Human resource development

Education has been accepted as one major agency of socialization, and teachers and
educational institutions as socializing agents. In describing education as an instrument of
social change, three things are important: the agents of change, the content of change, and
the social background of those who are sought to be changed, i.e. students. Educational
institutions under the control of different cultural groups reflect the values of those groups
which support and control education. In this situation, teachers Impart specific values,
aspirations and to the children.

Social reformers, who were educated emphasized values like removal of caste restrictions,
equality of women, doing away with social evil social customs and practices, voice in the
governance of the country, establishing democratic institutions and so on. They, thus,
wanted to teach liberal philosophy through education for changing society. In other words
they regarded education as a flame or light of knowledge which dispelled the darkness of
ignorance. The use of education for spreading the values of modernization came to be
emphasized from the 1960s and 1970s onwards. Highly productive economies, distributive
justice, people‟s participation in decision-making bodies, adoption of scientific technology
in industry, agriculture and other occupations and professions were accepted as goals for
modernizing the Indian society. And these goals were to be achieved through liberal
education. Thus, modernization was not accepted as a philosophy or a movement based on
rational values system but as a process that was to be confined only to economic field but
was to be achieved in social, political, cultural and religious fields too. Education was sought
to be utilized as channel for the spread of modernity.
According to the sociological perspective, education does not arise in response of the
individual needs of the individual, but it arises out of the needs of the society of which the
individual is a member1. The educational system of any society is related to its total social
system. It is a sub system performing certain functions for the on-going social system. The
goals and needs of the total social system get reflected in the functions it lays down for
educational system and the form in which it structures it to fulfill those functions. In a static
society, the main function of the educational system is to transmit the cultural heritage to
the new generations. But in a changing society, these keep on changing from generation to
generation and the educational system in such a society must not only transmit the cultural
heritage, but also aid in preparing the young for adjustment to any changes in them that
may have occurred or are likely to occur in future.

Thus, the relationship between educational system and society is mutual; sometimes the
society influences changes in educational system and at other times the educational system
influences changes in the society.

Education of Women :-

The National Policy on Education, 1986 also laid emphasis on education for attaining
women‟s equality which will foster the development of new values. The strategies proposed
are: encouraging educational institutions to take up active programmes to further women‟s
development removal of women‟s illiteracy, removing obstacles inhibiting their access to
elementary education, and pursuing policy of non-discrimination to eliminate sex
stereotyping in vocational, technical and professional courses.
Education of SCs, STs. And OBCs

Education is directly related to the development of an individual and the community. It is

the most important single factor for economic development as well as social emancipation.
For the weaker sections of society, education has a special significance because for a
number of centuries, their illiteracy and social backwardness have been used for their
harassment, humiliation and economic exploitation.

Education and Human resource Development

Education shapes our present actions, our future plans and our past history which also
develops in the future . Education is a very crucial to guide anyone to reach their goals
through any success with an effort along , and the chance is very high. Example if you
compare a person with masters to a person with only a high school diploma salary is totally
different and there is huge gap amount between it. Educations helps you to better
understand the world and with that being said education plays big role in human
development and indeed it is a great to resource us.

Now a days education is very important ,without education the life of a person is just
useless .He cannot do any work ,moreover today we cannot easily get a job if we are not
educated. It teaches us the basic principles of life without it a person is useless. Education is
perfection.
Higher education institutions themselves play a key role in equipping young people with the
workforce skills needed by business. But these needs change quickly and often learning
institutions are slow to respond. In this regard, stronger links between universities,
businesses, trade unions and other stakeholders can help reshape course offerings to stay
closely in line with evolving demands for specific skills. Co-operation can also bring other
benefits favouring the investment environment, such as fostering an environment
conducive to innovation and the quick diffusion of new knowledge.

Education is an effective and pervasive phenomenon for all round individual development
and social transformation. This alone can sustain culture and civilization. A balanced
development of mind and body in harmony with the spirit is the key to the enrichment of
human personality and an outcome of value–based education, which must in the ultimate
analysis help humanity to transcend to a higher level of consciousness. Our children must
from their infancy be taught the dignity of labour. Thus, the true meaning of education is
harmonious development of head, heart and hand i.e., enlightenment of mind, compassion
and dignity of labour. Moral and spiritual training is an essential part of education. If
education is to help us to meet the moral challenge of the age and play its part in the life of
the community, it should be liberating and life giving. It must give a basic meaning to one’s
existence and equip us with the ability to overcome spiritual inertia and foster spiritual
sensitivity. Temples of learning should produce men and women who will move together to
develop common ideals and purposes, love each other and co-exist to create common
wealth.

Education is not injection or injunction. It is not indoctrination of views and ideas or just an
imposition of one’s views upon others. In short, education should not be an infliction,
because the moment it becomes an infliction, the consequence is indiscipline amongst
learners. A vast responsibility rests on our educational institutions and those who guide
their destinies. They need to be alert and should not wander from the right path even when
passion convulses the multitude and blinds many amongst those whose duty is to set an
example to others. If these are the ideals and objectives of education, how can we achieve
these in the existing scenario of education which is in a state of anarchy and chaotic
condition at all levels – primary to higher education. Educational system in India today is in a
critical state – resistant to change and in danger of becoming irrelevant.

Thus, it needs a drastic reconstruction – almost revamping. The greatest challenge the world
is facing today is the crisis of confidence and character, mental and moral decay and break
down of rich traditions. The root cause of all these is fear, hatred, greed, prejudice,
intolerance and violence. Therefore, efforts need to be made to eliminate these divisive
forces, which is possible only by value-based education that involves harmonious
development of the body, mind and spirit. True knowledge consists of self understanding
and self-control. Non-violence seems to be the highest form of knowledge. If education has
to serve the humanity and defuse human suffering.

it must teach and train us to respect each other (universal brotherhood), love each other
(universal love), practice compassion and uphold the dignity of all lives. Then only one will
have peace. In a world which is primarily split between a few haves and majority of have-
nots, tensions, diversities, self-centered vision, violence, terrorism and consumerism are
creating a dreadful scenario of a bleeding world and a blood splattered humanity. In this
chaotic atmosphere, value–based education is the only hope for synthesizing the moral
fabric of an individual and generating a culture of peace in the society. Education must aim
at the development of moral, spiritual and ethical values and we should seek them in our
own heritage as well as in progressive cultures and civilizations. It should be such that
Indians do not lose sight of their rich heritage – their thought must be rooted in the ideals
set forth in the great writings and works of our sages, poets and philosophers. The noble
goals and high values set forth in our precious culture must be adhered to. It has been
emphasized time and again that conscious efforts should be made for the development of
social, moral and spiritual values with the help of ethical teachings of the great religious
teachers.

Character and Personality Development

Teachers can play a vital role in this regard. A teacher must succeed in conveying the larger
ideals of service to the community, virtues of tolerance and respect for all faiths,
importance of character, integrity and discipline and the value of humanism to his pupil. The
later should also be made aware of our heritage and culture. They should develop a mature
attitude towards religion. Acquaintance with prayers of different religions and hymns and
songs of various faiths may also help young minds to recognize the intrinsic purity, beauty
and practical usefulness of different religious thoughts. A UNESCO report on education for
the 21st century entitled Learning. The Treasure Within also pleads for an education which
is ‘rooted in culture and committed to progress’. Developing a harmonious and integrated
personality would just not be possible if the system does not inculcate values embedded in
the culture, heritage and traditions. Indian heritage, culture and values need to be
thoroughly studied, analyzed and incorporated comprehensively in the educational system
right from the pre-primary stage to higher education.
Injection of information into young minds has been taking place on a massive scale, but
character and personality development has not received the attention it deserves. Creation
of the right environment which helps and encourages young minds to resolve personal and
moral issues independently is of utmost importance. Although it is not an easy task but it
needs to be done at all costs. Since character of people may decide the destiny of a nation,
the educational system should develop character, courage, comradeship, discipline,
leadership, secular outlook, spirit of adventure and sportsmanship, and ideals of selfless
service. Emphasis should be laid on the study of the life of great sons of the soil whose
ideas and ideals have moved the world, because such a practice may provide an insight to
the younger generation for character development and spiritual sensitivity.

Skill development is the focus area of the government policy. It is central to accessing
employment in the formal sector and enhancing productivity in the informal economy for
reducing poverty and risk of underemployment.
The National Policy on Skill Development aims to train about 104.62 million people afresh
and additional 460 million are to be reskilled, up-skilled and skilled by
2022
Considering that majority of these labour force would be self or casual employed, the
challenge is to how to improve the skill levels of these workforce. These categories cut
across various target groups or vulnerable sections of the society. The groups are not
mutually exclusive and there are overlaps because the workers in the self-employed
category are a heterogeneous lot while the casual employed may be intermittently
employed and in different unskilled works.

Main Objectives are:-

(i) educate and equip potential and early stage entrepreneurs across India

(ii) connect entrepreneurs to peers, mentors and incubators

(iii) support entrepreneurs through Entrepreneurship Hubs (E-Hubs)

(iv) catalyse a culture shift to encourage entrepreneurship

(v) encourage entrepreneurship among the under-represented groups

(vi) promote entrepreneurship amongst women

(vii) improve ease of doing business

(viii) improve access to finance and

(ix) foster social entrepreneurship and grassroots innovations

The National Council of Higher Education Resources (NCHER) is the nation’s oldest and
largest higher education finance trade association. NCHER’s membership includes state,
nonprofit, and for-profit higher education service organizations, including lenders, servicers,
guaranty agencies, collection agencies, financial literacy providers, and schools, interested
and involved in increasing college access and success. It assists its members in shaping
policies governing federal and private student loan and state grant programs on behalf of
students, parents, borrowers, and families.

NCHER represents its members on public policy initiatives within the legislative and
executive branches of the federal government, and brings together the higher education
community to strengthen all federal and private student loan and state grant programs
through its ongoing involvement with Congress, the U.S. Department of Education, the U.S.
Department of Treasury, the Consumer Financial Protection Bureau, the Federal
Communications Commission, and other federal agencies, associations, and organizations
engaged in student financing and policy.

The National Council of Educational Research and Training (NCERT) is an autonomous

organisation set up in 1961 by the Government of India to assist and advise the Central and
State Governments on policies and programmes for qualitative improvement in school
education. The major objectives of NCERT and its constituent units are to: undertake,
promote and coordinate research in areas related to school education; prepare and publish
model textbooks, supplementary material, newsletters, journals and develops educational
kits, multimedia digital materials, etc. organise pre-service and in-service training of
teachers; develop and disseminate innovative educational techniques and
practices;collaborate and network with state educational departments, universities, NGOs
and other educational institutions; act as a clearing house for ideas and information in
matters related to school education; and act as a nodal agency for achieving the goals of
Universalisation of Elementary Education. In addition to research, development, training,
extension, publication and dissemination activities, NCERT is an implementation agency for
bilateral cultural exchange programmes with other countries in the field of school
education. The NCERT also interacts and works in collaboration with the international
organisations, visiting foreign delegations and offers various training facilities to educational
personnel from developing countries.

The National Institute of Educational Planning and Administration (NIEPA), (Deemed to be

University) established by the Ministry of Human Resource Development, Government of
India, is a premier organization dealing with capacity building and research in planning and
management of education not only in India but also in South Asia.

The UGC was established in November 1956 at Delhi as a statutory body of the Government
of India through an Act of Parliament for the coordination, determination and maintenance
of standards of university education in India. In order to ensure effective region-wise
coverage throughout the country, the UGC has decentralised its operations by setting up six
regional centres at Pune, Hyderabad, Kolkata, Bhopal, Guwahati and Bangalore.

Education, education infrastructure and education policy of Madhya Pradesh

Like in most other states across India, Madhya Pradesh also follows the 10+2+3 tier of
education. There is government as well as private education institutes across this Central
Indian state. Hindi is the preferred medium of instruction in the government monitored
schools and colleges of Madhya Pradesh. English is used as the language of communication
between students and teachers in private institutes. The division of education in Madhya
Pradesh can be explained through the following chart:
 • Primary Schooling
• Secondary Schooling
• College Education
• University Studies
• Research Programs / Professional Degrees and Diplomas

The State literacy rate presently is 70.63% (source: Census 2011), against the national
literacy rate of 74.04 %. While the female literacy has considerably improved over the last
decade, a great disparity persists in the literacy rates of males and females.

Education infrastructure

The School education in Madhya Pradesh primarily organized in two sectors: Elementary (I
to VIII) and Secondary (IX to XII). Each of these two sectors are further sub-divided into two
sub-sector where elementary education consists of primary education (I to V) and upper
primary education (VI to VIII) while the secondary education comprises of Middle education
(IX and X) and higher secondary education (XI and XII).

Elementary level School facilities in Madhya Pradesh

Management Type Numbers

Government Primary schools 83412

Aided Primary schools (Private) 852

Unaided Primary schools (Private) 12533

Total Primary 96797

Government Upper Primary schools 29282

Aided Upper Primary schools (Private) 410

Unaided Upper Primary schools (Private) 20040

Total Upper Primary 49732

Secondary and Higher Secondary schools

There are four main types of recognized schools by management and funding pattern in
Madhya Pradesh. They are: Government, Local Body, Private Aided and Private Unaided.Out
of the total Government schools in Madhya Pradesh, majority are managed by School
Education Department. Tribal Welfare Department also manages a significant number of
schools.

The distribution of secondary schools between categories shows that out of the total
schools about 46.29% have only secondary classes and 53.71% have secondary and higher
secondary classes both.
Access to secondary schooling facilities: 72% habitations have high schooling facility within
5 KM radius. But still 28% habitations do not have facility within the norm. Urban area 100%
access is available but in rural area 31% habitations don’t have facility within the norms.

Various policies and schemes

Mid Day Meal Scheme

In the year 1995-96 Mid Day Meal Scheme was introduced in the government and aided
primary schools of 297 blocks in the state. The school provides food to children. In the year
1997-98, the scheme was implemented in all the blocks of the state. In tribal regions the
scheme provides prepared food and in non-tribal regions from September 1997 onwards
the scheme of providing prepared food is stopped and now 3 kg. food is distributed for
every child every month.

Minorities Welfare

For the welfare of minorities the Government of India launched Madarasa Modernization
scheme. 102 Madarasas are assisted under this scheme. Rs. 36.18 Lakhs were disbursed for
construction of Madarasas. 1100 posts of order Teachers were sanctioned in the year 1996-
97 and post of 1000 “Urdu teachers” were sanctioned in the year 1997-98.

Free Books

The scheme provides free books to the students of class I to IV belonging to SC, ST and OBC
category. This scheme of free books is for all girls up to class III and also for the boys of upto
III class of families living below the poverty line. Books for the scheme are provided by
Madhya Pradesh Text Book Corporation. In the year 1998-97 an amount of Rs. 4.00 crore
was provided in the budget of school education for this purpose.

Shishu Shiksha Scheme

Primary Education Mission concentrates on pre-school education of children. To make the

children aware about school atmosphere and to develop the habits of learning among
children of 3 to 5 years age, the state runs 4056 shishu shiksha kendras.

Education Guarantee Scheme

On January 1, 1997, the Government of Madhya Pradesh pioneered a community centred

and rights-based initiative to universalise primary education called ‘Education Guarantee
Scheme’ (EGS). Under the scheme, the government guaranteed provision of a teacher,
her/his salaries, training of teacher, teachinglearning material and contingencies to start a
school within 90 days wherever there was a demand from a community without a primary
schooling facility within 1 km. provided this demand came from at least 25 learners in case
of tribal areas and 40 learners in case of non-tribal areas. The community that made the
demand could also suggest the name of a suitable local resident to be the teacher and be
called ‘guruji’. The gram panchayat is empowered to appoint such a “guruji” after the chief
executive officer of the Janpad (block) panchayat had verified the bona fides of the demand
and the qualifications of the proposed guruji. The training of the guruji would be organised
by the district administration which would also credit the amount of annual salaries upfront
in the gram panchayat’s bank account.

Rajiv Gandhi Prathmik Shiksha Mission

The Rajiv Gandhi Prathmik Shiksha Mission was set up as an autonomous registered society
headed by the Chief Minister of the state to supplement the state government’s efforts to
universalize primary education in Madhya Pradesh. The main challenges for the Mission
were posed in the form of inadequate outreach of educational facilities specially in the
interior, rural or tribal areas, marginalisation of economically or socially deprived children,
insufficient support to academic processes and above all a delivery hierarchy that did not
factor in the perceptions of its large user community. These challenges influenced the way
that defined its objectives, processes and tasks. The objectives of the Mission were to create
a positive environment for education, increase enrolment and to improve the quality of
teaching-learning processes so as to promote retention and achievement levels.

Trends of employment

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JOB CREATION

• As outlined in the NITI Aayog’s Action Agenda, India suffers more from the problem of
underemployment (i.e. low-productivity, low-wage jobs) than unemployment as for
example:
• In 2011-12, agriculture engaged nearly 50% of the workforce but contributed 15% to
GDP
• In 2010-11, within manufacturing, small firms employed 72% but output was only 12%
• In 2006-07, in services sector, MSMEs employed 98% of workforce but produced 62%
of services
• Opportunities for creation of well-paying and high productivity jobs: o Expansion of the
organized sector to create well-paid high productivity jobs o Shift towards labour-
intensive goods and services e.g. apparel, footwear, food processing, tourism etc.
• Expansion in export market by developing Coastal Employment Zones, using better
technology, and improving on quality to remain competitive o Leverage on economies
of scale offered by exports market potential o Filling in for ageing workforce of China
and also rising labour wages there o Reformation of labour laws.
• Significant employment generation also takes place as a direct result of public
investment in infrastructure and expenditure on government schemes. Such jobs,
being more manual or non-cognitive, do add to the numbers but miss focus on
development of cognitive abilities that are going to be indispensable for the Fourth
Industrial Revolution.
FORMALIZATION OF INDIAN ECONOMY

Formalization means creation and expansion of formal jobs, essentially, that come with
social security, financial inclusion and legal empowerment of the workforce.

• Advantages of formalization
• Increased tax revenues for the government due to better reporting under taxation laws
• Coverage of population under social protection plans, saving from financial distress
during difficult times
• Increase workers’ welfare and the opportunities for decent jobs
• Reduce unfair competition between formal and informal enterprises arising from tax or
regulatory arbitrage

• Downsides of formalization
• Exclusion of population, if knee-jerk steps are taken e.g. demonetization
• Poverty and destitution as rapid formalization imposes additional costs on informal
economy

Employment facts

• As per Employment-Unemployment Survey (by NSSO) of 2011-12 total workforce

employed stands at 47.36 crore; with 23.16 crore in agriculture and 24.2 crore in
industry and services

• According to the fifth Annual Employment-Unemployment Survey (EUS) conducted

between April and December 2015, 83% of the workers in India were self-employed,
casual or contract workers.
• As per Economic Census, 2013-14 (latest available), total workforce employed in all
establishments stands at 13.1 crore. Further, own-account enterprises (OAEs), which
do not employ any regular workers, and enterprises with < 10 workers together
accounted for almost 79% of India’s workforce

• Beginning from 2017-18, the NSSO has launched periodic labour force surveys (PLFS) to
produce annual estimates of formal employment in the economy. This would also help
 India to meet the IMF’s Special Data Dissemination Standards (SDDS) for releasing
quarterly data on macroeconomic indicators

• In April 2018, for the first time, India released report on monthly payroll for the formal
sector to facilitate analysis of new and continuing employment, based on EPFO’s, ESIC’s
and (NPS) PFRDA’s payroll data and subscriptions. The period between September,
2017 and February, 2018 was covered and reported 31.10 lakh new additions across all
age groups (those in the 18-25 age group, considered a proxy for new jobs, amount to
18.5 lakh). The payroll data from these three organisations would now be released
every month

• Report of the NITI Aayog’s Task Force on Improving Employment Data was released

• Committee under Dr. T.C.A. Anant, former Chief Statistician of India, is also examining
various approaches with a view to reducing redundancy and avoiding duplication of
efforts in estimation of employment through the establishment approach. It will also
look into whether the monthly payroll data released by EPFO, ESIC and PRFDA can
replace the quarterly enterprises-based survey on job creation by the Labour Bureau.

IMPROVING EMPLOYMENT DATA

• Report of the NITI Aayog’s Task Force (released in 2017) made recommendations to
create a 21st century statistical system in India for the generation of comprehensive
employment, unemployment and wage estimates on a sustained basis. These include:
Conduct of household surveys on annual basis.

• Introduction of time-use survey, that be conducted every three years (such surveys also
help in measuring women’s participation in unpaid work).
• Use of technology for faster and better data collection, processing and assimilation.
Introduction of annual enterprise survey using enterprises registered with the GSTN as
the sample frame.

• Separate annual survey of enterprises excluded from the GSTN database (i.e. those in
health and education sectors, and those with turnover < INR 20 Lakh in other sectors).
Adoption of inclusive and wider definition of ‘formal workers’.

• Adoption of GSTN across all legislations, ministries and departments as the universal
establishment number

• THE two most interesting trends in recent employment figures deserve a closer look.
There has been an increase in organised sector manufacturing employment during the
period January 2000 to December 2011 to the tune of about 5 million, more than half
of which is on the basis of contract.
• More recently during March 2014 to July 2015, total employment in manufacturing
including organised and unorganised declined in absolute terms while there had been
increase of 0.32 million employment in organised manufacturing and this time the
share of contract workers of newly employed in organised manufacturing went up to
85 per cent.
• In the case of unorganised manufacturing, the only segment that recorded growth in
employment is the Own Account Manufacturing Enterprises (OAMEs) which are
basically one person enterprises meaning self-employed who do not hire any labour
and mostly employ family labour.
• According to the NSSO survey on Unincorporated Non-agricultural Enterprises
(excluding construction) total employment in unregistered manufacturing increased
from 34.8 million in November 2010 to 36.04 million in 2015-16, a meagre increase of
1.24 million in five years. The rise has been higher in OAMEs to the tune of 1.84 million.
• Perhaps the more important fact is employment declined in establishments that are
relatively larger in size within the unregistered segment and employ one to ten hired
workers, have employed 0.67 million less workers during the same period.
• Therefore, the rise in employment in the organised manufacturing sector was primarily
driven by contractualisation and in the unorganised segment, employment increase
was accompanied by fragmentation of productive activities.
• The situation has further worsened because of demonetisation and introduction of
GST, causing suffocating effects on the unorganised segment of the economy that
employs 92.8 per cent of India’s workforce.
• NCHER (National Commission for Higher Education & Research)
• The National Council of Higher Education Resources (NCHER) is the nation’s oldest
and largest higher education finance trade association. NCHER’s membership
 includes state, nonprofit, and for-profit higher education service organizations,
including lenders, servicers, guaranty agencies, collection agencies, financial literacy
providers, and schools, interested and involved in increasing college access and
success. It assists its members in shaping policies governing federal and private
student loan and state grant programs on behalf of students, parents, borrowers,
and families.
• NCHER represents its members on public policy initiatives within the legislative and
executive branches of the federal government, and brings together the higher
education community to strengthen all federal and private student loan and state
grant programs through its ongoing involvement with Congress, the U.S. Department
of Education, the U.S. Department of Treasury, the Consumer Financial Protection
Bureau, the Federal Communications Commission, and other federal agencies,
associations, and organizations engaged in student financing and policy.
• The organization’s mission, revised in 2014, is to enhance its member organizations’
abilities to help families and students develop, pay for, and attain their educational
goals so they can pursue meaningful and rewarding work and become contributing
members of society. The mission covers a broad range of postsecondary education
service opportunities and reflects the fact that the work and interests of the
membership do not end when a student or borrower enrolls in postsecondary
education. The members care whether the individual has attained his or her
educational goals, not just whether he or she simply accessed a degree program. The
membership cares whether or not completing this education helped the individual
pursue meaningful and rewarding work and becoming a contributing member of
society, not just whether he or she is simply paying taxes. The mission statement
supports and joins the national discussion around student outcomes, career
development, civic engagement, lifelong learning, and social impact. Similar to the
new millennial generation that we mainly serve, NCHER wants its mission and work
to make a difference.
• National Educational Research and Training Council
• The National Council of Educational Research and Training (NCERT) is an
autonomous organisation of the Government of India which was established on 1
September 1961 as a literary, scientific and charitable Society under the Societies’
Registration Act (Act XXI of 1860). Its headquarters are located at Sri Aurbindo Marg
in New Delhi. Dr. Hrushikesh Senapaty is director of the council since September
2015.
• The Government of India’s Ministry of Education resolved on 27 July 1961 to
establish the National Council of Educational Research and Training, which formally
began operation on 1 September 1961. The Council was formed by merging seven
existing national government institutions, namely the Central Institute of Education,
the Central Bureau of Textbook Research, the Central Bureau of Educational and
Vocational Guidance, the Directorate of Extension Programmes for Secondary
Education, the National Institute of Basic Education, the National Fundamental
Education Centre, and the National Institute of Audio-Visual Education. It is separate
from the National Council for Teacher Education. The NCERT was established with
the agenda to design and support a common system of education which is national
in character and also enables and encourages the diverse culture across the country.
Based on the recommendations of the Education Commission(1964-66), the first
 national policy statement on education was issued in 1968. The policy endorsed the
adoption of a uniform pattern of school education across country consisting of 10
years of general education program followed by 2 years of diversified schooling.
• NCERT has a comprehensive extension programme in which departments of the
National Institute of Education, Regional Institute of Education, Central Institute of
Vocational Education and field advisers’ offices in the states are engaged in activities.
Several programmes are organised in rural and backward areas to reach out to
functionaries in these areas. The council acts as the Secretariat of the National
Development Group for Educational Innovations. The council has been offering
training facilities, usually through attachment programmes and participation in
workshops, to education workers of other countries. The council publishes textbooks
for school subjects from Classes I to XII. NCERT publishes books & provides sample
question papers that are used in government and private schools across India that
follow the CBSE curriculum. An online system named e-pathshala has been
developed for disseminating educational e-resources including textbooks, audio,
video, periodicals and a variety of other print and non-print materials, ensuring their
free access through mobile phones and tablets (as e-pub) and from the web through
laptops and desktops (as flipbooks).
• National Educational Schemes and Administration University
• The National Institute of Educational Planning and Administration (NIEPA), (Deemed
to be University) established by the Ministry of Human Resource Development,
Government of India, is a premier organization dealing with capacity building and
research in planning and management of education not only in India but also in
South Asia. In recognition of the pioneering work done by the organization in the
field of educational planning and administration, the Government of India have
empowered it to award its own degrees by way of conferring it the status of Deemed
to be University in August, 2006. Like any Central University, NIEPA is fully
maintained by the Government of India. The National Institute has its origin dating
back to 1962 when the UNESCO established the Asian Regional Centre for
Educational Planners and Administrators which later became the Asian Institute of
Educational Planning and Administration in 1965. After 4 years of its existence, it was
taken over by the Government of India and renamed as the National Staff College for
Educational Planners and Administrators. Subsequently, with the increased roles and
functions of the National Staff College, particularly in capacity building, research and
professional support services to governments, it was again renamed as the National
Institute of Educational Planning and Administration (NIEPA) in 1979.
• University Grants Commission
• The University Grants Commission of India (UGC India) is a statutory body set up by
the Indian Union government in accordance to the UGC Act 1956 under Ministry of
Human Resource Development, and is charged with coordination, determination and
maintenance of standards of higher education. It provides recognition to universities
in India, and disbursements of funds to such recognised universities and colleges. Its
headquarters is in New Delhi, and has six regional centres in Pune, Bhopal, Kolkata,
Hyderabad, Guwahati and Bangalore. UGC is modelled after University Grants
Committee of UK which was an advisory committee of the British government and
advised on the distribution of grant funding amongst the British universities. The
committee was in existence from 1919 until 1989.
• The UGC was first formed in 1945 to oversee the work of the three Central
Universities of Aligarh, Banaras and Delhi. Its responsibility was extended in 1947 to
cover all Indian universities. In August 1949 a recommendation was made to
reconstitute the UGC along similar lines to the University Grants Committee of the
United kingdom. This recommendation was made by the University Education
Commission of 1948-1949 which was set up under the chairmanship of S.
Radhakrishnan “to report on Indian university education and suggest improvements
and extensions”. In 1952 the government decided that all grants to universities and
higher learning institutions should be handled by the UGC. Subsequently, an
inauguration was held on 28 December 1953 by Maulana Abul Kalam Azad, the
Minister of Education, Natural Resources and Scientific Research. In November 1956
the UGC became a statutory body upon the passing of the “University Grants
Commission Act, 1956” by the Indian Parliament. In 1994 and 1995 the UGC
decentralised its operations by setting up six regional centres at Pune, Hyderabad,
Kolkata, Bhopal, Guwahati and Bangalore. The head office of the UGC is located at
Bahadur Shah Zafar Marg in New Delhi, with two additional bureaus operating from
35, Feroze Shah Road and the South Campus of University of Delhi as well. In
December 2015 the Indian government set a National Institutional of Ranking
Framework under UGC which will rank all educational institutes by April 2016. In
December 2017 D.P. Singh, former director of National Assessment and
Accreditation Council (NAAC), was appointed chairman for a period of five years,
replacing UGC member Virander Singh Chauhan, who officiated the position since
the retirement of Ved Prakash in April 2017.
• Open University
• The Open University (OU) is a public distance learning and research university, and
the biggest university in the UK for undergraduate education. The majority of the
OU’s undergraduate students are based in the United Kingdom and principally study
off-campus; many of its courses (both undergraduate and postgraduate) can also be
studied anywhere in the world. There are also a number of full-time postgraduate
research students based on the 48-hectare university campus where they use the OU
facilities for research, as well as more than 1,000 members of academic and research
staff and over 2,500 administrative, operational and support staff. The OU was
established in 1969 and the first students enrolled in January 1971. The university
administration is based at Walton Hall, Milton Keynes, in Buckinghamshire, but has
administration centres in other parts of the United Kingdom. It also has a presence in
other European countries. The university awards undergraduate and postgraduate
degrees, as well as non-degree qualifications such as diplomas and certificates or
continuing education units.
• With more than 174,000 students enrolled, including around 31% of new
undergraduates aged under 25 and more than 7,400 overseas students, it is the
largest academic institution in the United Kingdom (and one of the largest in Europe)
by student number, and qualifies as one of the world’s largest universities. Since it
was founded, more than 2 million students have studied its courses. It was rated top
university in England and Wales for student satisfaction in the 2005, 2006 and 2012
United Kingdom government national student satisfaction survey, and second in the
2007 survey. Out of 132 universities and colleges, the OU was ranked 43rd (second
quartile) in the Times Higher Education Table of Excellence in 2008, between the
 University of Reading and University of the Arts London; it was rated highly in
Design, Art History, English, Earth and Environmental Sciences, Computer Science,
Development Studies, Social Policy and Social Work and Sociology. It was ranked
36th in the country and 498th in the world by the Center for World University
Rankings in 2018.
• The Open University was founded by the Labour government under Prime Minister
Harold Wilson. Wilson was a strong advocate, using the vision of Michael Young.
Planning commenced in 1965 under Minister of State for Education Jennie Lee, who
established a model for the OU as one of widening access to the highest standards of
scholarship in higher education, and set up a planning committee consisting of
university vice-chancellors, educationalists and television broadcasters, chaired by
Sir Peter Venables. The British Broadcasting Corporation (BBC) Assistant Director of
Engineering at the time James Redmond, had obtained most of his qualifications at
night school, and his natural enthusiasm for the project did much to overcome the
technical difficulties of using television to broadcast teaching programmes.
• Wilson envisioned The Open University as a major marker in the Labour Party’s
commitment to modernising British society. He believed that it would help build a
more competitive economy while also promoting greater equality of opportunity
and social mobility. The planned utilisation of television and radio to broadcast its
courses was also supposed to link The Open University to the technological
revolution underway, which Wilson saw as a major ally of his modernization
schemes. However, from the start Lee encountered widespread scepticism and even
opposition from within and without the Labour Party, including senior officials in the
DES; her departmental head Anthony Crosland; the Treasury; Ministerial colleagues,
such as Richard Crossman; and commercial broadcasters. The Open University was
realized due to Lee’s unflagging determination and tenacity in 1965–67, the
steadfast support from Wilson, and the fact that the anticipated costs, as reported to
Lee and Wilson by Arnold Goodman, seemed very modest. By the time the actual,
much higher costs became apparent, it was too late to scrap the fledgling open
university. The university was granted a Royal Charter by the Privy Council on 23
April 1969.
• All India Technical Education Council
• The All India Council for Technical Education (AICTE) is the statutory body and a
national-level council for technical education, under Department of Higher
Education, Ministry of Human Resource Development. Established in November
1945 first as an advisory body and later on in 1987 given statutory status by an Act of
Parliament, AICTE is responsible for proper planning and coordinated development
of the technical education and management education system in India. The AICTE
accredits postgraduate and graduate programs under specific categories at Indian
institutions as per its charter. It is assisted by 10 Statutory Boards of Studies,
namely, UG Studies in Eng. & Tech., PG and Research in Eng. and Tech., Management
Studies, Vocational Education, Technical Education, Pharmaceutical Education,
Architecture, Hotel Management and Catering Technology, Information Technology,
Town and Country Planning.
• In its 25 April 2013 judgement the Supreme Court said “as per provisions of the
AICTE Act and University Grants Commission (UGC) Act, the council has no authority
which empowers it to issue or enforce any sanctions on colleges affiliated with the
 universities as its role is to provide guidance and recommendations.Subsequently
AICTE was getting approval from the Supreme court to regulate technical colleges on
a year to year basis till January 2016, when AICTE got blanket approval for publishing
the Approval Process Handbook and approve technical colleges including
management for the session 2016-17 and in all future sessions.
• In 2016, three important initiatives were taken up by AICTE. First one was a
responsibility given by MHRD to evolve a national MOOCs platform SWAYAM.
Second one is that of launching a Smart India Hackathon-2017 challenging the young
bright talented students of technical colleges to solve the 598 problems of 29
different Government departments. Third one is that of launching of an AICTE’s
Student Start up Policy by Hon. President on Nov 16, during visitors conference from
rashtrapati Bhavan. In 2009, the Union Minister of Education formally
communicated his intentions of closing down AICTE and related body, the University
Grants Commission (UGC). This later led to reforms in the way the AICTE approves
institutes, and to establishing the National Board of Accreditation (NBA) as an
independent body. As of 2013 the AICTE still operates.
• National Education Teacher Council
• National Council for Teacher Education (NCTE) is a statutory body of Indian
government set up under the National Council for Teacher Education Act, 1993 in
1995 is to formally oversee standards, procedures and processes in the Indian
education system. This council functions for the central as well as state governments
on all matter with regard to the Teacher Education and its secretariat is located in
the Department of Teacher Education and National Council of Educational Research
and Training (NCERT). Despite the successful functioning in terms of educational
field, it is facing difficulties in ensuring the maintenance of the standards of teacher
education and preventing the increase in the number of substandard teacher
education institutions in the country.
• National Vocational Education Council
• National council of vocational educational board is a national vocational education
development organized mission promotes by planning commission government of
India to ensure public organized co-operation effort implementation of the
vocational education development plan. The constitution and functioning of public
organized is approved unanimously by the planning commission government of
India. The vocational and educational center is established in accordance with the
government of republic of India (official newsletter of republic of India issue 87/06),
as a public institution for accordance and integration of public interests and the
interests of the social partners in the vocational education and training (article 31
from the law for vocational education and training, from official newsletter issue
71/06 and 117/08). In accordance to article 32 from the above mentioned law, the
center performs specialized supervisions, evaluation, studying, promotion, and
research and development if the vocational training and education, and other tasks
in accordance with the law, and the statute.
• ICAR (Indian Council of Agricultural Research)
• The Indian Council of Agricultural Research (ICAR) is an autonomous organisation
under the Department of Agricultural Research and Education (DARE), Ministry of
Agriculture and Farmers Welfare , Government of India. Formerly known as Imperial
Council of Agricultural Research, it was established on 16 July 1929 as a registered
 society under the Societies Registration Act, 1860 in pursuance of the report of the
Royal Commission on Agriculture. The ICAR has its headquarters at New Delhi. The
Council is the apex body for co-ordinating, guiding and managing research and
education in agriculture including horticulture, fisheries and animal sciences in the
entire country. With 101 ICAR institutes and 71 agricultural universities spread
across the country this is one of the largest national agricultural systems in the
world. The ICAR has played a pioneering role in ushering Green Revolution and
subsequent developments in agriculture in India through its research and technology
development that has enabled the country to increase the production of foodgrains
by 5.4 times, horticultural crops by 10.1 times, fish by 15.2 times, milk 9.7 times and
eggs 48.1 times since 1951 to 2017, thus making a visible impact on the national
food and nutritional security. It has played a major role in promoting excellence in
higher education in agriculture. It is engaged in cutting edge areas of science and
technology development and its scientists are internationally acknowledged in their
fields.
• Indian Institute of Technology
• The Indian Institutes of Technology (IIT) are autonomous public institutes of higher
education, located in India. They are governed by the Institutes of Technology Act,
1961 which has declared them as institutions of national importance and lays down
their powers, duties, and framework for governance etc. The Institutes of
Technology Act, 1961 lists twenty-three institutes (after the last amendment in
2016). Each IIT is an autonomous institution, linked to the others through a common
IIT Council, which oversees their administration. The Minister of Human Resource
Development is the ex-officio Chairperson of IIT Council. As of 2018, the total
number of seats for undergraduate programmes in all IITs is 11,279.
• The first IIT was set up in Kharagpur in 1951, and soon later in Bombay (1958),
Madras (1959), Kanpur (1959) and Delhi (1963). An IIT was then established in
Guwahati in 1994. The University of Roorkee was converted to IIT Roorkee in 2001.
Eight new IITs were set up in Gandhinagar, Jodhpur, Hyderabad, Indore, Patna,
Bhubaneswar, Ropar, and Mandi in 2008-09. Following same selection process since
1972, finally in 2012 the Institute of Technology, Banaras Hindu University was given
IIT status. Another six new IITs in Tirupati, Palakkad, Dharwad, Bhilai, Goa and
Jammu, approved through a 2016 bill amendment were established in 2015-16,
along with the conversion of ISM Dhanbad to IIT Dhanbad. The IITs have a common
admission process for undergraduate admissions, the Joint Entrance Examination –
Advanced, formerly called the IIT-JEE until 2012. JEE Advanced admits students
according to their ranks in the exam. The post-graduate level program that awards
M.Tech., MS degrees, and the doctoral programme that offers Ph.D. in engineering is
administered by the older IITs. M.Tech. and MS admissions are done on the basis of
Graduate Aptitude Test in Engineering (GATE). Additionally, IITs also award other
graduate degrees such as M.Sc in Maths, Physics and Chemistry, MBA, etc.
Admission to these programs of IITs is done through Common Admission Test (CAT),
Joint Admission Test for M.Sc. (JAM) and Common Entrance Examination for Design
(CEED). IIT Guwahati and IIT Bombay offer undergraduate design programmes as
well. Joint Seat Allocation Authority conducts the joint admission process for a total
of 23 IITs, that offer admission for 10,962 seats in 2017.
• The history of the IIT system dates back to 1946 when Sir Jogendra Singh of the
Viceroy’s Executive Council set up a committee whose task was to consider the
creation of Higher Technical Institutions for post-war industrial development in
India. The 22-member committee, headed by Nalini Ranjan Sarkar, recommended
the establishment of these institutions in various parts of India, with affiliated
secondary institutions.
• The President of India is the most powerful person in the organisational structure of
Indian Institutes of Technology, being the ex officio Visitor, and having residual
powers. Directly under the President is the IIT Council, which comprises the minister-
in-charge of technical education in the Union Government, the Chairmen of all IITs,
the Directors of all IITs, the Chairman of the University Grants Commission, the
Director General of CSIR, the Chairman of IISc, the Director of IISc, three members of
Parliament, the Joint Council Secretary of Ministry of Human Resource and
Development, and three appointees each of the Union Government, AICTE, and the
Visitor. Under the IIT Council is the Board of Governors of each IIT. Under the Board
of Governors is the Director, who is the chief academic and executive officer of the
IIT. Under the Director, in the organisational structure, comes the Deputy Director.
Under the Director and the Deputy Director, come the Deans, Heads of
Departments, Registrar, President of the Students’ Council, and Chairman of the Hall
Management Committee. The Registrar is the chief administrative officer of the IIT
and overviews the day-to-day operations. Below the Heads of Department (HOD) are
the faculty members (Professors, Associate Professors, and Assistant Professors).
The Wardens come under the Chairman of the Hall Management Committee.
• The IITs receive comparatively higher grants than other engineering colleges in India.
While the total government funding to most other engineering colleges is around Rs.
10–20 crores (USD 2–4 million) per year, the amount varies between Rs. 90 crores –
130 crores (USD 18–26 million) per year for each IIT. Other sources of funds include
student fees and research funding from industry and contributions from the alumni.
The faculty-to-student ratio in the IITs is between 1:6 and 1:8. The Standing
Committee of IIT Council (SCIC) prescribes the lower limit for faculty-to-student ratio
as 1:9, applied department wise. The IITs subsidise undergraduate student fees by
approximately 80% and provide scholarships to all Master of Technology students
and Research Scholars in order to encourage students for higher studies, per the
recommendations of the Thacker Committee (1959–1961). The cost borne by
undergraduate students is around Rs. 180,000 per annum. After students from SC
and ST categories, physically challenged students will now be the beneficiaries of fee
waiver at the IITs in India.
• The various IITs function autonomously, and their special status as Institutes of
National Importance facilitates the smooth running of IITs, virtually free from both
regional as well as student politics. Such autonomy means that IITs can create their
own curricula and adapt rapidly to the changes in educational requirements, free
from bureaucratic hurdles. The government has no direct control over internal policy
decisions of IITs (like faculty recruitment and curricula) but has representation on
the IIT Council. The medium of instruction in all IITs is English.The classes are usually
held between 7:30 am and 5:30 pm, though there are some variations within each
IIT. All the IITs have public libraries for the use of their students. In addition to a
collection of prescribed books, the libraries have sections for fiction and other
 literary genres. The electronic libraries allow students to access on-line journals and
periodicals. The IITs and IISc have taken an initiative along with Ministry of Human
Resource Development to provide free online videos of actual lectures of different
disciplines under National Program on Technology Enhanced Learning. This initiative
is undertaken to make quality education accessible to all students.
• National institute of technology
• The National Institutes of Technology (NITs) are autonomous public institutes of
higher education, located in India. They are governed by the National Institutes of
Technology Act, 2007, which declared them as institutions of national importance
alongside Indian Institutes of Technology. These institutes of national importance
receive special recognition from the Government of India. The NIT Council is the
supreme governing body of India’s National Institutes of Technology (NIT) system
and all 31 NITs are funded by the Government of India. These institutes are among
the top ranked engineering colleges in India and have one of the lowest acceptance
rates for engineering institutes, of around 2 to 3 percent, second only to the Indian
Institutes of Technology (IITs) in India. All NITs are autonomous which enables them
to set up their own curriculum. The language of instruction is English at all these
institutes.
• NITs offer degree courses at bachelors, masters, and doctorate levels in various
branches of engineering, architecture, management and science. Admission to the
under-graduate courses such as Bachelor of Technology (B.Tech.) and Bachelor of
Architecture (B.Arch) programs in NITs are through the highly competitive Joint
Entrance Examination (Main). Admission to postgraduate courses are through the
Graduate Aptitude Test in Engineering for Master of Technology (M.Tech.) and
Master of Science (M.Sc.) programs, Common Admission Test for Master of Business
Administration (MBA) program and NIMCET for Master of Computer Applications
(MCA) program.
• Since 2015, the Joint Seat Allocation Authority and Centralized Counselling for
M.Tech/M.Arch and M.Plan conduct the admission process for undergraduate and
postgraduate programs respectively in all NITs. As of 2017, the total number of seats
for undergraduate programs is 19,000 and for post graduate programs is 8,050 in all
31 NITs.
• The NITs along with the IITs receive comparatively higher grants than other
engineering colleges in India. Average NIT funding increased to ₹100 crores ($15.4
million) by year 2011. On average, each NIT also receives ₹ 20-25 crore ($3-3.8
million) under World Bank funded Technical Education Quality Improvement
Program (TEQIP I and TEQIP II). Other sources of funds include student fees and
research funding from industry and contributions from the alumni. The faculty-to-
student ratio in the NITs is between 1:7 and 1:9. The cost borne by undergraduate
students is around ₹ 125,000 ($1934) per annum. After students from SC and ST
categories, physically challenged students will now be the beneficiaries of fee waiver
at the NITs in India.
• The various NITs function autonomously, and their special status as Institutes of
National Importance facilitates the smooth running of NITs, virtually free from both
regional as well as student politics. Such autonomy means that NITs can create their
own curricula and adapt rapidly to the changes in educational requirements, free
from bureaucratic hurdles. The medium of instruction in all NITs is English. The
 classes are usually held between 8:30 am and 5:30 pm, though there are some
variations within each NIT. All the NITs have public libraries for the use of their
students. In addition to a collection of prescribed books, the libraries have sections
for fiction and other literary genres. Electronic libraries allow students access to
online journals and other periodicals through the AICTE-INDEST consortium, an
initiative by the Ministry of Human Resource Development. Students also have
access to IEEE documents and journals.
• National Law University
• National Law University, Delhi (NLUD) is a prestigious law university in India, offering
courses at the undergraduate and postgraduate levels. It is situated in Sector-14,
Dwarka, New Delhi, India. NLUD is one of the national law schools in India built on
the five-year law degree model proposed and implemented by the Bar Council of
India. The statute provides for the Chief Justice of the High Court of Delhi to function
as the University’s Chancellor whereas the Vice-Chancellor functions as the chief
administrator.
• The primary objective of the University is to evolve and impart comprehensive and
interdisciplinary legal education that is socially relevant. Through this education, we
aim to promote legal and ethical values and foster the rule of law and the objectives
enshrined in the Constitution of India. Furthermore, the University works toward
dissemination of legal knowledge and its role in national development, so that the
ability to analyse and present contemporary issues of public concern and their legal
implications for the benefit of the public is improved. These processes strive to
promote legal awareness in the community and to achieve political, social and
economic justice. Many believe that the path of liberalization we embarked upon in
the early 90s unleashed India’s potential. Undoubtedly the country has undergone
vast changes in all spheres and we see a more confident India asserting itself on the
global stage. However, this progress has come with very significant challenges to the
country. India’s various social classes are yet to be assimilated; their participation in
the process of governance remains fractured. Cumulative progress needs to be fair
and equitable. And integral to that is a legal system that empowers the marginalised,
is just and fair in letter and spirit, and most importantly, does not use the law as a
tool of oppression. Our sincere endeavor is to make legal education justice
education, as an instrument of social, political and economic change. Each individual
who is part of this institution must be remembered for the promotion of social
justice. Our students will not only be shaped as change agents as the country
achieves its social and developmental goals, but will also be equipped to address the
imperatives of the new millennium and uphold the Constitution of India.
• Indian Institute of Management
• The Indian Institutes of Management (IIMs) are a group of 20 public, autonomous
institutes of management education and research in India. They primarily offer
postgraduate, doctoral and executive education programmes. The establishment of
IIMs was initiated by Jawaharlal Nehru, the first Prime Minister of India, based on
the recommendation of the Planning Commission. IIMs are registered as societies
under the Indian Societies Registration Act. Each IIM is autonomous and exercises
independent control over its day-to-day operations. However, the administration of
all IIMs and the overall strategy of IIMs is overseen by the IIM Council. The IIM
Council is headed by India’s Minister of Human Resource Development and consists
 of the chairpersons and directors of all IIMs and senior officials from the Ministry of
Human Resource Development of the Government of India. The two-year Post
Graduate Programme in Management (PGP), offering the Post Graduate Diploma in
Management (PGDM), is the flagship programme across all IIMs. These post-
graduate diploma programmes are considered the equivalent of regular MBA
programmes. Some IIMs also offer a one-year post-graduate diploma programme for
graduates with more work experience. Some IIMs offer the Fellow Programme in
Management (FPM), a doctoral programme. The fellowship is considered to be
equivalent to a PhD globally. Most IIMs also offer short-term executive
education/EMBA courses and part-time programmes. Some IIMs also offer unique
programs, like IIM Indore’s Five Year Integrated Programme in Management and IIM
Lucknow’s Working Managers’ Programme of three years.
• After India became independent in 1947, the Planning Commission was entrusted to
oversee and direct the development of the nation. India grew rapidly in the 1950s,
and in the late 1950s the Commission started facing difficulties in finding suitable
managers for the large number of public sector enterprises that were being
established in India as a part of its industrial policy. To solve this problem, the
Planning Commission in 1959 invited Professor George Robbins of UCLA to help in
setting up an All India Institute of Management Studies. Based on his
recommendations, the Indian government decided to set up two elite management
institutes, named Indian Institutes of Management. Calcutta and Ahmedabad were
chosen as the locations for the two new institutes.
• The institute at Calcutta was established first, on 13 November 1961, and was
named Indian Institute of Management Calcutta or IIM Calcutta. It was set up in
collaboration with the MIT Sloan School of Management, the government of West
Bengal, the Ford Foundation, and Indian industry. The institute at Ahmedabad was
established in the following month and was named the Indian Institute of
Management Ahmedabad. Like MIT Sloan in the case of IIM Calcutta, Harvard
Business School played an important role in the initial stages of IIM Ahmedabad.
• In 1972, a committee headed by Ravi J. Matthai took note of the success of the two
established IIMs and recommended the setting up of two more IIMs. Based on the
committee’s recommendation, a new IIM, originally intended to cater exclusively to
the needs of public sector enterprises, was established in Bangalore (IIM Bangalore)
the next year. In 1981, the first IIM Review Committee was convened to examine the
progress of the three existing IIMs and to make recommendations. The committee
noted that the three IIMs were producing around 400 PGP graduates every year and
that they had reached their optimum capacity. It proposed the opening of two more
IIMs to meet the rising demand for management professionals. It also recommended
expanding the Fellowship programmes, similar to PhD programmes, to meet the
growing demand for faculty in management schools in India. The fourth IIM, IIM
Lucknow, was established in 1984 based on the committee’s recommendation.
• Two more IIMs, the fifth and sixth, were established at Kozhikode and Indore in
1996. IIM Shillong was the seventh IIM to be established, following a 2005 decision
by the Government of India; its foundation stone was laid on 1 December 2007; and
its first academic session was 2008–09. Since 2007, fourteen new IIMs have been set
up, bringing the total number of IIMs to 20, IIM-Jammu being the latest one, starting
in 2016.
• Polytechnic
• Courses offered by polytechnics include 3 year diploma courses such
as Architectural Assistantship, Civil Engineering, Electrical Engineering,
Instrumentation & Control, Mechanical Engineering, Information Technology,
Computer Science & Engineering, Chemical Engineering, Dairy Engineering, Textile
Technology, Textile Chemistry, Glass and Ceramic Engineering, Printing Technology,
Leather Technology, Interior Decoration & Design, Agriculture Engineering, Fashion
Designing and Garment Technology, Paint Technology, Plastic & Mould Technology,
Textile Design, Hotel Management & Catering Service, Air Craft Maintenance,
Avionics. Also on offer in such polytechnics are 2 year diploma courses like Modern
Office Management & Secretarial Practice, Library and Information Science,
Pharmacy, Post Graduate Diploma in Computer Application, Home Science, Material
Management, Commercial Practice, Mass Communication.
• Industrial training institute
• Industrial Training Institutes and Industrial Training Centers are post-secondary
schools in India constituted under Directorate General of Employment & Training
(DGET), Ministry of Skill Development and Entrepreneurship, Union Government to
provide training in various trades.
• Directorate of Training and Technical Education is entrusted with the responsibility
of providing trained technical manpower for the technological upgradation of
industrial production, services, productivity and innovation, contributing to the
planned growth of the country’s economy. With a view to achieving the above
objective, Department strives for systematic planning, development,
implementation, monitoring and evaluation of programmes and policies relating to
technical/vocational education. With the stress on the planned and systematic
expansion for appropriate industrial growth of the National Capital Territory of Delhi,
particularly in the context of globalisation and liberalization of economy, this
Department has made significant strides in the field of technical and vocational
education.