dedicated booksellers as its vendors for ensuring availability of NCERT publication across the country. The Urdu publications were distributed/sold through the Urdu Academy, Government of NCT of Delhi.

Research In the area of educational research, the Council conducted studies in different areas of school education and teacher education viz., ‘Analysis of Social Science Textbooks at the Secondary Stage (Classes IX–X) of Madhya Pradesh and Gujarat from a Gender Perspective’, ‘Educational Research Survey Series-1: Preparation of Surveys of Research on Science Education’, ‘School Curriculum Practices in States and UTs across the Stages’, ‘Review of Syllabi and Textbooks Developed by the NCERT as a follow-up of the National Curriculum Framework–2005’, ‘Effectiveness of Mathematics Kit in Schools of Delhi at Secondary Stage’, ‘Status of Science Teaching with reference to Children with Special Needs (CWSN) Studying at Secondary Schools of Delhi’, ‘Promoting Quality of Learning in

38 Annual Report 2017–18 Science at Upper Primary Level in two Districts of Uttar Pradesh’, ‘Accessibility of Science Laboratories for the Children with Special Needs (CWSN) at the Higher Secondary Stage’, ‘A Study of Psychological Needs and Concerns of Adolescent Students’, ‘Know Your Aptitude’: Development and Standardisation of Aptitude Test for Students of Classes IX and X’, ‘A Study on Trends in Environmental Education: An Educational Survey’, ‘Green School Practices under Education for Sustainable Development (ESD): A Case Study’, ‘A Study of Implementation of Quality Improvement Initiative in terms of Achievement of its Objectives in Madhya Pradesh’, ‘Situational Analysis of DM Schools and Designing of Model Preschool’, ‘A Study of Availability of Educational Facilities for Pre-Primary Education in the Primary Schools of Selected North-Eastern States of India (Assam, Sikkim, Meghalaya, Nagaland and Mizoram)’, ‘A Study of Social Science Syllabus and Textbooks (Upper Primary to Higher Secondary Stage) of Different Countries’, ‘A Study of Ashram Schools of Chhattisgarh at the Primary Stage from a Gender Perspective-2016–2017’, ‘An Evaluation Study of the National Population Education Project (NPEP)’, ‘Assessment of Adolescence Education and Life Skills Education Initiatives in Schools in India’, ‘A Study to Assess the Competency Level of In-service Music Teachers (Vocal and Instrumental Music) at the Upper Primary and Secondary Stage (VI–X)’, ‘National Achievement Survey — Class III, V and VIII’, ‘Assessment of Learning Levels of Students at the Secondary Stage (Class X) under RMSA (Cycle 2)’, ‘Projection and Trend of School Enrolment by 2025’, ‘A Study of No-Detention Policy in the Northern States of India’, ‘A Study of Remedial Teaching Programmes carried out by the States under RMSA’, ‘Tryout of RMSA Quality Assessment Tools in two States — Chhattisgarh and Karnataka’, ‘Evaluation of the Vocational Education Programmes in Haryana’, ‘Follow-up Study of the Capacity Building Programmes in Science and Mathematics’, ‘Status Study of Teacher Development Programmes in Haryana’, ‘Status of Laboratory Facilities and their Use in Learning Science of Students at the Secondary Level in the State of Sikkim’, ‘A Study of ICT — Pedagogy Integration Approaches Adopted by Nominees of National ICT Award for School Teachers of 2016 and 2017’, ‘Third Party Evaluation of ICT Scheme implementation of ICTs @ School Scheme in the State of Rajasthan’, ‘A Study of Laboratory Practices used in Teaching of Chemistry at the Senior Secondary Level in ST Dominated Areas’, ‘Impact of Constructivism on Learning Outcomes in English at the Upper Primary Level in DMS, Bhopal’, ‘Effectiveness of Audio-Video Materials for Developing Reading Skills among Fourth Grade Students of DMS, Bhopal’, ‘Effect of ICT Mediated

Interdisciplinary Approach of Learning Mathematics on Elementary Students’, ReportAnnual 2017–2018 ‘Effectiveness of Language Lab Activities in Developing the Pronunciation Skills’, ‘Effect of Short-term Practices in the Upper Primary Schools of Madhya Pradesh and Chhattisgarh’, ‘Analysis of Learning Achievements of the Students in Chemistry, Physics and Biology at the Higher Secondary School Level’, ‘A Study on Pedagogic Process in Science at Government Secondary Schools of Odisha’, ‘Case Study of Educational Institutions Run by Buddhists in Odisha’, ‘A Study of Schools Having Zero Percentage Results in Secondary and Senior Secondary Stages of Jharkhand: An Analysis’, ‘Low Performance of Students in Odia and Social Sciences in High School Certificate (HSC) Examination in Odisha: An Analysis’, ‘Implementation of the RTE Act, 2009 in Jharkhand: A Status Study’,

Overview 39 ‘Utilisation of Science Laboratory Resources by Secondary School Students and Teachers’, ‘Analysis of Errors in English Writing of Class VI Students of D. M. School, Bhubaneswar’, ‘Digital Literacy among Teacher Trainees at Secondary Level’, ‘Science Laboratory Skills of Students with Disability at Secondary Level’, ‘Process of Implementation of Learning Outcomes–An Analysis’, ‘A Study on the Problems Encountered by the Teachers Teaching Tamil in Kerala State at Primary Level–Special Reference to Classroom Interaction’, ‘Art Education in the Secondary Schools of Southern India’, ‘A Study of Factors Affecting Enrolment in the Government Schools at Elementary Level in Tripura’, ‘Documentation of Sign Language for School Education in the North-East Region’, ‘A Study of Functioning of School Management Committees in Elementary Schools of Ri-Bhoi and West Jaintia Hills District of Meghalaya’, ‘A Study of the Perception and Attitude of Community Members and Educational Stakeholders on Mother Tongue Education in the North-East India’, etc. The NCERT continued to conduct research in priority areas of school education and teacher education. In addition, it also supported educational research through Educational Research and Innovations Committee (ERIC). Four research projects were completed with the financial support of ERIC during 2017–18. The Council continues the ‘NCERT Doctoral Fellowships’ in which 10 fellowships are earmarked to be awarded every year to young aspirants to pursue doctoral research in the field of education and worked on their disciplines directly related to education. In 2017–18, five doctoral fellows were doing Ph.D. by availing Doctoral Fellowship from the NCERT.

Development Activities The development works of the Council include: E-resources in various subjects like science, social science, languages, school and teacher education, etc.; NCERT A certificate course on curriculum design; Online courses in teaching of science at the upper primary stage, environmental studies (EVS) for primary teachers, Professional development of teachers in hindi, Language proficiency in hindi at the secondary stage, local mapping projects for schools, etc.; Guidelines on continuous and comprehensive evaluation; Exemplar bridge course for out-of-school children; Women saint poets of India: Exemplar material for teachers and teacher-educators 2017–2018; Compendium on latest initiatives and pedagogical practices in ECCE; Preschool curriculum and guidelines; Learning outcomes for Classes I to V; Workbook in Sanskrit for Class IX; E-content materials in science, social science, arts, languages, environmental studies, etc.; Anthology of Urdu short story ‘Hamare tumhare afsane’; Supplementary reader on human rights for school teachers; Training and resource materials for reaching adolescents at the upper primary stage (Classes VI, VII and VIII); Understanding Adolescents: A Handout for Parents; Understanding Adolescents: An Activity Book for Parents; Joyful learning of science kit for the upper primary stage; Geography kit for the upper primary stage and secondary stage; Manuals on library management for SCERT/SIE, DIET and school librarians and training needs analysis for the conduct of in-service teacher training programmes; A module on India: Unity in cultural diversity; A training package for in-service teachers on technological pedagogical content knowledge in science for the secondary level; ICT curriculum for

40 Annual Report 2017–18 teachers and teacher educators; Model economics laboratory; Glossary for the technical terms of the NCERT physics textbooks at the senior secondary level; Learning outcome based students textbooks in vocational education; Resource materials for quality science education and digital literacy and e-learning for teachers and teacher-educators; Digitalisation of the physics resource material for secondary school teachers; E-learning resources on the culture of the North-Eastern States for secondary school students; Documentary on deforestation; Activity based teachers’ handbook in science for the State of Arunachal Pradesh at the secondary level, etc. In the area of inclusive education, the Council developed tactile books in mathematics, tactile kit in science at the upper primary stage, a manual on inclusion in education for the school management committee, guidelines for including children with visual impairments in science laboratory activities, modules on promoting inclusive education at the secondary stage, videos and manual on the use of case studies and activities in teaching-learning of economics at the senior secondary stage for inclusive classroom.

Educational Technology Recognising the potential of technology in teaching-learning, various innovative curricular materials have been developed by the NCERT. National Repository of Open Educational Resources (NROER), an online repository (http://nroer.gov.in) of digital resources viz., audios, videos, interactive, images, e-books, charts, maps, etc., for all stages of school education and teacher-education. NROER disseminated 11,123 resources, 600 documents, 97 interactive, 2,551 images and 5,950 videos among all the stakeholders. E-Pathshala, web portal (http:// epathshala.nic.in/, http://epathshala.gov.in/) and mobile apps (Android, iOS and Windows) disseminated e-contents viz., 2,865 audios and videos, 650 e-books (e-pubs) and 504 flip books. The e-contents developed by the NCERT have been transmitted through 32 National Channels, i.e., SWAYAM PRABHA DTH-TV network. CIET, NCERT is the national coordinator for one DTH TV channel, i.e., Kishore Manch (#31) and has started feeding a 24×7 slot. Everyday, four-hour fresh slot is provided by the CIET which is repeated five times in 24 hours to offer learning opportunities for the stakeholders. CIET programmes are also telecast through the National Channel (DD-I). Massive Open Online Courses (MOOCs) platform popularly known as SWAYAM, i.e., Study Webs of Active Learning for Young Aspiring Minds (https:// swayam.gov.in/) offered various online courses for school education and higher education. The NCERT has started development of course modules for MOOCs ReportAnnual 2017–2018 for school education system in 12 subject areas viz., accountancy, business studies, biology, chemistry, economics, history, geography, mathematics, physics, political science, psychology and sociology for Classes IX–XII.

Capacity Building The Council conducts capacity building/orientation/training programmes for master trainers/key resource persons in different areas of school and teacher education for ensuring quality education in all levels of school and teacher education. During the year, the training programmes were conducted in the areas viz., Learning Outcomes, National Achievement Survey–2017, curriculum

Overview 41 in science, mathematics, social sciences and languages, art integrated learning, early literacy programme, inclusive education, preparation and use of science and mathematics kits, language education, science, social science, vocational education, gender issues in education, ICT in education and learning, guidance and counselling, education for peace, research methodology, innovative teaching learning and evaluation practices, multilingual education, implementation of NSQF, etc.

Extension Activities The extension activities of the Council include: National conferences on innovation (NAVONMESH) in school education, branding of government schools, human rights education, emerging trends in teaching of english in schools, language across curriculum in multi-linguistic context: scope and challenges; national seminars on Sir Syed Ahmad Khan, language, society and culture, sustainable tourism, science education, mental health of school children: Creating an enabling environment for student well-being and mathematics education; meetings of the seven Joint Committees of NCERT, CBSE, KVS and NVS, Jawaharlal Nehru National Science, Mathematics and Environment Exhibition (JNNSMEE) for Children; meetings and activities of the Minority Cell; National meet on responsive teacher education programmes: Towards inclusive curriculum B.Ed., B.P.Ed. and B. Ed. (Spl. Ed.); Media workshop on Barkhaa — A Reading Series for All; National consultation of guidance personnel for strengthening guidance and counselling services in States; Conference of Directors of SCERTs/SIEs; national awards for innovative practices and experiments in education for schools and teacher education institutions; National workshop on Performance Indicators for Elementary School Teachers (PINDICS); National consultation meet on sustainability in context of Early NCERT Childhood Education (ECE); Screening-cum-Progress Monitoring Committee (SPMC) of Educational Research and Innovations Committee (ERIC); Meeting with state coordinators of RIEs for sharing of experiences of educational practices in states; National rural and tribal youth convention, Yoga olympiad, Kala utsav, National role play and folk dance competition, etc.

42 Annual Report 2017–18 situations andtherebybeingresponsible citizens. such of handling efficient by impact its reduce to generation soastoenablethempreventdisasters, idea is to develop requisite skills among the young material on the management of disasters. The and Five bookletsEarthquake,Landslide,Flood,Drought 844-0, ISBN978-93-5007-840-2) 9, ISBN 978-93-5007-842-6, ISBN 978-93-5007- ISBN 978-93-5007-841- (ISBN 978-93-5007-843-3, Drought andTsunami Flood, Landslide, Earthquake, on Booklets year 2016–17. Vocational EducationandtheAnnualReport for the School Science, Primary Teacher, Prathmik Shikshak Shiksha (BAS),onlinejournals Indian EducationalReview,JournalofEducation (JIE), BhartiyaAdhunik The Council has also published variousissuesof the educational journals, viz, Darpan, andlearningmaterials on sanitationandhygienewere brought out. the youngreaders,storybooklets,collection of poems,magazine, activity book Frequently AskedQuestions(Urdu), and HealthPhysicalEducation.For Education (Hindi), Education of Minorities in History,Modules for Enhancement of Quality of Education, Adolescence The resourcematerialpublishedbytheCouncilincludeTrilingualDictionary on dictionary. Forcreatingawarenessondisastersanditsmanagements,booklets handbooks, readers, resource materials, teachers guide book,and trilingual Council’s publications for the year 2017–18 include booklets, training packages, monographs, andeducationaljournalsarealsobroughtoutbytheCouncil.The for schoolandteachereducationwiderdissemination.Researchreports supplementary readers,teacherguidesandhandbookslaboratorymanuals publishes curricularmaterialsincluding textbooks,workbooks, The NCERT 2. MajorPublications Earthquake, Earthquake, Landslide, Flood, Drought and Tsunamihavebeenpublished. Tsunami havebeenpublishedasaresource —Voices ofTeachersandTeacherEducator, — Policies, Programmes and Schemes

and Indian Journal on —

Annual Report 2017–2018 Modules for Enhancement of Quality of Education — A Training Package (ISBN 978-93-5007-834-1) A training package consisting of six modules emphasising different issues and concerns related with the access and quality education of children belonging to the Scheduled Castes has been published. These modules include: Policies, Programmes and Schemes for Educational Development of Children from Scheduled Castes, Quality Improvement of Education of the Scheduled Caste Children, Equity, Equality and Non-discrimination of Children from Scheduled Castes in School, Right to Education Act, 2009 and Children from Scheduled Castes, Pedagogy and Constructivism and Gender Issues with Focus on Scheduled Caste Girl Students. Minority Education—Policies, Programmes and Schemes—Frequently Asked Questions (in Urdu) (ISBN 987-93-5292-004-4) While there are numerous schemes and protective measures to promote the education of persons from minority groups, they are often underutilised due to the lack of awareness or inability to access accurate information through proper channels. A booklet in urdu on the special provisions by the GoI for the minorities in the field of education has been published to create awareness on various policies, programmes and schemes of Government of India at the different levels of school education and higher education. NCERT Vishesh Aavashyakta Wale Bacchon Ka Samaveshan: Prathmik Star (ISBN 978-93-5007-836-5) Successful inclusion practices highlight the significance of not only the presence of children in the class but also the quality of their experiences and their achievement across the curriculum. Keeping this in mind, the handbook has been developed to provide exemplary guidelines for meeting the special needs of children in an inclusive classroom at the primary level. Amma Hum Bhi Saath Chalein (ISBN 978-93-5292-012-9) An anthology of poems Amma Hum Bhi Saath Chalein in hindi for young readers has been published to address the dearth of quality reading material for children in hindi. The collection includes some of the finest poems written for children in hindi. Adding to the layers of meaning and the feeling of joy, the poems of Nirankardev Sewak and Sarveshwar Dayal Saxena through beautiful illustrations. The book will be a very useful resource for teachers, parents and teacher educators.

44 Annual Report 2017–18 Darpan (ISBN 978-93-5007-830-3) The activity book Darpan will help to develop awareness among practitioners and other stakeholders about need for hygiene and good habits related activities in the pre-school and early primary programme. The objective of the programme is to provide exemplar activities related to hygiene and good habits for pre-school and early primary stage and to share the activities with the pre-schools and early primary classes for implementation of the activities. This activity book is divided into three sections. Section I — emphasises on personal cleanliness, Section II — includes keeping school and classroom clean and hygienic, Section III — talks about keeping our home and immediate environment clean and hygienic. Kathputali ke Khel Evam Abhinay hetu Kahaniyan (for 3–6 years old children) (ISBN 978-93-5007-859-4) The NCERT developed a story booklet in hindi as a resource material for teachers. It includes eleven stories which can be used by teachers to plan their puppet show sessions. The booklet can be used for showing puppet shows to children of both at preschool (3–6 years old) and early primary stage (Classes I and II). Dictionary in History for School Children (Trilingual) (ISBN 978-93-5007-856-3) This dictionary developed specifically for school children and can be used by anyone who would like to get familiarised with history. The dictionary contains 410 entries from the ancient, medieval and modern periods of Indian history covering Classes VI–XII of the NCERT history textbooks. It maintains an alphabetical structure, permitting the reader to find a topic quickly and easily. These alphabetised entries have been cross-referenced. It is a trilingual dictionary where all terms and concepts are explained in three languages — English, Hindi and Urdu. This dictionary not only does justice to the themes that have been ReportAnnual 2017–2018 delineated in textbooks but also goes beyond, to apprise students about diverse facets of India’s historical development from the earliest times to the present. This trilingual dictionary is expected to go a long way in meeting the curriculum and pedagogic requirements of both students and teachers of history at all levels. Kishore Awastha Shiksha — Prashikshan Avam Sansadhan Samagri (ISBN: 978-93-5292-011-2) This book focusses on the development and application of life skills in real life contexts and aims to empower young people through participatory, process-oriented, non-judgmental approaches that build on the experiences

Major Publications 45 of learners, provide them with opportunities to critically think, analyse, and infer learning rather than prescribing predetermined set of behaviours. It contains five sections. The first section describes the Adolescence Education Programme in India and the Conceptual Framework that guides the programme. Section II deals with the ‘process of growing up’, and has sub themes like — understanding changes during adolescence and being comfortable with them, establishing and maintaining positive and responsible relationships, understanding and challenging stereotypes and discrimination related to gender and sexuality, understanding and reporting abuse and violation. Section III and IV deal with the ‘prevention of substance misuse’ and ‘prevention of HIV and AIDS’ respectively. Section V has modules on the skills for facilitators, the relevance and mechanisms for advocacy in this programme and the importance of training peer educators to take the programme forward. Each activity/ module focusses on enabling the facilitator to transact a specific theme in a classroom situation through learning approaches that build or respond to the experiences of learners. Every activity has well-defined objectives, elicits the process for organising the activity and sums up the learning. Every module aims to engage learners in participatory activities (case studies, role plays, question box, group discussions, etc.) that provide information, encourage exchange of ideas in a non-judgmental manner and finally enable learners to infer learning/ draw conclusions. Health and Physical Education: Teachers’ Guide for Class VII NCERT (ISBN: 978-93-5007-775-7) The Teachers’ Guide on Health and Physical Education for Class VII focusses on a holistic understanding of health and physical fitness activities. This Guide discusses the different phases of the human growth and development such as, ‘we are growing’, physical fitness activities such as fundamental skills of individual sports and team games, callisthenics, mass fitness, rhythmic activities and yoga for physical fitness, and also the available sports, scholarships and awards in India. Environmental pollution, food and nutrition and common injuries, social health as well as consumer health service have been discussed. Experiential learning activities for acquiring skills for healthy living form an integral part to make the material constructivist in terms of pedagogy. Simmi’s Journey towards Cleanliness ISBN: 978-93-5007-848-8 This book promotes cleanliness and builds awareness about the practices related to hygiene and sanitation

46 Annual Report 2017–18 woven in the format of stories, and helps children imbibe these practices in their daily life. Children can read and enjoy independently and develop healthy hygienic and sanitation practices in the day to day life. Sanitation and Hygiene ISBN: 978-93-5007-857-0 The supplementary material for the upper-primary stage on sanitation and hygiene focusses on building awareness in children about the practices related to hygiene and sanitation and helps them imbibe these practices in their daily life. The material focusses on the importance of sanitation and hygiene, improper sanitation including open defecation and their impact on health. It also discusses various types of waste and important sanitation schemes including ‘Swachh Bharat’ mission. Role of School Libraries in Quality Education: A Selective Reading (ISBN 978-93-5007-858-7) Reading plays a crucial role in quality education. A library bridges the gap between the social, political and economic barriers by providing free and equitable access to information. School library acts as a hub of the academic activities and helps the child to become a global citizen. This book is a compilation of 28 articles on five different themes, viz., status of school librarians in Indian states, organisation and development of school libraries as recourse centres, reading habit, role responsibility and status of school librarians and best practices in school libraries — case studies which will be very useful for all those involved in school education.

Journals and Reports Published Journal of Indian Education (JIE) (ISSN No. 0377-0435) and Bhartiya Adhunik Shiksha (BAS) (ISSN No 0972-5636) The department has been involved in the publication of two quarterly journals of the NCERT, viz, Journal of

Indian Education (JIE) and Bhartiya Adhunik Shiksha ReportAnnual 2017–2018 (BAS). The purpose is to provide a forum for teachers, teacher educators, researchers and others concerned with education to encourage original and critical thinking in education through presentation of new ideas, critical appraisal of contemporary educational problems and experiences on innovative practices. The content of these journals includes thought provoking articles, research papers, challenging discussions, innovative practices, book reviews, and interviews and so on.

Major Publications 47 During 2017–18, 146 articles/research papers/ case studies/book reviews in english and hindi were received. The articles received were reviewed by the editorial team members. The comments and suggestions were sent to the concerned authors of those papers, which are selected for publication. After incorporating the suggestions/comments, the selected articles were sent to the Publication Division. Four issues of JIE (i.e., May 2017, August 2017, November 2017 and February 2018) and four issues of BAS (i.e., April 2017, July 2017, October 2017 and January 2018) were finalised and sent for publication. Indian Educational Review The Indian Educational Review (IER), a research journal of the NCERT, aims to enhance the theory and practice of research in education. The journal covers a wide range of issues, reports, reviews and empirical findings including studies in inter-disciplinary perspectives. The journal is published half-yearly in January and July. The issues of January 2017 and July 2017 has been published, and January 2018 and July 2018 is in Publication Division for printing. Some initiatives that have been taken to make the journal more useful include publicising the priority areas of research under ERIC from time to time; and including summaries of

NCERT the completed ERIC funded researches. The Primary Teacher and Prathmik Shikshak The journals,The Primary Teacher in English and Prathmik Shikshak in Hindi publish research studies and articles on educational policies and practices. These provide a forum for teachers and teacher educators to share their experiences and innovations in various States and UTs and discuss the contemporary issues in elementary/primary education. The journal also gives practising teachers and concerned administrators authentic information about the educational policies being decided on and pursued at the central level. The issue of The Primary Teacher for January 2016 and April 2016 are in press. The issue of Prathimik Shikshak for July 2017 has been published and October 2017 and January 2018 issues are in press. School Science — A Quarterly Journal School Science is a refereed journal published quarterly. It provides a forum to teachers, teacher educators, administrators, researchers and students to

48 Annual Report 2017–18 disseminate their views, experiences and innovations in the field of science and mathematics education at school level. It also disseminates new ideas and latest global trends in the areas of science and mathematics at the school level and other related educational aspects. The journal brings current advances in science and mathematics within the easy reach of teachers and students and serves as a useful forum for the exchange of each other’s views and experiences. Indian Journal on Vocational Education The Indian Journal of Vocational Education is a bi-annual journal which provides a unique forum for interaction with the prominent experts in their respective fields of vocational education. This move facilitates the readers, operatives and experts in making the best use of the joint wisdom of the best minds of world repute. The 23rd volume of the journal from April to October 2017 has been published. The volume contains 10 research articles contributed by national and international authors. The research articles are on the effectiveness of the one-year internship on the mastery of secretarial skills, challenges of assessment in vocational and technical education, livelihood generation and economic empowerment of women through skill development, case study of skilled labour shortage and its mitigation measures in India’s construction sector, impact of HRM practices on job satisfaction: a study of HDFC bank, agriculture women, livelihood and skill training needs, empowerment of tribal women through skills development in medicinal plants cultivation, the link between environmental awareness and environmentally friendly behaviour in school students, conceptual teaching in technical, vocational education and training for self-reliance and the impact of Ebit and Ronw on market on market capitalisation of foreign investments. Online Journal — Voices of Teachers and Teacher Educators (VTTE) ISSN 2455-1376 The journal ‘Voices of Teachers and Teacher Educators’ (VTTE), an initiative of the Ministry of Human Resource Development (MHRD), is now being co-ordinated by the NCERT. The journal highlights the vital role of teacher education in India, as the country is poised to provide quality education to all its children, irrespective of gender, caste, creed, religion and geography. This bi-annual publication is for teachers, teacher educators, administrators, researchers and ReportAnnual 2017–2018 policymakers. It seeks to provide a platform and build a network for our voices, ideas and reflections. Two issues of this journal have been already uploaded on the NCERT website in August 2017 and February 2018. The theme of both the issues of VTTE published was on ‘Curriculum and its Practices’. These issues included articles on various aspects of school curriculum such as curriculum development, transaction, pedagogy, teaching with technology, science and mathematics teaching, etc. Papers included in this issue reflect that the curriculum has off and on been on centre stage for the last four decades and indeed the whole of last century. The online journal

Major Publications 49 motivates teachers and teacher-educators to write their own experiences and voices in the area of school education and teacher education for mutual sharing. Annual Report 2016–17 The journey of NCERT, the apex organisation in school education, for the year 2016–17 has been brought out in the Annual Report. It provides a complete picture of the accomplishments and milestones of the Council in the form of its publications, research studies, development activities, capacity building programmes and extension activities. This report intends to facilitate valuable communication with a wider academic community, policy makers, educators and practitioners in the field. NCERT

50 Annual Report 2017–18 projection andtrendof schoolenrolmentby2025. surveys, has initiated educational survey series on science education and practices. The Council, apart from its involvement in national achievement reading skills andeffect of ICTmediatedinterdisciplinary approach ofterm effectiveness oflanguagelabactivities, effect of shortmaterialsfordeveloping mathematics, learning ofaudio-video effectiveness outcomes, learning on implementation of‘ICTs@school’scheme,study oflaboratorypractices. ICT — pedagogy integrationapproaches,thirdpartyevaluationofICT scheme programmes, statusoflaboratoryfacilities and theiruseinlearning,studyof study of the capacity building programmes, status study of teacher development initiatives, assessment ofthecompetencyremedialeducationprogrammes, vocational assessmentofadolescenceeducationandlifeskills teaching programmes,tryoutofqualityassessmenttools, evaluation ofthe level ofin-servicemusicteachers,assessmentlearninglevelsstudents, schools, evaluationstudyofthen improvement initiatives, situational analysisofDemonstrationMultipurpose from agenderperspective,syllabi and textbooksofdifferent countries, quality members andeducationalstakeholdersonmothertongueeducation. school managementcommittees and perceptionattitude ofcommunity factorsaffectingenrolment,functioningof of signlanguage, documentation disability, process ofimplementation of learningoutcomes,arteducation, of errorsinenglishwriting,with digitalliteracy,laboratoryskillsofstudents mathematics classrooms,utilisation of sciencelaboratoryresources,analysis performance of students in Odia, implementation of the RTEAct, 2009, institutions run byBuddhists, schools havingzero percentage results, low education, aptitudetest,greenschoolpractices,ashramschools,educational needs andconcerns of adolescent students, trends in environmental for CWSN, No-Detention Policy, qualitylearning in science, psychological science teachingwith reference to CWSN, accessibility of science laboratories review of syllabiandtextbooks,effectivenessmathematicskit,status Council undertook various research studies on school curriculum practices, pivotal role in forming policies and programmes. In the year 2017–18, the gleaned throughtheresearchstudiesandinnovationscarriedoutplaysa on variousaspectsof school educationandteachereducation.Theinsights The NCERTundertakes,promotesandcoordinateseducationalresearch 3. ResearchStudies Studies wereconductedforassessingthe impactofconstructivism The Councilwasalsoinvolvedintheanalysisofsocialsciencetextbooks ational p opulation e ducation p roject (NPEP), (NPEP), roject

Annual Report 2017–2018 Department of Curriculum Studies Analysis of Social Science Textbooks at the Secondary Stage (Classes IX–X) of Madhya Pradesh and Gujarat from a Gender Perspective The objectives of the study were to examine social science textbooks from a gender perspective, to analyse the content for exploring the gender stereotypes and biases present in it, to identify positives in terms of activities, professions, roles, traits and behaviours associated to males and females and to suggest ways to make the textbook more gender inclusive. The research tool for gender analysis was developed and capacity building workshops for the curriculum developers and textbook writers of Gujarat and Madhya Pradesh were conducted. The analysis of data from Gujarat state highlighted that women’s perspective is more or less missing in the domain of social science textbooks. The role of women has been shown in a very narrow perspective and many important examples such as, women’s contribution in the historical events, preservation of culture, historical heritages, handicrafts, sculpture and architecture, in the area of ancient and medieval literature, freedom struggle, social reformation, etc., has been more or less ignored. Despite the significance of teaching-learning through visuals, illustrations and images, they are more or less absent in the content of the chapters. At some places, it is given but is gender neutral. The textbook (english version) uses a language which reflects the terms like ‘man’, ‘he’, ‘him’. These terms should be avoided and gender inclusive terms should be used to do justice to the goal of gender equality. In some chapters, the language used is more or less gender neutral where as there is a great scope of the usage of gender inclusive language. An overall analysis of the Madhya Pradesh social science textbooks highlights that women’s perspective is more or less missing in the domain of

NCERT social science textbooks. Women role models, if at all, are discussed in certain roles like freedom fighters or social reformists and have been shown with a very narrow perspective. Mostly, the focus remained on showing their image as a mother, wife or as sister. In some chapters, the language used is more or less gender neutral where as there is a great scope for usage of gender inclusive language. The textbooks of Karnataka from Classes I to X were analysed based on the criterion of learner-centred approach, spaces for learners’ day-to-day experiences/contexts, curriculum load, inclusion, environmental concerns, and constitutional values. The study reported that though overall textbooks provide space to child-centred activities, social concerns such as gender, inclusion need to be addressed across the subject areas. The report has been submitted to MHRD. Educational Research Survey Series–1: Preparation of Surveys of Research on Science Education About 150 abstracts of research papers and articles on science education during 2000–2015 published in the NCERT and other journals were collected. The study reveals that a lot of research has been conducted on science curriculum, science teaching and teaching and learning materials in science. However, there are few research studies conducted on the history of the science, philosophy of science and nature of science, etc.

52 Annual Report 2017–18 School Curriculum Practices in States and UTs across the Stages The curriculum practices include — making of curriculum framework, syllabi and textbooks, agencies responsible for the same at different stages, subject offered at different stages, assessment practices, etc. The study revealed that at present all the States and UTs have been following textual material developed in consonance with NCF–2005 perspectives either adopting or adapting the NCERT’s textbooks or developing their own textbooks. Review of Syllabi and Textbooks Developed by the NCERT as a follow-up of the National Curriculum Framework 2005 The syllabi and textbooks developed by the NCERT as a follow-up of the National Curriculum Framework 2005 were reviewed for updating. A portal for teachers’ suggestions on the NCERT textbooks was created. Suggestions received from teachers were analysed and incorporated if found appropriate. Further, national initiatives such as Clean India, Digital India, Demonetisation, etc., have also been given space in the reviewed textbooks in an integrated manner.

Department of Education in Science and Mathematics Effectiveness of Mathematics Kit in Schools of Delhi at the Secondary Stage The objective of the research was to study the efficacy, instructional strategies and classroom practice in secondary schools of Delhi based on secondary mathematics laboratory kit developed by the NCERT. The study reveals that the kit empowered teachers in the teaching-learning process and was effective in teaching-learning of ‘Geometry’ and ‘Mensuration’ related topics as compared to ‘Number System’. Status of Science Teaching with reference to Children with Special Needs (CWSN) Studying at Secondary Schools of Delhi In order to ascertain the educational needs and difficulties of Children with Special Needs in learning science, a research study was undertaken in the government schools of Delhi. It was observed that the Children with Special Needs are keen to pursue science even when appropriate facilities are not available. The special teachers available in the school understand the requirement of CWSN learners and appropriately address the same. Therefore, training of other regular science teachers regarding the issues and concerns of Children with Special Needs would be helpful. Also, the inclusive setup of the infrastructure in the school is also required for mainstreaming CWSN learners. The teaching-learning resources were limited and required improvisation Annual ReportAnnual 2017–2018 according to the needs of the learners. Promoting Quality of Learning in Science at the Upper Primary Level in two Districts of Uttar Pradesh A research programme has been undertaken in 88 schools of 88 blocks in Varanasi and Mirzapur divisions of Uttar Pradesh for promoting teaching and learning of science. The study has included the development of assessment tools for baseline study of science learning in the state. The study has provided the baseline situations about learners, teachers and available learning resources for learning in science. The study has identified the gaps in the interventions already made by the existing system. On the basis of the identified gaps,

Research Studies 53 interventions have been provided for improving teaching and learning of science. End-line data has been collected from all experimental schools. Accessibility of Science Laboratories for the Children with Special Needs (CWSN) at the Higher Secondary Stage A research study was undertaken to study the accessibility of infrastructural facilities in the science laboratories at the higher secondary stage in the schools of Delhi for the students with visual and locomotor disability. The study was conducted in 24 schools of Delhi-NCR. Out of these only six schools had the students with special needs, four visually impaired and two locomotive disabled. It was apparent that very limited number of special needs students opted for the science stream at the higher secondary stage in both private and government schools. The students studying in the government schools did not get ample opportunity to do practical work because of poor infrastructural facilities in science laboratories and lack of chemicals and other necessary apparatus. However, private schools have all the facilities and these students hardly find any difficulty in doing practical work. Most of the visually impaired students did not get opportunity to do practical works on regular basis. Locomotive disabled students faced less difficulty while performing practical either individually or in groups. Locomotor disabled students showed little interest in doing practical because they had to stand for a long time and also faced problems related to accessibility of laboratory apparatus. The teachers use ICT facilities like JAWS software that convert text into audio, smart board, tactile diagram, modified equipment, etc., for teaching science practicals.

Department of Educational Psychology and Foundations of Education NCERT A Study of Psychological Needs and Concerns of Adolescent Students The study was undertaken with the objectives to explore students’ perceptions about their psychological needs and concerns. It also aimed to identify the coping behaviour of students and explore the perceptions of teachers about the psychological concerns and coping behaviour of students during adolescent years. The study involved students from government and private schools in urban and rural areas of Classes IX and XI. Data were collected from 1,371 students in Madhya Pradesh, Haryana, Uttarakhand and Rajasthan through questionnaires, incomplete sentences and focus group discussion. Approximately 45 teachers were also interviewed across these States to understand their perceptions of adolescents’ psychological concerns and needs. Analysis of the data revealed that adolescent students were mostly concerned about their relationship with parents as they felt that they have to prove their capabilities to their parents. Conflicts with parents regarding career choices were shared as one of the major concerns by the sample population. The data also revealed some other concerns such as relationship with siblings, ill health/ mishappening with family members, gender discrimination, excessive use of social media, etc. The needs expressed by the sample population were mainly improvement in their communication skills, study skills, anger management, building their self-confidence, ability to avoid substance abuse, sexual abuse,

54 Annual Report 2017–18 etc. Interview with teachers about the needs and concerns of adolescent students revealed that they were mostly concerned about their future, indulged in excessive use of social media, not able to deal with peer pressure to make and maintain relationship with virtual friends. ‘Know Your Aptitude’: Development and Standardisation of Aptitude Test for Students of Classes IX and X The test consisted of the following dimensions — verbal aptitude, abstract reasoning, numerical aptitude, perceptual aptitude, mechanical reasoning, spatial aptitude and verbal reasoning. The aptitude test was standardised on 3,482 students of Class IX and 2,039 students of Class X in five different type of schools; namely Kendriya Vidyalayas, Navodaya Vidyalayas, Multipurpose Demonstration Schools in RIEs, CBSE affiliated schools and State Board affiliated schools. Data were collected from 11 different locations in different regions of the country, namely; Ajmer, Bhubaneswar, Delhi, Gurugram, Mysuru, Bhopal, Noida, Lucknow, Jammu, Ranchi and Shillong. Technical manual was prepared giving details of standardisation of the test. A guide for teachers was developed giving details of administering the test, scoring and interpreting the results.

Department of Elementary Education A study on Trends in Environmental Education: An Educational Survey The survey was undertaken to analyse the researches in Environmental Education (EE) at the school level. The study is based on researches from 2000–2016, predominantly relating to the Indian context. It includes doctoral theses, research articles, conference reports, and research projects by different agencies/organisations and M.Ed. dissertations. Data collection process included web surfing, correspondence to the entire Central and State universities through letters, fax messages and e-mails. A detailed survey of literature through the internet using search engines/sites, books and journals was done and a number of articles, research papers on environmental education mainly focussed on Indian researches from 2000 to 2016 were collected. Various keywords such as; environment, environmental education, curriculum, awareness and attitude, policy and programmes, education for sustainable development, learning of/for/through environment projects, classroom processes, India, etc., were used. Articles were selected as per the following criteria — (i) the articles related to the environmental education, (ii) the articles

addressing issues related to environmental education and other challenges ReportAnnual 2017–2018 and promoting environmental education, (iii) the curriculum and policy and programmes on environmental education used in India, and (iv) the articles on studies of environmental education at the school level. The material collected was systematically listed. There are six broad themes, which have been subcategorised into some sub-themes. The sections have been organised in a bottom-up approach, i.e., starting with the awareness and attitude of students, moving on to curriculum/curricular framework and curricular material such as syllabus, textbooks and teaching learning materials (TLM), then assessing the transactional aspect of the curriculum, i.e., the teaching learning process, further moving on to the awareness and attitude of the teacher, then looking

Research Studies 55 at teacher development which includes teacher training and teacher education curriculum next, and lastly evaluating the top-level perspectives — policy and systemic issues. Each thematic sub-section explores the trends of the EE researches, which have been analysed with regard to how they are connected or related to each other in terms of being similar or different. Further, an attempt has been made to look at the recommendations of the researches under each sub-theme and also point out the gaps therein. The research survey concludes by pointing out the overall gaps in the studies and suggestions for future researches on EE. Green School Practices under Education for Sustainable Development (ESD): A Case Study In consonance with the objectives of the Education for Sustainable Development (ESD) that emphasise ‘whole school approach’ to curriculum, a case study was undertaken with the following objectives to study the practices under ESD followed in a selected school for identification of gaps and to share the gaps with the different stakeholders at the appropriate levels and suggest need-based strategies of green practices for improvement under ESD. The research tools included: School observation template, interview schedule, FGDs template, and document analysis template. Firstly, the existing classroom and school practices were analysed for the greening component and accordingly, need based interventions on green practices were suggested. It has been observed that the green practices exhibited by the schools needed considerable improvement in infrastructure, classroom processes and practices, management of resources, teaching-learning of ESD and addressing socio-emotional aspects of children. The greening aspect is hardly addressed and that too is considered as an activity in isolation, which is apart from teaching-learning. The school staff and students need awareness, NCERT sensitisation and their involvement to address the issues in a holistic manner. The infrastructure needs improvement for space inadequacy and space management in some manner for example, for free play of children, storage, school library and Mid-Day Meal (MDM). The continuous construction activity worsened the existing condition with lots of particulate matter, noise and safety issues. The school also lacked on other aspects such as cleanliness, ventilation, noise pollution, waste management, water and energy conservation, etc. Poor sanitation conditions for serving MDM, and in toilets especially privacy issues for the use of toilets by young girls. Children availed MDM scarcely and food wastage was rampant. Limited participation of children in eco-club and any other environmental activities, hardly allowed them to be sensitised for such a cause. Substantial number of children were found with vision problem and some cases of substance abuse were found. In spite of the ban on corporal punishment, the teachers were observed practising the same. Well-defined plan, guidelines and drills were needed for disaster issues. The bond with the community was also lacking and even the SMC meetings as required under the RTE Act, 2009 were not being organised regularly. The school lacks an understanding on ESD and the environment activities are very scanty and considered it separate from teaching-learning. The study findings show that ESD does not find a place in the teaching-learning process.

56 Annual Report 2017–18 A Study of Implementation of Quality Improvement Initiative in terms of Achievement of its Objectives in Madhya Pradesh The research study attempted to study how the three major quality initiatives namely, Dakshta Sambardhan, Continuous and Comprehensive Evaluation and Pratibha Parv were implemented in the state of Madhya Pradesh up to the grassroot level. The state of Madhya Pradesh was chosen, as the report of the National Achievement Survey, 2013 indicates that the average achievement level of children was lower than the national average. The study was carried out taking on board the implementers, officials of Rajya Shiksha Kendra, Bhopal and the beneficiaries, the children and their parents. The objectives of the study were to find out the identified quality improvement initiatives are being implemented as intended, to find out factors which facilitated and/or impeded the implementation of the programmes as intended, and to analyse the perceptions of different functionaries on the continuation of these programmes. From five divisions namely; Bhopal, Gwalior, Indore, Jabalpur, Rewa and five districts namely; Sehore, Dhar, Satna, Mandla and Gwalior were taken as the sample districts. One hundred schools from 10 blocks in five districts were taken as the sample. Seven research tools comprising six questionnaires for different levels of functionaries and one focus group discussion schedule for School Management Committee (SMC) members were used for data collection. Regarding Dakshta Samvardhan, it was found that the initiative pulled the attention of the stakeholders towards the need for improving quality of education. The officials knew their responsibilities and they maintained necessary documents to assess the progress of learning by children. The prominent facilitating factors for Dakshta Samvardhan were the use of simple methods of teaching, focus on important skills, timely identification and resolution of hard-spots of learning and remedial teaching to help children cope with their learning gaps. The significant impeding factors included — low attendance and absenteeism of children, shortage of teachers, more investment of teachers in documentation work, absence of appropriate monitoring, ineffective teacher training, and indifference of parents towards the education of their children. The quality improvement initiative for assessment, namely, Continuous and Comprehensive Evaluation (CCE) was implemented as intended as per the perceptions of majority of stakeholders at different levels. The major facilitating factors for implementing CCE were assessment on a continuous basis and remedial teaching, comprehensive assessment, fear-free environment during assessment and the use of appropriate pedagogy by teachers. The ReportAnnual 2017–2018 major impeding factors were — absenteeism of children, shortage of teachers and ineffective teacher training, lack of proper monitoring and indifference of parents in the educational progress of their children. Pratibha Parv was found to be a widely celebrated programme. The factors which facilitated desired implementation of Pratibha Parv included commitment of all stakeholders, improvement in school infrastructure, availability of old question papers and remedial classes taken by the teachers. The major impeding factors that emerged from the responses were shortage and indifference of teachers, lack of grade appropriate question papers, indifferent attitude of parents and lack of preparation time for the teachers. There were less

Research Studies 57 participation of members of SMC and a need to involve them in the governance of the school was accepted by all the stakeholders. Situational Analysis of DM schools and Designing of Model Preschool The objective of the programme was to develop the preschools of all DM schools of RIEs into model preschools where the children would be doing play-based developmentally appropriate activities. In the year 2017–18, the preschools of all four RIEs (Ajmer, Bhopal, Bhubaneswar, Mysuru) have been visited to identify the gaps in terms of infrastructure, classroom design, layout, pedagogy and teaching learning practices, and an intervention plan was developed accordingly. The intervention plan includes five days in-service training of all preschool teachers. The research data were collected by employing the research tools namely, a questionnaire for HM, preschool observation proforma, interview schedule for preschool teachers, self assessment schedule for teachers and a schedule for FGD. The existing practices of preschools of DM schools were reviewed and improvements regarding floor plan of each classroom lay out and designing, pedagogy and teaching-learning practices have been suggested. The classrooms were designed with interest areas namely, classroom, mini library, blocks area, dramatic/dolls area, puppet area, toys and manipulative area, writing area, music and movement area. A Study of Availability of Educational Facilities for Pre-Primary Education in the Primary Schools of Selected North-Eastern States of India (Assam, Sikkim, Meghalaya, Nagaland and Mizoram) The study made an attempt to analyse the existing condition of pre-primary education in the selected North-Eastern States of India, viz., (Assam, Sikkim, Meghalaya, Nagaland and Mizoram) by keeping in view parameters like the NCERT physical infrastructure, equipments and materials, pre-primary school staff, age and procedure of admission, curriculum, records and registers, etc. Government schools having pre-primary section located in the state capital and easily approachable area were included in the sample. Data were collected from 50 pre-primary schools of each state except Sikkim through observation- cum-interview schedule. The data have been collected from teachers teaching in pre-primary classes, heads of the school, parents and children. The findings revealed that the existing conditions of pre-primary schools covered in the study were not satisfactory in terms of the physical structure, equipment and materials, pre-primary school staff, age and procedure of admission, curriculum, records and registers, etc. Improper and inadequate provisions of adequate classrooms and outdoor spaces, materials and equipment, acute shortage of professionally skilled and competent teachers and not promoting effective partnership with parents and community were the main challenges in the implementation of pre-primary education organised in the primary schools covered in the study. Pre-primary education was not given due attention as part of formal education and not yet received the due attention and support it deserves. The study recommended that provision of curricular materials, facilities for in-service and pre-service teacher training on

58 Annual Report 2017–18 classroom organisation and outdoor spaces, materials and equipments, etc., appointment of qualified teachers, involvement of parents and community, parent education, etc., should be made for quality improvement of available pre-primary education in the government primary schools.

Department of Education in Social Sciences A Study of Social Science Syllabus and Textbooks (Upper Primary to Higher Secondary Stage) of Different Countries The study examined the educational policy documents pertaining to the social science curriculum and is based on the details collected through the internet and a few published documents from Australia, Canada, England and Wales, Pakistan, South Africa, Singapore, Sri Lanka, Germany, Finland, Japan, Korea, South Africa, Netherlands and Norway. The social science curriculum of these countries is based on — (i) the nature of school education, (ii) National Plan of Action reflected in their educational policies and curriculum implementation frameworks, (iii) aims of school education and objectives of teaching social sciences at the secondary and higher stage, (iv) syllabi of social science subjects, (v) guidelines available for textbook development, (vi) policies with regard to Information and Communication Technology, and (vii) current reforms in skill development. The comparison of courses related to social science suggests that the term ‘social studies’ is used in a few countries and introduced even at the primary level. Also specialisation such as history, geography, economics and political science are not found in some countries. History and geography are taught in most countries at the upper primary stage. One can also notice course under the title ‘civic education’ as one or two countries. The specialisation particularly the vocational courses are introduced at the secondary stage in some countries. Courses related to and in the name of ‘technology’ are also commonly found in many countries. A Study of Ashram Schools of Chhattisgarh at the Primary Stage from a Gender Perspective The main objective of the study was to examine the socio-economic background of the students, evaluate the infrastructure facilities, and examine the classroom processes and outside classroom activities from a gender perspective. Effort was also made to know the strategies that were adopted for the overall personality development of the students. The findings of the study highlighted that Ashram schools did address the educational needs of children from ReportAnnual 2017–2018 tribal areas. However, certain systemic issues need to be addressed such as infrastructure facilities, availability of teachers, provision of teaching-learning materials, etc. The stakeholders mentioned that for improving reading habits of the students and making them understand the concepts of different subjects, library facilities should be provided and more books need to be procured in mathematics and languages for better understanding of the concepts. There was a need to make the School Management Committee proactive in addressing issues related to environment sensitivity and gender.

Research Studies 59 Department of Education in Arts and Aesthetics A Study to Assess the Competency Level of In-service Music Teachers (Vocal and Instrumental Music) at the Upper Primary and Secondary Stage (VI–X) Music has always been a part of school life. The morning assembly, school functions, ceremonies and important days are celebrated with music to enliven the school environment. Apart from celebration of these important days, music has a vital role to play in education. Keeping this in mind, the study was conducted in the schools of Delhi, Haryana and Maharashtra. The research revealed that teachers are efficient and have made efforts so that children grasp different tunes, rhythmic patterns, regional diverse forms, classical forms, play musical instruments and ensured maximum participation. The study suggested improving the facilities and infrastructure, including enough space in timetable for music and also the necessity of syllabus in the learning of music. There is no timetable of music as there is too much emphasis on other subjects in Class X. The study emphasised that the music teachers should be technically trained to take advantage of innumerable resources available in the form of audio-video material.

Educational Survey Division National Achievement Survey — Classes III, V and VIII The National Achievement Survey (NAS) was conducted throughout the country on 13 November, 2017 for Classes III, V and VIII in government and government-aided schools. The survey tools used multiple test booklets with 45 questions for Classes III and V and 60 questions for Class VIII in mathematics, language, science and social science. The competency based test questions

NCERT developed reflected the learning outcomes developed by the NCERT. Along with the test items, questionnaires pertaining to students, teachers and schools were also used. For guiding the survey officials and field investigators, various documents viz., achievement tests for different NAS cycles, pupil questionnaires, teacher questionnaires, student questionnaires, guidelines- cum-training manuals, module of test administration for field investigators, field notes for field investigators, data capturing manual, monitoring pro forma were developed which helped in the smooth conduct of the survey. The survey tools contain various questions called items which were based on the learning outcomes. The items developed in english were translated into hindi and also in 17 regional languages. The learning levels of 2.2 million students from 1,10,000 schools across 701 districts in all the 36 States and UTs of the country were assessed. The findings of the survey will help to guide the education policy and planning and implementation at the national, state, district and classroom levels for improving learning levels of children and bringing about qualitative improvements. Assessment of Learning Levels of Students at the Secondary Stage (Class X) under RMSA (Cycle 2) The National Achievement Survey (NAS) Class X (Cycle 2) was conducted in 34 States and UTs on 5 February, 2018. It is a sample based survey across districts in the country. About 15.5 lakh students from 609 districts participated in the

60 Annual Report 2017–18 survey. Tests are administered in 14 mediums of instruction and Modern Indian Language (MIL) in 19 different languages. The main objectives of the National Achievement Survey Class X (Cycle 2) are to study the achievement levels of students of Class X from government, government-aided and private schools in the subjects — english, mathematics, science, social science and Modern Indian Language (MIL); to study the difference in the achievement levels with regards to area, gender, social group, board and management of schools; to study the effect of intervening variables like students’ home background, school and teacher on achievement levels of students; to compare the performance of students in all subjects from Cycle 1 to Cycle 2. Projection and Trend of School Enrolment by 2025 Policymakers and planners require projected enrolment data for undertaking the exercise of future planning in respect of educational development. Indicators of development are directly or indirectly related to the size and structure of the population. Enrolment projection/forecasting, which provides information for decision making and budget planning, is important in many ways to the system. Enrolment projection is required to update the system through estimating future enrolments, requirement and providing facilities on a periodic basis. Hence, the secondary source data have been taken from U-DISE on enrolment from 2005–06 to 2015–16 for Classes I to VIII and 2012–13 to 2015–16 for Classes IX and X. Reconstructive Cohort Method has been adopted for the study. The study findings show that the enrolment figure is declining at each stage. After 2011, the total enrolment at the primary stage has started declining. In projected figures of primary enrolment, this decrease is continued. At the upper primary stage, as per the projection, the enrolment started declining from 2016 and at the secondary stage the enrolment will start declining after 2019.

Division of Educational Research Research Reports Completed under Educational Research and Innovations Committee (ERIC) ‰ Teacher Education curriculum of North-Eastern Region in the light of NCFTE, 2009: An Analysis — Balaiada Dkhar, NERIE, Umiam, Meghalaya. ‰ Curricular Intentions, Teachers’ Comprehension and Transaction of contemporary EVS Textbooks: A Study — Gurjeet Kaur, IASE Faculty of Education, Jamia Millia Islamia, New Delhi.

Planning and Monitoring Division ReportAnnual 2017–2018 A Study of No-Detention Policy in the Northern States of India The no-detention policy was implemented as part of the continuous and comprehensive evaluation under the RTE Act, 2009 to ensure holistic development of students. Section 16 of the RTE mandates that no child can be detained or held back in a class until the completion of his/her elementary education. The policy is being implemented with the intention to retain every child in the school system thereby giving her/him full opportunity to complete school education, promote inclusiveness and minimise the dropout rates, especially children from low-income families, marginalised groups and girls, for making learning joyful and removing the fear of failure, etc. The study has

Research Studies 61 been conducted in the government schools of the northern states. The study revealed that the policy was implemented without any preparation. The students were not serious about studies because they know that they would be passed to the next class. The teachers opined that because of the policy, the dropout rate was increasing when the students reached Class IX. The study findings reveal the importance of formulating alternatives and safeguards that will help in modifying the existing system.

RMSA Project Cell A Study of Remedial Teaching Programmes carried out by the States under RMSA The present study was undertaken to give an insight into the mechanism of conducting remedial teaching classes in the States of Uttarakhand and Assam. State resource groups were formed, pre-test, post-test, guidelines, etc., were developed at the state level. Students and subject for remedial teaching were identified by administering an achievement test in all subjects and all students. The time devoted for remedial teaching was not sufficient, moreover, some of the high achievers and their parents felt that it is waste of time. Principals were oriented on ‘remedial teaching’ at the district level. Only one day training was conducted for teachers and they were not trained on the philosophy of remedial teaching, its process, requirements and benefits. As a result, the implementation of remedial teaching was not taken seriously by the teachers. Without identification of the real cause behind the poor performance of the students, the remedial teaching classes were taken by the teachers. Most of the teachers carried out the remedial teaching classes like their regular classes. NCERT

Experts in the process of finalising the research tools for the Study on Remedial Teaching Programme

In Uttarakhand, it was a 55-day programme and classes were organised before and after the school timing. One hour per subject was allotted. During remedial teaching, worksheets, peer teaching and activity-based learning were used by most of the teachers. Students were grouped together based on nature of difficulties, abilities and their interest. There was continuous monitoring and supervision by BEOs and Principals during the implementation of the programme. Most of the stakeholders expressed that the programme was effective in bringing out changes in the behaviour and improvement in performances of the students to a certain extent. Absenteeism of students, transfer of teachers, delay in the implementation, lack of subject teachers in remote areas, poor infrastructure and facilities, inadequate time, non-attentive

62 Annual Report 2017–18 parents, lack of interest among the students were some of the challenges faced during the implementation of the remedial teaching programme. Tryout of RMSA Quality Assessment Tools (QATs) in Two States — Chhattisgarh and Karnataka The QAT was administered to measure the changes in quality, timelines of implementation and support to the quality interventions approved in the Annual Work Plan and Budget (AWP and B) at the state and district level. At each level of school, district and state, the tools would assess the quality and provide reporting systems that lead to reflection. The tools provide information on quality of provision, governance and the processes that help in improving students learning outcomes. The study shows that QATs have served the purpose of self assessment and reflection to some extent at the state, district and school level in terms of availability, adequacy and utilisation of the resources. Implementation of QATs gave a holistic perspective covering all the dimensions that are essential to indicate the quality of secondary education taking school as a unit. In turn, it also gave an insight into the future planning and budgeting in the urgently needed areas of improvement in the selected secondary schools of Chhattisgarh and Karnataka. Evaluation of the Vocational Education Programmes in Haryana The research was undertaken to study the mechanism of identifying, documenting, assessing and providing feedback to students enrolled in vocational courses, to identify the skills acquired by students in various job roles, i.e., the field of information technology (IT)/information technology enabled services (ITeS), automotive, security, retail, travel and tourism, healthcare, beauty and wellness and physical education and training, to identify the skills gaps to take corrective measures during ongoing and future training programmes, to find out how provisions of multi-entry multi-exit learning opportunities and vertical mobility/interchange ability in vocational qualifications have led to retention of students at the senior secondary level thereby reducing the dropout rate and to identify and share the best practices. The findings show that the curriculum, syllabi and textbooks need to be updated with the requirement of the industry; must be made bilingual and distributed in time. The infrastructural facilities were inadequate in the schools. Only a one-day training programme was provided to the teachers and it was not sufficient for the implementation of vocational education. Vocational teachers

were not provided training on subject knowledge, pedagogy and assessment. ReportAnnual 2017–2018 Assessment generally took place in the form of theory examination (30 marks) followed by a practical examination (50 marks) and CCE (20 marks) throughout the year. The final certificates were prepared by the National Skill Development Corporation (NSDC) on the successful completion of level 4 and were issued after a long delay. Most of the students opt for higher education and a very few choose employment after level 4. It was observed that 25 students were enrolled in level 1 for a vocational subject in a school, however till Class XII the number sharply declines to 4–8 students per, vocational subject. Since, the scheme at present does not have a provision for vertical mobility, majority of the students opt out in between due to various reasons and even if they wish to continue with the vocational subject, they do not have any option for

Research Studies 63 persuading with the vocational course in the future. There was improvement in enrolment rate, retention rate, development of employment skills and reduction of dropout rate in general education as a result of vocational education or implementation of NSQF. Follow-up study of the capacity building programmes in Science and Mathematics With the implementation of the RMSA, capacity building programmes of Key Resource Persons KRPs in all subject areas have been carried out in various states. A follow-up study has been undertaken in four states viz., Haryana, Madhya Pradesh, Bihar and Tamil Nadu to understand the utility and effect of the capacity building programmes conducted by the NCERT in science and mathematics on classroom transaction of teachers at the secondary level. The tools included questionnaires, focus group discussions, classroom observation schedule and an interview with school principals. On the basis of the information provided by the KRPs, the teachers trained by the KRPs the in state, observation of classroom transaction of teachers trained by the KRPs and interview with heads of the schools in the four selected states. The study shows that all the four states have organised training programmes wherein the trained KRPs were utilised to further train the science and mathematics teachers at the secondary stage since 2014–15. However, no training was given to maths teachers due to the constraints of funds in Bihar. The utilisation of KRPs differs from state to state (65% in Bihar, 31.6% in Haryana, 75% in M.P. and 93.7% in Tamil Nadu). The KRPs found that capacity building programmes conducted by the NCERT were useful in various aspects namely, content, pedagogy, ICT, new strategies and methods, assessment and introduction of new perspectives. The KRPs who have participated in the

NCERT capacity building programmes conducted by the NCERT were confident and with high esteem in comparison to their counterparts. After active participation in the training programmes, a few KRPs made their own Science Kits by using low cost locally available materials. The training materials provided in the NCERT training programmes were of good quality and used systematically according to the curricular requirements. A convincing way of training and teaching in the programme helped the KRPs to motivate the teachers on new ways of teaching in the classrooms with limited locally available resources. Majority of them opined that their needs were fulfilled to some extent during the training programme. Based on the findings, suggestion and recommendation were given to improve the in-service training programmes through cascade model. Status Study of Teacher Development Programmes in Haryana The main objective of the study was to understand the teachers development programmes of Haryana in terms of — their nature, mechanism of planning, methodology employed in executing them, material developed and quality. The study reveals that there has been mushrooming of private institutions providing degrees in education. Most of the training institutes lack resources and expertise to provide quality training for the professional development of the teachers. There has been a decline in enrolment both in the government as well as self financing institutions, given the fact that employment generation in government schools is either declining or remains vacant. The quality of the

64 Annual Report 2017–18 students opting for various degrees in education was generally substandard and the education profession continues to attract girls more than boys. With the exception of few private institutions, there was a lack of infrastructure for the initial preparation of the teachers. Training was usually imparted in traditional methods. The transaction of syllabus in the pre-service training emphasises more on theoretical knowledge building and provides little scope for practical training. The students in their initial/pre-service training were not made familiar with the use of various pedagogy and hence, most of the teachers were grappling with pedagogical issues. The training imparted to the pupil teachers was usually teacher-centric rather than child-centric. Most of the in-service training programmes were organised in DIET centres that are located in remote areas and lacked basic infrastructure facilities. In some programmes, the guidelines about the participants were not followed. Teachers were invited irrespective of their eligibility to complete the required quorum. Participants attended the training programmes under orders from higher officials and also to avoid official and bureaucratic hassles. No standard procedure was followed to select the resource persons in most of the cases. A clear gender bias was visible in terms of selection of resource persons and the coordinators. Most of the resource persons and coordinators were male. Status of Laboratory Facilities and their Use in Learning SCIENCE of Students at Secondary Level in the State of Sikkim The study aimed to examine the availability and utilisation lab facilities in teaching science and its effect on academic performance, science process skills and scientific attitude of secondary school students in Sikkim. Questionnaires were administered to 500 students of Classes IX and X, 94 science teachers of 25 schools of four Experts interacting on the status of laboratory facilities and districts viz., East, West, North their use in learning science by students at secondary level in the state of Sikkim and South districts of Sikkim. Observations of classroom and laboratory sessions and focus group discussions with students were carried out. The findings show that majority of the schools have science laboratories but are not maintained properly. Most of them have adequate facilities, equipment ReportAnnual 2017–2018 and chemicals. The laboratories were average in terms of their utilisation by the secondary school students. There was no laboratory period separately for Class IX. Whereas in composite schools (with Classes I–XII), a specified laboratory period for Class IX and X finds place in the timetable. Despite the allocation in the timetable, most of the laboratory hours are being used for completing the syllabus and revision. The science laboratories have not been adapted for CWSN in the schools. East Sikkim being the capital of the state has better facilities overall when compared to other three districts. Science teachers need to be provided with the in-service training in laboratories skills, science kits and use of locally available materials, develop equipments for conducting

Research Studies 65 experiments or to show demonstrations so that their knowledge and practical expertise can be enhanced. This would in turn help them in integrating theory and practicum in their regular teaching. Students need to take active role by sharing responsibility with the faculty in maintaining cleanliness in the laboratories. Ownership and accountability need to be fixed on the students on school property and its maintenance, as a sustainability measure.

Central Institute of Educational Technology A Study of Information and Communication Technology (ICT) — Pedagogy Integration Approaches Adopted by Nominees of National ICT Award for School Teachers of 2016 and 2017 CIET being the nodal agency in taking Information and Communication Technology (ICT) to the nook and corner of the nation, it is essential to understand the range of ICT tools available for the teachers and the way in which these tools are used by the teachers. A research was undertaken to understand the best practices of ICT-pedagogy integration which in turn will help in designing training packages and suggesting the best approach for effective integration of it. This study is exploratory in nature, aimed at collecting data which are qualitative and quantitative in nature. Preliminary data like ICT tool, type of ICT tool, developer, stage, purpose, use of ICT tools in teaching and learning of subject, etc., for this study were collected from the nominees of ICT award 2016 and analysed to understand the level of ICT usage. Also, the works of 85 National ICT Awardees were analysed and a document on the success stories were developed and shared with the public. Third Party Evaluation of ICT Scheme implementation of ICTs @ School Scheme in the State of Rajasthan

NCERT Third Party Evaluation of ICT Scheme implementation of ICTs was conducted across 639 government secondary and senior secondary schools of Rajasthan. The study reveals that although all the schools have yet not been fully equipped with adequate infrastructure like, electricity supply and good internet facility for implementation of ICT in teaching-learning, they are willing to and have been trying to integrate it. The ‘Shala Darpan’ shows that the Rajasthan government has developed a portal where all the data of schools including mark sheets of the students have been uploaded. The availability of useful software and their integration into curriculum, along with training of teachers was also found inadequate. The research suggests the necessity of adequate supply of ICT related infrastructural facilities, preventive, corrective, adaptive and perfective measures of maintenance and in-service training for teachers.

PSS Central Institute of Vocational Education, Bhopal

Regional Institute of Education, Ajmer A Study of Laboratory Practices Used in Teaching of Chemistry at the Senior Secondary Level in ST Dominated Areas The research was carried out with the objectives to study the practice adopted for conducting chemistry practicals in laboratories at the senior secondary level, to identify difficulties faced by the teachers, and to school authorities in conducting practicals in chemistry. The districts selected for the study included

66 Annual Report 2017–18 Banswara, Dungarpur, Pratapgarh, Jaipur, Ajmer and Udaipur of Rajasthan. Twenty-seven senior secondary schools were randomly selected from each district. The respondents constituted the principals, chemistry teachers and students. The analysis of the data indicated that there is a need to improve the laboratory practices in the teaching of chemistry at the senior secondary level.

Regional Institute of Education, Bhopal Impact of Constructivism on Learning Outcomes in English at the Upper Primary Level in DMS, Bhopal The study was conducted with the objectives to analyse the impact of constructivism on the learning outcomes in reading comprehension, vocabulary and grammar in context and short composition, study pedagogical processes which involve opportunities provided to learners by teachers and study how the pedagogical process affects learning outcomes. A total of 100 students studying in the two sections each of Classes VI and VIII of Demonstration Multipurpose School, Bhopal were taken as the sample. The research tools used for the study were a questionnaire to teachers and class observation schedule. Focus group discussion with students was also conducted. The study findings reveal that the constructivist pedagogical processes mentioned in learning outcomes in English at the upper primary level has been proved to be beneficial to attain better learning outcomes. The study indicates that constructivist pedagogical processes have a positive impact on the learning outcomes in english at the upper primary level, especially in improving grammar, vocabulary, short composition and reading comprehension among the students. Effectiveness of Audio-Video Materials for Developing Reading Skills among the Fourth Grade Students of DMS, Bhopal The study was conducted with the objectives to analyse the effectiveness of audio-video materials on the pronunciation, fluency and spelling of the students and students’ academic achievement. The sample of the study consisted of 70 students from Class IV of the DMS, Bhopal. The study reveals that presentation of textbooks in the audio and video format helped in improving comprehension and pronunciation skill of the students. However, audio-video format were not helpful in improving the spelling of the students. Effect of ICT Mediated Interdisciplinary Approach of Learning Mathematics on Elementary Students The study was carried out among Class VIII students of DMS, Bhopal by Annual ReportAnnual 2017–2018 using performance assessment rubric and engagement assessment rubric. The research findings revealed that the performance levels as well as process skills of experimental group students exposed to ICT Mediated Interdisciplinary Approach (IMIA) was significantly better than that of their control group counterparts. It was observed that curiosity seemed to stimulate students to get involved in carrying out the calculation for the self. There was a challenge of choosing the concept appropriate context from other discipline. Fact-laden multimedia was likely to divert students from the core concept. However, the research was an effort to break the compartmentalisation of disciplines and make the mathematical process more important than the product. ICT mediation was designed to accelerate the whole process efficiently.

Research Studies 67 Effectiveness of Language Lab Activities in Developing the Pronunciation Skills Taking english literature students of B.A. B.Ed. I Semester students of RIE, Bhopal as sample, the effectiveness of language lab activities was analysed. The research showed that language lab played unique and important role in developing the pronunciation skills of the students. It was also seen that the students coming to class had a different standard of pronunciation skills and the error and mistakes that students had been continuously making were resolved to a great extent. Effect of Short-term Practices in the Upper Primary Schools of Madhya Pradesh and Chhattisgarh The research was conducted to study the effectiveness of the short-term course on pedagogy of mathematics conducted by RIE, Bhopal. The sample of the study consisted of five schools from Madhya Pradesh and seven schools from Chhattisgarh. Observation schedule, focus group discussion with students and interview schedule for teachers and head masters were used for the study. The research concluded that the three-month short-term course on the pedagogy of mathematics conducted by RIE, Bhopal helped teachers in adopting the appropriate teaching-learning strategies in line with NCF 2005 as well as constructivism. Analysis of Learning Achievements of the Students in Chemistry, Physics and Biology at Higher Secondary School Level The research formulated the learning outcomes in chemistry, biology and physics along with pedagogical processes and curricular expectations for the higher secondary stage in similar lines with the learning outcomes document prepared by the NCERT for the upper primary level. The achievement based on

NCERT the learning outcomes was measured among the higher secondary students of Goa. The tool in the form of questionnaire and focus group discussion covering all learning outcomes in each subject were prepared and administered in six schools situated in all three zones (North, South and Central zones) in Goa. It was found that nearly 40 to 60 per cent of the students have attained the required learning outcomes. The attainment of learning outcomes were seen to be higher in physics and biology compared to chemistry.

Regional Institute of Education, Bhubaneswar A Study on Pedagogic Process in Science at Government Secondary Schools of Odisha The study was conducted to analyse the pedagogical processes in science with respect to content, pedagogical strategy employed, classroom management, resource management and assessment in the government secondary schools of Odisha. It also looked into the inclusive practices in the science classroom and analysed the reflective practices of science teachers of government schools of Odisha. In this exploratory research, 51 schools from six districts of Odisha were selected for the study. The pedagogical process was observed and focus group discussions were conducted with students to understand students’ perception on pedagogical processes in science. Interview schedule was used

68 Annual Report 2017–18 to elicit responses from science teachers. A checklist was used to study the science laboratory facilities in the schools. The findings revealed that the classrooms were teacher-centred and occasionally video based classes, role play, demonstration, etc., were conducted. Hands-on activity as a pedagogic medium was not much explored in the science classrooms. No group activity was observed during data collection. However, in a few schools, efforts were made to motivate students by involving them in science exhibitions, science quizzes, etc. Laboratory and ICT were not integrated to teaching-learning processes in science. Sufficient materials were not available in the laboratories. Special attention using adaptive materials or assistive technologies were not provided to children with special needs and it was felt that teachers need to be trained to develop competency for creating an inclusive learning environment. Case Study of Educational Institutions Run by Buddhists in Odisha The research was conducted to study the status of educational institutions run by Buddhists in Odisha, its uniqueness and contribution towards educational development of the state. The research data have been collected from Chandragiri monasteries of Chandragiri, Maha Bodhi public school, Bhubaneswar and Central Tibetan School, Odisha. The study revealed that monasteries have a unique style of nurturing holistically the potentialities of the young through moral and spiritual education along with the regular course of curriculum. The Central Tibetan schools followed the CBSE curriculum. However, they took lessons based on spiritual and cultural traditions of the Tibetans and it was coordinated by the Central Tibetan Educational Administration, Dharamsala. The Maha Bodhi school though similar to any other school of the neighbourhood, have Buddhist tenets inbuilt into their whole school programme. None of the institutions have restricted entry for local students from other religions. In terms of challenges except Maha Bodhi, the other institutions face social isolation due to language barrier. A Study of Schools having Zero Percentage Results in Secondary and Senior Secondary Stages of Jharkhand: An Analysis The study with the objective to find out the causes of zero percentage result in collected data from headmasters, teachers and students of twenty one secondary and senior secondary schools in Jharkhand. The study findings revealed that lack of proper physical facilities, library, regular headmaster and lack of subject teachers are the causes of zero percentage result. It is suggested that all the basic infrastructure facilities and teachers must be provided to all secondary and senior secondary schools for getting better results in the Annual ReportAnnual 2017–2018 board examination. Teachers need to be oriented in constructivist pedagogy and the use of ICT in teaching-learning which can promote quality learning at the school level. Low Performance of Students in Odia and Social Sciences in High School Certificate (HSC) Examination in Odisha: An Analysis The study analysed the reasons for low performance of students in HSC examination in social science and suggested measures or interventions for improving results in secondary and senior secondary schools. The data have been collected from 20 schools of Boudh, Ganjam and Mayurbhanj districts of Odisha. A self-developed questionnaire was used for the collection of data from

Research Studies 69 headmasters, teachers and students. The reasons for low performance were the lack of Odia reading materials such as Odia dictionary, magazines, Odia story books, and social science materials such as maps and globe, less use of activity-based teaching strategy and irregular attendance of students in Odia and social science classes. The study suggested to provide teaching-learning materials in Odia and social science to all schools and motivate teachers for using activity-based teaching strategy. Implementation of the RTE Act, 2009 in Jharkhand: A Status Study The study examined the level of awareness of stakeholders about the different provisions and status of implementation of the RTE Act, 2009 in Jharkhand. The survey method was adopted with a sample of 44 elementary schools selected from four districts of Jharkhand. The study findings indicate that the majority of stakeholders are not fully aware about the provisions of the RTE Act, 2009 like neighbourhood school, target group of children and working hours and days in the academic year, etc. The provisions for school infrastructure, teaching learning material, separate toilets for girls, training module or bridge course for out of school children, sufficient teachers and regular head teacher are not provided in elementary schools as per the RTE Act, 2009. Orientation programmes for stakeholders need to be organised to get cooperation for effective implementation of the Act. Minimum facilities and resources must be provided to the elementary schools for realisation of the goals of the Act. A Study on the Secondary School Mathematics Classrooms of Bhubaneswar The research was undertaken with the objective to study the secondary school mathematics classrooms of Bhubaneswar with respect to content, pedagogical strategies adopted, resource management, classroom management and assessment. Four CBSE affiliated schools from Bhubaneswar KV-1, KV-4,

NCERT Sainik School and D.M. School were selected for the study. The tools and techniques used for data collection were classroom observation, focus group discussions with students and interview with teachers. It is found that for many students mathematics does not make sense. This can be seen as a central cause for the fear of mathematics in children. Topics which do not make sense cause students to lose interest in the subject and develop what is commonly known as fear towards the subject. Fear of learning of the subject increases the resistance to the learning process. Students develop the habit of memorising formulae and facts merely to pass the examinations. The situation needs to be attended to. High achievement in mathematics based on examination marks may not reflect knowledge of basic concepts. The achievement of students in mathematics is low, though mathematics occupies a place of importance all over the country. Utilisation of Science Laboratory Resources by Secondary School Students and Teachers of D.M. School, Bhubaneswar A descriptive research has been undertaken to examine the accessibility and usability of laboratory resources of D.M. School by students and teachers. Thirty students from Class IX and five science teachers of the school were involved in the study. Checklists, focus group discussion with students, questionnaire to teachers were used to collect the data. It is found that the laboratory was used for conducting practicum in the stipulated period of

70 Annual Report 2017–18 practicum. However, the use was limited to verification of scientific concepts rather than as a tool for scientific inquiry. It is identified that more lab materials are required to give hands on-experiences in the lab to all students. Analysis of Errors in English Writing of Class VI Students of D.M. School, Bhubaneswar The study was conducted to analyse the errors in writing English made by students of VI standard of DM School, Bhubaneswar to examine the causes of these errors and suggest measures to improve upon the situation. A rubric was developed for identifying the learners’ errors in writing English. The errors related to wrong sentences and patterns, appropriate verb form, wrong agreement of subject and verb, spelling mistakes, punctuation problem, wrong use of capital and small letters, tense related mistakes were commonly found. In addition, in the case of composition — insufficient ideas, poor sequencing of ideas and wrong format in application, etc., were the errors identified. When errors were analysed with respect to ‘grammar’ — use of prefix and suffix, confusion of antonym with prefix and suffix were found. The sentence making, wrong patterns, meaningless sentences, wrong use of preposition, wrong tense and verb forms are also the errors found in their writing. The study findings will help the english teachers to plan the lesson with specific attention to the learners’ errors in writing. Digital Literacy among Teacher Trainees at the Secondary Level The objective of the study was to examine the level of digital literacy of teacher trainees and to study the process of using digital devices and applications for teaching-learning. Survey method was adopted with a sample of 170 trainees selected from three B.Ed. colleges affiliated to Utkal University, Odisha. The study findings show that majority of trainees are using computers, smartphones and laptops, etc; less than 50 per cent of trainees are comfortable with using word processer, graphic software, blog, twitter, linkedin, podcast and mobile learning applications; majority of the trainees have not done any online course and attended online seminar; 34 per cent of trainees never use PPT for teaching and majority of the trainees never communicated with students regarding lesson during internship. The study recommended for integrating digital technology across all papers of teacher education programmes and not as separate paper. The need for emphasising on the use of technology in pedagogy courses and internship programmes was also highlighted.

Science Laboratory Skills of Students with Disability at Secondary Level ReportAnnual 2017–2018 The study was undertaken to examine the science laboratory skills of SwD (Student with Disability) at the senior secondary level. In addition, the study analysed the perception of SwD and their teachers on development of science laboratory skills among SwD. The results point to the fact that students are interested to engage in laboratory activities with support from peers and teachers. Most of the students expressed their apprehension that they are incompetent due to their disability to perform laboratory experiments. There is an urgent need to explore the support that could be provided to SwD to engage in laboratory with confidence. Peer support is found to be the most economical resource that should be harvested to reap the best benefit.

Research Studies 71 Process of Implementation of Learning Outcomes — An Analysis The study was conducted to analyse the process of implementation of learning outcomes in D.M. School, Bhubaneswar with regard to the understanding of teachers on learning outcome indicators in social sciences and study the pedagogical interventions used by teachers to ensure achievement of learning outcomes in social science at the upper primary level. A questionnaire was developed for identifying variables relating to implementation of learning outcome. This was administered among the teachers teaching social sciences at the upper primary stage in the school. Pedagogical strategies followed by teachers in the classroom to achieve the outcomes were observed. Interaction with teachers and the headmaster was made to elicit information on difficulties involved in implementation of learning outcomes. The study findings show that teachers find learning outcome document a very useful one as it provides guidelines to teachers with regard to the expected level of learning of students at a certain level/grade. However, as students of this stage are exposed to three different branches of social sciences like history, geography and civics, teachers find it difficult to achieve expected competencies in the given time. New teachers having little exposure on teaching this subject require more understanding on the use of different pedagogical strategies to achieve learning outcomes.

Regional Institute of Education, Mysuru A Study on the Problems Encountered by the Teachers Teaching Tamil in Kerala State at Primary Level—Special Reference to Classroom Interaction The study was conducted with the objectives to identify specific classroom communication problems of tamil teachers working in Kerala schools and to

NCERT develop a package to enhance the communication skills among teachers and students. Survey method was used to identify the problems faced by the tamil teachers. Observation, questionnaires and interviews were used as tools and techniques. The study findings revealed that the diaglossic situation in tamil causes lot of problem both for the teachers as well as the students to teach and learn tamil respectively. Malayalam language has an impact and interference in the tamil spoken by the students. Teachers also have difficulty in teaching tamil to the students because of the students’ exposure to malayalam. The study suggested for conducting training programmes for the teachers on pronunciation, grammar and teaching methodologies with special reference to bilingual areas and also proposed for preparation of a monograph involving the errors committed by the students while speaking and writing tamil, which will help the teachers to rectify their teaching strategies. Art Education in the Secondary Schools of Southern India The study was conducted to analyse the teaching-learning process in the art education classes, to study the problems faced by art education teachers in teaching various art forms, to study the perceptions of the students and teachers about art education and the parental involvement in the teaching of art education in the secondary schools of South India. Using the triangulation approach, data was collected from diverse sources using observation schedule, questionnaire, personal interviews, focus group

72 Annual Report 2017–18 interviews and perception scales. The clientele included headmasters, teachers, students and parents of the state government schools and Kendriya Vidyalayas. Study findings revealed that there is a lack of proper art education materials in almost all the government schools. There is lack of proper infrastructure and dedicated art rooms in majority of government schools. Most of the government schools lack full time and dedicated art teachers. The professional development programmes for art teachers were found to be insufficient in both Kendriya Vidyalayas and government schools. There is lack of proper integration of Information and Communication Technology (ICT) in art education classes of the government schools. Limited resources are available in the kendriya vidyalayas which are insufficient for the conduct of art classes meaningfully. Majority of schools both in KVs and government schools do not have a proper curriculum prescribed by the NCERT or state boards that they follow. Performance arts like dance, drama, and music are given very less importance by both the government schools and Kendriya Vidyalayas. Majority of the parents are ignorant about the importance of art education and are not giving much importance to the art subjects. Students have limited awareness about selecting art as a subject of career. Students have low motivation towards arts and hardly a few show interest towards art education. Overall the study found that art subject is not getting its due importance in an ideal classroom.

North-East Regional Institute of Education, Umiam (Shillong) A Study of Factors Affecting Enrolment in the Government Schools at the Elementary Level in Tripura The main objective of the research was to study the factors contributing to gradual decrease in the enrolment rate in the government schools at the elementary level in Tripura. The main factor affecting enrolment in the government schools in Tripura was the parent’s preference for english medium private schools and schools which have classes from pre-primary to Class X/XII. It was found out that many government schools have Classes I to VIII only. In rural areas, parents sent their children to schools because of the mid-day meal. Other problems in the schools include irregularity of the teachers, less number of teachers where head teacher or teachers have to be engaged in all the official works, since there is no Group D or peon or clerk in some of these government schools. Communication was one of the main problems that students were facing and the school authorities did not provide any transportation facilities to the students. They have to walk many kilometres to reach the school. Early marriages were very common and the girls got married when they reached ReportAnnual 2017–2018 Class VII or VIII. After getting married, they discontinued their studies. Documentation of Sign Language for School Education in the North-East Region The two year research-cum-documentation was initiated in January 2017. Data have been collected from sign language native signers from the state of Meghalaya. Approximately, 2000 words have been recorded and documented in the software programme North-East Sign Language (NESL): Sign Bank which will be hosted in the NERIE official website for wider access to teachers. The NESL Sign Bank has also received a jury appreciation award in the 22nd

Research Studies 73 All India Children’s Audio-Visual Festival and ICT Mela held at Bhopal in February 2018. A Study of Functioning of School Management Committees (SMCs) in the Elementary Schools of Ri-Bhoi and West Jaintia Hills District of Meghalaya The research was conducted with the objectives to study the functioning of SMCs and to study the problems faced by members of SMCs in discharging their roles/responsibilities. The tools used for the study were interview schedule for the head of schools, interview schedule for SMCs members, interview schedule for the parents and a questionnaire for state functionaries. The sample of the study consisted of six schools from Ri-Bhoi and West Jaintia Hills District, Meghalaya. The major findings of the study were that most of the members of SMC did not know of the role and functions of SMCs. The performances of the SMCs were poor and the schools did not conduct regular SMC meetings. A Study of the Perception and Attitude of Community Members and Educational Stakeholders on Mother Tongue Education in the North- East India The research was conducted to study the attitude and perception of the community members on mother tongue education and to ascertain the views of community members on their status vis-à-vis language education. The communities viz., Ao, Angami, Sumi, Rengma, Lotha, Chokri and Kheza from Nagaland; Bodo, Karbi, Mishing, Bishnupriya Manipuri from Assam; Hmar, Kom, Mao, Mizo, Paite, Rongmei, Tangkhul, Thadou-Kuki, Vaiphei, Zou from Meghalaya and Khasi and Garo language from Meghalaya were included in the study. The study reveals that the implementation of the mother tongue education programmes in the region is problematic as the number of

NCERT languages is more. The students are bound to learn regional languages or the language used as medium of instruction in school for job opportunities and higher studies.

74 Annual Report 2017–18 on on stage, brochure modules onpromotinginclusiveeducationatthesecondary educational rightsofchildrenwith special needsfrequentlyaskedquestions, including children with Visual Impairments (VI) in science laboratory activities, books in mathematics, science at the upper primary stage, guidelines for tactile education, in inclusion the on Committee Management School the for on digitalliteracyande-learning. training needsanalysis, for qualityscienceeducation, for KRPs ofJharkhand Technological PedagogicalContentKnowledge(TPCK)inscience,manualfor for teachereducatorsongenderequalityandempowermentinhindi, the Urdulanguagekit. the development of a ‘Hamare TumhareAfsane ’. Duringtheyear, Council wasalsoinvolvedin materials from otherIndianlanguagesandanthologyofUrdushortstories Module Veergatha Educators, Women Saint Poets of India: Exemplar Material supplementary readersonWomenof North-East India: Making aDifference secondary stageforinclusiveclassroom. case studiesandactivities in teaching-learningofeconomicsatthesenior TGTs in social hindi andaudio-videomaterialsonexperiments/activitiesinscience. on cultureoftheNorth-EasternStates,multimedia in chemistry, physics and environmental studies (evs), languages, arts, teacher educationcurriculum, It wasalsoinvolvedinthedevelopmentofe-resourcesscience,mathematics, geography andeconomicsexemplarbridgecourseforoutofschoolchildren. accountancy, in MOOCs projects, mapping local proficiency, language hindi, courses oncurriculum design, environmental studies, teaching of science, the year under report, the Council has been involved in the development of handbooks, training packages, manuals, supplementary readers, kits, etc. In of the NCERT. These include development of audio-visual materials, textbooks, areas of school andteachereducationareundertakenbyvariousconstituents Developmental programmesthatenhancetheteaching-learningprocessinall 4. DevelopmentActivities understanding Barkhaa In theareaofinclusiveeducation,Councilhasdevelopedamanual The Councilin2017–18,hasbeeninvolved inthedevelopmentof The Council has developed training packages and resource materials for — India: UnityinCulturalDiversity,anthologyHindiofliterary Stories of Paramveer Chakra Awardees(Hindi),NationalIntegration Stories ofParamveerChakra India: IndependenceandAfter, — A ReadingSeries for All and videos and manualonthe use of

sciences, reaching adolescents at the upper primary stage, science through science kit for joyful learning, activities, Human RightsforSchoolTeachers, games and toysandryout of

for Teachers andTeacher geography kit, handbook ,

Annual Report 2017–2018 Department of Curriculum Studies Certificate Course on Curriculum Design The course structure for the certificate course and the nature of experiences to be offered for better preparation for updating curricula as and when need arises have been outlined. The course structure is planned to offer a comprehensive coverage of themes and provide Experts putting in their views during the workshop for the rigorous hand-on experiences. development of Certificate Course on Curriculum Design The course is comprised of four inter-related curricular areas — i) Understanding Curriculum Design, ii) Development of Curriculum Framework in India, iii) Planning, Designing and Developing Curriculum, iv) Curriculum Implementation, Management and Evaluation. All the modules include the units and activities and projects along with theoretical inputs from curricular perspective.

Department of Education in Science and Mathematics Tactile Books in Mathematics The tactile book of mathematics textbooks at the upper primary stage that will supplement the already developed Braille books is being prepared. The Tactile Book in Mathematics for Class VI has been developed. This tactile book includes tactile diagrams which give similar kind of experiences to visually impaired students as sighted students get. NCERT Tactile Kit in Science at the Upper Primary Stage In order to achieve the goal of inclusive education, the Council is in the process of designing and development of a tactile kit in science. The tactile kit will help the visually impaired children to perform activities and understand the concepts of science better. This may encourage them to pursue a career in science. In the year 2017–18, the textbooks of Classes VI, VII and VIII have been analysed and around 50 Experts interacting in the process towards development of Tactile Kit in Science at upper activities have been identified. These primary stage activities have been modified for the visually impaired (VI) and low sighted children. Some of the modified activities have been tried out with the visually impaired students. For the development of the tactile kit, various innovative and improvised items have been designed. e-Resources in Science at the Upper Primary Stage In order to augment the teaching-learning process, the demand for additional resources, including e-Resources is increasing. e-Resources corresponding to

76 Annual Report 2017–18 the curriculum in science at the upper primary stage have been developed. Total 139 resources have been developed which include interactive video graphics (such as video with embedded text and questions), animations infograms audio programmes (such as science songs), video programmes, puzzles, science cartoons, interactive questionnaire, etc., based on the concepts in science Experts in the process of developing at the upper primary stage. The focus e-Resources in science at the upper has also been given to cater to the primary stage needs of Children With Special Needs (CWSN) such as the resources exclusively for children with hearing impairment by incorporating sign language. e-Resources in Mathematics at the Upper Primary Stage e-Resources corresponding to the curriculum in mathematics at the upper primary stage have been developed. A total of 355 interactive e-Resources that are expected to help the learners as well as teachers in better understanding and visualisation of mathematical concepts have been developed. The e-Resources include interactive videos explaining geometric principles using animation and audio Resource persons developing the e-Resources explanation, GeoGebra applets, their in science for secondary stage screen-cast videos, interactive quizzes developed using H5P tool, mind maps and various other type of contents. These are expected to help the learners in better understanding the underlying concepts, particularly in situations where availability and reach of teachers are limited. e-Resources in Science for Secondary Stage The e-Resources in science for secondary stage were developed and submitted for uploading on NROER. The e-Resources include images, info-graphics and many types of interactive material such as puzzles, quizzes and videos. These ReportAnnual 2017–2018 e-Resources have been developed for the students and teachers, for use in classrooms and elsewhere. e-Resources in Physics for the Higher Secondary Stage Ninety-two e-Resources in physics have been developed and submitted for uploading on the NROER. These resources cover different topics from the physics curriculum of the higher secondary stage and include course-work, animations, description of scientific instruments, biographies of scientists and posters on selected topics. It is expected that teachers as well as students can make use of these resources in classrooms or elsewhere.

Development Activities 77 e-Resources in Chemistry at the Higher Secondary Stage In order to strengthen the teaching-learning process, there is a need for the development of additional resources, including e-Resources at the higher secondary stage. The e-Resources in chemistry have been developed and submitted for uploading on the NROER, www.nroer.gov.in. These resources include concept maps, biographies, evaluation questions, etc. e-Resources in Biology at the Higher Secondary stage A total of 71 e-Resources in the subject area of biology have been developed in different formats, i.e., mind maps and modules. Modules developed on different concepts are expected not only to provide the learners and other stakeholders for self learning but the same can also be used for online courses Experts developing e-Resources in biology at higher secondary stage including MOOCs. e-Resources in Mathematics at the Higher Secondary Stage A total of 205 interactive e-Resources corresponding to the curriculum in mathematics at the higher secondary stage that are expected to help the learners as well as teachers in learning the mathematical concepts have been developed. The e-Resources include interactive videos explaining geometric principles using animation, GeoGebra applets, Development of e-Resources in their screencast videos, interactive quizzes mathematics at secondary stage is NCERT developed using H5P tool, etc. in progress Handbook on Understanding Science through Activities, Games, and Toys at the Upper Primary and Secondary Stages A sample kit based on handbook at upper primary stage which contains teachers’ and students’ instructional cards and the material for the game/toy/ fun activity have been developed. The kit is inclusive in nature as the provision has been made to take care, the needs of children with special needs either in the form of instructions or by putting some material for such children. The instructions are written in Braille also. Audio-Video materials on Experiments/Activities in Science at the Secondary Stage Audio-video materials based on the laboratory manual in science at the secondary stage have been developed in view of the difficulties faced by the practising teachers during the teaching–learning process. Around 57 experiments/activities have been developed in science at the secondary stage. The audio-video materials will facilitate the students and teachers in carrying out the experiments and supplement hands-on activities. These materials are available on the NCERT Official YouTube Channel and Swayam Prabha platform.

78 Annual Report 2017–18 Online Course in Teaching of Science at the Upper Primary Stage A MOOC titled ‘Teaching of Science at the Upper Primary Stage’ have been developed. Its purpose is to help in the professional development of in-service teachers teaching science at the upper primary stage. The course can be accessed at www.ncert.in. The course contents are supported by multimedia- based interactive course materials. The course follows four quadrant approaches in an integrated manner, consisting of MCQs, drag-and-drops, fill-in-the-gaps, image mapping, open ended response box, pop-ups, etc. There are a total of 40 modules covering science education, physics, chemistry and biology. This online course has been piloted with a selected group of in-service teachers from various States and UTs and the results are really encouraging. In 2018–19, the course will be launched and it will be one year diploma course for teachers teaching science at the upper primary stage.

Department of Education of Groups with Special Needs Inclusion in Education: A Manual for School Management Committee The purpose of the manual is to create awareness on the roles and responsibilities of the members of SMCs and to strengthen the SMCs and its members in implementing inclusive policy of education. The manual has eight chapters. The first chapter deals with the introductory part of school management and inclusion in education. The constitution of SMC and roles and duties of its members have been described in the second chapter. The third chapter explains the significance of preschool education and inclusion during early years. The fourth chapter emphasises on the education of children with disabilities and barrier free schooling. Different issues and concerns related to the education of children belonging to the socially disadvantaged groups have been discussed in the fifth chapter. The sixth chapter sensitises towards gender and girls’ education, while the issues related to adolescents have been dealt out in the seventh chapter. The eighth chapter attempts to prepare the SMC for dealing with disaster and conflicts in and around the school. Guidelines for including Children with Visual Impairments (CWVI) in Science Laboratory Activities The project was initiated with the objective to develop reference material in the form of guidelines, with the purpose of empowering the regular science teachers for including

CwVI, in teaching-learning of science ReportAnnual 2017–2018 in inclusive education settings, both in and outside classrooms. The guidelines, ‘Science beyond sight: source book for inclusion’ comprises of eight chapters viz., understanding inclusion, understanding Resource persons developing guidelines for CwVI, inclusive science pedagogy, making including children with Visual Impairments practical work inclusive, safety concerns (VI) in science laboratory activities and risk assessment, and inclusive evaluation. As part of the development process the draft handbook was shared with regular science teachers teaching in the KV’s. Regular science teachers opined that the activites and suggestions

Development Activities 79 given in the source book for including CwVI in science classroom are easy to implement and may not disturb the flow of the regular teaching-learning in the science classroom and laboratories. Educational Rights of Children with Special Needs — Frequently Asked Questions A book on the educational rights of children with special needs has been developed with a particular focus on the rights of disadvantaged children from the weaker sections of society and children with special needs. It aims to demystify and dejargonise the Right to Education Act, 2009 and help the teacher-educators, teachers and all others implement the provisions. It covers all major aspects of the RTE Act including relevant sections, clauses, amendments, rules and guidelines. The eight chapters in the book follow the thematic sequence of the RTE Act itself. Each chapter begins in a novel way, using voices of characters with subtle messages that are in tune with the content. It is hoped that the readers will identify with these messages and be inquisitive to learn more. The messages are followed by an introductory aim in each chapter that briefs the issues covered within. Along with the answers to the success stories incorporated within the text to better understand the provisions of the RTE Act, the book also uses illustrations and graphics liberally to convey information for ready reference. Modules on Promoting Inclusive Education at the Secondary Stage The training material consists of seven units focussing on adolescents with disability. The emphasis is on retaining children with special needs who have completed elementary education and promoting their schooling and higher education. The seven units in the module have distinct pictorial dividers. The units focus on the academic, physical, psychological and social concerns of NCERT adolescents, especially those with special needs. These modules aim to help to understand the concept of inclusive education, the existing policy and legal provisions and the needs of adolescent learners with disabilities. The thrust of the modules is on understanding adolescents with spectrum autism disability, specific learning disabilities and intellectual disabilities and those with hearing and locomotor impairments at the secondary level. Tips and suggestions are included along with discussions on appropriate pedagogy, adaptations and necessary accommodations. The modules can be used by teacher-educators during training programmes and by teachers, parents and all those working with adolescent with special needs in inclusive settings. Brochure on Minority Education: Policies, Programmes and Schemes of Government of India A brochure on Minority Education: Policies, programmes and schemes of Government of India (GOI) has been developed to create awareness among the varied stakeholders about the major policies, programmes and schemes of the GOI. It has been developed in hindi and english. This awareness material is a stem in the direction of promoting quality education of children belonging to the minority groups. It is meant to build awareness on the various educational schemes and scholarships of GOI at the school and higher educational levels for children/persons belonging to minority groups.

80 Annual Report 2017–18 Education of Minorities — Policies, Programmes and Schemes Frequently Asked Questions A booklet on Education of minorities — policies, programmes and schemes Frequently Asked Questions has been developed in english, hindi and urdu. The urdu version has been published. The booklet is meant to build awareness on the various educational schemes and scholarships of Government of India available at the different levels of school and higher education for children/ persons belonging to minority communities. It is a comprehensive document written in a simple question and answer format so as to make it easily accessible to all stakeholders. While delineating the questions, the major thrust was on educational schemes and scholarships of GOI. An attempt has been made to answer questions by using the existing sources of information thereby maintaining uniformity. The reader also finds information about Constitutional safeguards for the minorities, programmes and initiatives and how to avail them. The annexures are also a pool of crucial information that is often difficult to obtain. The content is an output of intensive research, discussions and workshops. Brochure on Barkhaa—A Reading Series for All A brochure in hindi and english has been developed to build an awareness about Barkhaa — A Reading Series for All. It provides an overview of the exemplar inclusive learning material designed to promote reading for all children during the early years. It highlights the additional features that stimulate reading in inclusive settings in both the print and digital forms of the series.

Department of Elementary Education Online Certificate Course in Environmental Studies (EVS) for Primary Teachers The programme is intended to help the primary teachers to understand the objectives and pedagogy of EVS teaching learning. The online certificate course for teachers teaching EVS at the primary level contains modules, assessment exercises/assignments and audio/video resources. The scripts for the videos in the modules have also been developed. Two scripts have been digitalised as videos. e-Content in Teaching Learning in Environmental Studies (EVS) at the Primary Level The programme was aimed at developing e-content in EVS for students at Annual ReportAnnual 2017–2018 the primary level. The activities are additional teaching-learning resource for children, which may be used by the teachers and parents to help children go beyond the textbooks and learn in a joyful manner. These activities are resources that will engage children both hands-on and minds-on and to be active learners. Under the programme, the storyboards are being digitalised. Guidelines on Continuous and Comprehensive Evaluation In view of the RTE norms, and being the academic authority for KVs and for the UTs without legislatures, the NCERT was asked to develop guidelines on CCE. Accordingly, a draft Guidelines on Continuous and Comprehensive Evaluation has been developed and uploaded for comments.

Development Activities 81 Exemplar Bridge Course for Out of School Children The exemplar bridge course is being developed at four levels. Module I is a readiness module which offers activities for matching, sorting, classification, grouping, etc. The activities are hands-on and therefore children will enjoy doing the activities before they start the actual lessons. Module II is aligned to the learning outcomes of Classes I and II. The subjects covered are english, hindi and mathematics. Module III is aligned to the learning outcomes of Classes III to V. The subjects covered are english, hindi, mathematics and environmental studies and Module IV is aligned to the learning outcomes of Classes VI to VIII. The subjects covered are english, hindi, mathematics, science and social science. For each subject, three competency levels have been indentified — (i) basic level, (ii) intermediate level, (iii) grade appropriate level. Every subject has a diagnostic test in the beginning, which will decide the competency level of the students. The books for readiness and level I – english, hindi and mathematics have been field tested and are ready for publication. Compendium on the Latest Initiatives and Pedagogical Practices in ECE Various initiatives have been taken by the states for providing pre-primary education to children. Different pedagogical approaches like Montessori, Reggio, play way, activity-based teaching, etc., are being practised in the field. There is a need to explore and document different pedagogies, practices, teacher training and parent education interventions in ECE to popularise the best practices and to identify the different type of interventions needed in the field. Therefore, a compendium on the latest initiatives in pedagogy and practices in ECE has been developed with the objectives to explore and document the latest initiatives in the area of ECE, to compile the best practices in the pedagogy and practices in ECE and to know the status of ECE in different states.

NCERT Preschool Curriculum and Guidelines The preschool curriculum has been developed for two years of preschool education before Class I. The curriculum highlights the need and significance of the preschool years and outlines the vision, aim and key objectives. The goals, key concepts/skills, pedagogical processes and early learning outcomes have been defined in a progressive manner for preschool stage I and II. It also suggests ways of planning a preschool Resource persons preparing teaching learning programme, classroom organisation materials for model preschool curriculum and guidelines and management, assessment tools/ techniques, building partnership with parents and community and supporting children’s transition to primary grades. The guidelines for preschool education outlines the parameters for infrastructure, qualifications and salary of preschool staff, admission procedures, records and registers, monitoring and supervision, importance of coordination and convergence with community and parents for running a quality preschool programme.

82 Annual Report 2017–18 Preschool curriculum for two years preschool, and guidelines for its effective implementation and ensuring quality has been developed and are under circulation for comments. Learning Outcomes for Classes I to VIII Learning outcomes have been developed for classes I–VIII. This was followed by the development of posters and brochures to ensure that the awareness about children’s learning reaches not just the teachers but also parents and caregivers. In addition, regional workshops were organised across the country to orient the teacher-educators in SCERTs and DIETs. Similar workshops were organised for Navodaya Vidyalayas. Two related activities were the development of test items in alignment with the learning outcomes for the National Achievement Survey (NAS) and review of the NCERT textbooks of hindi for classes I–V from the point of view of the learning outcomes.

Dissemination of learning outcomes for classes I to VIII

Review of the NCERT EVS Textbooks at the Primary Level The EVS textbooks of the NCERT for the Classes III–V were reviewed in the light of the comments/suggestions received from teachers, parents, community and the queries that are received from time to time. Besides, the books were reviewed in the light of the changes in database due to the policies, programmes and other interventions at the national level. These changes have been incorporated in english, hindi and urdu versions of the EVS textbooks. Review of the EVS Textbooks from Private Publishers and Other Agencies The EVS textbooks pertaining to Classes I–V from private publishers such as Oxford, Ratnasagar, etc., were reviewed for the accuracy of the content and the approach employed in developing the textbooks, and the reports were sent to the MHRD. The EVS textbooks from Jammu and Kashmir were also reviewed and the report was shared with the state. The textbooks from Surya Foundation ReportAnnual 2017–2018 were analysed for the content, age appropriateness and the pedagogical aspects, and for their alignment with the NCF 2005. The supplementary material on Food and Nutrition from FSSAI, Ministry of Health was analysed and the report of the review was sent. The material on waste management from the organisation WasteLess, Auroville was also reviewed for content and age appropriateness and the report was shared with the MHRD and the concerned organisation. The Learning Outcomes in EVS and Science from the States/UTs of Delhi, Haryana, Bihar were reviewed in the workshops organised by the SCERTs of the States of Delhi on 7–8 February 2018, Haryana on 27–28 September 2018 and Bihar on 8–9 June 2017.

Development Activities 83 Firkee Bachchon Ki — Magazine for Young Readers The ninth issue of Firkee Bachhon ki, a bilingual magazine in hindi and english for young readers has been brought out under the Early Literacy Programme. The issue offers simple art activities to children. The magazine carries its usual fare of picture stories, rhymes in english, play songs and poems.

Department of Education in Languages e-Content Materials in Languages e-Content materials in all the four languages were developed in the form of audio, audio-video and text based multimedia materials based on textbooks as well as independent of the textbooks to enhance the language proficiency of learners. Two series of audio programmes Stories Tell Many a Thing and Come on and Let’s Dialogue were produced for the primary classes. The first programme uses storytelling Experts interacting during the development of as a strategy for promoting language e-content materials in languages learning while the second one exposes learners to short dialogues and language chunks in real life contexts to introduce and initiate learners to use the english language. Classroom videos for learners on listening and writing have also been produced besides discussion videos on language education. Interactive discussions on SWAYAMPRABHA channel also highlight the ways and means of supporting effective language teaching-learning in school. NCERT e-Content is being developed to provide quality and relevant materials to learners who can access it on their own even while living in remote areas. Seventy-five items based on the textbooks developed by the NCERT for Classes IX to XII have been developed. The major themes covered were poetry, recitation, biographical sketches of the poets, explanation of selected stanzas of poems and messages which the poets convey through their poems. Online Course for Professional Development of Teachers in Hindi The course has been developed for teachers teaching hindi as a second language at the upper primary stage. The objective of developing the online course is to disseminate e-Contents to a large number of teachers. The course has been developed based on the principles of second language pedagogy, materials, textbooks, assessment patterns and other resources. The course material Experts engaged in the development of is in the process of finalisation. A e-content in hindi team of experts have deliberated and contributed in developing user-friendly course which will relate to the concerns

84 Annual Report 2017–18 and issues of classroom transactions and avenues of professional development of the teachers. Online Professional Development Course on Language Proficiency in Hindi at the Secondary Stage (L1) The objective of the programme is to develop the proficiency of hindi language teachers at the secondary stage and to apprise them of avenues of professional growth. The themes are based on the vision of language education as envisaged in NCF 2005. The focus has been on what to teach and how to teach learners at the secondary stage. The online course highlights the role of literature in language education, appreciation of poetry and varied genres of literature, creative writing, composition and teaching-learning of aspects of grammar. The course will emphasise on developing language skills and proficiency. Anthology in Hindi of Literary Materials from Other Indian Languages The anthology, an additional material for reading and enhancing language skills is developed for the learners at the secondary stage. The stories have been collected in the languages mentioned in the VIII Schedule of the Constitution. The translated versions in hindi have been selected by a team of experts who have kept the parameters of language learning and interests of learners in mind while selecting the stories. The themes like unity, justice, social harmony, cleanliness, migration, use of ICT, human values, girl child education, etc., are contemporary and learners will be able to understand and respond. The focus has been to develop and enhance the reading habits of the learners. Workbook in English for Class IX The workbook in english has been developed for Class IX. This will be part of the package of textbook and supplementary reader in english for Class IX. The workbook is based on the contexts of the textbooks. This has been done to develop linkages to facilitate comprehension and learning contextualised exercises for enhancing language skills. The workbook will give opportunities for independent learning. The themes like environment, science and technology, peace and inclusion are contemporary and based on the vision of English language learning as stated in NCF 2005. Workbook in Sanskrit for Class IX The workbook Abhyasavan Bhava has been developed for developing language skills in Sanskrit among learners. The focus has been on grammar and composition skills in sanskrit such as writing letter, essay, narration, dialogue, etc. A glossary has also been provided for meaningful usage of sanskrit Annual ReportAnnual 2017–2018 language. The book has been developed for the learners at the secondary stage. Review of Language Textbooks and Supplementary Materials The English textbooks developed by the NCERT from Class I to XII have been reviewed. The criteria of review has been based on the principles of language teaching and learning as envisaged in NCF 2005. The books have been reviewed as per the criteria and updated for reprint edition. Some of the immediate concerns and developments like Beti Bachao Beti Padhao, Demonetisation, Swachh Bharat Campaign and Digital India were incorporated in the books. Modifications were also made in the textbooks and supplementary materials available on the NCERT website.

Development Activities 85 Tryout of the Urdu Language Kit Developed for Primary Stage A prototype urdu language kit which contains 19 types of items such as stories, word games, Braille chart, word titles, urdu riddles and alphabet cards, skill game and anagram, etc., have been developed which can be used for performing activities for Class I and II. A manual for the use of kit has also been developed. A five-day orientation programme was organised to take the feedback from the practising teachers about the urdu language kit. The participants were provided with both rationale and empirical questionnaires along with the kit so that they could come out with their views about the kit while using in classroom. The findings have shown that most of the teachers found the kit to be useful for developing language skills among learners. Veergatha Stories of Paramveer Chakra Awardees (Hindi) Veergatha Stories in Hindi depicts the life of brave soldiers and officers of the Indian Army who have been awarded with the highest honour — the Paramveer Chakra. The stories of the battles they fought are narrated to inspire and create interest of the children in understanding and admiring the bravery of our bravehearts who laid down their lives for the country. The stories of the war also carry the message that wars are wasteful and must be avoided at all costs for the sake of peace and prosperity. The book has already been brought out in english. Bhartiya Bhashaon Mein Ekatmakta Dictionary of Indian Languages The objectives of the programme were to identify and select the words in Hindi first, and to find out inter-related words in Sanskrit, Punjabi, Urdu, Bengali, Oria, Marathi, Telugu and Malayalam. The root words have been analysed and a dictionary of Indian languages is drafted. In the second phase of the programme, Sant Sahitya has been identified from the textual materials and NCERT a dictionary is being drafted based on it. This work will bring out linkages at three levels from standard language to connect it with Sant Sahitya and then to the local languages such as Braj, Avadhi, Maithili, Chhatisgarhi, etc. Anthology of Urdu Short Story ‘Hamare Tumhare Afsane’ The book has been developed for the secondary and senior secondary stages. There are 20 short stories in the anthology. The stories revolve around the two World Wars and the period from 1857 to 1947. The book covers the writings of major Indian writers like Premchand, Upendra Nath Ashq, Saadat Hasan Manto, Bhishm Sahani, etc., in Urdu, and a few stories have also been translated into Urdu. The book is meant for enhancing the reading habits of children and developing an understanding of the literary genre. Urdu Pedagogy of Language Part II The book developed on urdu pedagogy of language is titled ‘Urdu Zaban ki Tadrees’ and is meant for urdu teachers at the elementary stage. The book has been developed with the objectives to apprise urdu teachers with the emerging trends in the area of language teaching and learning which would bring quality changes in classroom transactions and assessment. The book covers major areas like the objectives of teaching and lesson planning, teaching-learning resources, problems and remedies of teaching and learning, assessment and evaluation and important literary genres.

86 Annual Report 2017–18 Department of Education in Social Sciences e-Contents and Development of Modules for MOOCs Modules for MOOCs in different social science subjects have been developed. MOOCs on commerce, economics and geography are already running and the data shows a high rate of enrolment of teachers. e-Contents in economics for the learners at the secondary and higher secondary stage have been developed. The topics/concepts have been identified in consultation with teachers and subject experts. e-Contents were developed with the help of teachers and graphic designers. The audio and video recordings were also done in collaboration with the CIET. The self-learning materials will enable learners to analyse critically various topics in economics, and can also be used in orientation programmes for PGTs in economics. Women of North-East India: Making a Difference It is a compilation of the life and work of some of the selected women in the states of north east of India, who worked hard in their chosen fields of profession, and made lasting impacts in their society. It presents to the children the diversity of regional talent in India and the multi-cultural character of the process of nation building. This is a supplementary reader developed for school students with a view to serve as a motivational material for young learners, especially girls, in order to encourage them to pursue their dreams without getting daunted by the multiple disadvantages of gender, class and region. Women Saint Poets of India: Exemplar Material for Teachers and Teacher Educators This material introduces women saint poets of India, examine the manner in the way they are mentioned in our textual materials and highlight messages from their works. The project includes development of a tool kit on education and empowerment of girls and women. Biographies of 10 women saint poets have been included in the tool kit along with the messages that focus on social harmony. Textbook of the NCERT and some States at the elementary stage have been analysed from the perspective of their reflection in content and visuals. India: Independence and After This book is a compilation of the major events and processes that shaped India’s freedom movement, its independence and process of reconstruction and development. It contains materials which can motivate youngsters and give them an insight into India’s recent past and the sacrifices and efforts made by people to make India independent and a strong modern nation today. The book seeks to provide young learners with glimpses of the freedom movement ReportAnnual 2017–2018 from 1857, and the process of reconstruction and development of society and economy since 1947. The book has two sections — the first section covers the period 1857 to 1947, and the second section covers the period from 1947 till date. Capacity Building Programme for TGTs in Social Sciences Working in Schools Run by Schedule Caste and Schedule Tribe Welfare Department of Rajasthan: Training Package The objective of this material is to improve the quality of teaching-learning of social sciences by establishing linkage of the content with pedagogy, sensitise learners on social issues, particularly related to gender and the marginalised

Development Activities 87 sections of the population. The package includes 10 modules in four disciplines like history, geography, political science and economics. In addition, there is discussion on the relevance of the training programme for the marginalised section of the population. The package will be useful in sensitising the subject teachers about the importance of activity-based teaching learning process in ensuring equity in the society. Supplementary Reader on Human Rights for School Teachers This material intends to help school teachers by giving a brief account of the issues related to human rights in India. The reader contains a basic understanding of the human rights concept, its origin, historical development, the UN Charter on Human Rights, its application in civil rights movement in various countries with examples and illustrations, debate on the politics around the conceptual usage, etc. The objective of this reader is to raise awareness about the subject among the teachers and clarify common doubts so that they can help children to develop sensitivity in an integrated manner while teaching various subjects or themes. This way it would be taught without adding a curricular burden on the students. Apart from teachers, it will also be useful for the common readers interested in the subject.

Department of Education in Arts and Aesthetics Online Course on Local Mapping Projects for Schools A four-week online course on ‘Local Mapping Projects for Schools’ for secondary teachers to map tangible and intangible culture and traditions of their neighbourhood has been developed. Though the course is for teachers, who will be mentors, they will carry out the projects of documenting the cultural aspects of their local areas on a timeline with groups of students. There are four components which are covered during the course; built heritage, people NCERT and personalities, cultural aspects and nature and environment. Each of the sessions per week is supported with multimedia and there are tasks mentioned in each of the sessions. There is a suggestive methodology for all the sessions. The course looks forward to develop a set of skills of ICT and the inter-disciplinary approach among the teachers and the students. e-Content in Arts e-Content material has been developed in different areas of visual and performing arts till the secondary level of school education. Some of the material developed are concept of drawing and sketching based on straight line to rhythmic in nature, human body, historical monuments, etc.; Indian miniature paintings, Indian folk theatre forms like nautanki, bhand pather, tamasha, etc., dhvani, nature and dance, storytelling through dance, nava rasa, quiz on avanddha vadya, folk music forms in different states, etc.

Department of Gender Studies Translation of the Training Material for Teacher-Educators on Gender Equality and Empowerment (Volume: I, II and III) in Hindi A training material for teacher-educators on Gender Equality and Empowerment in three volumes has been published in English. The material is used in the capacity building programmes. Since a number of States prefer the document in Hindi and during the programmes organised also this need was felt, the

88 Annual Report 2017–18 material was translated into hindi. The content of the previously published three volumes were revised and updated before undertaking the translation work.

Educational Survey Division Videos and Manual on the use of Case Studies and Activities in Teaching Learning of Economics at the Senior Secondary Stage for Inclusive Classroom A comprehensive package for teachers on selected topics in economics for the senior secondary stage with focus on students with Visual Impairment (VI) and Hearing Impairment (HI) in inclusive settings has been developed. This package aims to facilitate understanding amongst teachers to teach economics at the senior secondary stage to all students including VI and HI, and create enabling conditions for students with VI and HI to opt for economics at the senior secondary stage through building confidence and competence of teachers. The package contains videos demonstrating classroom processes, manual and tactile diagrams. In videos, a few exemplar methodologies like teaching through case study, mini seminar, auctioning out event have been demonstrated. The manual provides a detailed process for using activities and tips for inclusion of students with VI and HI. Supplementary material in the form of tactile diagrams as used in videos also has been developed to facilitate the students and teachers. All the materials have been tried out with teachers and students of Navodaya Vidyalaya, Kendriya Vidyalaya and government schools of five States, i.e., Haryana, Uttar Pradesh, Uttrakhand, Delhi, and Himachal Pradesh at the senior secondary stage.

Division of Educational Kits Joyful Learning of Science Kit for the Upper Primary Stage Based on various themes like how things work, the world of living, materials, etc., identified from different areas of science at the upper primary stage, a prototype joyful learning of science kits has been developed. The kit can be used for joyful learning of the concepts of science at the upper primary stage. Geography Kit for the Upper Primary and Secondary Stage Based on various themes identified from different areas of geography at the upper primary and secondary stages, a prototype geography kit for the upper primary and secondary stages was developed. The kit items were also tried out in schools and the modifications/amendments as suggested are being

incorporated in the geography kit. The kit will be useful for joyful learning of ReportAnnual 2017–2018 the concepts of geography at the upper primary and secondary stages.

Try-out session of prototype geography kit

Development Activities 89 Library and Documentation Division Manual Library Management: A Manual for SCERT/SIE, DIET and School Librarians The manual is meant for librarians/teacher in-charge of schools, DIETs and SCERTs. The modules of the manual were tried out in the training programme participated by the SCERT/SIE, DIET and school librarians. The feedbacks were also collected from the DAB members besides the stakeholders. Accordingly, the manual is being finalised. The contents of the manual are presented and organised in a well understandable manner so as to be used by any school librarian.

International Relations Division National Integration Module — India: Unity in Cultural Diversity A national integration module, India: Unity in Cultural Diversity, assigned by the Department of Higher Education, MHRD to the NCERT under the Ek Bharat Shreshtha Bharat initiative of the Government has been developed. This contains physiographical, historical and cultural profiles all the 36 States and Union Territories of India along with an introduction that encapsulates the underlying unity amidst cultural diversity. The module will be useful in (a) maintaining the fabric of traditionally existing emotional bonds between the people of our country; (b) strengthening the spirit of natural integration through year-long planned engagements between pairs of States and Union Territories; and (c) showcasing the rich culture and heritage of each State and Union Territory to enable people to understand and appreciate the diversity that is India.

NCERT RMSA Project Cell Training package for In-service Teachers on Technological pedagogical content knowledge (TPCK) in Science for the secondary level Technological Pedagogical Content Knowledge (TPCK) is a framework that tries to identify the nature of knowledge required by the teachers to focus on teaching effectively with technology. A training package which would help the in-service teachers acquire skills of integration of technology, pedagogy and content in teaching science is being developed. The package includes modules on content knowledge, pedagogical knowledge, technological knowledge and integration all the three in the classroom teaching. Every module has an overview, objectives, procedure, activities, additional resources, assessment, handouts and a power point presentation. The main objective of the package is to design and develop lesson plans-based on TPCK in science. Manual for Training needs analysis for the conduct of in-service teacher training programmes Research carried out by the Council and others indicated that there is no scientific and systematic mechanism to analyse the training needs of in-service teachers. Hence, a manual for training needs, assessment and analysis for the conduct of in-service teacher training programmes was proposed to be developed. Inputs were collected from state representatives engaged in carrying out in-service teacher training programmes, state coordinators from various

90 Annual Report 2017–18 Regional Institutes of Education and other experts. In the light of responses and research findings, the outline and the contents of the manual were drafted. The draft manual with exemplar tools has been developed which will be finalised after the tryout.

Participants of the workshop for the development of manual for training needs analysis for the conduct of in-service teacher training programmes

Central Institute of Educational Technology ICT Curriculum for Teachers and Teacher Educators ICT in Education Curriculum is a step towards realising the goals of both the National Policy of ICT in school’s education and the National Curriculum Framework 2005. For the teachers, it is an initiation into exploring the educational possibilities of technology, learning to make the right choice of hardware, software and ICT interaction, and more importantly growing to become a critical user of ICT. A series of workshops were conducted and course content based on the syllabus suggested in the curriculum was developed for Induction 01 (120 hrs) and outline for eight refresher courses (each of 40 hrs). An expert committee was formed to identify cyber safety and security components to be integrated in ICT in the Education Curriculum for students and teachers. Experts from C-DAC, Google Education India, Cyber Peace Foundation, practising teachers participated and developed guidelines for schools, Do’s and Dont’s for teachers and Do’s and Don’ts for students. The identified components were integrated into the student course. Induction 01 course was piloted during the training of DMS teachers of Ajmer, Bhopal, Bhubaneswar and Mysur. Based on the feedback and observations, the course content was revised and validated. All the course content is made available in the course portal www.ictcurriculum.gov.in as well as In-service Teachers Professional Development (ITPD) portal. A new course portal is being designed and cloud-hosted with the latest version of MODDLE. Around 15 awardees were also trained on Induction 01 course of Annual ReportAnnual 2017–2018 ICT in Education Curriculum. Induction 01 course is successfully implemented in the state of Karnataka and around 8,000 teachers were trained in the basics of using ICT in education. Training was conducted for the Karnataka team at various levels in supporting the implementation process. ICT awardees are oriented about ICT in Education Curriculum and registered to undergo the course online. Around 380 State Resource Persons across 31 States were also oriented on the curriculum. First level meeting with representatives of the state of Andhra Pradesh, Assam and Jharkhand has been conducted to orient the State officials on ICT in Education Curriculum. Also, experts from the CIET-NCERT attended the Curriculum Development workshop of Tamil Nadu and oriented about

Development Activities 91 the importance, structure, various themes and levels of ICT in Education. A customised ICT in Education curriculum has been designed for the State of Tripura and discussion on the implementation strategies are in progress. Development of Demonstration Multipurpose Schools (DMS) as Model Schools for ICT—Pedagogy Integration Teachers of all four DMS (Ajmer, Bhopal, Bhubaneswar and Mysur) completed the Induction –01 course successfully. This course was conducted in a blended mode where content was delivered online and it was practised by the face-to-face mode. Certification is issued based on their performance in e-portfolio activities. As it was planned to implement the ICT in Education course for students in all DMS, the course content for Class VI and VII was developed and reviewed during a series of workshops. A pilot study on the use of ICT in Education is being done at DMS, Bhopal in collaboration with Google Education India. e-Resources for the School and Teacher Education The CIET, NCERT develops e-Content through multiple modes that cover the entire syllabi of the NCERT for all stages of school education. It caters to students, teachers, teacher-educators and parents at all levels of school education and teacher education. These e-Contents include images, audios, videos, interactives, graphics, animations, digital books, timelines, digital maps, etc., for dissemination through transmission and non-transmission modes. The audio team of the CIET has produced 508 programmes while the video team produced about 300 programmes.

PSS Central Institute of Vocational Education, Bhopal Learning Outcome-Based Student Textbooks Learning outcome-based student textbooks for vocational courses under NSQF have been developed for Insurance Services for Class XI and XII, Banking and NCERT Financial Services for Class XII, Micro-Irrigation for Class XI and XII, Apparel, Made-ups and Home Furnishing for Class IX and X, Paddy Farmer for Class XI and XII, Dairy Worker for Class XI and XII. A Teacher Workbook on Banking and Financial Services for Class XII also has been developed. Student Workbooks and Teachers’ Handbook Student workbooks and teachers’ handbook for Classes IX to XII for different job roles under NSQF, viz., Assistant Gardener, Floriculturist (Protected Cultivation), Florist, Floriculturist (Open Cultivation), Solanaceous Crop Cultivator, Tuber Crop Cultivator, Packhouse Worker, Supply Chain Field Assistant, Medicinal Plant Grower, Packing Machine Worker, Industrial Production Worker, Jam, Jelly and Ketchup Processing Technician, Fruit Pulp Processing Technician, Micro Finance Executive, Business Correspondent/Facilitator, Life Insurance Agent, Courier Delivery Executive, Courier Pickup Executive, Warehouse Quality Checker, Receiving Assistant, Inventory Clerk, Documentation Assistant, Warehouse Binner, Courier Sorter, Shipment Query Handler, Warehouse Claim Coordinator, Consignment Tracking Executive, Consignment Booking Assistant, Retail Store Operation Assistant, Retail Cashier, Retail Trainee Associate, Retail Sales Associate, Consumer Energy Meter Technician, Customer Relationship Executive, Tele-Caller, Sales Executive Dealership, Assistant Mason, Showroom Hostess, Lineman Distributor, Guideline on Assessment of Vocational Students in E and T based Vocational Courses,

92 Annual Report 2017–18 Colour Key Artist, Cleanup Artist, Storyboard Artist, Installation Technician (Computer and Peripherals), Wireman Control Panel, Domestic IT Help Desk Attendant, CCTV Installation, Optical Fibre Splicer, Jr. Software Developer, Modeller, X-Ray Technician, Dental and Diet Assistant, Medical Equipment Technician, Housekeeping Attendant–Manual Cleaning, Room Attendant, Meet and Greet Officer, Travel Consultant, Counter Sales Executive, Food and Beverage Service Trainee, Hand Embroider, Self Employed Tailor, Assistant Designer–Home Furnishing, Sewing Machine Operator, Specialised Sewing Machine Operator, Hand Embroider (Addawala), Unarmed Security Guard, Fireman, Animator, Texturing Artist, Assistant Beauty Therapist and Beauty therapist have been developed.

Regional Institute of Education, Ajmer Environmental Education Theme Park for Strengthening School Education Programme and Sensitising of School Children for Generating Environmental Awareness The theme park at the institute was used to showcase the various types of ecosystem including aquatic, desert and terrestrial ecosystems to the participants of various capacity development programmes organised by the institute and other visitors. The pre-service teacher trainees were also taken to the theme park to create environmental awareness among them through an interactive way. The theme park consists of a medical plant conservatory for demonstration and conservation of the rain water harvesting system, organic farming, Teerthankar Vatika, Navagraha Vatika, Panchavati Vatika, etc. The major outcome of the programme was that the in-service teachers of the region, pre-service teacher trainees and students of DM School got exposure to the various type of plants and ecosystems. e-Contents of Science Textbook of Class X of NCERT For the development of e-Content in Science of Class X, scripts have been developed and finalised. In all, content from 16 chapters of Class X science were selected for writing the scripts for the audio-video recording. The recording of all the planned lessons has been completed and the editing is in progress. Multimedia in Chemistry in Hindi at the Senior Secondary Level The aim of the programme was to develop multimedia package on selected topics of Chemistry in hindi at the senior secondary level. The scripts were translated and reviewed in workshop mode. The process of dubbing has been completed and the material is now ready for dissemination. Annual ReportAnnual 2017–2018 Multimedia in Physics in Hindi at the Senior Secondary Level The scripts developed in English have been already translated. These scripts include the topics of physics of Class XII: Displacement current; p-n junction; Application of junction diode as a rectifier; Solar cell; and transistor as a switch. While developing the multimedia on these topics, utmost care has been taken in presenting the concepts followed by demonstration, experiments, animations and visuals. The multimedia is presented in student-teacher interactive mode as well as in demonstration-cum-discussion mode. It is believed that this multimedia uploaded on the YouTube channel of RIE, Ajmer will further enhance the teaching-learning process of teachers and learners. The material has been developed and is ready for dissemination.

Development Activities 93 ‘Muskurata Bachpan’ — An Early Child Education (ECE) Programme of One Year at RIE, DMS, Ajmer This programme has been running by RIE, Ajmer since 2009 to cater to the educational need of kids between the age group of 4 to 5 years. The main objective of the programme is to prepare the students to be a part of the learning process before joining the main stream of education. The session of 2017–18 was started from May 2017. A total number of 35 children have been admitted in the pre-primary section. Training on Situational Analysis of DMS and Designing of Model Pre-school for Teachers was organised at NCERT from 2 to 8 July 2017. e-Resources for the School and Teacher Education Curriculum e-Resources for physics Class XII – Solar Cell, Displacement current, Rectifier; Science Class X – Nutrition in Plants, Control and Coordination Part I, Control and Coordination Part II, Respiration in Humans, Heterotopic Nutrition, Excretion in Organism, Reflection and Refraction, Digestion in Humans, Type of Rocks, Congruence of Triangles, Tiptoe through Trilliums, Periodic Table, Promo Videos for MOOCs, Promo Video of Data Analysis, Promo Video of Stereochemistry of Organic Compounds; Chemistry Class XI – Crystallisation, Simple Distillation, Solvent Extraction, Sublimation, Thin Layer Chromatography, Mathematics Education Promo, Tutorial of Maths, Tools-Robo Compass Tutorial and Tutorial of Canva have been developed using the facilities of the studio at RIE, Ajmer.

Regional Institute of Education, Bhopal Model Economics Laboratory Under this project effort was made to identify the infrastructure required for the development of model economics laboratory, to develop audio-visual teaching

NCERT aids and self-learning resources for economics laboratory, to understand the different concept of economics at the higher secondary level of school education, to promote the project/resource-based pedagogical tool and technique for economics laboratory, to analyse the economics data to draw the inference, know the factual information and understand about the problems of economics at the higher secondary level of school education. Materials were developed on various themes like cost analysis, market equilibrium under perfect competition, consumer’s equilibrium, aggregate demand, elasticity of demand, market demand, etc. Institutional Repository An Institutional Repository was developed,125 M.Ed. dissertations, and PAC reports were digitised and uploaded. The metadata of these documents was created in D-space platform.

Regional Institute of Education, Bhubaneswar Resource Material for KRPs of Jharkhand for Quality Science Education at the Secondary Level In view of strengthening the state resource centre in Jharkhand, the resource material in science education was developed. Emphasis has been given on the pedagogy of science based upon the content knowledge in science at the secondary level by using the existing facility of the resource centre. The science

94 Annual Report 2017–18 topics were selected and module was prepared in each theme. Worksheets were also developed for the concepts selected. The material would be useful for the resource centre in imparting training to KRPs in science at the secondary level. Resource Material on Digital Literacy and e-Learning for Teachers and Teacher Educators The objectives of the resource material are to understand the importance of digital literacy in the present day context, to use mobile applications for learning-teaching and to familiarise the latest development for e-learning such as e-Pathshala, e-PG Pathshala, MOOC Platform, e-Gyankosh, e-Gyanvani, Swayam Prabha Channel, etc. The material is meant for teachers and teacher- educators at the secondary level of Bihar state. The resource material consists of 13 modules on the themes like basics of ICT, MOOC, cyber security and safe practices, cloud based applications, e-commerce, e-content and OER, ICT for collaborative learning, mobile based applications for learning, emerging trends in ICT, ICT and pedagogy, ICT for assessing learning, Universal Design for Learning (UDL) and assistive technology and ICT for administration and professional development. All modules are designed and developed in transactional model, where theoretical as well as activities are given.

Regional Institute of Education, Mysuru Video Documentary on Regional Institute of Education, Mysuru A video documentary on RIE, Mysuru has been developed to document and disseminate various pre-service teacher education programmes as well as in-service teacher education programmes that are undertaken by the institute from time to time. The documentary includes academic activities in various pre-service teacher education programmes as well as in-service teacher education programmes apart from DM School activities and internship activities. It also covers details of the institutional infrastructure and instructional facilities and shared the experiences of the past employees. The video documentary will be useful for the institute for different purposes, such as SCC meetings, NAAC, orientation programmes, etc. This documentary shall help in showcasing the institution from a comprehensive perspective. Glossary for the Technical Terms of the NCERT Physics Textbooks at the Senior Secondary Level A glossary consisting of around 1,000 technical terms from the physics textbooks of Classes XI and XII of the NCERT has been developed. An initial survey was undertaken to identify all the technical terms from the physics ReportAnnual 2017–2018 textbook. The terms were translated and a brief explanation has been given whereever needed. Institutional Repository The objective of the institutional repository is to identify, collect, store and preserve the research publications and other unpublished documents in digital form. It also provides open access to institutional research output and other documents, to create global visibility and also provides an opportunity to the faculty members and researchers to publish and share their research output. The research reports, training packages, reports, thesis and dissertations, project works, other unpublished documents are collected and digitalised by

Development Activities 95 using higher end scanner and converted into PDF formats using OCR software or alternatively outsource the digitisation work to National Information Centre (NIC). Metadata for the collected documents using Dublin Core Metadata standards for the organisation, access, storage and easy retrieval has been created. The Institutional Repository has been designed using D-space digital library open source software. Repository created as the permanent archival will be useful for the students, teachers, faculty members, researchers, educational administrators, and policymakers. It is an online archive for collecting, presenting and disseminating digital copies of the publications and intends to promote resource sharing, collaboration among the students and researches. e-Resources for the School and Teacher Education Teachers, teacher-educators and students were oriented on developing digital resources and products of audio, video and digital resources using Free and Open Source Software (FOSS). About 100 digital resource materials based on the NCERT textbooks for various subjects of Class VIII and EVS of Class V were produced. Videos of major events of the institute like foundation day celebrations, national seminars, and brainstorming workshop on IUCTE were made. The ET cell also opened two YouTube channels named ‘RIE Mysuru Events’ and ‘e-Resources at RIE Mysuru’ for dissemination of the e-Resources produced by the institute. The metadata of the resources have been developed and the resources are deployed on NROER. e-Resources were also developed in regional language in consultation with state RMSA teams. The video conferencing network was used for organising public lectures disseminated across various RIE synchronously. Activities for orienting State personnel and developing e-Resources in regional languages were suitably included in NCERT training programmes. e-Resources were developed using Free and Open Source Software. The Open Educational Resources (OERs) developed by the teachers and students were shared on the NROER after validation. Digitalisation of the Physics Resource Material for Secondary School Teachers The updating and digitalisation of five chapters of physics resource book for the secondary school teachers have been carried out. The topics include Motion, Force and Laws of Motion, Gravitation, Work and Energy and Sound. In order to keep a uniform structure of the resource material, a common structure is followed which contains essential previous knowledge, learning objectives, major concepts, introduction, concepts covering description and activities.

North-East Regional Institute of Education, Umiam (Shillong) e-Resources on the Culture of the North-Eastern States for Secondary School Students The main objective of the programme was to highlight the culture of the north-eastern states. A five-day workshop was organised at the institute in the month of November, where heads of Department of Anthropology and Cultural Studies of the Universities of Sikkim, Tripura and North-Eastern Hill

96 Annual Report 2017–18 University were invited. Officials working in the Department of Art and Culture of the States of Meghalaya, Nagaland, Sikkim and Tripura also formed part of the workshop to work out on the modalities of data collection. The e-Learning resources depict the main aspects of culture of the states of Meghalaya, Nagaland, Sikkim and Tripura. e-Resources for the School and Teacher Education Curriculum The institute was equipped with a fully functional studio similar to the facilities available in other RIEs. Studio under the said project has been involved in developing many resources in science, social science and other educational videos. Around 46 videos have been developed in science, social science and other different areas of education. The videos were developed in science on Why do we Fall Ill, Matter in our Surroundings, Structure of the Atom (Thomson’s model of an atom), Structure of the Atom (Rutherford’s model of an atom), Structure of the Atom (Bohr’s model of an atom), Work and Energy and Force and Laws of Motion. In social science, videos were developed on Democratic rights, Physical Features of India, Natural Vegetation and Wildlife, Climate, India — Size and Location and Everyday Life, Culture and Politics. Encouraging Literary Skills: An Integration of Children’s Original Stories in Classroom Reading Materials The programme was organised to promote reading habits in young children. Students from different schools representing different sections of the society contributed their original stories which were reviewed by a panel of experts. These stories have been compiled in the form of a book with colourful illustrations. A copy of each will be disseminated to the schools in order to motivate other children to read and write. Teachers can make use of the book to promote a culture and love for reading in children. Compilation of Stories/Folktales in Sign Language: A Visual Tool to Promote English Language Learning in North-East Region An approximate number of 90 folktales/short stories were selected from the different States in the north-east region. These have been translated into sign language in a visual format using video recording and compilation into a series of folktales with illustrations and captions. The videos were also tested in inclusive schools and special schools and have received positive feedback from both the students and the teachers. Documentary on Deforestation

The main objective of the documentary on deforestation was to sensitise Classes ReportAnnual 2017–2018 IX, X and D.El. Ed. students on the causes of deforestation and enable them to understand the effects of Deforestation. The documentary highlighted the effects of fast depleting forest cover of the north eastern region. It depicts the urgent need for action that can promote the conservation and sustainable use of the region’s endangered forest. Institutional Repository The Institutional Repository at NERIE, Umiam is intended to provide a central archive of the works of the institute. A total of 23 reports which is available only in the form of hard copy were digitised during the year.

Development Activities 97 Activity based Teachers’ Handbook in Science for the State of Arunachal Pradesh at the Secondary Level Many teachers in the state of Arunachal Pradesh were facing problems in transacting the scientific concepts to the students. Keeping in view, the State requested NERIE to develop an activity-based teacher’s handbook in science which will enhance the teachers’ competency in transacting scientific concepts through hands on experiences. Workshops were conducted with the State officials and resource persons to finalise the content in the handbook and planning of dissemination of the book among the science teachers of the States. The handbook includes selected activities for Class IX and X designed by the development team using locally available materials. Different process skills were also identified for each activity/experiment. NCERT

98 Annual Report 2017–18 5. Capacity Building Programmes The NCERT strives for putting in place policies and carrying out activities to produce a sufficient, well-trained, well-supported, equitably distributed professional teacher workforce. Capacity building programmes for the stakeholders of education play an imperative role in bridging the gap that exists between the curricular pronouncements and the ground realities. Constituents of the Council take up capacity building programmes aiming at updating knowledge in the subject areas, dealing with methodological and pedagogical concerns, continuous assessment, inclusive education and imparting appropriate technology and pedagogic practices in the classrooms. There are programmes that take the form of regular training courses in the areas of guidance and counseling, action research and also in specialised areas, for instance in environmental education, gender concerns in curriculum and pedagogy, inclusive education, laboratory kits, biology kits, microscale chemistry kits, project planning and evaluation, research methodology, art integrated learning, open source tools, video production and technical operations, creation of e-content and open educational resources, digitisation of textbooks, ICT, KGBV bridge course and question paper setting catering to the needs of stakeholders in education across the country. Widening its horizons to reach out to more stakeholders, the Council is also running online courses.

Department of Curriculum Studies A Capacity Building Programme for Teacher and Teacher Educators on the contextualisation of curriculum in Science, Mathematics, Social Sciences and Languages was organised. This programme was organised for Assam and Arunachal Pradesh from 29 November to 1 December, 2017 in Guwahati (Assam), and for Uttarakhand at NIE, New Delhi form 14 –16 March, 2018. Annual ReportAnnual 2017–2018

H. K. Senapaty, Director NCERT interacting with the participants of the capacity building programme for teachers and teacher educators on the contextualisation of curriculum Details of Training/Orientation/Capacity Building Programmes organised S. No. Title of the Programme Venue and Date 1. Capacity Building Programme for the Faculty of NIE, New Delhi Colleges of Teacher Education on the Emerging August 29 to 2 Concerns of Gender, School and Society September, 2016 2. Capacity Building Programme on the Emerging SCERT, Uttar Concerns of Gender, School and Society for the Pradesh 19–23 Faculty of Colleges of Teacher Education in Minority September, 2016 Concentration Districts of Uttar Pradesh and Bihar

3. Capacity Building Programme on Emerging Concerns NIE, New Delhi of Gender, School and Society for the Faculty of 6 –10 February, 2017 Colleges of Teacher Education with Concentration of the Scheduled Caste Population of Punjab and Haryana 4. Capacity Building Programme for Teachers and Guwahati (Assam) Teacher Educators on the Contextualisation of 29 November to Curriculum in Science, Mathematics, Social Sciences 1 December, 2017 and Languages for Assam and Arunachal Pradesh 5. Capacity Building Programme for Teachers and NIE, New Delhi Teacher Educators on the Contextualisation of 14 –16 March, 2018 Curriculum in Science, Mathematics, Social Science and Languages for Uttarakhand

Department of Education in Science and Mathematics Considering the importance of environmental education in the school system, there has always been a focus on the development of learning materials, teachers training and sensitisation to all stakeholders. An orientation

NCERT programme for the key resource persons of SCERTs/SIEs/SIERTs on the Implementation of Environmental Education was organised at NIE, New Delhi from 5 to 9 January, 2018 in which representatives of States and UTs presented the status of Environmental Education (EE) in their respective States and UTs. The invited speakers talked about the overview of environmental education in India, how EE is integrated in science, social science and languages curriculum; initiatives of CEE in implementation of environmental education in schools. A brain storming session on strategies for improvement of implementation of EE was also held. The groups presented the ideas for the improvement in the implementation of EE in schools. Capacity building programme in teaching learning of mathematics was organised for the key resource persons at upper primary level from minority dominated areas of Uttar Pradesh. The topics covered in the programme include, Teaching of Mathematics in the light of NCF-2005, Mensuration, Hukum Singh, Professor (Retd.), NCERT Data Handling, Logic and Reasoning, interacting with the participants of the capacity building programme for key resource persons Divisibility Rules, Common Mistake in in teaching learning of mathematics at upper Mathematics, etc. primary stage from minority dominated areas

100 Annual Report 2017–18 Details of Training/Orientation/Capacity Building Programmes S. No. Title of the Programme Venue and Date 1. Orientation of Key Resource Persons from NIE, New Delhi SCERTs/SIEs/SIERTs on Implementations of 5 – 8 September, 2017 Environmental Education 2. Capacity Building of Key Resource Persons in NIE, New Delhi Teaching Learning of Mathematics at Upper 5 –19 January, 2018 Primary Stage from Minority Dominated Areas

Department of Education of Groups with Special Needs The department has taken up the programme based on the handbook Vishesh Aavashyakta Wale Baccho Ka Samaveshan: Prathmic Star (Including Children With Special Needs: Primary Stage) with an objective to develop the skills of key resource persons in inclusive education in hindi speaking states. Capacity building programmes were conducted in Jaipur, Rajasthan from 11 to 15 December, 2017 and in Patna, Bihar from 6 to 8 March, 2018. Master trainers/ key resource persons from SCERTs, DIETs and SSA and BRCs were trained in the programmes who are required to further train the teachers in regular schools through in-service training programmes in the states with the help of the NCERT. The capacity building programmes on quality improvement in school management was conducted with the major objectives to develop the professional knowledge, skills and attitude of the state KRPs on various issues, challenges and concerns related with the quality of education of all children including children Capacity building of State Key Resource belonging to scheduled castes and Persons (KRPs) on quality improvement in school other disadvantaged groups and to management at elementary stage in scheduled build up the capacity of state KRPs castes concentrated blocks for organising training programme for School Management Committees (SMCs) for improving quality of school education and school management in SC concentrated blocks of the state of Himachal Pradesh. Prior to the capacity building programme, need assessment was conducted in 21 schools Annual ReportAnnual 2017–2018 in three blocks of Kangra district, Himachal Pradesh through school visits and administration of a questionnaire. A five-day training programme for the KRPs and School management Committee was organised from 12 to16 February, 2018 in which 36 participants (faculty of DIET, district coordinators, block coordinators and members of SMCs) attended the programme.

S. No. Title of the Programme Venue and Date 1. Capacity building of State Key Resource Persons NIE, New Delhi (KRPs) on Quality improvement in School 12 to16 February, 2018 Management at Elementary Stage in Scheduled Castes concentrated blocks of Himachal Pradesh

Capacity Building Programmes 101 2. Capacity Building of Key Resource Persons from Hotel Vesta Maurya Rajasthan in Inclusive Education Palace, Jaipur, Rajasthan 11 to15 December, 2017 3. Capacity Building of Key Resource Persons from SSA, Patna, Bihar Bihar in Inclusive Education 6 to 8 March, 2018

Department of Educational Psychology and Foundations of Education The diploma course in guidance and counseling (blended mode) aims to train teachers, teacher educators, educational and guidance personnels to work as teacher counsellors in schools/related settings. The ninth batch of Diploma course in Guidance and Counseling began in January, 2017. The first phase of distance learning comprised monthly tutorials, completion of assignments and development of portfolios. The second phase, i.e., three-months contact programme involved intensive and supervised school practica during the period. It also involved school visits, field visits and special lectures for skill development. Written examination was also held followed by viva-voce. Internship projects of the trainees were conducted for three months. On the successful completion of course, diploma was awarded to 50 trainees. The department conducted a 10-day training programme for teacher educators from DIETs across the country which aimed at sensitising teacher educators about the concerns for NCERT peace and education for peace, develop knowledge, attitudes, values and skills among teacher educators for conflict resolution, Participants engaged in group activities during the and enable them to learn ways of training programme for teacher educators on education for peace integrating peace in the school curriculum and teaching-learning activities in and outside the classroom. Two five-day programmes were organised with the objective of creating awareness about specific needs of the Capacity Building Programmes socially disadvantaged learners for teachers working in SC and ST concentrated areas. They were sensitised towards the problems of the disadvantaged students. An enrichment programme was organised for the teacher counsellors who were trained in the Post-Graduate Diploma Course from 2000–2008 with the objective to update the knowledge and skills of the teacher counsellors working in school settings. The department also organised a three-day meeting to orient and enrich the tutors and mentors of DCGC in study centres across the RIEs. It included sharing by experts and resource persons in the areas of group guidance, counseling, psychological assessment and career development.

102 Annual Report 2017–18 Details of Training/Orientation/Capacity Building Programmes organised S. No. Title of the Programme Venue and Date 1. Diploma Course in Guidance and Counseling NIE, New Delhi (Blended Mode) 2017 2 January, 2017 to 29 December, 2017 Tutorials were held on 23 – 24 January, 2018 27 – 28 February, 2018 15 – 16 March, 2018 2. Training Programme for Teacher Educators on NIE, New Delhi Education for Peace 5 –15 June, 2017 3. Capacity Building of Teachers in Guidance DIET, Ratu, Ranchi Working in SC, ST Concentrated Areas 4 – 8 September, 2017 DIET, Bangaluru 20 – 24 November, 2017 4. Enrichment Programme for Teacher Counsellors NIE, New Delhi in Guidance and Counseling 13 –17 November, 2017 5. Capacity Building of Faculty of Diploma Course in NIE, New Delhi Guidance and Counseling (DCGC) Across Study 31 May – 2 June, 2017 Centres

Department of Teacher Education The department organised five training programmes during the year. Two programmes were conducted for DIET faculty on topics/themes viz., Emerging Issues in Teacher Education, Elementary Teacher Education Curriculum; and Constructivist Pedagogy and Internship Programme. Faculty members of DIET from the southern and western region participated in the programmes. The sixth orientation-cum-refresher course of twenty one-day duration was organised keeping in view the role and functions of the NCERT, and the recent developments and the emerging trends in the field of school education and pedagogy with a focus on undertaking research in priority areas. A three-week orientation-cum-refresher course for the SCERTs, SIEs and DIETs faculty

was organised to enable teacher ReportAnnual 2017–2018 educators to have better understanding SCERTs, SIEs and DIET faculty interacting with the of the emerging issues in the areas resource person during the professional development course-orientation-cum-refresher course of school and teacher education. Teacher educators from the states of Haryana, Uttar Pradesh, Goa, Sikkim, Karnataka, Bihar, Chandigarh, West Bengal and Odisha participated in the programme. The Capacity Building Programme for Teachers at the Elementary Level of Army Schools of Kargil has been initiated on the basis of Action Taken

Capacity Building Programmes 103 Report on the Minutes of the 53rd Meeting of the General Council of the NCERT held on 12 April, 2016 in which members expressed the need to revive the NCERT teacher training programme for teachers in the Army Schools in Kargil. The main objectives of the programme were to expose the teachers to the techniques of teaching and make them proficient in the contents of mathematics, environmental studies, science, social science and english at the elementary level, to make them aware about the range of instructional strategies that teachers can use in the science, language and maths classroom, to train them to encourage questioning to help children to learn new concepts and to support children in their problem-solving activities, to sensitise them in the use of information and communication technology (ICT) while teaching in the class, to learn to assess the learning outcomes of children on a continuing basis and to motivate the teachers to reflect and engage themselves with innovative initiatives in school.

Orientation cum refresher course programme for NCERT faculty

S. No. Name of the Programme Duration and Venue 1. Capacity building programme for Elementary RIE, Mysuru

NCERT Teacher Educators in Effective Organisation of 31 July–4 August, 2017 Internship Programmes 2. Capacity building programme for Elementary RIE, Bhopal Teacher Educators in Effective Organisation of 9–13 October, 2017 Internship Programmes 3. Professional Development Course – Orientation- NIE, New Delhi cum-Refresher Course for the NCERT Faculty 6–26 March, 2018 4. Orientation-cum-Refresher Course for the NIE, New Delhi SCERTs, SIEs and DIETs Faculty 11–29 September, 2017 5. Capacity Building Programme for Teachers at A. G. School Army HQ the Elementary Level of Army Schools of Kargil Kargil 21–25 August, 2017

Department of Elementary Education The department organised a training programme for the pre-primary teachers on ECE and a training-cum-workshop on the development of teaching-learning material.

S. No. Title of the Programme Venue and Date 1. In-service Training Programme for Pre-primary Teachers NIE, New Delhi of RIEs Preschools and IIT Nursery Schools in ECE 3 to 7 July, 2017 2. Training-cum-Workshop on Development of Teaching NIE, New Delhi Learning Material

104 Annual Report 2017–18 Department of Education in Languages Training programmes of KRPs and Master Trainers were organised in Hindi, English, Sanskrit and Urdu. The major objectives of the training programmes were to familiarise and equip the teachers on various aspects of language pedagogy, language and learning, language education, multilingualism and language classroom in the diverse Indian contexts. The themes covered in the programmes familiarise the participants with everyday classroom methodologies, strategies for interacting with the learners, ways of enhancing their language skills, effective ways of assessment and the use of textbooks.

S. No. Title of the Programme Venue and Date

1. National Workshop on Language Pedagogy and NIE, New Delhi Multilingualism as a Strategy at the Secondary 12 to 16 December, 2017 Stage 2. 21-Day Refresher Course for Sanskrit Language STE Portblair, Andaman Teachers & Nicobar Islands 26 October, 2017 to 15 November, 2017

Department of Education in Social Sciences A three-week refresher course for PGTs in geography was organised by the department at RIE, Bhopal with an intention to update the in-service post graduate teachers about the latest trends, new development, technologies and innovative methods of classroom transaction. Post-graduate teachers from Madhya Pradesh, Chhattisgarh and Maharashtra attended the course. The course material which was provided to the participants was developed on the basis of the feedback received through need assessment survey and the previous refresher course conducted by the department. Pre-test and post-tests were conducted for outcome evaluation of the course. The feedback from the participants revealed that course apart from serving teachers in keeping themselves abreast for the latest advances in the subject area also provided a platform for teachers to interact with each other and exchange ideas.

S. No. Title of the Programme Date and Venue 1. Refresher Course for PGTs in Geography RIE, Bhopal 4–24 December, 2017

Department of Education in Arts and Aesthetics ReportAnnual 2017–2018 The capacity building programmes for master trainers on Art Integrated Learning (AIL) have been imparted to 11 States and Union Territories (UTs) and also to 4 Demonstration Multipurpose Schools (DMS) of RIE Ajmer, Bhopal, Bhubaneswar and Mysuru, this year. The purpose of this programme was to make learning more Capacity building programme for master trainers joyful and holistic while using arts as on art integrated learning

Capacity Building Programmes 105 an approach. Discussions were held with the representatives of the States and UTs and resource persons of AIL to plan the second phase of training for the capacity building of Andhra Pradesh and Kerala, Gujarat, Maharashtra, and Andaman and Nicobar Islands and that of four Demonstration Multipurpose Schools on quality primary education. The programme for the DMS was customised to the ‘School Based Training Model and all teachers of DMS primary section of Ajmer, Bhopal, Bhubaneswar and Mysuru were trained on AIL and its importance for achieving learning outcomes at the primary level. Two programmes were organised for the states of Andhra Pradesh, Andaman & Nicobar Island, Gujarat, Kerala and Maharashtra. The selected master trainers from different states were trained together for the second phase of the AIL training. During this programme, they were given intense training on AIL approach to help them develop as master trainers for their states.

S.No. Title of the Programme Venue and Date 1. Capacity Building Programme for (i) DMS, RIE, Bhubaneswar Master Trainers on Art Integrated 22 – 2 6 August, 2017 Learning (ii) DMS, RIE, Bhopal 04 – 08 September, 2017 (iii) DMS, RIE, Ajmer 04 – 08 September, 2017 (iv) RIE Mysuru 11 –15 September, 2017 (v) NCERT, New Delhi Gujarat and Kerala 6 –10 November, 2017 (vi) NCERT, New Delhi,

NCERT Maharashtra, Andhra and Andaman & Nicobar Island 11 – 15 December, 2017

Department of Gender Studies The department organised a capacity building programme on Gender Issues in Education with the objective to sensitise teachers on gender issues concerning the education of girls belonging to the Scheduled Caste community, to make them aware of the schemes and programmes for the education and upliftment of SC girls, to enable teachers to analyse teaching-learning material from a gender perspective and help them to undertake action researches on issues related to the educational development of the Scheduled Caste girls. Twenty-four gender coordinators and secondary school teachers from the states of Jammu and Kashmir, Punjab and Himachal Pradesh participated in the programme. The participants prepared an action plan related to the education and empowerment of the SC girls to be carried out by them in their field areas for 5 – 6 months. They were then called for a three-day follow-up workshop to make presentation of the work carried out by them. Though all the participants carried out projects in the area of girls’ education, but only fourteen participants from the states of Jammu and Kashmir, Himachal Pradesh and Punjab could attend the workshop to make presentations. They also analysed their respective state textbooks from a gender perspective and presented their findings in the workshop.

106 Annual Report 2017–18 S.No. Title of the Programme Venue and Date 1. Training Programme on Capacity GCTE, Dharamshala Building of Secondary Teachers from SC 31 July, 2017 to 4 August, 2017 Concentrated Areas of Northern Region on Gender Issues in Education 2. Follow-Up Workshop on Capacity NIE, New Delhi Building of Secondary Teachers from SC 26 February, 2018 to 1 March, Concentrated Areas of Northern Region on 2018 Gender Issues in Education

Division of Educational Research An online course on Action Research in Education has been initiated from the year 2013–14. From the year 2014–15, it was decided that a nominal fee will be charged from the participants. (i.e., ` 1,000/- for government candidates, ` 3,000/- for private candidates and no fee for the NCERT faculty). In all total 482 applications were received out of which 109 were incomplete/duplicate/ ineligible. The selected candidates against the criteria were 162 and waitlisted candidates were 50.

S. No. Name of the Institute Selected No. of Candidates 1. SCERT and DIET 38 2. NCERT 14 3. Government Central Schools (KVS/JNV) 37 4. Government State Schools 25 5. Government Colleges 15 6. Private Schools 15 7. Private College/Institutes 10 8. NCERT Doctoral Fellows 08 9. Incomplete or not eligible - Total registration forms received 162

The division organises research methodology course, in collaboration with the SCERTs, for the DIET and SCERT faculty. In the past six years, the course has been conducted for the States of Assam, Uttaranchal, Maharashtra, Andhra Pradesh, West Bengal, Kerala, and Mizoram. This year, the course was conducted for the NCERT faculty in place of SCERT or DIET faculty and two such programmes were conducted in August/October 2017. ReportAnnual 2017–2018

NCERT faculty interacting with the resource person during the workshop on research methodology in education

Capacity Building Programmes 107 A workshop on Research Methodology in Education for Academic Faculty of NCERT was conducted in which faculty members from RIE, Ajmer, Bhubaneswar, Mysuru and NERIE, Umiam (Meghalaya) participated. The division also organised a workshop on Research Methodology and Report Writing for the faculty of the SCERT and DIETs of the north-eastern region.

S. No. Title of the Programme Venue and Date 1. Workshop on Research Methodology in Education NIE, New Delhi for the Academic Faculty of the NCERT 21 to 30 August 2017 2. Workshop on Research Methodology and Report DERT Shillong Meghalaya Writing for the Faculty of the SCERT and DIETs 30 October 2017 to 3 of the North-Eastern Region November 2017

Educational Survey Division For the smooth administration and monitoring of various activities of the NAS–2017, the Educational Survey Division organised various capacity building-cum-training programmes for the States and UTs coordinators as well as district level coordinators and officials involved in NAS–2017. The division also conducted Post NAS Intervention activities for understanding of the district report cards and pedagogical practices to support classroom transaction based on the learning outcomes and training for State Level Master Trainers (SLMTs).

S. No. Activity Venue 1. NAS Regional Coordinators from RIEs and NIE, NCERT NIE, New Delhi 24–25 August 2017 2. NAS States and UTs, District level Chhattisgarh Coordinators, Officials from 29–30 August, 2017 • Maharashtra, Chhattisgarh and Goa NCERT

• Madhya Pradesh and Delhi Bhopal 31 August–1 September, 2017 • Assam, Tripura, Manipur and Sikkim Guwahati 12–13 September, 2017 • Mizoram, Arunachal Pradesh, Meghalaya Guwahati and Nagaland 14–15 September, 2017 • Punjab, Haryana and Chandigarh Chandigarh 12–13 September, 2017 • Jammu and Kashmir, Himachal Pradesh Chandigarh and Uttarakhand 15–16 September, 2017 • Odisha and West Bengal Kolkata 12–13 September, 2017 • Rajasthan, Gujarat, Daman and Diu and Ahmedabad Dadra and Nagar Haweli 15–16 September, 2017 • Uttar Pradesh Varanasi 18–19 September, 2017 • Bihar and Jharkhand Patna 18–19 September, 2017 • Tamil Nadu, Kerala, Lakshadweep, A&N Bengaluru Islands and Puducherry 18–19 September, 2017

108 Annual Report 2017–18 • Andhra Pradesh, Telangana and Karnataka Bengaluru 20–21 September, 2017 • West Bengal Kolkata 23–24 October, 2017 • Odisha Bhubaneswar 24 October, 2017

S. No. Participant States Venue and Date 1. Haryana, Uttarakhand, Himachal Pradesh, Punjab Chandigarh and Chandigarh 18–19 December, 2017 2. Karnataka, Puducherry, Kerala, Andhra Pradesh, Puducherry Telangana and Tamil Nadu 18–19 December, 2017 3. Madhya Pradesh, Chhattisgarh, Rajasthan and Bhopal Uttar Pradesh 21–22 December, 2017 4. Bihar, Odisha, Jharkhand and West Bengal Bhubaneswar 26–27 December, 2017 5. Gujarat, Maharashtra, D&N Haveli, Goa and Daman Gujarat & Diu 8–9 January, 2018 6. Nagaland, Mizoram, Tripura, Sikkim, Jammu & Manipur Kashmir, Assam, Manipur and Meghalaya 29–30 January, 2018

S. No. Title of the Programme Venue and Dates 1. Capacity Building Programme on GP Women College, Imphal (Manipur) Techniques of Paper Setting and 12–16 September, 2017 Evaluation 2. Capacity Building Programme for State Institute of Educational KRPs of State Educational Institutions Research and Training, Udaipur in Conducting Educational Surveys (Rajasthan) and Assessment Practices 5–9 February, 2018

Division of Educational Kits A four-day programme was organised by the division for orienting the Key Resource Persons of the SCERTs, SIEs and State Functionaries belonging to SC-dominated areas on the use Annual ReportAnnual 2017–2018 of the Upper Primary Science Kit in which 23 KRPs from Jharkhand and Gujarat participated. Another four-day workshop was conducted on the use of Microscale Chemistry Lab Kit for the higher secondary stage Hands on experience during the training in the which KRPs from SCERTs/ programme on microscale chemistry lab kit for higher secondary stage SIEs/State Functionaries belonging to SC-dominated areas of Himachal Pradesh were oriented.

Capacity Building Programmes 109 For the preparation and use of the Upper Primary Mathematics Kit, a four-day the workshop was organised for the KRPs of SCERTs, SIEs and State Functionaries belonging to the ST-dominated areas from the State of Jharkhand and Gujarat. A 10-day workshop for orientation of the KRPs of SCERTs, SIEs and State Functionaries on the use of Biology Kit at the higher secondary stage was organised in which the KRPs from Jammu & Kashmir, Himachal Pradesh, Bihar and Madhya Pradesh participated.

S. No. Title of the Programme Venue and Date 1. Orientation for the Key Resource Persons of NIE, New Delhi SCERTs, SIEs and State Functionaries belonging 9 to 12 January, 2018 to SC dominated areas on the use of Upper Primary Science Kit 2. Microscale Chemistry Lab Kit for the Higher NIE, New Delhi Secondary Stage 3 to 6 July, 2017 3. Preparation and use of Upper Primary Mathematics NIE, New Delhi Kit for KRPs of SCERTs, SIEs and State Functionaries 9 to 12 January, 2018 belonging to ST dominated areas 4. Preparation and use of Upper Primary Mathematics NIE, New Delhi Kit for KRPs of SCERTs, SIEs and State Functionaries 9 to 12 January, 2018 belonging to ST dominated areas 5. Orientation of key resource persons of SCERTs, NIE, New Delhi SIEs and State Functionaries on the use of Biology 3 to 12 October, 2017 Kit at Higher Secondary Stage

Planning and Monitoring Division The Division conducts training programmes every year on project NCERT planning, implementation, monitoring and evaluation for the faculty of DIETs of different regions of India. During 2017–18, the PMD conducted a training programme for the faculty of Training of DIET faculty in project planning, DIETs from the northern region. implementation, monitoring and evaluation The DIET faculty from Punjab, Rajasthan and Uttar Pradesh participated in the training programme.

S. No. Title of the Programme Venue and Date 1. Training of DIET Faculty in Project Planning, NIE, New Delhi Implementation, Monitoring and Evaluation 15 – 20 January, 2018

Library and Documentation Division The division organised a capacity building programme on Library Management for School Librarians of Andaman & Nicobar administration with the specific objectives to evaluate the usefulness of the manual ‘Library Management: A Manual for School Librarians/Incharge Librarians of Andaman & Nicobar Administration’, to develop and update the Library and Information Science professionals skill and knowledge and to train the school librarians of

110 Annual Report 2017–18 Andaman & Nicobar Administration. The school librarians and zonal librarians participated in the training. They expressed that the services or facilities taught theoretically were not available in the school and zonal library practically. Details of the Training/Orientation/Capacity Building Programme S. No. Title of the Programme Venue and Date 1. Capacity Building of School Port Blair, Andaman & Nicobar Islands Librarians of Andaman & Nicobar 30 January, 2018 to 1 February, 2018 Administration on Library Management

RMSA Project Cell Given the huge number of teachers at the secondary stage and a need for continuous engagement of mentor group for their academic support, it was essential to develop a State Resource Group in science and mathematics, being the core subjects in States and UTs. Two capacity building programmes were carried out in the subject areas.

S. No. Subjects and State Venue and Date 1. Setting up of State Resource Group (SRG) and Ranchi, Jharkhand their capacity building in Science for the State 18 to 22 December, 2017 of Jharkhand 2. Setting up of State Resource Group (SRG) Raipur, Chhattisgarh and their capacity building in Science and 26 to 30 December, 2017 Mathematics for the state of Chhattisgarh

Central Institute of Educational Technology The CIET, NCERT offers to facilitate the use of Information and Communication Technology in education. It is the need of the education system to implement all the initiatives at the State level to develop resources according to the State specific needs. Taking a step ahead, the CIET, NCERT started the orientation of state personnel towards the development of e-Resources, conversion of State textbooks as digital books and sharing it through e-Pathshala mobile app and portal. It was also planned to train teachers and educators in states to create e-Resources and share them on NROER/SROER (online and offline) during these programmes. The development and roll-out of ICT curriculum, designing of online courses/Learning Management System (LMS), introduction to SWAYAM PRABHA were also a part of these orientation programmes. The States were covered based on the zonal distribution of the country. ReportAnnual 2017–2018

S. No. Name of the Programme Venue and Date 1. Orientation of State Resource Groups (SRGs) SCERT, Chandigarh on Roll Out of ICT Initiatives (Northern States) 4 – 8 December, 2017 2. Orientation of State Resource Groups (SRGs) RIE, Bhubaneswar on Roll Out of ICT Initiatives (Eastern States) 11 – 15 December, 2017 3. Orientation of State Resource Groups (SRGs) RIE, Bhopal on Roll Out of ICT Initiatives (Western States) 11 – 15 December, 2017 4. Orientation of State Resource Groups (SRGs) RIE, Mysuru on Roll Out of ICT Initiatives (Southern States) 8 –12 January, 2018

Capacity Building Programmes 111 5. Orientation of State Resource Groups (SRGs) on State Academy of Roll Out of ICT Initiatives (North Eastern States) Training, Imphal 22 – 27 January, 2018 6. Orientation of State Resource Groups (SRGs) on SIE, Port Blair Roll Out of ICT Initiatives (Port Blair) 5 – 9 February, 2018 7. ICT in Education and Learning Jain Vishwa Bharti University Ladnun, Rajasthan 10 to 12 February, 2018

PSS Central Institute of Vocational Education, Bhopal The institute organises orientation and teacher training programmes. The orientation programmes are being organised for building the capacity of State level key functionaries and school principals involved in the implementation of vocational education at the secondary and higher secondary stages of school education. The teacher training programmes are being regularly organised for vocational teachers on vocational skills, vocational pedagogy, employability skills and entrepreneurship development, etc., for effective job performance. During the year, the institute organised eight orientation programmes for the key functionaries of States and UTs on the implementation of NSQF and 20 training programmes for vocational teachers on the different job roles under NSQF and vocational pedagogy. The training programmes were organised for vocational teachers of Automobile Technology, Entrepreneurship Development, IT Helpdesk Attendant, Business Correspondent, IT and ITeS, Security, Floriculture, Health Care, Paddy Farmer, Operation Assistant, Cashier and Trainee Associate, Sales Associate, Animal Husbandry and Poultry Science, Fashion Design and Garment Technology, Retail and Vocational Pedagogy. NCERT S. No. Title of the Programme Venue and Date 1. Training of Teachers on Automobile Technology PSSCIVE, Bhopal and Vocational Pedagogy 7–11 August, 2017 2. Training of +2 vocational teachers in PSSCIVE, Bhopal Entrepreneurship Development for Maharashtra 18 – 22 September, 2017 State 3. Training of Teachers on IT Helpdesk Attendant and PSSCIVE, Bhopal Vocational Pedagogy 26 – 30 August, 2017 4. Training of Teachers on Business and Correspondent PSSCIVE, Bhopal and Vocational Pedagogy 28 August to 1 September, 2017 5. Training of Teachers on Vocational Pedagogy in PSSCIVE, Bhopal the state of Mizoram and Meghalaya for IT&ITes 25 – 29 September, 2017 teachers. 6. Training of teachers on IT Helpdesk Attendant and PSSCIVE, Bhopal Vocational Pedagogy for the Northern Region 25 – 29 September, 2017 7. Training of Teachers on IT Help Desk Attendant and PSSCIVE, Bhopal Vocational Pedagogy for Eastern Region 4 – 8 December, 2017 8. Training of Teachers on Floriculture and Vocational PSSCIVE, Bhopal Pedagogy 9 – 13 October, 2017

112 Annual Report 2017–18 9. Training of Vocational Teachers of Health Care and PSSCIVE, Bhopal Security on Vocational Pedagogy under NSQF for 23 – 27 October, 2017 the states of Nagaland and Assam 10. Training of Teachers on Floriculture and Vocational PSSCIVE, Bhopal pedagogy 6–10 November, 2017 11. Orientation Programme for Principals of Secondary PSSCIVE, Bhopal and Higher Secondary Schools of Central Region 15 –17 November, 2017 on Implementation of Vocational Education, Leadership and Team Building 12. Training of Teachers on Store Operation Asst., PSSCIVE, Bhopal Cashier and Trainee Associate and Sales Associate 27 November to and Vocational Pedagogy for Southern Region 1 December, 2017 13. Orientation Programme for Key Functionaries PSSCIVE, Bhopal of Punjab, Haryana and Kerala states on 5 – 7 December, 2017 implementation of VE under NSQF 14. Training of Teachers on Store Operations Assistant, PSSCIVE, Bhopal Cashier, Trainee Associate and Sales Associate for 11 – 15 December, 2017 Northern Region 15. Training of Teachers on Animal Husbandry and PSSCIVE, Bhopal Poultry Science and Vocational Pedagogy 17 –19 December, 2017 16. Orientation of Key Functionaries on Implementation PSSCIVE, Bhopal of NSQF 24 –26 December, 2017 17. Orientation of Key Functionaries on implementation RIE, Bhubaneswar of NSQF 9 –11 January, 2018 18. Orientation Programme for Principals of Secondary PSSCIVE, Bhopal and Higher Secondary Schools of Western Region 10 – 12 January, 2018 on Implementation of Vocational Education, Leadership and Team Building 19. Training of Teachers on Store Operation Assistant, PSSCIVE, Bhopal Cashier, Trainee Associate and Sales Associate for 29 January to Western Region 2 February, 2018 20. Orientation of Key Functionaries on Implementation Directorate of School of NSQF for the States and UTs of Andhra Pradesh, Education, Puducherry Telangana, Karnataka, Puducherry and A&N 6 – 8 February, 2018 Islands 21. Training of Teachers on IT Helpdesk Attendant and PSSCIVE, Bhopal Vocational Pedagogy for Southern region 21 – 25 January, 2018 22. Orientation of Key Functionaries on Implementation PSSCIVE, Bhopal of NSQF for Bihar and Chhattisgarh States 22 – 24 January, 2018 ReportAnnual 2017–2018 23. Training of Teachers on Store Operations Assistant, PSSCIVE, Bhopal Cashier, Trainee Associate and Sales Associate for 15 – 19 January, 2018 Eastern region 24. Training of Teachers on Business Correspondent PSSCIVE, Bhopal and Vocational Pedagogy 12 – 16 March, 2018 25. Orientation programme of key functionaries in Chennai implementation of NSQF 20 – 22 March, 2018 26. Training of Vocational teachers of Fashion Design PSSCIVE, Bhopal and Garment Technology 23 – 27 March, 2018

Capacity Building Programmes 113 27. Orientation Programme for Principals of Secondary PSSCIVE, Bhopal and Higher Secondary School of North-eastern 5 – 7 March, 2018 States on Implementation of Vocational Education under NSQF 28. Training of Vocational Teachers of Retail and IT- PSSCIVE, Bhopal ITeS on Vocational Pedagogy under NSQF 12 –16 March, 2018

Regional Institute of Education, Ajmer During the year, thirteen capacity building programmes for KRPs were organised at RIE, Ajmer on different subject areas including innovative learning strategies in chemistry at the senior secondary level, teaching of science, ICT, action research in education, teaching of hindi, etc. In all, 387 participants from various States and UTs from the northern region attended the training programmes.

S. No. Title of the Programme Venue and Date 1. Capacity Building of KRPs belonging to SC RIE, Ajmer Dominated Areas in Teaching of Biology at the 13 –17 November, 2017 Senior Secondary Level 2. Capacity Building Programme for KRPs in RIE, Ajmer Science at Secondary Level through Laboratory 15 –19 January, 2018 Approach for the States of Northern Region 3. Capacity Building Programme on modernising SIERT, Gurugam, the Library Services for the State of Uttarakhand, Haryana Haryana and Delhi 23 – 27 October, 2017 4. Capacity Building in Action Research of Teacher RIE, Ajmer Educators from DIETs located in Minority 6 –10 November, 2017 Concentration districts for the States of Jammu NCERT & Kashmir and Rajasthan 5. Capacity Building of Teacher Educators of RIE, Ajmer DIETs Located in ST-Dominated Areas in the 18 – 22 December, 2017 Understanding of Continuous and Comprehensive Evaluation (CCE) at the Upper Primary Level for the States of Rajasthan, Uttarakhand and Himachal Pradesh

6. Capacity Building Programme for KRPs on the RIE, Ajmer use of Mathematics Kit, Generic Module of RMSA 11 –15 December, 2017 and ICT in Mathematics at the Secondary Level 7. Capacity Building Programme for KRPs on RIE, Ajmer Enabling Inclusive Education for the States of 4 – 8 December, 2017 UP, Delhi, Rajasthan and Jammu & Kashmir

8. Capacity Building Programme for KRPs of RIE, Ajmer Minority Dominated Districts in Teaching of Urdu 30 October to 03 at Elementary Level for the State of UP November, 2017 9. Capacity Building of KRPs of SC-Concentrated RIE, Ajmer Areas for Promotion of ICT in Teaching of Science 8 – 12 January, 2018 at Elementary Level

114 Annual Report 2017–18 10. Capacity Building on Development of Activity RIE, Ajmer Based Teaching-Learning Materials in Science at 12 –16 February, 2018 Upper Primary Level for KRPs of Haryana 11. Capacity Building of KRPs in English with a RIE, Ajmer special Emphasis on Communication Skills and 9 –13 October, 2017 Linguistics Proficiency in SC-Concentrated Areas 12 Professional Development Programme of DMS RIE, Ajmer Teachers of RIEs 22 May to 11 June, 2017

Regional Institute of Education, Bhopal The institute conducted a total of 17 training programmes. These programmes focussed on different dimensions of training such as developing practical skill in Biology (higher secondary level), Science (secondary level), CCE, use of ICT at different levels, gender issues, constructivist pedagogy in science and social science, etc. These training programmes were widely accepted by the participants and the trainings were conducted on the basis of training package developed prior to training. The training package was distributed among participants during the training programme.

S. No. Title of the programme Venue and Date 1. Training of Teacher Educators of Western Region RIE, Bhopal on Research Methodology and Quantitative Data 10 to 17 February, 2018 Analysis 2. Training on Multilingual Education to KRPs of RIE, Bhopal Elementary School Level from SC and ST Dominated 12 to 16 February, 2018 Area of Gujarat, DNH and Diu & Daman 3. Training on the Integration of Arts and Aesthetics RIE, Bhopal in Elementary School Curriculum of Western 12 to 16 January, 2018 Region RIE, Bhopal 16 to 20 March, 2018 4. Training of KRPs on creating Awareness on RIE, Bhopal Adolescent Education at the Secondary Level from 5 to 9 March, 2018 SC and ST Dominated Areas 5. Training of KRPs to Strengthen Numerical RIE, Bhopal Problem Solving Skills in Chemistry at the Senior 22 to 26 January, 2018 Secondary School Level 6. Training of KRPs of Western Region on Laboratory RIE, Bhopal

Skills in Biology at the Senior Secondary School 11 to 15 December, ReportAnnual 2017–2018 Level 2017 7. Training programme on the use of ICT in Science RIE, Bhopal at the Secondary School Level 11 to 15 September, 2017 RIE, Bhopal 3 to 7 September, 2017 8. Training of Master Trainers of KGBV and Eklavya RIE, Bhopal School of Chhattisgarh on Content and Pedagogy 9 to 13 January, 2018 of Science at the Secondary School Level

Capacity Building Programmes 115 9. Training Programme on the use of Virtual RIE, Bhopal Laboratories in Science at the Secondary School 9 to 11 February, 2018 Level for the Teachers of Minority, SC and ST Dominated Areas 10. Capacity Building of KRPs of Goa on Continuous SCERT, Goa and Comprehensive Evaluation (CCE) 28 February to 2 March, 2018 11. Training of KRPs of DIET on the Integration of ICT SCERT, Goa in Teaching-Learning Process 12 to 16 February, 2018 12. Training of KRPs on Constructivist Pedagogy at the RIE, Bhopal Secondary Level from SC and ST Dominated Area 12 to 16 March, 2018 13. Training of KRPs in Science at the Secondary RIE, Bhopal School Stage to Develop the use of Constructivist 29 January to 2 Pedagogy in Classroom Situations February, 2018 14. Training on Practical Skills in Science using RIE, Bhopal Science Kit for Secondary School Science Teachers 18 to 22 September, 2018 15. Orientation of Key Resourse Persons of elementary RIE, Bhopal and Secondary Level on Gender Issues in 12 to 16 March, 2018 Education 16. Short term Course on pedagogy of Mathematics RIE, Bhopal at the Elementary Stage 5 to 19 September, 2017 RIE, Bhopal 20 November to 04 December, 2017 17. Training of Key Resource Persons (KRPs) on RIE, Bhopal Integrating Information and Communication 20 to 24 November, Technology (ICT) in the Teaching of Social Sciences 2017

NCERT SCERT, Goa 05 – 09 February, 2018 18. Orientation of Primary Teachers to Develop the RIE, Bhopal Skills in Advancement in Experimental Computing 5 to 10 March, 2018 Concepts

Regional Institute of Education, Bhubaneswar The institute organised a capacity building programme for the district level gender coordinators of schools in Odisha in which participatory approach was adopted which facilitated the trainers to share and reflect upon their experiences. The institute also conducts one year Diploma Course in Guidance and Counseling (DCGC) in a blended mode of first six months online, followed by three months of face-to-face mode, ending with three months of internship. The objective is to empower teachers and teacher educators with additional competency to deal with the issues in their practical situation on day to day basis. Orientation of Key Resource Persons at the Elementary and Secondary level on ICT was conducted for the capacity building of teacher in concept and applications of techniques and technologies for improving classroom instructions and their management process and to train teachers in designing scripts, selection of media, production of educational TV, radio and multimedia programmes, editing, communication and media research, use of computer

116 Annual Report 2017–18 graphics and animation software. On request of educational authorities of Andaman and Nicobar Islands, content-cum-pedagogy enrichment programme for PGTs in mathematics was organised. The institute also organised a training programme on effective pedagogical strategies in teaching english language for the secondary level teachers of SC concentrated areas of Bihar. The programme dealt with the different aspects of linguistics and english language teaching relevant to the need of the participating teachers.

S. No. Title of the Programme Venue and Date 1. Capacity Building Programme for District level RIE, Bhubaneswar Gender Coordinators of Schools in Odisha 19 to 23 February, 2018

2. Diploma Course in Guidance and Counseling RIE, Bhubaneswar (DCGC) 1 January, 2017 to 31 December, 2017 3. Effective Pedagogical Strategies in Teaching RIE, Bhubaneswar English Language at the Secondary Level for 29 January, 2018 to Teachers of SC Concentrated Areas of Bihar 2 February, 2018 4. Content-cum-Pedagogy Enrichment Programme SIE, Port Blair for PGTs in Mathematics 4 to 8 December, 2017 5. Orientation of Key Resource Persons at the RIE, Bhubaneswar Elementary and Secondary Level on ICT 15 to 19 January, 2018

Regional Institute of Education, Mysuru During 2017–18, RIE, Mysuru conducted 14 training programmes. The different training programmes which were offered included programmes for teacher educators as well as for KRP teachers, at the secondary and senior secondary level. The training programmes for teacher educators, covered setting up of Mathematics Laboratory, Educational Research Methodology, Reflective Practices, Programme Evaluation, Enrichment Programme for Counsellors, enhancing Professional Competence of elementary school teachers, while, the programmes covered for key resource persons at the secondary and senior secondary levels include the use of Language Lab and ICT based learning materials, Health and Hygience, Question Bank in History and Other Social Sciences, Geo Gebra, Training in Statistics and Geographical Information System. Apart from the above, the students of DMS, Mysuru were also taught

sign language. ReportAnnual 2017–2018

S. No. Title of the Programme Venue and Date 1. Training for DIET Faculty in setting up of RIE, Mysuru Mathematics Laboratory in Upper Primary and 19 – 23 January, 2018 Secondary Schools of Telangana State 2. Training Secondary Teachers of English in the RIE, Mysuru use Language Lab and ICT Based Learning 11 – 15 September, 2017 Material for Southern States 3. Training Programme on Educational Research RIE, Mysuru Methodology 11 – 21 December, 2017 1 – 10 February, 2018

Capacity Building Programmes 117 4. Training for Secondary Level School Teachers RIE, Mysuru on Health and Hygiene of Girls for the State of 2 – 6 January, 2018 Tamil Nadu and Telangana 5. Training Programme for the Development of RIE, Mysuru Question Bank in the History at the Higher 26–30 December, 2017 Secondary level for the States of Andhra Pradesh, Karnataka, Kerala, and Telangana 6. Enrichment Programme for Counsellors, RIE, Mysuru Secondary School Teachers and Teacher 26 February, 2018 to Educators from Kerala State 2 March, 2018 7. Training on Enhancing Professional Competence RIE, Mysuru of Elementary School Teachers 12–16 March, 2018 8. Teaching of Sign Languages to DMS students, RIE, Mysuru Mysuru 11 January, 2018 to 10 February, 2018 9. Training Programme for the Development RIE, Mysuru of Question Bank in Social Science at the 26 December, 2017 to Secondary level for the State of Andhra Pradesh, 1 January, 2018 Karnataka, Kerala and Telangana States 10. Training the State Functionaries on the RIE, Mysuru Processes of Adopting Reflective Practices in 5–9 February, 2018 Teaching at the Upper Primary level (TN, AP, TS) 11. Geo-Gebra Training Programme for Senior RIE, Mysuru Secondary Level (Class XI and XII) Mathematics 14–18 December, 2018 Teachers of Tamil Nadu 12. Training of State Level Key Functionaries on RIE, Mysuru Programme Evaluation 19–23 February, 2018 13. Development of Modules and Training on RIE, Mysuru NCERT Teaching of Statistics for Pre University College 6–10 May, 2017 Lecturers in Economics and Commerce of 11–5 May, 2017 Karnataka. 14. Training on Geographical Information System RIE, Mysuru (GIS) for KRPs of Senior Secondary Teachers of 13–17 November, 2017 Telangana State

North-East Regional Institute of Education, Umiam (Shillong) The training programme on the constructivist approach towards teaching and learning of social science was conducted to help the teacher educators in understanding the philosophy of the constructivist approach to learning, to train the teacher educators on the methodologies of teaching in the light of the constructivist approach and to empower the teacher educators in implementing the strategies based on constructivism in actual classroom situation. The institute organised training programme on research methodology for the states of Mizoram and Meghalaya and training on social inclusion for KRPs from the States of Assam, Manipur, Sikkim and Tripura. For the textbook writers of linguistic minorities, the institute organised the training programme. Training of teachers on teaching-learning in multilingual class at the primary level for north-east was conducted for the teachers from the states of Assam, Manipur, Sikkim and Tripura. Training of master teachers of Sikkim

118 Annual Report 2017–18 on question paper setting was conducted for the teachers and language coordinators in which the participants were oriented on examination reforms, CCE, instructional objectives and evaluation, setting of questions: type of question, development of blueprint, design of question, writing scoring key, items, etc. With the purpose of sensitising the KRPs on the screening and identification, uniqueness of students and planning and implementation of lessons with appropriate TLMs for teaching the children with special needs in an inclusive classroom, a training programme was organised on Management of CWSN in inclusive classroom. The training programme for master trainers on teaching-learning of science was organised with a special focus on the activities and projects.

S. No. Title of the Programme Venue and Date 1. Diploma Course in Guidance and Counseling NERIE, Umiam through Distance/Online and Face-to-Face January to December, 2017 2. Certificate Course in Early Childhood NERIE, Umiam Education (ECE) 12 June to 8 September, 2017 3. Training of Teacher-Educators of Tripura SCERT, Agartala and Meghalaya on Action Research 8 to 12 January, 2018 4. Training of Key Resource Persons (KRPs) SCERT, Agartala of Tripura on Multi-grade and Multi-level 2 to 6 January, 2018 Teaching 5. Capacity Building for Teacher-Educators NERIE, Umiam of North-Eastern States Using the Training 13 to 17 November, 2017 Module on NCFTE- 2009, JVC Report-2012 and NCTE Regulation-2014 6. Competency Based Training Programme NERIE, Umiam, for DIET Faculties on the Philosophy 27 November to 1 December, and Emerging Trends for Effective 2017 Implementation of D.El.Ed. Programme 7. Training for Key Resource Persons SCERT, Itanagar in Innovative Teaching Learning and 5 to 9 July, 2017 Evaluation Practices in English at the Elementary Level for the State of Arunachal Pradesh 8. Training for Master Trainers on Developing SCERT, Imphal, Manipur Reading and Writing Competencies in 5 to 9 March, 2018 English at the Elementary Level for the State of Manipur Annual ReportAnnual 2017–2018 9. Training for Key Resource Persons in SCERT, Gangtok Developing Oral Skills in English at the 9 to 13 October, 2017 Primary Level for the State of Sikkim 10. Training Programme on Value Inculcation, NERIE, Umiam Peace Education and Life Skills for the 11 to 15 December, 2017 Master Trainers of Assam, Mizoram and Sikkim 11. Training of Key Resource Persons on NERIE, Umiam Research Methodology for the States of 19 to 23 February, 2018 Arunachal Pradesh, Sikkim, Mizoram and 19 to 23 March, 2018 Meghalaya

Capacity Building Programmes 119 12. Training of Teacher Educators on NERIE, Umiam Constructivist Approach to Teaching and 20 to 24 November, 2017 Learning of Social Science for the State of Nagaland 13. Orientation of KRPs of NE States NERIE, Umiam on Leadership, Motivational and 12 to 16 March, 2018 Communication Skills 14. Training of Master Teachers of Sikkim NERIE, Umiam on Question Paper Setting at the Upper 12 to 16 February, 2018 Primary Level 15. Training of Teachers on Teaching Learning NERIE, Umiam in Multilingual Class at the Primary Level 23 to 27 October, 2017 for North-East 16. Training for Textbook Writers of Linguistic NERIE, Umiam Minority for the State of Sikkim 3 to 7 October, 2017 17. Orientation of KRPs of North-East on Social NERIE, Umiam Inclusion at the Secondary Stage 12 to 16 June, 2017 18. Training for KRPs on Management of CWSN NERIE, Umiam in Inclusive Classroom at the Primary Level 4 to 14 January, 2018 19. Training of Master Trainers on Teaching- NERIE, Umiam learning of Science with special focus on 20 to 24 November, 2017 Activities and Projects at the Elementary Level for the North-Eastern States NCERT

120 Annual Report 2017–18 with theobjectives to provide aplatform to state level agencies for sharing their in NewDelhifrom18 to 20April,2017 The nationalconference wasconducted National Conference on Innovation(NAVONMESH)inSchoolEducation D the SwachhBharatmission. and schoolexposureprogrammes. Its constituent unitswere also involvedin programmes onworkingwiththecommunity,internship inteachingprogramme region. As a part of its pre-service education programme, the Council conducted and worksofthegreatIndianthinkerswithspecial referencetotheconcerned series oneminentpersonalitiesandexpression seriestocommemoratethelife the Councilalsoorganisedextensionlectureseries, academicforum,expression early childhoodeducationprogrammein D.M.School.Theconstituentunitsof experimental schooloftheNCERTand to theIITnurseryschool,an support competition, Youth Festival.Ithasalsoorganisedthenationalroleplayandfolkdance Day CelebrationandNationalEducationDay. Women’s Day, Baba SahebBhim Rao AmbedkarJayanti,World Youth Skills Science Day,InternationalYogaNationalMathematics Mother LanguageDay,SanskritWeek,InternationalWeekofArtsEducation, with the celebrations of Independence Day, Republic Day, International centre forartsandcrafts. Various activities were conductedinconnection science parkanddevelopment of science resource centre anda resource education, centreforpopularisationofsciencethroughbiodiversitypark/ it developed andmaintainedtheresourcecentreinsciencemathematics Children andBookExhibitionwereorganisedbytheCouncil. During theyear, National Science, MathematicsandEnvironmentExhibition (JNNSMEE)for Environment Exhibitions (SLSMEE) for Children, the 42ndJawaharlal Nehru teacher education. discuss anddisseminatevariousissuespertainingtotheareaofschool has organisedseveral national and regional seminars/conferences to share, to its stakeholders across the country. In the year under report, the Council extension lectures,bookexhibitions,melas,youthfestivals, etc., to reachout conferences, regional review workshops, camps andsensitisation workshops, well as regionalmeets,seminars,nationalandlevelcompetitions, The NCERT extends its operation in the form of organising national as 6. ExtensionActivities epartment and National andNational On thebehestofMHRD,CouncilorganisedKala Utsav Various exhibitions viz., the State Level Science, Mathematics and Hindi

of C Pakhwara, and artist camp. It has extended academic urriculum S tud ies

Annual Report 2017–2018 innovative practices in school education for their scaling up. The conference was inaugurated by the Hon’ble Minister of Human Resource Development Prakash Javadekar. A total of 46 presentations on innovations/best practices of States, UTs in school education were made across sessions. In addition to the presentations by Prakash Javadekar, Hon’ble Minister of HRD inaugurating the National Conference on the participants, the State and the NAVONMESH national level institutions displayed innovative materials/innovations implemented by them which were visited by around 1000 participants from across the States. The conference was attended by the participants from the SCERTs, SIE and Directorate of Education of States and Union Territories, national level institutions, NGOs and international agencies. Releasing of various publications of NCERT on the Major outcomes of the conference occasion of the National Conference on Innovation include enhanced awareness of the (NAVONMESH) in School Education states representatives about the innovations in school education implemented across States and UTs and documentation of some of these practices in the guidelines on strengthening of the SCERTs issued by the MHRD. National Conference on Branding of Government Schools A national conference on the Branding of Government Schools was conducted NCERT at NIE, New Delhi from 27 to 28 March, 2018. The conference was attended by 80 participants from across the country representing higher educational institutions, universities, schools, SCERTs, DIETs, Regional Institutes of Education (NCERT) and NGOs. Research papers and articles on the selected themes viz., classroom teaching-learning, systemic reforms, assessment, perception of parents, teachers and various stockholders about government schools, etc., related to branding of government schools viz-à-viz improving quality of government schools were presented. Three panel discussions were also held in which experts from universities and the NCERT participated. The inaugural session of the conference was attended by Shigeru Aoyagi, Director and UNESCO Representative to India, Bhutan, Maldives and Sri Lanka, Hrushikesh Senapaty, Director, NCERT and B.K. Singh, Commissioner, Navodaya Vidyalaya Samiti (NVS), New Delhi. The conference was also attended by S.C. Khuntia, Former Secretary, School Education and Literacy, MHRD, Government of India and Chief Secretary, State of Karnataka. Internship of M.Ed. Students on Curriculum and Textbook Development A mechanism for providing internship to M.Ed. students of various universities in consonance with the 2014 regulations of the National Council of Teacher Education (NCTE) has been developed. In this regard, a two-week internship of M.Ed. students from Shri Lal Bahadur Shastri Rashtriya Sanskrit Vidyapeeth, New Delhi was conducted which provided the students with adequate exposure

122 Annual Report 2017–18 to the NCERT activities and orientation on various crucial aspects of school education and teacher education focussing on curriculum and textbook development. Orientation was also provided to the B.Ed. students from the B.K. Institute of Education and Technology, New Delhi on 10 April, 2017, the B.Sc. (Nursing) Students from the R.V.S. College of Nursing, Coimbatore, Tamil Nadu on 4 May, 2017 and the M.Ed. students from the Jamia Millia Islamia, New Delhi on 15 December, 2017. Meetings of the Seven Joint Committees of the NCERT, CBSE, KVS and NVS Seven joint committees drawing memberships from the NCERT, CBSE, NVS and KVS were constituted by the NCERT to discuss the issues related to syllabi and textbooks implemented at the secondary and senior secondary stages and the issues regarding assessment and examination. These committees were constituted as a follow-up of the meetings held at the MHRD on 5 June, 2017 and 5 July, 2017 under the chairpersonship of the Secretary, School Education and Literacy, MHRD, in which two major recommendations were made — i) CBSE will not publish any textbook henceforth. All the textbooks shall be published by the NCERT only; and ii) joint committees to be constituted to discuss these issues further. Joint committees held their meetings during September–November 2017 and the minutes of the meetings were shared with all the participating organisations for further actions. As a follow-up of the meetings of these joint committees, the workbooks in English and Sanskrit for Classes IX and X were developed. The syllabi and textbooks for Computer Science (XI–XII), Information and Communication Technology (IX–XII) Informatics Practices XI–XII, and Biotechnology XI–XII were also developed and updated.

Department of Education in Science and Mathematics Centre for Popularisation of Science Popularisation of science is one of the major thrust areas of the Council and is an ongoing programme under which science park and herbal garden operate. Students, teachers and teacher educators frequently visit the Centre for Popularisation of Science. It provides consultancy for establishing similar centres to schools, colleges and other agencies. The models in the science park provide hands on experiences to visitors. During the year 2017–18, there were around 4,000 visitors to the park. Under the programme, the Council celebrated the World Environment Day

2017 and National Science Day 2018. A lecture by C.R. Babu, Professor, Centre ReportAnnual 2017–2018 for Environmental Management of Degraded Ecosystem, University of Delhi on Ecological Restoration and Future of Environment was organised. As part of the National Science Day celebrations on 28 February, 2018, a lecture on the topic, ‘Theory of Plate Tectonics and its Relation to Earthquake and Volcanism’ was delivered by the eminent mineralogist, petrologist and Shanti Swarup Bhatnagar Awardee Professor Alok Krishna Gupta. Resource Centre in Science and Mathematics Education A ‘Resource Centre in Science and Mathematics Education’ has been developed as a useful facility for curriculum designers, content developers, researchers, teacher educators, teachers and all other stakeholders in science and

Extension Activities 123 mathematics education. It has a large collection of textual materials which are classified as per DDC scheme using KOHA. Many non-print materials, such as, models, educational kits, games and play materials, charts, posters, photographs, educational CDs, DVDs, are also available. In addition, research papers and articles related to science and mathematics education are curated from various NCERT subscribed journals as well as free online access journals and disseminated. 44th Jawaharlal Nehru National Science, Mathematics and Environment Exhibition (JNNSMEE) for Children The 44th Jawaharlal Nehru National Science, Mathematics and Environment Exhibition (JNNSMEE) for Children–2017 was organised in collaboration with the Directorate of Public Instruction, Government of Madhya Pradesh at RCVP Noronha Academy of Administration and Management, Bhopal from 10 to 16 November, 2017. The main theme of the JNNSMEE–2017 was ‘Science, Technology and Mathematics for Nation Building’. The six sub-themes of the exhibition were health, industry, transport and communication, innovation in renewable resources for sustainable environment, innovation in food production and food security and mathematical solutions in everyday life. A total of 142 exhibits from 29 States/Union Territories and nine other organisations were selected for JNNSMEE. NCERT

A Participant explains his exhibit during the 44th Cultural programme as part of the 44th Jawaharlal Nehru National Science, Mathematics JNNSMEE 2017 and Environment Exhibition (JNNSMEE)

State Level Science, Mathematics and Environment Exhibition (SLSMEE 2017–18) for Children The State Level Science, Mathematics and Environment Exhibition for Children is an ongoing programme with the objectives to popularise science and mathematics, to create awareness about environmental issues and concerns, to provide opportunity for children to develop their scientific talent, to provide a forum for children to pursue their natural curiosity, creativity and inventiveness, to stimulate the spirit of exploration in developing suitable technology by the application of scientific and mathematical principles to everyday life situations, and to strengthen State level exhibitions in States and UTs. A total of 29 States/UTs and nine other organisations conducted

124 Annual Report 2017–18 their State level exhibition under the main theme ‘Innovations for Sustainable development’. For organising the exhibition, proper guidelines were developed and shared with the States and also a catalytic grant for organising the State level exhibitions in different States and UTs was disbursed to 21 States and UTs. The selected entries will be participating in JNNSMEE–2018.

Department of Education of Groups with Special Needs Minority Cell-Meetings and Activities A meeting of the Minority Cell was organised on 14 March, 2018 at NIE, New Delhi. It was chaired by the Director, NCERT and attended by 12 Minority Cell members. The Director, NCERT emphasised the need for analysis of the implications of the researches conducted in the area of education of minorities, conducting of need-based teacher-training programmes of minority run schools to improve the teaching-learning process and the necessity of conducting research programmes to support the educational needs of the minorities. The major recommendations of the meeting were to organise two meetings of the Minority Cell, a three-day workshop for the analysis of research programmes conducted on the education of children belonging to the minorities, six training programmes of SRGs/KRPs on awareness of schemes and programmes for the education of minorities in India, take up a study of the curriculum of minority run educational institutions in India, conduct orientation programmes on vocational education for KRPs of minority run institutions and capacity building programmes on learning outcome for elementary teachers of madrasas in Odisha. National Meet on Responsive Teacher Education Programmes: Towards Inclusive Curriculum B.Ed., B.P.Ed. and B. Ed. (Spl. Ed.) With the objective of identifying the existing lacunas in the existing Pre-Service Teacher Education (PSTE) degree programme (B.Ed., B.Ed. Spl.Ed. and B.P. Ed.) and to deliberate on the strategies to fill the identified gaps, curriculums of PSTE degree programmes to physical education, general education and special education were analysed from the lens of inclusion. The experience of interaction with faculty of selected universities and curriculum analysis clubbed with NCTE latest curriculum framework for PSTE degree programme (B.Ed and B.P. Ed.) and RCI curriculum framework for B.Ed. Spl. Ed., led to the preparation of draft guidelines for inclusive PSTE. These draft guidelines were shared with faculty of education, special education and physical education, Annual ReportAnnual 2017–2018 via three regional workshops. Suggestions received during the regional sharing workshops were incorporated in the final version of guidelines titled ‘Responsive Teacher Education Programs: Guidelines Towards Inclusive Curriculum B.Ed., B.P.Ed. and B.Ed.(Spl.)’. A two-day national meet was organised at NIE, New Delhi on 23–24 January, 2018 with the objective of sharing the final draft of the guidelines for inclusive Pre-Service Teacher Education (PSTE) programmes. The guideline attempted to bring desired changes in the two year PSTE degree programmes in special education, physical education and general education so that the teachers would be able to transact in inclusive classrooms.

Extension Activities 125 Media Workshop on Barkhaa — A Reading Series for All A press conference was organised on 21 April, 2017 at NIE to create awareness and disseminate Barkhaa — A Reading Series for All developed as part of an MHRD approved initiative. It was chaired by the Director, NCERT and attended by leading print and television media personnel. The major output was a wide coverage about Press conference during the media the series in the leading newspapers and workshop on Barkhaa Series on television. The coverage in the Times of India found a place in the Ministry of Human Resource Development’s twitter handle — @HRD Ministry. Radio Programmes on Barkhaa — A Reading Series for All In collaboration with AIR, two radio programmes were developed and transmitted for the National Channel viz., Vividha on 11 June, 2017 at 8.05 pm on Making Inclusive Possible: An NCERT Innovative Exemplar highlighting the features of the exemplar inclusive learning material, ‘Barkhaa — A Reading Series for All’ available in print and digital form. The content also provided leads on how this exemplar material provides direction and initial guidelines for developing similar accessible material in the form of textbooks and other learning resources for all school stages. Foundation Day Celebrations: Poster Competition As part of the Foundation Day of the NCERT on 1 September, 2017, a poster competition on the theme ‘Inclusive spaces for all’ was organised with the aim to promote awareness and sensitivity about the CWSN and barriers in addressing NCERT their needs among the pre-service teacher trainees pursuing B.Ed., B.El. Ed., ECCE and D.El.Ed. from various institutions in Delhi. Out of the 189 posters on the subthemes — making physical spaces, ICT spaces, attitudinal spaces, media spaces, and learning spaces accessible, 10 merit certificate winning posters were selected by a committee of judges. These 10 posters were part of the exhibit on the Foundation Day of the NCERT.

Department of Educational Psychology and Foundations of Education Interventions for Implementation of Guidance and Counselling Programme Using Whole School Approach The objective of the programme was to equip school functionaries with requisite knowledge, understanding and skills to create a guidance-minded approach. Two schools were identified and provided need-based individual/ group interventions to school students, teachers and parents regarding how to handle academic, career and personal concerns of the students. The orientation with the principals was followed by interaction and orientation of the students, teachers and parents. Influence and gains of the interventions were ascertained through feedback from the beneficiaries in schools which in turn will help to design and implement similar programmes in the future.

126 Annual Report 2017–18 National Consultation of Guidance Personnel for Strengthening Guidance and Counselling Services in States The objective of the programme was to provide a platform to various stakeholders in guidance and counselling at the State level to share their work and experiences and to ensure minimum standards of guidance and counselling services in schools across the country. The consultations were organised at two levels — regional and national. Presentations and deliberations were held on the adaptation of ‘Guidance and Counselling: Guidelines for States’ developed in the year 2015. Interactive sessions were held with the administrative authorities from KVS and NVS. The National Consultation concluded by stating recommendations to ensure minimum standard of guidance and counselling in schools in the States.

National consultation of guidance personnel for strengthening guidance and counselling services in States

National Library of Educational and Psychological Tests (NLEPT) The NLEPT aims to enrich the test library continuously and provide consultancy to the researchers regarding the identification and use of the test materials. In this direction, some latest educational and psychological tests in the field of career guidance, intelligence, etc., was procured for the benefit of the researchers/practitioners. Consultancy was provided to the researchers regarding identification and use of the test materials. During 2017–18, approximately 285 students and researchers from across the county visited the library.

Department of Teacher Education Conference of Directors of SCERTs/SIEs The Conference of Directors of the SCERTs, SIEs is organised every year to share the significant achievements, ReportAnnual 2017–2018 issues and challenges in the field of school and teacher-education. During 2017–18, a two-day conference of Directors of the SCERTs and SIEs at NIE, New Delhi was organised on Conference of Director of SCERTs and SIEs 15–16 February, 2018. The agenda of the conference as the sharing of experiences, particularly, in the context of the innovative activities and programmes conducted by the SCERTs and SIEs in their respective States and UTs, sharing of Draft Guidelines for In-service Teacher Development Programme (ITPD) and Institutional Framework for

Extension Activities 127 Teacher Training developed by the department and sharing of programmes and activities of NIE, departments and the NCERT’s constituents. A total of 23 participants including Directors and their nominees from 19 States attended the conference. National Awards for Innovative Practices and Experiments in Education for Schools and Teacher Education Institutions The objectives of the programme were to sensitise teachers about the potential of innovative practices and experiments for the improvement of teaching-learning, to encourage schools and teacher-education institutions, to try out novel ideas and practices for the improvement of different areas of school education and teacher-education, to encourage schools and teacher education institutions to identify problems they face and adopt a realistic approach to find solutions and to create an environment in schools and teacher-education institutions by encouraging teamwork and total involvement of the entire staff in the implementation of the innovations. During the year 2017–18, 31 project proposals were selected. The respective coordinators, school/ institutions heads were informed to carry out the innovative practices and experiments. Academic visits were made for on-the-spot observation and guidance. The coordinators have submitted the final reports. Selected Participants during the seminar organised in connection with the distribution of National Awards teachers and teacher educators will for Innovative Practices and Experiments be invited to present the report at a in Education NCERT national seminar to be held in June 2018. The final selection for cash award of` 10,000/- will be based on combined rating of project reports and its presentation in the national seminar.

National Workshop on Performance Indicators for Elementary School Teachers (PINDICS) The Council has developed the performance indicators (PINDICS) for assessing the teacher’s performance especially in the light of provisions of RTE Act, 2009. Performance indicators can be used for self- assessment by the teachers for their improvement. CRCC/BRCC or other supervisory staff can also use it for assessing the performance of National workshop on performance indicators for teachers and support them through elementary school teachers appropriate teacher development programmes. Academic support is being provided by the Council to States and UTs regarding the finalisation and implementation of the PINDICS in the States and UTs by adapting or adopting PINDICS developed by the NCERT. A national workshop has been organised

128 Annual Report 2017–18 at NIE, New Delhi on 29–30 January, 2018 with the objectives to share the experiences and good practices of various States and UTs in the implementation of PINDICS, to share online PINDICS and mobile app on PINDICS with the States and UTs, to provide academic support to the States and UTs and to prepare a draft guidelines for assessing the performance of teachers from Class I to XII. 23 participants from 21 States and UTs attended the workshop. The discussion held during the workshop, helped different States and UTs to understand the mechanism followed by other States and UTs in implementing PINDICS. The PINDICS mobile app was demonstrated during the programme and many States have initiated a programme for implementing PINDICS using the online platform as well as mobile app.

Department of Elementary Education National Consultation Meet on Sustainability in the context of Early Childhood Education (ECE) A two-day national consultation meet was organised at NIE, New Delhi on 21–22 November, 2017 on Sustainability in the Context of Early Childhood Education. The objectives of the meet were to provide a scope for critical and reflective discussion on sustainable development in ECE, provide a forum to discuss the approaches and practices of a developmentally appropriate ECE programme, develop a better understanding of quality ECE amongst researchers, practitioners, policymakers and other stakeholders, and to disseminate recommendations to various stakeholders and practitioners of ECE to achieve SDGs related to ECE. The consultation meet brought together preschool teachers, faculty from teacher training institutes, teacher educators, academicians, research scholars, ECE practitioners and representatives from various organisations and sectors, NGOs and the government. The sub themes for the concurrent paper presentations were; Integrating values and life skills in developmentally appropriate curriculum, Pedagogy and developmentally appropriate assessment for quality early learning, Human resource development for sustainable ECE programme, Convergence as a strategy for sustainable development in ECE, School readiness and smooth transitions for quality assurance, role of the community in sustaining anganwadis and other ECE Centres, Literacy in ECE: Implications for sustainable development, Quality standards for effective implementation of ECE programme and health, hygiene and nutrition in early grades. The meet was attended by 119 participants from 29 States and UTs, Governmental organisations — DIETs, SCERTs, NIPCCD, ICDS, IIT, NIEPA, ReportAnnual 2017–2018 AUD, JMI, KU, Non-Governmental Organisations — Muktanagan, Azim Premji Foundation, Aga Khan Foundation, Sesame Street India, VHAI, CARE India, OELP, PRAJNYA, Titli, International Organisations — UNICEF, UNESCO-MGEIP, World Bank and schools from private sectors. The participants were also very enthusiastic to participate in the slogan and video message competition.

Department of Education in Languages National Seminar on Sir Syed Ahmad Khan A national seminar was organised to commemorate Sir Syed Ahmad Khan for his significant contributions in the area of education. He was a great scholar

Extension Activities 129 of Persian and Mathematics. The seminar was inaugurated by Tariq Mansoor, Vice Chancellor, Aligarh Muslim University, Aligarh. He threw light on Sir Syed’s multifaceted personality, his scholarly achievements and progressive thoughts. Iftikhar Alam, Former Director, Sir Syed Academy, delivered the keynote address. He highlighted that besides being an academician, Sir Syed took keen interest in agriculture and environment-related issues.

National seminar on Sir Syed Ahmad Khan: The social and educational reformer

The major themes of the seminar were the life and personality of Sir Syed Ahmad Khan, the relevance of his work and teaching in modern times, Sir Syed Ahmad Khan as a writer, poet and progressive thinker who promoted the education of Muslim women and scientific temper among Muslims. Balram Shukla, Professor, Department of Sanskrit, Delhi University in the valedictory session stressed on the need of spreading his messages far and wide. Ganga Prasad Vimal, Professor, University of Delhi stressed the need for understanding the contribution of Sir Syed Ahmad Khan in the historical perspective who worked for the upliftment of the muslim community in terms of education and economic status.

NCERT Samwad Lecture Series on Language and Language Education The lecture series Samwad was initiated in the previous years and three lectures were organised on varied themes under the broader theme of Language and Language Education. The first lecture was part of the celebration of Sanskrit Week during August 2017 on the theme Sanskrit in the 21st Century by Abhiraj Rajendra Mishra, Professor, Former Vice Chancellor, Sanskrit University, Varanasi on 4 August, 2017. The second lecture in the series was delivered by Abdul Haq, Professor Emiritus, Delhi University on the occasion of the 200th Birth Anniversary of Sir Syed Ahmad Khan on his life and works on 17 October, 2017. The third lecture was held on 31 January, 2018 on the theme, Language, Education and Society delivered by Shri Rahul Dev, Author, Educationist and Media Personality.

Participants of Samwad lecture series on language and language education

130 Annual Report 2017–18 Celebration of International Mother Language Day The International Mother Language Day was celebrated on 21 February, 2018 at the NIE campus with talks, discussions and a street play to highlight the importance of mother tongue in education and social life. The Padma Shri Padma Sachdev, the first woman poet of Dogri Language and Anamika, eminent Hindi Poet and Professor of English, University of Delhi delivered talks on mother tongue and its importance in the society and education. This was followed by interactions with the writers on various issues and problems of language and language education today and street play, nukkad natak, poetry, collage making, highlighting the importance of all languages in society and in one’s life by Group Ahaang, New Delhi. H.K. Senapaty, Director, NCERT and faculty members of the NCERT spoke on the importance of mother tongue. Teachers, students, academicians and members of faculty and staff participated in the celebrations. National Seminar on Language, Society and Culture The national seminar was organised with the objectives of finding co-relation between language and society and to understand how the society and culture integrate into language. There was focus on the marginalised languages and how these can be preserved and made functional in our education system. Hundred and twenty participants from different parts of the country attended the seminar. Papers were presented in 10 sessions. In the inaugural address, H.K. Senapaty, Director, NCERT emphasised the role of language in preserving society and culture. Nityanand Tewari, Former HOD, Department of Hindi, University of Delhi and the Chief Guest of the seminar highlighted that language, society and culture are interrelated and mother tongue plays an important role in preserving the culture. Anand Prakash, Former Faculty, Department of English, University of Delhi in his keynote address drew the attention to the role of literature in reflecting on the language, culture and society and said that this generation should be apprised of the significance of literature in preserving language, culture and society.

Department of Education in Social Sciences National Seminar on Sustainable Tourism The seminar focussed on the different dimensions of tourism, promoting entrepreneurship in this sector and challenges that this sector is facing in ReportAnnual 2017–2018 contemporary times. The discussions and deliberations emphasised on making tourism as a professional activity, integrating environment concerns, waste management and Participants attending the National seminar on making services especially in the area sustainable tourism of hotel management digital. In addition, it was stated that this emerging sector needed to look into the global concerns and evolve different methodologies in making this sector so that the scope for employability increase.

Extension Activities 131 About 70 participants across the country participated in the seminar. S. Inayat Ali Zaidi, Professor, Department of History and Culture, Jamia Millia Islamia, New Delhi delivered the keynote address highlighting the concept of sustainable tourism, its interlinkages with social, economic and political growth and development of the country. Ashish Dahiya, Director, Institute of Hotel and Tourism Management, Maharishi Dayanand University, Rohtak, Haryana highlighted the issues and concerns of sustainable tourism. Manjula Chaudhary, Professor, Department of Tourism and Hotel Management, Kurukshetra University, Haryana talked about entrepreneurship opportunities in the tourism industry.

Department of Education in Arts and Aesthetics International Week of Arts Education The International Week of Arts Education was celebrated in the month of May 2017. Around 100 children participated in the week-long camp to learn drama, music, warli painting and dance. 106 children performed and exhibited their works on the last day of the camp.

NCERT Children celebrating International Week of Arts Education

Division of Educational Research Screening-cum-Progress Monitoring Committee (SPMC) of Educational Research and Innovations Committee (ERIC) A meeting of the Screening-cum-Progress Monitoring Committee of ERIC was held at NIE, New Delhi on 15–16 February, 2018. There were 18 proposals identified for the interview-cum-presentation for the financial support under ERIC. Ten research projects were selected for funding under ERIC. A general body meeting of the New Educational Research and Innovations Committee (ERIC) was held at NIE, New Delhi on 27 February, 2018. The activities of Division of Educational Research were discussed during the meeting and status of completed and on-going ERIC Research Projects was reported to the committee.

Educational Survey Division Post NAS — Quality Interventions Quality interventions based on NAS findings for understanding the district report cards and pedagogical practices to support classroom transaction based on learning outcomes were carried out. This includes training the State Level Master trainers (SLMTs) on communicating the NAS results as per the district report

132 Annual Report 2017–18 cards, assist States and UTs in understanding NAS results and demonstrating the exemplar pedagogical interventions developed by the Council.

Discussion on Post NAS — Quality Interventions is in progress The SLMTs were asked to disseminate further the understanding of the NAS District Report Cards at the district level which includes, sharing of findings with the district level functionaries such as DIETs, DEOs, teachers, head teachers, parents, SMC members and other stakeholders, identifying learning gaps seeking support from parents or other important members in the family and community, organisation of awareness programmes for the community and training of teachers on evolving learning strategies to achieve learning outcomes.

Division of Educational Kits Mass Production and Supply of Educational School Kits In order to cope with the mass production and supply of educational school kits to users, the NCERT on the directions of the MHRD empanelled 16 firms to manufacture and supply the kits. Under the Central Government flagship programmes of SSA and RMSA, the State Governments are procuring the educational school kits at a large scale, either directly from the NCERT or from the NCERT empanelled firms. The details of educational school kits supplied through NCERT during the year 2017–2018 are as under:

S. Name of the Kit Kits Kits Supplied by Supplied Empanelled Firms No. through under NCERT’s NCERT Policy to Supply Kits Directly to States/UTs

1. Early School Mathematics Learning Kit 01 74,529 ReportAnnual 2017–2018 (ESML) 2. Raindrop: Primary English Learning Kit 01 2,244 (RPELK) 3. Upper Primary Science Kit with 122 118 Microscope (UPSK-M) 4. Upper Primary Science Kit without 10,090 5,714 Microscope (UPSK-WM) 5. Upper Primary Mathematics Kit (UPMK) 10,147 5,835 6. Secondary Science Kit (SSK) with 18 3,678 Microscope (SSK-M)

Extension Activities 133 7. Secondary Science Kit (SSK) without -- 1,561 Microscope (SSK) 8. Secondary Mathematics Lab Kit (SMLK) 639 4,113 9. Sr. Sec. Microscale Chemistry Laboratory 20 00 Kit (SSMCLK) 10. Solid State Model Kit (SMLK) 19 -- 11. Molecular Model Kit (MMK) 01 -- 12. Secondary Lab Kit (Physics) 5 -- 13. Secondary Lab Kit (Biology) 5 -- 14. Secondary Lab Kit (Chemistry) 4 -- 15. Higher Secondary Chemistry Lab Kit 20 1,692 (HSCLK) 16. Higher Secondary Biology Lab Kit -- 2,235 (HSBLK) 17. Higher Secondary Physics Lab Kit -- 1,774 (HSPLK) Total 21,092 1,03,493

The educational kits are also demonstrated and displayed at various trade fairs, book fairs, Jawaharlal Nehru National Science Mathematics and Environment Education Exhibition (JNNSMEE) and book fairs at the Mahatma Gandhi Hindi Vishwavidayalaya. Various hands on activities for the preparation and use of educational kits are organised during Kala Utsav, the NCERT foundation day programme, yoga olympiad, folk dance competition and other fests/events conducted by the Council.

NCERT Planning and Monitoring Division Sharing of Experiences of Educational Practices in States: Meeting with State Coordinators of RIEs For the sharing of experiences of educational practices with States and UTs a consultative meeting was organised between the state co-ordinators of RIEs and heads of NIE Departments/Divisions/Cells as well as Joint Directors of CIET and PSSCIVE. The meeting also provides a forum to the different constituents Meeting with the state coordinators of RIEs for sharing of experiences of educational practices in to share their achievements to be States/UTs disseminated in the States and workout with States for evolving realistic need-assessment that commensurate with the expertise available with the NCERT for addressing the needs of States and UTs. 33rd NCERT Annual Staff Tournament-2017 The annual staff tournament was held at NIE, New Delhi from 23 to 27 October, 2017. Vijay Kumar Malhotra, former President of Indian Olympic association inaugurated the tournament. The six contingents of NCERT, namely, NIE, New Delhi, RIE, Bhubaneswar, RIE, Ajmer, RIE, Mysuru, PSSCIVE, Bhopal and

134 Annual Report 2017–18 RIE, Bhopal participated in the tournament. The over-all championship was won by RIE, Bhubaneswar. In the women category, NIE, New Delhi became the champions and RIE, Bhubaneswar got runner-up. In the men category, RIE, Bhopal got runner-up trophy. The awards, prizes and mementoes were distributed to the winners and runners-up and officials of the tournament by the Director in the valedictory ceremony held on 27 October, 2017. RIE, Bhubaneswar received late Ratan Singh memorial championship trophy from H.K. Senapaty, Director of NCERT..

NIE, Cricket team with Major Harsh Kumar, Secretary NCERT after winning the final

Meeting of the Programme Advisory Committee The 55th meeting of the Programme Advisory Committee (PAC) was held from 20 to 22 March, 2018. The meeting was chaired by Hrushikesh Senapaty, Director, NCERT and Chairperson, PAC. The meeting commenced with a word of welcome by A.D. Tewari, Head, PMD to all the newly constituted PAC members. He informed the house that in this financial year, 490 programmes with a budget of ` 45.21 crore have been proposed by the different constituent units of the NCERT. In his opening remarks, Hrushikesh Senapaty, emphasised on the necessity of coordination and collaboration among all the constituent units of the Council. He stressed on conducting institutional research studies that can bring about policy implications. Harsh Kumar, Secretary, NCERT pointed out the importance of the Council activities in building up the nation, being the apex body for education. He added that we need to introspect on whether our programmes are reaching out to the last child in the last school and whether we are able to achieve our objectives. Annual ReportAnnual 2017–2018

55th PAC meeting of NCERT in progress

Library and Documentation Division Book Exhibition LDD organised a book exhibition on 10 October, 2017. All heads and faculty members of NIE actively participated in the exhibition. The main subject areas

Extension Activities 135 of the exhibition were elementary education, art education, special needs education, teacher-education, language and literature, social science, science and mathematics, and ICT on education. Books on different languages, English, Hindi, Sanskrit and Urdu were also displayed. NCERT Institutional Repository The objective of the programme is to make available the NCERT publications as institutional repository for long term use. Under the programme, 4,000 documents of the NCERT have been identified for the digitisation work. The decision regarding hardware/software, in-house/outsource and digitisation of old textbooks will be done in the next phase.

International Relations Division Memorandum of Understanding (MoU) A Memorandum of Understanding (MOU), approved by the MHRD, was signed between the NCERT and the Academy of Korean Studies (AKS) on 15 June, 2017 at NCERT, New Delhi, in the presence of esteemed delegates from both the sides. Review of Korean School Curriculum A review of the Korean school curriculum was carried out to examine the extent of coverage given to various aspects of India in the social science textbooks of the Republic of Korea. The activity included translation of relevant sections of the Korean textbooks into English, assessment of facts and the manner of their representation in the textbooks. The findings were shared with the Academy of Korean Studies as feedback for textbook writers in the Republic of Korea. Consultative Meeting A two-day consultative meeting between experts from the Curtin University,

NCERT Perth, Australia and the NCERT was organised on specific steps to be taken for collaboration between the two institutions pertaining to the conceptualisation and designing of customised curriculum and training modules for in-service teacher education of the elementary and secondary level teachers and teacher educators, identification of optimal solutions (technical and logistic) for delivery of such programmes, undertaking joint research activities, identifying and supporting events to enable knowledge sharing, encouraging cross organisational student and staff engagement, and providing consultation and developmental support for staff as required and mutually agreed. Joint Working Committee Meeting A Joint Working Committee Meeting was organised by the division under the provisions of the MoU between the NCERT and AKS to work out the details of activities to be undertaken under the mutually agreed areas of cooperation, set up collaborative mechanisms for the execution of such activities and work out with financial details of those activities.

Hindi Cell Implementation of Official Language To promote and ensure the proper implementation and discuss the progress of Official Language in the Council, four meetings of the Official Language

136 Annual Report 2017–18 Implementation Committee were organised in each quarter. The quarterly progress reports based on the inputs received from the departments/divisions/ cells/sections were submitted to the Ministry of Human Resource Development and the Department of Official Language, Ministry of Home Affairs, GOI.

Celebration of Hindi Pakhwada Hindi Pakhwada was organised in the Council from 4 to 18 September, 2017. Hindi competitions were organised on noting and drafting, essay writing, handwriting, translation, typing, hindi writing (for the employees of non-hindi speaking areas), debate, poetry, quiz and hindi letter writing and essay

(for employees of non-hindi speaking Prize distribution during the celebration of hindi areas). 132 employees of the Council pakhwada took part in the competitions with great enthusiasm. Thirty-eight winners were awarded with cash prizes and commendation certificates. Workshops on Unicode Software, Its Usage and Official Language: Rules and Regulations and Inspections for Progressive use of Hindi in the Council Workshops for officers and other employees of the Council were organised for sharing information on Unicode Software, its usage and Official Language Rules and Regulations for the employees at RIE, Bhubaneswar on 17–18 May, 2017 and at NIE, New Delhi on 27 July, 2017; 21 December, 2017 and 23–24 January, 2018. The Official Language Inspection programmes to ascertain the status of official language were also conducted during at NIE, New Delhi and RIE, Bhubaneswar on 19 May, 2017. Annual Award Scheme for the Employees Under the award scheme of the Goverment of India for doing maximum day- to-day work in hindi, six employees of the Council were awarded with cash prizes and certificates.

List of Employees Awarded Pradeep Kumar Sharma 1st LDC, E-II section Manoj Kumar 1st ReportAnnual 2017–2018 UDC, E-II section

Chanchal Kumar 2nd LDC, E-II section Pramod Kumar 2nd Stenographer, DEGSN Karan Kathuria 2nd LDC, E-II section Ram Nivas Sharma 3rd UDC, V and L section

Extension Activities 137 Pandit Sunderlal Sharma Central Institute of Vocational Education, Bhopal Seminar on Upskilling of Vocational Teachers in the 21st Century A seminar on Upskilling of Vocational Teachers in the 21st Century was conducted as a part of the foundation day celebrations of the PSS Central Institute of Vocational Education (PSSCIVE) on 5 July, 2017. The objectives of the seminar were to provide insights on the emerging trends and developments in vocational teachers’ development, examine issues and challenges in upskilling vocational teachers in the 21st century and share good practices and approaches for upskilling vocational teachers in the 21st century within the VET system. The participants of the seminar included academicians and professionals from the National Institute of Technical Teachers and Training (NITTTR), Centre for Research and Industrial Staff Performance (CRISP), AISECT University, Regional Institute of Education, PSSCIVE, Demonstration Multipurpose School and students from Regional Institute of Vocational Education. In his inaugural address, C. Thangaraj, Director, NITTTR opined that upskilling and updating the knowledge of vocational teachers is a major challenge in the changing scenario of teaching-learning and the kind of exposure that students need today. He added that there is a need to prepare the youth for global employment and therefore, we need to provide them technical skills, employability skills and green skills. Presentations on various topics related to the Emerging Trends and Challenges in Vocational Teachers Development and ICT as a tool for teachers were made by V.H. Radhakrishnan and D.S. Karaulia from NITTTR, Bhopal, Alok Modi from Madhya Pradesh, Council for Vocational Education and Training, Bhopal, Mukesh Sharma, Centre for Research and Industrial Staff NCERT Performance, Bhopal and Siddharth Chaturvedi, All India Society for Electronics and Computer Technology (AISECT), Bhopal. The report of the seminar is available at, https://unevoc.nesco.org/up/ PSSCIVEs Report of Foundation Day Celebration on 5, July 2017.pdf Extension Lecture Series An extension lecture on Future of Education was deliveed by Anoop Swarup, Vice-Chancellor, Jagran Lakecity University, Bhopal on 27 March, 2018. It was attended by the faculty and staff of PSSCIVE, Bhopal and RIE, Bhopal. International Yoga Day The International Yoga Day was efficaciously celebrated at PSSCIVE, Bhopal on 21 June, 2017. The event was inaugurated by Rajesh Khambayat, Joint Director, PSSCIVE, Bhopal. Local yoga experts were invited to conduct the yoga practice session. All the faculty members and staff actively participated in the celebration of yoga day at the institute. World Youth Skills Day The institute celebrated the World Youth Skills Day on 15 July, 2017. A lecture on Stress Management by Piyush Verma, Professor, specialist in Occupational Stress Management, National Institute of Technical Teachers Training and Research (NITTTR), Bhopal was organised on the occasion. Speaking on the occasion, Rajesh P. Khambayat, Joint Director, PSSCIVE, highlighted that as

138 Annual Report 2017–18 a young nation, India will need to equip today’s youth with skills attuned to the needs of the industry. National Entrepreneurship Day The National Entrepreneurship Day was celebrated on 9 November, 2017 by PSSCIVE in collaboration with Demonstration Multipurpose School and RIE, Bhopal. A seminar was organised on Catalysing a Cultural Shift in Youth Entrepreneurship. Amit Singh, Advisor and Rohit Messy, Advisor, NIESBUD, New Delhi shared their views on entrepreneurship development among youth. A session on Career in Entrepreneurship was organised in the morning assembly of Demonstration Multipurpose School in which experts addressed the students and gave a motivational speech on entrepreneurship as the best career in the present world of work. Certificate Course in Basic Computer and Soft Skills PSSCIVE, Bhopal has started an innovative certificate course in Basic Computer and Soft Skills for students of Class VIII of Demonstration Multipurpose School, RIE, Bhopal from November 2017. In this course, the students of Class VIII attended a one-hour class in the afternoon regularly. Through this course, the students are made capable to do all basic computer operations. Soft skills like self-confidence, dreaming, decision making, communication, teamwork, interpersonal relations, communicative english language, etc., are also taught. During the course, the students were also exposed to entrepreneurial career and various other career options available in different vocational courses. Review Workshop on Diploma on Vocational Education and Training (DVET) An expert consultation workshop on Diploma in Vocational Education and Training (DVET) was held at PSSCIVE, Bhopal on 7 November, 2017. The main objective of the meeting was to review and finalise the curriculum structure and other important modalities for the programme. Ramesh Babu, Professor, Department of Education, RIE, Bhopal; Ramakar Raizada, Retd. Faculty, RIE, Bhopal, Kiran Mathur, Retd. Faculty, RIE, Bhopal and Saurabh Mishra, Assistant Professor, RIE, Bhopal, National Institute of Technical Teachers Training and Research (NITTTR), Anil Kumar, Retd. Faculty, NITTTR, Bhopal, B.L. Gupta, Professor, Department of Management, NITTTR, Bhopal; Parag Dubey, Professor, Department of Management, NITTTR, Bhopal; S.S. Kedar, Associate Professor, NITTTR, Bhopal; Roli Pradhan, Assistant Professor, Department of Management, NITTTR, Bhopal; Nitish Dubey, Professor, Department of Vocational Education and Entrepreneurship Development, ReportAnnual 2017–2018 NITTTR, Bhopal and Ravi Kapoor, Associate Professor, Computer Science, NITTTR, Bhopal; Jagran Lakecity University; Yashmin Ghani Khan, Director, School of Education, JLU, Bhopal and faculty from PSS Central Institute of Vocational Education, Bhopal reviewed the programme curriculum.

Regional Institute of Education, Ajmer National Seminar on Science Education The National Seminar on Science Education was organised at RIE, Ajmer from November 21–23, 2017 in which three plenary lectures, nine keynote addresses and a total of 127 papers were presented. The seminar was inaugurated by

Extension Activities 139 Vasudev Devnani, Honourable Education Minister, Government of Rajasthan, the Chief Guest and R.G. Sharma, Emeritus Scientist, Inter University Accelerator Centre, New Delhi, the Guest of Honour. S.V. Sharma, Organising Secretary, NSSE-2017 narrated the outline of the seminar. He said that the main objective of this seminar was to provide a forum to scholars and teachers to share their researches, innovative practices and emerging trends in science education. The plenary lectures were delivered by Oum Prakash Sharma, Deputy Director, IGNOU, New Delhi, Sudhakar C. Agarkar, Professor, VMP’s Academy of Internal Education and research, Thane and K. K. Sharma, Former Vice Chancellor, MDS University, Ajmer. The Chief Guest for the valedictory session was C.B. Gena, Former Vice Chancellor, Maharaja Ganga Singh University, Bikaner. The proceedings have been published with ISBN: 978-81-937186-0-5 National Conference on ICT in School Education The national conference was organised with the objectives to promote ICT in School Education at RIE, Ajmer from 27 to 29 November, 2017. Six parallel sessions were organised for each day. The speakers for the sessions included I.K. Rana, Professor, IIT Mumbai, Marmar Mukhopadhya, Former Director, NUEPA and many other dignitaries. Latest developments in the field of ICT in school education were discussed in the seminar. The proceedings have been published with ISBN: 978-81-93186-2-9 National Conference on Language Education in the Age of Globalisation The National Conference on Language Education in the Age of Globalisation was organised from 20–22 December, 2017 with an objective to providing a platform for sharing the best practices in terms of researches, experiments, innovations in the field of language learning and teaching across the country and also for grappling with the challenges therein. In addition to this, it was also intended for providing an opportunity to the academia concerned for collective discussion NCERT and debate so that the knowledge generated thereof could be collated for the betterment of the future policies and practices in the country. In this conference, four plenary lectures, keynote address and total of 67 papers were presented during the three days. The Conference was inaugurated by P.K. Dashora, honourable Vice Chancellor, University of Kota as Chief Guest. A.K. Mishra, Director, EFLU Shillong Campus delivered the keynote address. The plenary lectures were delivered by N. Lakshmi Aiyar, Head and Dean, Central University of Rajasthan, Ravinder Kumar Pathak, Central University of South Bihar, Gaya, Shri Rajeev Ranjan Roy, Senior Assistant Editor, Daily Post, Chandigarh and K.B. Rath, RIE Ajmer. K.K. Sharma, Former Vice Chancellor of MDS University, Ajmer was the Chief Guest during the valedictory ceremony of the conference. Extension Lecture Series On the occasion of the Foundation Day of the NCERT on 1 September, 2017, Ved Prakash, Former Chairman of UGC and Alumni of the institute was invited as the Chief Guest. He narrated the genesis of the creation of National Institution of Education and Regional Institute of Educations and Higher Education in the country. The function was presided over by Bhagirath Singh, Vice Chancellor, M.D.S. University, Ajmer. In his presidential address, Singh appreciated the role of the NCERT and RIEs in producing and developing quality teachers and textual material for the students.

140 Annual Report 2017–18 On the occasion of the International Peace Day on 21 September, Swami Satyajit Arya from Rishi Uddyan Ajmer, addressed the faculty and students of RIE, Ajmer about peace. He defined and elaborated uponDharm-Sammaan and said patience, forgiveness and self-control leads to attainment of peace. The RIE Ajmer celebrated its Foundation Day on 30 October, 2017. The Chief Guest on this occasion was Piyush Swami, Professor Emeritus, University of Cincinnati, Cincinnati and alumni of this institute. He mentioned that a person learns best when he or she is a student-teacher as he/she gets best experience in the school. He further, informed the audience about the science education in United States, the concept of STEM (Science, Technology, and Engineering and Mathematics) curriculum and problem-based learning. On the occasion of the National Education Day on 11 November, 2017, T.V. Rao, Chairman, TVRLS member BOG, IIM society and former professor, IIMA, was the chief guest. The programme started with garlanding on Maulana Abul Kalam Azad’s portrait. T.V. Rao gifted his book ‘Effective People’ to the institute. Rao spoke on ‘Leadership in Education: Teachers as Institute Builders’. An extension lecture on environmental issues and concerns was delivered by Kerry Kriger, International Environmental Scientist, USA on 16 January, 2018. Kriger focussed his deliberations on environmental issues and concerns. He also deliberated on frogs and mentioned that frogs are really in danger and there is a great need to save them. K.K. Sharma, former Vice Chancellor, MDS University, Ajmer presided over the programme and highlighted the concerns and issues pertaining to environment and he delineated examples of activities for conducting teaching beyond the boundaries of the classroom. On the occasion of the National Science Day on 28 February 2018, C.H.K. Ghosh, Emeritus Professor, IGNOU, New Delhi was invited to deliver an extension lecture on ‘Promoting the Scientific Temperament and Scientific Mindedness’. International Women’s Day Celebration A two-day programme was organised by the RIE, Ajmer to celebrate the International Women’s Day. On 7 March, 2018, paragraph and slogan writing competitions were conducted. Bharti Prakash, Associate Professor in Samrat Prithvi Raj Chauhan College, Ajmer and the chief guest of the programme said that education is the master key for the development of women so we should promote education for women empowerment. DAE-BRNS IANCAS Workshop on Radiochemistry and Application of Radioisotopes A.V.R. Reddy, Former Head, IANCAS (BARC), T.P. Chaturvedi, Former Head, Annual ReportAnnual 2017–2018 ACD, BARC, Sandeep C. Vishwas Rao, (PDD), BARC were the resource persons of the workshop organised form 12 to 13 March, 2018. A.V.R. Reddy gave a new perspective to nuclear energy. He said it is the cleanest and most powerful source of energy. T.P. Chaturvedi explained the phenomenon of radioactivity, alpha-decay and beta-decay. Later practical sessions were taken by Sandeep C. Vishwas Rao. The programme was attended by the staff of DESM and the science teacher trainees. Independence Day Celebration RIE Ajmer celebrated Independence Day with the hoisting of flag by, G. Viswanathappa, Principal of the institute. He also addressed the gathering

Extension Activities 141 by highlighting the importance of the day in the history of India and recalling the sacrifices made by the youth of the country in the freedom struggle. The students from DMS School and teacher trainees of RIE, Ajmer participated in cultural activities with full enthusiasm. The NCC cadets of junior and senior wing performed march past with full energy and discipline. The function was celebrated with full fervour by the staff, students and parents. Republic Day Celebration The institute celebrated Republic Day of India on 26 January, 2018 with full patriotic feeling and gesture in the institute’s ground. G. Viswanathappa hoisted the National flag on this occasion. After that, he addressed the gathering by highlighting the history of republic of India. The function was organised with the involvement of students of the DMS and teacher trainees of the institute and staff. Students sang patriotic songs and performed various cultural activities. Students of DMS also demonstrated formations displaying their gymnastic skills. The NCC cadets of the junior and senior wings did march past with full enthusiasm. Parents of many of the students and residents of the campus also attended the function and appreciated the performances of the students. Rashtriya Ekta Diwas (National Unity Day) The day was celebrated on 31 October, 2017 as the annual commemoration of the birthday of Sardar Vallabhbhai Patel, the Iron Man of India and first home minister of Independent India. On this occasion, the RIE, Ajmer organised the oath ceremony and essay writing competition on the topic ‘ The Importance of Sardar Patel in Today’s India’ involving the teacher trainees. About 30 students participated in the essay writing competition. This occasion provides an opportunity to re-affirm the inherent strength and resilience of our nation to withstand the actual and potential threats to the unity, integrity and security NCERT of our country. The winners of the essay competition on the topic ‘Importance of Sardar Patel in Today’s India’ and were given prizes and certificates during the Annual Day of the institute. Science Day Celebrations The National Science Day was celebrated on 28 February, 2018 in the institute. C.H.K. Ghosh, Professor, IGNOU delivered his talk on promoting scientific temperament and scientific mindedness. During his talk he tried to rediscover the term scientific temper and explained to students that it as an open, question-seeking mind that seeks the truth and accepts it when proven. Internship Programme The internship programme for the B.Sc. B.Ed. IV Year and B.Ed. II year teacher trainees was organised by the institute from 27 June, 2017 to 20 October, 2017. The programme for B.Sc. B.Ed. IV Year continued up to 12 August, 2017 and for B.Ed. II year it continued up to 20 October, 2017. The trainees were placed in the 18 JNVs Birla International School, Kishangarh and three local schools including DM School of RIE, Ajmer. Before their placement, the trainees were oriented by the faculty about the various aspects of school internship and related activities. They were guided and provided the opportunity to practise peer teaching and development of various teaching skills in the pre-internship programme for two weeks from

142 Annual Report 2017–18 19 June to 30 June, 2017. A conference of heads of all the selected cooperating schools was also organised on 29 June, 2017 to orient them about the purpose of internship and their role in grooming the future teachers. The trainees found the internship programme very effective in enhancing and sharpening their classroom teaching skills and developing them as effective teachers. For the B.Ed. first year trainees, the internship programme was organised from 2 January, 2018 to 31 January, 2018. During the period, the trainees were oriented about various aspects and activities of the internship followed by presentation of module lessons by the faculty. The trainees completed peer teaching sessions at RIE, Ajmer and two weeks internship in local schools. Working with the Community A 10-day working with community programme was organised from 18 to 27 September, 2017 in which 84 pupil teachers of B.Ed. I year, 87 of B.Sc. B.Ed. II year and 86 of B.A. B.Ed. II and III year participated. The main objective of the programme was to sensitise the student-teachers to the needs of the society and their role as teachers. Under the programme, the activities like orienting students to the different issues faced by the community, visit to the inclusive and special schools, visit to Kadel Village near Pushkar, etc., were organised. During their visit to the village, the student-teachers explored the different parts of the village, they drew the map of it, visited the health centre, hospitals, primary and secondary schools, Aanganwadi, Balwadi, etc. They looked into the different schemes run by the Central and State governments like MNREGA, Mid-Day Meal, etc. The student-teachers also prepared different teaching-learning materials/ models and delivered lectures in the school. The student-teachers actively participated in the cultural programmes, survey, group discussion, street plays, and rally to spread awareness about the different issues faced by the people. They were also trained on first aid. The student-teachers also planted trees in the surrounding areas and also performed yoga exercise.

Regional Institute of Education, Bhopal Extension Lecture Series 2017–18 The first lecture on Education and Social Change was delivered byU.S. Chaudhari, Former Vice Chancellor, Devi Ahilya University Indore on 24 November, 2017. The other speaker was Shukla Vaidya, Retd. Faculty, Devi Ahilya University, Indore. The second lecture was held on 19 March, 2018 at PSSCIVE, Bhopal. The Annual ReportAnnual 2017–2018 speaker was Pamela F. Hussain, Humanitarian Assistance and Protection (PHAP): Global Network of Woman Peach Builders. In her lecture on Peach Building Measures in a Conflict Zone, she discussed the different dimensions and aspects of the people who are living in a war conflicted zone. Independence Day Celebration RIE, Bhopal celebrated the Independence Day with zeal and enthusiasm. The National flag was unfurled, which was followed by singing of the National Anthem. The NCC and NSS cadets from the college and DM School put up an excellent march past. The cadets were inspected by Nityananda Pradhan, the chief guest. The Principal addressed the gathering on this occasion. This was

Extension Activities 143 followed by the colourful display of cultural programmes by the students of RIE and DM School. Tree plantation drive was also organised in the campus where more than 50 trees were planted to mark the Independence Day. Republic Day Celebration RIE, Bhopal celebrated the Republic Day in the institute ground with zeal and enthusiasm. As part of the celebration, the national flag was hoisted. It was followed by the singing of the national anthem. A beautiful and energetic march past by the students of RIE filled the audience with pride and the spirit of patriotism towards the nation. The principal of the institute, N. Pradhan addressed the students and staff members. He motivated to rise above the boundaries that divide us and unite to build India as a powerful nation. It was followed by the reading of the Preamble to the Constitution of India. This was followed by a colourful display of cultural programmes by the students of RIE and DM School. National Science Day The National Science Day was celebrated at RIE, Bhopal on 28 February, 2018 commemorating the physicist, Nobel Laureate and Bharat Ratna awardee C. V. Raman. The chief guest of the programme was Prabal Roy, Director, Regional Science Centre, Bhopal shared the untouched aspects of the life of C. V. Raman. He threw light on the struggles, contributions and achievements of the great physicist. A debate, science quiz, extempore and demonstration of science models through power point presentation were also conducted. Internship Programme As part of the internship in teaching programme for B.A.B.Ed., B.Sc.B.Ed. VII semester and II year B.Ed., a total of 200 students were placed in DMS,

NCERT KVs, JNVs and Madhya Pradesh government schools to gain the picture of the teaching profession. The objectives of the programme were to provide the students the overall teaching experiences for their coming future. The programme also offered to look into the challenges and problems of real life classroom situations.

Regional Institute of Education, Bhubaneswar National Rural and Tribal Youth Convention The convention was organised from 26 December, 2017 to 30 December, 2017. The convention was inaugurated by Honourable Minister for Petroleum and Natural Gas, Shri Dharmendra Pradhan. Tribal youths from Eastern and North-Eastern States of India participated in the programme. Skill development of the youth was the major objective of the programme. There were academic sessions on the topics skill India training, tribal culture and economy, disaster management and ecological balance, martial art and self-defence tactics, yoga and meditation for healthy living, digital literacy and cashless economy, mobile banking and mobile applications for day to day life, cultural heritage site visits in Odisha (Puri-Konark, Dhauli, Udaygirim Khandagiri, etc.) and exhibiting tribal cultural dance, music, songs associated with their ethnic beliefs and practices followed by cultural programmes by the participants.

144 Annual Report 2017–18 Extension Lecture Series The Extension Lecture Series intends to contribute to the development of professional identity among the faculty and students of the institute and teachers of D.M. School by facilitating the process of knowledge sharing. Under the Extension Lecture Series, eleven lectures in the distinguished field (Science Education, Environmental Science Education, Mathematics Education, etc.) were organised for the benefit of staff and students of the institute. All the lectures were followed by interactive sessions wherein students were given opportunity to interact with the experts on the concerned issues. Extension Lecture Series (2017–18) S. No. Speaker Topic Date 1. Jagadananda Sahu, Founder Clean and Healthy India 15 September, of Centre of Youth and Social 2017 Development 2. Jayant Mohapatra, Eminent My Journey as a Poet 18 September, poet and Awardee of 2017 Padmashree 3. Nagarjun Sharma, Principal, Use of Material in 07 November, Govt. Sr. Secondary School, Teaching and Learning of 2017 Kothinaatamam, Dist.: Tonk Mathematics 4. Hanuman Sharma, Principal, Joyful Learning of 07 November, Govt. Sr. Secondary School, Mathematics and 2017 Mahadevepura, Dist.: Jaipur Mathematisation 5. Nagarjun Sharma, Principal, Role of Material in 08 November, Govt. Sr. Secondary School, learning Mathematics 2017 Kothinaatamam, Dist.: Tonk 6. Hanuman Sharma, Principal, Topic develops a positive 08 November, Govt. Sr. Secondary School, attitude towards learning 2017 Mahadevepura, Dist.: Jaipur Mathematics 7. Sudershan Padhi, Director, Data Science and its 17 November, IMA Application 2017 8. S.P. Parida, Research Conservation of biological 25 November, Scientist, Regional Museum diversity 2017 of Natural History, Bhubaneswar 9. Mohd. Akhtar Siddiqui, Review Committee 08 March, Ex-Chairman, NCTE Recommendation upon 2018 NCTE Programmes Annual ReportAnnual 2017–2018 10. P. Bera, Associate Professor, How to look Mathematics 09 March, IIT Roorkee as Undergraduate 2018 Students 11. P.K. Sahoo, Professor, Reforms in Teacher 27 March, Allahabad University Education and 2018 Globlisation: Challenges and Issues

Blossoming Infancy: ECCE Center in DM School Twenty students were admitted in the ECCE Centre on the basis of random selection from 635 applicants. Weekly action plan and corresponding activities

Extension Activities 145 were conducted for the physical, language, socio emotional and cognitive development of children. A format on the developmental profile of students was developed depicting the developmental characteristics of preschoolers. Frequent interaction sessions with parents were organised. The parents were oriented on the pressures on preschoolers, promoting an enabling environment at home, play and early education and other relevant areas. The programme was evaluated by collecting feedback from parents, team members and children. The parents found the programme very relevant and developmentally appropriate. Researches on school readiness of the children revealed that children scored high in cognitive and socio emotional dimensions. Botanical Garden of Medicinal Plants The Botanical Garden has been established with the objective of conservation and propagation of medicinal plants collected from the Odisha state government forest nurseries for providing outdoor science education to both the pre-service students and in-service training participants. More than 60 varieties of different medicinal plants species which includes, Rosmarinus officinalis, Tinospre cardifolia, Sandtalum album Linn, Swertia Chirata Syn, Bacopa monnierie (L) pennel, Bacopa monnierie (L) pennel, Typhonium trilobatum, Cissus quadrangularis and Gymnema sylvestre are available. A one day workshop on Exploration of Medicinal Plant Garden for Outdoor Science Education was conducted for the secondary students of DM School on 6 February, 2018 in which children were involved in the preparation of projects, power point presentation with regard to conservation, preservation and health care of common diseases using medicinal plants. National Science Day Celebration As part of the National Science Day celebrations on 28 February, 2018, NCERT various competitions like essay, debate, quiz and painting were organised. J.K. Mohapatra, Professor, the Chief Speaker gave a talk on the topic ‘Science, Science Teachers and Scientists’. Faculty members from the institute also delivered speech and encouraged the students towards scientific research. The speakers threw light on the life and work of Chandrasekhar Venkata Raman, Professor. The theme of the year 2018, for the National Science Day ‘Science and Technology for Sustainable Future’ was well elaborated. Internship Programme The internship in teaching programme of B.Ed.-III Semester was organised in three phases such as pre-internship, internship and post-internship. The pre- internship programme was held at RIE, Bhubaneswar from 22 to 30 June, 2017. The internship was held in different NVS located in Bihar, Jharkhand, Odisha and West Bengal from 1 July 2017 to 22 September 2018 and from 30 October, 2017 to 18 November, 2017. Trainees were involved in different activities such as observation of classes of cooperating teachers, peer observation, unit plan and lesson plan, teaching, conducting action research, developing teaching- learning materials and achievement test and maintain reflective diary, etc. The internship programme was supervised by all the faculty members of institute, teachers and principals. The post-internship programme was held at the institute from 20 to 24 November, 2017. Internship in teaching of the BA.

146 Annual Report 2017–18 B.Ed. students was held during July-August, 2017 at NVS of Odisha, Bihar, Jharkhand and West Bengal. School Exposure Programme of B.Ed. and BA.B.Ed Programme: Multicultural Placement Multicultural Placement Programme of B.Ed. student-teachers was held in three stages, i.e., three-day pre conference, two weeks field placement and two days reflective sessions. During the first semester, the student-teachers had exposure in schools of local areas, i.e., special schools, State government and CBSE schools. During the second semester, 97 student-teachers from Arts and Science stream were involved in the programme. The pre-conference was held from 3 to 5 January, 2018. The field placement of student-teachers was held at two clusters, i.e., Remuna and Bhubaneswar from 8 January to 19 January, 2018. The student-teachers were exposed to three types of schools such as urban, rural and tribal and different activities such as managing substitute classes, observation and reporting of school processes, delivering lessons, conducting case studies and preparing a report on teaching-learning materials. The post multicultural placement session was conducted on 23–24 January 2018 to collect feedback from trainees and supervisors for further improvement of the programme. The School Exposure Programme of BA.B.Ed. Programme was held in three schools of Bhubaneswar. One was the KISS School, which has only tribal children. The other two were KV, Mancheswar and Saraswati Sishu Mandir, Unit–3, Bhubaneswar. Working with Community Field work with community for B.Ed-IV Semester was held in and around RIE, Bhubaneswar from 5 to 11 March, 2018. The main purpose of the programme was to develop familiarity of problems and issues of education in rural and slum areas and develop dignity of labour among trainees. Different activities such as yoga and physical education, cleanliness programme, street play, rally, role play on swachha bharat, adolescence education, gender issues, RTE Act, 2009, health education, environmental education, etc., were organised. Field work with community for B.A. B.Ed.–IV Semester was held from 3 February, 2018 to 10 February, 2018. Cleaning work along with community awareness was the main focus. Botanical Garden of Medicinal Plants A botanical garden has been established in RIE, Bhubaneswar with the objective of conservation and propagation of medicinal plants. More than 60 varieties of different medicinal plants species which includes Rosmarinus officinalis, ReportAnnual 2017–2018 Tinospre cardifolia, Sandtalum album Linn, Swertia Chirata Syn, Bacopa monnierie (L) pennel, Bacopa monnierie (L) pennel, Typhonium trilobatum, Cissus quadrangularis and Gymnema sylvestre are maintained.

Regional Institute of Education, Mysuru National Conference on Emerging Trends in Teaching of English in Schools Three-day national conference was organised to review the status of english teaching in the schools of all the States and UTs of India and to provide

Extension Activities 147 a platform for sharing the experiences of the teachers, academicians and teacher educators. The conference helped in learning the current practices, trends, innovations and researches in language teaching in schools and in planning for the coordinated efforts in english language teaching in schools with various stakeholders for better implementation. The conference created a platform for the interaction of leading ELT experts, pioneers, foreign dignitaries, academicians, teachers, teacher educators, research scholars and students. A total of 86 research papers were presented in the conference. The major recommendations of the National Conference were to design a new curriculum which integrates the traditional pedagogic practices with the modern techno-savvy classrooms. A definitive methodology has to be devised whereby evaluation and assessment has to be integrated with technology. Multilingualism has to be incorporated into the classrooms in its real and authentic spirit. The pre-service and in-service teacher education should be designed to include the sociocultural and historical dimensions of language. The NCERT textbooks should have references to local traditions, cultures and myths. The state textbook committees should treat the NCERT as an exemplar model and derive inspiration from there. Language can be taught better by adopting the flipped classroom model. Teachers should be properly oriented to make use of the possibilities of the flipped classroom approach in teaching english. EDMODO as a teaching methodology should be recommended for teaching english. Finally, it was recommended that a fusion of tradition and modernity is most advisable in english classrooms of future. National Conference on Language across Curriculum in Multilinguistic Context: Scope and Challenges The national conference looked into the current problems, challenges and debates of nationality and identity with special focus on multilingualism in NCERT India. The paper presenters stressed on the usefulness of language across curriculum and its necessity in teacher education and language education. In a multilingual country like India, it is very much complicated to teach in one standard language; that’s why it is discussed that language across curriculum may be the solution. In the global context, it was found that language across curriculum may play a key role in addressing language problems and also for making a better world. It was proposed that in every curriculum, be it state or national, language across curriculum may be introduced. National Science Day Celebrations With a view to popularise science, create awareness about the recent scientific advancements, and to benefit mankind with scientific advancement around the world the National Science Day was celebrated by organising science exhibitions, scientific paper presentation sessions on recent scientific advancements, interaction sessions with renowned scientists and sharing of experience with science personnels. Sudhakar C. Agarkar, Dean, VPM’s Academy of International Education and Research, Thane, Maharashtra was the main speaker for the celebration. S.C. Agarkar, delivered a special lecture on ‘A Roadmap for Sustainable Development of India’. Twelve papers were presented on different recent advancements of science and they are documented in the form of the proceedings. Different scientific concepts were exhibited on the occasion. In order to popularise science, quiz competitions were conducted

148 Annual Report 2017–18 at the school level and the college level for the benefit of students of schools and colleges in Mysuru. Popularisation of Science through Biodiversity Park/ Science Park The biodiversity park/science park has been maintained at RIE, Mysuru to provide hands on experiences to children, teachers and teacher educators about science concepts and basic principles, to demonstrate the application of scientific principles in day to day life through interactive models/exhibits, to create awareness about medicinal plants, aromatic plants, rare and endangered species, to enable students to comprehend the importance of herbal plants and need to protect these species, to develop a manual for herbal park with common names, scientific names, parts of plant used for particular disease and general health, and to create awareness about environmental concepts. Biodiversity Park harbours more than 500 species plants at one place. Conservation of gumplasm has been achieved and the biodiversity park has become a classroom for learning beyond the textbook. Protection ex-situ, in-situ conservation endangered plant species is the main objective of the park. It has the potential for providing children with take up opportunities to projects based on environment which are relevant to environment science and technology. Early Childhood Education (ECE) Programme in DM School, RIE, Mysuru ECE programme have been included in the DM schools for ensuring sound school readiness and all round development of the children, establishing linkage with the primary school and for promoting social, emotional, cognitive and aesthetic appreciations in children. This shall help to ensure the right to Early Childhood Education. The programme created an interactive enviroment in which children were actively engaged through learning approaches that were developmentally appropriate. Suitable activities and learning materials that ensured the development of cognitive, language, physical, socioemotional, creative and aesthetic skills and abilities that are developmentally appropriate and are required for the next stage were developed. The three domains of readiness included socio-emotional, language communication and literacy and early maths. On socioemotional domain, children were able to follow adult directions, control his/her own emotions, attention, and impulses independent of adult regulation, establish positive social relationships with peers and adults, successfully solve social problems without being disruptive or aggressive, attend in a sustained way to learning tasks in the environment, evaluate his/her own behaviour and make corrections and demonstrate cognitive flexibility. Oral language skills include ability to Annual ReportAnnual 2017–2018 express thoughts, convert ideas into spoken words, ability to understand other people when they talk, ability to carry on a back-and-forth conversation with another person, ability to use correct versions of plural, past and future tenses, ability to understand narrative sequence (logical order of events), expressive vocabulary that includes knowledge of words likely to be encountered in early readers and understanding of superordinate words for categories of objects (silverware, clothes, tools, etc.). Phonological awareness has been shown to be a strong predictor of reading success. Print and letter knowledge are strongly related to later reading performance. Early Math included basic aspects of number and operations, geometric shapes, spatial relations, measurement, and patterns and logic.

Extension Activities 149 Extension Lecture Series The extension lecture series provides a special forum for both students and faculty for academic discussion with scholars in different areas of knowledge, promote a healthy debate and interaction on various areas of contemporary concerns and interests and also generate interest and enthusiasm among students and faculty in various fields of knowledge. As part of the celebration of B.R. Ambedkar’s birthday, Dayanand Mane, in-charge, Vice Chancellor, University of Mysuru delivered a lecture on ‘B.R. Ambedkar and his contribution to education’ on the 17 April 2017. Sardar Pannikar lecture was delivered on the occasion of 55th Foundation Day Celebration by Padma Shri A.S. Kiran Kumar, Chairman, ISRO, Goverment of Karnataka on the 1 August, 2017. Anil Thomas, Preethi Cancer Centre, Laxmipuram, Mysuru delivered a lecture on ‘Breast and Prostate Cancer: An Awareness Initiative’ on 30 October 2017. An extension lecture on ‘The role of neuro-linguistic programming in education’ was delivered by John A. Joseph, a freelance NLP trainer, Chennai on 8 January, 2018. The Extension lecture on the importance of Matrubasha was delivered by H.S. Umesh, Principal, (Retd.) Sharada Vilasa Teachers’ College, Mysuru on 21 February, 2018. The last in the series was a lecture delivered on the International Women’s Day by M.N. Sumana, leading advocate, K.M. Puram, Mysuru on 8 March, 2018. Diploma Course in Guidance and Counselling (Distance/Online and Face-to-Face) The diploma course was conducted in three phases, i.e., the first six months comprises distance learning phase followed by three months of contact programme and three months of internship. The course was attended by in-service teachers of KVs, JNVs and the state departments. Eighteen teachers

NCERT participated from all the five southern States and one UT. They were trained to act as teacher counselors in their respective schools.

North-East Regional Institute of Education, Umiam (Shillong) National Seminar on Mental Health of School Children: Creating an Enabling Environment for Student Wellbeing The seminar was held at the institute from 8–9 February, 2018. Malavika Kapur, Visiting Professor at the National Institute of Advanced Studies, Indian Institute of Science Campus, Bengaluru and former Professor and Head of the Department of Clinical Psychology at the National Institute of Mental Health and Neurosciences, Bengaluru was the keynote speaker for the inaugural day of the seminar. She spoke on bridging the gaps between child development, mental health and schools. David Reid Syiemlieh was the guest of honour on the occasion. The keynote speaker for the second day was Sandi Syiem, Psychiatrist, Sanker, Shillong. Gayatree Goswamee, Professor from Gauhati University was the chief guest for the valedictory session. The themes of the seminar included– Mental health of school children in perspective, vulnerability and risk of school children, emotional and behavioural disturbances, early identification and interventions, risk populations, restructuring methods, context and practices, role of civil society in promoting mental health, marginalisation and inclusion,

150 Annual Report 2017–18 contemporary issues/major challenges in ensuring positive mental health of students, legal provisions and policies, positive mental health of school children. Students Conference on Environment, Forest, Climate Change and Disaster Management A two-day regional level students’ conference on environment, forest, climate change and disaster management was organised at NERIE, Umiam with the objectives to create awareness on issues of environment, forests and climate change among the school students and to develop a positive attitude amongst students towards environment and to understand how students perceive the issues of environment and climate change. In his inaugural speech of the conference, PHS Bonney, IFS, Additional Principal Conservator of Forest (Research and Training), Government of Meghalaya shared environmental issues and its effect on physical and social health of the society. Delivering the keynote address, Tapas Kumar Giri, IIM, Shillong, shared his experiences on core environmental issues and urged the participants to revisit the process of learning to go beyond curriculum by focussing on the rich cultural practices and values of the north-east region so as to create a new and local model of development which will be carbon neutral and green. He also interacted with the students and through various games tried to bring home the message that our planet earth has enough to support everyone’s needs but not their greed. Altogether 12 papers shortlisted from the entries received from the north-eastern states were presented in the conference. The valedictory session was addressed by Padma Shri Jadav ‘Molai’ Payeng, Environmental Activist and the Forest Man of India. He called upon the students to preserve nature for a sustainable development and laid stress on importance of planting trees for ecological balance. The conference was a good platform for raising awareness about several critical local environmental issues like flood management for Guwahati, coal mining in Nongstoin, green schools, waste management, organic farming, bamboo drip irrigation, relevance of traditional house designs in mitigating disasters, etc. Diploma Course in Guidance and Counselling The one year course was indented to train teachers, teacher educators and untrained guidance personnel as counsellors, teacher counsellors to guide and counsel students from schools and related settings. The course was operationalised in three phases that is, seven-month distance mode (self guided learning), two-month face-to-face mode (contact programme), and three-months internship. There were 11 trainees 9 from Kendriya Vidyalaya, and 2 from the ReportAnnual 2017–2018 State of Meghalaya. National Seminar on Mathematics Education The programme was conducted at the institute on 21 December, 2017 to commemorate the birth anniversary of the great Indian Mathematician, Srinivasa Ramanujan. A.K. Rajput, Head, Department of Elementary Education, NCERT and Guest of Honour on the occasion stated that the focus now is not only on content mastery but also the mastery of competencies. He also mentioned that mathematics should be integrated with all disciplines. Tarini Kumar Dutta, Retd. Professor and Head, Department of Mathematics, Guwahati

Extension Activities 151 University, a renowned mathematician and the keynote speaker for the day spoke on the ‘Beauty of Mathematics and its Applications to the Natural World’. Paper presentations and a panel discussion on School Mathematics Curriculum for the 21st Century Learners and an exhibition were also held. Celebration of 75th Anniversary of Quit India Movement As a part of the 75th anniversary of Quit India Movement, a painting competition was organised on 29 August, 2017 at NERIE, Umiam for the students of Classes VI to X from different schools. The theme for the competition was Quit India Movement/Indian Independence. Swachhata Abhiyan As part of the Swachhta Abhiyan, a pledge was taken by all the staff members followed by a cleanliness drive in the campus at NERIE, Umiam on 4 September, 2017. The institute also organised a community awareness programme on 14 September, 2017 at Barapani market, adjacent to NERIE, Umiam as a part of Swachhta Abhiyan. The head man of Nongsder and Umiam village was informed prior to be a part of the programme along with the community members. The programme included a street play by B.Ed. students and an awareness talk. The theme of the programme was ‘Personal Health and Hygiene’. The street play conveyed the messages on hygienic food habits, personal hygiene and health hazards of substance abuse. The play also projected the importance of keeping our own environment clean to prevent communicable diseases like malaria. The awareness talk was given on harmful effects of eating ‘KWAI’ (betel nut with betel leaves) which is very common among the public society and has become a traditional practice in the state of Meghalaya. Students also gave another talk on early marriage which still exists in the tribal groups of the State. Pamphlets on personal health and hygiene were also distributed among

NCERT the people as well as those present in the market place. Celebration of World Environment Day World Environment Day (WED) was celebrated on 5 June, 2017 to spread global awareness among the inhabitants of earth regarding Mother Nature. The theme of the year was ‘Connect with Nature’. As part of the programme, a video on environmental protection was displayed. An extempore competition was also conducted for the B.Ed. students on different themes related to environment. It was followed by a plantation programme in the campus. Celebration of International Day of Yoga On the occasion of the International Yoga Day, Bankim Chandra Chanda, Patanjali Yoga Samiti, Shillong, the chief guest of the programme delivered on the importance and benefits of yoga. He also took a live session on different yoga asanas with 120 participants in the premise of NERIE, Umiam.

152 Annual Report 2017–18 deployment ofdigitalbooks ande-Contents. Andhra Pradesh,Haryana andDelhi have beenorientedfor digitisation and Group (SRG) including themembersofstatesTelangana,Karnataka, 75,546 from Apple Storeand32,935from Windows Store.StateResources views total and 13,62,466 app downloadsfrom YouTube Google Play Store, 650 e-books (e-pubs) and 504 flip books. It has 2,82,04,786 visitors; 12,179,685 disseminate e-ContentsoftheNCERT.Theportal has2,865audiosandvideos, and mobile apps(android, iOS and windows) has been designed and deployed to e-Pathshala, webportal(http://epathshala.nic.in/, http://epathshala.gov.in/ ) e-Pathshala Eklavya, ArvindGuptatoys,etc. Amaze Infotainment Pvt. Ltd., Directorate of Adult Education, Vidya Online, and DarshanSamiti, SCERTs, SIETs,AzimPremji University, IT forChange, contributors andpartnersofNROERareVigyanPrasar,CCRT, Gandhi Smriti been uploadedontherepositoryforopenreuse,copyandedit.Amongmany resource, 600documents,97interactive, 2,551 imagesand5,950videoshave launched in2013,theNROERwasrevampedMarch2018.Till now, 11,123 dream to be theone-stop-place for the teaching-learning community. First Resources (NROER), a oneof its kind ofprojectinthecountrypursues among all the stakeholders. The National Repository for Open Educational NROER hasbeendesignedforthedisseminationofdigital contents freeofcost National RepositoryofOpenEducationalResources(NROER) C implemented thefollowingschemes. to implementtheschemeeffectively. During theyear2017–18,Council of MHRD. Different constituents of theNCERT areassigned theresponsibilities school and teacher education approved by Programme Approval Boards (PABs) the Council to implement its various schemes and projects that are related to Programme AdvisoryCommittee (PAC). Apart fromthese,theMHRDentrusts academic committee of theCouncilwhichapprovestheseprogrammesis apex The education. teacher in school and for improvement quality programmes The NCERT undertakesvariousresearch,development,trainingandextension 7. MajorSchemesofMHRD entral Co-ordinated byNCERT I nstitute

of E ducational T echnology

Annual Report 2017–2018 Launching of e-Pathshala

SWAYAM PRABHA The NCERT is committed to produce high quality educational audio-video programmes for students and teachers at the school level. The MHRD, Government of India has developed a learning plan for the utilisation of satellite communication technologies for transmission of educational e-Contents through 32 National Channels, i.e., SWAYAM PRABHA DTH-TV network. CIET, NCERT is the national coordinator for one DTH TV channel, i.e., Kishore Manch (#31) and has started feeding a 24×7 slot. Every day a four-hour fresh slot is provided, which is repeated five times in 24 hours to offer learning opportunities for the stakeholders. The programmes are also telecast through the National Channel (DD-I). These programmes are available for sale in CD/DVD formats. SWAYAM Massive Open Online Courses (MOOCs) platform popularly known as SWAYAM, i.e., Study Webs of Active Learning for Young Aspiring Minds (https://swayam.gov.in/) along with 32 SWAYAM PRABHA DTH Channels and

NCERT National Academic Depository was launched by the former Hon’ble President of India, Pranab Mukherjee at Vigyan Bhawan, New Delhi on 9 July, 2017. The portal offers various online courses for school education and higher education. The NCERT has started development of course modules for MOOCs for school education system in 12 subject areas (accountancy, business studies, biology, chemistry, economics, history, geography, mathematics, physics, political science, psychology and sociology) for Classes IX–XII. The CIET–NCERT has also been assigned the task of developing e-Resources for Master of Education (M.Ed.) course jointly with the Allahabad University; this project is funded by the UGC. So far, 254 e-text modules and 162 video programmes have been developed. One course on Educational Administration, Management and Leadership in School Education have completed first cycle on SWAYAM platform. All India Children’s Educational Audio-Video Festival (AICEAVF) and ICT Mela The 21st All India Children’s Educational Audio-Video Festival (AICEAVF) and ICT Mela–2017 was organised from 5 to 7 April 2017 at New Delhi. In all, 169 entries on educational audio-video and new media/ICT was received, screened and discussed during the festival. The ICT Mela was organised to showcase and disseminate best practices which attracted more than 1000 visitors across the

154 Annual Report 2017–18 country. Similarly, the 22nd AICEAVF and ICT Mela–2018 was organised at PSSCIVE auditorium in Regional Institute of Education (RIE), Bhopal Campus from 21 to 23 February, 2018. The event was inaugurated by Pramod K. Verma, Vice Chancellor, Barkatullah University, Bhopal on 21 February, 2018. Mukesh Khanna, Actor and Ex-Chairperson of the Children’s Film Society, India was the Chief Guest of the valedictory function held on 23 February, 2018. Hrushikesh Senapaty, Director, NCERT, Amarendra P. Behera, Joint Director, CIET, NCERT, Rajesh Khambayat, Joint Director, PSSCIVE, Bhopal and N. Pradhan, Principal, RIE, Bhopal also graced the occasion. Out of 209 entries, 48 programmes under the three categories — Audio, Video and New Media/ICT programmes were awarded with trophy, certificates and cash awards. Simultaneously, an ICT Mela was also organised to bring innovators of ICT in education together with the stakeholders to have mutual benefits for the education sector. Fifty-seven organisations and individuals showcased and disseminated their best practices. The mela together with the festival attracted more than 5000 visitors. An important highlight of the festival was panel discussions held on first two days on the topics, viz., Education in the Cyber World and ICTs to develop the 21st Century Skills. Eminent speakers I.L. Narsimha Rao, Project Manager, CDAC; E. Naresh, Project Officer, CDAC; Rajesh P. Khambayat, Joint Director, PSSCIVE, Bhopal; Dipendra Manocha, Director, DAISY Consortium of Madhuri Ganpathi, Spoken Tutorial Project, IIT Mumbai delivered on the topics which was followed by discussions.

Department of Curriculum Studies Preparation of Comprehensive Concept Paper on Strengthening of SCERTs Under the Teacher Education Scheme of the MHRD, as per the direction of the MHRD, comprehensive concept paper on the strengthening of SCERTs was prepared. The concept paper has been shared with all the States/UTs in regional review meetings conducted by the MHRD in Srinagar on 3 October, 2017, in Jaipur on 13 October, 2017, in Thiruvananthapuram on 10 November, 2017 and in Ranchi on 17 November, 2017. The academic support for strengthening of SCERTs is being provided to the States/UTs by the NCERT. Collaboration with NEUPA is Conducting Workshops on School Transformation In collaboration with the National University of Educational Planning and Administration, (NEUPA), New Delhi workshops on school transformation were conducted. Four workshops were conducted in the NCERT during November– Annual ReportAnnual 2017–2018 December 2017 where in the Council handled sessions on Learning Outcomes, National Achievement Survey and Strengthening of SCERTs.

Department of Education in Science and Mathematics Rashtriya Avishkar Abhiyan Guidelines for Distribution of Individual Students’ Science Box at the Upper Primary Stage Under Rashtriya Avishkar Abhiyan (RAA), SSA-PAB programme of MHRD, GoI, the guidelines for distribution of Individual Students’ Science Box at the

Major Schemes of MHRD... 155 upper primary stage have been developed. The guidelines for the components, distribution and usage of the proposed individual students’ science box are being shared with the States and UTs for implementation. It is expected that the proposed boxes will be provided free of cost to the students by the States and UTs. It is envisaged that the proposed Individual Students’ Science Box will provide opportunities to the students for open ended exploration on their own, beyond school hours too, which will develop students’ interest in science and enhancement in their learning levels in science. A national consultative meeting with Rashtriya Avishkar Abhiyan Nodal officers of States and UTs on Students’ Science Box was also organised by DESM at NCERT, New Delhi on 1–2 February, 2018 for the finalisation of students science box guidelines, to discuss the activities to be further undertaken under RAA and also for sharing of experiences National consultative meeting with RAA nodal of States and UTs regarding activities officers of States and UTs on students done under RAA. science box Department of Elementary Education Sarva Shiksha Abhiyan (SSA) Monitoring for Quality: A Study of the Functioning of Quality Monitoring Mechanism in States and UTs Realising the role of the monitoring process in ensuring the quality of education, it is important to assess the functioning of the monitoring mechanism and the NCERT tools used for monitoring from time to time. Such an exercise would help the States and UTs to reflect on their own practices and bring in necessary changes wherever required. The present study has been carried out in Himachal Pradesh, Rajasthan and Uttarakhand with the main objective to study the administrative structure and support system at the State/UT level for quality management. Desk analysis of the documents received from the States was followed by an analysis of the data collected for the study. The findings show the existence of the monitoring structure in all the sampled states. It highlights some concerns such as the existence of many monitoring formats, lack of sufficient teachers, engagement of teachers in administrative responsibilities, need of training for monitoring officials, use of online monitoring formats, strengthening of cluster resource centres and block resource centres, etc. The results would help the policymakers and implementers to make changes in the policies and practices and make provisions for the facilities required to improve the quality of education. Quality Dimensions at a Glance: Analysis of QMTs In order to have a holistic view of the quality monitoring mechanism existing at the national level, it was felt necessary to carry out a detailed analysis of the quality monitoring formats used in different States and UTs. The prime objective was to understand the various dimensions of quality covered in the monitoring tools of different States and UTs and how far those were in conformity with the

156 Annual Report 2017–18 RTE Act, 2009. The study adopted a qualitative content analysis method for analysing the Quality Monitoring Tools used in various States and UTs of the country. Results of the study were drawn on the basis of the formats received from 22 States and UTs who have participated in the study. The analysis of formats used by different States and UTs have given a picture of the major quality dimensions being covered in the monitoring formats of States/UTs. They are enrolment and attendance, teachers’ position, children with special needs, out of school children, curriculum transaction, availability of syllabus, textbook and teaching-learning material, gender sensitive and positive environment, continuous and comprehensive evaluation, school management committees and school development plan, assessment of learning and learners achievement, on-site support, conduct and completion of curriculum, student’s progress report and parent teacher meetings, teacher development system, roles and responsibilities of various educational functionaries, state specific interventions with respect to quality education, basic infrastructure and availability of classroom resources. The findings of the study also revealed that the majority of the States and UTs have a well established monitoring mechanism from the school level to the state level. Early Literacy Programme The Early Literacy Programme (ELP) is a programme completely dedicated to meet the needs and address the challenges of teaching, reading and writing from the pre-primary through the primary grades. It caters to the academic as well as the grassroot level needs of the States and Union Territories through training and orientation programmes for teachers and teacher educators. The ELP has developed a variety of print and non-print resource material for teachers and children. The following research and training programme were conducted under ELP — A Study of Reading Performance of Grade II Children in the context of Barkha Series with Reference to the Learning Outcomes A pre-test to assess the reading abilities of children of Grade II of the 20 intervention and 20 non-intervention schools, was carried out in Madhya Pradesh and Goa. Following this, the teachers of Grade II from the intervention schools participated in a three-day orientation programme on the use and significance of Barkha series. After intervention, reading performance of Class II children has improved in post-test as compared to the pre-test in the every aspect of reading of both the States. Overall reading performance

of Class II children has improved in the post-test as compared to the pre-test ReportAnnual 2017–2018 on the aspects related to learning outcomes such as prediction in reading, relating story with one’s life, taking the story forward and reading with the help of pictures in the intervention groups compared to the non intervention groups of both the States. Training under Early Literacy Programme Under ELP capacity building programmes were organised in three States namely, Maharashtra (Pune), Gujarat (Ahmedabad) and Rajasthan (Jhunjhunu) in 2017–18. The objectives of the workshops were to create awareness about the programme and develop a deeper understanding of the pedagogy of reading and writing in the early years.

Major Schemes of MHRD... 157 S. No. Title of the Programme Venue and Date 1. Capacity Building Workshop for SCERT/SIE Maharashtra Academic Faculty to Strengthen their Understanding about Authority, Pune Learning Outcomes of Language 11–15 December, 2017 2. Capacity Building Workshop for SCERT/SIE DIET, Jhunjhunu, Faculty to Strengthen their Understanding about Rajasthan Learning Outcomes of Language 16–20 February, 2018 3. Training-cum-Workshop on the Development of DIET Ahmadabad, Teaching Learning Material Gujarat 5–9 February, 2018

Department of Education in Arts and Aesthetics Kala Utsav The national level Kala Utsav is an initiative of the Ministry of Human Resource Development, Government of India, under the Rashtriya Madhyamik Shiksha Abhiyan (RMSA), that recognises the importance of aesthetics and artistic experiences for secondary school students, especially in view of the role that such experiences can play in creating awareness of India’s cultural heritage and its vibrant diversity. Kala Utsav 2017 was organised at the Regional Institute of Education, Bhopal from 3 to 6 January 2018 as a celebration of the ‘Living Traditions of Arts’ on the theme of ‘Ek Bharat, Shreshtha Bharat’. The States had been paired by the MHRD earlier and the teams performed the dance form of their pairing State. Kala Utsav has its own website which was launched by the Honourable Prime Minister Narendra Modi on 4 September, 2015. The best entries from all States and UTs in music, dance, theatre and visual arts took part in the national level competition. All the entries were uploaded as online projects in NCERT advance and were evaluated by the jury.

Participation 2017 Number of Children Participated 1,073 Number of CWSN Participants 121 Number of Teams Participated 143 Number of Online Projects Received 142

List of Winning Teams S. No. States/UTs Art Form Prize 1. Jharkhand Visual Arts 1st 2. Goa 2nd 3. Maharashtra 3rd 4. Kerala Dance 1st 5. Assam 2nd 6. Gujarat and Sikkim 3rd 7. Assam Music 1st 8. Kerala and Tamil Nadu 2nd 9. Goa and Karnataka 3rd

158 Annual Report 2017–18 10. Karnataka Theatre 1st 11. Assam and West Bengal 2nd 12. Puducherry 3rd

Educational Survey Division National Talent Search Scheme (NTSS) The National Talent Search Scheme is a flagship programme of the NCERT. It is being conducted since 1963. The purpose of the scheme is to identify and nurture students selected through a two-tier process every year. The NTSS help the talented students by providing financial assistance in the form of monthly scholarship and also conducts nurturance programmes for them. There is 15 per cent reservation for SC and 7.5 per cent for ST candidates. Besides, there is 3 per cent reservation for children with special needs, which cuts across the caste categories. NTS Awardees on the Roll during the Year (2017–2018) S. No. Course/Class No. of NTS Awardees 1. Class XI 922 2. Class XII 853 Total (A) 1,775 Undergraduate 3. Diploma Course 04 4. Basic Science (B.Sc./B.Pharma/B.S.M.S./BDS) 124 5. Social Science (B.A./B.BA.) 63 6. Preparatory Course) (B.E./B.Tech) 2,299 7. M.B.B.S. 383 8. L.L.B. (Integ. Law Course) 23 Total (B) 2,896 Postgraduate 9. Basic Science (M.Parma) 76 10. Social Science 13 11. ME/M.Tech 25 12. MD/MS 02 13. Management 06 Annual ReportAnnual 2017–2018 Total (C) 122 Grand total (A+B+C) 4,793

PSS Central Institute of Vocational Education, Bhopal Learning Outcomes based Curricula and Courseware Learning outcome based modular curricula and courseware for vocational subjects offerred from Classes IX to XII under the CSS of Vocationalisation of Secondary and Higher Secondary education were developed. The curricula and student workbooks are being developed for the 100 job roles identified by the stakeholders and approved by the Project Approval Board (PAB),

Major Schemes of MHRD... 159 RMSA, MHRD. The sectors for which the curricula and student workbooks are being developed include; Agriculture, Tourism and Hospitality, Apparel, Made-ups and Furnishing, Security, Food Processing, Logistics, Electronics and Hardware, Healthcare, Retail, IT-IT enabled Services, Automotive, Plumbing, Construction, Media and Entertainment, Banking, Finance and Insurance, Telecommunication, Power and, Gems and Jewellery. Working Group Meeting for Review of Student Textbooks of Various Job Roles A working group meeting was organised at PSSCIVE, Bhopal from 8 to 10 November, 2017 to review the draft student textbooks developed by the group of experts for the sectors viz., Healthcare, Retail, Banking, Financial Services and Insurance, Agriculture, Apparel, Made-ups and Home Furnishing, Media and Entertainment, Security, Mining, Tourism and Hospitality, Automotive, and Beauty and Wellness. The draft student textbooks developed for entrepreneurial skills, which is one of the components of employability skills module of the vocational curriculum was also reviewed during the meeting.

Regional Institute of Education, Ajmer Ensuring Learning Outcomes at the Elementary Level: An Orientation Programme for Teachers of Demonstration Multipurpose School The orientation programme focussed on the pedagogical process of science, mathematics and languages for the upper primary level. Various hand on activities related to concepts of the upper primary level were demonstrated. The correlation of the teaching of mathematics with piaget theory was highlighted. The concepts of chemistry at the upper primary level were covered along with hands on activities. Teachers were also oriented on the parts of speech in

NCERT hindi, using examples. National Population Education Project (NPEP) and Adolescence Education Programme (AEP) The National Population Education Project (NPEP) was launched in 1980 and is housed in the DESS as an independent cell to promote population education and adolescence education in schools and teacher education institutions in India. It aims to: ‰ develop awareness and positive attitude towards issues associated with population, development, inter-relationships between the population and sustainable development leading to responsible behaviour among students and teachers and indirectly among parents and the community at large; ‰ sensitise learners about Adolescent Reproductive and Sexual Health (ARSH) concerns, inculcate positive attitude and developing appropriate life skills for responsible behaviour. Since 2005, the NCERT collaborates with the United Nations Population Fund (UNFPA) to strengthen the educational systems to create awareness on adolescence issues, known as the Adolescence Education Programme (AEP). This initiative focusses on three areas viz., (i) process of growing up during adolescence, (ii) prevention of substance (drug) abuse and (iii) prevention of HIV and AIDS. Through this programme, the Council tries to understand the needs and concerns faced by children during adolescence and empower them

160 Annual Report 2017–18 to acquire a knowledge of their needs and concerns related to the period of adolescence and develop life skills that will enable them to practise informed and responsible behaviour. The NPEP/AEP Cell envisages to develop e-learning materials and conduct online course for teachers, educational administrators on adolescence education and life skills, integrate adolescence education concerns in syllabi and textbooks, and strengthen the monitoring mechanisms to implement life skill-based experiential learning activities in schools. An Evaluation Study of the National Population Education Project (NPEP) This study was conducted over two years (2015–17) covering 432 schools from 36 districts of nine States in India. It examined the status, process and the outcomes of the project in terms of its organisational structure, strategies, activities, achievements and its impact on the awareness and attitude of students and teachers. It was found that the orientation and involvement of the DIET faculty members is important to implement NPEP in States. The awareness and attitude level of the students were measured by creating an overall awareness and attitude index of the students developed by aggregating the responses of the students against each of the 30 knowledge-based statements given to them across six themes. More than 55 per cent of students were in the domain of ‘high’ score in both attitude and awareness assessment. Awareness levels of students regarding population education do not vary significantly. Gender-wise mean attitude scores of students indicate that the attitude level of male students in different states vary significantly. Location-wise mean awareness scores of students regarding population education suggest that the cultural setting had a significant effect on the awareness level of students since students from urban districts were found to be more aware of population education issues as compared to that of their rural counterparts. Assessment of Adolescence Education and Life Skills Education Initiatives in Schools in India The NCERT, with technical support of the UNFPA, UNICEF and UNESCO, partnered to undertake a joint assessment of the implementation of school- based adolescence education and life skills education initiatives in schools in India. This assessment was conducted in selected JNVs and KVs and other school systems at different locations to assess processes of implementation of adolescence education and life skills education initiatives in schools, factors that contribute towards successful implementation, gaps in the programme, knowledge, values and attitudes of teachers and students on topics related to ReportAnnual 2017–2018 adolescence education and life skills. Major findings of the assessment show that schooling systems recognise the relevance of AEP and are in support of the initiative. Respondents voted for making AEP mandatory and examinable. Need of integration of AEP with other school subjects, provision of health and counselling services in schools, parents engagement, etc., were identified to the support and respond to the needs and concerns of the adolescent student and young people. Population Education Cell under NPEP The Population Education Cell under the NPEP of RIE, Ajmer conducted an orientation programme on research for the state functionaries of AE/PE from

Major Schemes of MHRD... 161 16 to 17 June, 2017. They were guided in preparing research proposals, development and, administration of tools, collection of data, analysis of data and preparation of research report. In addition to guiding the States, the Population Education Cell also conducted various co-curricular activities involving the students of DMS which include role play competitions, folk dance competitions, quiz competition, poster competition, essay competition, etc. The advocacy programme for the teacher trainees of RIE, students of Class IX to XII of DMS and staff was also organised on 5 March, 2018. Training and Resource Materials for Reaching adolescents at the Upper Primary Stage Under Adolescence Education Programme (AEP), the NCERT and UNFPA developed a Training and Resource Materials for the Upper Primary stage. A workshop to review and feedback of teachers from KVs and JNVs after tryout in schools was held from 10 to 12 April, 2017 at NIE, New Delhi. The training and resource materials for the upper primary stage was finalised in consultation with experts including implementing agencies. Students, teachers, parents from Kendriya Vidyalaya, Navodaya Vidyalaya and schools of Bihar Government actively participated in the developmental process. Experts from the UNFPA, other UN agencies and various government and non-government agencies contributed for enrichment of the content. The material is divided into age appropriate and need-based 6 themes that cover growing up healthy, relationships, gender, violence, substance misuse, HIV and AIDS. Every broad theme has sub-themes with activities for transaction in the classroom. Every activity has clearly defined objectives, instructions for the facilitator to run the activity, resources required and takeaway messages that help reinforce the learning.

NCERT Understanding Adolescents: A Handout for Parents A handout was developed and finalised in consultation with UNFPA, KVS, NVS, young boys and girl students, their parents, teachers, other stakeholders and experts working with adolescents. The handout is for parents by which voices of adolescents help parents to understand issues from their perspectives and the role parents can play. The handout is all about the different aspects of adolescents, what do adolescents feel? What do they think? What makes them happy and sad? Do we really understand our adolescents? Understanding Adolescents: An Activity Book for Parents This book was developed and finalised in consultation with UNFPA, KVS, NVS, young boys and girl students, their parents, teachers, other stakeholders and experts working with adolescents. The activity book creates opportunities for parents and their adolescent children to share their viewpoints on issues that may be contentious. The purpose of activities is to make adults and adolescents to be able to express their viewpoint, listen to and appreciate different viewpoints and find a common ground for a happy co-existence. Annual Work Plan and Budget under Adolescence Education Programme The Annual Work Plan and Budget under Adolescence Education Programme (AEP) for the period April to December, 2018 was finalised in consultation with the UNFPA. The Project Finance and Monitoring Committee (PFMC) chaired by Hrushikesh Senapaty, Director, NCERT approved the AWP–2018 of

162 Annual Report 2017–18 Adolescence Education Programme (AEP). The major activities in the Annual Work Plan–2018 of the NCERT are development of e-Material and conduct e-Course on Adolescence Education and life skills for teachers and other stakeholders, sensitisation of principals and other senior officials of KVS and NVS, integration of Adolescense Education (AE) concerns in the in-service and induction training programmes of KVS and NVS, integration of AE concerns in the school timetable and classroom transactions; and regular monitoring of AE activities by integrating it in the Shaladarpan of KVS and NVS. Plan of Action and Budget under National Population Education Project The Annual Project Progress Review Meeting of NPEP was organised from 24 to 25 March, 2018. The implementing States and UTs and RIEs prepared their respective Plans of Action for 2018–19. The representative from 33 States and UTs and 5 RIEs implementing the National Population Education Project (NPEP) were invited. However, 28 States and UTs and 5 RIEs officials participated (62 participants from all agencies) in this meeting. Three other States submitted their Plan of Action later and were finalised by NPEP. All the agencies (States/UTs/NCERT) have planned activities related to material development, advocacy, training, curricular activities and research and evaluation focussed on population education and adolescence education for the year 2018–19. Five RIEs also prepared the Plans of Action for 2018–19. Material development will be focussed on growing up, drug abuse, HIV and AIDS, gender and adolescent reproductive sexual health. Training programmes will be organised to integrate the population and adolescent concerns in the existing teacher training programmes of States/UTs. All States/UTs also planned life skill-based activities. Adolescence Resource Centre (ARC) Adolescence Resource Centre (www.aeparc.org) is a web-based interactive portal, which works closely with the partner agencies KVS and NVS to provide uninterrupted access to varied resources (both print and audio-video) related to adolescent concerns and serves as a knowledge bank on adolescence issues. The virtual interaction opportunities are provided on issues related to adolescent wellbeing for teachers, trainers, academicians, development practitioners, policymakers and the young people themselves. Life Skill Education Resource Centre is also being developed as per the recommendation of ‘Chintan Sivir’. Online AEP Management Information System (MIS) The AEP Management Information System (AEP-MIS) helps to collect information in each quarter of the academic year related to the key performance indicators ReportAnnual 2017–2018 of AEP and provides timely feedback to improve the programme. The monitoring data helps to identify gaps based on the evidence in programme implementation and to take corrective measures timely. Interactive Workshop for Zonal Institute of Education and Training (ZIET) Faculty and Officials for Integration of Adolescence Education Concerns into in-service and Induction Training Programmes of KVS and ZIETs An interactive workshop for ZIET officials and faculty was organised at NIE, New Delhi from 6 to 8 April, 2017. Thirty-four officials from five ZIETs along with ZIET directors participated in the workshop. Topics such as Adolescence Education Programme —Objectives and Guiding Principles, Operational Modalities, Key

Major Schemes of MHRD... 163 Milestones and Challenges; ARC, AEP- MIS, Co-creating an ideal learning space, Traits of Adolescence, Changes during Adolescence, Sexual Abuse, Gender, Violence and Drug and Substance Misuse were covered in the workshop. Interactive discussions on advocacy of various stakeholders, issues regarding adolescent well-being Interactive workshop on population education were also discussed with participants. for senior level officials and national and state The workshop provided opportunities resource persons in population education to acquire needed skills for organising experiential learning activities in school, monitoring and evaluation, implementation of the AEP and mental health well-being curriculum in schools. Interactive Workshop on Promoting Wellbeing in Schools for Navodaya Vidyalaya Samiti NCERT coordinated two workshops of seven days on Guidance and Counselling for NVS officials on Promoting Wellbeing in Schools at SJRI Bangaluru from 17 to 23 August, 2017 and at NIE, New Delhi from 27 August to 2 September, 2017. Topics like Adolescence Education Programme — Objectives and Guiding Principles, Key Milestones and Challenges; ARC, AEP-MIS, Co-creating an Ideal Learning Space, Traits of Adolescence, Changes during Adolescence, Drug and Substance misuse, Mental Health and Wellbeing, Adolescent Friendly Environment for Promoting Well-being, Providing Support–Principles and Skills Care of the Caregiver were covered during the workshop. A pool of total 62 master trainers — 37 master trainers in Bangalore, 25 master trainers in Delhi were trained in Guidance and Counselling for promoting well-being in schools. NCERT Interactive Workshop on Adolescence Education for Kendriya Vidyalaya Sangathan The NCERT coordinated four interactive workshops for National Resource Persons of KVS on Adolescence Education at ZIET, Mysuru from 11 to 13 September 2017; 11–13 September, 2017 at KV-CRPF, Guwahati, 21–23 September, 2017 at ZIET, Mumbai and 04–06 October, 2017 at ZIET Chandigarh. Topics like Adolescence Education Programme — Objectives and Guiding Principles, Key Milestones and Challenges; ARC, AEP-MIS, Co-creating an Ideal Learning space, Traits of Adolescence, Changes during Adolescence, Drug and Substance Misuse were covered during the workshop. Thirty-six master trainers at ZIET, Mysuru; 19 master trainers at Guwahati 36 master trainers at ZIET, Mumbai and 36 master trainers at ZIET, Chandigarh were trained on AE concerns. Interactive Workshop on Population Education for Senior Level Officials and National and State Resource Persons in Population Education An interactive workshop focussed on issues related to population education and adolescence related concerns namely, population and sustainable development, population growth and distribution, health and family, gender equality and equity, adolescence education, urbanisation and migration was organised by the NCERT in Delhi from 4 to 8 September, 2017. Thirty-eight participants from States/UTs/RIEs implementing NPEP were oriented in this workshop.

164 Annual Report 2017–18 The workshops provided opportunities of acquiring the needed skills for the organising experiential learning activities in school, monitoring and evaluation and implementation of the NPEP.

Capacity Building Programme for Teachers from Central Tibetan Schools Administration (CTSA) Two capacity building programmes on issues related to population education and adolescence education related concerns were organised by the NCERT in Delhi from 18 to 28 December, 2017 and 23 December, 2017 to 2 January, 2018. Topics related to adolescence education, population and sustainable development, growing up, substance Teachers from Central Tibetan Schools abuse and HIV and AIDS were covered Administration (CTSA) interacting with resource person during the capacity building programme in the 11-day programme. Forty-six participants from CTSA were oriented in the workshops. These workshops provided opportunities of acquiring the needed skills for the organising experiential learning activities in school and hands on experience related to teaching learning process. National Conference on Adolescence Education A national conference on, ‘Adolescence Education: Committed to Holistic Development of Adolescents’ was organised by the NCERT in collaboration with UNFPA. Additional commissioners, joint commissioners, deputy commissioners, assistant commissioners from KVS and NVS headquarters, Directors of ZIETs, Deputy Commissioners of NVS and KVS regional offices and assistant commissioners looking after AEP at NVS and KVS regional offices attended the conference. Annual ReportAnnual 2017–2018 National conference on adolescence education

In the conference, the NCERT as the implementing and coordinating agency committed to develop e-learning materials and online course for teachers, system administrators on adolescence education. Content analysis, mapping and integration of adolescence education/concerns in textbooks and strengthening monitoring mechanisms for effective implementation of adolescence education were also taken up by the Council. KVS and NVS which implement AEP in schools under their purview committed to conduct 23 hours of mandatory AEP activities in each class, integration of adolescence education concerns in induction and in-service

Major Schemes of MHRD... 165 training programmes, introduction of AEP in the upper primary stage and ensure adequate human/financial resources. They also promised to conduct regular programmes to sensitise principals and parents, school level training of all teachers, and to provide adequate human and financial resources for taking AEP concerns forward; include AEP implementation indicators in Shaladarpan and develop regular review mechanisms at different levels such as at the school, cluster, regional and headquarter levels. Besides, NVS also committed to establish a mechanism to implement counselling and well-being curriculum in JNVs in partnership with the NCERT and UNFPA and train teachers and staff nurse in counselling and well-being working in their schools.

North-East Regional Institute of Education, Umiam (Shillong) Orientation-cum-Training Programme on the Development of e-Resources for Key Resource Persons at the Secondary Level The RMSA cell of the institute organised the orientation-cum-training programme from 29 January to 2 February, 2018 at NERIE, Umiam. The main objective of the programme was to sensitise KRPs on the varied forms of e-Resources, their development and use in the teaching-learning process. Forty teacher educators from the CTEs, DIETs, DERT and SCERT from the States of Assam, Meghalaya, Mizoram and Nagaland participated in the programme. NCERT

166 Annual Report 2017–18 8. Visitors to the NCERT The National Council of Educational Research and Training is a hub of educational experiences in the area of school and teacher education. Educationists, educational administrators, faculty members, researchers, teacher-educators, students, etc., from the national and international institutions visited the Council to gain experiences in the areas of curriculum development, preparation of syllabi, textbooks and teaching-learning materials, production of audio-video materials and educational kits; model science laboratories, National Library of Educational and Psychological Tests, National Documentation Unit, NCERT library, audio and print publication centres; herbal garden, science park, etc. The visitors get a unique platform for exchanging information, ideas and innovative thoughts when interacting with the faculty members of the NCERT that in turn helps to renovate the school and teacher education system. The NCERT faculty visited countries and foreign institutions which acquainted them with the system of school education and best practices in countries and helped them explore the possibilities of bilateral cooperation. The International Relations Division co-ordinates the visit of foreign delegates and the Public Relations Unit of the NCERT coordinates the visit of persons from national organisations and institutions. Visits by Delegations and Experts from Various Countries ‰ A team of experts from the Centre for Global Cooperation of Korean Institute of Vocational Education and Training (KRIVET) visited PSSCIVE, Bhopal on 7 September, 2017 to make an on-ground assessment about the setting up of a vocational wing in the Demonstration Multipurpose School (DMS) of the RIE, Bhopal so as to enable the introduction of vocational education at secondary and higher secondary levels in that school in selected areas, such as, IT and thereby set up a model for other schools in the country to follow suit.

‰ A 10-member teachers’ delegation ReportAnnual 2017–2018 from the Netherlands visited the NCERT on 27 October, 2017. The delegation was led by Doris Canter Visscher and Karanpreet Kaur, Senior Policy Officer, Political Affairs and Education, Embassy of the Kingdom of the Netherlands. The objective of the visit was to H.K. Senapaty, Director, NCERT interacting with exchange information and ideas on Doris Canter Visscher and Karanpreet Kaur of the social and emotional learning, how Embassy of the Kingdom of the Netherland to handle children with learning problems, childcare, parent involvement in the functioning of schools, school exams and student performance, management of school facilities and extracurricular activities, inclusive education, experience of a learning in digital world and approach to teaching of 3-Rs. The team made short audio-video presentations on Dutch Education System and the NCERT made a similar presentation on the structure and functioning of the NCERT and the system of school education in India. ‰ One-day meeting was organised by IRD on 11 December, 2017 on ‘Future Direction of Vocational Education Innovation in India’ wherein members from the Centre for Global Cooperation of KRIVET, RoK, Skill Council of India, Ministry of Skill Development, GoI, PSSCIVE, Bhopal and the NCERT participated to discuss the modalities about starting two vocational courses, namely, Mechatronics and Beauty at the secondary and higher secondary stages in the DMS, Bhopal.

Delegations/Experts from various countries interacting with Director, NCERT on Future Direction of Vocational Education Innovation in India

‰ A four-member delegation led by Lee Yong-Soon, President, Korea Research Institute for Vocational Education and Training (KRIVET), NCERT RoK, Kim Young Saing, Head of Centre for Global Cooperation, KRIVET, So-Yeon Park, Embassy of the Republic of Korea, New Delhi and So-Yeong Yu, Embassy of the Republic of Korea, New Delhi visited PSSCIVE on 7 September, 2017. The visit was organised under the MoU with the main objective to build a strong bilateral relationship between the two countries and signed between the Academy of Korean Studies and National Council of Educational Research and Training (NCERT) in July 2017. R.P. Khambayat, Joint Director, PSSCIVE, N. Pradhan, Principal, RIE, Bhopal and the faculty from NIE, New Delhi, PSSCIVE, RIE and DMS, Bhopal interacted with the Korean Delegation. In the meeting, the delegates from Korea informed the various operational aspects of Meister School model in South Korea. The major areas of collaboration and proposed plan of action for implementation were discussed during the meeting with the Korean delegates. It was suggested during the meeting that a career intensive programme should be designed in beauty and wellness and mechatronics sector for the students of Demonstration Multipurpose Schools of the NCERT. The importance of collaboration with the industry partners for training, assessment and certification was highlighted during the meeting. Based on the deliberations, it was suggested that career education needs to be introduced from Classes VI to VIII and vocational education from Classes IX to XII.

168 Annual Report 2017–18 Visitors from Indian Institutions/Organisations to the NCERT The following institutions, students and faculty members from the following institutions visited the NCERT during 2017–18.

Library and Documentation Division Participants of different training programmes/refresher courses organised by different departments of the NCERT, students, teachers, faculty members, etc., from different educational institutions visited the LDD and they were sensitised about the resources available in the library, various kinds of library membership and borrowing facilities available. The following groups visited the library during 2017–18 — ‰ A group of teachers visited the LDD on 7 April, 2017 from Sri Krishna College of Education Bagpat, U.P. ‰ A group of 18 students visited the LDD on 19 June, 2017 during Yoga Olympiad from Sikkim. ‰ A group of 08 students visited the LDD on 20 June, 2017 during Yoga Olympiad from Raipur, Chhattisgarh. ‰ A group of 10 M.Ed. students of Lal Bahadur Shastri Sanskrit Vidyapeeth visited the LDD on 12 October, 2017. ‰ A group of 21 students of M.L.I.Sc. visited the LDD on 30 October, 2017 from the Mizoram Central University, Aizawl. ‰ A group of 17 students and 4 teachers visited the LDD on 1 January, 2018 from J.N. College, Kamrup, Assam. ‰ A group of 23 M.Sc. Nursing students visited the LDD on 23 January, 2018 from Rufaida College of Nursing, Jamia Hamdard, New Delhi. ‰ A group of 32 members consisting of faculty, staff and students visited the LDD on 8 February, 2018 from AEC Training College and Centre, Pachmarhi, M.P. ‰ A group of 08 flight cadets and one captain visited the LDD on 7 March, 2018 from Air Force Academy, Hyderabad. ‰ A group of 16 students visited the LDD on 16 March, 2018 from Katha NGO. ‰ A group of 70 students visited A faculty of NCERT interacting with flight cadets from Air Force Academy, India and Sri Lanka ReportAnnual 2017–2018 the LDD on 22 March, 2018 from the Indian Institute of Teacher Education, Gandhinagar, Gujarat. ‰ A group of 48 members consisting of faculty, staff and students visited the LDD on 23 March, 2018 from Integral University, Lucknow. ‰ As part of the internship M.Ed. students of Shri Lal Bahadur Shastri Rashtriya Sanskrit Vidyapeeth, New Delhi programme students of M.Ed. interacting with NCERT faculty during their from Shri Lal Bahadur Shastri internship programme

Visitors to the NCERT 169 Rashtriya Sanskrit Vidyapeeth visited the NCERT and interacted with faculty members of the RMSA Project Cell as a part of their internship programme on 13 October, 2017. They were appraised of major activities of RMSA Project Cell.

Central Institute of Educational Technology CIET-NCERT oriented the visitors about the overall CIET activities consisting of ICT initiatives, ICT curriculum, e-Content development, digitisation of textbooks, NROER, e-Pathshala, MOOCs, on SWAYAM and DTH-TV channel SWAYAMPRABHA. They were familiarised with the technical areas including audio and video studios. Besides, hands on experience facility (through short time recording of audio and video programmes) were also made available for them. The details of the visitors are as follows: ‰ A group of 17 delegates from 10 countries participated in the Second International Programme for Educational Administrators organised by NUEPA visited on 21 July, 2017. ‰ 47 students and faculties of B.El.Ed. Course, Miranda House, University of Delhi visited on 3 August, 2017. ‰ In three groups, 94 students and faculties of B.Ed. course, Maharaja Surajmal Institute, GGSIPU, Delhi visited on 4 August, 2017. ‰ As part of internship programme, five M.Ed. students along with one faculty member from RIE, Bhopal were attached to CIET from 18 to 22 September, 2017. ‰ CIET faculty interacted with representatives from Microsoft on 3 October, 2017 and reflected on the use of digital games in education and the ways it supports in enhancing the quality of teaching and learning. This interaction was taken forward with demonstration of various tools and apps by the NCERT microsoft team on 16 October, 2017 at CIET, to showcase the ways of integrating games in education and learning. ‰ A group of 10 students of M.Ed. from Lal Bahadur Shastri Rashtriya Sanskrit Vidyapeeth, New Delhi were attached to CIET on 10–11 October 2017 for internship. ‰ On 13 October, 2017, 98 students of B.Ed. from Jagannath Institute of Education, Greater Noida visited the CIET. ‰ A collaborative effort of the CIET, Society for All Round Development (SARD) and Digital Reading Foundation World reader was launched at KV, NCERT campus on 24 October, 2017 to promote Digital Learning in schools through e-Pathshala and Read to Kids mobile app based activities. Along with this initiative, the CIET has taken up the responsibility to develop KV, the NCERT campus as Lab School for the implementation of ICT initiatives of CIET. ‰ About 103 students and faculties of B.Ed. from the Army Institute of Education, Greater Noida visited CIET on 8 November, 2017. ‰ In all, 35 students and faculties of K.R. Mangalam University, Haryana visited the institution on 9 November, 2017. ‰ An interaction on the theme ‘Catalysing a Cultural Shift in Youth Entrepreneurship’ with Vikas Vijay — a teacher, entrepreneur, was organised on 9 November, 2017.

170 Annual Report 2017–18 ‰ Nearly 145 students along with the faculty of D.El.Ed. from Vidya Training Institute, Connaught Place, New Delhi visited on 15 November, 2017. ‰ A group of 31 delegates, who have participated in the course ‘Postgraduate Diploma in Educational Administrators’ organised by NUEPA visited on 17 November, 2017. ‰ A group of 35 principals/vice principals from different States and UTs of India, have participated in the Annual Programme on Institutional Planning for Heads of Muslims Minority Managed Senior Secondary Schools organised by NUEPA visited the institution on 27 November, 2017. ‰ Also, 65 students of B.Ed. from Ginni Devi Modi Institute of Education, Ghaziabad visited the CIET on 1 December, 2017. ‰ A group of 15 students and faculties of B.Ed. from Central Institute of Education (CIE), Delhi University and Jamia Millia Islamia, Delhi were attached to the CIET, NCERT on 22 December, 2017. ‰ A total of 97 student-teachers of B. Ed. IInd Year with three faculty members from Pradeep Memorial Comprehensive College of Education, Pratap Vihar, Kirari Extension Nangloi, Delhi visited the NCERT to know about the role and functions of the NCERT in the development of curriculum and ICT facilities in CIET on 14 March, 2018. ‰ A total of 96 students of second year B.Ed. programme along with teacher educators from the Guru Nanak College of Education institute, Delhi visited the NIE and CIET on 19 March, 2018 as the compulsory practical component of their foundation paper. Foreign Visits by the NCERT faculty ‰ A four-member delegation from the B.Ed. students of Guru Nanak College of NCERT comprising Hrushikesh Education institute, Delhi during their visit Senapaty, Director, Pratyusa to NCERT Kumar Mandal, Professor of History and Head, IRD, Sandhya Rani Sahoo, Professor of English, DEL and Anup Rajput, Professor of Mathematics and Head, DEE visited Germany on a themed trip ‘German School System’ from 18 to 22 September, 2017. During these four days — the team visited the Goethe Institute in Berlin, the George Eckert Institute for International Annual ReportAnnual 2017–2018 Textbook Research in Braunschweig, the Berlin Senate, Department for Education, Youth and Science, the Federal Standing Conference of Ministers of Education (KMK) at Berlin and Bonn, the Max Planck Gymnasium (Secondary School) in Berlin and the historical Cologne Cathedral. There was mutual exchange of ideas on the school systems in India and Germany. ‰ The NCERT team under the leadership of H.K. Senapaty, Director, NCERT visited the Ministry of Education, Mauritius from 17 to 22, December 2017 as part of the collaboration activity. Amarendra P. Behera, Joint Director, CIET, and Mohd. Mamur Ali, Assistant Professor, CIET, were the other members of the team visiting Mauritius. This collaboration aimed

Visitors to the NCERT 171 at the creation of an OER platform, digitisation of textbooks and development of a mobile app for Mauritius. The team explored innovative pathways to integrate ICT in Education. On 22 December, 2017, a Memorandum of Understanding (MoU) was signed between the Government of Mauritius and the NCERT towards improving the quality of school education. Taking forward this MoU, A.P. Behera visited Mauritius on 13 March, 2018 at the inauguration of the World Hindi Secretariat Headquarter and Launching of e-Educational and Social Housing Projects. The President of India launched the portal, Student Support Programme (SSP) for Children of Mauritius. It is an initiative of the Ministry of Education and Human Resources, Tertiary Education and Scientific Research, Government of Mauritius in collaboration with the Open University of Mauritius, Mauritius Institute of Education and Mahatma Gandhi Institute Mauritius. The CIET-NCERT was instrumental in the development of this portal and has committed to provide further assistance in the development of SSP. The programme is mainly to ensure nine years of quality basic education and achieve relevant learning outcomes and successful completion of secondary education cycle through face-to-face, offline and online learning environment. ‰ In order to propagate the importance of ICTs in education and how they can be integrated into schools at various stages, A. P. Behera, Joint Director, CIET, visited Sri Lanka on 28 March, 2018 to participate in the South Asia Regional Symposium on Information and Communication Technology (ICT) for Education 2018. Various initiatives taken by the Council CIET-NCERT in this direction were made available to the participant countries. On behalf of the institution, the willingness was extended to contribute in developing textbook contents, integration of ICTs into the curriculum and developing an education portal to facilitate the teaching-learning process in Sri Lanka NCERT and to other SAARC countries. ‰ Nityanand Pradhan, Principal, RIE, Bhopal visited Bangkok, Thailand from 27 to 30 November, 2017 to participate in the East Asia Summit (EAS)– TVET Providers Network Conference. ‰ Dinesh Kumar, Head, DESM, R.K. Parashar, Professor, DESM and A.K. Srivastava, Assistant Professor, DESM, visited the Indian High School Dubai for training PGTs in biology, chemistry and physics respectively. ‰ Anupam Ahuja, DEGSN visited the Gallaudet University, Washington D.C., USA for a presentation on Innovative Exemplar Readings Series for All: A Way Forward in the Conference on Principles for the Production of Accessible Digital Textbooks Peikhoff organised by UNICEF from September 26–28, 2017. ‰ Rejaul Karim Barbhuiya, Assistant Professor, DESM visited Japan under the Sasuka Science Programme for Indian Researchers and Administrators. It was a special youth exchange programme where the participants visited and interacted with various scientific and industrial institutions of Japan and discussed about possible collaboration with India on different projects. ‰ Malik Bijaya, Assistant Professor, DESS participated in the 8th SSEA Biennial Meeting, ‘Emerging Adults in India: Does India achieve its Demographic Dividend?’ Washington D.C., United States of America on

172 Annual Report 2017–18 2–4 November, 2017 organised by the Society for the Study of Emerging Adulthood (SSEA). ‰ Angel Rathnabai, Assistant Professor, CIET attended a 21-day course on ‘Education for Technology and the use of ICT in Education’ conducted by the State of Israel at AOFRI International Educational Training Center at Jerusalem, Israel from 25 February, 2018 to 16 March, 2018. This course covered areas like ICT-pedagogy integration, MOOCs, innovative pedagogies, STEM education, etc. This course not only focussed on academic development but also gave space for the cultural as well as social understanding of Israel. It also provided the opportunity for cross cultural sharing and learning from various ICT in education practices from 11 countries like Kenya, Columbia, Nepal, Azerbaijan, Peru, Antigua, Ukraine, Israel, Vietnam, Bangkok and Costa Rica. ‰ Sangeeta Pethia, Assistant Professor, RIE, Bhopal attended the 17th Asia Pacific Training workshop on EIU (APTW) from 20 to 28 July, 2017 held at Seoul and Inje, Republic of Korea. ‰ N.C. Ojha, Associate Professor, RIE, Bhopal visited Quezon City, Philippines to attend a three-day national seminar of UNESCO Distribution and Training Centre (RDTC) from 6 to 8 November, 2017. Annual ReportAnnual 2017–2018

Visitors to the NCERT 173 NCERT ‰ ‰ ‰ ‰ ‰ ‰ ‰ ‰ ‰ A ppendices NCERT ConstituentsandFaculty Appendix IX Publication DivisionanditsRegionalProduction-cum-DistributionCentres Appendix VIII Publications Releasedduringtheyear2017–18 Appendix VII Receipts andPaymentsAccountfortheyearended31March,2018 Appendix VI NCERT’s ConsolidatedSanctionedStrengthofPostsason31March,2018 Appendix V Details oftheNCERTCommittees, as mentionedinMoA,fortheyear2017–18 Appendix IV Awards andFellowships Appendix III NCERT Faculty Ph.D. DegreesAwardedduringtheyearunderSupervisionof Appendix II Publications andPresentationsbytheNCERTFaculty Appendix I Appendix I

Publications and Presentations by the NCERT Faculty

Department of Elementary Education (DEE) Research Papers/ Articles Soni, Romila. 2017. Leadership in ECE: Working with Mentors to Support Meaningful Change. Navtika. Vol. (3), 42–46.

Yadav, Padma. 2017. Prarambhik Bal Shiksha Tatha Dekhbhal mein Abhibhavakon ki Bhukmika. Prathamik Shikshak. (2), 47–53.

—. 2017. Poorva Prathamik Shiksha-Bhartiya Sandarbha mein Aavashyakta. Prathamik Shikshak. 1, 39–50.

—. 2016. Poorva Prathmik Shiksha ka Swaroop. Bhartiya Adhunik Shiksha. 3, 61–72.

Books Yadav, Saroj. 2017. Simmi’s Journey Towards Cleanliness: Supplementary Material for Primary Stage. NCERT, New Delhi.

Yadav, Padma. 2017. Kathputali ke Khel Evam Abhinay Hetu Kahaniyan. NCERT, New Delhi.

Soni, Romila. 2017. Darpan. NCERT, New Delhi.

Sharma, Usha. 2017. Amma Hum Bhi Saath Chalien. NCERT, New Delhi.

Paper Presentations Nikalje, Varada M. 2017. The Portrayal of Disabilities in Children’s Literature: Impressions and Implications. Invited Lecture in the National Conference on Policy and Planning of Inclusive Education. NUEPA, New Delhi. 9–10 November.

—. 2017. Mother Tongue Matters. A Lecture in the National Consultation Meet on Sustainablity in Context of ECE. NCERT, New Delhi. 21–22 November.

Sanwal, S. 2017. Role of Stakeholders in ECCE. Panelist in the International Convention on Early Childhood Education in Indian Context, DPS Society, HRDD, Noida. 16–18 November.

Soni, Romila. 2017. Pedagogical Practices in Preschool Education: Review and

Reflect. Paper presented in the international conference on Revamping of ReportAnnual 2017–2018 Education System Through New Education Policy (NEP). Amity University, Lucknow, Uttar Pradesh. 2–3 March.

—. 2017. Preschool Teacher Preparation for Sustainability in Quality ECE — What Went Wrong? Paper Presented in the Haryana Swarna Jayanti National Seminar on Teacher: A Reflective Practitioner for Quality Education. University College of Education, Kurukshetra University, Kurukshetra, Haryana. 6 May.

—. 2017. Innovations in Early Childhood Education. Paper presented in the national conference on Innovations in School Education. New Delhi. 18–20 April.

Appendices 175 —. 2017. Professional Development to Strengthen Sustainability in Early Childhood Education. Paper Presented in the National Consultation Meet on Sustainability n context of Early Childhood Development. DEE, NCERT, New Delhi. 21–22 November.

Sharma, Usha. 2018. Children’s Writing in Public Spaces. Chaired the Session in the National Conference on Writing in Schools: Process, Practices and the Writer. Department of Education, University of Delhi. 21–22 March.

Sanwal, S. 2017. Integrating Values and Life Skills in Developmentally Appropriate Curriculum. Chaired the Session in the National Consultation meet on Sustainability in the context of ECD. NCERT, New Delhi. 21 November.

Nikalje, Varada M. 2017. Complex Concerns in Pedagogy in the Teaching of English. Chaired a session in the National Seminar on Emerging Trends and Themes in the Teaching of English. RIE, Mysuru. 4–6 December.

—. 2017. English Language Teaching in India. A Panelist in the National Seminar on Emerging Trends and Themes in the Teaching of English. RIE, Mysuru. 4–6 December.

Yadav, Padma. 2017. Health Hygiene and Nutrition in Early Grades. Chaired the Session in the National Consultation meet on Sustainability in context of Early Childhood Development. DEE, NCERT, New Delhi. 21–22 November.

Sangai, Sandhya. 2017. Quality Standard for Effective Implementation of ECE Programme. Chaired the Session in the National Consultation meet on Sustainability in Context of Early Childhood Development. DEE, NCERT, New Delhi. 21–22 November.

Department of Education of Groups with Special Needs NCERT (DEGSN) Research Papers and Articles Chauhan, S.C. 2017. Swachchhata Evam Samaj: Ek Aalochanatamak Drishti. Bhartiye Samajshastra Samiksha-Bhartiye Samajshastra Parishad ki Shodh Patrika. 3–4 (1–2), 126–129.

Bharti. 2015. Samaveshi Shiksha ke Pariprekshya Me Seva Purv Vishesh Avashyakta Shikshan Prashikshan ki Sarthakta. Bhartiya Adhunik Shiksha, 36 (2), 84–95.

—. 2018. Children with Visual impairments (CWVI) and Science Experiments. EduTracks. 17 (5), 7–10.

—. 2017. Learner Attainment Reports of Children with and without Special Needs: Comparative Analysis. Journal of Research and Innovations in Social Sciences. IV (8), 1–8.

Books Chauhan, S.C. 2017. Modules for Enhancement of Quality Education: Issues, Challenges and Concerns of Scheduled Castes — A Training Package. NCERT, New Delhi.

Julka, A. 2017. Teaching Children with Visual Impairments in Inclusive Classrooms: A Self Learning Package. Sight Savers. New Delhi.

176 Annual Report 2017–18 Book Chapters Julka, A. 2018. Practices of Inclusive Education in Context of the Rights of Persons with Disabilities Act, 2016 (RPWD Act, 2016) from Primary to Higher Education. In Pandey, Y., Ane, H.M., and Pandey, S. (Eds.), Inclusion: Cross- Cultural Reflections on Policies, Practices and Approaches (3–14). Bharati Publications, New Delhi. Paper Presentations

—. 2018. Practices of Inclusive Education in Context of RPWD Act 2016 from Primary to Higher Education. Key Note Address is the National Conference on Rights of Person with Disability Act 2016: Fostering and Strengthening inclusion, Faculty of Education, BHU, Kamachha, Varanasi. 10 March. Ahuja, A. 2017. Systemic Response to Inclusive Education. Paper Presented in the National Conference on Inclusive Issues, Challenges and Possibilities, Lady Irwin College. 10–11 October. Chauhan, S.C. 2018. Inclusive Education: Issues and Challenges, Chaired the Session in the National Seminar on Inclusive Education. Hari Singh Gour Vishwavidyalaya, Sagar, MP. 31 January. Julka, A. 2018. Policy Perspectives in Inclusive Education in India and Abroad. Chaired the session in the National Conference on Rights of Person with Disability Act 2016: Fostering and Strengthening lnclusion. Faculty of Education, Banaras Hindu University, UP. 10 March.

Department of Gender Studies (DGS) Chapter in Books Agrawal, Poonam. 2018. Ethical Issues in Research: A Critical Reflection. In Sethy, Satya Sundar (Ed.), Higher Education and Professional Ethics: Roles and Responsibilities of Teachers (124–141). Landon: Routlegde, Taylor and Francis Group. Anand Roy, Mily. 2017. Tripura, land of diversity. In NCERT (Ed.), North–East India: People, history and culture (127–142). NCERT, New Delhi. Yadav, Mona. 2017. Unit 7 – Participatory Classrooms, Gender School and Society BES-129. B.Ed. programme of School Education (50–72). IGNOU, New Delhi.

Paper Presentations Agrawal, Poonam. 2018. Empowerment Approaches. Keynote Address in the

National Seminar on Approaches of Gender Empowerment. Shri Lal Bahadur ReportAnnual 2017–2018 Shastri Rashtriya Sanskrit Vidyapeeth, New Delhi. 21 March. Yadav, Mona. 2018. Panelist in the National Seminar on Inclusive Education: Practices and Challenges. R.L. College of Education, Karnal, Haryana. 14 March.

Department of Education in Science and Mathematics (DESM) Research Papers/Articles Mehrotra, Alka and Anjni Koul. 2016. A Vital Role of Basic Mathematics in Teaching and Learning of Mole Concept. School Science Review. 98 (362), 97–105.

Appendices 177 Verma, Ruchi and H. Chopra. 2017. Integrated Approach of Learning: An Effective Way to Teach Electrochemistry. International Journal of Applied Research. 3(8): 152–156. Koul, Anjni. 2017. Straight from the Professional Development Classroom – A Practical Experience. Teaching Science. 63 (1), 49–57. Sarma, T.P. and P. Benniwal. 2017. Teaching of Primary Mathematics: Challenges. Anusandhan Vatika, VI and VII. (3,4,1,2), 1544–1548. Sarma, T.P. and L.M. Saha. 2017. Multistability, Chaos and Complexity in Kraut Model. Ganit Sandesh, 29, (142), 13–20.

Paper Presentations Verma, Ruchi. 2017. Integration of Games and Art Forms with Teaching-Learning of Science: A Novel Way to Learn Science. Paper Presented in the National Seminar on Science Education. RIE, Ajmer. 21–23 November. Kumar, Dinesh. 2017. Recent Trends in Science Education. Keynote in the national seminar on Science Education, RIE, Ajmer. 21–23 November.

Department of Teacher Education Research Papers and Articles Patidar, Jitendra Kumar. 2017. Shikshak Shiksha me Satat Avam Samagra Mulyankan. Bhartiya Adhunik Shiksha, 37, (4), 96–104.

—. (In Press). Han! Shikshak Shiksha me 20 Saptah ki Internship. Bhartiya Adhunik Shiksha, 39, (3).

Books/Chapter Publications Vijayan, K. 2017. Mathematics in school curriculum. In Block 1 Understanding NCERT the Discipline of Mathematics of Pedagogy of Mathematics, BES 143, (46–68), IGNOU, New Delhi.

—. 2017. How children learn mathematics. In Block 1 Understanding the Discipline of Mathematics of Pedagogy of Mathematics, BES143, (69–94), IGNOU, New Delhi. Patidar, Jitendra Kumar. 2017. Samajik vigyan ka shikshak In Unit 4, In Part-I, Block II, Samajik Vigyan ka Shikshan Shastra, B.Ed. II- CPS - (133–156). Uttarakhand Open University, Haldwani.

Paper Presentations

—. 2018. Aise vikasit kare shodh prastav. Paper presented in the national seminar on Innovative Practices in Teacher Education: Theory & Research, RIE, Bhopal, 18–20 January.

—. 2017. Keynote address in the national seminar on Teacher Education (B.Ed. Syllabus and Internship Programme), College of Teacher Education, Raipur, 11–12 February.

Books and Chapter Publications Vijayan. K. 2017. Mathematics in school curriculum. In Block 1 Understanding the Discipline of Mathematics of Pedagogy of Mathematics, BES 143, (46–68), IGNOU, New Delhi.

178 Annual Report 2017–18 —. 2017. How children learn mathematics. In Block 1 Understanding the Discipline of Mathematics of Pedagogy of Mathematics, BES143, (69–94), IGNOU, New Delhi.

Paper Presentations Patidar, Jitendra Kumar. 2018. Aise vikasit kare shodh prastav. Paper presented in the national seminar on Innovative Practices in Teacher Education: Theory & Research, RIE, Bhopal, 18–20 January.

—. 2017. Keynote address in the national seminar on Teacher Education (B.Ed. Syllabus and Internship Programme), College of Teacher Education, Raipur, 11–12 February.

Bhardwaj, B.P. 2018. Teacher education towards current classroom challenges. Chaired the session in the national seminar on Transition in Teacher Education in Global Perspective: Rethinking, Redesigning & Revitalising, AIE campus, Greater Noida, Army Institute of Education, 24 February.

Department of Education in Social Sciences (DESS) Research Papers and Articles Srinivasan, M.V. 2018. Palli paadanoolkal: Uruvakkamum Mozhi arasiyalum Kalachuvadu, 30 (3), 35–40.

Srivastava, Gouri. 2017. Issues and concern of the elderly: Pathway to sustainable human development. Social Welfare, 64 (7), 13–17.

—. 2017. AIDS: Human catastrophe targeting through multipronged initiatives, 64 (9), 20–31.

Yadav, Saroj. 2017. India’s adolescence education programme: Status and opportunities for scaling-up. Indian Journal of Adult Education, 78(3), 78–92.

Books Sharan, Shankar. 2017. Gandhi ahimsa aur rajneeti. Akshya Prakashan, New Delhi.

—. 2018. Muslim sochen. Bhartiya Vichar Manch, Ahmedabad.

Srivastava, Gouri. 2017. Rhythm of thoughts. Cyberwit.Net, Allahabad.

Paper Presentations Malik, T. 2017. Development and environment. Paper presented in the national

conference on Population, Environment and Sustainable Development in ReportAnnual 2017–2018 India, Pandit Neki Ram Sharma Government College, Rohtak, 3 November.

—. 2017. Role of education in sustainable development. Paper presented in the interdisciplinary conference on Role of Digitalization in Sustainable Development: A Global Perspective, Department of Education, MDU Rohtak, 17 September.

—. 2018. Mapping of sustainable smart city: Issues and challenges, international seminar on sustainable smart city planning and management: Issues and challenges- A pragmatic perspective, Government College Sidhrawali, Gurugram, 17 January.

Appendices 179 Sharan, Shankar. 2017. Bankim Chandra and the religion of patriotism. Paper presented in the national conference on Retrieving the Voices from the Margins: Thinkers of Modern India, IIAS-BHU Conference, Banaras Hindu University, Varanasi. 11–13 August 2017.

—. 2017. Rajneeti shastra ki vartman sthiti. Paper presented in the national seminar on Aupniveshikta se Bhartiya Manas Ki Mukti, Ahmedabad. 15–16 April. Pandey, Aparna. 2018. Geography and geospatial technologies. Chaired a session in IUIM-2018, Indian Institute of Remote Sensing, Dehradun. 27 February. Sharan, Shankar. 2018. Keynote address in the national seminar on Adhyatama, Dharma and Sampradaya, Hindu Spiritual & Service Foundation, Ahmedabad. 6 January.

Department of Education in Languages (DEL) Research Papers and Articles Dubey, Pramod Kumar. 2017. Bhartiya arth sanskriti ki pratima laxmi. Tryamasik Mangal Vimarsh, 12 (3), 15–27.

—. 2017. Hum sabke prerana punja rajju bhaiya. Antarrashtriya Tryamasik Bahuvachan Sanyuktan, 54–55, 291–297.

—. 2018. Bhartiya sanskriti ke vashvik sambandh aur bhumika Tryamasik Mangal Vimarsh, 14 (4), 15–27. Khar, Meenakshi. 2017. Never lonely again. Language and Language Teaching, 6 (11), 68–70.

—. 2018. Environment education – Along with nature a way of Life. Education Times, VIII (3), 10–16. NCERT Meganathan, R. 2017. English language curriculum at the secondary stage: Perception of learners and teachers. Journal of Indian Education. XLII(4), 93–118.

—. 2017. Can the subaltern really speak? The New Leam. 2017/08, http:// thenewleam.com.

—. 2017. Give me my Right to Education. The New Leam. 2017/09, http:// thenewleam.com.

—. 2017. Language as politics and the future of a multilingual nationality. The New Leam. 2017/11, http://thenewleam.com.

Newspaper Article

—. 7 May 2017. Why NCERT textbooks matter. Open Page. The Hindu. p.10

Books Ram, Lalchand. 2018. Saajhi Sahadat aur saajhi virasat. Vishwagyan Prakashan. Delhi.

—. 2018. Bhasha shikshan ke vividh aayam. Vishwagyan Prakashan. Delhi.

Book Chapters Meganathan, R. 2017. Instructional planning in teaching of English. In B.Ed. Course Materials, Block 1 Unit 1 and 2. IGNOU, New Delhi.

180 Annual Report 2017–18 —. 2017. Language across the curriculum. B.Ed. Course Materials, Block 1 Unit 3. IGNOU, New Delhi.

—. 2018. An exploration into English language teaching in multilingual contexts. In Tomlinson, Brian, & Keedwell, Andy. (Eds.) Explorations: Teaching and learning English in India, Issue’10: Using inclusive practices and multilingual approaches (2) Selected ELTReP papers 2012–2016. 6–22. The British Council, Kolkatta.

Paper Presentations Dubey, Pramod Kumar. 2017. Mithila Awadh relation in the cultural frame of Ramayana. Paper presented in the international conference on Mithila Awadh ki Siya Ram Sanskriti, MACPC, Janakpur, Nepal, 3–4 November.

—. 2017. Lok ko nakare to kaisa sahitya. Paper presented in the national seminar on Lok ko Nakare to Kaisa Sahitya, NBT, Pustak Mela, New Delhi, 14 January.

RMSA Project Cell Research Papers and Articles Sinha, Sharad. 2017. Examination reforms. School Science. 52(3), 20–25.

Book Chapters Pandey, Sharad Kumar. 2017. Sikkim: Himalayan paradise. In NCERT (Ed.), North-East India: People, history and culture (112–126). NCERT, New Delhi.

—. 2017. Livelihood, economies and society. In Pedagogy of social science (24–39). IGNOU, New Delhi.

Paper Presentations Sinha, Sharad. 2017. Collaborative responsibility of regulatory bodies: School education department and teacher education institutes. Keynote address in the Haryana Swarana Jayanti national seminar on Teacher: A Reflective Practitioner for Quality Education, Kurukshetra University, Kurukshetra, 5–6 May.

—. 2017. Convergence as a strategy for sustainable development through ECE. Paper presented in the national consultation meet on Sustainability in Context of ECE, NCERT, New Delhi, 21–22 November.

—. 2017. Issues in e-Learning: Cyber security-emerging issues. Keynote address in the national conference on ICT in School Education, RIE, Ajmer, Annual ReportAnnual 2017–2018 27–29 November.

—. 2017. Education for sustainable development. Keynote address in the national seminar on Science Education, RIE, Ajmer, 22 November.

—. 2018. Evaluation system for quality enhancement in teacher education. Keynote address in the national seminar on Evaluation System for Quality Enhancement in Teacher Education “Need of Hour”, SLBSRS Vidyapeetha, New Delhi, 24–25 February.

—. 2018. Techno-pedagogical skills in teaching and learning. Keynote address in the national conference on Skill Development in Teacher Education, SLBSRS Vidyapeetha, New Delhi, 14–16 March.

Appendices 181 Pandey, Sharad Kumar. 2017. Interdisciplinarity, contemporary research and social sciences: A note on NCERT history textbooks. Paper presented in the international conference on Interdisciplinarity: Contemporary Research in Humanities, Social Sciences and Management Studies (COIN-2017), National Institute of Technology, Shillong, Meghalaya, 21–22 July.

—. 2017. Emerging scio-economic inequalities in India: A case from social science textbooks. Paper presented in the national seminar on Emerging Socio-Economic Inequalities in India, Babasaheb Bhimaroa Ambedkar Central University, Lucknow, 4–5 December.

—. 2018. RMSA, vocational education and skills: Present scenario and relevance of Pandit Deen Dayal Upadhyaya’s economic philosphy in India. Paper presented in the national seminar on Contemporary Relevance of Pandit Deen Dayal Upadhyaya’s Economic Philosophy in India, University of Lucknow, Lucknow, 24–25 January.

—. 2018. Sustainable development goals, environmental education and vision 2022 for a new India: A case from the textbooks of a nation. Paper presented in the international conference on Vision 2022: A New India, University of Lucknow, Lucknow, 27–28 January.

Sridevi, K. V. 2017. Insights from the research carried out by NCERT on conduction of in-service teacher professional development programmes for science teachers. Paper presented in the national seminar on Science Education, RIE, Ajmer, NCERT, 21–23 November.

—. 2018. Designing lesson plan in science based on TPACK Framework, ICT and Innovations in teacher education. Paper presented in the national seminar on Innovative Practices in Teacher Education: Theory and Research, NCERT RIE, Bhopal, 18 to 20 January.

Sinha, Sharad. 2017. ICT in teaching learning-assessment process. Chaired the session in the national conference on ICT in School Education, RIE, Ajmer, 27–29 November.

Department of Educational Psychology and Foundations of Education (DEPFE) Research Papers and Articles Rao, P.A., G. Bhardwaj and P.K. Mishra. 2017. Daily stressors and coping strategies of homemakers and employed women. Indian Journal of Health and Wellbeing, 8(2), 127–132.

Shukla, R. (In press). Learning environment: Intrinsic motivational approach. Journal of Indian Education, XLII, (1).

Books Dhiwal, S. 2018. Career aspiration and self discrepancies among higher secondary students with aspect to students and parental aspiration. Uppal Publishing House, New Delhi.

182 Annual Report 2017–18 Educational Survey Division (ESD) Research Papers and Articles Bhushan, Satya and Santosh Sharma. 2017. Mathematics achievement of class V students: A study of North-Eastern States. Journal of North East Studies, 7(1), 125–133.

Kumari, Pratima. 2017. Foreign trade policy in India with special reference to recent developments. Proceedings of the 21st Annual Conference of Indian Political Economy Association, Department of Humanities and Social Sciences and Department of Management Studies, Indian Institute of Technology (IIT) Delhi, Delhi, 43–63.

—. 2017. Inculcation of values in school education, Excellence International Journal of Education and Research, 4(6), 125–132.

Paper Presentations Bhushan, Satya. 2017. Disability data in India: Issues and challenges for policy and planning on inclusive education. Paper presented in the national conference on Policy and Planning of Inclusive Education with focus on CWSN, NUEPA, New Delhi, November 9–10.

—. 2017. Challenges in Early Childhood Education and Sustainability in India. Paper presented in the National Consultation Meet on Sustainability in context of Early Childhood Education, NCERT, New Delhi, 21–22 November.

—. 2018. Assessment in changing and challenging world. Paper presented in the national seminar on Assessment and Evaluation, Institution of Advance Studies in Education, Srinagar, J&K, 19–20 March.

Kumari, Pratima. 2017. Using activities in teaching: A study of Central Tibetan Schools Administration (CTSA) teachers in India. Paper presented In the 2nd International Conference on Conscientious and Unimpeachable Technologies (ICCUT-2017), St. Andrews Institute of Technology and Management, Gurugram and Institute of Institutional Industrial Research (IIIR), Gurugram, 14 October.

—. 2017. Trade policy in India. Paper presented in the international conference on Changing Global Economic Scenario: Strategies for Business Sustainability, Jaipuria School of Business, NDMC Convention Centre, Connaught Place, Delhi, 11 November.

Planning and Monitoring Division (PMD) ReportAnnual 2017–2018 Research Papers and Articles Ashita, R. 2018. Case studies of learning mathematical expressions by the students opting humanities at higher secondary stage. Bhartiyam International Journal for Education, 7(II), 10–21, http://gangainstituteofeducation.com.

—. 2017. Steering in the professional development courses through need assessment- An outcome evaluation, enhancing professional capacities. Proceedings of the Seventh National Conference of Teacher Educators, KAAS Publication, 41–48.

Appendices 183 Chapter in Books Subhash, P.D. and Tiakala (In Press). Case studies on implementation of right of children to free and compulsory education (RTE) act- 2009. In Raju (Ed.), Right based development and good governance practices in India. Aakar Books, New Delhi.

International Relations Division (IRD) Mandal, Pratyusa Kumar. 2018. School history: Predilections and perspectives in the context of subaltern movements during the colonial period. Paper presented in the national seminar on Revisiting the Indian Freedom Struggle and the Resistance of Subaltern Groups, NCERT and the Institute of Distance and Open Learning, University of Mumbai, 23–24 March.

—. 2017. Keynote address on Integrating Buddhist and Gandhian thoughts in contemporary global peace policies. Convention on In the Path of Buddha and Gandhi: A Convention for Global Peace, Gandhi Smriti and Darshan Samiti, Dharamshala, 2–4 December.

Library and Documentation Division (LDD) Research Papers and Articles Samantaray, M. 2017. What you read: Issues, trends and potential solutions to cultivate reading habits. Journal of Advances in Library and Information Science, 6 (4), 427–435.

—. 2018. Digital initiatives of NCERT for school libraries. In S. Ravi (Ed.), Innovative librarianship: Challenges and opportunities (34–40). DLIS, Central University of Tamil Nadu, Thiruvarur. NCERT Jain, Pooja. 2018. Role of parents in inculcating reading habit among children. Proceedings of national conference on Challenges to Change: Use of ICT for Excellence in Academic Libraries, RIE, Bhopal, 262–267.

Paper Presentations Samantaray, M. 2017. Digital initiatives of NCERT for school libraries. Invited talk in the national seminar on Innovative Librarianship: Challenges and Opportunities, Department of Library and Information Science and Central Library, Central University of Tamil Nadu, Thiruvarur, 27 March.

Jain, Pooja. 2018 Role of parents in inculcating reading habit among children. Presented a paper in the conference on Challenges to Change: Use of ICT for Excellence in Academic Libraries, RIE, Bhopal, 24–26 February.

Samantaray, M. 2018. ICT application in libraries. Chaired the session in the national seminar on Innovative Librarianship: Challenges and Opportunities, Department of Library and Information Science and Central Library, Central University of Tamil Nadu, Thiruvarur, 27 March.

Jain, Pooja. 2018. ICT trends in academic libraries. Chaired the session in the national conference on Challenges to Change: Use of ICT for Excellence in Academic Libraries, RIE Bhopal, 24 February.

184 Annual Report 2017–18 Department of Curriculum Studies (DCS) Research Papers and Articles Kapur, K. 2017. Teaching English in India- Issues and concerns. Voices of Teachers and Teacher Educators. VI(10), 30–39, http://www.ncert.nic.in.

Koireng, R.R. 2017. Science teaching: Recommendations and its implications on teacher education programme. Journal Voices of Teachers and Teacher Educators, V(II), 53–57, http://www.ncert.nic.in.

Book Chapter Nuna, Anita. 2017. Gender roles and patriarchy in Indian perspective . In the course material on Gender, school and society (23–45), B.Ed. Programme of School of Education, IGNOU, New Delhi.

Paper Presentations Arora, R. 2017. Experiential learning. Paper presented in the Chintan Shivir, MHRD, AICTE, New Delhi, 6–7 November. th —. 2017. Education policy of the government. Paper presented in the 16 Ekal Study Circle Meet, India Habitat Centre, New Delhi, 24 October.

—. 2017. Philosophical underpinnings of curriculum. Paper presented in the conference on Curriculum Development, SCERT, Tamil Nadu 21 March.

—. 2017. National Curriculum Framework, CCE and No Detention Policy. Paper presented in the Regional Consultation, National Commission of Protection of Child Rights, RIE, Ajmer, Rajasthan, 15 September.

Nuna, Anita. 2017. Policies and programmes for minorities. Chaired a technical session in the national seminar on Higher Educational Policies for Minorities: Problems and Prospects, SALVATION, International Humanitarian Development Agency, Jamia Millia Islamia, New Delhi, October 7–8.

—. 2018. Performance assessment in education: In search of perspective in the literature reviewed. Paper presented in the national seminar on Performance Assessment in Education towards Quality and Excellence, Inter University Centre for Teachers Education (IUCTE), Department of Education (CASE & IASE), Faculty of Education, The Maharaja Sayajirao University of Baroda, Vadodara, Gujarat, 6–7 March.

—. 2018. Gender equality for peace and sustainable development. Keynote

address in the national seminar on the Need of Gender Equality for Peace ReportAnnual 2017–2018 and Sustainable Development, Dr. GD D.A.V. College of Education for Women and D.G.H.E.-Haryana, Karnal, Haryana, 8 March.

—. 2018. Branding of government schools as service providers of quality education at low cost: Filed observations from three government schools of Rajasthan. Paper presented in the national conference on Branding of Schools, Department of Curriculum Studies, NCERT, 27–28 March.

—. 2017. Inclusive education and quality education. Keynote address in the national seminar on Quality and Equity in Elementary Education, Sarva Shiksha Abhiyan (SSA) Kerala, Thiruvananthapuram, 26–27 March.

Appendices 185 —. 2017. Curriculum development practices in teacher education. Chaired the session in the national seminar on Innovative Curriculum Development Practices in Teacher Education, Department of Education, University of Jammu, Jammu, 17 February.

—. 2017. Keynote address in the national seminar on Empowering Girls: Emergency response and resilience planning, AICWETE, New Delhi, 11 October.

Koireng, R.R. 2017. Branding of government schools: A case study of government schools in Ajmer. Paper presented in the national conference on Branding of Schools, Department of Curriculum Studies, NCERT, New Delhi, 27–28 March.

—. 2017. Issues related to teaching and learning of science. Chaired the session in the seminar on Developing New Curriculum 2017, SCERT, Tamil Nadu during 20–22 July.

Prasad, M.V.S.V. (In Press). Andhra Pradesh. In NCERT, India: Unity in cultural diversity (1–6). NCERT, New Delhi.

—. (In Press). Goa. In NCERT, India: Unity in cultural diversity (31–34). NCERT, New Delhi.

—. (In Press). Sikkim. In NCERT, India: Unity in cultural diversity (135–138). NCERT, New Delhi.

—. (In Press). Telangana. In NCERT, India: Unity in cultural diversity (146–151). NCERT, New Delhi.

—. (In Press). Lakshadweep. In NCERT, India: Unity in cultural diversity (197–200). NCERT, New Delhi.

NCERT —. 2018. Branding of government schools as service providers of quality education at low cost: Field observations from Rajasthan. Paper presented in the national conference on Branding of Schools, Department of Curriculum Studies, NCERT, New Delhi, 27–28 March.

Central Institute of Educational Technology (CIET) Research Papers and Articles Ali, M.M. 2017. Free and Open Source Software (FOSS) as a tool for joyful learning in mathematics. Awadh International Journal of Information Technology and Education, 6(2), 17–26.

PSS Central Institute of Vocational Education, Bhopal Research Papers and Articles Shukla, R. K. 2017. The link between environmental awareness and environmentally friendly behaviour in school students. Indian Journal of Vocational Education, 23, 82–88.

Singh, Avinash and Saurabh Prakash. 2017. A case study of skilled labour shortage in its mitigation measures in Indian construction sector. Indian Journal of Vocational Education, 23, 47–53.

186 Annual Report 2017–18 Uadal, Singh, R.K. Pathak and Sunil Prajapati. 2017. Empowerment of tribal women through skill development in medicinal plants cultivation. Indian Journal of Vocational Education, 23, 75–81.

Pallavi, Neha., Prasad, K., and Singh, Uadal. 2017. Ethylene synthesis inhibitors as technique for increasing shelf life and quality of fruits and vegetables. Agriculture for Sustainable Development, 5(1), 6–10.

Prasad, K., R.R. Sharma, Uadal Singh and Milan Kumar Lal. 2017. Rootstock mediated effect on fruit ripening behaviour and phytochemical composition: An overview. Agriculture for Sustainable Development, 5(1), 32–36.

Paper Presentations Veeraiah, P. and R. K. Shukla. 2017. Enhancing entrepreneurship through skill development and vocational education programmes – Some evidences. Paper presented in the 70th All India Commerce Conference of Indian Commerce Association, Faculty of Commerce and Management, The IIS University, Jaipur, 12–14 October.

Regional Institute of Education, Ajmer Research Papers and Articles Arya, V.P. 2018. Low percolation threshold and electrical transport in Poly Vinylchloride/Multi-walled Carbon Nanotube Composites, Advanced Science, Engineering and Medicine, 10, 1–7, www.aspbs.com/asem.

Meena, O.P. 2017. A comparative study of corrosion inhibition efficiency of

Phyllanthus niruri for Tin in different solutions of HCl and H2SO4. 7(7), 40–46, www.iosrphr.org.

—. 2018. Corrosion inhibition of Tin by Alkaloid extract of aerial part of

Phyllanthus niruri in HCl and H2SO4 solutions, Elixir corrosion & Dye, 116, 49989–49993, www.elixirpublishers.com.

Niwas, Ram. 2017. Kriyaparak shikshan, Shivira, 3, 37–40.

—. 2017. Bhasha shiksha aur naitik mulya. School Shiksha, 7, 14–17.

—. 2018. Kamjor varg utthan ki drishti aur disha. School Shiksha, 8, 13–14

Sharma, R. K. 2018. Theoretical investigations on deactivation of copper catalytic species in Ullmann cross coupling reactions. Asian Journal of Chemistry, 30(6), 1401–1404, doi 10.14233/ajchem.

—. S.V. 2017. An investigation of +2 level students’ concepts of magnetism. ReportAnnual 2017–2018 International Journal of Science and Research (IJSR), 6(12) 371–378, www.ijsr.net.

Arya, A.K. 2017. DFT Studied Hetero-Diels-Alder Cycloaddition for the domino synthesis of spiroheterocycles fused to Bezothiazole and Chromene/ Pyrimidine rings in aqueous media. Journal of Heterocyclic Chemistry, 54 (6), 3418–3426.

—. 2017. A rapid and facile domino synthesis of structurally diverse 3, 4-Dihydropyrimidin-2(1H)-Thiones Derivatives. Rasayan Journal of Chemistry, 10(2), 471–480.

Appendices 187 —. 2017. Iron (III)-catalyzed efficient one-pot synthesis of functionalized dihydrobenzo [4,5-d]imidazo[1,2-a]pyrimidines. Heterocyclic Letters, 7(3), 867–873.

—. 2018. W-tube gas experiments: Small scale laboratory approach. International Journal of Innovative Knowledge Concepts, 2018, 6(1), 1.

Gupta, A.K. 2017. The multimedia are effective resources for quality science education. International Education and Research Journal, 3 (12), 44–45.

Books Goswami, Ayushman, Umesh Chaurasia and Charan Rajneesh. 2017. Art and aesthetics education: Innovation and implementation. Sahityagaar Prakashan, Jaipur.

Gupta, A.K. 2017. Application of natural environment in teaching-learning biology. International Education and Research Journal (IERJ). 3(12), 46–47.

Viswanathanppa, G. and Rajandra Gourigari. 2018. A comparative analysis of teacher training curriculum to improve the quality in teacher education. In Lugsang Zeliang (Ed.), Teacher Education Quality Indicators (163–170). APH Publishing Corporation, New Delhi.

Paper Presentations Ram, Niwas. 2017. Bhasha shiksha and naitik mulya. Paper presented in the national conference on Language Education in the Age of Globalisation, RIE, Ajmer, 20–22 December.

Arya, A.K. 2017. Green chemistry: Applications and future perspective. Paper presented in the national conference on Advances in Applied Sciences and Applications in Engineering and Technology, Bhagwant University, Ajmer, 1–2 May. NCERT —. 2017. SFIL catalyzed green chemical domino protocol for the synthesis of structurally diverse fluorinated dihydroarylpyrimidine-2-thiones derivatives. Paper presented in 5th Rajasthan Science Congress (RSC), Amity University, Rajasthan on 13–15 October.

—. 2017. Augmenting students’ learning to learn stereochemistry concepts using Moodle: Students perception and use pattern. Paper presented in national conference on ICT in School Education, RIE, Ajmer, 27–29 November.

—. 2017. A guided-inquiry-based approach on augmenting the innovative skills to design experiments on the concepts of Acid, Base and Salts at secondary level. Paper presented in national seminar on ICT on Science Education. RIE, Ajmer, 21–23 November.

Arya, A.K. and Vishakha Sharma. 2017. Augmenting students’ learning to learn stereochemistry concepts using Moodle: Students’ perceptions and use patterns’. Paper presented in the national conference on ICT in School Education, RIE, Ajmer, 27–29 November.

Arya, A.K. and Dinesh Sharma. 2017. A guided inquiry based approach on augmenting the innovative skills to design experiments on the concept of acid, base and salts at secondary level. Paper presented in the national seminar on Science Education, RIE, Ajmer, 21–23 November.

188 Annual Report 2017–18 Chaurasia, P.K. 2017. Concept paper in ICT in education. Paper presented in the national conference on ICT in School Education, RIE, Ajmer, 27–29 November. Gupta, A.K. 2017. ‘The multimedia are effective resources for quality science education. Poster presented in the national seminar on Science Education, RIE, Ajmer, 21–23 November.

—. 2017. Application of natural environment in teaching learning biology. Poster presented in the national seminar on Science Education, RIE, Ajmer, 21–23 November. Hasan, Muzammil and Meenakshi Meena. 2017. Awareness of Information and Communication Technology among elementary school teachers and its impact on their professional development. Paper presented in the national conference on ICT in School Education, RIE, Ajmer, 27–29 November. Jha, B.K. 2017. Changing dimension of access and practices to science information in India. Paper presented in the national seminar on Science Education, RIE, Ajmer, 21–23 November. Meena, O.P. 2017. Effect of activity based learning in science. Paper presented in the national seminar on Science Education, RIE, Ajmer, 21–23 November.

—. 2017. Effective teaching learning of science through ICT’. Paper presented in the national conference on ICT in School Education, RIE, Ajmer, 27–29 November.

—. 2017. Corrosion Inhibition of Tun by Alkalad Extract up Aerial part of Phyllan thus Niruri in HCI & H2SO4. Paper presented in international conference on Frontiers at Chemistry – Allied Science Interface, Department of Chemistry, University of Rajasthan, Jaipur, 22–23 July. Mishra, Rajesh. 2018. Sir Sayyad aur Aligarh Tahreek. Paper presented in the national seminar on Sir Syed Ahmad Khan and Educational Reforms. NCERT, New Delhi, 13–14 March. Nainawat, A.K. 2017. Green route for identification of acids and bases: A step towards nature. Paper presented in the national seminar on Science Education, RIE, Ajmer, 21–23 November. Pareek, R.B. and R.K. Parashar. 2017. Identifying students’ alternative conceptions about basic chemistry concept. Paper presented in the national seminar on Science Education, RIE, Ajmer, 21–23 November. Pratap, Rana. 2018. A demonstration of electrical conductivity measurement of

Polymer Electrolyte PEO:NH4ClO. Paper presented in the national seminar on Science Education, RIE, Ajmer, 21–23 November. ReportAnnual 2017–2018 Ranjan, Rajiv. 2017. ICT tool kit for special education: Dilemmas and realities. Paper presented in the national conference on ICT in School Education, RIE, Ajmer, 27–29 November.

—. 2017. Language characteristics of individuals with Down Syndrome. Paper presented in the national conference on Language Education, RIE, Ajmer, 22–24 December. Rath, K.B. 2017. Controversies in constructivism and going beyond with a special reference to science education. Keynote address in the national seminar on Science Education, RIE, Ajmer, 21–23 November.

Appendices 189 Sharma, R.K. 2017. Activity based learning of redox reactions at secondary level. Paper presented in the national seminar on Science Education, RIE, Ajmer, 21–23 November.

Sharma, S.V. 2017. A study of student’s alternative frames about the concepts of magnetism. Paper presented in the national seminar on Science Education, RIE, Ajmer, 21–23 November.

Singh, V.P. 2017. Professional development of in-service science teachers through hands-on activities. Paper presented in the national seminar on Science Education, RIE, Ajmer, 21–23 November.

—. 2017. In-service teachers’ perception about the effectiveness of the use of multimedia in training of science. Paper presented in the national conference on ICT in School Education, RIE, Ajmer, 27–29 November.

Tomar, Rakesh and B.C. Kumawat. 2017. The role of ICT in guidance and counselling: Skill based development for teachers’. Presented in the national conference on ICT in School Education, RIE, Ajmer, 27–29 November.

Chandrasekhar, Konduru. 2017. Theme ‘ICT in teacher professional development. Chaired the session in the national conference on ICT in School Education, RIE, Ajmer, 27–29 November.

—. 2017. Chaired the session in the national seminar on Science Education, RIE, Ajmer, 21–23 November.

Chaurasia, P.K. 2017. Chaired the session in the national seminar on Science Education, RIE, Ajmer, 21–23 November.

Goswami, Ayushman. 2017. Theme ‘ICT in teaching-learning-assessment process. Chaired the session in the national conference on ICT in School Education,

NCERT RIE, Ajmer, 27–29 November.

Mishra, Rajesh 2018. Chaired the session in the national seminar on Children’s Literature in Urdu, RIE, Bhopal, 9–11 March.

Pareek, R.B. 2017. ICT in teacher professional development. Chaired the session in the national seminar on ICT in School Education, RIE, Ajmer, 27–29 November.

Rath, K.B. 2017. ICT in teaching-learning-assessment process. Chaired the session in the national seminar on ICT in School Education, RIE, Ajmer, 27–29 November.

Sharma, S.V. 2017. Scientific knowledge and skill development. Chaired the session in the national seminar on Science Education, RIE, Ajmer, 21–23 November.

—. 2017. ICT in innovative schools: School Governance. Chaired the session in the national seminar on ICT in School Education, RIE, Ajmer, 27–29 November.

Singh, V.P. 2017. Research related to ICT in schools. Chaired the session in the national seminar on ICT in School Education, RIE, Ajmer, 27–29 November.

—. 2017. Innovative practices in science education. Chaired the session in the national seminar on Science Education, RIE, Ajmer, 21–23 November.

190 Annual Report 2017–18 Regional Institute of Education, Bhopal Research Papers and Articles Sharma, Rashmi. 2018. Educational needs of aspiring superpower India: Role of Teachers. International Research Journal of Soc. Sciences and Humanities, 7(3), 69–75. Mandal, Jaydip. 2018. Organogenesis of seedling explants of Carum Copticum. Journal of Herbs, Species & Medicinal Plants, 24(2), 124–133, DOI: 10.1080/10496475.2017–1411 306. Garg, Ashwani K. 2017. A study the level of performance of students in mathematics at upper primary level. Naveen Samajik Shodh International Journal, 7(103), 88–93.

Paper Presentations Sharma, Rashmi. 2018. Improving internship experiences in the constructivist classroom through mentoring. Paper presented in the national seminar on Innovative Practices in Teacher Education. RIE, Bhopal, 18–20 January.

—. 2018. Status of libraries in the secondary schools of backward blocks of Hoshangabad district. Paper presented in the national seminar on Challenges to Change, RIE, Bhopal, 24–26 February. Garg, Ashwani. 2016. A study of common mistakes in mathematics committed by students of upper primary level. Paper presented in the national seminar on Mathematics Education, North-East Regional Institute of Education, Umiam, 21–22 December.

—. 2018. Vartaman paridrishya me sevarat shikshak prashikshan ka nvachari swarup. Paper presented in the national seminar on Innovative Practices in Teacher Education: Theory and Research, RIE, Bhopal, 18–20 January.

Regional Institute of Education, Bhubaneswar Research Papers and Articles Agarwal, P. C. 2018. Bhavi Bharat ki bhasha, Shaikshik Manthan, 10(6), 8–11.

—. 2017. Bachhon mein kuposhan va unaki khadya suraksha, Shaikshik Manthan,10(4), 17–19.

—. 2017. Rashtriya shiksha vyawastha ka swaroop. Shaikshik Manthan, 10(3), 13–15.

—. 2017. Vidyalayee shiksha mein swasthya evam sharirik shiksha. Shaikshik Manthan, 9(11), 12–13. ReportAnnual 2017–2018

—. 2017. Vimudrikaran aur shiksha. Seva Chetna, 17(1), 80–82.

—. 2017. Need of attainment of Minimum Levels of Learning. Shaikshik Manthan, 9(9), 16–18.

—. 2017. Shiksha ka vikas aur vikas ke liye shiksha. Shaikshik Manthan, 9(8), 11–13.

—. 2017. Vimudrikaran aur shiksha. Shaikshik Manthan, Jaipur, 9(7), 9–11. Bagui, D. 2017. I, Nulgak: Life story of an Inuk. Literary Endeavour, 8(3), 122–127.

Appendices 191 Biswas, G. and D. Krishnan. 2017. A study on dropout of tribal students at secondary level in Hooghly district, West Bengal. International Journal of Applied Research, 3(6), 984–988. Dash, S.K. 2017. Ultrasonic behaviour of a nuclear extractant with some apolar diluents at 303-15K, International Journal of Sciences and Applied Research, 4(1), 1–6. Dora, S. and R. Mohalik. 2017. Uses of PCK by social science teachers in classroom transaction at elementary level. International Journal of Social Sciences and Humanities Invention, 4(10), 4082–4089. Goswami, M., R. Mohalik and K. B. Rath. 2017. Education for teacher educators: A new discipline. Education India Journal, 6(3), 93–115. Gowramma, I. P. and E. Gangmei. 2017. Systemic reform of teacher education in India: Issues and challenges. Anweshan: Annual Interdisciplinary Research Journal of Education). VII(2), 81–95. Kaur, M., P. C. Agarwal and Kaur, S. 2017. Laser second-harmonic generation from an overdense plasma slab, Laser and Particle Beams, 35, 379–385. Kumari, N. and L. Behera. 2017. Science teachers’ beliefs about teaching and learning at secondary stage. Ravenshaw Journal of Educational Studies, 5(1&2), 178–196. Kumar, S. and L. Behera. 2017. Status of implementation of ICT@Schools Scheme in Jharkhand: An analysis. Anusandhan Anveshika, VII, 9–20 Kumar, R. and R. Mohalik. 2017. Perception of teacher educators towards professional development. International Journal of Innovative Studies in Sociology and Humanities, 2(8), 16–23. Kumar, V. and R. Mohalik. 2017. Role of PRI members in managing elementary

NCERT education in Bihar. RA Journal of Educational Research, 3(6), 932–937. Nayak, B. and L. Behera. 2017. Teachers’ attitude towards inclusive education at elementary level in Odisha: Study of classroom practices, Anweshan Journal of Education, VI(2), 33–41. Panda, B.N. 2017. How does mind processes information and represents knowledge: An empirical study. Journal of Educational Psychology- I Manager, 11 (1), 40–52. Roy, P. and L. Behera. 2017. Continuous and Comprehensive Evaluation at elementary level: Review of research literature. Anweshan Journal of Education, 7(2), 33–41.

—. 2018. Continuous and Comprehensive Evaluation in West Bengal: A study of elementary school teachers’ attitude. Pedagogy of Learning. 4(1), 1–10. Rawat, S. and S. Kapoor. 2017. Study of buoyancy driven free convective flow of a micropolar fluid through a darcy-forchheimer porous medium with mutable thermal conductivity. Indian Journal of Pure & Applied Physics, 55(10), 754–763. Yathiraj, A. and I.P. Gowramma. 2017. Arithmetic school readiness of pre-schoolers with hearing impairment. International Journal of Early Childhood Special Education (INT-JECSE). 9(1), 34–50.

192 Annual Report 2017–18 Books Dash, S. K. 2017. Lectures on engineering physics. Pearson India Education Services Pvt. Ltd., Noida.

Book Chapters Acharya, P. 2017. Chapters 12th, 14th, 15th, 16th & 17th of the History textbook of Class-XII). The Odisha State Bureau of Textbook Preparation and Production, Pustak Bhawan, Bhubaneswar.

Behera, L. 2017. Developing career awareness and employability skills among secondary school students; A teacher counsellor approach. In Pradhan N., S.N. Sahoo and Devi T. (Eds.), Education and skill development (1–9). Sikshya Vikash Samitte, Bhubaneswar.

Behera, L. Das, B. 2017. Functioning of school management and development committees under RMSA for Universalisation of Secondary Education. In Panda, S.K. (Ed.), Creating beautiful school for learner (100–119). Ankur Publications, Delhi.

Bhoi, S. and Behera, L. 2018. Public private partnership in education. In Panda, S.K. (Ed), Reflections in higher education (195–204). S.K. Raj Publications, Delhi.

Das, R. and A. K. Saha 2017. How to prepare teachers for inclusive education? In Sayeed, Miah., & Pradip, Debnath. Teacher education in the 21st Century (349–358). Renu Publishers, New Delhi.

Ketaki, K. 2018. Dalit human rights in India: Issues and challenges. In Tripathy, Radhanath (Ed.), Human rights-A shield against all swords (201–214). Book Age publisher, New Delhi.

Kumar, A. and Behera, L. 2018. Mental health awareness for personality development among teenagers: Role of schools, In Jaronde, D. (Ed.), Mental health and today’s challenges (57–64). Harswabardhan Publications, Beed, Maharastra.

Nayak, D. and Behera, L. 2018. Mobile applications in higher education. In Panda, S.K. (Ed.), Reflections in higher education (166–173). Raj Publications, Delhi.

Paper Presentations Bagui, D. 2017. Reflections on violations of human rights in Australian aboriginal community in Sally Morgan’s My Place. Paper presented in the national conference on Human Rights Education, RIE Bhubnaeswar, 7–8 December. Annual ReportAnnual 2017–2018 Behera, L. 2017. Pedagogy for twenty first century classrooms: Role of quality teacher education programme. Paper presented in the national seminar on Pedagogy and Classroom Instruction: A Practical Educational Planning In Teaching Technology, Raiganj B.Ed. College, West Bengal, 24 June.

—. 2017. Multicultural school exposure: Towards inclusive practices and development of culturally responsive pedagogy. Paper presented in the national seminar on Contemporary Issues on Quality Concerns in Teacher Education, Vidyasagar Teachers’ Training College, Medinapur,West Bengal, 29–30 August.

Appendices 193 —. 2017. School readiness of ST children in government ECCE centers: quality, equity and inclusive perspectives. Paper presented in the national seminar on Challenges of Indian Education: Quality, Equity and Inclusiveness. SVS, Cuttack, 18–19 November.

—. 2017. Field based activities in pre-service teacher education: Towards development of leadership qualities. Paper presented in the international conference on Excellence in leadership: Towards teacher development in 21st century, AAIAER & IFORE, Bhubaneswar, 14–15 October. Gangmei, E. 2017. Trends of recent research on effective leadership in relation to school education. Paper presented in the international conference on Excellence in leadership: Towards teacher development in 21st century, AIAER, RIE, Bhubaneswar, 14–15 October.

—. 2017. An analysis of educational rights at Madrasas of Odisha. Paper presented in the national conference on Human Rights Education, RIE, Bhubaneswar, 7–8 December. Gowramma, I. P. 2017. Teachers as leaders in an inclusive classroom: An insider’s perspective. Paper presented in the international conference on Excellence in Leadership: Towards Teacher Development in 21st Century, RIE, Bhubaneswar and AIAER and IFORE, 14–15 October.

—. 2017. Residential special schools for children with disability from the perspective of human rights education. Paper presented in the national conference on Human Rights Education, RIE, Bhubaneswar, 7–8 December. Henry, H. and D. Krishnan. 2018. Curricular transaction of secondary teacher education programme of Sikkim. Paper presented in the national seminar on Emerging Trends Innovations in Teacher Education, Department of Education, Sikkim University, Sikkim, 22–23 March. NCERT Kapoor, S. 2017. Developing strategies and opportunities in early childhood mathematics. Paper presented in the national consultation meet on Sustainability in Context of Early Childhood Education, DEE, NCERT, New Delhi, 21–22 November. Krishnan, D. 2018. Reflection on pedagogical processes in science at government secondary schools of Odisha. Paper presented in the national conference on Branding of Government Schools, Department of Curriculum Studies, NCERT, New Delhi, 27–28 March. Mohalik, R. 2018. Teacher performance assessment practices in KVs: A critical analysis. Presented paper in the national seminar on Performance Assessment in Education: Towards Quality and Excellence, Inter University Centre for Teacher Education, MS University, Vadodara, 6–7 March.

—. 2017. Initiatives and Challenges in Implementing the RTE Act, 2009 in Odisha. Paper presented in the national conference on Human Rights Education. RIE Bhubaneswar, 7–8 December. Poddar, S. and D. Krishnan, 2017. Human rights and gender identity: An exploration to issues of educational rights of transgender community. Paper presented in the national conference on Human Rights Education, RIE, Bhubaneswar, 7–8 December.

194 Annual Report 2017–18 Saha, A.K. 2017. A note on singular integrals. Paper presented in national conference on Advances in Mathematics and its Applications and 44th Annual Conference of Odisha Mathematical Society, Department of Mathematics, Ravenshaw University, Cuttack, Odisha, 1 April.

—. 2017. Developing word problem solving techniques in mathematics class VII by enhancing reading comprehension ability of students in English. Paper presented in the national conference on Mathematics Education, NERIE, Umiam, 21–22 December.

—. 2017. A study on the awareness of human rights among B.Sc.B.Ed. student-teachers of Regional Institute of Education, Bhubaneswar. Paper presented in the national conference on Human Rights Education, RIE, Bhubaneswar, 7–8 December.

Sethy, R. 2017. Rajadharma in Manusmriti. Paper presented in the national conference on Smriti Litarature, Academy of Yoga and Oriental Studies, 8–9 April.

—. 2017. Developing teacher effectiveness at secondary level: Role of leadership qualities of head of the institute. Paper presented in the international seminar on Excellence in Leadership: Towards Teacher Development in 21st Century, All India Association of Educational Research, RIE, Bhubaneswar, 14–15 October.

—. 2017. Concept and awareness of Domestic Violence Act. Paper presented in the national conference on Human Rights Education. RIE, Bhubaneswar, 7–8 December.

Agarwal, P. C. 2017. Innovations in physics. Chaired the session in the national conference on Innovative Trends in Physics and Futuristic Engineering -Vision 2030 (ITPFE- 2017), Manda College Bikaner in association with Indian Association of Physics Teachers, Bikaner, Rajasthan, 20–21 January.

—. 2017. Charitra nirman aur rashtra nirman. Chaired the session in the national seminar on Charitra Nirman Evam Vyaktitva Vikas, Shri Ratanlal Patani Govt. PG College, Kishangarh, Rajasthan & Shiksha Sanskriti Uthan Nyas, New Delhi, 24 January.

Behera, L. 2017. Pedagogic processes and teacher education. Chaired the session in the national seminar on Pedagogy and Classroom Instruction: A Practical Educational Planning in Teaching Technology, Raiganj B.Ed. College, West Bengal, 24 June. Annual ReportAnnual 2017–2018 —. 2018. Multicultural school exposure in pre-service teacher education: Towards development of humane teachers. Keynote address in the International seminar on Relationship and Motivational Factors in Teacher Education. Institute of Academic Excellence, Medinapur, West Bengal, 12–13 January.

—. 2018. Pre-service teacher education in India: Policies, practices and priorities. Keynote address in the national seminar on Problems and Prospects of Teacher Education. Hope Institute of Bengal, Howrah, West Bengal, 17 February.

Appendices 195 —. 2018. Getting children ready and joyful learning. Paper presented in the State level seminar on Best Practices in Schools for Quality Elementary Education, DIET, Nayagarh, 17–18 January.

Gowramma, I.P. 2017. Educational rights and status of the disadvantaged children: Dalits, adivasis, minorities, girl child and differently abled. Chaired the session in the national conference on Human Rights Education, RIE, Bhubaneswar, 7–8 December.

Gangmei, E. 2017. Trends of recent research on effective leadership in relation to school education. Paper presented in the international conference on Excellence in Leadership: Towards Teacher Development in 21st Century, RIE, Bhubaneswar and AIAER and IFORE, RIE, Bhubaneswar, 14–15 October.

—. 2017. An analysis of educational rights at Madrasas of Odisha. Paper presented in the national conference on Human Rights Education, RIE, Bhubaneswar, 7–8 December.

Krishnan, D. 2017. Right to education: Different facets of its implementation. Paper presented in the national conference on Human Rights Education, RIE, Bhubaneswar, 7–8 December.

Mohalik, R. 2017. Content pedagogy integration in digital age. Chaired the session in the national seminar on Pedagogy and the Classroom Instruction: A Practical Education Planning in Teaching Technology. Raiganj B.Ed College, West Bengal, 24 June.

—. 2017. Initiatives and challenges in implementing the RTE Act, 2009 in Odisha. Paper presented in the national conference on Human Rights Education. RIE Bhubaneswar, 7–8 December. NCERT Regional Institute of Education, Mysuru Research Papers and Articles Harinath, P.R. 2017. Dakshina Bharatha desham lo sree shaila Mallikaarjuna Upasana. Samshodhana Research Journal, 1(2), 32–53.

—. 2017. Manasunu dochey maatalu. Telugu Tejam, 9(5 & 6), 45.

—. 2017. Okka Gurajada. Telugu Tejam, 9(9), 45.

Kiran, N. C. and C.G.V. Murthy. 2017. Academic task commitment among the students of Jawahar Navodaya Vidyalayas (JNVs) and Kendriya Vidyalayas (KVs). International Journal of Indian Psychology, 4(4), 95–105.

—. 2017. Creativity among the students of Jawahar Navodaya Vidyalayas and Kendriya Vidyalayas. International Journal of Indian Psychology, 4(2), 95, 176–185.

—. (In Press). Intelligence among the students of Jawahar Navodaya Vidyalayas and Kendriya Vidyalayas. The Journal of Indian Education, 44(2).

Mary, A. and G.V. Gopal 2017. Ehretia pubescens Benth with differential germinability patterns due to climate change. Annals of Plant Sciences, 6, 1630–1633.

196 Annual Report 2017–18 Naik, S.M. and G.V. Gopal 2017. Seasonal variations in phytoplankton populations in two freshwater lakes at Udupi District, Karnataka, India. International Journal of Development Research, 7(12), 18105–18108.

Saroja, M. and G.V. Gopal. 2017. Quality to pattern of phytoplankton diversity in two lakes of Udupi district, Karnataka, India. International Journal of Current Research, 9(10), I–6.

Shaji, K.B. 2017. Role play and the development of communication skills. ELTIF Journal, 5, 56–65.

—. 2017. Fascism, communism and the poetry of Auden. Paripex Journal, 2(V), 31–39.

—. 2017. Exorcism and catharsis in King Lear. Reyno Journal, 8(II), 61–71.

—. 2018. Culture and conflicts in novels of Chinua Acheube.Dialogue Journal, 15(VI), 53–62.

—. 2018. Teaching poetry and drama using language lab. IJRD, 2(IV), 67–76.

—. 2018. The anarchist angelic self in Shelley. Wizcraft Journal, 4(II), 85–96.

Sreekanth, Y. 2018. Continuous and Comprehensive Evaluation (CCE): Policy and practice at the national level. The Curriculum Journal, 28, (3). 421–441.

Books Harinath, P.R. 2017. Sree Mahabhagavatham of Bammera Pothana. Tirupathi: TTD.

Shaji, K.B. 2017, December. Developing communication skills using role-play. New Delhi: Elsever Books.

Paper Presentations Gopal, G. V. and V. Tangpu. 2017. Teaching sustainability concepts and environmental awareness through biodiversity park-A school curricular concern. Paper presented in the national Science Education Conference, Ajmer, 21–23 November.

Nagaraja, S. 2017. Social media for academic purpose: A study. Paper presented in the international conference on Libraries Beyond Borders: Innovative Trends, Issues and Challenges in Knowledge Dissemination. Department of Library Services, Christian Medical College, Vellore, 18–19 August.

—. 2017. Users’ Perceptions on web based library services: A study.

International Conference on Future of libraries: From promises to Practices ReportAnnual 2017–2018 (ICFL), DRTC, ISI, Bengaluru, 15–17 November.

—. 2018. Experimentation of online certificate course in school librarianship. Paper presented in the national conference on Challenge to Change: Use of ICT for Excellence in Academic Libraries. RIE, Bhopal, 24–26 February.

Raniprameela, V. 2017. Excellence in leadership towards teacher development in 21st century: Secondary teachers. Paper presented in the international seminar on Excellence in Leadership towards Teacher Development in 21st Century, AIAER in collaboration with RIE, Bhubaneswar, 14–15 October.

Appendices 197 —. 2017. Importance of skills in language teaching. Paper presented in the national conference on Emerging Trends and Themes in Teaching of English in Schools. RIE, Mysuru on 4 December.

—. 2017. Quality concerns of teacher education. Paper presented in the national conference on Teacher Education: Development, Challenges and Future Projections. IATE in collaboration with Madurai Kamaraj University, 22–23 December. Shaji, K.B. 2018. Bienalle- art, aesthetics and politics. Paper presented in the national conference on Politics and Ideology of Visual Cultures, University College, Thiruvananthapuram, 24–26 February.

—. 2018. Developing tools for teaching poetry. Paper presented in the national conference on Developing Web-based Tools in Teaching of English. Kerala University, Thiruvananthapuram, 13–17 March.

—. 2018. English classrooms in times of transition. Paper presented in the international conference on ELT- ELTIF, 16–19 March. Somashekar, T. V. 2017. Adequacy & utilization of science lab at secondary schools of Karnataka- A pilot study. Paper presented in the national seminar on Science Education (NSSE)-2017, RIE, Ajmer, 20–22 November.

—. 2018. Mathematics language and its impact. Paper presented in the national conference on Language across Curriculum, RIE, Mysuru, 29–31 January.

—. 2018. Internship programme of intergrated B.Sc.Ed. & B.A.Ed. programme of RIE, Mysuru: A Review. Paper presented in the conference on Role of Teachers in Present School Context. Azim Premji University and UOM, Mysuru, 16–18 April.

ourya NCERT M , S. 2018. Contemporary Hindi poetry. Paper presented in the national seminar on Texture and Context of Contemporary Hindi Poetry. Government Brennen College, Thalssery, Kannur, Kerala, 9–10 January.

—. 2018. Dalit sahitya aur samajik parivartan. Keynote address in the national seminar on Dalit sahitya aur samajik parivartan. Sree Narayana College, Thottada, Kannur, Kerala, 12 January. Murthy, C.G.V. 2017. Constructivism and constructivist classroom. Chaired the session in the national conference on Emerging Trends and Themes in Teaching of English in Schools, RIE Mysuru, 4–6 December.

—. 2018. Language across different curricular areas & language and curriculum transactions. Chaired the session in the national conference on Language across Curriculum in Multi Linguistic Contexts: Scope and Challenges. RIE, Mysuru, 29–31 January. Nagaraja, S. 2018. Role of social media in libraries. Chaired the session in the national conference on Role of Social Media in Libraries: Opportunities and Challenges, P.G. & Research Department of Library and Information Science, Bishop Heber College, Tiruchirappalli, 10 March.

—. 2018. Use of ICT in libraries. Chaired the session in the national conference on Challenge to Change: Use of ICT for Excellence in Academic Libraries. RIE, Bhopal, 24–26 February.

198 Annual Report 2017–18 Shaji, K.B. 2017. Teaching of English in India. Chaired the panel discussion in the national conference on Emerging Themes and Trends in Teaching of English in Schools, RIE, Mysuru, 4–6 December.

Somashekar, T. V. 2018. ICT and education. Chaired the session in state level conference on Issues and Challenges of Two Year B.Ed Programmes, BES College, Bengaluru, 3 March.

North-East Regional Institute of Education, Umiam (Meghalaya) Research Papers and Articles Ghildyal, P. and K. Thapa. 2017. Indicators of mental illness in a North Indian population. Indian Journal of Clinical Psychology. 44(1), 54–59.

Dey, Tulika, N. Pradhan and A. Sen. 2017. Use of ICT in Teaching-learning process in govt. secondary schools of Assam: Case study of a smart school. Anweshan: Journal of Education, VII(1), 30–38.

Dey, Tulika and A. Sen. 2017. Revisiting popular folk tales for science classroom transaction. Pedagogy of Learning, 3(2), 27–36.

Devi, Ch. S. 2017. Three language formula and the first and second language: A case of North-East India. Language in India, 17(8), 194–206.

Sharma, U. 2017. Confidence of master trainers in teaching children with special needs in inclusive classroom. Proceedings of the national conference on Innovative Approaches & Practices for Building an Inclusive Society, NIEPID, Kolkata, 20 & 21 December.

Dkhar, B.R. and B. Kharlukhi. 2017. Adolescence Education Programme: It’s effectiveness at school level. Culture, Society & Law, 4(1), 90–100.

Books Chapters Dey, T. 2017. Assam: Gateway to North-East. In NCERT (Ed.), North East India people, history and culture (16–39). NCERT, New Delhi.

Sharma, U. 2017. Views of primary teachers about teaching children with disability in regular classroom: A self-reflection. R.P. Shukla, Ajeet Kumar Rai and Yogendra Pandey (Eds.), Human reflective teacher: A qualitative approach to teacher education (166–175). Bharti Publication, New Delhi.

Devi, Ch. S. 2017. Socio-linguistic study of proper names: A case study of

Meiteilon. In S.K. Singh, Kavita Rastogi, Prasanamshu Arimardan and ReportAnnual 2017–2018 Kumar Pripuleny (Ed.), Ways with language (258–284). Lakshi Publishers & Distributors, Delhi.

—. 2017. Tribal language education in Manipur (Mother tongue education). In R. Gangmei, (Ed.), Rediscovery of Manipur (27–38). Council of Tribal Languages and Literature Societies, Manipur.

Wallang, Melissa G. 2016. Barriers in d/deaf pedagogy in the North-Eastern States in India. In P. Trifonas and T. Aravossitas (Eds.), Handbook of research and practice in heritage language education, Springer International Handbooks of Education, DOI 10.1007/978-3-319-38893-9_38.

Appendices 199 Paper Presentations Dkhar, B. R., 2018. Prevalence of substance abuse among adolescents: Educational intervention the need of the hour. Paper presented in the international conference on Recent Advances in Educational Psychology, NEHU, Shillong, 15–16 March.

—. 2018. Teachers’- students’ mental health and hygiene in promoting healthy educational environment. Paper presented in the national seminar on Mental Health of School Children, NERIE, Umiam, 8–9 February.

Dkhar, F. G. 2017. The need for convergence. Paper presented in the Annual Conference of ICARE, Shillong, Meghalaya, 21 June.

—. 2017. Rights of children and deafness. Paper presented in the Regional Conference on Exploring Deafness amidst the Linguistic and Cultural Diversity in North-East India, Ferrando Speech and Hearing Centre, Umniuh, Khawn, 20 October.

—. 2018. Promoting and sustaining mental health amongst learners in the classroom. Paper presented in the national seminar on Mental Health of School Children, NERIE, Umiam, 8–9 February.

Wallang, M. G. 2018. Deafness a socio-psychological perspective. Paper presented in the national seminar on Mental Health of School Children, NERIE, Umiam, 8–9 February.

—. 2017. Demographics of deafness in the NE context. Paper presented in the North-East regional conference on Exploring Deafness amidst the Linguistic and Cultural and Diversity in North-East India, Ferrando Speech and Hearing Centre, Umniuh – Khwan, Ri-Bhoi District, Meghalaya, 19–20 October.

NCERT —. 2017. Sign language and linguistics. Paper presented in the North-East regional conference on Exploring Deafness amidst the Linguistic and Cultural and Diversity in North-East India, Ferrando Speech and hearing Centre, Umniuh – Khwan, Ri-Bhoi District, Meghalaya, 19–20 October.

Dey, T. and P. Ghildyal 2018. Exploring mental health of elementary students in public schools. Paper presented in the national seminar on Mental Health of School Children, NERIE, Umiam, 8–9 February.

Dey, T. 2017. National Achievement Survey: North-East India scenario and challenges. Paper presented in the national seminar on Socio-economic and Scientific Development in North East India: Problems and ,Prospects Arya Vidyapeeth College, Guwahati, 27–28 October.

—. 2018. Exploring mental health of elementary students in public schools of Guwahati. Paper presented in the national seminar on Mental Health of School Children:, NERIE, Umiam, 8–9 February.

Devi, Ch. S. 2017. Sustaining cultural values in formal education: Integration of folktales in the school language curriculum. Paper presented in the international conference on Inter disciplinarily: Contemporary Research in Humanities, Social Sciences and Management Studies, Dept of HSSMS, NIT, Meghalaya, 21–22 July.

200 Annual Report 2017–18 —. 2017. Hinduism and Sanskrit in Manipuri society. Paper presented in the national conference on Revisting Indology and Sanskrit in India, NEHU, Umiam, 21–23 September.

—. 2018. Education in a conflict state and question of free zone for children’s development. Paper presented in the national seminar on Mental Health of School Children, NERIE, Umiam, 8–9 February. Kharlukhi, B. 2018. Issues and challenges in promoting positive mental health among school children. Paper presented in the national seminar on Mental Health of School Children, NERIE, Umiam, 8–9 February. Sharma, U. 2017. Views of primary teachers about teaching children with disability in regular classroom: A self-reflection. Paper presented in the international conference on Human Reflective Teacher, School of Education, Banaras Hindu University, Varanasi, 15–16 November.

—. 2017. Classroom management of children with learning disability in an inclusive setup. Paper presented in the international seminar on Educational and Psychological Perspectives of Learning Disorders, The Council for Research and Management of Learning Disorders, Kerala, 17–18 November. Seema, R. 2017. Mitodepressive effect of rhizome extracts of Curcuma longa L. Paper presented in the national seminar on Current Trends in Research in Biotic Systems Department of Botany, NEHU, Umiam, 29–30 June.

—. 2018. Examination stress among students: Consequences and strategies to overcome. Paper presented in the national seminar on Mental Health of School Children, NERIE, Umiam, 8–9 February.

—. 2018. Self development through value based science education. Paper presented in the international conference on Recent Advances in Educational Psychology, Department of Education, NEHU, Umiam 15–16 March.

—. 2018. Violence against older women: Consequences and preventive measures. Paper presented in the national seminar on Geriatric Care Management: Rehabilitation and Psychosocial Care and Role of Social Work Profession, Department of Social Work, Assam University, Silchar, 20–21 March. Dkhar, B. R. 2017. Education/special education/disability studies. Chaired the session in the international conference on Interdisciplinarity: Contemporary Research in Humanities, Social Sciences and Management Studies, Dept of HSSMS, NIT, Meghalaya, 21–22 July. Annual ReportAnnual 2017–2018 —. 2018. Vulnerability and risk of school children. Chaired the session in the national seminar on Mental Health of School Children, NERIE, Umiam, 8–9 February.

—. 2018. Contemporary issues/major challenges in ensuring positive mental health of students. Chaired the session in the national seminar on Mental Health of School Children, NERIE, Umiam, 8–9 February.

—. 2017. Issues and concerns of teacher education at the secondary level. Chaired the session in the national seminar on Teacher Education, SCERT, Assam, 8 September.

Appendices 201 —. 2017. Mathematics learning-issues and concerns. Chaired the session in the national seminar on Mathematics Education, NERIE, Umiam, 21–22 December.

—. 2018. Mental health of school children in perspective. Chaired the session in the national seminar on Mental Health of School Children, NERIE, Umiam, 8–9 February.

—. 2018. Legal provisions and policies. Chaired the session in the national seminar on Mental Health of School Children, NERIE, Umiam, 8–9 February. Kharlukhi. B. 2017. Teacher education in North-east Region. Paper presented in the State Teacher Educators’ Conference, SCERT, Sikkim, Gangtok, 25–26 April. Devi, Ch. S. 2017. Education/special education/disability studies. Chaired the session in the international conference on Interdisciplinarity: Contemporary Research in Humanities, Social Sciences and Management Studies, Dept. of HSSMS, NIT, Meghalaya, 21–22 July. Kharlukhi, B. 2017. Teacher education in North-east Region. Chaired the session in the State Teacher Educators’ Conference, SCERT, Sikkim, Gangtok, 25–26 April. Sharma, U. 2017. Development of basic skills among children with learning disability. Chaired the session in the international seminar on Educational and Psychological Perspectives of Learning Disorders, Council for Research and Management of Learning Disorders, Kerala, 17–18 November. NCERT

202 Annual Report 2017–18 II Year 2017 2018 2018 2018 2017 ppendix A University Name of the RIE, Bhopal RIE, Bhopal RIE, Ajmer RIE, Bhopal DEL Unit of NCERT Constituent B.U., Bhopal University of Mysore B.U., Bhopal Fakir Mohan University Balasore, Odisha B.U., Bhopal Name of the Research Scholar Rajshree Vaidya Arwa Ahmed Abdo Qasem Rajkishore Nayak Prafulla Kumar Panda Poornima Sharma Supervisor Name of the Ramakar Raizada Viswanathappa G. H.K. Senapathy Sandhya Sahoo Jaydip Mandal Annual ReportAnnual 2017–2018 Carum Species Title of the Study Impact of Constructivist Inquiry- Impact of Learning Approach on Based Achievement Motivation Creativity, StudyA Achievement: Academic and of Students Level Elementary of Vidisha District In-Vitro Studies of A Study of Academic Achievement Students School Secondary of in Relation to their Achievement and Study Habits Motivation, City Kigali in Styles Learning (RWANDA) Effect of ICT Mediated Constructivist ApproachLearningMathematics on StudentsSecondaryamongstSchool Impact of Co-operative Language and Strategy (CLL) Learning Achievement, Social competence and Attitude towards English S. No. 1. 2. 3. 4. 5. Ph.D. Degrees Awarded during the year under the Supervision of the NCERT Faculty Ph.D. Degrees Awarded during the year under Supervision of NCERT

Appendices 203 Appendix III

Awards and Fellowships A. NCERT Doctoral Fellowships S. Name and Address of the Title of the Study No. Doctoral Fellows 1. Rubi Singh Locus of Control, Resilience and Emotional P.No-376, Tara Nagar-A, Jhotwara Intelligence in relation to Adjustment Jaipur–302012 among Orphan Teenagers Rajasthan 2. Mrs. Sajitha U. The Influence of Parent-Child Supervisor Relationship on Children’s Mental W/O Manikan, Periyar University, Health and Self-efficacy (Department of Psychology) Periyar Palkalai Nagar, Salem–636011 Tamil Nadu 3. Prajapati Sneha N. Mahabharate Shantiparvani Nirupitanam A/303 Aastha Antram B/H Jeevan Mulyanam Anusheelanam Shukan Status, NR Krishna (Mahabharat Ke Santiparv Ke Nirupit Farm Vandematram Gota, Jeevan Mulyon Ka Anusheelan) Ahmedabad–382481 4. Medha Narayan Evidence based Assertiveness Training 17, DDA Flats Masjid Moth for Self-esteem in Adolescence Phase-1, New Delhi–110048 5. Vandana M. Effectiveness of Flipped Learning 253, Ananda Nilaya, 10th Cross, Instructional Pedagogy on Students’ 8th Main, Poornapragna Nagar, Learning Engagement and Academic NCERT Uttarahalli, Subramanyapura Post, Achievement in Chemistry Bangalore–560061 6. Deepa Gupta Reflective Practices among the D-6/303, Paras City E-3, Arera Prospective Teachers of Madhya Colony Bhopal–462016 Pradesh 7. Nabanita Baruah Changing Nature of the Teaching Room No 102, Sabarmati Hostel, Profession: A Sociological Study of JNU Secondary School Teachers in Delhi New Delhi–110067 8. Arunima A Study of Concept Attainment Process in 6-B Second Floor DDA Flat the context of Multiple Intelligence, Self Phase-2 Qutub Enclave Perception, Learning and Thinking Style New Delhi–110016 of Students of Secondary Schools 9. Kalishankar Mishra Development of Model for Sanskrit- Room No-17, B 127, Katwaria Language-Teaching in Today’s Sarai New Delhi–110016 Perspective 10. Soumya Thankam Association of Co-existing Impairments Puthuparambil House, and Challenges in Various Aspects of Mannadisala Post, Pathanamthitta Cognition and Self with Academic Quality District Enhancement Outcomes in Visually Kerala State–686511 Impaired Students Tamil Nadu

204 Annual Report 2017–18 Appendix IV

Details of the NCERT Committees, as mentioned in MoA, for the year 2017–18 ‰ General Council ‰ Executive Committee ‰ Finance Committee ‰ Establishment Committee ‰ Building and Works Committee ‰ Programme Advisory Committee ‰ Educational Research and Innovations Committee ‰ Academic Committee of NIE ‰ Managing Committee of RIE, Ajmer ‰ Managing Committee of RIE, Bhopal ‰ Managing Committee of RIE, Bhubaneswar ‰ Managing Committee of RIE, Mysuru ‰ Managing Committee of NERIE, Umiam (Meghalaya) Annual ReportAnnual 2017–2018

Appendices 205 General Council (i) The Minister of Human 1. Prakash Javadekar Resource Development Union Minister for Human President (ex-officio) Resource Development Ministry of Human Resource Development, Shastri Bhawan New Delhi–110001

(ii) Chairman of the University 2. D.P. Singh Grants Commission Chairman (ex-officio) University Grants Commission Bahadur Shah Zafar Marg New Delhi–110002

(iii) Secretary to the Ministry 3. Anil Swarup of Human Resource Secretary Development (Department of Department of School Education Education) and Literacy (ex-officio) Ministry of HRD Government of India Shastri Bhawan New Delhi–110001

(iv) Four Vice Chancellors of 4. H.M. Maheshwaraiah Universities, one from each Vice Chancellor region nominated by the Central University of Karnataka NCERT Government of India Kadaganchi, Aland Road Gulbarga–585367 Karnataka

5. R.C. Kuhad Vice Chancellor Central University of Haryana Jant-Pali, Mahendergarh–123029 Haryana

6. S.A. Bari Vice Chancellor Central University of Gujarat Sector–29 Gandhinagar–382030 Gujarat

206 Annual Report 2017–18 7. H.C.S. Rathore Vice Chancellor Central University of South Bihar BIT Campus P.O.-B.V. College Patna–800014 Bihar

(v) One representative of each 8. Minister for School Education State Government and Union Government of Andhra Pradesh Territory with a legislature A.P. Secretariat Building who shall be the Education Hyderabad–500022 Minister of the State/Union Territory (or his representative) and in the case of Delhi, the Chief Executive Councillor Delhi (or his representative)

9. Minister for School Education Government of Arunachal Pradesh Itanagar–791111

10. Minister for School Education Government of Assam Janata Bhawan, Dispur Assam

11. Minister for School Education Government of Bihar New Secretariat Building Patna–800015

12. Minister for School Education Government of Chhattisgarh Raipur Chhattisgarh Annual ReportAnnual 2017–2018 13. Minister for School Education Government of Goa Goa Secretariat Panaji–403001

14. Minister for School Education Government of Gujarat Block No. 1, Sachivalaya Gandhi Nagar–382010.

Appendices 207 15. Minister for School Education Government of Haryana Haryana Civil Secretariat Chandigarh–160001.

16. Minister for School Education Government of Himachal Pradesh Shimla–171002

17. Minister for School Education Government of Jharkhand Ranchi Jharkhand

18. Minister for School Education Government of Jammu & Kashmir Srinagar–180001

19. Minister for School Education Government of Karnataka Vidhan Saudha Bangaluru–560001

20. Minister for School Education Government of Kerala Ashoka Nanthenocode NCERT Thiruvananthapuram–695001

21. Minister for School Education Government of Madhya Pradesh Bhopal–462001

22. Minister for School Education Government of Maharashtra Mantralya Main Mumbai–400032

23. Minister for School Education Government of Manipur Manipur Secretariat Imphal–795001

24. Minister for School Education Government of Meghalaya Meghalaya Secretariat Shillong–793001

208 Annual Report 2017–18 25. Minister for School Education Government of Mizoram Aizawl–796001

26. Minister for School Education Government of Nagaland Kohima–797001

27. Minister for School Education Government of Odisha Odisha Secretariat Bhubaneswar–751001

28. Minister for School Education Government of Punjab Chandigarh–160017

29. Minister for School Education Government of Rajasthan Government Secretariat Jaipur–302001

30. Minister for School Education Government of Sikkim Sikkim Secretariat, Tashilling Gangtok–737101

31. Minister for School Education Government of Tamil Nadu Fort St. Georg Chennai–600009

32. Minister for School Education Government of Telangana Telangana Secretariat Hyderabad Annual ReportAnnual 2017–2018

33. Minister for School Education Government of Tripura Civil Secretariat Agartala–799001

34. Minister for School Education Government of Uttar Pradesh Lucknow–226001

Appendices 209 35. Minister for School Education Government of Uttarakhand Dehradun Uttarakhand

36. Minister for School Education Government of West Bengal Vikas Bhawan Salt Lake Kolkata–700001

37. Minister for School Education Government of Puducherry Chief Secretariat Victor Simonel, Street Puducherry–605001

38. Minister for School Education Government of National Capital Territory of Delhi Delhi Secretariat I.P. Estate New Delhi

(vi) All members of the Executive 39. Upendra Kushwaha committee not included Minister of State

NCERT above; and Department of Education Ministry of Human Resource Development, Shastri Bhawan New Delhi–110001

40. Hrushikesh Senapaty Director NCERT, New Delhi–110016

41. Chand Kiran Saluja Retd. Professor Sanskrit Promotion Foundation 11204/5, Mandir Marg Gaushala Marg Doriwalan Delhi–110006

210 Annual Report 2017–18 42. Madhuree M. Shahane Assistant Teacher A-304, DSK Kunjaban, Punavale Pune Maharashtra

43. Murali Monahar Putti FF2, Shreya’s Apt. Asmanghad Malakpet, Hyderabad Telangana

44. B.C. Das Purkayastha Retd. Prinipal of Pandu College H.No.21, Ananda Nagar Lane-3, Adabari Guwahati–781012 Assam

45. Rakesh Chand Chaturvedi Teacher Shriji Baba Saraswati Vidya Mandir F-57, Govind Nagar Near Shri Krishna Janmsthan Mathura (UP)–281001

46. M.P. Devi Teacher Vyasa Vidya Peethom Senior Secondary School P.O. Kallekkad District Palakkad Kerala–678006

47. Joint Director NCERT New Delhi–110016 Annual ReportAnnual 2017–2018 48. Jyotsna Tiwari Head, DEAA NCERT, New Delhi

49. Lalchand Ram DEL, NCERT, New Delhi

Appendices 211 50. Pramod Kumar Dubey Associate Professor DEL, NCERT, New Delhi

51. Sanjay Kumar, IAS Joint Secretary (SE-II) Ministry of HRD, (Department of School Education and Literacy), Shastri Bhawan New Delhi–110001

52. Darshana M. Dabral JS and Financial Adviser Ministry of HRD (Department of School Education & Literacy) Shastri Bhawan New Delhi–110001

(vii) (a) Chairman 53. Chairman Central Board of Central Board of Secondary Secondary Education Education Shiksha Sadan–17 Delhi Rouse Avenue, Institutional Area (ex-officio) Near Bal Bhawan

NCERT New Delhi

(b) Commissioner 54. Commissioner Kendriya Vidyalaya Kendriya Vidyalaya Sangathan Sangathan 18, Institutional Area New Delhi Shahid Jeet Singh Marg (ex-officio) New Delhi–110016

(c) Director 55. Director Central Health Education Central Health Education Bureau Bureau (DGHS) New Delhi Ministry of Health and Family (ex-officio) Welfare Kotla Road New Delhi–110002

212 Annual Report 2017–18 (d) Deputy Director General 56. Deputy Director General Incharge of Agricultural Incharge of Agriculture Education Education ICAR ICAR, Ministry of Krishi Anusandhan Bhawan Agriculture Pusa New Delhi New Delhi–110012 (ex-officio)

(e) Director of Training 57. Director of Training Directorate General of Directorate General of Training and Training and Employment, Employment, Ministry of Labour Ministry of Labour Sharam Shakti Bhawan New Delhi New Delhi–110001 (ex-officio)

(f) Representative of 58. Adviser Education Education Division Niti Aayog Planning Commission Yojana Bhawan New Delhi; and New Delhi–110001 (ex-officio)

(viii) Such other persons not 59. Mona Seervai exceeding six as the Principal Government of India may from Gilbert Building, time to time nominate. Not Babulnath road, Mumbai, less than four of these shall Maharashtra–400007, India be school teachers. 60. Anuradha Joshi Principal Sardar Patel Vidyalaya Lodi Estate New Delhi–110003

61. Siddhartha Menon Principal Rishi Valley School

Chittoor ReportAnnual 2017–2018 Andhra Pradesh–517352.

62. S. Ajayakumar Principal Kendriya Vidyalaya Pattom Thiruvananthapuram–695004

Appendices 213 63. Arindam Mukherjee Trustee Member-cum-Secretary Institute of Social and Cultural Studies 48/2, Dr. Suresh Sarkar Road Kolkata–700014

64. H.C. Verma Department of Physics Indian Institute of Technology Kanpur Kalyanpur Kanpur–208016

(xi) Special Invitee 65. Secretary Council of Indian School Certificate Examination Pragati House, 3rd Floor 47 Nehru Place New Delhi–110019

(x) Convener 66. Harsh Kumar Secretary NCERT New Delhi–110016 NCERT

214 Annual Report 2017–18 Executive Committee (i) President of the Council 1. Prakash Javadekar who shall be the ex-officio HRM/President, NCERT President of the Executive Ministry of HRD Committee Shastri Bhawan New Delhi–110001

(ii) (a) The Minister of State in the 2. Upendra Kushwaha Ministry of Education who Minister of State shall be the ex-officio Vice- Department of School President of the Executive Education and Literacy, Committee Ministry of HRD, Shastri Bhawan New Delhi–110001 (b) A Deputy Minister of 3. ______Education nominated by the President of the Council

(c) Director of the Council. 4. Hrushikesh Senapaty Director NCERT, New Delhi–110016

(d) Secretary, Ministry of 5. Anil Swarup Education ex-officio Secretary Department of School Education and Literacy Ministry of HRD Government of India Shastri Bhawan New Delhi–110001

(iii) Chairman of the University 6. D.P. Singh Grants Commission-Member Chairman ex-officio University Grants Commission Bahadur Shah Zafar Marg

New Delhi–110002 ReportAnnual 2017–2018

(iv) Six educationists with known 7. Chand Kiran Saluja interest in school education Retd. Professor (two of whom shall be school Samskrit Promotion teachers) Nominated by the Foundation President 11204/5, Mandir Marg Gaushala Marg Doriwalan Delhi–110006

Appendices 215 8. Madhuree M. Shahane Assistant Teacher A-304, DSK Kunjaban, Punavale Pune (Maharashtra)

9. Murali Monahar Putti FF2, Shreya’s Apartment Asmanghad Malakpet, Hyderabad Telangana

10. B.C. Das Purkayastha Retd. Prinipal of Pandu College H.No.21, Ananda Nagar Lane-3, Adabari Guwahati–781012 Assam

11. Rakesh Chand Chaturvedi Teacher Shriji Baba Saraswati Vidya Mandir F-57, Govind Nagar Near Shri Krishna Janmsthan Mathura (UP)–281001

NCERT 12. M.P. Devi Teacher Vyasa Vidya Peethom Senior Secondary School P.O. Kallekkad District Palakkad Kerala–678006

(v) Joint Director of the Council 13. Joint Director NCERT New Delhi–110016

(vi) Three members of the faculty 14. Jyotsna Tiwari of the Council, whom at least Head, DEAA two shall be at the level of NCERT, New Delhi Professors and Heads of the Departments, nominated by the President of the Council 15. Lalchand Ram DEL, NCERT, New Delhi

216 Annual Report 2017–18 16. Pramod Kumar Dubey Associate Professor DEL, NCERT, New Delhi

(vii) One representative of the 17. Sanjay Kumar, IAS Ministry of Education; and Joint Secretary (SE-II) Ministry of HRD, (Department of School Education and Literacy), Shastri Bhawan New Delhi–110001

(viii) One representative of the 18. Darshana M. Dabral Ministry of Finance, who JS and Financial Adviser shall be the Financial Adviser Ministry of HRD of the Council (Department of School Education and Literacy) Shastri Bhawan, New Delhi–110001.

(ix) Secretary of the Council 19. Harsh Kumar shall be the Secretary of the Secretary Executive Committee NCERT, New Delhi–110016. Annual ReportAnnual 2017–2018

Appendices 217 Finance Committee (i) The Director of NCERT Chairperson Hrushikesh Senapaty (ex-officio) Director NCERT, New Delhi–110016

(ii) Financial Adviser Member Darshana M. Dabral MHRD JS and Financial Adviser (ex-officio) Ministry of HRD (Department of School Education and Literacy) Shastri Bhawan New Delhi–110001

Member Sanjay Kumar, IAS Joint Secretary (SE-II) Ministry of HRD (Department of School Education and Literacy) Shastri Bhawan New Delhi–110001

Member Amit Cowshish Additional Secretary (Retd.) Ministry of Defence 578, Sector ‘A’ Pocket ‘C’ NCERT Vasant Kunj New Delhi–110070

Member Rakesh Mohan Joshi Professor and Chairperson Indian Institute of Foreign Trade B-21, Qutab Institutional Area New Delhi

Secretary, NCERT Member Harsh Kumar Convenor Secretary NCERT New Delhi–110016

218 Annual Report 2017–18 Establishment Committee (i) Director of the Council 1. Hrushikesh Senapaty Chairman (ex-officio) Director NCERT New Delhi–110016

(ii) The Joint Director 2. Joint Director NCERT, (ex-officio) NCERT New Delhi–110016

(iii) A nominee of the 3. Sanjay Kumar, IAS Ministry of Education Joint Secretary (SE-II) to be nominated by the Ministry of HRD President, NCERT (Department of School Education and Literacy), Shastri Bhawan New Delhi–110001

(iv) Four educationists to 4. Mohammad Akhtar Siddiqui be nominated by the 174/15, Gaffar Manjil President, NCERT of whom Jamia Nagar at least one is a Scientist New Delhi–110025

5. Vinay Kumar Pathak Vice Chancellor Dr. A.P.J. Abdul Kalam Technical University Lucknow, Uttar Pradesh

6. Dhirendra Pal Singh Director National Assessment and Accreditation Council (NAAC) P. O. Box No. 1075 Nagarbhavi Bengaluru–560072 Karnataka Annual ReportAnnual 2017–2018

7. R.C. Kuhad Vice Chancellor Central University of Haryana Jant-Pali, Mahendergarh–123029 Haryana

Appendices 219 (v) One representative from 8. Nityanand Pradhan the Regional Institute of Principal Education to be nominated Regional Institute of Education by the President, NCERT Shyamala Hills Bhopal

(vi) One representative of 9. A. K. Wazalwar the National Institute of Head, DEK Education, Delhi to be NCERT nominated by the President, New Delhi NCERT

(vii) Two representatives, one 10. Harish Kumar Meena each from the regular (Elected representative academic and non-academic Academic Staff) staff of the Council elected DESS, NCERT from amongst their category New Delhi in the manner prescribed in appendix to the Regulations of the Council 11. Ravinder Singh (Elected representative Non-academic Staff) NCERT New Delhi

NCERT (viii) Financial Adviser 12. Darshana M. Dabral NCERT JS and Financial Adviser Ministry of HRD (Department of School Education and Literacy), Shastri Bhawan New Delhi–110001

(ix) Secretary, NCERT 13. Harsh Kumar Member-convenor Secretary NCERT New Delhi–110016

220 Annual Report 2017–18 Building and Works Committee (i) Director, NCERT Hrushikesh Senapaty Chairman (ex-officio) Director NCERT New Delhi–110016

(ii) Joint Director, NCERT Joint Director Vice-Chairman, (ex-Officio) NCERT New Delhi–110016

(iii) Chief Engineer, CPWD Superintending Engineer or his nominee (Member) DCC XI, CPWD Room No.127, 1st Floor A-Wing, Pushpa Bhawan Madangir New Delhi

(iv) A representative of Ministry of Director (IFD) Urban Development (Works) Ministry of Urban Development Finance Division Nirman Bhawan New Delhi–110001

(v) The Consulting Architect of Chief Architect (NDR) NCERT CPWD 303, ‘A’ Wing Nirman Bhawan Maulana Azad Road New Delhi–110011

(vi) Financial Adviser of the Council Ms Darshana M. Dabral or his nominee JS and Financial Adviser Ministry of HRD (Department of School Education and Literacy) Shastri Bhawan Annual ReportAnnual 2017–2018 New Delhi–110001

(vii) A nominee of the Ministry of HRD Sanjay Kumar, IAS Joint Secretary (SE-II) Ministry of HRD (Department of School Education and Literacy) Shastri Bhawan New Delhi–110001

Appendices 221 (viii) A Civil Engineer of Standing Shri Mohan Sakhalkar (Nominated by the President) Managing Director Creations Engineers Pvt. Ltd. RL 168 G Block Shahunagar, Chinchwad Pune–411019

(ix) An Electrical Engineer of Standing Shri Sanjay Gandekar (Nominated by the President) Electrical Engineer 4, Aditya Apartment 127/2, Maha Ganesh Colony Paud Road, Kothrud Pune–411029

(x) A Member of Executive Committee Lata Vaidyanathan (Nominated by the President) 1601, Tower 5 Close South Apts Nirvana Country Gurugram

(xi) Secretary, NCERT Harsh Kumar Secretary NCERT New Delhi–110016 NCERT

222 Annual Report 2017–18 Programme Advisory Committee

(i) Director, NCERT Chairperson (ii) Joint Director, NCERT Vice-chairperson (iii) Secretary, NCERT Member

Five Professors Nominated by the President, NCERT as Members (i) R. Prabhakara Raya Member Professor Department of Management Studies Pondicherry University, Puducherry

(ii) Former Vice-chairman Member Punjab School Education Board (PSEB) Vidya Bhawan, Phase-8, S.A.S. Nagar, Mohali–160062

(iii) Mahesh Chand Sharma Member Professor School of Education IGNOU, New Delhi

(iv) Shashikala Gulabrao Wanjari Member Vice chancellor Shreemati Nathibai Daodar Thackersey Women’s University, (SNDTU), Mumbai

(v) H.C. Verma Member Professor of Physics (Retd.) IIT-Kanpur, Uttar Pradesh

Five Directors of SIEs/SCERTs Nominated by the President, NCERT as Members (i) Director Member State Council of Educational Research and Training ReportAnnual 2017–2018 (SCERT), Uttar Pradesh

(ii) Director Member State Council of Educational Research and Training (SCERT), Uttarakhand

(iii) Director Member State Council of Educational Research and Training (SCERT), Madhya Pradesh

Appendices 223 (iv) Director Member State Council of Educational Research and Training (SCERT), Haryana

(v) Director Member State Council of Educational Research and Training (SCERT), Andhra Pradesh

Members from the NCERT (i) Joint Director Member CIET NCERT, New Delhi

(ii) Rajendra Pal Member Professor CIET NCERT, New Delhi

(iii) Joint Director Member PSSCIVE Shyamla Hills Bhopal–462013 Madhya Pradesh

(iv) Mridula Saxena Member Professor NCERT PSSCIVE Shyamla Hills Bhopal–462013 Madhya Pradesh

(v) Principal Member Regional Institute of Education Capt. D.P. Choudhary Marg Ajmer–305004 Rajasthan

(vi) Dean of Instruction Member Regional Institute of Education Capt. D.P. Choudhary Marg Ajmer–305004 Rajasthan

224 Annual Report 2017–18 (vii) Principal Member Regional Institute of Education Shyamla Hills Bhopal–462013

(viii) Dean of Instructions Member Regional Institute of Education Shyamla Hills Bhopal–462013

(ix) Principal Member Regional Institute of Education Sachivalaya Marg Bhubaneswar–751007 Odisha

(x) Dean of Instructions Member Regional Institute of Education Sachivalaya Marg Bhubaneswar–751007 Odisha

(xi) Principal Member Regional Institute of Education Manas Gangotri Mysuru–57006

(xii) Dean of Instructions Member Regional Institute of Education Manas Gangotri Mysuru–57006

(xiii) Principal Member North-East Regional Institute of Education Umiam (Ri-Bhoi), Barapani Meghalaya Annual ReportAnnual 2017–2018

(xiv) Dean of Instructions Member North-East Regional Institute of Education Umiam (Ri-Bhoi), Barapani Meghalaya

Appendices 225 (xv) Head Member Department of Elementary Education (DEE) NCERT, New Delhi

(xvi) Suniti Sanwal Member Professor Department of Elementary Education (DEE) NCERT, New Delhi

(xvii) Head Member Department of Education in Languages (DEL) NCERT, New Delhi

(xviii) K.C. Tripathi Member Professor Department of Education in Languages (DEL) NCERT, New Delhi

(xix) Head Member Department of Education of Groups with Special Needs (DEGSN) NCERT, New Delhi

(xx) Anita Julka Member Professor Department of Education of Groups with Special NCERT Needs (DEGSN) NCERT, New Delhi

(xxi) Head Member Department of Gender Studies (DGS) NCERT, New Delhi

(xxii) Mona Yadav Member Professor Department of Gender Studies (DGS) NCERT, New Delhi

(xxiii) Head Member Department of Education in Social Sciences (DESS) NCERT, New Delhi

(xxiv) Gauri Srivastava Member Professor Department of Education in Social Sciences (DESS) NCERT, New Delhi

226 Annual Report 2017–18 (xxv) Head Member Department of Education in Science and Mathematics (DESM) NCERT, New Delhi

(xxvi) Sunita Farakya Member Professor Department of Education in Science and Mathematics (DESM) NCERT, New Delhi

(xxvii) Head Member RMSA Project Cell NCERT, New Delhi

(xxviii) Sarad Kr. Pandey Member RMSA Project Cell NCERT, New Delhi

(xxix) Head Member Educational Survey Division (ESD) NCERT, New Delhi

(xxx) Sridhar Srivastava Member Professor Educational Survey Division (ESD) NCERT, New Delhi

(xxxi) Head Member Department of Teacher Education (DTE) NCERT, New Delhi

(xxxii) B.P. Bhardwaj Member Professor Department of Teacher Education (DTE) NCERT, New Delhi Annual ReportAnnual 2017–2018

(xxxiii) Head Member Department of Educational Psychology and Foundations of Education (DEPFE) NCERT, New Delhi

(xxxiv) Dr. Prabhat Kr. Mishra Member Department of Educational Psychology and Foundations of Education (DEPFE) NCERT, New Delhi

Appendices 227 (xxxv) Head Member Department of Educational Research (DER) NCERT, New Delhi

(xxxvi) N.K. Gupta Member Professor Department of Educational Research (DER) NCERT, New Delhi

(xxxvii) Head Member International Relations Division (IRD) NCERT, New Delhi

(xxxviii) Chairperson Member Library and Documentation Division (LDD) NCERT, New Delhi

(xxxix) M. Samantaray Member Deputy Librarian Library and Documentation Division (LDD) NCERT, New Delhi

(xl) Head Member Planning and Monitoring Division (PMD) NCERT, New Delhi NCERT (xli) Ashita Raveendran Member Planning and Monitoring Division (PMD) NCERT, New Delhi

(xlii) Head Member Department of Curriculum Studies (DCS) NCERT, New Delhi

(xliii) Anita Nuna Member Professor Department of Curriculum Studies (DCS) NCERT, New Delhi

(xliv) Head Member Department of Education in Arts and Aesthetics (DEAA) NCERT, New Delhi

228 Annual Report 2017–18 (xlv) Pawan Sudhir Member Professor Department of Education in Arts and Aesthetics (DEAA) NCERT, New Delhi

(xlvi) Head Member Department of Educational Kits (DEK) NCERT, New Delhi

(xlvii) R.K. Parashar Member Professor Department of Educational Kits (DEK) NCERT, New Delhi

(xlviii) Head Member Publication Division NCERT, New Delhi

Special Invitees (i) Joint Secretary (Sch. 4) Department of School Education and Literacy MHRD, Shashtri Bhawan New Delhi

(ii) Dean (Academic) NCERT, New Delhi

(iii) Dean (Research) NCERT, New Delhi

(iv) Dean (Coordination) NCERT, New Delhi

(v) Chief Accounts Officer (CAO)

NCERT, New Delhi ReportAnnual 2017–2018

Appendices 229 Educational Research and Innovations Committee (i) H.K. Senapaty Chairperson Director, NCERT

(ii) Joint Director Co-Chairperson NCERT

(iii) A.P. Behera Joint Director, CIET

(iv) Rajesh Khambayat Joint Director, PSSCIVE, Bhopal

External Members (v) T.S. Naidu Professor-cum-Director Centre for Social Exclusion & Inclusive Policy Pondicherry University Kalapet, Puducherry–605014

(vi) Anil Kumar Gupta Director Wadia Institute of Himalayan Geology 33, Gen. Mahadeo Singh Road Dehradun–248001 NCERT (vii) Basuthkar Jagadeeshwar Rao Senior Professor (I) Department of Biological Sciences Tata Institute of Fundamental Research Homi Bhabha Road Mumbai–400005

(viii) Vaman Vasudeo Gogate ‘Samarth Krupa’ Vidyanagar Lane No. 4 Vishrambag Sangli–416415

(ix) S. Bhaskara Retd. Principal House No. 6c-11 Banashankari, 5th Main Srinidhi Layout, Konankunte (PO) Bengaluru–560062

230 Annual Report 2017–18 (x) Chand Kiran Saluja Former Associate Professor Room No. 126 (Old Building) Central Institute of Education University of Delhi Delhi–110007

(xi) E. Vayunandan Vice Chancellor Yashwanrao Chavan Maharashtra Open University Dnyangangotri, Near Gangapur Dam Nashik–422222 Maharashtra

(xii) Rashmi S. Chari Assistant Director Education DAV College Managing Committee Chitra Gupta Road New Delhi–110055

Representatives of State Council of Educational Research and Training (xiii) Director SCERT, Vidyabhawan, Sector-12 Gandhinagar–382016 Gujarat

(xiv) Director SCERT 25/3, Ballygunge Circular Road Kolkata–700019 West Bangal

NCERT Faculty

(xv) Saroj Bala Yadav

Dean, Academic ReportAnnual 2017–2018

(xvi) A.K. Srivastava Dean, Research

(xvii) B. Barthakur Principal, NERIE, Umiam Barapani Shillong–793013 Meghalaya

Appendices 231 (xviii) Y. Sreekanth Principal, RIE, Mysuru–570006 Karnataka

(xix) Dinesh Kumar Head, DESM NCERT, New Delhi

(xx) Manju Bhatt Head, DESS NCERT, New Delhi

(xxi) A.K. Rajput Head, DEE NCERT, New Delhi

(xxii) A.D. Tewari Head, PMD NCERT, New Delhi

(xxiii) Ranjana Arora Head, DCS NCERT, New Delhi

(xxiv) (a) Rajendra Pal Head, DERv NCERT NCERT, New Delhi (Upto 09/03/18)

(b) Anjum Sibia Head, DER NCERT, New Delhi (From 12/03/18)

232 Annual Report 2017–18 Academic Committee of National Institute of Education (i) Chairperson Dean (Academic) Saroj Bala Yadav NCERT

(ii) External Experts (a) M.A. Sudhir Professor Emeritus (UGC) Gandhigram Rural Institute Dindigul, Tamil Nadu (b) Ajit K. Mohanty Professor HIG-67, Phase VII Sailashree Vihar, Bhubaneswar–21

(c) M.A. Siddiqui Former Chairperson (NCTE) IASE, Faculty of Education Jamia Millia Islamia New Delhi–110025

(d) G. Ravindra Ex-Joint Director NCERT, New Delhi

(e) Venita Kaul Professor 34, SFS, DDA Flats Munirka Enclave New Delhi–67

(iii) Heads of NIE Departments/Divisions/Cell (a) Head, Department of Elementary Education (DEE) (b) Head, Department of Education in Languages (DEL) (c) Head, Department of Education of Groups with Special Needs (DEGSN) ReportAnnual 2017–2018 (d) Head, Department of Gender Studies (DGS) (e) Head, Department of Education in Social Science (DESS) (f) Head, Department of Education in Science and Mathematics (DESM) (g) Head, RMSA Project Cell (h) Head, Educational Survey Division (ESD) (i) Head, Publication Division (j) Head, Department of Teacher Education (DTE)

Appendices 233 (k) Head, Department of Educational Psychology and Foundations of Education (DEPFE) (l) Head, Department of Educational Research (DER) (m) Head, International Relations Division (IRD) (n) Chairperson, Library and Documentation Division (LDD) (o) Head, Planning and Monitoring Division (PMD) (p) Head, Department of Curriculum Studies (DCS) (q) Head, Department of Education in Arts and Aesthetics (DEAA) (r) Head, Department of Educational Kits (DEK)

(iv) Head of the Institutes (CIET and PSSCIVE) (a) Joint Director, Central Institute of Educational Technology (CIET) (b) Joint Director, PSSCIVE, Bhopal

(v) Faculty from NIE Departments/Divisions/Cell (a) Suniti Sanwal, DEE (b) K.C. Tripathi, DEL (c) Anita Julka, DEGSN (d) Mona Yadav, DGS (e) Gauri Srivastava, DESS (f) Sunita Farakya, DESM (g) Sarad Kr. Pandey, RMSA Project Cell

NCERT (h) Sridhar Srivastav, ESD (i) B.P. Bhardwaj, DTE (j) Prabhat Kr. Mishra, DEPFE (k) A.K. Srivastava, DER (l) Indu Kumar, CIET (m) Mridula Saxena, PSSCIVE, Bhopal (n) Moortimattee Samantray, LDD (o) Ashita Raveendran, PMD (p) Anita Nuna, DCS (q) Pawan Sudhir, DEAA (r) R.K. Parashar, DEK

(vi) Faculty from Institutes (CIET and PSSCIVE) (a) Indu Kumar, CIET (b) Mridula Saxena, PSSCIVE, Bhopal

(vii) Special Invitees 1. Dean (Academic) 2. Dean (Coordination)

234 Annual Report 2017–18 Managing Committee of Regional Institute of Education, Ajmer (i) Vice Chancellor Chairman MDS University Ajmer (ii) Principal Vice-Chairman Regional Institute of Education Ajmer

A Nominee from the Education Department of each of the States and UTs (iii) The Director Member Secondary Education Government of Rajasthan Bikaner, Rajasthan (iv) Regional Director Member Education (South), New Delhi (v) The Director Member School of Education Government of J & K, Jammu (vi) The Director, SCERT Member Nishat Ganj, Lucknow, Uttar Pradesh (vii) The JD of Higher Education Member (C-1), Himachal Pradesh (viii) The Director, SCERT Member Uttarakhand (ix) The Director, SCERT Member Punjab (x) The Director, SCERT Member Gurugram, Haryana (xi) The Director, SCERT Member Chandigarh

Two Experts Nominated by the President, NCERT

(xii) R.C. Kuhad Member ReportAnnual 2017–2018 Vice Chancellor Central University of Haryana (xiii) V. Ramgopal Rao Member Director IIT Delhi

Appendices 235 Nominee of the Director, NCERT (xiv) To be decided on the receipt of scheduled date of Member meeting of the Managing Committee from the Principal

Two Heads of the Departments of RIE Nominated by the Director (xv) Head Member Department of Education in Science and Mathematics RIE, Ajmer (xvi) Head Member Department of Education RIE, Ajmer

Such Other Member as are Required to be Included by the Stipulation of the University to which the Institute is affiliated (xvii) Nominee of Vice Chancellor Member MDS University Ajmer NCERT

236 Annual Report 2017–18 Managing Committee of Regional Institute of Education, Bhopal (i) Vice Chancellor Chairman Barkatulla University Bhopal (ii) Principal Vice Chairman Regional Institute of Education Bhopal

A Nominee of the Education Department of Each of the States and UTs (iii) Director, SCERT Member Bhopal, Madhya Pradesh (iv) Director, SCERT Member Raipur, Chhattisgarh (v) Director, MSCERT Member Pune, Maharashtra (vi) Director, SCERT Member Goa (vii) Director, GCERT Member Gandhinagar, Gujarat (viii) Assistant Director of Education Member UT of Daman and Diu Daman (ix) Assistant Director of Education Member UT of Dadar and Nagar Haveli Silvassa

Two Experts Nominated by the President, NCERT as Members (x) Vasudha Kamath Member Vice Chancellor SNDT Women’s University (xi) Geeta Bali Member Chairman NIT Bhopal Annual ReportAnnual 2017–2018

Nominee of the Director, NCERT (xii) To be decided on receipt of the scheduled date of meeting of the Managing Committee from the Principal

Appendices 237 Two Heads of the Departments of the Regional Institutes Nominated by the Director (xiii) Head, DE Member RIE, Bhopal

(xiv) Head, DESM Member RIE, Bhopal

Such Other Members as are Required to be Included by the Stipulation of the University to which the Institute is Affiliated (xv) Nominee of Vice Chancellor Member Barkatulla University Bhopal NCERT

238 Annual Report 2017–18 Managing Committee of Regional Institute of Education, Bhubaneswar (i) Vice Chancellor Chairman Utkal University Bhubaneswar (ii) Principal Vice-Chairman Regional Institute of Education Bhubaneswar

A Nominee of the Education Department of each of the States and UTs (iii) Director Member T.E. and SCERT President West Bengal Board of Primary Education Salt Lake, Kolkata–91 (iv) Principal Member State Institute of Education Port Blair, Andaman and Nicobar Islands

(v) Deputy Director Member Directorate of Primary Education Department of Human Resources Development Government of Jharkhand Ranchi (vi) Assistant Director Member Directorate of Research and Training Department of Education Patna, Bihar

Two Experts Nominated by the President, NCERT (vii) Mohd. Akhtar Siddiqui Member Former Chairperson, NCTE Professor of Education Institute of Advanced Studies in Education

Faculty of Education, Jamia Millia Islamia ReportAnnual 2017–2018 New Delhi (viii) R. V. Rajkumar Member Director IIT, Bhubaneswar

Appendices 239 Nominee of the Director, NCERT (ix) Head Member D.E. RIE, Bhubaneswar

(x) Head Member DESM RIE, Bhubaneswar

Such Other Members as are Required to be Included by the Stipulation of the University to which the Institute is Affiliated (xi) Samson Moharana Member PG Department of Commerce Utkal University Bhubaneswar

The Administrative Officer of the Institute shall act as the Secretary of the Committee as per rule 67(b) of the Rules of the Council. NCERT

240 Annual Report 2017–18 Managing Committee of Regional Institute of Education, Mysuru (i) Vice Chancellor Chairman Mysore University Mysuru (ii) Principal Vice-Chairman Regional Institute of Education Mysuru

A Nominee of the Education Department of each of the States and UTs (iii) Director Member DSCERT Bangalore–560085 Karnataka (iv) Director Member SCERT, Andhra Pradesh Opp. L.B. Stadium, E-gate Hyderabad–500001 (v) Director Member SCERT, Telangana Opp. L.B. Stadium, E-gate O/o the Commission of Agriculture Hyderabad (vi) Director Member SCERT College Road, DPI Campus Chennai–600006 Tamil Nadu (vii) Director Member SCERT Vidyabhavan Poojappura, P.O. Thiruvananthapuram Kerala–695012

Two Experts Nominated by the President, NCERT ReportAnnual 2017–2018 (viii) M. K. Sridhar Member Canara Bank School of Management Studies Post-Graduate Department of Management Studies Bangalore University, Central College Campus Bengaluru

Appendices 241 (ix) Rama Subramanium Member IIT, Bombay Coordinator for Research in Science and Technology in Sanskrit Literature

Nominee of the Director, NCERT (x) To be decided on receipt of the scheduled date of Member meeting of Managing Committee from the Principal

Two Heads of the Department of RIE Nominated by the Director (xi) Head Member DE RIE, Mysuru

(xii) Head Member DESM RIE, Mysuru

Such Other Members as are Required to be Included by the Stipulation of the University to which the Institute is Affiliated (xiii) Nominee of Vice Chancellor Member Mysore University Mysuru

The Administrative Officer of the Institute shall act as the Secretary of

NCERT the Committee as per rule 67(b) of the Rules of the Council.

242 Annual Report 2017–18 Managing Committee of North-East Regional Institute of Education, Umiam (Meghalaya) (i) Vice Chancellor Chairman North-East Hill University Shillong (ii) Principal Vice-Chairman NERIE, Umiam Meghalaya

A Nominee of the Education Department of each of the States and UTs (iii) Director Member DHRT Shillong (iv) Director Member School Education Itanagar (v) Director Member SCERT Assam (vi) Director Member HRDD (School Education) Sikkim (vii) Director of School Education Member Tripura (viii) Director of School Education Member Mizoram (ix) Director Member SCERT Manipur (x) Director Member SCERT Nagaland Annual ReportAnnual 2017–2018

Two Experts Nominated by the President, NCERT (xi) Sri Krishna Srivastava Member Vice Chancellor NEHU Shillong (xii) Roze Millia Bethew Member Former Chairman UPSC

Appendices 243 Nominee of the Director, NCERT (xiii) To be decided on receipt of the scheduled date of Member meeting of Managing Committee from the Principal

Two Heads of the Department of RIE Nominated by the Director (xiv) Head Member DESH NERIE, Shillong (xv) Head Member DE NERIE, Shillong

Such Other Members as are Required to be Included by the Stipulation of the University to which the Institute is affiliated (xvi) Nominee of Vice-Chancellor Member North-East Hill University Shillong

The Administrative Officer of the Institute shall act as the Secretary of the Committee as per rule 67(b) of the Rules of the Council. NCERT

244 Annual Report 2017–18 V 0.89 1.77 1.57 1.47 % of PH Employees ppendix A 3 7 10 20 Physically Handicapped 7.46 11.42 12.63 11.01 % of OBC Employees 25 45 80 150 OBC 7.16 10.91 11.53 10.28 % of ST Employees 24 43 73 140 Tribes Scheduled 16.71 21.31 27.96 23.27 % of SC Employees 56 84 177 317 Castes Scheduled Annual ReportAnnual 2017–2018 335 394 633 1362 No. of Positions 714 466 1716 2896 by IWSU Sanctioned SIU Provided Strength as per A B C Total Group NCERT’s Consolidated Sanctioned Strength of Posts as on 31 March, 2018 and Reservation Position

Appendices 245 - - VI 89,67,307 35,11,51,194 40,48,81,366 13,77,75,334 2016–17 ppendix 2,13,84,84,446 1,28,31,88,490 A Previous Year - 1,24,28,616 1,15,30,986 2017–18 33,54,98,499 16,22,84,295 1,61,28,38,486 2,40,60,88,363 1,33,78,05,752 Current Year r a inin g T a nd

Payments ese a rch R Establishment Expenses Academic Expenses Administrative Expenses Transportation Expenses Repairs and Maintenance Expenses Prior Period Expenses Payments against Earmarked/Endowment Funds Payments against Sponsored Projects/ Schemes 1. Expenses (a) (b) (c) (d) (e) (f) 2. 3. - duc a tion l NCERT E 1,21,89,690 88,78,06,703 2016–17 of 2,26,60,56,000

Previous Year - ouncil C 75,03,704 82,73,51,610 2017–18 2,88,71,00,000 Current Year a tion l N Receipts Opening Balances Cash Balances Bank Balances (i) In Current Accounts Grants Received From Government of India (ii) In Deposit Accounts (ii) In Saving Accounts From State Government of India From Other Sources (Amount reimbursed from UNFPA/AEP) 1. (a) (b) 2. (a) (b) (c) (Grants for capital and revenue exp/ to be shown separately if available) Receipts and Payment Account for the year Ended 31 March, 2018

246 Annual Report 2017–18 ------87,05,785 4,61,85,581 33,20,02,075 5,11,68,00,000 ------83,56,784 18,58,01,862 56,52,35,459 5,56,00,00,000 Payments against Sponsored Fellowships/Scholarships Investments and Deposits made: Out of own funds (Investments-Others) Out of Earmarked/ Endowments Funds Term Deposits with Scheduled Banks Expenditure on Fixed Assets and Capital Works-in-Progress Fixed Assets Capital Work-in-Progress Other payments including statutory payments Refunds of Grants 4. 5. (b) (a) 6. 7. (a) (b) 8. 9. - 2,42,85,937 9,70,87,414 11,37,02,062 24,69,60,970 - - 2,16,13,285 8,56,22,301 22,42,33,411 27,65,90,548 Annual ReportAnnual 2017–2018

Academic Receipts Receipts against Earmarked/Endowment Funds Receipts against sponsored Fellowships and Scholarships Receipts against Sponsored Projects/Schemes Income on Investments Earmarked /Endowment funds Other Investments Interest received on Bank Deposits 3. 4. 6. 5. 7. (a) (b) 8. (a)

Appendices 247 6,03,59,649 82,73,51,610 3,15,38,62,476 13,86,97,15,313 Sd/- Secretary 5,14,10,227 NCERT, New Delhi – 110 016 1,31,32,57,258 4,16,80,79,014 17,73,06,15,600 Deposits and Advances Closing balances Other Payments Bank Balances Cash in hand In Deposit Accounts (b) In Current Accounts In Savings Accounts 10. 12. (a) Total 11. - 1,67,123 NCERT 25,40,995 7,29,10,934 3,70,83,291 35,16,50,461 2,15,59,68,257 3,17,70,41,738 4,42,42,63,738 13,86,97,15,313 - 1,90,963 28,14,228 4,76,40,195 2,93,37,212 68,51,84,940 4,16,80,79,014 3,07,05,54,189 5,39,68,00,000 17,73,06,15,600 Sd/- Chief Accounts Officer including Statutory Receipts Loans and Advances Deposits and Advances Any other Receipts Savings Bank Accounts Bank Guarantees Other Income (Including Prior Period income) Term Deposits with Scheduled Banks encashed Investments encashed 13. Miscellaneous Receipts (b) 12. 14. (c) (d) 11. Total 10. 9. NCERT, New Delhi – 110 016

248 Annual Report 2017–18 Separate Audit Report of the Comptroller and Auditor General of India on the Accounts of the NCERT for the year ended 31 March, 2018 1. We have audited the attached Balance Sheet of the National Council of Educational Research and Training (NCERT) as at 31 March 2018, Income and Expenditure Account and Receipts and Payment Account for the year ended on that date under Section 20 (1) of the Comptroller and Auditor General’s (Duties, Powers and Conditions of Service) Act,1971. The audit has been entrusted for the period up to 2022–23. These financial statements include the accounts of 12 units of the Council. Of these, accounts of 5 units were audited and comments included in the report. These financial statements are the responsibility of the Council’s management. Our responsibility is to express an opinion on these financial statements based on our audit. 2. This Separate Audit Report contains the comments of the Comptroller and Auditor General of India (CAG) on the accounting treatment only with regard to classification, conformity with the best accounting practices, accounting standards and disclosure norms, etc. Audit observations on financial transactions with regard to compliance with the Law, Rules and Regulations (Propriety and Regularity) and efficiency-cum-performance aspects, etc., if any, are reported through Inspection Reports/CAG’s Audit Reports separately. 3. We have conducted our audit in accordance with auditing standards generally accepted in India. These standards require that we plan and perform the audit to obtain reasonable assurance about whether the financial statements are free from material misstatements. An audit includes examining, on a test basis, evidences supporting the amounts and disclosure in the financial statements. An audit also includes assessing the accounting principles used and significant estimates made by the management, as well as evaluating the overall presentation of financial statements. We believe that our audit provides a reasonable basis for our opinion. 4. Based on our audit, we report that: (i) We have obtained all the information and explanations, subject to the observations in the report, which to the best of our knowledge and belief were necessary for the purpose of our audit;

(ii) The Balance Sheet, Income and Expenditure Account, and Receipts ReportAnnual 2017–2018 and Payments Account dealt with by this report have been broadly drawn up in the format prescribed by the Ministry of Human Resource Development, Government of India. (iii) In our opinion, proper books of accounts and other relevant records have been maintained by the Council in so far as it appears from our examination of such books. (iv) We further report that.

Appendices 249 A. Balance Sheet A.1 Liabilities A.1.1 Current Liabilities and Provisions (Schedule 3) — ` 1679.83 crore The above include minus figures of sundry creditors of `19.40 lakh details break up of sundry creditor was not furnished to audit. Audit could not verify the figure. A.2 Assets A.2.1 Current Assets (Schedule 7) — ` 325.96 crore The above includes closing stock of publication of ` 192.85 crore but as per the information furnished to audit, the closing stock for the current year works out to `159.81 crore. The difference of `33.04 crore in the closing balance of the stock was not clarified to audit. NCERT replied that it needs to be reconciled. Due to the difference of `33.04 crore not clarified/unreconciled, we are unable to verify the correctness of Closing Stock of publication shown in the accounts. B. GPF/CPF Accounts B.1 Investment — ` 122.43 crore The above includes investment of `1.60 crore in bonds of Punjab Financial Corporation (PFC) which have matured on 1/12/2016 but the amount has not been received. This resulted in overstatement of investment and understatement of Current Assets—Claim receivable by `1.60 crore. B.2 Accrued Interest — ` 4.84 crore The above includes accrued interest of `0.47 crore for the period from NCERT December 2016 to March 2018 on investment of `1.60 crore in PFC bonds though the investment has matured in December 2016. This resulted in overstatement of Accrued Interest and Surplus by ` 0.47 crore. C. General C.1 NCERT has maintained separate accounts of GPF but the entire assets of GPF amounting to `131.22 crore has been included in the main accounts of NCERT (Investment of `122.43 crore shown under investment in Schedule 6, Accrued interest of `4.84 crore shown under Loans Advances and Deposits and Bank Balance of `3.95 crore shown under Current Assets). Out of liabilities of GPF of `131.22 crore, `100.38 crore were shown in Current liabilities—others in the main accounts and balance is not ascertainable/explained to audit. Hence, Audit is not able to form an opinion on the unexplained difference. Further MHRD guideline stated that GPF accounts should be annexed in the main accounts instead of merging in the main accounts. C.2 Regional Institute of Education of Bhopal As per the Utilisation Certificates of CPWD, an amount of `1.45 crore was receivable from CPWD as on 31/3/2018. Institute did not inform this amount to NCERT headquarters. for inclusion of this amount as

250 Annual Report 2017–18 receivables in the Current Assets. NCERT stated that this needs to be reconciled. D. Grant-in-aid The Council received grant-in-aid during 2017–18 of `288.71 crore (Capital: `12.01 crore and Revenue: `276.70 crore) out of which grant of `84.26 crore (Capital: `7.89 crore and Revenue: `76.37 crore) was received in the month of March, 2018. It had an opening balance of `6.11 crore (Capital: `0077 crore and Revenue: `6.11 crore). It has its own receipt `11.11 crore (Capital: ` 0.30 crore and Revenue: 10.81). It utilised `283.31 crore (Capital: `12.32 crore and Revenue: `270.99 crore) leaving an unspent balance of `22.63 crore (Capital: Nil and Revenue: `22.63 crore). It also received grant of `22.42 crore for sponsored/specific projects from Ministry of Human Resource Development and other agencies during the year and had an opening balance of `6.63 crore in these projects. Out of the total grant received, `3.60 crore was received, in the month of March 2018. Out of the total of `29.05 crore, an expenditure of `16.23 crore was incurred by the Council during the year on these projects leaving a balance of `12.82 crore as on 31st March 2018. E. Management Letter Deficiencies which have not been included in the Audit Report have been brought to the notice of the Director NCERT, through a management letter issued separately for remedial action. (i) Subject to our observations in the preceding paragraphs, we report that the Balance Sheet, Income and Expenditure Account and Receipts and Payments Account dealt with by this report are in agreement with the books of accounts. (ii) In our opinion and to the best of our information and according to the explanations given to us, the said financial statements read together with the Accounting Policies and Notes on Accounts, and subject to the significant matters stated in Comment No. A.1.1, A.2.1 and C.1 and other significant matters stated above and other matters mentioned in Annexure to this Audit Report, give a true and fair view in conformity with accounting principles generally accepted in India. (a) in so far as it relates to the Balance Sheet, of the state of affairs

of the National Council for Educational Research and Training, ReportAnnual 2017–2018 Delhi as at 31 March 2018; and (b) and in so far as it relates to Income and Expenditure Account of the deficit for the year ended on that date.

For and on behalf of the C and AG of India

Place: New Delhi Addl. Dy. C and AG Date: 30.11.2018 (Central Expenditure)

Appendices 251 Annexure to the Separate Audit Report

1. Adequacy of internal audit system • Out of total 12 units, 10 units were planned for the year 2017–18 and only 2 were audited by internal audit wing of NCERT • Proper follow up action was not taken to get the objections settled as 458 internal audit paras were outstanding as on 31.03.2018 2. Adequacy of internal control system • The Internal audit system needs to be strengthened. • 33 external audit paras in respect of NCERT Hqrs. were outstanding for settlement as on 31/3/2018. 3. System of physical verification of fixed assets • The physical verification of Fixed Assets of NCERT (Headquarters) and CIET has been conducted up to 2016–17. • The physical verification of Library books of NCERT (HQ) was conducted up to 2016–17. 4. System of physical verification of inventory • The physical verification of Publications of books by the Publication division of NCERT was conducted up to 4 November 2017. • The physical verification of stationary and consumables item of NCERT Hqrs. was conducted up to March 2017. 5. Regularity in payment of statutory dues • As per accounts, no payment over six months in respect of statutory dues was outstanding on 31.03.2018. NCERT

252 Annual Report 2017–18 Appendix VII

Publications Released during the year 2017–2018

Textbooks • Bal Ram Katha (Hindi Supplementary Reader) Class I • Mathematics • Rimjhim 1 • Ganit • Math-Magic 1 • Science • Ganit Ka Jadu 1 • Vigyan • Marigold I • Honeysuckle (English Reader) Class II • A Pact with the Sun (English • Rimjhim 2 Supplementary Reader) • Math-Magic 2 • The Earth: Our Habitat • Ganit Ka Jadu 2 • Prithvi: Hamara Aavas • Marigold II • Social and Political Life Class III • Samajik Evam Rajnitik Jeevan • Rimjhim 3 • Our Pasts I • Math-Magic 3 • Hamare Ateet 1 • Ganit Ka Jadu 3 Class VII • Marigold III • Vasant 2 • Ass-Pass (EVS) • Bal Mahabharat Katha (Hindi • Looking Around I Supplementary Reader) • Doorva 2 (Dwitiya Bhasha) Class IV • Ruchira Bhag 2 • Rimjhim 4 • Honeycomb (English Textbook) • Marigold IV • An Alien Hand (English • Math-Magic 4 Supplementary Reader) • Ganit Ka Jadu 4 • Mathematics • Ass-Pass (EVS) • Ganit • Looking Around (EVS) • Science Class V • Vigyan • Rimjhim 5

• Our Pasts II ReportAnnual 2017–2018 • Marigold V • Hamare Ateet 2 • Math-Magic 5 • Our Environment • Ganit Ka Jadu 5 • Hamara Paryavaran • Ass-Pass (EVS) • Social and Political Life II • Looking Around (EVS) • Samajik Evam Rajnitik Jeevan 2 Class VI Class VIII • Vasant 1 • Vasant 3 • Doorva I • Bharat Ki Khoj (Hindi • Ruchira Bhag I Supplementary Reader)

Appendices 253 • Doorva 3 • Samkaleen Bharat I • Ruchira 3 Class X • Honeydew • Kshitij Bhag 2 (Hindi Core • It so Happened (English Course) Supplementary Reader) • Kritika Bhag 2 (Hindi Core • Mathematics Course) • Ganit • Sparsh Bhag 2 (Hindi Elective • Science Course) • Vigyan • Sanchayan Bhag 2 • Resources and Development (Hindi Elective Course) • Sansadhan Aur Vikas • First Flight (English Textbook, • Social and Political Life III Elective Course) • Samajik Evam Rajnitik Jeevan 3 • Footprints Without Feet • Our Pasts III Part I (English Supplementary Reader • Our Pasts III Part II Elective Course) • Hamare Ateet 3 Bhag 1 • Shemushi Bhag 2 • Hamare Ateet 3 Bhag 2 • Mathematics • Ganit Class IX • Science • Kshitij Bhag 1 (Hindi Core • Vigyan Course) • India and the Contemporary • Kritika Bhag 1 (Hindi Core World II Course) • Sparsh Bhag 1 (Hindi Elective • Bharat Aur Samkaleen Vishwa II Course) • Democratic Politics II NCERT • Sanchayan Bhag 1 (Hindi • Loktantrik Rajniti II Elective Course) • Contemporary India II • Beehive (English Textbook, • Samkaleen Bharat II Elective Course) • Understanding Economic • Moments (English Supplementary Development Reader) • Arthik Vikas Ki Samajh • Shemushi Bhag 1 Class XI • Mathematics • Aaroh Bhag 1 (Hindi Core • Ganit Course) • Science • Vitaan Bhag 1 (Hindi Core • Vigyan Course) • Economics • Antra Bhag 1 (Hindi Elective • Arthashastra Course) • Democratic Politics • Antral Bhag 1 (Hindi Elective • Loktantrik Rajniti Course) • India and the Contemporary • Woven Words (English Elective World I Course) • Bharat Aur Samkaleen Vishwa I • Bhashwati Bhag 1 • Contemporary India I • Shashwati Bhag 1

254 Annual Report 2017–18 • Mathematics • Accountancy Part II • Ganit • Lekhashastra Bhag 2 • Biology • Abhivyakti Aur Madhyam • Jeev Vigyan • Psychology • Chemistry Part I • Manovigyan Ka Parichay • Chemistry Part II • Computers and Communication • Rasayan Vigyan Bhag 1 Technology – Part I • Rasayan Vigyan Bhag 2 • Srijan – I (Textbook in creative writing and translation for • Physics Part I class XI) • Physics Part II • Living Craft Tradition of India • Bhautiki Bhag 1 (Textbook in Heritage Crafts) • Bhautiki Bhag 2 • The Story of Graphic Design • Themes of World History • Bharatiya Hastakala Ki • Vishwa Itihas Ke Kuch Vishay Paramparayen • Fundamentals of Physical • Computer and Communication Geography Technology – Part II • Bhautik Bhugol Ke Mool • Exploring the Craft Tradition in Siddhant India • India: Physical Environment • Graphic Design Ek Kahani • Bharat: Bhautik Paryavaran • Bharatiya Hastakala • Practical Work in Geography Paramparaon Ki Khoj Part-I • Computer Aur Sanchar • Bhugol Mein Prayogatmak Karya Pradyogiki Bhag I Bhag-1 • An Introduction to Indian Art • Statistics to Economics • Computer Aur Sanchar • Arthashastra Mein Sankhyiki Pradyogiki Bhag – II • Indian Economic Development • Human Ecology and Family Sciences Part – I Class XI • Bhartiya Arthvyavastha Ka Vikas • Human Ecology and Family Sciences Part – II Class XI • Indian Constitution at Work • Manav Paristhitiki evam Parivar • Bharat Ka Samvidhan: Siddhant Vigyan Bhag – I Class XI Aur Vyavhar • Political Theory II Class XII Annual ReportAnnual 2017–2018 • Rajniti Siddhant 2 • Aaroh Bhag 2 (Hindi Core Course) • Introducing Sociology • Vitaan Bhag 2 (Hindi Core • Samajshastra Ka Parichay Course) • Understanding Society • Antra Bhag 2 (Hindi Elective • Samaj Ka Bodh Course) • Business Studies • Antral Bhag 2 (Hindi Elective • Vyavasay Adhyayan Course) • Accountancy Part I • Flamingo (English Core Course) • Lekhashastra Bhag I • Vistas (English Core Course)

Appendices 255 • Kaleidoscope (English Elective • Swatantra Bharat Mein Rajniti Course) • Social Change and Development • Bhashwati Bhag 2 in India • Shashwati Bhag 2 • Bharat Mein Samajik Parivartan • Mathematics Part I Aur Vikas • Mathematics Part II • Indian Society • Ganit Bhag I • Bhartiya Samaj • Ganit Bhag II • Business Studies Part I • Biology • Business Studies Part II • Jeev Vigyan • Vyavasay Adhyayan Bhag 1 • Chemistry Part I • Vyavasay Adhyayan Bhag 2 • Chemistry Part II • Accountancy I: Not-for-Profit • Rasayan Vigyan Bhag 1 Organisation and Partnership Accounts • Rasayan Vigyan Bhag 2 • Lekhashastra 1: Alabhkari • Physics Part I Sansthayen Evam Sanjhedari • Physics Part II Khatey • Bhautiki Bhag 1 • Accountancy II: Company • Bhautiki Bhag 2 Accounts and Analysis of • Themes in Indian History Part I Financial Statements • Themes in Indian History Part II • Lekhashastra 2: Company • Themes in Indian History Part III Khate Evam Vittiya Vivronon Ka • Bharatiya Itihas Ke Kuch Vishleshan Vishay Bhag 1 • Psychology • Bharatiya Itihas Ke Kuch Vishay • Manovigyan Ka Parichay NCERT Bhag 2 • Accountancy – Computerised • Bharatiya Itihas Ke Kuch Accounting System Vishay Bhag 3 • Craft Traditions of India Textbook • Fundamentals of Physical in Heritage Crafts Geography • Graphic Design • Manav Bhugol Ke Mool Siddhant • Srijan – 2 Textbook in creative • Practical Work in Geography writing and translation Part II • Towards a New Age of Graphic • Bhugol Mein Prayogatmak Karya Design Bhag 2 • Human Ecology and Family • Introductory Microeconomics Sciences Part – I Class XII • Vyashti Arthashastra: Ek • Human Ecology and Family Parichay Sciences Part – II Class XII • Introductory Macroeconomics • Manav Paristhitiki evam Parivar • Samashti Arthashastra: Ek Vigyan Bhag – I Class XII Parichay • Contemporary World Politics Urdu Textbooks • Samkaleen Vishwa Rajniti Class I • Politics in India Since • Riyazee Ka Jadoo 1 Independence • Ibtedai Urdu 1

256 Annual Report 2017–18 Class II • Hisab • Riyazee Ka Jadoo 2 • Wasail Aur Taraqqui (Geography) • Ibtedai Urdu 2 • Samaji Aur Siyasi Zindgi Class III • Hamare Maazee 3 Part I • Riyazee Ka Jadoo 3 • Hamare Maazee 3 Part II • Aas Pass (EVS) • Jaan Pehchan (Second Language) • Ibtedai Urdu 3 • Door-Pass (Third Language) Class IV Class IX • Riyazee Ka Jadoo 4 • Nawa-e-Urdu • Ibtedai Urdu 4 • Gulzar-e-Urdu (Supplementary Reader) • Aas Pass (EVS) • Riyazee Class V • Science • Riyazee Ka Jadoo 5 • Jamhoori Siyasat I • Ibtedai Urdu 5 • Asri Hindustan I • Aas Pass (EVS) • Hindustan Aur Asri Duniya I Class VI • Ilm-e-Maashiyat (Economics) • Apni Zaban I • Jaan Pehchan (Second Language) • Urdu Guldasta (Supplementary • Door Pass (Third Language) Reader) • Sub Rang • Hisab Class X • Science • Nawa-e-Urdu • Zameen Hamara Maskan • Gulzar-e-Urdu (Supplementary • Hamare Maazee I Reader) • Samaji Aur Siyasi Zindgi I • Riyazee • Jaan Pehchan (Second • Science Language) • Hindustan Aur Asri Duniya II Class VII • Jamhoori Siyasat II • Apni Zaban 2 • Maashi Taraqqui Ki Samajh • Urdu Guldasta (Supplementary • Jaan Pehchan (Second Language) Reader) • Door-Pass (Third Language) • Hisab • Sub Rang

• Science ReportAnnual 2017–2018 Class XI • Hamare Maazee II • Gulistan-e-Adab • Samaj Aur Siyasi Zindagi • Khyaban-e-Urdu (Supplementary • Jaan Pehchan (Second Language) Reader) • Door-Pass (Third Language) • Riyazee Class VIII • Tabiyat Part I • Apni Zaban • Tabiyat Part II • Urdu Guldasta (Supplementary • Shumariyaat Barai Mashiyat Reader) • Hindustani Tabai Mahaul • Science • Hindustan Ki Maashi Taraqqui

Appendices 257 • Samajiyat Ka Taruf • Hindustan Avam Aur Mashiyat • Hindustani Aain-Usool Aur Kam • Hindustan Mein Samaji Tabdili • Siyasi Nazaryah Aur Taraqqui • Karobari Uloom • Insani Jugrafia Ke Mubadiyat • Nafsiyat Ka Taruf • Asri Alami Siyasat • Tabai Jugraphiya Ke Mubodiyat • Azadi Ke bad Hindustani Siyasat • Jugraphiya Mein Amli Kam • Hindustani Samaj • Tareekh-e-Alam per Mabni • Karobari Uloom Part I Mauzuaat (History) • Karobari Uloom Part II • Samajiyat Ka Taruf • Nafsiyaat • Mutala-e-Muashira • Nai Awaz (Core Urdu Textbook) • Keemiya Part I • Urdu Qawaid aur Insha for Sec. • Keemiya Part II and Sr. Sec. Stage • Hayatiyat Part I • Urdu Zaban-wo Adab ki • Hayatiyat Part II Tareekh for Sec. and Sr. Sec Stage • Khatadari Part I • Urdu ki Adabi Asnaf for Sec. and • Khatadari Part II Higher Sec. Stage • Dhanak (Supplementary Reader) • Nai Awaz (Core Urdu Textbook) Research Reports and Class XII Monographs • Gulistan-e-Adab • Towards a Green School – • Khyaban-e-Urdu (Supplementary Resource Book Reader) • Haritshala ki Oar – Sanshodhan • Riyazee Part I Pustak NCERT • Riyazee Part II • Dictionary of Geography for • Tabiyat Part I School (Trilingual) • Tabiyat Part II • North East Indian, People, History and Culture • Keemiya Part I • 60 posters of DEE (Reading Cell) • Keemiya Part II • Simmi’s Journey Towards • Hayatiyat Cleanliness for Primary Stage • Tareekh-e-Hind Ke Mouzuat Part-I • Vishesh Avshyakta wale • Tareekh-e-Hind Ke Mouzuat Bachchon ka Samaveshan: Part II Prathmik Star • Tareekh-e-Hind Ke Mouzuat • Drought: Resource Material on Part III Management of Disaster • Khatadari Part I • Landslide: Resource Material on • Khatadari Part II Management of Disaster • Kulli Mashiyat Ka Taruf • Flood: Resource Material on • Juzvi Mashiyat Ka Taruf Management of Disaster • Dhanak (Supplementary Reader) • Purve Prathmik Shiksha: Ek • Insani Jughrafiya Ke Bunyadi Parichay Usool • Prarambhik Star Par Seekhne ka • Jughrafiya Mein Amli Kam Pratiphal

258 Annual Report 2017–18 • Hidyat Nama Science Kit (Urdu) • Rehnuma Kitab Urdu Tadreesi • Dictionary of History for Schools Kit for Primary Stage (Trilingual) • Earthquake: Resource Material Textbooks for Optional on Management of Disaster Subject • Food Poisoning: Resource • Mathematics: Exemplar Problems, Material on Management of Class – VIII Disaster • Mathematics: Exemplar Problems, • Tsunami: Resource Material on Class – XI Management of Disaster • Biology: Exemplar Problems, • Chemical Hazards and Class – XI Disasters: Resource Material on • Mathematics: Exemplar Problems, Management of Disaster Class – VII • Role of School Libraries in Quality • Chemistry: Exemplar Problems, Education Class – XII • Kathputli ke Khel evam Abhinay • Physics: Exemplar Problems, hetu Kahaniyan Class – XI • Readingness Activities for • Mathematics: Exemplar Problems, Beginner: Activity Book – I Class – IX • Mathematics Learning Kit: Users • Physics: Exemplar Problems, Manual for Classes I and II Class – XII • Molecular Model Kit: A Journey • Science: Exemplar Problems, through the Molecular World Class – VIII • Ganit Adhigam Ki: Adhyapak • Science: Exemplar Problems, Sandarshika Kaksha I aur II Class – VI • Project book in Environment • Mathematics: Exemplar Problems, Education Class – VI Class – XII • Project book Environmental • Mathematics: Exemplar Problems, Education Class – VII Class – XI • Amma Hum Bhi Chalen • Science: Exemplar Problems, • Manual of Secondary Science Kit, Class – IX Classes IX and X • Science: Exemplar Problems, • Manual of Secondary Class – VII Mathematics Kit • Mathematics: Exemplar Problems, • Manual of Upper Primary Science Class – X Annual ReportAnnual 2017–2018 Kit Classes VI, VII and VIII • Mathematics: Exemplar Problems, • Manual of Upper Primary Class – VI Mathematics Kit • Chemistry: Exemplar Problems, • Project Book in Environmental Class – XI Education Class – VIII • Mathematics: Exemplar Problems, • Jadeed Hindustan Ke Samaji Class – VII Mufakkrin Swami Vivekanand Ke • Science: Exemplar Problems, Muasserien Class – X • Urdu Tadrisiyat Part – II, • Mathematics: Exemplar Problems, Textbook for B.Ed. Class – X

Appendices 259 • Mathematics: Exemplar • Chawal Problems, Class IX • Mausi Ke Moze • Mathematics: Exemplar Problems, • Mere Jaisi Class VIII • Koodti Juraben • Laboratory Manual: Science • Talab Ke Maze Class IX • Babli Ka Baja • Laboratory Manual: Mathematics, • Jhoola Secondary Stage • Mili Ke Baal • Laboratory Manual: Physics Class XII • Tosia Ka Sapna • Chai Teachers’ Guide • Gol Gappe • Health and Physical Education: • Peeloo Ki Gulli A Teachers Guide for Class VII • Nani Ka Chashma • Chunni Aur Munni Supplementary Reader • Mini Ke Liye Kya Loon? • Sanitation and Hygiene: Supplementary Material for • Chalo Pipni Banaein Upper Primary Stage • Tabla • Manav ka Nirman • Mily ki cycle • Darpan • Paka Aam • Hamara Adbhut Vayumandal Ab • Gehoon Maila Kyon? • Bhutta

Barkha Series Unpriced Publication • Rani Bhi • NCERT Annual Report 2016–17 NCERT • Mun Mun Aur Munnu • NCERT Varshik Report 2016–17 • Tota • NCERT Annual Accounts 2016–17 • Mithai • NCERT Varshik Lekha 2016–17 • Gilli Danda • Modules for Enhancement of • Chhupan Chhupai Quality Education • Maza Aa Gaya • Learning Outcomes at the • Mili Ka Gubbara Elementary Stage • Meethe Meethe Gulgule • Elementary Sateh ke Aamozishi • Phuli Roti Mashail (Urdu) • Oon Ka Gola • Kala Utsav – 2017, Disha Nirdesh • Hich Hich Hichki • Kishorawastha Shiksha • Moni Karyakram, Prashikshan evam • Chimti Ka Phool Sansadhan Samgri • Jeet Ki Pipni • Guidelines, 45th JLNSME • Out Exhibition for Children 2018 • Hamari Patang (Bilingual) • Sharbat • 44th JLNSME Exhibition for • Pattal Children – 2017 (Bilingual)

260 Annual Report 2017–18 • 44th JLNSME Exhibition for • Indian Education Review, Vol.54, Children – 2017, Structure and No.01, January 2016 Working of Exhibition (Bilingual) • Prathmik Shikshak, Ank 2–3, April – July 2015 ournals J • Prathmik Shikshak, Ank 4 aur 1, • Journal of Indian Education, October 2015 and January 2016 No.1, May 2016 • Journal of Indian Education, • Prathmik Shikshak, Ank 3, No.2, August 2016 July 2016 • Journal of Indian Education, • Prathmik Shikshak, Ank 2, No.3, November 2016 April 2016 • Bhartiya Adhunik Shiksha, • Prathmik Shikshak, Ank 4, Ank 2, October 2015 October 2016 • Bhartiya Adhunik Shiksha, • Prathmik Shikshak, Ank 1, Ank 3, January 2016 January 2017 • Bhartiya Adhunik Shiksha, • Prathmik Shikshak, Ank 2, Ank 4, April 2016 April 2017 • Bhartiya Adhunik Shiksha, • School Science, Vol.52, No.3 Ank 1, July 2016 • School Science, Vol.52, No.4 • Bhartiya Adhunik Shiksha, Ank 2, October 2016 • Firki, Bachchon Ki Ank – 7 • Bhartiya Adhunik Shiksha, • Firki, Bachchon Ki, Ank – 8 Ank 3, January 2017 • Firki, Bachchon Ki, Ank – 9 Annual ReportAnnual 2017–2018

Appendices 261 Appendix VIII

Publication Division and its Regional Production-cum- Distribution Centres

S.No. Name of the Centre Regions Covered 1. Publication Division Foreign Countries, Delhi, parts of NCERT Campus Rajasthan, Jammu and Kashmir, Sri Aurobindo Marg Uttarakhand, Haryana, Uttar Pradesh, New Delhi–110016 Punjab, Chandigarh, Himachal Pradesh Phone: 011-26562708 and Urdu Academy, Delhi Fax: 011-26851070 email:[email protected] 2. Regional Production-cum- Gujarat, Madhya Pradesh Distribution Centre, Publication Chhattisgarh, Maharashtra and parts Division, NCERT of Rajasthan C/o Navjivan Trust Building P.O. Navjivan Ahmedabad–380014 Phone: 079-27541446 3. Regional Production-cum- Tamil Nadu, Puducherry, Kerala, Distribution Centre, Publication Andhra Pradesh, Karnataka, Division, NCERT Lakshadweep Minicoy & Amindivi 108, 100 Ft. Road Hoskere Halli Islands Extension Banashankari 3rd Stage Bengaluru–560085 Phone: 080-26725740 4. Regional Production-cum- West Bengal, Bihar, Jharkhand,

NCERT Distribution Centre, Publication Odisha, Andaman & Nicobar Islands Division, NCERT and Sikkim CWC Campus (1st Floor) Kishori Mohan Banerjee Road Opp. Dhankal Bus Stop P.O. Panihati Kolkata–700114 Phone: 033-25530454 5. Regional Distribution Centre North-eastern States NCERT, CWC Godown Maligaon, Guwahati–781011 Phone: 0361-2674869

262 Annual Report 2017–18 Appendix IX

NCERT Constituents and Faculty

A. National Institute of Education (NIE)

Department of Elementary Education (DEE) Professors (i) A.K. Rajput (Head) (ii) Suniti Sanwal (iii) Usha Sharma (iv) Sandhya Sangai (v) V.P. Singh (vi) Padma Yadav Associate Professor (vii) Kavita Sharma (viii) Vardha Mohan Nikalje Assistant Professor (ix) Romila Soni (x) Sarla Kumari Verma (xi) Reetu Chandra (xii) Ramesh Kumar Headmistress (xiii) Jyoti Kant Prasad Nursery Teacher (xiv) Sunayana Mittal (xv) Poonam

Department of Education of Groups with Special Needs (DEGSN) Professor (i) S.C. Chauhan (Head from December 2017 till present) (ii) Anita Julka (Head till November 2017) (iii) Anupam Ahuja ReportAnnual 2017–2018 (iv) Vinay Kumar Singh Associate Professor (v) Bharti

Department of Gender Studies (DGS) Professor (i) Poonam Agarwal (Head) (ii) Mona Yadav (iii) Mily Roy Anand

Appendices 263 Department of Education in Science and Mathematics (DESM) Professors (i) Dinesh Kumar (Head) (ii) Sunita Farkya (iii) R.K. Parashar (iv) Alka Mehrotra (v) Anjani Kaul Associate Professors (vi) Gagan Gupta (vii) Til Prasad Sarma (viii) Ruchi Verma (ix) Shashi Prabha (x) Rachna Garg (xi) Chochang V. Shimray Assistant Professors (xii) Pramila Tanwar (xiii) Pushplata Verma (xiv) Ashish Kumar Srivastava (xv) Rejaul Karim Barbhuiya

Division of Educational Research (DEK) Professor (i) A.K. Wazalwar (Head)

NCERT Department of Teacher Education (DTE) Professor (i) Rajrani (Head) (ii) Braham Prakash Bhardwaj (iii) Kiran Walia (iv) Madhulika S. Patel Assistant Professor (v) K. Vijayan (vi) Jitender Kumar Patidar

Department of Education in Social Science (DESS) Professors (i) Manju Bhatt (Head) (ii) Saroj Bala Yadav (Dean Academic) (iii) Neerja Rashmi (iv) P.K. Mandal (v) Shipra Vaidya (vi) Gauri Srivastava (vii) Aparna Pandey (viii) Shankar Sharan

264 Annual Report 2017–18 Associate Professors (ix) Seema Shukla Ojha (x) Tannu Malik (xi) Jaya Singh (xii) M.V. Srinivasan Assistant Professors (xiii) Harish Kumar Meena (xiv) Bijaya Kumar Malik

Department of Education in Arts and Aesthetics (DEAA) Professor (i) Jyotsna Tiwari (Head) (ii) Pawan Sudhir Assistant Professor (iii) Sarvari Banerjee

Department of Education in Language (DEL) Professors (i) Sandhya Singh (Head) (ii) K.C. Tripathi (iii) Mohd. Faruq Ansari (iv) Sanjay Kumar Suman (v) Mohd. Moazzamuddin (vi) Diwan Hannan Khan (vii) Sandhya Rani Sahoo (viii) Jatindra Mohan Mishra (ix) Lalchand Ram Associate Professor (x) R. Meghanathan (xi) Chaman Ara Khan (xii) Sh. Naresh Kohli (xiii) Meenakshi Khar Assistant Professors

(xiv) Promod Kumar Dubey ReportAnnual 2017–2018 (xv) Neelkanth Kumar

RMSA Project Cell Professor (i) Sharad Sinha (Head) Assistant Professor (ii) S.K. Pandey (iii) K.V. Sridevi

Appendices 265 Department of Educational Psychology and Foundations of Education (DEPFE) Professor (i) A.K. Srivastava, Head & Dean – Research Associate Professor (ii) P.K. Mishra Assistant Professor (iii) Shradha Dilip Dhiwal (iv) Sushmita Chakraborty (v) Ruchi Shukla (vi) Deepmala

Education Survey Division (ESD) Professor (i) Indrani Bhaduri (Head) (ii) Sridhar Srivastava (Dean Coordination) (iii) Veerpal Singh (iv) A. D. Tewari Associate Professor (v) Pratima Kumari Assistant Professors (vi) Vishal D. Pajankar (vii) Sukhwinder (viii) Satya Bhushan NCERT (ix) Gulfam

Division of Educational Research (DER) Professor (i) Anjum Sibia (Head) (ii) N.K. Gupta

Planning and Monitoring Division (PMD) Professor (iii) A.D. Tewari (Head) (iv) Mohd. Siraj Anwar Assistant Professor (v) Ashita Raveendran (vi) P.D. Subhash

International Relations Division (IRD) Professor (i) P.K. Mandal (Head)

266 Annual Report 2017–18 Library and Documentation Division (LDD) (i) Saroj Bala Yadav (Dean – Academic and Chairperson, LDD) Deputy Librarian (ii) Moortimatti Samantaray Assistant Librarian (iii) Pooja Jain Publication Division (PD) (i) Mohd. Siraj Anwar (Professor and Head) (ii) Gautam Ganguly (Chief Business Manager) (iii) Shveta Uppal (Chief Editor) (iv) Arun Chitkara (Chief Production Officer)

Department of Curriculum Studies (DCS) Professor (i) Ranjana Arora (Head) (ii) Anita Nuna (iii) Kirti Kapur Assistant Professor (iv) R.R. Koireng (v) M.V.S.V. Prasad

B. Central Institute of Educational Technology (CIET) Professor (i) A.P. Behera (In-charge Joint Director, CIET) (ii) Rajendra Pal Associate Professor (iii) Indu Kumar (iv) Rajesh Kumar Nimesh Assistant Professor (v) Ranjan Biswas (vi) Angel Rathnabai (vii) Mohd. Mamur Ali (viii) Abhay Kumar

andit underlal harma entral nstitute of C. P S S C I ReportAnnual 2017–2018 Vocational Education (PSSCIVE), Bhopal Joint Director (i) Rajesh P. Khambayat Professor (ii) Mridula Saxena (iii) R.K. Shukla (iv) Saurabh Prakash (v) R.K. Pathak (vi) V.S. Mehrotra

Appendices 267 (vii) Abhijeet Nayak (viii) Pinki Khanna Associate Professor (ix) Vipin Kumar Jain (x) Kuldeep Singh (xi) P. Veeraiah (xii) Deepak Shudhalwar Assistant Professor (xiii) Uadal Singh

D. Regional Institutes of Education (RIE) RIE, Ajmer Professor (i) G. Vishwanathappa (Principal) (ii) K.B. Rath (iii) Jyoti Prakash Bagchi (iv) Satya Vir Sharma (v) Vijay Pal Singh (vi) Saryug Yadav (vii) Rajesh Mishra (viii) Nagendra Singh (ix) Praveen Kumar Chaurasia (x) Konduru Chandrasekhar Associate Professor (xi) Ram Niwas NCERT (xii) Albert Horo (xiii) Ayushman Goswami (xiv) Ram Babu Pareek Assistant Professor (xv) Anand Kumar Arya (xvi) Anil Kumar Nainawat (xvii) Rana Pratap (xviii) Om Prakash Meena (xix) Rajendra Kumar Sharma (xx) Meenakshi Meena (xxi) Ashvini Kumar Gupta (xxii) Ved Prakash Arya (xxiii) Jai Prakash Narayan (xxiv) Muzammil Hasan (xxv) Patanjali Sharma (xxvi) Rajiv Ranjan Deputy Librarian (xxvii) Balendu Kumar Jha Headmaster (xxviii) Digvijay Narayan Pandey

268 Annual Report 2017–18 RIE, Bhopal Professor (i) Nityanand Pradhan (Principal) (ii) V.K. Kakaria (iii) Jaydeep Mandal (iv) P. Kulshreshtha (v) I.B. Chugtei (vi) B. Ramesh Babu (vii) Ratnamala Arya (viii) Nidhi Tiwari (ix) Lallan Kumar Tiwary Associate Professor (x) Chitra Singh (xi) Rashmi Singhai (xii) Sanjay Kumar Pandagale (xiii) Sudhakar G. Wadekar (xiv) Sarika C. Saju Assistant Professor (xv) Ashwini Kumar Garg (xvi) R.P. Prajapati (xvii) Rashmi Sharma (xviii) Daksha M. Parmar (xix) Sh. Aji Thomas (xx) Kalpana Maski (xxi) Lokendra Singh Chauhan (xxii) Shivalika Sarkar (xxiii) N.C. Ojha (xxiv) Saurabh Kumar (xxv) Suresh Makwana (xxvi) Premananda Sethy (xxvii) Rizvanul Hague (xxviii) Vanthangpui Khobung (xxix) Shruti Tripathi (xxx) Soyhunlo Sebu (xxxi) Sangeeta Pethiya

Deputy Librarian ReportAnnual 2017–2018 (xxxii) P.K. Tripathy Headmaster (xxxiii) Harish Prasad

RIE, Bhubaneswar Professor (i) P.C. Agarwal (Principal) (ii) B.N. Panda (iii) S.P. Mishra (iv) I.P. Gowramma

Appendices 269 (v) Anoop Kumar (vi) P.C. Acharya (vii) R. Das (viii) M.K. Satapathy (ix) M. Goswami (x) A.K. Mohapatra (xi) Madhuri Mohapatra (xii) S.K. Dash (xiii) D.L. Dash (xiv) Ch. A. Ramulu Associate Professor (xv) Laxmidhar Behera (xvi) R.K. Mohalik (xvii) N. Chhotray (xviii) S. Das Assistant Professor (xix) E. Gangmei (xx) Rashmirekha Sethy (xxi) Dhanya Krishnan (xxii) K. Ketaki (xxiii) Debabrata Bagui (xxiv) A.K. Saha (xxv) Saurabh Kapoor Deputy Librarian (xxvi) Pushpalata Negi

NCERT Headmaster (xxvii) Akhilesh Mishra

RIE, Mysuru Professor (i) Y. Sreekanth, Principal (ii) S. Ramaa (iii) C.G. Venkatesha Murthy (iv) G.V. Gopal (v) D.G. Rao (vi) Manjula P. Rao (vii) Malli Gandhi (viii) M.U. Paily (ix) Geetha G. Nair (x) A. Sukumar (xi) C. Padmaja (xii) Ramadas V. (xiii) R. Ravichandran (xiv) Kalpana Venugopal (xv) K. Anil Kumar (xvi) V.S. Prasad

270 Annual Report 2017–18 Associate Professor (xvii) M.S. Srimathi (xviii) P.R. Harinath (xix) V. Prasad (xx) P. Tamil Selvan Assistant Professor (xxi) Vareishang Tangpu (xxii) Karunakaran B. Shaji (xxiii) Shivanand Chinnappanvar (xxiv) T.V. Somashekar (xxv) Rani Prameela (xxvi) Sujatha B. Hanchinalkar (xxvii) V Chandranna (xxviii) Raman Namboodiri C. K. (xxix) Santosh Kumar (xxx) Madu B. (xxxi) K. Suresh Kumar (xxxii) Sarvesh Mourya Deputy Librarian (xxxiii) S. Nagaraja Headmaster (xxxiv) Hanumanthaiah

NERIE, Umiam (Meghalaya) Professor (i) B. Barthakur (Principal) (ii) Subhas Chandra Roy (iii) B.R. Dkhar Associate Professor (iv) Shatarupa Palit (v) Ph. Brajayanti Devi (vi) F.G. Dkhar (vii) Anand Valmiki (viii) R.A. Singh (ix) T. Newmei (x) M.G. Wallang ReportAnnual 2017–2018 (xi) P. Ghildyal (xii) T. Dey (xiii) Sima Saigal (xiv) Ch. S. Devi (xv) B. Kharlukhi (xvi) D.S. Shankar (xvii) A. Sen (xviii) Umesh Kr. Sharma (xix) Dr. Seema R.

Appendices 271