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1. CURRICULAR BODIES
NCERT AND SCERT
Submitted by
Aswathy.A
Roll No: 5
Mathematics
MTTC PTPM.

2. INTRODUCTION
NCERT and SCERT are the important curricular bodies on the national
level and state level respectively for the effective working of schools teacher
education centers. Curriculum study Groups are a powerful way to join forces
with other teachers of the same subject and grade under the guidance of a
Master Teacher. Instead of planning our lessons from scratch we will build on
the wisdom and resources of our CSG to make our teaching the best.
Teaching a new subject or grade level or teaching to new standards is a
challenge best taken on with support. Our Master Teacher will walk their
curriculum each week, sharing all of their materials and insights to help you be
the best teacher you can be. Our Master Teachers are national leaders for their
expertise and contribution.

3. NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING (NCERT)
The National Council of Educational Research and Training (NCERT)
is an organization set up by the Government of India, with headquarters located
at Sri Aurbindo Marg in New Delhi, to assist and advise the central and state
governments on academic matters related to school education. It was established
in 1961. Dr Hrushikesh Senapathy was the new Director of NCERT. The different
Departments of the National Institute of Education (NIE), Regional Institute of
Education (RIEs), Central Institute of Educational Technology (CIET) and Pandit
Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE) undertake
programmes of research related to different aspects of education, including
teacher education. Though it is an autonomous institution, it functions as the
academic wing of the Department of Education, Ministry of Human Resource
Development.
Objectives of NCERT
The major objective of NCERT is to assist and advise the Ministry of Education and
Social welfare in the implementation of its policies and major programmes in the
field of education, particularly school education.th e other important objectives
are:
 To develop curriculum, instructional and exemplar materials, methods of
teaching, techniques of evaluation, teaching aids, kits and equipments,
learning resources etc.
 To undertake necessary research, educational surveys, innovations,
experiments, training and extension activities in the field of school
education.
 To study issues and problems related to different areas of education and
suggest remedial measures there of.
 To conduct, monitor, and publish the National Talent Search Examination.
 To cooperate with, collaborate and assist the State Education Departments,
Universities and other educational institutions for the furtherance of its
objects.

4.  To develop and implement National Curriculum Framework and advice
State level agencies in such matters.
 To work for qualitative improvements of school education and teacher
education.
 To run Kendriya Vidyalayas, Navodaya Vidyalayas, National Open Schools,
and other institutions financed by the Central Government.
Constituent agencies of NCERT
National Institute of Education (NIE), New Delhi
Regional Institute of Education (RIEs), New Delhi
Central Institute of Educational Technology (CIET)
Pandit Sunderlal Sharma Central Institute of Vocational Education
(PSSCIVE), Bhopal.
STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING (SCERT)
The State Council of educational Research and Training (SCERT),
formerly the State Institute of Education, is the state level apex body established
for the purpose of educational research, training, extension and cooperation for
the qualitative improvement of school education. It is the state level counterpart
of NCERT existing in all states. The SCERT (Kerala), situated at
Thiruvananthapuram.
Functions of SCERT
 To act as an agent of change in school education, non-formal education and
teacher-education in the state.
 To monitor and supervise the functioning of Teacher Training Institutes and
DIETs.
 To arrange for the in-service training and orientation of teachers,
administrators and inspecting officers dealing with the elementary,
secondary and higher secondary education in state.
 To arrange for the in-service training of teacher educators working in the
teacher training institutions.

5.  To provide extension services to teachers training institutions at all the
levels in the state.
 To develop and implement new educational techniques and
methodologies.
 To prescribe curricula and textbook for the schools (Std. I to XII) and
teacher training institutions at the pre-school and elementary stages.
 To develop State Curriculum Framework for school education, review and
revise syllabi, scheme of examination and evaluation, prepare question
papers etc. for school education.
 To undertake research studies, educational surveys, conduct pilot-studies,
carryout action research etc. in the field of school education.
 To produce textbooks, workbooks, teachers’ handbooks, educational CDs,
software’s, etc. needed for students and teachers from Std. I to XII,
following the state syllabi.
 To produce instructional material for the use of the teachers and teacher-
educators at the secondary and higher secondary education levels.
 To conduct and investigation in various problems of education in general
and teacher education in particular.

6. CONCLUSION
The NCERT prepares a big stock of objective based model question in all school
subjects NCERT text books and allied materials are used in central school and
many schools under C.B.SE and Navodaya Vidyalayas. It also encourage out of
school activities for popularizing science.
SCERT designs programmes for updating knowledge and skills in various aspects
of education for secondary school teachers and teacher educators in the TTI’s and
provides guidelines for the programmes to be organized by the DIETs.
REFERENCE
 Philosophical and sociological bases of education, N.K. Arjun