1. UGC NET Resources: Unit X: Higher Education System 1
Resources compiled by Dr. K. Thiyagu, CUKerala
UNIT X
HIGHER EDUCATION SYSTEM
Topics:
 Institutions of higher learning and education in ancient India.
 Evolution of higher learning and research in Post-Independence India.
 Oriental, Conventional and Non-conventional learning programmes in India.
 Professional, Technical and Skill Based education.
 Value education and environmental education.
 Policies, Governance, and Administration
Institutions of Higher Learning and Education in Ancient India
The history of education in ancient India is fascinating and is recorded and can be
tracked to the ancient era. Education in ancient India began around the 3rd century B.C with
elements of religious training and impart of traditional knowledge. Sages and scholars imparted
education orally. Palm leaves and barks of trees were used for writing. In ancient India, both
formal and informal ways of education system existed. Indigenous education was imparted at
home, in temples, pathshalas, tols, chatuspadis, and gurukuls. There were people in homes,
villages, and temples who guided young children in imbibing pious ways of life. Temples were
also the centers of learning and took interest in the promotion of knowledge of our ancient
system. Students went to viharas and universities for higher knowledge.
Ancient Indian Education had been evolved strictly on the foundations of Indian
epistemological and philosophical traditions. The idea of the ephemerality of life and the world,
the concept of ultimate death, and the futility of mundane pleasures had provided them with a
special angle of vision. The entire educational tradition originated in these 4 principles.
Four Vedas
The Vedas regarded as the oldest among the literature’s of the world, are the original
sources of the philosophy of life in ancient India. A study of these Vedas will enable one to get
a thorough knowledge not only of the philosophy of life but also of the whole fabric of ancient
Indian culture. Consequently, the entire literature and philosophy of India,
The Upanishads, the Smritis, and the Puranas, all acknowledge the superiority of Vedas.
The Vedas occupy a very important place in the Indian life. The 6 basis of Indian culture lies
in the Vedas, which are four in number Rigveda, Samaveda, Yajurveda and Atharvaveda.
Gurukula
 Education in ancient India was more identified with the Gurukula system.
 These ancient Hindu schools in India were residential in nature with the sishyas or
students living in the same house with the Guru or the teacher.
 The students lived together irrespective of their social standing.
The Curriculum of Vedic Education, Methods and key aspects of Vedic era
 The Vedic knowledge was imparted by the Guru or the teacher to the pupil through
regulated and prescribed pronunciation, which the pupil would commit to memory,
having listened to it alternatively.
 Two methods of teaching were being practiced during the Vedic period. The first
method was Oral and the second was based on Chintan i.e. thinking.
 The admission was made by the formal ceremony Upanayana or initiation by which the
pupil left the home of his natural parents for that of the preceptor

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 The discipline of brahmacharya or celibacy was compulsory. Though a married youth
was entitled to get an education, yet he was denied the right of being a residential pupil.
 Broadly there existed three types of institutions namely Gurukulas,
Parishads(Academies) and Sammelans (Conferences) in that age.
Education in the Sturas and Epics
 The period of the Vedic literature was followed by that of Sutra literature. It falls
between 600 B.C and 200 B.C. The growth of Vedic literature had become so vast and
diffused that the need was strongly felt to evolve some practicable method as may
epitomize conveniently the huge mass of Vedic literature.
 In this age, the rules and regulations of education were manifested mainly in the form
of Dharma-Sutras. These Dharma- Sutras embodied the principles of social conduct and
a code of duties for the teachers and students.
Education in Buddhist Era
 The main aim of education in the Buddhist period was the purity of character. Therefore,
like the Vedic educational system, they also emphasized much on the practice and training
for pure character instead of the psychological development of the students.
 Also, the main aim was to propagate Buddhism, some Acharya gave importance to tours for
educating the students. After the completion of education, the students were encouraged to
gain the practical and real form of the theoretical knowledge gained by them undertaking
long trips. Thus, their knowledge became solid and evident.
 At the beginning (Pratipada) and close (Purnima) of each month learned people used to
assemble together. This type of assembling together was a very important part of Buddhist
education.
 In higher education, religion, philosophy, military science, medicine, and other difficult
subjects were taught. The Vedas were also studied for acquiring comparative knowledge;
nevertheless, the Atharvaveda was not included in the curriculum up to the Jataka period.
 Many monasteries/viharas were set up for monks and nuns to meditate, debate, and discuss
with the learned for their quest for knowledge during this period. Around these viharas,
other educational centers of higher learning developed, which attracted (monastery a place
where monks line and worship) students from China, Korea, Tibet, Burma, Ceylon, Java,
Nepal, and other distant countries.
 In the Buddhist period, there were many such centers where foreign students used to come
for higher education. Among such centers, Takshila was notable. It might be called the
spiritual capital of India of the time.
Major Educational Centers and Universities in Ancient India
#1 Takshashila Or Taxila
In ancient times, Takshashila was a noted center of learning, including religious
teachings of Buddhism, for several centuries. It continued to attract students from around the
world until its destruction in the 5th century CE.
 Being situated at a distance of 20 miles in the West of Rawalpindi, Taxila was the
capital of Gandhar Kingdom. According to Valmiki Ramayana, Prince 36 Bharat
founded this city and appointed his son Taksha as the ruler of the territory.
 Takshashila was an ancient Indian city, which is now in north-western Pakistan. It is an
important archaeological site and the UNESCO declared it to be a World Heritage Site
in 1980.
Its fame rested on the University, where Chanakya is said to have composed his
Arthashastra. Archaeologist Alexander Cunningham discovered its ruins in the mid-19th

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century. It was an early Buddhist center of learning. Well-known graduates of this university
include Chanakya, Panini, Charaka, Vishnu Sharma, Jivaka, etc. This is the world’s oldest
university.
#2 Nalanda
In the province of Bihar, situated at a distance of 40 miles southwest of modern Patna
and seven miles north of Rajgriha, Nalanda was a famous cultural and educational center of
Northern India. Nalanda was an ancient center of higher learning in Bihar from 427 BCE to
1197 CE. The university was established in the 5th century CE.
 It was dedicated to Buddhist studies, but it also taught fine arts, medicine, mathematics,
astronomy, politics and the art of war. Nalanda’s importance comes from its Buddhist
roots as a center of learning.
 Nalanda reached its zenith of progress at the hands of the kings of the Gupta dynasty.
Kumaragupta I (414-445 A.D.) built a monastery there. A big and strong enclosing wall
having only one gateway marked off the entire university area.
 The center had a nine-story library and dormitories for students, housing 10,000 students
in the and providing accommodations for 2,000 professors.
 Hsuan Tsang, the famous pilgrim from China studied and taught for 5 years in the 7th
century CE.
 The admittance examination in Nalanada was not easy and according to Hieun-Tsang
only about 20 percent of the students 38 succeeded in this examination. The minimum
age limit was twenty years for admission into the university. Education, board, and
lodging were provided to the students free of cost by the university.
 For around 700 years, between the 5th and 12th centuries, Nalanda was a center of
Buddhist studies in the ancient world. It is said that a great fire wiped out the library of
over 9 million manuscripts and at the beginning of the 12th century.
 Nalanda, the unique symbol of Indian philosophy, arts and civilization after a glorious
career of 700+ years, fell a prey to barbarism of the Mohammedan conqueror named
Bakhtiar Khilzi towards the end of the 12th century A.D. He destroyed the University
and put the library on fire and the innocent monks and students were ruthlessly
massacred.
A historian writes, “The University of Nalanda was the educational center of international
moral comparable in the universalism of its thought, the wide range of its studies, the
international character of its community to the greatest universities of modern time like Oxford,
Cambridge, Paris, and Harvard.”
#3 Valabhi
 Another important education center of Buddhist period was Valabhi, capital seat of the
Maitraka Kings between 475 and 775 A.D. It can aptly be regarded as the rival of
Nalanda in fame and educational importance
 Hiuen-Tsang, I-Tsing too had found Valabhi in the western side of India as glorious as
Nalanda and students from every part of India would flock there for education
 This University was known for its training in secular subjects and had students from all
over the. Owing to its high quality of education, graduates of this university were
generally offered higher posts.
#4 Vikramshila
The Vihara of Vikramshila was established by the famous Emperor Dharampala of the
Pal dynasty in the 8th century in Northern Magadh at a beautiful hill on the bank of the river
Ganges.

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 In Vikramshila 108 scholars were appointed as the incharge and Acharyas of the various
temples. Six additional Pandits were also appointed for general management. In all,
there were 144 permanent scholars in the University.
 The university was later organized into six colleges. In the center, there was the central
big building having six gates connected with each other.
 The main subjects of the study were vyakaran, Logic, Philosophy, Tantra Shastra, and
Karamkanda. Later on, Tantra Shastra gained prominence.
 Degrees were conferred on the graduates and post-graduates at the time of Samavartana
(Convocation) by the rulers of Bengal.
 Vikramshila University was destroyed by Bhaktiyar Khilji in 1203 A.D. It is said that
the Muslims took the Vihar as a fort and they killed most of the monks.
#5 Mithila
In the Upanishadic age, Mithila became a prominent seat of the Brahmanical system of
education. It was named Videha. Raja Janak used to hold religious conferences, wherein
learned Rishis and pandits took part in religious discussions.
 From 12th century to 15th century, Mithila had been an important center of learning and
culture; and besides literature and fine arts, scientific subjects were also taught there.
There was a Nyaya Shastra too. Gangesha Upadhyaya founded a school of New Logic
(Navya-Nyaya).
 Even upto the period of Mughal Emperor Akbar, it continued to flourish as an important
center of education and culture credited with country-wide repute. It was famous
especially for its Nyaya (jurisprudence) and TarkaShastra (Logic)
#6 Odantapuri
 Odantpuri could not attain that level of fame and repute which either Nalanda or
Vikramshila had accomplished. Still nearly 1000 monks and students resided and
received education there.
 This was established by Dharmapala of Pala dynasty during late 8th century in
Magadha.
 According to the ancient Tibetan records there were about 12,000 students studying at
this university.
#7 Somapura
 This again was established by Dharmapala of Pala dynasty during late 8th century in
Bengal. The University spread over 27 acres of land of which the main complex was
one of the largest of its kind.
 It was a major center of learning for Buddhism, Jainism, and Hinduism. Ornamental
terracotta on its outer walls depicts the influence of these three traditions
#8 Nadia
Nadia was formerly called Navadweep. It is situated at the confluence of the Ganga and
Jalangi rivers in Bengal. It was the center of trade and commerce as well as learning and culture.
 The importance of Nadia grew still more as a result of the downfall of Nalanda and
Vikramshila and it began to be regarded as an eminent center of Hindu culture and
education.
 Education in Nadia University was imparted at three centers namely- Navadweep,
Shantipur, and Gopaalpura. Sometimes students studied here for 20 years

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Evolution of Higher Learning and Research in Post-Independence India
India has always been identified as a knowledge hub since the beginning of human
civilization. Indian higher education system has been witnessing metamorphic changes and
challenges through the years, i.e., from the ancient Gurukul system to the modern technology-
based learning system have changed the lives of millions of people.
Radhakrishnan Commission (1948-49)
 The first major commission to study the state of the universities in India after
independence was the Radhakrishnan Commission (also known as the University
Education Commission) in 1948-49.
 The Commission was appointed with the specific aim ‘to report on Indian University
Education and suggest improvements and extensions that may be desirable to suit the
present and future requirements of the country’.
 A major chapter in the Radhakrishnan Commission report was devoted to the problem
of the medium (language) of instruction at the university level.
 The most significant recommendation of the Commission was that a University Grants
Commission modeled on the University Grants Committee in Great Britain be set up as
a liaison between the central government and the universities.
 This last recommendation became a reality in 1956 when the University Grants
Commission (UGC) was established by an act of Parliament that stated that “The
Constitution of India vests Parliament with the exclusive authority in regard to
coordination and determination of standards in institutions of higher education and
research and scientific and technical institutions.”
Secondary Education Commission ( Mudaliar Commission)
The Secondary Education Commission was appointed by the Government of India
Resolution on 23rd September 1952 under the Chairmanship of Dr. A. Lakshmanaswami
Mudaliar, Vice-Chancellor, Madras University to examine the prevailing system of secondary
education in the country. It was aimed to suggest measures for its reorganization and
improvement with reference to the aims, organization and content of secondary education, its
relationship to primary and higher education, and the interrelation of secondary schools of
different types.
Kothari Commission 1964
The Commission was appointed under the provision of a resolution of the Government
of India, dated 14th July, 1964and it began its task on October 2, 1964. The Commission
included eminent educationists in diverse fields from India and abroad. It consisted of total 17
members, where 14 members, 1 member – secretary, 1 Associate – Secretary, and Dr. D.S.
Kothari, chairman of the U.G.C. was appointed as the chairman of the commission. Therefore,
it is also known as the Kothari Commission. The Commission submitted its report to the
Government on June 29, 1966. It was laid on the Table of the House on August 29, 1966.The
report of the Commission is a voluminous document of about 700 pages. It has been hailed as
referred for all change and reform in Education.
Ramamurthy Review Committee-
The committee to review the National Policy on Education 1986, was formed on 7
November 1990 with Acharya Ramamurthy as Chairman and sixteen others as members. This
Committee ‘s report bears the title ―Towards an Enlightened and Humane Society‖. The
Committee was appointed to review the National Policy on Education 1986 and make
recommendations regarding the revision of the policy and action necessary for the
implementation of the revised policy within a time frame.

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Oriental, Conventional and Non-conventional learning programmes in India
Oriental Education
Orthodox education involved three basic process, in which it included
 Sravana’ – Sage of acquiring knowledge of Shrutis by listening
 Manana – Meaning pupils to think, analyse themselves about what they heard
 Nidhyasan – Meaning comprehension of truth and apply into real life.
Institute of Oriental Learning in India
 Adyar Library and Research Center
 Asiatic Society
 Bhandarkar Oriental Research Institute
 Ganganath Jha Kendriya Sanskrit Vidyapeeth
 Kuppuswami Sastri Research Institute
 Madras Sanskrit College
 Mythic Society
 Oriental Institute
 Oriental Manuscripts Library
 Oriental Research Institute
 Oriental Research Institute
 Sanskrita Academy
 Sanskrita Sahitya Parishat
 The Government Sanskrit College
 Sarasvati Mahal Library
 Vishveshvaranand Vishvabandhu Institute of Sanskrit and Indological Studies
Conventional teaching
It is basically passive learning where, the child’s listen to teacher and follows direction
from the teacher who set the pace of instruction. Students provided with knowledge, skills and
experience.
Non-Conventional teaching
Active learning, where the moves freely, choosing here own work and the pace at which it is
being done. Teacher, if any may just be facilitator. General development of students and
mastering of learning modules.
Professional, Technical and Skill Based Education
Statutory Bodies
Regulatory Bodies
University Grants Commission
All India Council of Technical Education
(AICTE)
National Council for Teacher Education
(NCTE)
National Council Of Educational Research
And Training(NCERT)
Medical Council of India (MCI) Central Council for Indian Medicine (CCIM)
Dental Council of India (DCI) Indian Nursing Council (INC)
RUSA – Rashtriya Uchchatar Shiksha
Abhiyan
Pharmacy Council of India (PCI)
Council of Architecture Distance Education Council (DEC)
Bar Council of India (BCI) Central Council of Homeopathy (CCH)
Rehabilitation Council of India
Indian Council for Agricultural Research
(ICAR)

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Apex Educational Bodies in India
National Assessment and Accreditation Council (NAAC)
The National Policy on Education in 1986 initiated the idea of quality assurance in
higher education in India. It was after this that the National Board of Accreditation (NBA) was
formed under the All India Council for Technical Education (AICTE) and the National
Assessment and Accreditation Council (NAAC) under the UGC.
The NAAC was established as an independent body under the UGC in 1994 with the
objective of maintaining quality higher education in India. Specifically, the NAAC accredits
central, state, private, and Deemed-to-be-Universities, institutions of national importance, and
affiliated and autonomous colleges. Higher education institutions are eligible for accreditation
only after they have had two rounds of graduates, or have been in existence for six years;
whichever comes first.
The University Grants Commission (Mandatory Assessment and Accreditation of Higher
Educational Institutions) Regulations 2012 mandates that all universities, institutions, and
colleges be accredited by an accreditation agency.
Evaluation by the NAAC has based on seven criteria:
 Curricular Aspects
 Teaching-Learning and Evaluation
 Research, Consultancy, and Extension
 Infrastructure and Learning Resources
 Student Support and Progression
 Governance, Leadership, and Management
 Innovations and Best Practices
Accreditation grades are A, B, C, or D and based on the cumulative grade point average
(CGPA) of the scores received on the criteria listed above and sub-sections known as Key
Aspects. The CGPA is derived by taking into account a weighted score of the key aspects and
criteria, and a weighted average of the criteria points. A grade of A, B, or C, means that the
institution has been accredited. They stand for ‘very good’, ‘good’, and ‘satisfactory’,
respectively. A grade of D is unsatisfactory and is not accredited by the NAAC. The points for
each of the criteria are allotted differently for universities, autonomous colleges, and affiliated
colleges accounting for the difference in the way each functions.
National Board of Accreditation (NBA)
The NBA was established by the AICTE in 1994 with the purpose of evaluating technical
programs. It became an autonomous accreditation body in January 2010, with a mission to
ensure that technical and professional institutions, including those in the engineering,
technology, architecture, pharmacy, and hospitality fields are providing relevant and quality
education. The accreditation process starts with a Self-Assessment Report (SAR) which is to
be filled out by the institution for the programs that are applying for accreditation.The SAR
covers the following criteria:
1. Vision, Mission, and Program Educational Objectives
2. Program Outcomes
3. Program Curriculum
4. Students’ Performance
5. Faculty Contributions
6. Facilities and Technical Support
7. Academic Support Units and Teaching-Learning Process
8. Governance, Institutional Support and Financial Resources
9. Continuous Improvement

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Once the SAR is completed, the NBA constructs a team of one chairperson and two
evaluators to evaluate the program. The team prepares a pre-visit report based on their
observations of the SAR. A three-day visit to the program is set-up for the evaluators to note
the strengths, weaknesses, concerns, and deficiencies of the program based off of the criteria.
The NBA assigns the institution one of three possible statuses for
accreditation: Accredited,
Provisionally Accredited, or Not Accredited. The institute receives a status of Accredited
for five years if it gets a minimum of 750 points and a minimum of 60 per cent in each of the
nine criteria.
University Grants Commission(UGC)
The University Grants Commission(UGC) is a statutory organization established by
an Act of Parliament in 1956 for the coordination, determination, and maintenance of standards
of university education. Apart from providing grants to eligible universities and colleges, the
Commission also advises the Central and State Governments on the measures which are
necessary for the development of Higher Education. It functions from New Delhi as well as its
six Regional offices located in Bangalore, Bhopal, Guwahati, Hyderabad, Kolkata, and Pune.
More details about UGC and functioning is covered in Higher Education Framework
National Council of Educational Research and Training(NCERT)
The National Council of Educational Research and Training is an autonomous
organisation of the Government of India that was established on 1 September 1961 as a literary,
scientific and charitable Society under the Societies’ Registration Act. Its headquarters are
located at Sri Aurobindo Marg in New Delhi. NCERT is the apex body for curriculum related
matters for school education in India. It assists and advises the Central and State Governments
on academic matters related to school education. It also provides support and technical
assistance to a number of schools in India and oversees many aspects of enforcement of
education policies.
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,
The major constituent units of NCERT which are located in different regions of the
country are:
 National Institute of Education (NIE), New Delhi
 Central Institute of Educational Technology (CIET), New Delhi
 Pandit Sundarlal Sharma Central Institute of Vocational Education (PSSCIVE),
Bhopal
 Regional Institute of Education (RIE), Ajmer
 Regional Institute of Education (RIE), Bhopal
 Regional Institute of Education (RIE), Bhubaneswar
 Regional Institute of Education (RIE), Mysore
 North-East Regional Institute of Education (NERIE), Shillong
Central Board of Secondary Education (CBSE)
CBSE is another main governing body of the education system in India. It comes under
the purview of the Central Government. It is a Board of Education for public and private
schools. The board conducts final examinations every spring for All India Senior School
Certificate Examination (AISSCE) for Class 10 and 12. The board also annually conducts the

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AIEEE exam for admission to undergraduate courses in engineering and architecture in
numerous colleges of India. It also conducts AIPMT – All India Pre Medical Test for admission
to major medical colleges in India.
Council of Indian School Certificate Examination (CISCE)
CISCE is a private, non-governmental board of school education in India. It conducts
two examinations ‘Indian Certificate of Secondary Education (ICSE)‘and ‘Indian School
Certificate (ISC)‘. ICSE is an examination meant for those Indian students who have just
completed their 10th class. ISC is a public examination conducted for those studying in 12th
class.
National Institute of Open Schooling (NIOS)
NIOS – It is an educational board of national level established by the Government of
India and the Ministry for Human Resource Development. This board meets the educational
needs of students who cannot attend regular schools. The National Institute of Open Schooling
(NIOS) formerly known as National Open School (NOS) was established in November 1989
as an autonomous organisation in pursuance of National Policy on Education 1986 by the
Ministry of Human Resource Development (MHRD), Government of India. NIOS is providing
a number of Vocational, Life Enrichment and community oriented courses besides General and
Academic Courses at Secondary and Senior Secondary level. It also offers Elementary level
Courses through its Open Basic Education Programmes (OBE).
National Council for Teacher Education (NCTE)
The National Council for Teacher Education is a statutory body set up under the
National Council for Teacher Education Act, 1993 to facilitate planned and coordinated
development of the teacher education system in the country, and for regulation and proper
maintenance of norms and standards in the teacher education system. NCTE is a national-level
statutory body of the Government of India, established in 1995. Its objective is to plan co-
ordinated development of the teacher education system, regulate, maintain and monitor norms
and standards in teacher education.
All India Council of Technical Education (AICTE)
All India Council for Technical Education has been established under the AICTE Act,
1987. The council is authorized to take all steps that are considered appropriate for ensuring
coordinated and integrated development of technical education and for maintenance of
standards. The Council may, amongst other things:
 coordinate the development of technical education in the country at all levels;
 evolve suitable performance appraisal system for technical institutions and universities
imparting technical education, incorporating norms and mechanisms for enforcing
accountability;
 lay down norms and standards for courses, curricula, physical and instructional facilities,
staff pattern, staff qualifications, quality instruction, assessment and examinations;
 grant approval for starting new technical institutions and for the introduction of a new
course or programmes in consultation with the agencies concerned.
Council for Agriculture Research (ICAR)
The Indian Council of Agricultural Research (ICAR) is an autonomous organisation
under the Department of Agricultural Research and Education (DARE), Ministry of Agriculture
and Farmers Welfare, Government of India. Formerly known as Imperial Council of
Agricultural Research, it was established on 16 July 1929 as a registered society under the
Societies Registration Act, 1860 in pursuance of the report of the Royal Commission on
Agriculture. ICAR has established various research centres in order to meet the agricultural
research and education needs of the country. It is actively pursuing human resource
development in the field of agricultural sciences by setting up numerous agricultural
universities spanning the entire country. It provides funding to nearly 30(Thirty) State

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Agricultural Universities, one Central University and several Deemed Universities. These
universities employ about 26,000 scientists for teaching, research and extension education; of
these over 6000 scientists are employed in the ICAR supported coordinated projects.
All India Management Association (AIMA)
The All India Management Association (AIMA) is the national apex body of the
management profession in India. AIMA was created with the active support of the Government
of India and Industry in 1957.
 The All India Management Association (AIMA) in India with over 30,000 members
through 67 Local Management Associations affiliated to it.
 AIMA has formed over 60 years ago and is a non-lobbying, not for profit organization,
working closely with industry, Government, academia and students, to further the cause
of the management profession in India
 AIMA carries out a range of management related activities and initiatives such as
Distance Management Education, Management Development Programs, Research and
Publications, Testing Services, and National events and competitions.
The association is represented on a number of policy-making bodies of the Government
of India and national associations including All India Council for Technical Education
(AICTE), which is the apex regulatory body for professional education in the country under
the Ministry of Human Resource Development; National Board of Accreditation (NBA);
Association of Indian Management Schools, Hyderabad; National Productivity Council, New
Delhi.
Bar Council of India(BCI)
The Bar Council of India is a statutory body created by Parliament to regulate and
represent the Indian bar. We perform the regulatory function by prescribing standards of
professional conduct and etiquette and by exercising disciplinary jurisdiction over the bar.
The Bar Council of India was established by Parliament under the Advocates Act, 1961. The
following statutory functions under Section 7 cover the Bar Council’s regulatory and
representative mandate for the legal profession and legal education in India.
 BCI also sets standards for legal education and grants recognition to Universities whose
degree in law will serve as qualification for enrolment as an advocate.
 On April 10, 2010, the Bar Council of India resolved to conduct an All India Bar
Examination that tests an advocate’s ability to practice law. It is required for an advocate to
pass this examination to practice law.
 This examination is held biannually and tests advocates on the substantive and procedural
law.
 BCI founded the National Law School of India University for research and instruction of
law.
Centre for Development of Advanced Computing(C-DAC)
Centre for Development of Advanced Computing (C-DAC) is the premier R&D
organization of the Ministry of Electronics and Information Technology (MeitY) for carrying
out R&D in IT, Electronics and associated areas. The setting up of C-DAC in 1988 itself was
to built Supercomputers in context of denial of import of Supercomputers by the USA. Since
then C-DAC has been undertaking the building of multiple generations of Supercomputer
starting from PARAM with 1 GF in 1988.
Central Hindi Directorate(CHD)
The Central Hindi Directorate was established on March 1, 1960, by Government of
India under the then Ministry of Education (now Ministry of Human Resource Development),

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Department of Higher Education to promote and propagate Hindi as well as to develop it as a
link language throughout India in pursuance of Article 351 of the Constitution of India. The
Headquarters of the Central Hindi Directorate is located at New Delhi. Its regional offices are
located at Chennai, Kolkata, Hyderabad and Guwahati. Since its inception, the Directorate has
been implementing a number of schemes for the promotion and development of Hindi. CHD
conducts correspondence courses for teaching the Hindi language to non – Hindi speaking
Indians and foreigners. CHD also prepares dictionaries and conversational books that are Bi-
lingual, Trilingual and Multi-lingual.
Central Institute of Educational Technology(CIET)
Central Institute of Educational Technology(CIET), a constituent unit of NCERT, came
into existence in the year 1984 with the merger of the Center for Educational Technology and
Department of Teaching Aids. Its major aim is to promote utilization of educational
technologies viz., radio, TV, satellite communications and cyber media either separately or in
combinations and its appropriate use to enhance learning and improve productivity in
classrooms and schools. To advise and coordinate (a) academic and technical programmes of
the five State Institutes of Educational Technology (SIETs) (b) implementation of the National
Policy of ICT for School Education, ICT@Schools Scheme. The Institute undertakes various
activities to widen educational opportunities promote equity and improve the quality of
educational processes at the school level.
 Developed ICT curriculum for students and teachers
 Developed National Repository of Open Educational Resources (NROER)
 Organized training programmes for teachers and teacher educators of 15 States/UTs through
face to face and distance mode
 Organized All India Children’s Educational Audio Video Programmes, Contests and
National ICT Award for school teachers
 Disseminate e-contents through telecast/broadcast on DD -1, Gyan Vani, Gyan Darshan
channels and sales mechanism
Central Institute of English and Foreign Languages(CIEFL)
The Central Institute of English and Foreign Languages – CIEFL is a National Institute
for providing higher education in English and other Foreign Languages in India. The EMRC
functions under the control of CIEFL. In fact, Educational Media Research Centre, CIEFL,
Hyderabad came into being in 1985. The institute serves the purpose to tap the potential of
television as an educational tool and to make quality higher education accessible to students of
small and remote places utilizing the rapidly expanding television network in the country. The
English and Foreign Languages University, Hyderabad, was founded in 1958 as the Central
Institute of English (CIE). The CIEFL is the only university in India of its kind exclusively
devoted to learning and teaching of English and other Foreign languages in demand. As of
Now, CIEFL offers language programmes in English, Arabic, French, German, Japanese,
Russian and Spanish. Presently, the CIEFL has three campuses – Hyderabad, Lucknow and
Shillong.
Central Institute of Indian Languages(CILL)
The Central Institute of Indian Languages (CIIL) at Mysore, a subordinate office of the
Ministry of Human Resource Development, was set up in 1969 to help in evolving and
implementing the language policy of Government of India and to coordinate the development
of Indian Languages by conducting research in the areas of language analysis, language
pedagogy, language technology and language use in the society. The Institute promotes Indian
languages through several comprehensive schemes.

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Development of Indian Languages
The Scheme seeks to develop Indian languages through research, development of
human resource and the production of materials in modern Indian languages, including tribal/
minor/ minority languages.
Regional Language Centers (RLCs)
There are seven Regional Language Centers located at Bhubaneswar, Pune, Mysore,
Patiala, Guwahati, Solan and Lucknow. The centers work for the implementation of the three
language formula of the Government and preparation of instructional materials. The RLCs
conduct teacher-training programmes wherein the secondary school teachers deputed by States
and Union Territories are trained in languages other than their mother tongue.
Commission of Scientific and Technical Terminology (CSTT)
The Commission for Scientific & Technical Terminology (CSTT) was set up on
December 21, 1960 by a resolution of Government of India under the proviso to Clause (4) of
Article 344 of the Constitution with the objective to evolve and define scientific and technical
terms in Hindi and all Indian languages; publish glossaries, definitional dictionaries,
encyclopedia.; to see that the evolved terms and their definitions reach the students, teachers,
scholars, scientists, officers etc., to ensure proper usage/ necessary updating/ correction/
improvement on the work done (through workshops/ seminars/ orientation programmes) by
obtaining useful feedback; to coordinate with all States to ensure uniformity of terminology in
Hindi and other Indian languages.
Council of Architecture(COA)
The Council of Architecture (COA) was constituted under the provisions of the
Architects Act, 1972, enacted by the Parliament of India.The Act provides for registration of
Architects, standards of education, recognized qualifications and standards of practice to be
complied with by the practicing architects. The Council of Architecture is responsible to
regulate the education and practice of profession throughout India besides maintaining the
register of architects. Any person desirous of carrying on the profession of “Architect” must
register himself with Council of Architecture.
The Council of Architecture (COA) has been constituted by the Government of India
under the provisions of the Architects Act, 1972, enacted by Parliament, which came into force
on September 1, 1972. The Act provides for registration of Architects and matters connected
therewith.
Council of Scientific and Industrial Research(CSIR)
The Council of Scientific and Industrial Research abbreviated as CSIR was established
by the Government of India in September of 1942 as an autonomous body that has emerged as
the largest research and development organization in India. CSIR’S objective is to develop new
tools and applications for the industrial segment of the country and to accelerate the scientific
and technological progress of the country. Recently, CSIR has undertaken several initiatives to
translate laboratory leads to marketable/value-added technologies/products and thereby
enhance interactions and connect to stakeholders for enabling ease of doing technology
licensing.
Theme Directorates have been formed and cover following specific sectors:
 Aerospace, Electronics, and Instrumentation & Strategic Sectors;
 Civil Infrastructure & Engineering;
 Ecology, Environment, Earth & Ocean Sciences and Water;
 Mining, Minerals, Metals and Materials;
 Chemicals (including leather) and Petrochemicals;

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 Energy (conventional and non-conventional) and Energy devices;
 Agri, Nutrition & Biotech; and
 Healthcare.
Dental Council of India(DCI)
Dental Council of India is a Statutory Body incorporated under an Act of Parliament
viz. The Dentists Act, 1948 (XVI of 1948) to regulate the Dental Education and the profession
of Dentistry throughout India and it is financed by the Govt. of India in the Ministry of Health
& Family Welfare (Department of Health) through Grant-in-aid. DCI, a statutory body has
representatives of the Central Government, State Government, Universities, Dental Colleges,
Medical Council of India and the Private Practitioners of Dentistry. It was constituted with a
view to regulating the dental education, dental profession and dental ethics.
Medical Council of India (MCI)
The Medcial Council of India (MCI) was set up by the Indian Medical Council Act, 1956,
amended in 1993. The council is empowered to prescribe minimum standards for medical
education required for granting recognized medical qualifications by universities or medical
institutions in India. The
Pharmacy Council of India (PCI)
The Pharmacy Council of India (PCI), also known as Central council, was constituted
under section 3 of the Pharmacy Act, 1948. The PCI controls pharmacy education and
profession in India up to graduate level. The Council prescribes the minimum standard of
education for qualification as pharmacist.
Indian Nursing Council (INC)
The Indian Nursing Council is a statutory body constituted under the Indian Nursing
Council Act, 1947. The Council is responsible for regulation and maintenance of a uniform
standard of training for Nurses, Midwives, Auxilliary Nurse-Midwives and Health Visitors.
Central Council of Homeopathy (CCH)
The Central Council of Homoeopathy was established under the Homoeopathy Central
Council Act, 1973. The Council prescribes and recognizes all homeopathic medicine
qualifications. Any university or medical institutions that desires to grant a medical
qualification in homeopathy is required to apply to the Council. The Council is responsible for
constitution and maintenance of a Central Register of Homoeopathy and for matters connected
therewith. All universities and Board of medical institutions in India are required to furnish all
information regarding courses of study and examination. The Council is empowered to appoint
inspectors at examinations and visitors to examine facilities.
Central Council for Indian Medicine (CCIM)
The Central Council of Indian Medicine is the statutory body constituted under the
Indian Medicine Central Council Act, 1970. This Council prescribes minimum standards of
education in Indian Systems of Medicine viz. Ayurved, Siddha, Unani Tibb. The Council is
responsible to maintain a Central Register on Indian Medicine and prescribes Standards of
Professional Conduct, Etiquette and Code of Ethics to be observed by the practitioners. The
Council is empowered to appoint medical inspectors to observe the conduct of examinations,
and visitors to inspect facilities in colleges, hospitals and other institutions imparting
instruction in Indian medicine.

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Rehabilitation Council(RC)
The Rehabilitation Council of India was set up as a registered society in 1986. However,
it was soon found that a Society could not ensure proper standardization and acceptance of the
standards by other Organizations. The Parliament enacted Rehabilitation Council of India Act
in 1992. The Rehabilitation Council of India become Statutory Body on 22nd June 1993. The
RCI Act was amended by the Parliament in 2000 to work it more broad based. The Act casts
onerous responsibility on the Council. It also prescribes that any one delivering services to
people with disability, who does not possess qualifications recognised by RCI, could be
prosecuted. Thus the Council has the twin responsibility of standardizing and regulating the
training of personnel and professional in the field of Rehabilitation and Special Education.
National Council for Rural Institutes(NCRI)
National Council of Rural Institutes is an autonomous society fully funded by the
Ministry of HRD, Govt. of India. Registered on 19th October, 1995 with its Headquarter at
Hyderabad, It was established with a main objective of promoting Rural Higher Education for
advancing rural livelihoods with the instrument of education on the lines of Mahatma
Gandhiji’s revolutionary concept of Nai Talim, a functional education based on the values
proposed by Gandhiji. Other objectives of the council include teachers training, extension and
research by networking with policy making bodies such as UGC, AICTE and research
organizations like CSIR, AICTE etc., in addition to encouraging other educational institutions
and voluntary agencies to develop in accordance with Gandhian Philosophy of education.
Few other Important Higher Education Body in India
DOEACC – Department of Electronics Accreditation of Computer Courses
The courses of DOEACC commence from Certificate Level and goes up to Masters level. The
society also offers horizontal level entry at a higher level. In the scheme, not only can students
enrol but working too.
FTTI – Film and Television Institute of India
Film and Television Institute of India (FTTI), National School of Drama (NSD), Satyajit Ray
Film and Television Institute (SRFTI), and Shri Ram Centre for Performing Arts (SRCPA)are
the apex institutes under films and dramatics.
ICPR – Indian Council of Philosophical Research
The main objectives of ICPR are to establish, administer and manage the Indian Council of
Philosophical Research. The Governing Body (GB) and the Research Project Committee
(RPC) are the main authorities of the Council.
IIAS – Indian Institute of Advanced Study
IIAS is a residential centre for research and encourages the promotion of creative thought in
areas which have deep human significance, and provides an environment suitable for academic
research.
IIFT – Indian Institute of Foreign Trade
IIFT has evolved itself into a complete business school, offering Management Programmes in
various streams of International Business. Besides, offering full-time programmes in
Management, it also offers part-time programmes for working professionals.
IISc – Indian Institute of Science
IISc is a leading institution of research and advanced instruction. Besides offering formal
education the institute also offers short-term programmes for engineers and scientists. The
Continuing Education Programme of the institute covers a wide range of topics.
ISRO – Indian Space Research Organisation

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The objective of ISRO is to develop space technology and its application to various national
activities. ISRO has operationalized two major satellite systems namely Indian National
Satellites (INSAT) and Indian Remote Sensing.
ISI – Indian Statistical Institute
ISI is well equipped for imparting teaching and training of mathematics, statistics and allied
disciplines. The institute now comprises over 250 faculty members and over 1,000 supporting
staff and several modern-day gadgets.
ICAI – Institute of Chartered Accountants of India
ICAI is contributing to education, professional development, and maintenance of high
accounting, auditing, and ethical standards.
ICSI – Institute of Company Secretaries of India
ICSI develops and regulates the profession of company secretaries. It is the ONLY institute
which offers this course and awards the certificate bestowing the designation of company
secretary to qualifying members of the institute.
IEG – Institute of Economic Growth
IEG is recognized as one of the leading research institutes in the areas of economics and social
development. It broadly focuses on Agriculture and rural development, Environment and
resource economics, Labour and welfare, etc.
IMS – Institute of Mathematical Sciences
IMSc carries out research in frontier areas of mathematics, physics and computer sciences.
Research at IMSc is well supported by Department of Atomic Energy Government of India
and Government of Tamil Nadu.
IOP – Institute of Physics
IOP carries out research tasks in theoretical and experimental areas of High Energy, Nuclear,
Atomic, Molecular and Condensed Matter Physics, etc.
JNV – Jawahar Navodaya Vidyalayas
JNV’s are fully residential and co-educational schools covering classes VI to XII. Education
in these Vidyalayas is free for all enrolled students including lodging, boarding, textbooks,
uniforms etc.
MCI – Medical Council of India
MCI sets the standard of higher qualifications in medicine and recognition of medical
qualifications in India and abroad. It deals with medical colleges and hospitals and medical
professionals of the country.
NAAC – National Assessment and Accreditation Council
NAAC certifies institutions of higher learning (Colleges, Universities, Institutes, etc.) in the
country but, it does not include the institutes providing technical education.
NLM – National Literacy Mission
NLM was established to make everyone self-reliant in reading, writing, and arithmetic, and to
make them aware of the development issues affecting the society.
NUEPA – National University of Education Planning and Administration
NUEPA focuses on planning, management and capacity building in educational policy,
through research, training, consultancy, and dissemination. It has nine academic and one
administrative unit.
RCI – Rehabilitation Council of India
RCI maintains and standardizes the standard of training professionals. It has a National
Program Policy in the form of Primary Health Center and Bridge Courses.

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Value Education and Environmental Education
Value Education
According to C. V. Good —” Value-education is the aggregate of all the process by
means of which a person develops abilities, attitudes and other forms of behavior of the
positive values in the society in which he lives.”
According to Father of Indian Nation M.K.Gandhi: “If wealth is lost nothing is lost If health
is lost something is lost If a character is lost everything is lost”
 Accordingly, the National Conference On Minimum Curriculum Standards for primary
stage organized by NCERT (National Council For Educational Research and Training) in
July 1970, emphasized the importance of inculcating in the students moral and spiritual
values which form a part of our culture viz., honesty, kindness, charity, tolerance, courtesy,
sympathy and compassion.
 The National Policy on Education has laid considerable emphasis on Value Education by
highlighting the need to make education a forceful tool for the cultivation of social and
moral values. The policy has stated that in our culturally plural society education should
factor universal and eternal values oriented towards the unity and integration of our people.
Dr. Kothari (1964-66) tried to emphasize the value viz., democracy, socialism, and equality of
all religions. He attached great importance to achieving skills through science and technology
and also balanced the development of human values.
National value or constitutional value:
Each country has its own independent constitution in which specific values are included. They
are called national values or constitutional values, e.g. Following values are included in the
Indian Constitution.
Social value: Each country preserves some values according to its culture and these values are
preserved in land protected. Dr. Chilan has fixed the following values of Indian society viz.
Pity, Self Control, Universal brotherhood, honesty, respect, and faith.
Professional Value: Many professionals are in existence and each profession has got its own
independent values e.g. the Following are the values of the teaching profession: Knowledge
thrust, Sincerity in profession, Regularity, and Faith.
Religious Value: Each religion has got its independent status, principles, and rules e.g.
Following values are included in the Boudha religion. Wisdom, Character, and Pity. Some
values are common to all religions, whereas some values are attached to a particular religion
only and are the specialties of that particular religion.
Environmental Education
Environmental education enables learners to develop a structure of knowledge about the world
and seek knowledge that they can use and develop throughout their lives. Environmental
education empowers learners by enabling them to participate in a sustainable future. Thus the
foundation for lifelong learning is laid by environmental education.
Characteristics of Environmental Education
 Environmental Education is one of the most effective tools for increasing the general
level of public environmental awareness, developing skills for solving environmental
problems, and maintaining and improving the quality of life and the
 The aim of environmental education has been modified to emphasize ―environmental
education for sustainable development‖ (EESD) which has broader implications not only

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for environmental education but also for development, poverty, population, and gender
(DESD, 2005-2014).
 It is expected that environmental education will promote environmentally sustainable
societies throughout the world through EESD (DESD, 2005-2014).
 EE can develop students ‘skills and knowledge to deal with the current environment
Environmental learning can increase students ‘critical ecological awareness of both
local and global environments.
 Environmental education often develops environment-related school-community
partnerships and youth programs outside formal education
Objectives of Environmental Education
 Awareness: To acquire an awareness and sensitivity to the total environment and its
allied problems;
 Knowledge: To gain a variety of experiences in and acquire a basic understanding of,
the environment and its associated problems;
 Attitudes: To acquire a set of values and feelings of concern for the environment and
motivation for actively participating in environmental improvement and protection;
 Skills: To acquire the skills for identifying and solving environmental problems;
 Participation: To encourage citizens to be actively involved at all levels in working
toward the resolution of environmental problems (UNESCO, 1978).
 Evaluation ability: To evaluate environmental measures and education programs in
terms of social, economic, ecological, and aesthetic factors.
Environmental Education for Sustainable Development (EESD)
 Environmental education is a learning process that increases people’s knowledge and
awareness about the environment and associated challenges develops the necessary
skills and expertise to address the challenges and fosters attitudes, motivations, and
commitments to make informed decisions and take responsible action (UNESCO,
Tbilisi Declaration, 1977).
 Environmental education has been placed at the center of efforts to achieve sustainable
development for the last several decades. International agreements such as Agenda 21,
for example, have called for a re-orientation of all education towards sustainability
(UNCED, 1992, Chapter 36).
 India adopted a new paradigm of thinking and experience of development post-
Stockholm Conference of 1972 called Sustainable Development (SD), following
which, India became a part of 187 countries agreeing on carrying out an important
commitment toward SD by signing the Rio Declaration during the 1992 UN Conference
on Environment and Development.
 The Government of India’s sensitivity and commitment to sustainable and inclusive
growth is reflected in the major policies of various ministries and also specific
initiatives and programs adopted through its Five Year Plans so as to achieve
sustainability and MDGs (Millennium Development Goals).
 In order to achieve the goals of sustainable development, one of the first steps taken
was in the direction of environment conservation and protection by promoting
Environment education. This strategy was adopted post-Stockholm conference by
setting up centers of Excellence for Environment Education under the Ministry of
Environment in the early 1980s

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Polices, Governance and Administrations
Constitution of India
The Constitution of India is the supreme law of India. It lays down the framework
defining fundamental political principles, establishes the structure, procedures, powersand
duties of government institutions and sets out fundamental rights, directive principles and
the duties of citizens.
It is the longest written constitution of any sovereign country in the world. The nation is
governed on the basis of this Constitution. B. R. Ambedkar is regarded as the chief
architect of the Indian Constitution
Originally, the constitution adopted on November 26, 1949, contained a Preamble, 395 articles
in 22 parts and eight schedules. Currently, the number of articles has since increased to 448
due to 104 amendments since its enactment in 1950. Also, the constitution now has 25 parts
and 12 schedules.
Various Sources of our Constitutions:
 Government of India Act of 1935 – Federal Scheme, Office of Governor, Judiciary,
Public Service Commission, Emergency provisions and administrativedetails.
 British Constitution – Parliamentary System, Rule of law, Legislative Procedure,
Single Citizenship, Cabinet System, Prerogative Writs, ParliamentaryPrivileges and
Bicameralism.
 US Constitution – Fundamental rights, independence of judiciary, judicial review,
impeachment of president, removal of Supreme court and high court judges and post
of vice president.
 Irish Constitution– Directive Principles of State Policy, nomination ofmembers of
Rajya Sabha and method of election of president
 Canadian Constitution– Federation with a strong centre, vesting of residuarypower
in the centre, appointment of state Governor by the centre and advisoryjurisdiction
of Supreme Court.
 Australian Constitution– Concurrent list, joint sitting of two houses ofParliament.
 Constitution of Germany– Suspension of fundamental rights duringemergency.
 French Constitution– Republic and ideals of liberty, equality and fraternity inthe
Preamble.
 South African Constitution- Procedure for amendment of the constitution and
election of members of Rajya Sabha.
 Japanese Constitution- Procedure established by Law.
 Constitution of former USSR: Procedure of five-year plan, fundamentalduties,
ideals of justice in Preamble
Constitution of India, 1949 – Preamble
WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a
SOVEREIGN, SOCIALIST, SECULAR, DEMOCRATIC, REPUBLIC and to secure to all
its citizens:-
 JUSTICE, social, economic and political;
 LIBERTY of thought, expression, belief, faith and worship;
 EQUALITY of status and of opportunity; and to promote among them all
 FRATERNITY assuring the dignity of the individual and the unity and integrity of
thenation;
In our constituent assembly this twenty-sixth day of november 1949, dohereby adopt, enact
and give to ourselves this constitution

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Classification of Fundamental Rights
Originally Constitution provided for seven Fundamental Rights viz.
 Right to equality (Article 14-18)
 Right to freedom (Article 19-22
 Right against exploitation (Article 23-24)
 Right to freedom of religion (Articles 25-28
 Cultural & educational rights (Articles 29-30)
 Right to Property (Article 31) (Later it was removed)
 Right to constitutional remedies (Article 32
At present there are only six Fundamental rights, six fundamental rightsare described
below in brief
Right to
Equality
 Article 14:Equality before law and equal protection of law
 Article 15:Prohibitionofdiscriminationongrounds only ofreligion,
race, caste, sex or place of birth
 Article 16:Equality of opportunity in matters of publicemployment
 Article 17:End of untouchability
 Article 18: Abolition of titles, Military and academicdistinctions
are, however, excepted
Right to
Freedom
Article 19: It guarantees the citizens of India the following six
fundamentals freedoms
 Freedom of speech and expression
 Freedom of Assemble
 Freedom of form associations
 Freedom of Movement
 Freedom of residence and Settlement
 Freedom of Profession, Occupation, Trade and Business
Article 20: Protection in respect of conviction for offences
Article 21: Protection of life and personal liberty
Article 22:Protection against arrest and detention in certaincases
Right
Against
Exploitation
Article 23:Traffic in human beings prohibited
Article 24:No child below the age of 14 can be employed
Right to
freedom of
Religion
Article 25: Freedom of conscience and free profession,practice and
propagation of religion
Article 26:Freedom to manage religious affairs
Article 27:Prohibits taxes on religious grounds
Article 28: Freedom as to attendance at religious ceremoniesin certain
educational institutions
Cultural and
Educational
Rights
Article 29:Protection of interests of minorities
Article 30: Right of minorities to establish and administereducational
institution
Article 31:Omitted by the 44th Amendment Act
Right to
Constitutional
Remedies
Article 32: The right to move the Supreme Court in case oftheir
violation (called Soul and heart of the Constitution by BRAmbedkar )
Habeas Corpus :- Equality before law and equal protection of law

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Right to Education in India- Article 21(A)
 Education is a fundamental human right that is required for the full enjoyment of all
other human rights.
 It encourages individual independence and empowerment while also providing
significant development advantages.
 Nonetheless, millions of children and adults continue to be denied educational chances,
often as a result of poverty.
 In 2009, the Right to Education Act (RTE) guaranteed free and compulsory education
for children and established it as a fundamental right under Article 21-A.
 It explains the importance of free and compulsory education for children aged 6-14
years in India under Article 21 (A) of the Indian Constitution.
 The Right to Education is a cornerstone for ensuring that every child has the opportunity
to receive a high-quality elementary education.
 Essentially, this Act ensures that all children from economically disadvantaged families
receive free elementary education.
Other Constitutional Provisions
 Other provisions in the Indian Constitution promote and develop the educational
structure.
 Article 28 guarantees the freedom to attend religious instruction or worship in
educational institutions.
 Article 29: This article guarantees equitable access to educational institutions.
 Article 30: Recognize minorities' freedom to create and manage educational
institutions.
 Article 46: Discusses particular consideration for the advancement of education and
economic interests of Scheduled Tribes, Scheduled Castes, OBCs, and the weakest
sections of society.
 Article 337: This article governs the particular provision of educational subsidies for
the Anglo-Indian community.
International Organisations in the field of Education
 On the basis of international recognition, the "Right to Education" is enshrined in
international law in Article 26 of the Universal Declaration of Human Rights and is
regarded as a basic human necessity.
 Many international events, like Articles 13 and 14, state that everyone has the right to
elementary education.
 In 1960, UNESCO reaffirmed the right to education in the Convention Against
Discrimination in Education.
 Many additional international human rights accords have recognised and propagated
the right to education, including the following:
o Articles 28 and 29 of the United Nations Convention on the Rights of the Child
were ratified in 1989.
o Article 10 of the Convention on the Elimination of All Forms of Discrimination
Against Women was ratified in 1981.
o Article 3 of the Convention against Discrimination on the Basis of Employment
and Corruption was adopted in 1953.
 Some multinational organisations that seek to promote education;
o UNESCO
o UNICEF
o Amnesty International
o The International Labour Organization
o The World Bank

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NEP 2020 – Highlights for Higher Education
No NEP for Higher Education – Key Highlights
1 Gross Enrolment Ratio (GER) in higher education to be raised to 50% by 2035
2 Around 3.5 crore seats to be added in higher education
3
Undergraduate education can be of 3 or 4 years with multiple exit options and
appropriate certification at different stages
4
Academic Bank of Credits to be established to facilitate Transfer of Credits for
lateral admission to other institutes
5
Multidisciplinary Education and Research Universities (MERUs), at par with IITs
and IIMs, to be set up as models of best multidisciplinary education of global
standards in the country
6
The National Research Foundation will be created as an apex body for fostering a
strong research culture and building research capacity across higher education
7
Higher Education Commission of India (HECI) will be set up as a single
overarching umbrella body for the entire higher education system, excluding medical
and legal education. Public and private higher education institutions will be governed
by the same set of norms for regulation, accreditation and academic standards.
8
Affiliation of colleges is to be phased out in 15 years and a stage-wise mechanism
is to be established for granting graded autonomy to colleges
Besides the above key changes, the NEP 2020 has proposed to set up an autonomous
body – the National Educational Technology Forum (NETF), to provide a platform for free
exchange of ideas on the use of technology in order to enhance learning, assessment, planning,
and administration.
The National Education Policy has also emphasized on setting up of a Gender
Inclusion Fund which is aimed at creating an environment of equitable and fair quality
education for girls as well as transgender students. Also, as per the NEP document, Special
Education Zones will be created for disadvantaged regions and groups which will make higher
education opportunities more accessible for students.
Flexible UG Course with Multiple Entries and Exits
As per the NEP, the students will now have options of multiple exits during their UG
programme. For example, a student can exit just after 1st year of graduation with a certificate
in hand. If he/she opts to exit after the second year, an Advanced Diploma will be awarded for
2 years of successful completion of study. As usual, the 3rd year of UG completion will result
in a Bachelor’s Degree and 4th year of UG completion will be awarded with a Bachelor’s of
Research.
NEP 2020 – UG Exit Optional Patterns
Option No. Options Academic Recognition
1 After 1st year of UG programme Certificate
2 After 2nd year of UG programme Advanced Diploma
3 After 3rd year of UG programme Bachelor’s Degree
4 After 4th year of UG programme Bachelor’s with Research
Further, the credits earned at various levels will get credited into a digitalised Academic
Bank of Credit. Students can use their earned credits to take admission in another institution to
further continue their studies for the remaining year/s of their graduation courses.

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Resources compiled by Dr. K. Thiyagu, CUKerala
HECI – A Single Regulatory Body with 4 Verticals
As per the National Education Policy (NEP) 2020, a single regulatory body will guide
Higher Education in India. The regulatory body named as Higher Education Commission of
India (HECI) will have 4 verticals to deal with different functions of higher education.
No HECI Vertical Function
1
National Higher Education Regulatory
Council (NHERC)
Creating and Implementing Higher
Education regulation
2 General Education Council (GEC) Standard setting for academia
3 Higher Education Grants Council (HEGC)
For funding academic and research
activities
4 National Accreditation Council (NAC) Accreditation to academic institutions
NEP 2020 – Focus on Research: National Research Foundation
As per the National Education Policy, a central body named National Research
Foundation will be created to build a strong research culture and research capacity across
different domains in higher education. To enhance both the quality and capacity of academic
research, the government will establish Multi-disciplinary Education and Research
Universities (MERUs), at par with Indian Institutes of Technology (IITs) and Indian
Institutes of Management (IIMs).
NEP 2020 – Greater Autonomy and Multi-Disciplinary Approach
The policy has envisioned phasing out the system of affiliation over the next 15 years
and providing graded autonomy to colleges. Thus, over the coming decade, every college
would develop into either an autonomous degree-granting college or a constituent college of a
university. Also, the policy aims at focusing on multi-disciplinary culture in institutions
offering professional education. For example, stand-alone technical universities, health science
universities, legal and agricultural universities etc will be helped to become multi-disciplinary
institutions.
NEP 2020 – Use of Technology in Higher Education
National Education Policy 2020 has emphasised the use of technology in multiple ways
to enhance the teaching-learning experience and also to make quality education accessible for
masses. As per the NEP document, the use of technology will be taken to the next level to
“ensure preparedness with alternative modes of quality education whenever and wherever
traditional and in-person modes of education are not possible.” This step carries special
significance in the backdrop of the COVID 19 pandemic, forcing the majority of institutions
to switch their teaching-learning mode from in-person offline method to virtual learning in
online mode.
To promote ‘Online Education and Digital Education’, a dedicated unit will be set up
to facilitate building of digital infrastructure, digital content and also to look after the e-
education needs at the level of both school and higher education. Further, under the ‘Open and
Distance Learning’ will be made more relevant with credit-based recognition of Massive Open
Online Courses (MOOCs) to make these courses at par with the highest quality in-class
programmes. The government will also set up an autonomous body – National Educational
Technology Forum (NETF), which will work as a platform for free exchange of ideas on the
use of technology to enhance learning, assessment, planning, and administration.

23. UGC NET Resources: Unit X: Higher Education System 23
Resources compiled by Dr. K. Thiyagu, CUKerala
School of Education
NEP 2020 – Chapters
Chapter Contents
Introduction
Part I: School Education
1. Early Childhood Care and Education: The Foundation of Learning
2. Foundational Literacy and Numeracy: An Urgent & Necessary Prerequisite to
Learning
3. Curtailing Dropout Rates and Ensuring Universal Access of education at All
levels
4. Curriculum and Pedagogy in Schools: Learning should be Holistic, Integrated,
Enjoyable and Engaging
5. Teachers
6. Equitable and Inclusive Education: Learning for All
7. Efficient Resources and Effective Governance through School Complexes
8. Standard-Setting and Accreditation for School Education
Part II: Higher Education
9. Quality Universities and Colleges
10. Institutional Restructuring and Consolidation
11. Towards a more holistic and Multidisciplinary Education
12. Optimal Learning Environment and Support for Students
13. Motivated, Energized and Capable Faculty

24. UGC NET Resources: Unit X: Higher Education System 24
Resources compiled by Dr. K. Thiyagu, CUKerala
14. Equity and Inclusion in Higher Education
15. Teacher Education
16. Re-imaging Vocational Education
17. Catalysing quality academic research in al the fields through a New National
Research Foundation
18. Transforming the Regulatory System of Higher Education
19. Effective Governance and Leadership for Higher Education institutions
Part III: Other Key Areas of Focus
20. Professional Education
21. Adult education and Lifelong learning
22. Promotion of Indian Languages, Arts and Culture
23. Technology use and integration
24. Online and Digital education: Ensuring Equitable use of Technology
Part IV: Making it Happen
25. Strengthening the Central Advisory Board of Education
26. Financing: Affordable and Quality Education for All
27. Implementation
Disclaimer
This information collected from various official / unofficial online resources. I shared my
sincere thanks to contributed this kind of information into the online. I am not responsible
for any kind of falsify or inefficient information in this file. This material prepared for the
purpose of the UGC NET aspirants for preparing the Paper I examination.
Useful Links:
https://www.digigogy.info/ugc-net-resources/ugc-net-paper-i
https://www.digigogy.info/ugc-net-resources/mock-tests-ugc-net
https://www.digigogy.info/ugc-net-resources/mock-test-answer-keys
https://www.digigogy.info/ugc-net-resources/ugc-net-important-links
All the best for your preparation…..