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NCERT NCERT Annual Report Annual Report 2021–2022 2021–2022 N C E R T Annual Report 2021 –2022 November 2022 Agrahayana 1944 PD 5T HK © National Council of Educational Research and Training, 2022 Published at the Publication Division, by the Secretary, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi – 110 016 and printed at Educational Stores, S-5, Bulandshahar Road, Industrial Area Site-I (Near RTO Office) Ghaziabad (U.P.)
Foreword Education is a very transformative force to enlighten social beings and build a robust pillar for a powerful and progressive nation.

The National Council of Educational Research and Training (NCERT) has continuously been moving forward to fulfil the national aspirations, which is reflected in all its endeavours.

The dedicated efforts and continuous engagement have been displayed through this Annual Report document.
Wading through the bane of pandemic, the Council with the cooperation of its stakeholders had to walk an extra mile to bring normalcy within the field of education in the year 2021–22.

The remote learning opportunities offered to the students during the pandemic period, with its varied reach and quality had undoubtedly brought in learning gaps and many other challenges which fetched immediate intervention.
Utilising its rich experiences, domain proficiency and deep understanding of the grass-roots level issues, the apex body in school education, the NCERT could make a significant impact in the education sector of the country.

Apart from the efforts taken to ameliorate the devastation caused by COVID-19, the Council had to gear up to take on the implementation of National Education Policy (NEP) 2020 and development of the National Curriculum Frameworks (NCFs).
Accordingly, the Council initiated the process of developing four NCFs viz., Early Childhood Care and Education (ECCE), School Education (SE), Teacher Education (TE) and Adult Education (AE).

Keeping in view the spirit of NEP-2020, the NCERT initiated nationwide consultation to address expectations of all the stakeholders of the society.
The Council conducted District Level Consultation meets in the States/UTs for obtaining the views of parents, teachers, students, community workers, Anganwadi workers through NCF Tech Platform.

The Council’s erstwhile flagship programme, National Initiative for School Heads’ and Teachers’ Holistic Advancement (NISHTHA), gained new heights in online mode.
Initially, this programme was launched for the elementary level as NISHTHA 1.0, and subsequently, NISHTHA 2.0 (Secondary level) and NISHTHA 3.0 (Nipun Bharat-ECCE-Class V) were also launched.

Moving ahead, the Council has come out with NISHTHA 4.0 to focus on the vocational education.
Flipping through the pages, this Annual Report will provide the glimpses of the programmes, publications and development activities carried out by the Council for nurturing the intellectual potential of our children; the policy implications and insights gleaned through the research studies undertaken; the capacity building programmes conducted and the comprehensive extension programmes the Council is engaged to reach out to functionaries and for providing academic support to States/UTs.
Counting on to it are the development of digital resources, curricular materials including textbooks for vocational education, Vidya Pravesh a 3-Months Play Based School Preparation Guidelines, Guidelines for Implementation of 10 Bag-less Days in School, Guidelines for 50-hours Continuous Professional Development (CPD) Programme, etc.
Going forward, we have extended our outreach in the global arena providing expertise in our domain areas as well as acquiring learning from other institutions and foreign countries.

Faculty of NCERT across different regions of the country, have been addressing the challenges faced by stakeholders and using all opportunities for solution.

I thank all my faculty members for their dedicated contribution during the previous year, serving our stakeholders when they needed us the most.
Along with the unstinting efforts of the faculty, NCERT community is immensely blessed with the enduring support of the Ministry of Education (MoE), Government of India, and other collaborators, whose guidance and oversight are central to our efforts in ensuring quality education for all.

The efforts made by the faculty members in the Planning and Monitoring Division (PMD), Professor Dinesh Kumar (Head, PMD), Ashita Raveendran Associate Professor and P.D.
Subhash Associate Professor in bringing the Council’s achievements in this Annual Report are lauded.

As the pandemic wanes, in the forthcoming year, NCERT is embarking to bring in the expected changes in the education system for the effective implementation of NEP 2020, and engage in the development of new syllabi and textbooks following the release of four National Curriculum Frameworks (NCFs) addressing the needs and the requirements of different stakeholders.
Our multi-pronged approach involves teaching, research, development activities, capacity building, engagement with the States/ UTs, and wide-ranging advocacy and action work with various groups.

I am excited and honoured to lead activities and endeavours in NCERT, through these historical times.

Each year we are leaping to new heights and this report is the documentation of the milestones achieved and the accomplishments we are proud of.
The encouragement, feedback and support we receive, point towards a trajectory wherein we will continue to rise.
New Delhi November 2022 Dinesh Prasad Saklani Director National Council of Educational Research and Training iv Abbreviations AAC AEP AICEAVF AICTE AIIC AIL AISES AKS ASD CBCS CCE CG CIET CMP CPD CRVC CTA CwD DCGC DCS DEAA DEE DEK DEL DEME DEPFE DES&DP DESM DESS DGS DRs DSE&L DTE EBSB ED ERIC FBLA FLN FLN FSU Alternative Academic Calendar Adolescence Education Programme All India Children’s Educational Audio Video Festival All India Council for Technical Education Attitude Inventory on Inclusive Classroom Art Integrated Learning All India School Education Survey Academy of Korean Studies Autism Spectrum Disorders Choice Based Credit System Continuous and Comprehensive Evaluation Curriculum Group Central Institute of Educational Technology Career Management and Progression Continuous Professional Development Community Radio Video Challenge Central Tibetan Administration Children with Disabilities Diploma Course in Guidance and Counseling Department of Curriculum Studies Department of Education in Arts and Aesthetics Department of Elementary Education Division of Educational Kits Department of Education in Languages Department of Educational Measurement and Evaluation Department of Educational Psychology and Foundations of Education Department of Educational Survey and Data Processing Department of Education in Science and Mathematics Department of Education in Social Sciences Department of Gender Studies District Reports Department of School Education and Literacy Department of Teacher Education Ek Bharat Shrestha Bharat Engineering Division Educational Research and Innovations Committee Fun Based Learning Activities Foundational Learning Foundational Literacy and Numeracy Florida State University GCET GISE GoI HoS IASE ICT IER IGU IOEs IRD ISL JIE JNNSMEE Geethanjali College of Engineering and Technology Graduation Institute of Science Education Government of India Heads of School Institute of Advanced Studies in Education Information and Communication Technology Indian Educational Review International Geography
 Union Institutions of Eminence International Relations Division Indian Sign Language Journal of Indian Education Jawaharlal Nehru National Science, Mathematics and Environment Exhibition Knowledge Test on Inclusive Education Kendriya Vidyalaya Sangthan Library and Documentation Division Learning Outcomes Least Performing Districts MASHAV Educational Training Center Mauritius Institute of Education Ministry of Education Massive Open Online Courses Media Production Division National Achievement Survey National Commission for Protection of Child Rights National Capital Region National Council of Teacher Education National Development Group North Eastern Hill University National Education Policy National Institute of Design National Institute of Open Schooling National Initiative for School Heads and Teachers Holistic Advancement National Library of Educational and Psychological Tests National Population Education Project National Professional Standards for Teachers National Talent Search Examination Navodaya Vidyalaya Samiti Programme Advisory Committee Professional Development Program for Elementary Teachers KTIE KVS LDD LOs LPD METC MIE MoE MOOCs MPD NAS NCPCR NCR NCTE NDG NEHU NEP NID NIOS NISHTHA NLEPT NPEP NPST NTSE NVS PAC PDPET PRABHASS Pravasi Bharatiya Academic and Scientific Sampark PSSCIVE RAA Pandit Sunderlal Sharma Central Institute of Vocational Education Rashtriya Avishkar Abhiyan vi RAS RCSME RIE RTE SBAT SCC SCs SLR SLSMEE SMC SPMC SRGs STs TBP TEIs UDL UNWGIC VET Rashtriya Avishkar Saptah Resource Centre in Science and Mathematics Education Regional Institute of Education Right to Education Skill Based Aptitude Test State Co-ordination Committee Scheduled Castes State Learning Report State Level Science, Mathematics and Environment Education School Management Committee Screening-cum-Progress Monitoring Committee State Resource Group Scheduled Tribes Toy Based Pedagogy Teachers and Teacher Education Institutions Universal Design of Learning United
 Nations World Geospatial Information Congress Vocational Education and Training vii Contents Foreword 1.
Overview 2.

Major Publications 3.

Research Studies 4.

Development Activities 5.

Capacity Building Programmes 6.

Extension Activities 7.

Major Schemes of MoE Coordinated by the NCERT 8.

Visitors to the NCERT and International Collaborations iii 1 33 43 65 105 128 171 205 9.

Appendices 215–307 I Publications and Presentations by the NCERT Faculty II Ph.D.
Degrees Awarded during the Year under the Supervision of the NCERT Faculty III Awards and Fellowships IV Details of NCERT Committees, as mentioned in the MoA for the Year 2021–22 V NCERT’s Consolidated Sanctioned Strength of Posts as on 31 March 2022 and Reservation Position VI Receipts and Payments Account for the Year ended on 31 March 2022 VII Publications released during the Year 2021–22 VIII Publication Division and its Regional Production-cum-Distribution Centres IX NCERT’s Constituents and Faculty 216 235 237 238 276 277 286 297 298 ^gekjs lkeus fofHkUurkvksa dks [kRe djus dh pqukSrh ugha gS cfYd muds lkFk jgrs gq, ,d jgus dh gSA* — johUnzukFk VSxksj ‘Th P s t .’ es es — Rabindranath Tagore 1.
Overview The National Council of Educational Research and Training (NCERT) was registered as a society under the Registration of Societies Act (Act XXI of 1860) on June 6, 1961 and the establishment of the Council was announced by the Ministry of Education, Government of India in its resolution of July 27, 1961.

It formally began its work on September 1, 1961.


The Council was set up by the government to assist and advise the Central and State Governments on policies and programmes for qualitative improvement in school education.
The major objectives of NCERT are to:  undertake, promote and coordinate research in areas related to school education and teacher education;  prepare and publish model textbooks, supplementary reading material, newsletters, journals and develop 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.
The Council came into existence by merging seven institutions established in the initial decade after independence, namely, Central Institute of Education (1947), the Central Bureau of Textbook Research (1954), the Central Bureau of Educational and Vocational Guidance (1954), Directorate of Extension Programme for Secondary Education (1958), [initially established as the All India Council for Secondary Education in 1955], the National Institute of Basic Education (1956), the National Fundamental at Education Centre (1956), and the National Institute of Audio-visual Education (1959).
The amalgamation of these institutions indicated a need to develop a holistic view of education in the country.

Over the years, the structure and functions of the NCERT has been modified to cater to the changing educational needs of the country.
Now it flourishes with institutions located at different parts of the country viz., National Institute of Education (NIE) at New Delhi consisting of eighteen departments, divisions and cells; five Regional Institutes of Education (RIE) located at Ajmer, Bhopal, Bhubaneswar, Mysuru, and NERIE, Umiam, (Meghalaya); and two central institutes, viz.
Pandit Sunderlal Sharma Central Institute of Vocational Annual Report 2021–2022 Education (PSSCIVE) at Bhopal and Central Institute of Educational Technology (CIET) at New Delhi.

The NCERT as an apex national body, launched a process of rethinking education, national in character and at the same time facilitating and encouraging the expression of the varied culture across the country.

To many a layman, NCERT is synonymous with publication of textbooks.
Indeed NCERT has produced generations of textbooks for school children on science, mathematics, social sciences and languages, latest being the textbooks based on the National Curriculum Framework, 2005.

Yet, true to its name, NCERT works on the entire gamut of school education— be it conducting research in school education, conducting innovative pre-service and in-service teacher training programmes or synergising the state level education organisations like SCERTs, DIETs, etc., in every possible way.
The Council played a significant role by providing survey, research and development inputs in the formulation of the National Policy on Education (NPE, 1986) and Programme of Action (POA, 1992).

As a follow-up of NPE and POA, NCERT brought out the ‘National Curriculum for Elementary and Secondary Education: A Framework’ (1988) and subsequently the guidelines and syllabi for all stages of school education.

The council played a significant role in providing inputs to the National Education Policy, 2020.
It has also, initiated the works for the preparation of New Curriculum Frameworks based on NEP, 2020.

Evaluation of students’ learning outcomes and curriculum development for teacher education has been yet another important area of activity.

NCERT is dedicated to the cause of teacher education in the country.

In order to prepare teachers, the Council runs pre-service teacher education courses such as four-year BSc., B.Ed., BA., B.Ed., and two-year B.Ed., B.Sc.B.Ed.
integrated programmes to be included courses in its Regional Institutes of Education.

It also runs a one-year P.G.

Diploma Course in Guidance and Counselling at NIE and RIEs.

Short term in-service teacher training programmes are also organised to acquaint teachers with the latest developments in their respective fields.

NCERT provides a platform for encouraging excellence and innovation in children.
In order to encourage excellence amongst teachers, National Awards for Teacher Education, National Awards for Innovations in School Education, National Awards for Promotion of Vocational Education are endowed to teachers for their contributions towards innovations and experiments.
It has worked for popularisation of science education, social science education, population education, environmental education, non-formal education, Global Citizenship Education (GCED), Education for Sustainable Development (ESD) education of disadvantaged and marginalised groups, etc.

through exhibitions, competitions and a host of other activities.
NCERT conducts the prestigious National Talent Search Examination (NTSE) in which 2000 meritorious children are provided scholarships every year for pursuing courses in sciences and social sciences up to doctoral level and in professional courses like medicine and engineering up to second-degree level.

To make learning joyful, NCERT has produced several supplementary and non-textual materials both for teachers and students in print and in electronic form.
NCERT has also developed equipment’s and kits for conducting experiments in science and mathematics.
In order to establish meaningful linkages and partnerships with the States, NCERT has provided academic inputs in several central sector projects/schemes 2 Annual Report 2021–22 NCERT such as Vocationalisation of Secondary Education, Non-formal Education Programmes for Children in 6-14 years’ age group, Educational Technology, Special Orientation Programme for School Teachers (SOPT), Programmes of Mass Orientation of School Teachers (P-MOST), Scheme of Improvement of Science Education in Schools, Environmental Orientation of School Education, Computer Literacy and Studies in Schools (CLASS), Operation Blackboard (OB) Scheme, Scheme for Integrated Education of the Disabled, Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA), Promotion of Yoga in Schools, Pre-service and In-service teacher education programmes, Samagra Shiksha, etc.
Over the years, the Council has undertaken significant projects funded by international agencies, which provided the basic data for the formulation of policies, plans and programmes of education.
Some of them are: International Association for the Evaluation of Educational Achievement (IEA) Study, Primary Education Curriculum Renewal (PECR), Study on Achievements in Language and Science, IEA CompEd Study, Developmental Activities in Community Education and Participation (DACEP), Comprehensive Access to Primary Education (CAPE), District Primary Education Programme (DPEP), National Population Education Project (NPEP), Survey of Secondary Schools, Achievement Motive in High School Boys and Training for it, Scholastic Aptitude Tests in Hindi for grades VIII and XI, Evaluative Criteria for Inspection and Supervision in Secondary Schools, Wastage and Stagnation in Primary and Middle Schools, Survey of Achievement in Mathematics at three levels of School Education, Identification of Talent in Elementary and Secondary Schools, Curriculum and Methods of Teaching Mathematics in Secondary Schools, etc.
Some other major initiatives of NCERT in recent years include — Preparation of four National Curriculum Frameworks viz., Early Childhood Care and Education (ECCE), School Education (SE), Teacher Education (TE) and Adult Education (AE), the countrywide training programme called National Initiative for School Heads’ and Teachers’ Holistic Advancement (NISHTHA), digitisation of education through the development of e-Textbooks and QR code e-resource mapping of NCERT textbooks, PM eVidya which offers multi-modal access to digital/online education for school by integrating DIKSHA (One Nation-One Digital Platform), SWAYAM, MOOCs, IIT-PAL, development of sign language videos in Indian Sign Language (ISL) in collaboration with ISLRTC etc., National Repository of Open Educational Resources, live discussions on different areas of school and teacher education on SWAYAM PRABHA DTH-TV Channel and YouTube channel of NCERT, Post National Achievement Survey interventions based on the NAS findings for the quality improvement in school education, competency-based curriculum for vocational courses based on National Skills Qualification Framework (NSQF) and textbooks for vocational courses, guidelines for Art Integrated Learning at elementary level of school education, Preschool Curriculum and Guidelines for the Preschool Education, quality interventions through block level research projects in six blocks of the country for bringing in quality improvement in the teaching-learning process, Integrated School Mathematics Programme (ISMP) and Integrated School Language Programme (ISLP), Alternative Academic Calendar for across four stages — Primary, Upper Primary, Secondary and Higher Secondary due to COVID-19 pandemic for providing all children school education at home using Overview 3 Annual Report 2021–2022 alternative ways maintaining joyful learning approach with the participation of their parents under the guidance of teachers, SAHYOG a live interactive session under Manodarpan Cell for providing psychosocial support for mental health and well-being of students during the COVID-19 outbreak, Pragyata Guidelines on Digital Education, extensive use of radio, community radio for the children in remote areas who do not have access to online education, Learning Outcomes (LO) for all the three stages of school education — Elementary, Secondary and Higher Secondary Stage for enhancing the quality of learning in schools by enabling teachers to ascertain learning skills more accurately and taking corrective steps for effective learning opportunities to all students including children with special needs, etc.
OrganisatiOnal structure The General Body of NCERT comprises of the Education Ministers of all States and Union Territories, Chairperson of the University Grants Commission (UGC), the Secretary to the Government of India, Ministry of Human Resource Development (Department of Education), four Vice-Chancellors of Universities (one from each region), the Chairman of the Central Board of Secondary Education, the Commissioner of the Kendriya Vidyalaya Sangathan, the Director, Central Health Education Bureau, the Director of Training, Directorate General of Training and Employment, Ministry of Labour, one representative of the Education Division, Planning Commission, members of the Executive Committee of the Council and nominees, not exceeding six, nominated by the Government of India (not less than four of them shall be school teachers).
The Union Minister of Education is the President (ex-officio) and the Secretary, NCERT is the Convener of the General Body of NCERT.
NCERT (Governing Council) President Union Minister of Education Executive Committee President Union Minister of Education Standing Committees • Programme Advisory • Finance • Establishment • Building and Works Officers of the Council Director Joint Director Secretary NIE New Delhi RIEs and DMSs CIET New Delhi PSSCIVE Bhopal Ajmer Bhopal Bhubaneswar Mysuru Umiam (Shillong) (No DMS) The Executive Committee is the main governing body of NCERT.
The committee generally carries out the objectives of the Council as set forth in the Memorandum of Association and controls the management of all the affairs and funds of the Council.

The Union Minister of Education is its President (ex- officio) 4 Annual Report 2021–22 NCERT and the Union Minister of State in the Ministry of Human Resource Development is the Vice-President (ex-officio).
The members of the Executive Committee are Director, NCERT; the Secretary to the Government of India, Ministry of Education (Department of School Education and Literacy); Chairperson of the University Grants Commission; four educationists well known for their interest in school education (two of whom shall be school teachers); the Joint Director, NCERT; three members of the faculty of NCERT (of whom at least two are of the level of Professor and Head of Department); one representative of the MoE and one representative of the Ministry of Finance (who is also the Financial Adviser of NCERT).
The Secretary, NCERT is the Convener of the Executive Committee.
The Executive Committee is further assisted in its work by the following Committees or Boards:  Finance Committee (FC)  Establishment Committee (EC)  Building and Works Committee (B&W)  Programme Advisory Committee (PAC)  Educational Research and Innovations Committee (ERIC)  Academic Committee of the NIE (AC)  Advisory Board of the Central Institute of Educational Technology (IAB, CIET)  Advisory Board of Pandit Sunderlal Sharma Central Institute of Vocational Education (IAB, PSSCIVE)  Managing Committees of the Regional Institutes of Education (MC, RIEs)  Advisory Boards of Departments of the NIE (DABs) Meetings During the year 2021-22, 143rd Finance Committee meetings were held at NIE, New Delhi on 9th August 2021 and 14th January 2022.
108th meeting of the Executive Committee was held at Shastri Bhawan, Ministry of Education, New Delhi on 22nd March 2022.

The 48th Meeting of the Establishment Committee was held at NIE, New Delhi on 26th November 2021.

The 45th Meeting of the Building and Works Committee was held at NIE, New Delhi on 24th November 2021.

Senior Functionaries of the NCERT The functions of the Council are looked after by the Director, the Joint Director and the Secretary.
The Dean (Research) coordinates the research programmes and looks after the work of the Educational Research and Innovations Committee (ERIC); the Dean (Academic) coordinates the work of the departments of NIE, New Delhi; the Dean (coordinator) coordinates the research, development, training and extension activities of the different constituent units of NCERT.

Senior Functionaries of the NCERT 2021–22 Director Dinesh Prasad Saklani (From 14.02.2022 A/N) Sridhar Srivastava (Additional Charge Upto 13.02.
2022) Joint Director Secretary Sridhar Srivastava Major Harsh Kumar Overview 5 Annual Report 2021–2022 Joint Director (CIET) Amarendra Prasad Behera Joint Director (PSSCIVE) Rajesh P. Khambayat Dean (Academic) Dean (Research) Dean (Coordination) Anjum Sibia B.K.

Tripathi (From 31.03.2022) A.K.

Srivastava (Upto 30.03.


2022) Gouri Srivastava Planning and PrOcessing Of PrOgrammes The programmes of NCERT are formulated keeping in view the broader perspectives of the National Policy on Education (NPE) and the educational needs of the States.

The educational needs of the states are identified mainly through the mechanism of the State Co-ordination Committees (SCCs) which provide a forum for interaction of the NCERT faculty with the senior functionaries of the state education departments.
The Education Secretary of the respective states is the chairperson of the SCC and the Principal of the concerned Regional Institute of Education (RIE) is the member-convener.

The identified educational needs of the States are first considered by the Institutes Advisory Boards (IABs) of RIEs and then by the Managing Committees (MCs) of RIEs.
The academic programmes of the departments/divisions/cells of the NIE are processed through the Advisory Boards of the individual departments (DABs) and thereafter by the Academic Committee (AC) of the NIE.

Programmes of the CIET and PSSCIVE are processed through their respective Institute Advisory Boards (IABs).

The programmes processed by various committees are finally considered by the Programme Advisory Committee (PAC).
It is the responsibility of the committee to consider all plans, programmes, research proposals, etc., and to examine the academic aspects of the work of the Council and to ensure a coordinated approach to the development of the programmes.

The PAC reports to the Executive Committee of NCERT regarding the overall directions in which research, training, extension and other programmes would be channelized to best serve the interest of school education in the country.
Conducting and sponsoring educational research is one of the major activities of NCERT.

Research programmes proposed by the constituents of the NCERT and other institutions/ organizations are considered by the Educational Research and Innovations Committee (ERIC).

ERIC promotes and sponsors research in various areas of school education and teacher education.

Constituent Units of NCERT The major constituent units of NCERT which are located in different regions of the country are — 1.
National Institute of Education (NIE), New Delhi 2.

Central Institute of Educational Technology (CIET), New Delhi 3.

Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE), Bhopal 4.

Regional Institute of Education (RIE), Ajmer 5.

Regional Institute of Education (RIE), Bhopal 6 Annual Report 2021–22 NCERT 6.

Regional Institute of Education (RIE), Bhubaneswar 7.

Regional Institute of Education (RIE), Mysuru 8.


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

The major Departments or Divisions or Cells of the NCERT located at NIE, New Delhi are as follows.
1. dePartment Of elementary educatiOn The Department of Elementary Education (DEE) is a nodal department of NCERT to advise the Government of India (GoI) on policies and programmes pertaining to elementary education.

The department has consistently been supporting and providing guidance to States and UTs for the implementation of Right to Education (RTE) Act, 2009, to achieve the goal of quality elementary education for all.
The major roles and functions of the department are to develop syllabi, textbooks, resource material for teachers and teacher–educators, assessments, exemplar materials; organise orientation and training programmes for master trainers and key functionaries on various aspects of curriculum and its transaction; conduct researches in the areas of preschool and elementary education; and organise extension activities to provide academic forum to the States, UTs and other stakeholders in the area of education through seminars, national meets, etc.
After the announcement of National Education Policy 2020, the department has representation in various groups and committees formed for various themes of NEP 2020 at the foundational stage.

In the present context, the department has contributed in the areas of teaching learning at the foundational stage of NEP 2020, including preschool education (I and II), Balvatika for one year and Classes I and II, as well as at the preparatory stage (Classes III, IV and V).
Implementation of Foundational Literacy and Numeracy (FLN) Mission, Bridge Course for Out of School Children, Continuous and Comprehensive Evaluation (CCE), Integrated School Language Programme (ISLP), and Integrated School Mathematics Programme (ISMP).

2. dePartment Of educatiOn in languages The Department of Education in Languages, established in 2005, works in the area of language education at all stages of school education.

The department keeps abreast of recent developments in language education.
Keeping in view the diversity in school education, the department conducts research, development, training and extension programmes for all stages of school education and Overview 7 Annual Report 2021–2022 provides academic inputs to States and UTs based on the innovative principles of language education.

The department has contributed in the process of rationalisation of curriculum and syllabi from the perspective of language education and review of textbooks of some States and UTs.
The department has been bringing out an online magazine Bhasha Sangam for the last four years with a view to promote multilingual and multicultural character of a plural society.

This magazine covers all the activities of the department in detail.
In order to face the challenges due to COVID-19 Pandemic, the department developed two weeks, four weeks and eight weeks alternative academic calendar based on Learning Outcomes (LOs) for students as well as teachers in four languages viz., Hindi, Urdu, English and Sanskrit.

Faculty of the department was involved in various programmes throughout the year, such as SWAYAM PRABHA, audio/video recording, PM eVidya, etc.
The department developed a roadmap for activities based on LOs in four languages for all stages.

Also, it translated the NISHTHA module into Urdu and Hindi.

The DEL faculty has been involved in online NISHTHA training.

3. dePartment Of educatiOn Of grOuPs with sPecial needs The Department of Education of Groups with Special Needs (DEGSN) was established on 1 September 1995.
Since then, the department has been working in the area of education of Children with Disabilities (CwD) and children belonging to socially disadvantaged groups, such as Scheduled Castes (SCs), Scheduled Tribes (STs) and Minorities.

Implementation of an inclusive system of education for all assumes greater significance for systemic reforms especially in the context of the socially disadvantaged and the children with disability.
The department hosts a cell, namely the Minority Cell, which was created in NCERT on 28 July 2006 for the promotion of education and welfare of minorities.
The major roles of the department are: to facilitate equitable and inclusive school education to children from socio-economic disadvantaged groups, namely, CwD and children belonging to socially disadvantaged groups of the society through major programmes of the government like the Samagra Shiksha; to concentrate on issues and problems related to the education of children from SCs, STs (with a focus on nomadic, identified, primitive, coastal and hill tribes and disturbed tribal areas due to natural disasters and human action) and Minorities (linguistic and religious) and to provide quality education to these disadvantaged groups; to play an advocacy role for increasing the coverage of CwDs under all programmes, schemes and committees and also for the implementation of Right to Education (RTE) Act, 2009, from the perspective of SEDGs children.
The key functions of the department are to conduct research and develop research based teachers’ guides, manuals, handbooks and training packages, etc., organise training programmes for teachers, teacher–educators and policy makers focussing on strategies for providing quality education to children belonging to the vulnerable groups; support the development of inclusive curriculum and teaching-learning material based on Universal Design of Learning (UDL), provide resource support to the Centre, States, NGOs and 8 Annual Report 2021–22 NCERT International and National agencies for the implementation of inclusion of CwD and other vulnerable groups in education.
4. dePartment Of gender studies The Department of Gender Studies (DGS) initially created as a Women’s Education Unit in 1979, was upgraded to a full-fledged Department of Women’s Studies in 1989 to address the issue of girls’ education and women empowerment more intensively.

The department was renamed as the Department of Gender Studies in the light of a landmark judgment of the Supreme of Court of India in 2014, for treating transgenders as the ‘third gender’ and addressing their concerns.
The major role and functions of the Department of Gender Studies are to: provide suitable intervention in policy planning and implementation, create awareness among educational personnel on elimination of gender bias and stereotyping; revise curricular material and textbooks from the viewpoint of gender bias and stereotyping; develop gender inclusive modules and exemplar material for teacher–educators and teachers; work towards bringing positive societal change in favour of girl child and transgenders and enable them to attain their full potential; conduct evaluation studies for centrally sponsored schemes and programmes related to girls’ education and their overall development, community mobilisation, preparation of online course and motivational material; train teacher–educators and provide inputs to pre-services and in-service education of teachers for promoting gender sensitisation among practitioners.
The department plans and implements its research, development, training and extension activities in accordance with its role and functions.

The Department recently prepared a working paper on “Education for Gender Equality and Empowerment” and contributed in the preparation of the working paper on “Emerging Role of Community in School Education”.
The department also made important contributions during the pandemic by contributing in the Preparation of Alternative Curriculum for History (Classes IX and X), Preparation of Guidelines for Reopening of Schools, Preparation of Guidelines for Recruiting Volunteers, Customisation of the module on Gender for NISHTHA Elementary for DIKSHA platform, Gender Equality module for Health and Wellness programme under Ayushman Bharat, Evaluation of textbooks in History, development and review of Learning Outcomes for Human Ecology and Family Sciences (HEFS) and providing gender related inputs for various online capacity-building programmes for various stakeholders of education.
5. dePartment Of educatiOn in sOcial sciences The Department of Education in Social Sciences undertakes activities related to research, development of material, and training and extension related activities in the domain of social sciences.

The researches of the department can be broadly classified into diagnostic and evaluative and can cover different areas related to subject specific themes.
In order to provide a wide coverage to the teaching of social sciences, the department completed modules for the online course in Social Sciences for teachers at the secondary stage.

Also, modules Overview 9 Annual Report 2021–2022 were finalised for the second and third phase of six months certificate course on ‘developing school social science textbooks and other curricular materials’.
In connection with developmental activities, a variety of materials in the form of e-Content, tool kit items, infographics, worksheets, charts, posters and so on, were prepared to encourage teachers to use them in the teaching and learning processes, for concept clarification and to make teaching and learning a joyful and interesting experience.

Besides, the department contributed in developing modules on India’s Glorious Past, Dynamic Present and Promising Future.
Contributions were also made to the Integrated Multi-disciplinary Professional Advancement Course for the teachers of Jammu and Kashmir and Ladakh.

During the pandemic, the department contributed in developing Alternative Academic Calendar in all subject areas of Social Sciences from Classes VI to XII.

The Learning Outcomes in Higher Secondary Stages were also prepared for all subject areas.
The department contributed in developing exemplar learning outcome based formative and summative assessment items for Classes VI to VIII in the domain of Social Science.

The extension activities in 2021–22 emphasised preparing guidelines on essay and quiz competitions marking the contributions of eminent personalities like Mahatma Gandhi, B.R.

Ambedkar, Sardar Vallabhbhai Patel and Subhash Chandra Bose.
In addition, guidelines and quiz items were prepared for the celebration of the Constitution Day, Kargil Diwas, Yoga Day and Republic Day.

The department also developed guidelines, themes and evaluated essays submitted by students from 25 States and UTs on the theme Atmanirbhar Bharat-Swatantra Bharat.
More recently, guidelines and themes were prepared on the occasion of the 75th anniversary of Independence, as part of which Azadi ka Amrit Mahotsav is being held for encouraging creative participation of students.

The department also prepared a speech on the occasion of the 400th birth anniversary celebrations of Guru Tegh Bahadur.
6. dePartment Of educatiOn in science and mathematics The Department of Education in Science and Mathematics (DESM) has been working for school education in the areas of science, mathematics and environmental education for Classes VI to XII.

The department carries out research, development, training, evaluation and extension activities.
The department conducts research in innovative methods of teaching-learning and other issues related to science and mathematics education, develops teaching-learning material in print and digital forms, such as syllabi, textbooks, supplementary material, e-Resources, for students, teachers, teacher– educators, Children with Special Needs, etc.

The department also develops and disseminates material for popularisation of science, mathematics and environmental education.
Capacity building programmes for teachers and teacher–educators in face-to-face mode as well as online mode are conducted regularly.

Different extension activities of the department include organisation of seminars, publication of the journal School Science, and organising the Jawaharlal Nehru National Science, Mathematics and Environment Exhibition (JNNSMEE) for children, which is an annual event that marks the culmination of a series of science exhibitions, organised at district, zonal and State levels.
10 Annual Report 2021–22 NCERT Rashtriya Avishkar Saptah (RAS), an annual event, was also organised by the department under Rashtriya Avishkar Abhiyan (RAA).

The department has also developed a ‘Science Park’ and a ‘Herbal Garden’, which provide valuable information and ideas for schools to replicate the same for the benefit of children.
The Resource Centre for Science and Mathematics Education (RCSME) of the department is a rich repository, providing both print and electronic resources on science and mathematics education.

The department assists and advises the Ministry of Education, Government of India, in various issues and concerns related to science, mathematics and environment education at the school level.
It also extends its cooperation and expertise to other departments and divisions of NIE, as well as, other constituents of the NCERT in various activities related to the development of curricular, co-curricular and other support material for students as well as teachers.

DESM extends its cooperation to other departments of NCERT in conducting various capacity building and extension programmes.
The faculty at DESM also provides expertise to SCERTs, State Boards of School Education, Central and State governments, universities, etc.

7. dePartment Of curriculum studies and develOPment The Department of Curriculum Studies (DCS) has been working with the objective of looking after various aspects of curriculum research and development.
Besides generating knowledge base on curriculum practices and textbooks, the department is also working on building capacities of agencies in States and UTs serving in school education on curriculum research and development.
The department undertakes various activities, such as capacity building of teachers and teacher–educators in contextualising teaching- learning resources, developing courses on different aspects of curriculum; developing and disseminating documents to provide academic support to stakeholders on curriculum issues; conducting curriculum research for looking at interconnected knowledge base of curriculum; and mechanisms employed in the process of curriculum design and development.
8. dePartment Of educatiOn in arts and aesthetics The Department of Education in Arts and Aesthetics (DEAA) was created as a separate department on 24 November 2005, at NIE, New Delhi, with the concept “to promote all forms of arts in schools by bringing it into the mainstream of country’s education system through various activities as development, training, research, orientation and to unfold the aesthetic potentialities of children for enabling them to become contributing citizens”.
The main functions of the department are to conduct research studies in various areas of arts education in school as well as teacher education; prepare teaching-learning materials including textbooks, teachers’ handbooks, training material, supplementary material including monographs, anthology, audio- visual material, multimedia programmes, process documents, etc., for all stages of school education in visual arts, theatre, music and dance; conduct capacity building programmes for in-service teachers, teacher–educators of different levels and stages in art education; review and develop the curriculum and syllabus periodically; integrate art education across the entire school Overview 11 Annual Report 2021–2022 curriculum to provide children with joyful and experiential learning in all subjects; evolve and conduct pre-service teacher education courses in arts education; and develop a strong network with various national, international, regional, government and non-government organisations, which are actively involved in the area of art education.
9. divisiOn Of educatiOnal Kits (dEK) The Division of Educational Kits (DEK), previously known as NIE-Workshop, was conceived in 1964 to provide academic assistance for designing and development of science equipment.

The main role and functions of the Division are to study the teaching-learning equipment in science and mathematics and to design, develop and make experimental trials in schools for testing the designs and production.
The Division is responsible for augmenting improvement in teaching learning in the field of school education supporting print media through handson experience by design, development and prototype production of school equipment in the form of educational kits.

The division also provides handson- training to students, teachers and teacher–educators on the use of various kits developed by it.
The Division conducts various extension activities viz., hands-on activities in science, mathematics and technology to ensure children participation in the annual Jawaharlal Nehru National Science, Mathematics and Environment Exhibition for Children, World Book Fair World Trade Fair, and Global Education Summits.
Recognising that constructive hands-on experience holds key to conceptual understanding, the focus of development efforts in DEK has been on activities that promise to motivate the child to have meaningful educational experience.

This is achieved by directing its research and development activities that lead to enabling the child to explore the concepts and draw meaningful conclusions through thematic Kits.
The DEK acts as a model division for prototype kit design and development, a path-setter in the shifting paradigm of educational practices and imparting hands-on training to teachers, students and teacher– educators on the use of educational kits.

It is a vital source of educational kits for all levels of school education.
10. dePartment Of educatiOnal PsychOlOgy and fOundatiOns Of educatiOn The Department of Educational Psychology and Foundations of Education (DEPFE), with a major thrust in areas of educational psychology, guidance and counselling and value education, has been engaged in realising the NCERT’s objectives of bringing about qualitative improvement in school education and teacher education through the application of psychological knowledge to educational theory and practice.
The department extends its resources and collaborates in providing psychological perspectives to different aspects of school education, viz., curriculum planning, textbook writing, teacher training, assessment, etc.
12 Annual Report 2021–22 NCERT 11. divisiOn Of educatiOnal research The Division of Educational Research is engaged in promoting policy research in education; performing activities of a ‘think tank’; undertaking, coordinating, sponsoring and commissioning research and innovations in school and teacher education; and functioning as the secretariat of Educational Research and Innovations Committee (ERIC).
A standing committee of the NCERT, called Educational Research and Innovations Committee (ERIC), acts as a catalyst to promote and support research in priority areas of school and teacher education.

The ERIC members include eminent researchers in education and allied disciplines from universities and research institutions and representatives of SIEs and SCERTs.

The division also awards NCERT Doctoral Fellowships to students working for their doctoral degrees in a university or research institution.
Another new scheme ‘NCERT Research Associateship (Educationists’/Researchers’ Pool)’ provides opportunities to young educationists or educational researchers, who have done their Ph.D. on topics relating to school education but have still not got regular jobs, a chance to contribute and gain experience in their relevant areas pertaining to school education.
NCERT, in particular, and the education system in India as a whole, will also gain from the energy, enthusiasm and knowledge of these young researchers.

12. dePartment Of teacher educatiOn The Department of Teacher Education addresses the task of formulation and organisation of pre-service and in-service teacher education programmes.
The programmes and activities of the Department of Teacher Education (DTE) focus on research in the area of teacher education; development of material and capacity building of teachers and teacher–educators; academic support to the institutions of teacher education created under centrally sponsored scheme of teacher education and Samagra Shiksha like BITEs, DIETs, SCERTs, CTEs and IASEs; promotion of innovations and experimentations in teacher education and school education and organisation of extension programmes.
The role and functions of the department are to participate in the policy formulation; perform advisory role in matters concerning teacher education and to provide technical support to the Ministry of Education and State and UT governments in the formulation, implementation and evaluation of Centrally Sponsored Schemes for qualitative improvement of teacher education; perform ‘think tank function’ in the area of teacher education and pedagogy, which include review or renewal of pre-service teacher education programmes at different levels and formulation of models or designs of in-service education, continuing education and lifelong education of the teachers; adopt and assist SCERTs, SIEs, DIETs and BITEs, for developing and strengthening them as professional institutions in the respective States and UTs dealing with all aspects of school education and teacher education; promote innovations and experimentations in the field of school education and teacher education; organise in-service and continuing education programmes of varied duration for Teachers, Teacher–educators and Key Resource Persons (KRPs) at different levels utilising emerging Information and Communication Technologies (ICT); undertake policy related research or studies, interdisciplinary researches, Overview 13 Annual Report 2021–2022 evaluative studies and comparative studies on the issues related to teacher education like pre-service teacher education curriculum, in-service training designs, foundation components of pre-service teacher education, practice teaching, school or professional experience programmes and pedagogy; and to develop material highlighting new approaches of teaching-learning, pedagogy and teacher’s training as highlighted in NCF 2005, NCFTE 2009, RTE Act 2009, Report of Justice Verma Commission-2012, NCTE Regulation, 2014 and NEP 2020.
13. educatiOnal survey divisiOn Educational Survey Division (ESD) was created in 2012 merging two erstwhile departments, namely Department of Educational Measurement and Evaluation (DEME) and Department of Educational Survey and Data Processing (DES&DP) for the purposes of conducting educational surveys on census and sample basis with a view to provide authentic information (data or database) on various aspects of school education for strengthening educational planning in the country.
The functions of the Educational Survey Division are operationalisation of Examination Reforms System at national level in collaboration with different State boards; ensuring capacity building of State level functionaries in developing and implementing school-based assessment protocol for foundational learning, preparatory stage, middle stage and secondary stage; providing central facility for statistical analysis of data pertaining to large- scale surveys, studies and projects conducted by different constituents of the NCERT; building capacity of state resource persons in conducting large-scale educational surveys; developing conceptual material in learning assessment for the use of teacher–educators, in-service teachers, pre-service teachers and resource persons; undertaking research in areas pertaining to learning assessment; and conducting National Talent Search Examination (NTSE) as a special testing programme to identify talent.
14. internatiOnal relatiOns divisiOn The International Relations Division (IRD) carries out various activities in conformity with the NCERT’s role to promote international cooperation, to facilitate exchange of information between NCERT and agencies and institutions abroad, signing of MoUs between NCERT and willing agencies and institutions abroad and discharge responsibility as the Academic Secretariat of the National Development Group (NDG).
As part of these activities, IRD hosts visiting delegations from abroad and facilitates cooperation in the areas of formulation of national education policies, development of national curriculum frameworks, organisation of pre and in-service teacher education programmes, formulation and implementation of programmes for vocational education, educational technology and facilitates the participation of faculty from the NCERT in international seminars, conferences, meetings, exhibitions and training programmes under the auspices of international organisations like UNESCO, UNICEF, UNDP, etc.
With similar objectives, IRD has also worked 14 Annual Report 2021–22 NCERT out a ‘Vision Document’ through which it would be possible to increase the Council’s international footprints.

Based on the experiences of such activities, IRD at present is actively engaged in the process of working out and signing MoUs in different areas of school education with some noted institutions and agencies of countries, including Taiwan, Sri Lanka, Nepal, Bhutan and Finland.
The IRD has so far signed MoUs with the Academy of Korean Studies (AKS), the Republic of Korea, the Mauritius Institute of Education (MIE), Mauritius, Curtin University (CU), Australia, and Florida State University (FSU) and University of St. Francis, USA.

The objectives behind the signing of these MoUs are to foster structured and meaningful relations with these countries for mutual benefit and to improve the quality of school education.
During the pandemic, the division worked through the virtual mode for carrying out various activities as defined in the MoUs.

Bilateral cooperation in education with the Islamic Republic of Iran and Vietnam were also initiated during the period.

15. library and dOcumentatiOn divisiOn (ldd) The NCERT library is one of the most resourceful information centres in the country in the field of education and its interdisciplinary subjects.
The library has the vast collection of books on psychology, environmental education, education for special needs groups, literature and languages, value education, adolescence education, science and mathematics education, social science education and gender studies, etc.

Textual and supplementary reading material relating to school curriculum, reports of various committees or commissions, educational surveys and policy documents also find place in the library.
The main functions of the Library and Documentation Division (LDD) are to:  Collect, organise and disseminate primary, secondary and tertiary resources on school education and also on teacher education; Support academics, researchers and students through conventional references, referral services and document delivery services; Facilitate in-service education of library personnel of States and UTs and other organisations by using manuals; Disseminate bibliographies, book reviews, current contents, indexing and abstracting of articles and press clippings; Disseminate LDD products and services through extension services; Facilitate readers through sharing of resources using DELNET.
16.

Planning and mOnitOring divisiOn The Planning and Monitoring Division (PMD) was created with the purpose of coordinating the process of programme formulation, monitoring, evaluation and submitting periodic reports of the programmes to the MoE.
It acts as a clearing house with respect to the academic programmes or activities of NCERT and evaluates all Programme Advisory Committee (PAC) approved programmes.It bears the responsibility of designing pertinent strategies of the Council and issues proper guidelines for the implementation of its various programmes.
To achieve its objectives, PMD issues guidelines, prepares various documents for Overview 15 Annual Report 2021–2022 dissemination of information, monitors the progress of programmes approved by Programme Advisory Committee (PAC) and Project Approval Board (PAB).
While providing support to the Constituents of NCERT in formulating short and long-term academic programmes and evaluating its implementation and assessing progress, PMD has been engaged in the following activities  Preparation of Annual Report of NCERT;  Preparation of NCERT component for the Annual Report of MoE,  Preparation, development and updating of general guidelines for formulation of academic programmes;  Preparation of time schedule and participation in the meeting of programme processing committees: Departmental Advisory Boards, Academic Committee, Institute Advisory Boards and Management Committees; Convening Programme Advisory Committee meetings;  Quarterly monitoring of the progress of programme implementation undertaken by the Institutes or Departments or Divisions or Cells; collection and processing of information through follow up actions; preparation of action taken report on Human Rights recommendations for MoE; preparation of Annual Programme Budget of NCERT; processing of proposals of PAC and PAB approved programmes for administrative-cum- financial sanctions; preparation of monthly and quarterly reports on major activities and achievements of NCERT; preparation of MoU of NCERT with MoE; Review of programme proposals for NIE Departments or Divisions or Cells, CIET, PSSCIVE and RIEs for duplication and financial aspects as per recommendations of meetings of the PAC; and  Coordination of projects approved by Project Approval Board (PAB) of Ministry of Human Resource Development under Samagra Shiksha Integrated Scheme.
 Apart from these regular activities, PMD is also engaged in carrying out research, development, training and extension programmes in different areas of school and teacher education.

17. hindi cell With the enforcement of the Constitution on 26 January 1950, Hindi became the Official Language of the Union of India, according to Article 343 of the Constitution.

The Government of India was entrusted with the responsibility of promotion of the status of Hindi.
Consequent upon the enactment of the Official Language Act, 1963, Ministry of Home Affairs, the Government of India continuously issues orders to use Hindi as the official language.

After the formulation of Hindi as the official language, the Official Language Rules 1976 was enacted.

Keeping in view the promotion and proper implementation of the official language Hindi in day-to-day functioning of the Council, the Hindi Cell was constituted at the Council’s Headquarters in New Delhi.
To implement these rules, the Hindi Cell makes all efforts to follow the orders, rules and resolutions issued by the Department of Official Language, Ministry of Home Affairs, for the promotion of Hindi language.

The Cell also ensures compliance of these orders, instructions, etc., from time to time in the administrative working of the Council.
To promote and ensure the proper implementation and discuss the progress in the Council, the Hindi Cell 16 Annual Report 2021–22 NCERT organised four meetings of the Official Language Implementation Committee, one in each quarter, i.e.

on 29 June 2021, 27 September 2021, 29 December 2021 and 28 March 2022.
The Quarterly Progress Reports based on the inputs received from the Departments or Divisions or Cells or Sections and Units of NIE, New Delhi, were also submitted to the Ministry of Education and the Department of Official Language, Ministry of Home Affairs, Government of India.

18.
18.

PublicatiOn divisiOn The NCERT publishes school textbooks, workbooks, supplementary readers, teachers’ guides, laboratory manuals, source books on assessment, and exemplar problems in mathematics, research reports/monographs and educational journals.

For adoption or adaptation and translation of NCERT books by various States and UTs, copyright permission is granted by the NCERT on their request under the nationalised textbook programme.
These are also used widely in schools affiliated to the Central Board of Secondary Education viz., Kendriya Vidyalayas, Jawahar Navodaya Vidyalayas, Tibetan Schools and several private schools in all States of the country and abroad.

The NCERT granted copyright of its textbooks to States and UTs, based on their request, for adoption or adaptation or translation for the year 2021–22.

In total, 23 agencies of 21 States and UTs obtained copyright permission in 2021–22.
All the States and UTs obtained copyright for NCERT textbooks published under NCF 2005 constituting a significant portion of the student community.

During the year 2020–21, 587 publications were released.

NCERT publishes research journals Bhartiya Adhunik Shiksha, Journal of Indian Education, Prathmik Shikshak, The Primary Teacher, School Science, Indian Educational Review, etc., pertaining to school education.
In its endeavour to make quality textbooks available at a reasonable price to the students in all parts of the country, NCERT has empanelled 992 book sellers as vendors.

For the distribution of Urdu publications, NCERT has engaged Urdu Academy, Government of NCT Delhi, as its distributor.

With the help of a dedicated web portal, Publication Division, NCERT, extends the facility to schools for placing online orders of textbooks as per their requirement.
The requirement so placed by the schools not only helps NCERT to ascertain the demand of the textbooks but also supply them on priority basis.

Schools have the option either to collect their requirement of NCERT textbooks from any other empanelled vendor or directly from NCERT as per convenience.

NCERT web portal also extends the facility to online order for NCERT publications to individuals (students, parents) and institutions.
The orders so received at NCERT portal are delivered through registered book post at the customers’ doorstep, for which NCERT bears the postal cost.

Publication Division, NCERT also supplies textbooks directly to various educational institutions, government agencies and school organisations, such as Navodaya Vidyalaya Samiti, Model Schools of different States, governments of Arunachal Pradesh, Sikkim and Gujarat.
Besides textbooks, NCERT published several titles viz., teachers’ guides, research monographs, supplementary reading material and books on vocational courses.

NCERT supplied literacy tools to the government of Uttar Pradesh, Haryana and Himachal Pradesh.
Four regional production-cum-distribution centres of Publication Division, NCERT, located at Kolkata, Bengaluru, Ahmedabad and Guwahati are catering Overview 17 Annual Report 2021–2022 to the need of NCERT publications in Eastern, Southern, Western and North- Eastern parts of the country, respectively The Delhi headquarters caters to the requirement of North India.

There are a total of 10 sales counters operated directly by NCERT, Publication Division.
These counters are functional throughout the year at four RPDCs, five Regional Institutes of Education and at the Delhi headquarters to ensure the easy availability of NCERT publications to individuals, students, parents and schools.

II.

Central Institute of Educational Technology The Central Institute of Educational Technology (CIET), a constituent unit of NCERT, came into existence in 1984 with the merger of Centre for Educational Technology and Department of Teaching Aids.
CIET is a premiere national institute of educational technology.

Its major aim is to promote utilisation of educational technologies viz., radio, TV, films, satellite communications and cyber media either separately or in combinations.

The institute undertakes activities to widen educational opportunities to promote equity and improve quality of educational processes at the school level.
The institute has four major divisions, namely Department of Information and Communication Technology and Training Division (DICT&TD), Planning and Research Division (PRD), Media Production Division (MPD) and Engineering Division (ED).

DICT&TD is instrumental in creation of multimedia material for students and teachers, imparting training on the use of ICTs in the teaching-learning process and research methodology for ICTs in education, etc., for teachers and teacher–educators.
It also organises faculty training on the usage of ICTs in education including Web 2.0 Tools, Wiki/WikiEducator, and Robotino, development and use of open-source material, etc.

It also facilitates innovations in ICTs in education and their dissemination.

Extension of ICT resources among schools, students and teachers in every nook and corner of the country is the motto of the Department, along with the continuous updating and maintenance of CIET and NCERT websites and other web applications.
The PRD looks after activities related to planning, conducting and disseminating research.
It is also responsible for overseeing the processes for developing new programme proposals, their approval from the bodies like Institutional Advisory Board (IAB) of CIET; Programme Advisory Committee (PAC) of NCERT and Project Advisory Board of the Ministry of Education (MoE), GoI, and finally ensuring the timely execution of the approved programmes, besides compiling and sharing the monthly, quarterly and annual reports of academic activities of CIET with the NCERT headquarters.
The primary mandate of the Media Production Division (MPD) is to produce high quality educational Audio-Video programmes for school going children (aged 5 to 18 years) and teachers (primary and secondary).

The division conducts its programmes with the help of the teams of enthusiastic and qualified Producers, Camerapersons, Floor Managers, Floor Assistants, Lightmen, Sound recordists, Editors, Graphic Artists and other similar personnel having the technical know-how of media productions.
Once the programmes are produced and finalised after undergoing a rigorous preview by experts and other stakeholders, the programmes are out for dissemination 18 Annual Report 2021–22 NCERT through both offline and online modes including telecast on Kishore Manch, SWAYAM PRABHA channel #31 of the DTH-TV network and Gyan Darshan channels of Doordarshan.
Similar to the curriculum-based video programmes, audio programmes are also developed that are broadcast through FM radio channels and community radio stations.

These programmes are also available on CD/DVD formats for students, teachers as well as the general public.

Apart from this, all curriculum-based video programmes can also be accessed from the DIKSHA portal and mobile app.
The Engineering Division (ED) is an important Division of the CIET, as its main mandate is to equip the institute with modern and latest technologies to help CIET to achieve its goals and objectives.

The ED procures equipment as per the requirements and also maintains them.

CIET has a state-of-the-art production facility and quality products are produced because of constant upgradation and maintenance of the equipment.
The CIET intends to create e-Contents (audio/video/multimedia/animation) covering all topics taught and learnt in schools and teacher training colleges and disseminates them using both offline and online (web-based and mobile platforms) avenues.

Emerging technology will be used for the wider dissemination of organised textbooks.

Our goal is to provide quality education to the children of this country using the latest technology.

III.
III.

Pandit Sunderlal Sharma Central Institute of Vocational Education, Bhopal PSS Central Institute of Vocational Education (PSSCIVE), Bhopal, a constituent unit of the NCERT, established in 1993 at Shyamla Hills, Bhopal, is a national apex research and development organisation in the field of vocational education in the country.
It provides assistance to the MoE besides providing academic and technical support to a variety of vocational programmes and advises State Governments and Union Territory administrations on policies and programmes of NSQF and on the vocationalisation of secondary and higher secondary education.

The vision of the institute is to develop as a world-class resource organisation in vocational education.
The institute is engaged in multifarious activities under broad categories viz., development, training, research and evaluation and extension activities.

It provides academic and technical support for the realisation of the national goal of vocational education in fulfilling the human resource requirement for national development and the social requirements of employment.
The institute works in collaboration with many national and international institutes like UNEVOC, CBSE, NIOS, NSDC, SSCs, State boards, etc.
The strategies to achieve the vision of the institute are to develop learning outcome based modular curricula for NSQF (Classes IX to XII); conduct and promote research in vocational education; devise multiple approaches to address training needs of different stakeholders; network with national and international organisations for promotion of vocational education; popularise vocational education; provide employability skills and establish student support system to ensure better employment opportunities; increase the reach of institute and establish mechanism for quality training to vocational Overview 19 Annual Report 2021–2022 teachers; up-skill vocational educators, improving access, efficiency and equity in vocational education and training at all levels of education; and collect, maintain and disseminate information, and popularise vocational education amongst the society, at large.
The institute is mandated to develop curricula and courseware for vocational subjects (job roles) for Classes IX to XII in 21 different sectors of the economy like Retail, Automobile, Security, Media and Entertainment, Travel and Tourism, Beauty and Wellness, Agriculture, Health Care, etc.

It is mandatory for all States to follow the curricula and courseware developed by the institute.
The institute is also responsible for training teachers and capacity building of State key functionaries for effective implementation of NSQF.

IV.

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

These are Regional Resource Institutions for school and teacher education and they extend assistance in the implementation of the policies of the States and UTS and help in monitoring and evaluation of the centrally sponsored schemes.
Major Academic Functions of RIEs The following are the major academic functions of RIE:  Designing and implementing innovative pre-service teacher training programmes;  Conducting continuing education or in-service training programmes for capacity building of the staff of DIETS, CTES, IASES and SCERTS and other educational functionaries of the States and Union Territories in the region;  Carrying out research and development activities in various areas of concern of school education and teacher education;  Offering consultancy on matters related to school education as well a teacher education.
 Providing academic support in school education and teacher education to States and Union Territories in the region; and  Assisting in the implementation, monitoring and evaluation of centrally sponsored schemes in the region.

Assisting the States in the development, field testing and evaluation of curriculum materials, textbooks and instructional materials.
Pre-service Teacher Education Programmes One of the major concerns of the NCERT is the development and operationalisation of innovative pre-service teacher education courses, viz., four-year integrated B.A., B.Ed.

course in social science and humanities education, B.Sc.

B.Ed./B.Sc.Ed.

course in science education, two-year B.Ed.

(secondary) course in science and humanities, one-year M.Ed.
course in elementary education and one-year Post-Graduate Diploma in Guidance and 20 Annual Report 2021–22 NCERT Counselling (PGDGC) in RIES at Ajmer, Bhopal, Bhubaneswar, Mysuru and NERIE, Umiam.

The RIEs also have the facilities for Ph.D. programme.

The main emphasis of the four-year integrated B.A.

B.Ed.

and B.Sc., B.Ed./B.

Sc.

Ed.

courses is on quality, i.e., producing good teachers well-versed in content, process, pedagogy and co-curricular activities.

The one-year M.Ed.
The one-year M.Ed.

(Elementary Education) course in teacher education gives adequate emphasis on issues and concerns in elementary education and research-based inputs.

The pupil-teachers of the course conduct research studies in different priority areas of elementary education.

The two-year B.Ed.

(Secondary) course in science and humanities is an experimental course based on the guidelines of NCTE.
1. regiOnal institute Of educatiOn: ajmer The Regional Institute of Education, Ajmer was set up in the year 1963, earlier known as Regional College of Education Ajmer.

It looks after the educational interests of Northern Region comprising the States/UTs of Haryana, Himachal Pradesh, Punjab, Rajasthan, Uttarakhand, Uttar Pradesh, Delhi, Chandigarh, Jammu and Kashmir and Ladakh.

This institute with its spacious buildings, playgrounds, gardens, lawns and a farm is spread over 110 acres.
It is affiliated to the M.D.S.

University, Ajmer and its courses are recognised by the NCTE, New Delhi.

The management committee, chaired by the Vice-Chancellor of the affiliating university performs the advisory role on matters of academic interest.

The institute has been accredited with ‘A+’ Grade by the NAAC in the year 2017-18.
As an advanced and pioneering institute of education of the Northern Region of the country, it tries out innovative pre-service programmes and promotes research, develops instructional material and imparts training to in-service teachers in various school disciplines and the methods of transacting them.
As a regional resource institute on school education and teacher education, it offers a support system to the clientele States/UTs and documents and disseminates information concerning improved methods, practices and patterns of education to the State level agencies.
The institute advises the State departments of education on policies and programmes related to all aspects of school education and extend help in the implementation of national level policies and programmes originating from the Ministry of Education (MoE) and the NCERT headquarters.

The institute aims primarily at the capacity building of the states/ UTs and district level teacher education institutes like SCERTs, DIETs, IASEs, CTEs etc.
by undertaking specific projects in the areas of research, development and training.
The major roles and functions of the institute are organising programmes in collaboration with the State level educational authorities to find out interventions and strategies for improving the quality of school education, organising programmes on demand for teachers of Navodaya Vidyalaya Samiti (NVS), Kendriya Vidyalaya Sangthan (KVS) and other reputed school organisations, organising theme based training programmes, seminars, conferences, consultation meets, etc.
The institute offers four year integrated B.A.

B.Ed.

Programme, four year integrated B.Sc.

B.Ed.

Programme, two year B.Ed.

Programme, two year M.Ed.

Programme and Diploma Course in Guidance and Counseling (Distance/Online and Face-to-face mode for the students of all the ten States/UTs of the Northern Region.
Overview 21 Annual Report 2021–2022 2. regiOnal institute Of educatiOn, bhOPal The Regional Institute of Education, Bhopal earlier known as Regional College of Education was established on 3rd May 1963.

It caters to the pre-service and in-service teachers training needs pertaining to school education of the Western Region of the country namely, the States of Madhya Pradesh, Chhattisgarh, Gujarat, Maharashtra, Goa and Union Territories of Daman, Diu and Dadra and Nagar Haveli.
3. regiOnal institute Of educatiOn, bhubaneswar Regional Institute of Education, Bhubaneswar caters to both pre-service and in-service needs pertaining to school education of Odisha, Bihar, Jharkhand, West Bengal, Sikkim, Manipur, Mizoram, Meghalaya, Arunachal Pradesh, Nagaland, Tripura and Andaman & Nicobar Islands.
The following regular pre-service programmes are running in the Institute under the affiliation of Utkal University and approval of NCTE: (i) Four-year integrated B.Sc.B.Ed., (ii) Four-year integrated B.A.B.Ed., (iii) Two-year B.Ed., (iv) Two-year M.Ed.

and (v) One-year M. Phil.

in Education.

In addition, a Diploma Course in Guidance and Counseling is offered by the Institute on distance-cum-face-to-face mode.

The Institute also acts as the Nodal Centre for Pre-Ph.
D Education course of Utkal University.

4. regiOnal institute Of educatiOn, mysuru Regional Institute of Education, Mysuru, a Constituent Unit of NCERT, New Delhi is an apex institute for meeting the educational needs of the Southern States.

The Regional College of Education established on 1st August 1963 was later rechristened as Regional Institute of Education with effect from 18th April 1995.
It is established with an intention to empower the five Southern States of India namely, Andhra Pradesh, Telangana, Karnataka, Kerala, Tamil Nadu, and two Union Territories viz., Puducherry and Lakshadweep by initiating in-service teachers training programmes with emphasis on research and development, based on individual state requirements.

The institute is affiliated to the University of Mysore.
The Undergraduate courses offered by the Institute cater to five States and two UTs and the Post Graduate course are open for all States/UTs.

Admissions are based on Common Entrance Examination conducted by NCERT.

Choice Based Credit System is adapted for all academic programmes.

The institute is recognized for educational research related to different domains of school education and teacher education.
The institute is currently offering pre-service programmes with the revised curriculum, approved by the University of Mysore.

The institute is offering four-year integrated programmes of B.Sc.B.Ed., B.A.B.Ed., six-year integrated programmes of M.Sc.Ed.

in physics, chemistry and mathematics, two-year B. Ed.

and M.Ed.

programme.

The institute is also offering Diploma Course in Guidance & Counselling, a contact-cum-distance education mode programme.
The Department of Education in Science and Mathematics (DESM)of the institutes is recognised as a center for research programs.

Presently, 64 scholars are pursuing Ph.D. in the institute.
RIE, Mysuru is model institute for teacher training and educational research, Besides, it conducts capacity building programmes for the faculty of 22 Annual Report 2021–22 NCERT SCERTs, IASEs, CTEs and DIETs of Southern Region in the areas of teacher training, skill development for classroom application of new pedagogical concepts, instructional strategies and classroom management techniques, material production, curriculum renewal, monitoring, textbook evaluation, educational research, etc.
5. nOrth east regiOnal institute Of educatiOn, umiam, meghalaya North East Regional Institute of Education was set up at Shillong, the capital City of Meghalaya State in 1995 to cater to the educational needs of North-Eastern States, which includes Assam, Arunachal Pradesh, Manipur, Meghalaya, Mizoram, Nagaland, Sikkim and Tripura.

The institute aspires to emerge as a leader in the field of school education and teacher education in the North-Eastern Region by playing the role of a pro-active organisation.
The vision of NERIE is to facilitate development of human resources in the region so that the States are able to provide quality inputs in all aspects of school as well as teacher education.

The institute primarily works for capacity building of the State and district level resource institutions/teachers education institutions and State Boards of Secondary and Higher Secondary Education located in the region in undertaking research, development and training activities.
The Institute seeks to engage itself in: (i) the promotion and support of the programmes of the Government of India and NCERT, (ii) development of school education in the North East, and (iii) development of a different kinds of professional identity in the areas of language in education, science and mathematics education in the light of National Policy on Education, 2020 and the National Curriculum Frameworks, teachers professional development, research on sociological and cultural dimensions of education, etc.
NERIE started its 2-year regular full time B.Ed.

program from the session 2015-16.

The course has been approved by National Council of Teacher Education (NCTE) and duly affiliated to North Eastern Hill University (NEHU), Shillong.

Besides, B.Ed.

NERIE offers Diploma Course in Guidance and Counseling (DCGC) programme and a Certificate Course in Early Childhood Care and Education (ECCE) in blended mode.
In view of the unique demographic, geographical and other features of the region, distinguishing characteristics of the NERIE are its functioning modality marked by distance mode of learning and training in addition to the conventional face-to-face system of education and training.

This is a step towards decentralisation of delivery of training by making it accessible to a large number of people.

The institute networks with SCERTs of North Eastern States and CIET, NCERT, New Delhi for the purpose.
The institute makes all efforts to preserve the ethnic/cultural identities of the NE region.

V. Demonstration Multipurpose Schools The Demonstration Multipurpose Schools situated at Ajmer, Bhopal, Bhubaneswar and Mysuru are integral part of the RIEs and act as laboratories for trying out of innovative practices in school education and teacher education.
Overview 23 Annual Report 2021–2022 The Demonstration Multipurpose Schools are affiliated to the Central Board of Secondary Education (CBSE), New Delhi and imparts education from Classes I-XII through English and Hindi mediums.

These are also used for practical training for the teacher trainees of the institutes.

1.
1.

Demonstration Multipurpose School, Ajmer The Demonstration Multipurpose School (DMS) was established in 1964 as a pace setting institution under the control of Regional College of Education (now, Regional Institute of Education), Ajmer, to try out innovative ideas and experiments for the improvement of school education in the country.

It is a CBSE affiliated co-educational school providing quality education to over 700 students from pre-primary to Class XII.
At the senior secondary level, the options of humanities, science, commerce and vocational streams are available for the students.

The school has its separate library, labs, computer room and a good collection of multimedia CD/DVDs.

2.

Demonstration Multipurpose School, Bhopal Demonstration Multipurpose School, Bhopal affiliated to the CBSE came into existence in 1965.

The school admits children through a randomised computer draw to facilitate admission to children of all sections of society.
It serves as a laboratory of the institute for carrying out action-research and innovative experiments in school education.

It also provides opportunities to interns to observe, learn and participate in teaching through internship programmes.

The school has a separate primary wing.

The school has well-equipped science laboratories and a computer centre.

3.
3.

Demonstration Multipurpose School, Bhubaneswar Demonstration Multipurpose School, R.I.E Bhubaneswar acts as a pace setting school in Eastern region of India by participating in research and development related to major areas of School Education and mostly serves as a centre for teachers training programmes of Regional Institute of Education, Bhubaneswar.

In this school, the students are drawn from all sections of society.
Here, the admissions in Pre-Primary, Class I and Class VI (additional section) is done by Random Selection.

25 students have been admitted each in 3 to 4 years and in 4 to 5 years age group, 45 students in Class I and 35 students have been admitted in Class VI.

Our school students are given preferences for admission into Class XI (Science, Commerce and Arts stream).

In this School Class XI students are admitted on the basis of merit.
Through quality education and training our students have proved their worth in National Level Institutions like IIT, NISER and IISER and also at International Level.

The products of this school have earned great accolades across the country and world in field of medicine, engineering, law, education, sports, modelling, films, bureaucracy and spiritual institutions.

4.
4.

Demonstration Multipurpose School, Mysuru The Demonstration Multipurpose School, Mysuru, functions as a laboratory for experimentation and tryout of new strategies and instructional training programmes of the institute.

The school provides opportunities for B.Sc.

(Ed.)

students to observe, learn and participate in teaching and serves as a centre for the cooperative training and research endeavour of the staff of the institute.
24 Annual Report 2021–22 NCERT The school is affiliated to the CBSE and is known for its innovative approaches to teaching and evaluation and lay emphasis on the total development of the child’s personality.

Competency Based Teaching (CBT) with an action research approach has been implemented in the school with effect from 1995–96.

It has a separate primary wing.

The school has well-equipped science laboratories and a computer centre.
majOr achievements Of the cOuncil 2021-22 nishtha Online With a view to reduce the gaps that exist between the curricular pronouncements and the ground realities, the NCERT organises capacity building programmes for the stakeholders of the school education.
The Council envisaged a mega capacity building programme National Initiative for School Heads’ and Teachers’ Holistic Advancement (NISHTHA) for the capacity building of teachers and school heads on learner-centred pedagogies with a view to improve learning outcomes of students in the country.

The NISHTHA was launched on 21st August, 2019 on face-to-face mode which later, was converted into online mode following the emergent situation of the pandemic COVID-19.
The programme has been designed in such a way that teachers, school heads, teacher educators and key functionaries at the State, district, block and cluster levels participate in this programme together.

Initially, the programme was launched for the elementary level, NISHTHA 1.0, and subsequently, NISHTHA 2.0 (Secondary level) and NISHTHA 3.0 (Nipun Bharat- ECCE-Class V) were launched.
During 2021-22, NISHTHA 2.0 (Secondary), was launched targeting 10 Lakh secondary school teachers and school heads and was implemented in 33 States/UTs and eight autonomous organisations under MoE, MoD and MoTA in 10 languages — Hindi, English, Urdu, Gujarati, Punjabi, Telugu, Kannada, Bengali, Marathi and Odia.

Around nine lakh teachers and school heads have participated in these courses.
NISHTHA 3.0 (FLN) was launched in September 2021 to reach 25 lakh teachers and head teachers at the pre-primary and primary levels.

It was implemented in 33 States/UTs and 5 autonomous organizations under MoE in 11 languages - Hindi, English, Urdu, Gujarati, Telugu, Kannada, Odia, Bengali, Marathi, Punjabi, and Mizo.

Around eight lakh teachers are participating in this programme.
natiOnal curriculum framewOrKs (ncfs) As per the recommendation of NEP 2020, NCERT initiated the process of developing four NCFs viz., Early Childhood Care and Education (ECCE), School Education (SE), Teacher Education (TE) and Adult Education (AE) following bottom-up approach which will cover the 25 areas — Curriculum and Pedagogy, Cross Cutting Themes and other important areas under NEP, 2020.

The NCF Tech Platform was made live on 13th December 2021 and made live to all States/UTs.
Also, a mobile survey app (both in android and iOS) was made live in 14 regional languages i.e., Assamese, Bodo, Telugu, Dogri, Punjabi, Marathi, Kannada, Gujarati, Hindi, English, Urdu, Kashmiri, Malayalam and Manipuri to facilitate the data collection based on the 4 curriculums across various categories viz., Parents, Teachers, Students, Community workers, Anganwadi worker/s, etc.
During the year 2021-22, 31 States have successfully completed Overview 25 Annual Report 2021–2022 the baseline target of 3000 Mobile survey/s and overall surveys completed are 1,31,541, Second versions of 16 User manuals have been uploaded in the NCF Tech portal to facilitate all state officials 32 States have initiated, and 27 States have successfully completed the District Consultation Report (DCR) 29 States/UTs have initiated the formulation of the State Focus group and 25 States/UTs have initiated the formulation of the State Steering Committee.
PublicatiOns NCERT continues with the publication of school textbooks, workbooks, supplementary readers, teacher guides, laboratory manuals, source books on assessment, exemplar problems in mathematics, research reports/monographs and educational journals.

Apart from non-textual material, textbooks for different Classes from I to XII are printed every year.
About six crore copies of various NCERT publications in English, Hindi and Urdu which include textbooks, supplementary reading materials, teachers’ handbooks, source books, research reports and six educational journals are brought out every year.

NCERT textbooks are freely adopted by States under their nationalised textbooks programme.

They are also used widely in schools affiliated to the CBSE, KVS, NVS, Tibetan Schools and several public schools in all the States.
Many States have obtained copyright for NCERT textbooks.

The Council has brought out energized textbooks, by using QR Code.
During the year, the Council brought out the publications — Educational Rights of Children with Special Needs- Frequently Asked Questions, Teaching- Learning of Economics in Inclusive Education Setting-Package for Senior Secondary Teachers, Sourcebook on Assessment in Social Sciences for the Secondary Stage, Index for Inclusive Schools, Art Integrated Learning Guidelines for Elementary Level of School Education, Water: Every Drop Counts for Primary, Upper Primary and Secondary Stages, Framework for Identification of Core Essential in Mathematics for Middle Stage in the light of National Education Policy-2020, Revisiting Learning Outcomes in Science for Class VI to X and in Biology, Chemistry, Physics and Mathematics for Classes XI and XII in view of National Education Policy 2020, Revisiting Learning Outcomes in Science and Mathematics for Classes VI to X in view of National Education Policy 2020, Competency Based Pedagogical Framework for Facilitating Teaching and Learning of Science for Middle and Secondary Stages , Learning Outcomes based Resources in Biology, Chemistry, Physics and Mathematics at Higher Secondary Stage, Chemistry (Classes XI and XII), Physics (Classes XI and XII), Tactile Kit Manual in Science at Upper Primary Stage, Students Textbooks on Vocational Courses, Sangeet – Tabla evam Pakhawaj – Hamare Avanaddha Vadya –Textbook for Class XI and the Journals viz., Bhartiya Adhunik Shiksha, Journal of Indian Education, Voices of Teachers and Teacher Educators, School Science, Indian Educational Review, Indian Journal on Vocational Education, Indian Journal of Educational Technology etc.
research studies In the area of educational research, the Council conducted studies in different areas of school education and teacher education viz., ‘A Study of English as Medium of Instruction in Indian School Systems’, ‘A Study to Assess the Efficacy of Upper Primary Science Kit (UPSK) in Understanding the Concepts of Science 26 Annual Report 2021–22 NCERT at Upper Primary Stage in Schools of Delhi’, ‘A Comparative Study of Different Models of Preschool Education’, ‘Review of Current Textbooks at the Primary Stage EVS in the light of NEP 2020’, ‘National Achievement Survey 2021 at Grade 3, 5, 8 and 10, Foundational Learning Study (FLS)’, ‘Case Study of Learning Environment in Primary Schools’, ‘Practicing Art Integrated Learning’, ‘Learning Social Sciences and Assessment in Indian Schools: A Study of Secondary Level Students’ Answer Scripts in National Capital Region (NCR)’, ‘Effectiveness in Promoting Integrated Module in the Teaching Learning of Economics at the Higher Secondary Stage’, ‘Impact Assessment of Select Initiatives of Government of India for Gender Equality and Prevention of Child Sexual Abuse’, ‘Integration of Gender Perspective in NCERT Textbooks — A Review and Preparation of Guidelines for New Generation Textbooks’, ‘A Study on Green Practices amongst Vocational School Students’, ‘A Study on Apprenticeship Training in Vocational Education at School Level in India’, ‘A Study on Health and Hygiene Practices amongst School Students of Different Blocks Adopted by NCERT’, ‘A Study of the Adolescence Problems in the State of Assam, Arunachal Pradesh, Mizoram, Nagaland, Manipur and Tripura of North Eastern Region’, ‘Institutional/ Departmental Research Projects in the area of School Education’, ‘Impact of Science Kits on Conceptual Understanding of Science at Middle Stage in Schools’, ‘A Study of Initiatives, Strategies and Best Practices Adopted for Fostering the Quality Education during COVID-19 Period’, ‘Study of Status and Functioning of Eklavya Model Residential Schools of Maharashtra’, ‘Status
 of Education of a Village and Studying its Socio-cultural Impacts on the Community and Providing Community Experience’, ‘Spatial Mapping of Green Skills and Indigenous Practices in Selected District of Odisha: A Study’, ‘Twenty First Century Employability Skills of Students at the Secondary Level in Odisha – An Analysis’, ‘Effectiveness of Gyan-Setu Programme on Quality Improvement of Education at Upper Primary Level of Jharkhand’, ‘Assessment of Materials Developed by SCERT, Odisha on Foundational Literacy and Numeracy’, ‘Relationship between Knowledge, Skill and Application based on the Curriculum of DCGC of NCERT’, ‘Attitude and the Knowledge of Prospective Teachers towards the Inclusion of Students with Disabilities in a General Classroom’, ‘Analyzing the Socio-cultural Practices in a Selected Cluster of Chilka Block from the Perspective of Literacy Development’, ‘A Case Study on Alternative Internship Programme (AIP) for D.El.Ed.
Students of Odisha’, etc.

The Council has taken up block level research project titled ‘Implementation of NCERT Interventions at School Stage: A Block Level Research Project’ in different regions of the country wherein the blocks have been adopted and the interventions are made for bringing about improvement in the teaching-learning process.

The blocks that have been adopted for the study are, Ichhawar in West, Chilika in East, Rigvoi in North-East, Hurda in North and Hunsui in South.
Besides, one block in Tripura also have been taken up which is being funded by the State government.

In addition, the Council supported educational research through Educational Research and Innovations Committee (ERIC).

During the year, four research projects were completed with the financial support of ERIC.
The Council continues ‘NCERT Doctoral Fellowships’ in which ten fellowships are earmarked to be awarded every year to young aspirants to pursue doctoral research in the field of education and worked on their disciplines directly Overview 27 Annual Report 2021–2022 related to education.

In 2021-22, ten candidates have been given Doctoral Fellowship from NCERT.
develOPment activities The development works of the Council include: Exemplar for ICT Integrated School System, Curriculum Based Material of AR, VR, Simulation, Virtual Laboratory for School Education, Educational Media Programs, Shikshak Parv, MoE’s “Guidelines for Development of e-Content for Children with Disabilities”, Training Package on including Children with Specific Learning Disabilities (SLD) and Autism Spectrum Disorder (ASD) in Regular Schools, MoE’s National Guidelines on Equity and Inclusive Education, Implementation Framework for Teacher Education Programme at Multi-Disciplinary Institutions, Guidelines for 50 Hours Continuous Professional Development (CPD) Programme for School Teachers, Heads and Teacher Educators as envisaged in NEP-2020, e-Content on Education for Sustainable Development for Teachers & Teacher Educators, Online Course on Value Education, Alternative Academic Calendar (AAC), Dictionary of Sociology for Schools (Trilingual), Molecular Model Kit, Senior Secondary Chemistry Kit with focus on Greener Approach, Online Courses in 22 Indian languages, e-Content in Languages: Hindi, English, Urdu and Sanskrit, Exemplary Activities based on Learning Outcomes for Language Skills in Urdu for Higher Secondary Stage, Resource Centre in Languages, Revisiting Learning Outcomes in Languages (for Hindi and English from Classes VI to XII and for Sanskrit and Urdu from Classes I to XII) in view of National Education Policy 2020, Supplementary Reading Material in Hindi, English, Urdu and Sanskrit , A Collection of Literary Writings in Hindi for Promoting Health Literacy among Students at Secondary Stage, Trilingual Illustrated Dictionary (Urdu-Urdu- Hindi-English) at Primary Stage, Online Certificate Course in Teaching of Urdu at Elementary Stage, Supplementary Reading Book from Gandhiji’s thought titled as Vidyarthi Gandhi Vichar Mala in Hindi, Language Education Kit in Sanskrit for Upper Primary Stage, Competency based Curricular and Pedagogical Framework, Concept Books on Foundational Numeracy,
 Toys, Alternative Academic Calendar in view of COVID-19 Situation for Foundational and Preparatory Stage, Info graphics/posters from Preschool to Grade 3 as per NIPUN Bharat Framework , Byte Sized Video Scripts and Worksheets for Development Goal 1, 2 and 3 under NIPUN Bharat, Learning Outcomes based Resources to Cater to the Needs of Disadvantaged Groups and Vulnerable Children at the Preparatory Stage, Position Papers, e-Content of Environmental Studies (EVS) at the Preparatory Stage , Vidya Pravesh — a 3-Months Play Based School Preparation Guidelines and Module Grade I Children, Training Modules on Foundational Literacy and Numeracy for NISHTHA 3.0 on Foundational Literacy and Numeracy (FLN), Review and Translation of a Bridge Course Package from Hindi to English for Out of School Children of Special Training Centers under RTE Act 2009, Module for Exemplar Test Item for Assessing Higher Order Thinking Skills at Secondary Stage, Teacher’s Handbooks on Art Integrated Learning for Primary and Upper Primary Teachers, Sangeet – Hindustani Music (Gayan and Vadan) - Class XII, Sangeet – Tabla and Pakhawaj (Hamare Avanaddha Vadya)- Class XII , Sangeet – Carnatic Music (Vocal and Melodic)- Class XI, Handbook for Teachers on Education of Children with Chronic Health Impairments in Inclusive Classrooms, Documentation of Experiential 28 Annual Report 2021–22 NCERT Learning as Resources of Various Tribal Groups in India, Educational Rights of Children with Special Needs: Frequently Asked Questions, Training Material for Teachers and Teacher Educators on Transgender Concerns in School Education, Updating Curriculum, Syllabi and Textual material Developed as a follow up of NCF-2005, Worksheets, Assessment Items, Primers, Info Graphic Posters, Video Programs, Modules, Digital Resources on Different Topics of Job Roles in Various Sectors, Short Video films for Pre-Vocational Courses, Courseware of Six Job Roles in Electronics and IT-ITeS Sector under NSQF, Framework and Guidelines for
 Implementation of 10 Bag less Days in School, A Module on Fun-Based Learning Activities Classes 6th to 8th, Skill Based Aptitude Test for Students of Class X, Student Textbooks of Different Job Roles under Apparel Made-ups and Home Furnishing Sector, Teacher’s Manual on Activity–based Teaching in Science for North East States, Handbook on Experiential Learning for Preschool Education for the NE States, Collection Development Policy for Library Resources of NCERT Libraries, Environmental Education Theme Park, Language Lab and Mathematics Resource for Pre-service and In-service Teachers, e-Resources under PM e-Vidya Digital Education Programme, Items for Enhancing Higher Order Thinking Skills in Biology, Mathematics and Chemistry for Classes XI and XII using NCERT Textbooks and Physics at Higher Secondary Level, STEAM Park and Weather Station, STEAM Modules for Upper Primary Section for Implementation of NEP-2020, AI Module for Class VIII Students of DMS, Bhopal, Course Materials for Diploma Course in English Teaching, Conceptual Activities on Science at Upper Primary and Secondary Levels for Odisha using Locally Available Toys, Resource Material using Ancient Mathematics at Upper Primary Level, Modules on Early Childhood Care and Education as per NEP 2020, e-Content in Multi-language Pedagogy, etc.
caPacity building PrOgrammes The Council conducts capacity building or orientation and training programmes for the master trainers or key resource persons for ensuring quality education for all levels of school and teacher education.
During the year, the Council conducted the programmes in the areas of Data Analysis with Open Source Software, Quality Education, Curriculum Research, Vocational Pedagogy and Employability Skills, Research Methodology, Guidance and Counseling, Selection, Adaptation and Development of Resource Material in Minority Language, Minor-Tribal Language Teaching, Multilingual Approach, Development of Resource Material in Minority Language, Foundational Literacy and Numeracy, Script Writing for e-Content, Effective usage of Teaching Learning Materials, Life Skills Education, Developing Exemplar Questions, ICT, etc.
extensiOn activities The extension programmes of the Council include — meetings of Minority Cell, Extension Lecture Series, National Meeting-cum-Workshop for Alignment of Vocational Education from Higher Secondary to Higher Education, Diploma in Vocational Education and Training, Meet the Author Series, Celebration of International Yoga Day, Mother Tongue Day, Matru Bhasha Diwas, etc., Organization of School Internship in Pre-service Teacher Education, Working Overview 29 Annual Report 2021–2022 with the Community, National Library of Educational and Psychological Tests (NLEPT), Centre for Popularization of Science, meetings of Screening- cum-Progress Monitoring Committee (SPMC) of Educational Research and Innovations Committee (ERIC), State Level Consultative Meet on NEP, 2020 for the State of Assam, Meghalaya and Nagaland, Information Literacy Programme for Users of NIE Library, a National Seminar on Integration of Indigenous Knowledge in the School Curriculum: Prospects and Challenges, National Conferences on NEP 2020: Towards Transforming Teacher Education, Emerging Trends in Physics and Physics Education (NCETPPE-2022) and Indian Languages, Arts and Culture, Webinars on Accelerating Vocational Education in Schools: Post Covid19, Reimagining Youth Skills — Post Pandemic, NEP 2020: Exploring Transformational Implementation in School Education, Toy Based Pedagogy across the Foundational Stage, Re-imagining Vocational Education: The Way Forward, Reading for Learning and Pleasure, Towards an Equitable and Inclusive Society: Realizing the Goals of NEP-2020., Implementation of Official Language, Hindi Pakhwara, etc.
educatiOnal technOlOgy Understanding the importance of digital technology to ensure quality learning to our students, during the year 2021-22, the Council produced 1946 audio programmes including NCERT textbook-based audio books in all subjects/ languages viz., Hindi, English, Sanskrit, Urdu, Mathematics, Science, Environmental Studies, Social Science, etc, 1382 quiz questions, 19 Daisy Books, and 3358 ISL Dictionary words.
In addition, 445 curriculum-based radio programmes (Classes1-12) were disseminated/ broadcasted on 230 Radio Stations and 627 live programs have been broadcast on iRadio.1730 video programmes related to all school subjects viz., Hindi, English, Sanskrit, Urdu, Mathematics, History, Geography, Political Science, Economics, Sociology, Psychology, Environmental Studies, Business Studies, Accountancy, etc.

have been produced.
have been produced.

Moreover, video programmes based on sign language for CWSN students, Learning Outcome, Adult Education, NISHTHA were also produced.

SWAYAM PRABHA DTH Channel telecast educational video programmes for learners of secondary and senior secondary students and teachers.

CIET, NCERT is the national coordinator for one DTH TV channel i.e., Kishore Manch (#31) and has started feeding a 24x7 slot.
Every day six hours fresh slot was provided by CIET which gets repeated three times in 24 hours to offer learning opportunities for the stakeholders.

Curriculum based video programmes are telecast by NCERT for primary, upper primary, secondary and higher secondary level students on a daily basis.

These programmes are simultaneously telecast on DD-Free Dish, Tata Sky, Videocon, Sun Direct, Dish-TV, YouTube Official Channel of NCERT and Jio TV Mobile App.
Interactive Voice Response System (IVRS) is used for obtaining feedback from the viewers and supporting live phone calls with the experts in CIET-NCERT studio.

NCERT has embedded QR codes linked with e-Resources with all the textbooks.
Massive Open Online Courses (MOOCs) platform popularly known as SWAYAM i.e., Study Webs of Active Learning for Young Aspiring Minds (https://swayam.gov.in/), offered 30 MOOCs in 11 subjects of Class XI and XII and three generic courses on Food and Nutrition and Urdu for around 48 thousand learners.
30 Annual Report 2021–22 NCERT e-Pathshala, a portal/app developed and launched in November 2015, hosts educational resources for teachers, students, parents, researchers and educators can be accessed on the Web, and is available on Google Play, App Store and Windows.

The content is available in English, Hindi and Urdu.
It offers educational resources, including NCERT textbooks for Classes 1-12, audio-visual resources developed by NCERT, periodicals, supplements, teacher training modules and a variety of other print and non-print materials.

ePathashala contains 372 digital textbooks in ePub format, 131 textbooks (Hindi and Sanskrit medium), 115 textbooks in English medium and 126 textbooks in Urdu medium, to make these textbooks accessible for differently abled.
NCERT has converted 115 textbooks (Hindi and Sanskrit medium), 101 textbooks in English medium and all the 126 textbooks in Urdu medium in Unicode fonts to enable text to speech and online search, etc.

The QR codes are linked with eResources with all the textbooks.

The portal has 3,616 audios, 2,619 videos, 696 e-books (e-pubs) and 511 flip books.

Under 12 PMe-VIDYA DTH TV channels, 1040 episodes have been transmitted live from Class 1 to 10th channels for ensuring continuous online education support.
For Class 11th and 12th, one hour weekly live telecast has been arranged and till March 2022.

All the 12 DTH TV Channels have a daily fresh telecast of recorded programmes for 2-3hrs.

(2hrs.

for classes 1-10 and 3hrs.

for classes 11-12) and are repeated 11 times and 7 times, respectively in 24hrs.
Live interactive webinars on ICT tools were telecast which cover various topics related to creation and dissemination of e-Contents, content-pedagogy- technology integration, use of ICT in teaching-learning and assessment, OER, use of various ICT tools, creation of AR/VR contents, mobile app and AI based platforms, etc.. SAHYOG: A guidance and counselling sessions for mental health and well-being of students, teachers and parents are also scheduled on weekdays.
In order to ensure continuous learning opportunities to develop competencies in use and integration of technology in education, online training programmes were telecast live on NCERT official YouTube channel and also simulcast through PMeVidya.

Continuous professional development courses for teachers, teacher educators and other stakeholders are offered through DTH TV Channels number #6-12 and Jio TV mobile app.
Keeping in view the importance of Cyber safety and security, Jaagrookta Diwas is being every month since October 2021 by telecasting programmes on various topics like stay safe in the cyber world, cyber clubs, cyber parenting, cyber hygiene practices, etc.

NCERT has also offered two batches of online course on ‘Cyber hygiene practices: Personal digital devices’.

Also, guidelines on cyber safety and security for students, teachers, schools and parents have been disseminated.
DIKSHA (Digital Infrastructure for Knowledge Sharing), a national platform for school education, has been adopted by almost all the States/UTs, including CBSE and other Autonomous Educational bodies/Boards.

It can be accessed by learners and teachers across the country and currently supports uploading of content in 36 Indian languages.

The portal houses 6,100 energised textbooks developed by States/UTs and NCERT.

Around 2,64,233 pieces of e-Contents in 36 languages were on DIKSHA.
Overview 31 Annual Report 2021–2022 vOcatiOnal educatiOn In the area of vocational education, Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE), the apex organisation in the field of vocational education, has developed curriculum for 152 job roles in the last two years and student textbooks for 59 job roles under NSQF.
Out of these, 57 Student Textbooks have been published in 19 sectors viz., Agriculture, Apparel, Madeups and Home Furnishing, Automotive, Beauty and Wellness, Banking, Financial Services and Insurance, Construction, Electronics, Food Processing, Healthcare, IT-ITeS, Retail, Physical Education and Sports, Plumbing, Power, Private Security, Telecommunication, Tourism and Hospitality, Transportation, Logistics and Warehousing, and Media and Entertainment.
Digital resources including 150 video films on various job roles for Classes IX to XII, 41 pre-vocational video films in Agriculture, Apparel Made- Ups and Home Furnishing, Bakery, Plumbing, Beauty and Wellness, Retail and Health Sector for classes 6th to 8th and animations on different topics of job roles in various sectors for Classes 9 to 12 have been developed.
The institute conducted various orientation Programmes on NEP 2020 to Strengthen Vocational Education and Training in Schools, ICT Application in Vocational Education, Vocational Pedagogy, Automobile Technology, Employability Skills, Implementation of Pre-Vocational Education, different Job roles, etc.

A regional consultation meeting-cum-workshop for implementation of vocational education in schools was organized under Samagra Shiksha for Southern, Western and North-Eastern Regions.
Also, the institute conducts one year Diploma Courses in vocational education and training programme and model vocational education programme in Demonstration Multipurpose schools (DMSs) of NCERT located at Ajmer, Bhopal, Bhubaneswar and Mysuru and six schools identified by the State Education Department of Karnataka, Madhya Pradesh, Meghalaya, Odisha, Rajasthan, and Tripura under the Innovative Model of Vocational Education in Schools.
internatiOnal cOllabOratiOns and internatiOnal linKages Keeping in view of the importance of international cooperation in the field of school education, the Council hosts foreign delegations, facilitates their interaction with different Departments and Constituent Units pertaining to areas critical to their interest and needs, such as, educational policies, curriculum frameworks, pre-service and in-service teachers’ education programmes, physical education, vocational education, ICT and ET, and conducts workshops, seminars and conferences involving MoUs signed with foreign institutions.
In order to foster structured and meaningful relations with various countries for mutual benefit in improving the quality of school education and teacher education, NCERT has signed MoUs with the institutions like Academy of Korean Studies (AKS), Republic of Korea, Mauritius Institute of Education (MIE), Mauritius, Curtin University (CU), Australia, National Taiwan Normal University (NTNU), Taiwan, National Agency of Education (EDUFI), Finland, Florida State University (FSU) and University of St. Francis, USA.
The process of signing MoU has been initiated between the NCERT and, Sri Lanka, Nepal and Bhutan.

32 Annual Report 2021–22 NCERT 2.

Major Publications NCERT publishes curricular materials including school textbooks, workbooks, supplementary readers, teacher guides, laboratory manuals, source books on assessment, exemplar problems in mathematics, research reports/ monographs and educational journals.

Apart from non-textual material, textbooks for different Classes from I to XII are printed every year.
The Council has brought out energised textbooks, by using QR Code.

Educational journals and magazines are also brought out by the Council.
During the year, the Council brought out the publications: Educational Rights of Children with Special Needs— Frequently Asked Questions, Teaching-learning of Economics in Inclusive Education Setting—Package for Senior Secondary Teachers, Sourcebook on Assessment in Social Sciences for the Secondary Stage, Index for Inclusive Schools, Art Integrated Learning Guidelines for Elementary Level of School Education, Water: Every Drop Counts for Primary, Upper Primary and Secondary Stages, Framework for Identification of Core Essential in Mathematics for Middle Stage in the light of National Education Policy-2020, Revisiting Learning Outcomes in Science for Class VI to X and in Biology, Chemistry, Physics and Mathematics for Classes XI and XII in view of National Education Policy 2020, Revisiting Learning Outcomes in Science and Mathematics for Classes VI to X in view of National Education Policy 2020, Competency Based Pedagogical Framework for Facilitating Teaching and Learning of Science for Middle and Secondary Stages, Learning Outcomes based Resources in Biology, Chemistry, Physics and Mathematics at Higher Secondary Stage, Chemistry (Classes XI & XII), Physics (Classes XI & XII), Tactile Kit Manual in Science at Upper Primary Stage, Students Textbooks on Vocational Courses, Sangeet – Tabla evam Pakhawaj – Hamare Avanaddha Vadya – Textbook for Class XI.
It has also published various issues of the Journals viz., Bhartiya Adhunik Shiksha, Journal of Indian Education, Voices of Teachers and Teacher Educators, School Science, Indian Educational Review, Indian Journal on Vocational Education, Indian Journal of Educational Technology etc.

Index for Inclusive Schools (ISBN 978-93-5580-050-3) Inclusive education is a significant part of our policy and legislative frameworks.
The Index highlights how to increase inclusiveness in schools through teachers, headmasters and other administrators responsible for planning, managing and supporting education in local contexts.

The document is organised in four main sections.

The first section is the general introduction that introduces the readers to the concept of inclusion and Annual Report 2021–2022 traces the history of this movement.
Realising the importance of leadership in developing effective inclusive schools, the second section offers suggestions for educational administrators, depicts how to plan for inclusive education, and how to implement all inclusive policies into practice.

The third section not only states the structure and the process of development of the index but also indicates who all can use it.

The fourth section of the Index provides indicators for developing schools for all.
These indicators would help in overcoming various barriers faced while developing inclusive schools.

The document also suggests organisational changes and ways to develop inclusive schools.

Teaching-Learning of Economics in Inclusive Education Setting-Package for Senior Secondary Teachers (Hindi Version) (ISBN: 978-93-5292-317-5) The school textbooks developed by NCERT are available in Braille, but illustrations, diagrams or pictorial explanations of the concepts are not provided.
Therefore, it has been a challenge for the visually-impaired students to ‘visualise’ the content given in those Braille textbooks.

Teachers also face difficulties in teaching students with disabilities.

This happens due to lack of training and availability of support material with appropriate accommodations and formats such as tactile form, videos with captions for students and a ready to use manual available for teachers.

These limitations deter students from learning concepts and topics effectively.
Keeping these in view, the exemplar package has been developed that contains the videos with caption, demonstrating actual classroom processes using different methodologies and the manual in print and Braille for detailed description of the classroom process using different methodologies.

This manual also includes tactile diagrams, which are raised, and give similar kind of experience as sighted students to children with visual impairments.

These diagrams can be perceived by touch.


It is envisaged that this material will facilitate understanding amongst teachers to teach economics to all students including visually impaired and hearing impaired and create enabling conditions to opt for economics at senior secondary stage by strengthening confidence and competence of teachers.
Sourcebook on Assessment in Social Sciences for the Secondary Stage (English Version) (ISBN: 978-81-949859-9-0) National Council of Educational Research and Training (NCERT) has always been focusing on innovative methodologies to promote quality learning.

The new approach in teaching learning attempts to infuse subject knowledge with children’s own learning context.
While reforms in teacher training have been initiated as a parallel process, the challenge of changing the traditional system of examination and evaluation has emerged as a major concern.

The source book attempts to focus on opportunities and scope for contemplation, discussion, and offers activities for hands-on experiences and thus providing teachers and teacher educators a new vision and approach for assessing children’s progress.
The source book also highlights the importance 34 Annual Report 2021–22 NCERT of cooperative classroom culture, peer learning and activity based leaning in learning process at the secondary stage.

Dictionary of Sociology for Schools (Trilingual) (ISBN: 978-81-949859-2-1, p.148) The National Curriculum Framework, 2005 suggested that the nation should come out with many learning materials other than textbooks including subject specific dictionaries.
Such dictionaries need to be brought out in different languages.

The National Education Policy 2020 suggests the establishment of Academies by State and Union Government to produce dictionaries from time to time in the coming years in all languages to keep the languages (vibrant and current with integrity) included in the Eighth Schedule of the Indian Constitution.

This is an important contribution in this respect.

NCERT has already published similar dictionaries in Geography, Economics and History.
The trilingual dictionary of sociology contains 216 terms used in sociology textbooks of Classes XI and XII and certain other important and popularly used sociological terms and concepts.

Each term and its explanation is given in three languages (English, Hindi and Urdu) together, so that students can refer to any version with whichever they are comfortable and can also find out its explanation in the other two languages.

The terms have been arranged according to the English alphabetical order.
Hindi and Urdu terms are located with the help of an index given at the end.

The school textbooks in general and sociology textbooks in particular, provide limited explanation for each sociological concept, theory or term.

Also, students often face difficulties in understanding certain terms and concepts as they study the subject of Sociology for the first time in the Class.

The students may be familiar with a term but are unable to explain it.
This dictionary attempts to overcome this learning challenge and enrich students’ or users’ understanding of sociology.

Annotated Bibliography (ISBN Number: 978-93-5292-383-0, p. 102) It is a list of information about sources on children’s literature with a reference accompanied by a brief commentary on each source.

It is an attempt to bring forward various authors’ and illustrators’ works at a place which is very useful for foundational year’s language learning of children.
It is also a helpful resource for teachers, teacher educators and facilitators.

It includes reference material for teachers, suggestive children’s literature level wise in Hindi, English and Urdu.

This bibliography is also prepared for children of Class 1 to 5.

The suggestive children’s literatures have been developed for three consecutive years 2012-13, 2013-14, 2014-15.

Major Publications 35 Annual Report 2021–2022 Posters Posters have been developed in calendar format for foundational year children.
It will help children to make the connection between words and sounds.

Also posters are a great way to initiate language learning in the classroom by both self learning and peer learning.

Water: Every Drop Counts for Primary, Upper Primary and Secondary Stages; (ISBN 978-93-91444-16-7) This activity book has been developed to foster water conservation among children.
The book also complements the Government of India’s initiative to promote conservation of water, minimise wastage and ensure its equitable distribution both across and within the States through integrated water resource development and management under its national Water Mission (NWM).
The book includes a variety of activities related to water such as water budgeting, auditing, testing, conservation, management, reusing, recycling and others, which gives children opportunities to engage in these activities.

The book is divided into two parts.

The first part contains activities suitable for students of the primary stage of education.

Activities relevant for upper primary and secondary stages of education are included in the second part.
जल: हर बू ँद है अनमोल, प्राथममक, उच्च प्राथममक और मराध्यममक स्तरों के मलए (978-81949859-8-3) बच्‍चों के बी‍च जल संरक्षण को प्ोतससाहित करने के हलए एक कसार्यकलसाप पुस्तक हिकहसत की गई िै। रि पुस्तक जल संरक्षण को बढसािसा देने, अपव्रर को कम करने और रसाष्‍टीर जल हमशन के अंतग्यत समेहकत जल संससाधन हिकसास तथसा प्बंधन के मसाध्रम से रसाज्रों के बी‍च एिं रसाज्रों के अंदर समसान हितरण सुहनह्‍‍चत करने की भसारत सरकसार की पिल में भी सिरोग करेगी। पुस्तक में जल से संबंहधत हिहभन्न हरिरसाकलसाप शसाहमल िैं, जैसे हक जल कसा बजट, ऑहिट, परीक्षण, संरक्षण, प्बंधन, पुन: उपरोग, पुन‍च्यरिण आहद, जो बच्‍चों को इन हरिरसाकलसापों में शसाहमल िोने के अिसर प्दसान करेंगे। रि पुस्तक दो भसागों में हिभसाहजत िै। पिले भसाग में प्साभहमक स्तर के बच्‍चों के हलए उपरुक्त हरिरसाकलसापों को सह‍ममहलत हकरसा गरसा िै। उच्‍च प्साथहमक और मसाध्रहमक स्तरों के हिद्साहथ्यरों द्सारसा हकए जसाने िसाले हरिरसाकलसापों को दूसरे भसाग में सह‍ममहलत हकरसा गरसा िै। Department of Education in Arts And Aesthetic (DEAA) Art Integrated Learning Guidelines for Elementary Level of School Education (ISBN: 978-93-5292-214-7) As a part of the handbook titled ‘Development of teacher’s handbooks on art integrated learning for primary and upper primary teachers’, the guidelines ‘Art 36 Annual Report 2021–22 NCERT Integrated Learning guidelines for elementary level of school education’ was published on priority under the 100 day agenda of Hon’ble PM.
Art Integrated Learning (AIL) is a pedagogy of experiential learning in which art becomes the medium of teaching-learning and key to understand concepts within any subject of the curriculum.

Learners explore creatively while building connections between different concepts through various art forms.

The document of AIL Guidelines consists of the conceptual framework of AIL and research findings to highlight importance of ‘learning through the Arts’.
It provides easy to follow steps as ‘strategies of implementation’ which is further divided in to; (i) capacity building, (ii) orientation and training of educational administrators and teachers, (iii) planning of activities, (iv) time management (v) classroom management, (vi) resource management, etc.

The document explains the role of AIL as an efficient assessment tool.

Guidelines also elaborate the roles and responsibilities of the teachers and Heads of School (HoS).
The document depicts a few exemplary activities of AIL to share suggestive plan of hands-on-experience for classroom situation.

Overall the document is a condensed form of the extensive discussion that leads to the pragmatic functioning of AIL pedagogy.

The document on AIL guidelines is also available in Hindi and English both on the NCERT website.
Sangeet – Tabla evam Pakhawaj – Hamare Avanaddha Vadya –Textbook for Class XI (ISBN No.978-93-91444-22-8, July 2021, 112) This textbook has been developed in music for Classical Percussion Instruments of Hindustani Music for the students at the secondary level.

It has content on the historical evolution of Tabla and Pakhawaj, playing techniques and the bols/syllable, notation system for documentation of thekas/talas/ rhythmic interpretations.
The book highlights the artist community in the field, who has spent their life in the development of the Musical Instruments.

The terminologies and classification of musical instruments have also been given in detail.
Educational Rights of Children with Special Needs— Frequently Asked Questions (ISBN No.978-93-5292-392-2) The book Educational rights of Children with Special Needs- Frequently asked questions is a comprehensive document on the provisions for the educational rights of all children, including those with special needs, under the Right of Children to Free and Compulsory Education (RTE) Act, 2009 and the Rights of Persons with Disabilities (RPwD) Act 2016.
The book highlights Major Publications 37 Annual Report 2021–2022 inclusion in the RTE Act.

It attempts to demystify and de-jargonise the RTE Act, as a legal document.

The content in the form of FAQs aims at creating awareness about how each provision in the RTE Act applies to all children, including those from disadvantaged groups and weaker sections.

The chapters in the book follow the thematic sequence of the RTE Act and include relevant sections and clauses, amendments, rules, guidelines, and norms.
The book (first edition) was published and widely disseminated in 2021.

The PDF version is available on the NCERT website link: https://www.ncert.nic.in/pdf/CWSN- FAQs.pdf Students Textbooks on Vocational Courses The Institute has been entrusted with the major task of development of students’ textbooks and teacher handbooks for job roles in various sectors under NSQF.

The institute has developed a curriculum for 152 job roles in the last two years and student textbooks for 59 job roles under NSQF.
Out of these, 57 Student Textbooks have been published in 19 sectors viz., 1.

Agriculture, 2.

Apparel, Made-ups and Home Furnishing, 3.

Automotive 4.

Beauty and Wellness, 5.

Banking, Financial Services and Insurance, 6.

Construction, 7.

Electronics, 8.

Food Processing, 9.

Healthcare, 10.

IT-ITeS, 11.

Retail, 12.

Physical Education and Sports, 13.

Plumbing, 14.

Power, 15.

Private Security, 16.

Telecommunication, 17.

Tourism and Hospitality, 18.

Transportation, Logistics and Warehousing, 19.


Media and Entertainment.

The textbooks have also been uploaded on e-Pathshala and the website of NCERT, including the Institute’s website www.psscive.in Student Textbooks Published S.No.
Sector Name of the Job Role Common for All Sectors Employability Skills Agriculture Solanaceous Crop Cultivator Animal Health Worker Dairy Farmer I Dairy Farmer II Dairy Worker Class Class 9 - 12 Class 9&10 Class 9 -10 Class 11 Class 12 Class 10 Floriculturist (Open Cultivation) Class 11-12 Floriculturist (Protected Cultivation) Class 11-12 Gardener Paddy Farmer Apparels , Made ups & Home Furnishing Micro irrigation Technician Hand Embroiderer (Addawala) Hand Embroiderer Sewing Machine Operator Class 11 Class 9 & 10 Class 11 Class 9 Class 9 Class 9 Automotive Automotive Service Technician Class 9 & 11 Beauty & Wellness Assistant Beauty Therapist Beauty Therapist Class 9 Class 11 Annual Report 2021–22 1.
2.

3.

4.

5.

38 NCERT 6.

Electronics Installation Technician Computing and Peripherals Class 11 Field Technician Wireman Control Panel Class 12 Wireman Control Panel Health Care Vision Technician General Duty Assistant IT/ITeS Domestic Data Entry Operator 7.

8.

Domestic Biometric Data Operator CRM Domestic Voice 9.

Plumbing Plumber Plumber Plumber General II Plumber General (Hindi) 10.

11.
11.

Private Security Unarmed Security Guard Power Distribution Lineman Class 11 Class 11 Class 11 Class 9 Class 11 Class 11 Class 9 Class 10 Class 11 Class 9 Class 9 Class 11 Cable Jointer - Electrical Power System Class 11 12.

Retail Cashier Consumer Energy Meter Technician 13.

Tourism and Hospitality Store Operations Assistant Sales Associate Food and Beverage Service Trainee Customer Service Executive Housekeeping Attendant Manual Cleaning 14.

Construction Assistant Mason General Mason 15.

16.

17.
16.

17.

Food Processing Baking Technician Telecom Optical Fibre Splicer Media & Entertainment Texturing Artist 18.

Logistics Warehouse Binner Class 9 Class 9 Class 9 Class 11 Class 9 Class 11 Class 9 Class 9-10 Class 11 Class 9 Class 9 Class 11 Class 9 Journal and Magazines Firkee Bachchon ki This is a children’s magazine for learners especially of Class I and II.

It targets readers in the age group of 5–8 years.


It is different from a storybook or a book on rhymes because it caters to different genres and provides children with rich and varied language experiences.

Magazine has a very wide canvas enfolding stories, poems, drama and humour.

It is a bilingual magazine which includes works in English and Hindi.

It is developed with the purpose to promote reading and writing skills in early years.
It is published twice Major Publications 39 Annual Report 2021–2022 in a year.

This magazine caters to the needs of children by providing them with relevant, interesting reading material in Hindi and English.

The magazine also includes the poems, stories and pictures developed by the students of different parts of India.

This would help motivate the children in developing close association with the content.
Illustrations hold an important place as they provide support in reading and understanding the text.

It makes it possible for children to predict and make guesses in the process of meaning making.

These are useful for enhancing the foundational literacy skills of young learners.

The Primary Teacher (ISSN.

No.0970-9282) and Prathamik Shikshak (ISSN.

No.0970-9312) Two journals one in English (The Primary Teacher ) and the other one in Hindi (Prathmik Shikshak) are being brought out.
Both the Journals are quarterly and published with the objective of providing a forum for teachers, teacher educators, policy planners and administrators to share their experiences and innovations and also to discuss contemporary issues in the foundational and preparatory stage of education.
School Science— A Quarterly Journal (ISSN No.0036-679X (Print) 0972-5061 (Online) School Science, a quarterly journal provides a forum to teachers, teacher educators, researchers and students to disseminate their views, ideas, experiences, research findings and innovations in the field of science, mathematics and environmental education including ancient knowledge, indigenous traditional knowledge and herbal medicinal plants at the school level.
The journal addresses all those engaged in teaching learning of science, mathematics and environmental concepts and concerns at school level with new techniques of teaching the subjects as well as latest development in these fields.

New ideas and latest global trends in the area of science, mathematics and environment relevant to school education are also dissemination through the journal.
Indian Educational Review Indian Educational Review (IER), a prestigious research journal of NCERT, aims to enhance the theory and practice of research in education.

The journal covers a wide range of issues, reports, reviews and empirical findings including studies in inter- disciplinary perspectives.

The journal is published half-yearly in January and July.

The issue of January 40 Annual Report 2021–22 NCERT 2020 has been published.
Manuscripts for July 2020 and January 2021 issues are under publication in the Publication Division.

Some initiatives have been taken to make the journal more useful.

Since January 2018, survey of research on an identified covering researches conducted from 2001 to 2015 is being included in each issue of the journal.

It also contains summaries of completed research projects under ERIC.
Bhartiya Adhunik Shiksha (BAS) (ISSN 0972-5636) Bhartiya Adhunik Shiksha, a UGC-CARE list Journal, is published by the NCERT on a regular basis in Hindi and also the published version is uploaded on NCERT website.

It disseminates the ideas of teachers, teacher educators, researchers, students and other stakeholders on school education and teacher education.
The contents include thought provoking articles, research papers, critical reviews, best practices, innovations and experiments, field experiences and book reviews.

During the year 2021- 22, four issues of the Bhartiya Adhunik Shiksha (i.e.,April-2021, July-2021, October-2021 and January, 2022) were finalised and sent for publication to Publication Division, NCERT.

Journal of Indian Education (JIE) (ISSN No.


0377-0435) Journal of Indian Education (JIE) provides a forum for teachers, teacher educators, researchers and other concerned with education to encourage original and critical thinking in education through presentation of new ideas, critical appraisal of contemporary educational problems and experiences on innovative practices.
The content of the journal includes thought provoking articles, research papers, challenging discussions, innovative practices, book reviews, and interviews and so on.

During 2021-22, 192 articles/research papers/ case studies/ book reviews in English were received.

The article received was reviewed by editorial team members.

The comments and suggestions were sent to the concerned authors of those papers, which are selected for publication.
After incorporating the suggestions/comments, the selected articles of four issues of JIE (i.e., May 2021 August 2021, November 2021 and February 2022) were finalised and sent to Publication Division, NCERT for printing and uploading.
On-line Journal on Voices of Teachers and Teacher Educators (VTTE) The VTTE is an online UGC-CARE list bilingual journal published by the NCERT depicts the ideas of teachers, teacher educators, researchers, students and other stakeholders on school education and teacher education.

The contents include thought provoking articles, research papers, critical reviews, best Major Publications 41 Annual Report 2021–2022 practices, innovations and experiments, field experiences and book reviews.
During 2020-21, two issues of this journal (i.e., July-2020 and Decmber-2021) were finalised and uploaded on the NCERT website.

Indian Journal of Educational Technology and quarterly Newsletter of CIET (ISSN 2581-8325) In order to facilitate sharing of new research and academic discussions in the field of ET and ICT, Indian Journal of Educational Technology (IJET) was started by CIET in 2019 with publication of its first issue.

It is a UGC-CARE listed journal.


Till now, seven issues of the journal have been published on CIET’s website and the compilation of the eighth issue is in progress.

All the quarterly issues of CIET’s online newsletter have been published on CIET’s website.

Quarterly Bulletin on Vocational Education The institute published a combined issue of Quarterly Bulletin Vocational Education for the period January-December, 2021.
The bulletin comprises the events and activities organised in the institute and other important news during that period.

Indian Journal on Vocational Education (ISSN 0972-5830) The institute publishes Indian Journal of Vocational Education (IJVE) bi- annually.

The journal attracts wide interest from across the vocational education and training field.

It publishes research papers, articles and a range of case studies in vocational education to help foster interest, discussion and debate.
The papers include original empirical investigations in the field of vocational education and training, with a focus on encouraging discussions for enhancing the effectiveness and efficiency of different vocational education systems at the school through action research projects.

During the year 2021-22, the institute has published two issues of the journal volume 26-28 and volume 29-31.

It reflects national contributions and is international in scope.
Its purpose is to provide a forum for the discussion of vocational education and training issues and practices; to assist in the dissemination of information on research and practice; and to strengthen the lines of communication between individual researchers and practitioners, institutions and organisations.
Annual Report 2020-21 The Annual Report of NCERT is an important document which provides a complete picture of the achievements and activities including the account statement which is placed in the parliament.

The journey of NCERT, the apex organisation in school education, for the year 2020-21, has been brought out in the Annual Report.
It illustrates the accomplishments and milestones of the Council in the form of its publications, research studies, development activities, capacity building programmes and extension activities.

This report intends to facilitate valuable communication with a wider academic community, policy makers, educators and practitioners in the field.

42 Annual Report 2021–22 NCERT 3.


Research Studies Research being one of its principal functions, NCERT undertakes, promotes and coordinates educational research on various aspects of school education and teacher education.

On the basis of the insights gleaned through the research studies and innovations carried out, NCERT plays a pivotal role in the formation of policies and programmes to bring about desirable changes in the educational system.
In the area of educational research, the Council has conducted studies on Study of English as Medium of Instruction in Indian School Systems, Assess the Efficacy of Upper Primary Science Kit (UPSK) in Understanding the Concepts of Science, Different Models of Preschool Education, Review of Current Textbooks, National Achievement Survey 2021, Foundational Learning Study (FLS), Learning Environment in Primary Schools, Practicing Art Integrated Learning, Learning Social Sciences and Assessment, Promoting Integrated Module in the Teaching Learning of Economics, Assessment of Select Initiatives of Government of India for Gender Equality and Prevention of Child Sexual Abuse, Integration of Gender Perspective in NCERT Textbooks, Green Practices amongst Vocational School Students, Apprenticeship Training in Vocational Education, Health and Hygiene Practices amongst School Students, Adolescence Problems, Impact of Science Kits on Conceptual Understanding of Science, Initiatives, Strategies and Best Practices Adopted for Fostering the Quality Education during COVID-19 Period, Status and Functioning of Eklavya Model Residential Schools, Status of Education of a Village and Studying its Socio-cultural Impacts on the Community, Spatial Mapping of Green Skills and Indigenous Practices, Twenty First Century Employability Skills of Students, Effectiveness of Gyan-Setu Programme on Quality Improvement of Education, Assessment of Materials Developed by SCERT, Odisha, Attitude and the Knowledge of Prospective Teachers towards the Inclusion of Students with Disabilities in a General Classroom, the Socio-cultural Practices in a Selected Cluster of Chilka Block from the Perspective of Literacy Development, Alternative Internship Programme (AIP) for D.El.Ed.
Students of Odisha, etc.

The Council is also engaged in research project titled ‘Implementation of NCERT Interventions at School Stage: A Block Level Research Project’, in different regions of the country wherein the blocks have been adopted and the interventions are made for bringing about improvement in the teaching- learning process.

In addition, the Council supports educational research through Educational Research and Innovations Committee (ERIC).
The Council continues ‘NCERT Doctoral Fellowships’ in which ten fellowships are earmarked to be awarded every year to young aspirants to pursue doctoral research in the field of education and work on their disciplines directly related to education.
Annual Report 2021–2022 Department of elementary eDucation (Dee) A Study of English as Medium of Instruction in Indian School Systems The study was undertaken with the objective of finding the status of English medium education across the States and national level school systems viz., Kendriya Vidyalaya Sangathan, and Navodaya Vidyalaya Samiti and the problems and issues associated with the shift to English medium instruction in school education.
Data was collected from the national and State school systems through questionnaire and 56 schedules for school, school boards and school systems.

The study shows that schools run by States introduce English as medium of instruction in many States viz., Tamil Nadu, Kerala, Karnataka, Andhra Pradesh, Uttar Pradesh, Jammu and Kashmir, Ladakh, Goa, Delhi and Punjab.

The introduction of medium of instruction differs from State to State.
Many States introduced English medium from Class six onwards while some States introduced English as a medium from Class I or from pre-schooling/ nursery stage.

Teacher’s English language proficiency, lack of English language environment and lack of understanding of pedagogical aspects like use of languages of learners in the teaching-learning of contents subjects and centrality of language in learning are found to be major reasons for the problems in English medium instruction in schools.
Need Analysis, Pedagogical Process and Perception of Students and Teachers in Hindi as a Second and Third Language at Upper Primary and Secondary stage of Southern States The main objective of this study is to identify the customary needs of teachers as well as students of upper primary and secondary schools which are important for teaching-learning process of Hindi as second/third language along with present challenges.
It is important to fix the concept of relative measures in facing the challenges of teachers and students.

This study is also an effort to identify the gap between professional development programme of future and the quality of curriculum and textbooks of Hindi as second/ third language teaching/ learning competencies of language teachers.
Department of eDucation in Social ScienceS (DeSS) Learning Social Sciences and Assessment in Indian Schools: A Study of Secondary Level Students’ Answer Scripts in National Capital Region This study is based on about 800 answer sheets of Classes 9 and 10 students who appeared in school level summative examinations in social science held during 2019-20.
Four schools affiliated to the Central Board of Secondary Education and located in the National Capital Region with different management systems participated in the study.

Issues such as the extent to which examinations assess learning objectives, students’ preferred topics in social sciences, and role of medium of instruction in learning social sciences were examined.

The quality of questions played a crucial role in students’ attempts to answer the questions.
Children’s views are divided into two set of issues – (i) those associated with language and (ii) those associated with subject contents.

Eleven question papers for which students answered in their answer sheets and about 300 answer sheets from different schools and grades were analysed for a detailed study.

Social science answer sheets provide opportunities to 44 Annual Report 2021–22 NCERT understand students, their background, teachers and their temperament.
Students in some schools also went beyond the expected answers.

Some school students responded mechanically.

Some students wrote a verbatim response from reference books or copied from others.

Students require guidance on examinations.

Equipping teachers on development of questions based on learning outcomes, question papers, guiding students on answering the questions, use of answer sheets emerge as major policy suggestions.
Effectiveness in Promoting Integrated Module in the Teaching-learning of Economics at the Higher Secondary Stage This study was undertaken for the benefit of learners studying economics at the higher secondary stage.

At this stage, learners are introduced to Introductory Microeconomics and Introductory Macroeconomics.

In addition, the learners study the courses viz., Statistics for Economics and Indian Economic Development.
During the investigation, some learners pointed out those four papers appear as standalone courses.

Henceforth, an integrated module was suggested.

Use of integrated modules was also found in some countries.

The economics courses facilitate in the deeper understanding of a concept when learners are guided to apply them in their daily lives.

Integration of a theory with practical application gives best exposure to the learners.
The understanding of the concept is retained for a longer duration as they give importance to the experience of ‘hands on learning’.

The study recommends the use of integrated modules particularly at the secondary stage.

The department has developed nine integrated modules in economics.

Views were collected from teachers and other organisations about the integrated modules.
Department of eDucation in Science anD mathematicS (DeSm) A Study of Green Chemistry Practices in Teaching-learning Process at Higher Secondary Stage in Delhi NCR The Department of Education in Science and Mathematics has undertaken the research for evaluation of conceptual understanding, awareness, and responsiveness towards the practice of green chemistry among higher secondary school students in Delhi NCR.
The study aimed to help in facilitating the inclusion of green chemistry in the curriculum wherever necessary.

The research also studied the effect of laboratory experiments based on the principles of Green Chemistry on a hazardous free and pollution free environment.

It was found from the research study that almost all the students of the schools under study are sensitive to water wastage, unnecessary energy consumption, and wastage of chemicals in the laboratory.
The study showed that the majority of the students have a general idea of Green Chemistry but they do not have any specific knowledge or idea about the principles, latest innovations, applications, etc.

of green chemistry.

It was also found that only one-third of the teachers try to use micro-scale kits for performing chemistry experiments.

So, it can be concluded that there was a need to incorporate the concepts of Green Chemistry in the teacher’s training program.
This study would help teachers and students to focus more on the teaching-learning process based on green chemistry principles.

Research Studies 45 Annual Report 2021–2022 Department of eDucation in artS anD aeSthetic (Deaa) Case Study of Learning Environment in Primary Schools, Practicing Art Integrated Learning Art Integrated Learning (AIL) is an approach rooted in the constructivist theory of learning, where each learner will go through an experiential process of learning using arts as a medium.
Art Integrated Learning (AIL) is a model initiated by the Department of Education in Arts and Aesthetics (DEAA), NCERT in 2010-2011 with hands-on-training of teachers based on a systematically developed training package (Vol.

I and Vol.

II, published by NCERT).

The research analysed the effect of Art Integrated Learning (AIL) as pedagogy on the learning environment of elementary schools.
The specific objectives of the research were to examine the overall learning environment of the schools where Art Integrated Learning is being practiced, implementation of AIL approach in the classroom teaching and in the learning process, participation of learners in the teaching-learning process, teacher-taught relations, peer relations among students and teachers, appropriateness of display in the classroom and in school, use of arts in assessment ‘as learning’ and ‘for learning’ and participation and involvement of students in the cultural activities, of the schools practicing AIL.
The study was conducted in 11 schools from six States viz., Delhi, Haryana, Maharashtra, Kerala, Bihar and Madhya Pradesh.
Interview schedules to conduct interviews with the teachers, school principals, students and the community members; Observation schedules to observe morning assembly, classroom teaching-learning process and overall school activities and environment; Focus group discussions with teachers and school heads; School profile for objectivity of the data related to the school records, reports of school activities and academic achievements were used for the study.
The findings of the study show that the schools with more than one AIL trained teachers, who had undergone a ten-day face-to-face training followed by the periodic hand-holding and where in the Heads of School (HoS) were oriented on the AIL pedagogy were able to implement the AIL approach effectively and performed significantly better than other schools and their participation and involvement of students in the day-to-day activities of AIL was significantly higher as compared to other schools.
The study reveals that the learning environment of these schools was learner-centered and experiential based.

The teachers who had received ten days AIL training, and continuous follow ups, had flexibility and spontaneity in the implementation process, and projected an insightful and enhanced understanding of the AIL process.
Study verifies that the geographical location, infrastructural resources and availability of resources has insignificant effect on the overall implementation of AIL in all these schools, and that the exposure of art integrated learning motivated teachers to explore more novelty in organisation of the cultural activities in schools, resulting in the significant performance, while ensuring equal opportunity to all students with their consistent and effective participation.
The teacher-taught relations and students relations were significant in all the schools surpassing the heterogeneous characters (AIL training duration, number of AIL trained teachers, AIL orientation of HoS, geographical location of the schools and upper primary/ secondary levels) indicating that AIL might not be the only necessary factor to cause the development of the conditions 46 Annual Report 2021–22 NCERT but it could have an influencing role in the improvement of these relationships.
The study results show that AIL as a competent pedagogy can be implemented in both primary and secondary schools with equal effectiveness.

Assessment as learning and for learning was the least achieved objective of the study, reflecting a necessity of conducting elaborative discussions and training on art-based evaluation methods.

Lack of training of a greater number of teachers and orientation of the Heads of Schools had limited the schools from effective accomplishment of the objectives.
The study findings clearly indicate the need of adequate training of all the teachers and the Heads of the schools in AIL for creating a joyful and experiential learning environment in schools and the training of teachers for using AIL as an assessment tool.

DiviSion of eDucational reSearch (Der) NCERT Doctoral Fellowship The NCERT Doctoral Fellowships are intended to enable young scholars to pursue doctoral research in education and other related disciplines.
Doctoral Fellows can pursue their work in a recognised university/research institution of their choice.

The NCERT encourages original thinking in conceptualisation of the problem and use of innovative methodology in conduct of the research related to school education.

The progress reports of NCERT Doctoral Fellows are reviewed annually for the continuance of the fellowship.
In this connection, Screening-cum- Progress Monitoring Committee (SPMC) meeting to review the progress of 22 Doctoral Fellows was convened on 11 August, 2021 through virtual mode.

Ten new Doctoral Fellows joined the scheme in 2021.

Six Doctoral Fellows have completed their Ph.

D. and submitted their thesis.

NCERT Doctoral Fellowship 2021 The following research scholars were awarded fellowship during the year 2021.

S. No.

Name and address of Doctoral fellows Title of the Thesis 1.

2.

3.

4.

5.

6.
2.

3.

4.

5.

6.

Amandeep Kaur Haryana Transition of Children from Preschool to Grade I in Schools run by the Delhi Government Sarabjeet Kaur Chawla Allahabad, (U.P.)
Cyber Bullying and its Psychological Consequences Deepanky Gupta Delhi Impact of Affordability, Accessibility, and Availability of Technology Adoption on Teacher Efficacy and Student Learning Ruchi Rana Panchkula, Haryana Toy Integrated Pedagogy for Concept Formation in Mathematics at Preparatory Stage Sonali Priyadarsini Sahoo Hyderabad, Telengana Diganta Baishya Assam The Impact of Multiliteracies embedded Social Emotional Learning Approach on the Writing of Indian ESL Learners: An Exploratory Study The Impact of Social Networking on Well-being, Helping Behaviour, Anxiety and depression: A Comparative Study of Sikkim and Assam Students Research Studies 47 Annual Report 2021–2022 7.
8.

9.

Neetha V. T. Thiruvanathapuram Firdaus Tabassum Gaya,Bihar Namburi Ramya Vijayapura, Karnataka 10.
Akshayalakshmi V. R. Tamil Nadu Developing Animated Video Based Instructional Package For Enhancing Grammar Competence, Creative Writing And Extrapolated Learning of English Among Higher Secondary School Students Effectiveness of Van Hiele’s Phase-Based Learning on Geometric Understanding and Spatial Ability of Elementary School Students Analysis on the Impact of Harness And Interval Training with Earthing on Performance of Athletes Enhancing Emotional Intelligence and Nature Relatedness Among Government Senior Secondary School Students in Tamil Nadu Research reports completed under ERIC The following ERIC projects were completed and reports were received: S. No.
1.

2.

3.

4.
Title of the project Principal Investigators Development of phonological processing assessment tool for primary school children Impact of Sarva Shiksha Abhiyan (SSA) with special reference to universalisation of female education in Jammu & Kashmir Jayashree S. Bhat Manipal University, Mangalore Nilofer Khan University of Kashmir, Srinagar A Case Study Approach to Explore ‘Ownership’ of the Students in the Process of Constructivist Approach of Learning and Achievement in Secondary School Science Biswajit Behera Assistant Professor Department of Education, School of Education Central University of Punjab Influence of English Teachers’ Efficacy, Competency and Motivation on Their Instructional Strategy : A Study of Secondary School Teachers in Jhunjhunu, Rajasthan Devika BITS, Pilani, Jhunjhunu Ongoing ERIC Research Projects The following ERIC projects continued during the time period of the publication of this Annual Report: Sl.
No.

1.

2.

48 Title of project Principal Investigators (PI) Cultural and psychological factors in education of Kharwaradivasi children Yogesh Kumar Arya BHU, Varanasi, Uttar Pradesh An explanatory study on triadic social interactions within school social geography in tribal areas of Kerala Justin P. Jose Dharmagiri Jeevas Social Centre Kerala Annual Report 2021–22 NCERT 3.

4.

5.

6.

7.

8.

9.


A study of equity and inclusion in education of gujjars and Bakerwal (Scheduled Tribes) of Kashmir Division Exploring the culture of learning based on Nai Talim: A case study of Aanand Niketan School M.Y.
Ganai, Professor Department of Education University of Kashmir Rishabh Kumar Mishra Mahatama Gandhi Vishwavidyalaya, Maharashtra A study of information communication technology integration in the school system of Jawahar Navodaya Vidyalayas of Chhattisgarh Sambit Kumar Padhi Department of Education Guru GhasidasVishwavidyalaya, Bilasspur Development of phonological assessment tool in Kannada Developing a standardized intervention programme for teachers for mentoring students At-Risk’ A comparative study of status of awareness of RPWD Act 2016 for inclusive education in government and private school of Chandigarh, Panchkula & Mohali Development of alternative assessment strategies for science in constructivist classroom at elementary level and its impact on cognitive and affective outcome Veena K.D.
SOAHS, Manipal University Manipal Narayanan Annalakshmi Department of Psychology Bharathiar University Coimbatore, Tamil Nadu Sneh Bansal Head Department of Education Chandigarh Group of College, Landran, Mohali, Punjab Jubilee Padmanabhan Assistant Professor Department of Education Central University of Punjab City Campus, Mansa Road Bathinda, Punjab 10.

Developing science process skills of secondary students through e-Content package 11.
Effectiveness of vernacular language education on primary level in tribal districts in Odisha State 12.
Analysis of the impact of inculcating human values among rural elementary school children P. S. Sreedevi Assistant Professor Department of Education Gandhigram Rural Institute - Deemed University, Gandhigram, Dindigul District Tamil Nadu Laxmikant Paikray Social Welfare Organization for Rural Development (SWORD), Bhubaneswar Odisha K. Manimozhi, Professor Department of Resource Management, Avinashilingam Institute for Home Science and Higher Education for Women, Coimbatore 13.
A study of the effectiveness of integration of digital media technology in B.Ed.

teacher education curriculum C. Thanavathi Assistant Professor, V.O.C.

College of Education, Tuticorin, Tamil Nadu Research Studies 49 Annual Report 2021–2022 14.

Developing active social learning interventions and assessing their impact on environmentally sustainable consumption behavior of primary children 15.
An empirical investigation of status of Ashram Schools and its impact on education of ST children in Karnataka state 16.
Exploration of culturally relevant teaching to develop science process skills and knowledge among tribal school students of standard VI in the state of Madhya Pradesh Leela Rani Associate Professor, Department of Management, BITS Pilani, Pilani Rajasthan D.C. Nanjunda Associate Professor Centre for the Study of Social Exclusion & Inclusive Policy University of Mysore Mysuru, Karnataka Ramesh M. Assistant Professor Department of Education Indira Gandhi National Tribal University Madhya Pradesh 17.
Adaptation of Indian folk games to increase physical activity and academic performance in school going children with Cerebral Palsy aged 5-18 year Mansoor Rahman Assistant Professor JSS College of Physiotherapy M.G.

Road, Mysuru, Karnataka 18.


Development and evaluation of a Structured Reading Programme (SRP) and training teachers for improving the reading competency of lower primary students N. Dhanya Assistant Professor Department of Home Science (Child Development) St. Teresa’s College, Ernakulam, Kerala 19.

Effectiveness of training teachers of regular schools to execute classroom remedial program for children at risk of Dyslexia 20.
Cross sectional study of story based assessment of cognitive communicative abilities in preschool children : A developmental profile 21.

The effectiveness of a capacity building module on the caregivers of children with Cerebral Palsy through a family centred approach on the quality of life and family empowerment Suma R. Associate Professor JSS Institute of Speech & Hearing M.G.
Road, Mysuru Karnataka Malavika Anakkathil Anil Assistant Professor Department of Audiology and Speech Language Pathology Kasturba Medical College, MAHE Light House Hill Road, Hampankatta Mangaluru, Karnataka Deepalaxmi Paresh Poojari Assistant Professor Department of Physiotherapy Manipal College of Health Professions, Manipal Academy of Higher Education Manipal, Karnataka 22.
A study on the school teachers’ understanding of climate change issues and attitude towards, and practices on green life style M.K.

Satapathy RIE, Bhubaneswar Sachivalaya Marg, Bhubaneswar, Odisha 50 Annual Report 2021–22 NCERT 23.

Functional efficiency of selected rural upper primary government schools in Dindigul district of Tamil Nadu 24.

Ergonomic intervention in the classroom environment for enhanced learning 25.
Effectiveness of planned demonstration programme with video assisted teaching on knowledge and competency in selected first aid measures among high school students of Mysuru city with a view to develop an information booklet 26.

Development of Manual for Identification of Species in Mangrove Regions and its Implementation 27.
Investigating the differences in scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science between Taiwan and India: a cross-country study 28.

Problem based learning method to teach science concepts among tribal children 29.
Evaluation’ as a teaching method: A new pedagogical model to improve knowledge and critical thinking among students P. Ponnusamy Assistant Professor Gandhigram Rural Institute (Deemed to be University), Gandhigram Tamil Nadu Prabir Mukhopadhyay Associate Professor PDPM-Indian Institute of Information Technology, Design &Manufacturing (IIITDM) Jabalpur Vidhya M. Assistant Professor JSS College of Nursing, Mysuru Karnataka Divya Deepthimahanthi Assistant Professor, Zoology St. Ann’s Degree College for Women (Autonomous) Mehdipatnam, Hyderabad Kaushal Kumar Bhagat Assistant Professor, Centre for Educational Technology IIT, Kharagpur, Kharagpur Sudha A.
Assistant Professor, Special Education Ramakrishna Mission Vivekananda Educational and Research Institute, SRKV Periyanaichenpalayam, Coimbatore Reena Cheruvalath Associate Professor Department of Humanities and Social Sciences Birla Institute of Technology & Science Pliant, K.K.

Birla Goa Campus 30.

Multilingual ethos and translanguaging practices in ESL classrooms: A study in Mizoram Kabita Kumari Mizoram 31.
A descriptive study of nutritional status, infrastructure and educational strategies of orphanages in Kashmir 32.

Effect of online teaching on auditory processing abilities and learning outcomes in secondary school children-teacher, student and parent perspectives Aasia Maqbool Jammu and Kashmir, Srinagar Saransh Jain Mysuru, Karnataka Research Studies 51 Annual Report 2021–2022 33.

Efficacy of phonological awareness kit in reading development during foundational stage 34.
Efficacy of smart phone based (‘hearing test’) hearing screening by school teachers for early identification of hearing loss 35.
A case study of a school functioning 365 days in a year Somashekara HS Mangalore, Karnataka Sabarish A. Dharwad, Karnataka Vishal D. Pajankar, Associate Professor, ESD, NCERT, New Delhi eDucational Survey DiviSion (eSD) National Achievement Survey 2021 at Grade 3, 5, 8 and 10 The National Achievement Survey (NAS) is a large-scale research survey of students’ learning in India, administered periodically, since 2001, to monitor the health of the country’s education system.
One of the main objectives of the NAS is to monitor trends in student’s performance over time, and further provide information around what students know and can do.

In order to do this, proficiency scales have been developed for each of the assessment domains, beginning in NAS 2017.

The same score on the scale represents the same level of achievement over time.
NAS 2021 was held on November 12, 2021 across the country, to assess the learning during the pandemic and take appropriate measures to improve the learning levels.

The NAS 2021 reports are available at https://nas.gov.

in//report-card.

Findings from NAS 2021 helps to identify learning gaps of students and determine interventions required in education policies, teaching practices and learning.
Through its district reports, NAS findings help in capacity building for teachers and officials involved in the delivery of education.

Further, the data from NAS is now being used to set the new National Curricular Framework.

It has been planned that NAS data is to be used for reporting on global indices such as Sustainable Development Goal (SDG) Indicator 4.1.1 (education proficiency levels).
Additionally, as a policy making tool data from NAS 2021 will be fed into the Ministry of Education’s (GoI’s) Performance Grading Index (PGI) for the learning outcomes domain as well as NITI Aayog’s School Education Quality Index (SEQI).

Given the importance of NAS as a policy making tool, the NAS 2021 cycle has focused on further strengthening the design, implementation and use of assessment findings to improve the health of our education system.
Towards this endeavour, there are some important shifts that characterised the NAS 2021:  Improved Assessment Framework to enhance validity, reliability, and interpretability of the derived measures of student learning;  Improved design of test instruments for technical rigor, content coverage and reliability of results;  Inclusion of private schools in the sample across all grades 3,5,8 and 10; and  Inclusion of Foundational Learning and Numeracy (FLN) Skills (covered under the FLN Learning study as sub system of NAS-2021).
The data collected and analysed from NAS-2021 is summarised in the form of auto generated district-level reports, to provide an objective overview of the 52 Annual Report 2021–22 NCERT student learning levels across the districts.

These District Reports (DRs) help stakeholders understand the performance of the students in the districts on different learning outcomes and subjects in Classes 3, 5, 8 and 10.
These findings are shared with districts across the States so that they can, in collaboration with NCERT, prepare district specific intervention programmes, and facilitate evidence based planning for ensuring quality in education at the district level.
Foundational Learning Study (FLS) As a crucial step towards strengthening of efforts for foundational learning, a large-scale assessment and benchmarking study titled Foundational Learning Study (FLS) has been undertaken by MoE in collaboration with NCERT and States/UTs across India.

The research survey was administered from 23 to 26 March 2022 across India.

The aim of the study was to draw a first-hand understanding of the learning levels of the students at the foundational learning stage (Grade 3).
Assessing foundational literacy and numeracy skills through a large scale achievement survey provides the opportunity to assess the process and functioning of the education system at the foundation stage in terms of students’ learning levels.

Information on overall performance levels and trends in the education system provides the basis for policy decision- making.

It also provides a generalised understanding of the long-term ability of our young learners to learn and progress in the subsequent years.
The data and understanding thus obtained is critical as the success of the efforts aimed at school education is actually a derivative of how well our education system is doing in terms of helping the children achieve foundational literacy and numeracy.

Understanding the foundational learning levels also work in the direction of advocacy of the learning during initial years.

This not only benefits individual learners but their families and society as a whole.
FLS 2022 study is positioned as a subsystem study under the main National Achievement Survey (NAS) 2021 to extrapolate and understand the learning levels vis-à-vis the advancement in the grades.

In the context of our country, it is the first large-scale assessment of learning at the foundational stage.
Building on the insights provided by NIPUN guidelines, the fundamental goal of the study was to facilitate an understanding of learning in grade 3 for the following two goals and to design the intervention strategies- 1.

Children becoming effective communicators (Foundational Literacy) 2.
Children becoming involved learners and connecting with their immediate environment (Foundational Numeracy) The study provides reliable, valid and comparable data that can be used to monitor the performance of the system in giving children a robust foundational education.
It has been conceptualised and planned to establish reading proficiency benchmarks for fluency and comprehension for each of the languages being assessed under the study; providing proficiency levels in foundational literacy and numeracy among class 3 children.
planning anD monitoring DiviSion (pmD) Sustainable Development Goals (SDG) 4.7: Policies and Practices in School Education Sustainable Development Goals (SDG) 4.7 says that ‘By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable Research Studies 53 Annual Report 2021–2022 development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development’.
SDG target 4.7 embraces emerging concepts including Education for Sustainable Development (ESD) and Global Citizenship Education (GCED).
The study is conducted with the objectives to analyse the extent to which (i) global citizenship and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in national/ state education policies and curricula in school education and to examine the curricular practices related to GCED and ESD implemented in the schools.

The review of literature related to SDG 4.7 and policies and practices have been carried out.
The reflection of the ESD and GCED in the States/UTs policies, curriculum, teacher education and assessment, has been analysed to understand the status of the States/UTs with respect to the target SDG 4.7.

National consultation meets were conducted on virtual mode with 14 States/ UTs on 6–7 January 2022 and with 12 States/UTs on 7–8 March 2022.
During the meet the States/UTs presented the status of the implementation of SDG 4.7 highlighting some of the major curricular practices implemented in their respective States/UTs related to GCED and ESD.

In-depth case studies on selected States/UTs based on the curriculum practices related to SDG 4.7 shall be conducted to ascertain the status.
Consultative meet with State/UTs Nodal Officers and officials from MGEIP, UNESCO on Sustainable Development Goals (SDG 4.7) : Policies and Practices central inStitute of eDucational technology (ciet) Implementing ICT Interventions at School Stage: A Block Level Research Study CIET, NCERT conceived a research study titled “Implementing ICT Interventions at School Stage: A Block Level Research Study” in three blocks viz., Hurda, District Bhilwara in Rajasthan, Chilka in District Khurda in Bhubaneswar and Ichhawar, District Sehore District of Madhya Pradesh.
The objectives of the study are to study the status of ICT implementation in schools of adopted blocks; to plan, design, develop and implement ICT interventions in selected schools of adopted blocks; to study the impact of ICT interventions in the schools of adopted blocks.

A review of the ICT curriculum modules for training of teachers in ICT was done and the themes and modules were identified on the basis of the competency scale developed.
Along with this 3 days’ workshop from 20 to 22 54 Annual Report 2021–22 NCERT December 2021 was organised with various experts focusing on the findings of the first phase of research, the Intervention Plan and the Impact study strategy and logistics of intervention.

According to the feedback received from experts modules and the research tools were finalised.
pSS central inStitute of vocational eDucation (pSScive) A Study on Green Practices amongst Vocational School Students The study was undertaken with the objectives to study the awareness about Green practices amongst vocational school students, to examine the teaching- learning on Green practices in vocational schools, to identify the Green Practices followed by vocational students, to find the reasons behind good/bad green practices by vocational students and to suggest strategies for the improvement of Green Practices by vocational school students.
Online/offline survey was conducted through questionnaires and interview schedule from ten schools where the Project ‘Innovative Model of Vocational Education and Training in Schools’, was implemented.

The study on Green Practices amongst Vocational School Students revealed that adding Green Skills as a part of the employability curriculum by the PSSCIVE has been an excellent step.
The teaching-learning of green skills to vocational students have turned out to be fruitful as vocational students are following green practices in their daily life.

Students do not lack the ability to apply what they have learned, but there is a gap in their ability to analyse and then act in order to follow good green practises in new situations.
This should be addressed during the teaching-learning process, with a greater emphasis on experiential activities; role-playing should be employed as a teaching technique.

Students should be assigned roles such as “Green warrior,” “Green monitor,” “Green resource manager,” and so in order to encourage, motivate, and foster a feeling of responsibility and habit formation in themselves and other students.
A Study on Apprenticeship Training in Vocational Education at School Level in India The research has been undertaken to study the present status of work-based learning, provided by Vocational Education Schools (from Classes IX to XII) of the Madhya Pradesh, Chhattisgarh, Delhi, Goa, Sikkim, Himachal Pradesh, Assam, Maharashtra, Rajasthan and Karnataka States, with the objective to identify the challenges and issues faced by the Vocational Education Schools and to suggest strategies and recommendations for enhancing Apprenticeship.
A total of 110 vocational teachers, 438 vocational students, 10 Sector Skill Councils (SSCs) and 12 State Project Directors (SPDs) were selected for the study after the selection of the schools which were selected in consultation with the concerned State level school authorities.

Three separate questionnaires for teachers, students and SSCs and Focused Group Discussion for SPDs were used as tools to collect information on various parameters of the study to provide insight about apprenticeship training.
The present study was conducted to examine the current situation, issues and challenges of apprenticeship training in ten States of India.
The data revealed that there is lack of collaboration among different agencies (vocational Research Studies 55 Annual Report 2021–2022 Principal Investigators Interacting with Students on Initiatives, Strategies and Practices used for Learning during the COVID-19 Period schools, SSCs, and industries or service providers); lack of awareness among vocational students and teachers; outdated curriculum; untrained vocational faculties; and mismatch of the vocational students’ skills.
The challenges faced by implementation agencies (SSCs) are lack of appropriate level of fund from NSDC and absence of roadmap for working with other agencies.

The present study promotes the ideas of district wise mapping of the apprentice trades in across the country, mass awareness program for apprenticeship training and establishment of collaborative network among schools and different stakeholders through well-established guidelines for enhancing Apprenticeship Training in Vocational Education Schools.
A Study on Health and Hygiene Practices amongst School Students of Different Blocks Adopted by NCERT The research project was taken up with the objective to assess the health and personal hygiene practices amongst school students of different blocks adopted by NCERT, to compare the status of health and personal hygiene practices amongst school students of these blocks and to suggest strategies for the improvement of their health and personal hygiene practices.
The research data was collected from the students of Class VI to XII studying in six blocks adopted by NCERT through questionnaires and interviews.

The study findings show that unhealthy dietary and personal hygiene practices prove to be impediments to academic achievements.

Relationship between health and education plays a determinant role in school education.
It communicates certain core messages like healthy students are better learners, school can influence eating, healthy and successful students can build a strong community and health education programmes may be incorporated on topics like nutrition, hygiene practices and mental health.

Health, nutrition and hygiene contribute to the overall development of the child and needs to be a part of curriculum.
Health and Physical Education at the primary, secondary and higher secondary schools is an important channel to promote healthy lifestyles not only to students but also to their families and communities.
56 Annual Report 2021–22 NCERT regional inStitute of eDucation, ajmer Implementing Interventions at Middle Stage: A Block Level Research For implementing need based intervention at block level and to see its effectiveness, the Regional Institute of Education, Ajmer has conducted a research study in 167 schools of Hurda block of Bhilwara district in Rajasthan from the year 2018-19.
For the research study in 167 schools of Hurda Block of Bhilwara District of Rajasthan the need based interventions have been implemented.

Based on the need assessment of teachers and baseline assessment of students capacity building programmes for all the teachers and school heads were organised every year on various themes related to attaining learning outcomes.
A platform for learning and sharing experiences in the form of an APP “Interventions at Block level” has been provided and programmes for promoting teacher circles on Art Integrated Learning, for promoting peer-learning; community sensitisation and engagement by working with community programmes have been conducted.

Career counselling exhibition by institute students; monitoring and follow- up by the core team of NCERT have also been organised.
The low performing Leaning Outcomes (LOs) reflected in the baseline assessment of students are being improved using Learning Outcome posters in teaching and learning.

AIL Interventions in the Schools The implemented quality interventions have changed the classroom processes in the schools for attaining level specific LOs.

The findings of the case studies conducted have reflected the effectiveness of implemented interventions in terms of student engagement and participation.
The personal dialogue and rapport of the faculty members with different stakeholders of the school have encouraged them to improve the academic and infrastructural environment of the school.

This sharing platform and circles have given an opportunity for teachers to share their practices.

The need based quality interventions will guide them for planning interventions at national level for the holistic development of learners at the middle stage.
Art Integrated Learning (AIL) Interventions in the Schools of Hurda District Impact of Science Kits on Conceptual Understanding of Science at Middle stage in schools of Hurda Block of Bhilwara District The study conducted for assessing the impact of Science Kit on the conceptual understanding of science at middle stage in the identified ten rural schools of Hurda Block of Bhilwara District on random basis reveal that there is a significant improvement in the conceptual understanding by the use of science kit.
Some schools like Upper Primary School, and Government Senior Research Studies 57 Annual Report 2021–2022 Secondary School, Hurda showed remarkable improvement after introducing science kit in the science learning.

The kit helped students in understanding science concepts in a better way.

Teachers were also of the opinion that kits are the key tools in interest arousal for science learning among the students.
The study reveals that integration of science kit with instructional strategies helps in developing a conceptual understanding of science.
Principal Investigators Interacting with Teachers on the use of Science kits A Study of Initiatives, Strategies and Best Practices Adopted for Fostering the Quality Education during COVID-19 Period for the States of Northern Region The research study highlighted the various initiatives (digital/non-digital/ online/offline/distance/alternative ways of schooling), and their effectiveness by interaction with more than 18,903 students, 8,438 parents, and 2270 teachers of the States of Northern Region.
The effectiveness of initiatives in attaining objectives such as catering the need, context, accessibility, the overall reported responses of teachers were 56% for online, 61% for offline and 55% for blended mode.

Only 52% of the teachers believed that the planned initiatives met the students’ needs and have the scope for the development of 21st century skills.
Regarding the NCERT initiatives, 56% of teachers have utilized Alternative Academic Calendar (AAC), 36% followed the live sessions at SWAYAM PRABHA, 41% utilised the NCERT’s OERs and e-content and 72% adopted NISHTHA for their teaching-learning.

Among the students, 42.5 % feel it is easy to learn through online classes, 32.9% think it inspires them to learn more through online classes, and only 15.5% found it interesting.
The lack of internet connectivity/digital gadgets, lack of parental support, limited teachers’ response and proper training of teachers were some of the major challenges reported.

The findings of the study helps to explore the suitable implementation strategy for online and digital mode for sustainable learning expressed in the NEP 2020, along with framing alternative modes of learning not only in the times of pandemic but also in normalcy.
Muskurata Bachpan: An Early Childhood Care Education (ECCE) Initiative The early childhood years are the period of the greatest and most significant developments in a person’s life and are generally regarded as the foundation upon which the rest of their life is constructed.
As a part of research based implementation strategy, the institute has undertaken a lead role by carrying a research project “Muskurata Bachpan, an Early Childhood programme to prepare the students, in the age group of 3 to 5 years for becoming a part of the 58 Annual Report 2021–22 NCERT learning process before joining the mainstream of education.

For the current academic sessions, the enrolled pre-primary students interacted through virtual mode, as well as the mode in regular class.
For the project, ICT enabled well-equipped attractive classrooms with adjustable sitting, library, activity rooms, puzzle and puppet corner, music rooms and a playground were availed.

Different educational methods like play way method, storytelling method, and learning while doing were used for the pragmatic and continuous development of students.
The learning progress of pre school children was critically analysed and collaborative initiatives were adopted for improvement by sharing it with parents on a regular basis.
regional inStitute of eDucation, BhuBaneSwar Implementation of NCERT Interventions at School Stage: A Block Level Research Project Implementation of NCERT Interventions at School Stage: A Block Level Research Project on effectiveness of various NCERT interventions has been taken up to study the holistic development of learners, including improving the learning outcomes of students in different subject areas at elementary level.
The objectives of the study are to explore the impact of need-based interventions for the teachers as well as students for enhancing quality of learning and to assess the learning outcome of students at the school stage of Chilika Block.

Extensive survey with mixed method has been followed.

A total of 497 teachers and 16, 388 students from 100 elementary schools of Chilika Block participated in the research study.
The overall findings of the study revealed that in Chilika Block, there is enhancement of learning outcomes of students in all the classes in post intervention stage as compared to pre-intervention stages.

The present study will be utilised for organising strategies for classroom transaction at elementary level and for enhancement of content-cum pedagogy competencies of pre-service and in-service teachers.
Spatial Mapping of Green Skills and Indigenous Practices in Selected District of Odisha: A Study The study was carried out through field visit for collection of information through questionnaire from different districts of Odisha.

The information collected included the nature of the product or craft being developed, raw material requirement, cost of the product, marketability of the product, availability of the trainer, age group of the people suitable for the specific skill development, etc.
has been documented.

A total of 36 Green Skills have been identified such as coir products, paper crafts, paper toys, terracotta, cow dung toys, palm leaf craft, areca nut craft, paddy craft, golden grass products, coconut brooms, Sal leaf plates and bowls, etc.

for introduction at the school level.


Twenty First Century Employability Skills of Students at the Secondary Level in Odisha – An Analysis Employability skills in terms of four different skills namely, self-management skill, ICT skill, entrepreneurial skill and communication skill of students at the secondary level in four districts of Odisha namely, Cuttack, Ganjam, Puri and Khorda are measured administering the questionnaire to 320 students at Research Studies 59 Annual Report 2021–2022 secondary level.
Along with this, responses were collected from headmasters and teachers from 32 secondary schools to explore how the schools support students in developing their employability skills.

The percentage, descriptive and inferential statistics and qualitative descriptions were used and accordingly interpreted.

Findings of the study showed that the employability skill score of the students at the secondary level is low.

However, as compared to boys, employability score of girls is more.
Break-up of the employability score show that in communication skill, self-management skill and entrepreneurship skills mean score of girls is more than boys.

In ICT skill, mean score of boys is more than girls.

It was also found that in communication skill the overall mean score of the urban students is more than the rural students.

Similarly, in self-management skill and ICT skill the overall mean score of the urban students is more than the rural students.
However, in entrepreneurship skill the overall mean score of the rural students is more than the students of urban areas.

The study shows employability skills are not yet integrated with the curriculum at the secondary level in government schools of Odisha.

So there is not much focus on this.

Few vocational courses that are running in the schools are also not being paid attention.

Neither there is adequate staff to handle these courses, nor enough infrastructure for this.
As a result, there is very low enrollment in these courses.
Effectiveness of Gyan-Setu programme on Quality Improvement of Education at Upper Primary Level of Jharkhand The objectives of the study are to find the learning levels (literacy and numeracy skills) of upper primary students, to study the difficulties faced by the students with regard to literacy and numeracy skills, to examine the levels of involvement of the teachers in the teaching learning process after introduction of Gyan-Setu programme, to find out the implementation modalities of Gyan-Setu programme at upper primary stage, to suggest measures to improve the learning levels of basic literacy and numeracy skills of upper primary stage.
The research tools viz., information blank, achievement tests (Hindi and Mathematics), interview schedule for HMs and teachers and FGD with students were used of the study.

The sample of the study consisted of 20 HMs, 60 teachers and 370 students from the two districts of Ranchi and Jamshedpur.

The study reveals that percentage of low achievers in literacy reduced from 72.2% to 59% and from 69.4% to 59.4% in basic numeracy in the year 2021.
23.51% of students have secured grade A in reading, 34.59% are under grade B category and 20% are under grade C. 21% students were not able to read.

Less than 10% of students secured highest grade in reading from both the districts.

Majority of students secured grade B and C from Ranchi and Jamshedpur.

Majority of HMs expressed their views regarding improvement in Gyan Setu materials is that materials must contain good quality paper, colorful, more practice set and error free content.
Assessment of Materials Developed by SCERT, Odisha on Foundational Literacy and Numeracy The objective of the study was to analyse the foundational literacy and numeracy material developed by SCERT, Odisha with regards to its content, pedagogy, learning resources and assessment in consonance with the recommendation of NEP 2020 and learning framework of NIPUN BHARAT.
Thus, the study was 60 Annual Report 2021–22 NCERT carried out in two phases namely; content analysis of the FLN material in a workshop mode by involving experts and the practitioners and then try out of the material in the actual classroom situation to find out effectiveness of the materials.

The findings of the study indicated that the material of literacy and numeracy has been prepared as per the guidelines of learning outcome suggested in the learning outcome book of NCERT and NIPUN BHARAT guidelines.
The materials (Literacy) are interesting and meaningful for the young learners.

Local knowledge and culture has been taken care of during preparation.

However, almost all materials have some gaps with regard to spelling, context, sequence and progression, comprehensive assessment, curriculum load etc.

in literacy.

The numeracy workbook is written cohesively and in an appropriately progressive manner.

However, it is found that a few questions in the workbook need rectification.
On the basis of field try out, all materials are found to be pedagogically appropriate, contextualised and interesting for learners.
Relationship between Knowledge, Skill and Application based on the Curriculum of DCGC of NCERT The research study analysed correlation between knowledge, skill and application of guidance and counseling students of RIE, Bhubaneswar 2021 as per the design of the programme and as they go through the three phases from reading modules to practicum and the actual implementation part.
For the study a descriptive survey approach, wherein data was collected in online mode (google form) through a non-standardised tools developed by the investigators in consultation with resource persons having expertise and experience.

The items of the tools contained various perspective such as assessing understanding, conceptual clarity, practicum skills, and the actualisation in a real situation.
Findings of the study revealed that there is no significant relationship between the knowledge, skill, and application of guidance and counseling of DCGC- 2021 students, RIE, Bhubaneswar.

However, the finding also indicated that out of the three phases analysed the students had the highest score in the practicum phase highlighting the continuous mentorship and scaffolding role played by coordinators/tutors.
This shows the impact of hands on experiences and the presence of continuous support as per the needs of course design of the practicum phase.

Attitude and the Knowledge of Prospective Teachers towards the Inclusion of Students with Disabilities in a General Classroom The objective of the project was to study the differences in the attitude and the knowledge of B.Ed.
Special Education students towards the inclusion of students with disabilities in a general classroom on the basis of their gender, pedagogical specialisation and educational qualification.

A self-constructed e-questionnaire was used to assess the attitude and the knowledge of Special Education students towards the inclusion of students with disabilities in a general classroom.
It is apparent that the inclusion of students with disabilities into general classrooms is one of the best ways to incorporate the feelings of acceptance, tolerance, and respect among peer groups as well as teachers.

Analysing the Socio-cultural Practices in a Selected Cluster of Chilka Block from the Perspective of Literacy Development The study analysed the socio-cultural practices in a selected cluster of Chilika Block from the perspective of literacy development.
Research data were gathered Research Studies 61 Annual Report 2021–2022 on the socio-cultural practices that have components of developing literacy readiness skills and the specific aspects in the components that has potential to develop literacy readiness skills.

Content analysis was done based on the narrations collected and rubrics to align to the identified specific components of socio-cultural practice to the literacy readiness skills.
Perspectives of social learning recognise that learners develop individually with the support of others in their community, receive support from more knowledgeable others as learning tools within their zone of proximal development, and learn within meaningful situations that are likely to deepen their understanding compared to knowledge void of context.
The findings revealed that socio-cultural practices of home, neighborhood and region have the potential to form a strong base to develop readiness for early literacy skills.

It is recommended that early childhood education curriculum give scope to make use of the socio-cultural practices to give a firm base for learning language, reading and writing in the later stages of schooling.

A Case Study on Alternative Internship Programme (AIP) for D.El.Ed.
Students of Odisha Student teachers at elementary level had difficulty in undergoing internship programme due to school closure.

Considering this context, Odisha had initiated an Alternative Internship Programme (AIP) for D.El.Ed.

students from DIETs and other pre-service teacher education institutes at elementary level with the help of UNICEF.

During AIP, student teachers taught students at elementary level focusing on FLN and activities were also organised for socio-emotional development of children.
As the initiative was very unique, it was interesting to examine the programme with respect to its conception, objectives, methodology, governance, etc.

and therefore a case study was conducted.

Other objectives of the study were to study the perception and experience of student teachers of D.El.Ed.

programme towards AIP and to examine attitude of parents and children who were taught through AIP.

Since the research is of case study, Khordha district was considered as sample unit.
Three Assistant Directors of SCERT, Odisha, 2 Principals, 21 Teacher Educators and 106 student teachers from DIET, Khordha and ETEI, Tangi, participated in this study.

As beneficiary of AIP programme, 10 parents and 14 children of Khordha and Tangi Block were considered for the study.

Perception scale, interview schedule and FGD were used to collect data.

It is found that they have high positive perception about AIP.
Content analysis of responses of other stakeholders involved in the programme indicates that AIP could fulfill its objectives.

The study also identified the challenges such as identifying AIP centers for conducting the activities, difficulty in procuring learning resources, convincing parents to send their children into AIP centres during Covid pandemic phase and difficulty of student teachers to carry out multi grade teaching.
Research Studies Carried out by Population Education Cell Population Education Cell, RIE, Bhubaneswar during 2021-2022 has completed a research study on ‘Adolescent and Substance Misuse; A review of policies, programmes and research studies’.

The study revealed some important observations such as: Substance abuse is increasing in a higher rate among adolescents and youth.
The most common gateway drugs are tobacco, alcohol and other prescription drugs that lead to hard drugs; the age of initiation in 62 Annual Report 2021–22 NCERT substance misuse is progressively falling and the mean age is oscillating in between 10 to 14 years; early initiation by the adolescents show a tendency of retention in later life; and prevention and intervention strategies targeted towards life-skill training dealing with refusal skill are highly successful for adolescent substance misuse; and the Drug Policy and programmes should have more provision for demand reduction approach of substance misuse prevention and treatment rather than supply reduction approach.
north eaSt regional inStitute of eDucation (nerie) Evaluation of Primary Level Textbooks of Sikkim The objective of the study is to find out to what extent the elementary level textbooks from Classes I-V of Sikkim adhere to the Sustainable Development Goals (SDGs).

A descriptive survey method was followed in the study.

The sample included principals, teachers and students from five primary schools, each from all the four Districts of Sikkim.
Tools used for the study were questionnaire, interview and focus group discussions schedules.

The content analysis of the textbooks was also done.

The findings of the study show that the newly developed textbooks are relevant to the SDGs and there was no difficulty in implementing them.

Concepts like zero hunger, eradication of poverty, gender equality and economic growth are included across the textbooks.
Content is interesting, engaging, learner friendly and culturally/locally relevant and not overloaded.

Students enjoy reading the textbooks which contain colourful pictures and stories.

They get to know stories about the festivals of their region.
A Study of the Adolescence Problems in the State of Assam, Arunachal Pradesh, Mizoram, Nagaland, Manipur and Tripura of North Eastern Region The objective of the study was to identify the diverse and specific problems faced by the adolescents in the State of Assam, Arunachal Pradesh, Manipur, Mizoram, Nagaland and Tripura and the factors contributing to these problems.

The sample of the study was consisted of adolescent school going students aged 13 to 19 years, heads of schools, teachers and parents.
Purposive sampling technique was adopted in selection of the sample.

Questionnaire, interview schedule and focus group discussion were employed in the collection of data.

The study revealed that around 60% of the school heads in the State of Nagaland, Assam and Mizoram have identified indiscipline and social media addictions are the major problems of adolescent students in these states.
It is interesting to note that majority of the students in Tripura have the problem of consuming tobacco/betel, which is the highest among the States under study.

Indiscipline and truancy were recorded highest in the State of Mizoram.

About one-fourth of the teachers in Nagaland noted the problem of disobedience among their students.
Majority of the heads of the States of Nagaland and Assam stated that students with problems are the ones whose parents have a drinking problem and those who come from disturbed families.

Majority of the teachers in all the states considered family problems as the main reason which contributed to adolescents having problems such as indiscipline, truancy, disobedience.
Peer pressure and overindulgence of parents, high expectations from parents and the influence of social media, poor parental motivation, lack of parental guidance and desire for gadgets were some Research Studies 63 Annual Report 2021–2022 of the problems faced by the adolescents.

Majority of the teachers in Assam strongly agreed that social media has negatively affected students’ studies.
A Study of Difficulties in Learning Faced by Children with Learning Problems in Primary Schools of Assam and Manipur The research study was conducted with the major objective to find out the problem faced by Classes I to V students of Assam and Manipur in learning of mathematics and language.

The data for the study was collected through a questionnaire from 84 students studying in Classes I to V in randomly selected elementary schools of Assam and Manipur.
The study reveals that as the children in Class I and Class II are better in reading and reading comprehension, e.g.

the reading ability of the students’ decline as they go up class wise, percentage of difficulty score in Class I and II are below 30%, in Class IV it is 34.56%, in Class III it is 43.26% while for Class V it is 50.65%.

Children progress in reading (simply decoding) as they move up class wise.

Girls showed higher percentage of difficulty in reading (53%) than boys (47%).
Similarly, in writing score goes down as they progressed in their classes.

The percentage of students unable to answer the questions with clues was the least for Class II (8.70%), followed by Class I (11.66%), Class IV (15.24%), Class V (18.58%) and Class III (22.66%).

A good percentage of girls showed difficulty in writing compared to boys.
Factors Contributing to Early Marriage Amongst Girl Children of Dasda block of Tripura State The objectives of the study were to find out the magnitude of early marriage amongst girl children of Dasda Block of Tripura State, find out the age at first marriage among girl children of Dasda Block of Tripura State, study the factors contributing to early marriage amongst girl children as perceived by teachers, parents, community leaders and the victims of early marriage and plan / design strategies for interventions to curb the menace of early marriage amongst girl children of Dasda Block of Tripura State.
The data were collected from teachers, students, parents and school heads of five secondary and higher secondary schools of Dasda Block of Tripura State with the help of interview schedules and Focus Group Discussions.

The study revealed that early marriage is prevalent among Reang Tribal Community which leads to teenage pregnancy, abortion and first pregnancy within one year.

Most of the early marriages happen between 15 and 16 years of age.
Grooms like drivers, carpenters, small shop owners, low educated youth, college students are selected usually from the locality.

Girls are found unhappy after marriage.

In many cases, girls remain separated from in-laws after marriage.

However, the schools do not organise any systematic adolescent education programs.

Most of the girls are aware of the minimum age of marriage.

The Child Rights Protection Agency is active in the study area.
It is also noticed that a few girls from each sample school marry every year.

Grooms, in most cases, are found dropout from education soon after marriage and no discussion about early marriage are being held in SMC or PTA meetings.

64 Annual Report 2021–22 NCERT 4.

Development Activities Developmental programmes that enhance teaching-learning process in all areas of school and teacher education are undertaken by various constituents of NCERT.
These include audio-visual materials, textbooks, handbooks, training packages, manuals, supplementary readers, kits, etc.
In the year under report, the Council has been involved in the development of Exemplar for ICT Integrated School System, Curriculum Based Material of AR, VR, Simulation, Virtual Laboratory for School Education, Educational Media Programs, Guidelines for Development of e-Content for Children with Disabilities, Guidelines for 50 Hours Continuous Professional Development (CPD) Programme for School Teachers, Heads and Teacher Educators as envisaged in NEP-2020, National Guidelines on Equity and Inclusive Education, Training Package on including Children with Specific Learning Disabilities (SLD) and Autism Spectrum Disorder (ASD) in Regular Schools, Implementation Framework for Teacher Education Programme at Multi-Disciplinary Institutions, e-Content on Education for Sustainable Development, e-Content in Languages: Hindi, English, Urdu and Sanskrit, e-Content of Environmental Studies (EVS), e-Content in Multi-language Pedagogy, Online Course on Value Education, Alternative Academic Calendar (AAC), Dictionary of Sociology (Trilingual), Molecular Model Kit, Senior Secondary Chemistry Kit with focus on Greener Approach, Exemplary Activities based on Learning Outcomes for Language Skills in Urdu, Resource Centre in Languages, Supplementary Reading Material in Hindi, English, Urdu and Sanskrit, Literary Writings in Hindi for Promoting Health Literacy among Students, Trilingual Illustrated Dictionary, Online Certificate Course in Teaching of Urdu, Supplementary Reading Book ‘Vidyarthi Gandhi Vichar Mala’, Language Education Kit in Sanskrit, Competency based Curricular and Pedagogical Framework, Concept Books on Foundational Numeracy, Toys, Info graphics/ posters from Preschool to Grade 3 as per NIPUN Bharat Framework, Byte Sized Video Scripts and Worksheets, Learning Outcomes based Resources to Cater to the Needs of Disadvantaged Groups and Vulnerable Children, Position Papers, Vidya Pravesh— a 3-Months Play Based School Preparation Guidelines and Module Grade I Children, Training Modules on Foundational Literacy and
 Numeracy for NISHTHA 3.0 on Foundational Literacy and Numeracy (FLN), Bridge Course Package for Out of School Children, Module for Exemplar Test Item for Assessing Higher Order Thinking Skills, Teacher’s Handbooks on Art Integrated Learning, Sangeet – Hindustani Music (Gayan and Vadan) Tabla and Pakhawaj (Hamare Avanaddha Vadya; Carnatic Music (Vocal and Melodic, Handbook for Teachers on Education of Children with Chronic Health Impairments in Inclusive Classrooms, Documentation of Experiential Learning as Resources of Various Tribal Groups in India, Educational Rights of Children with Annual Report 2021–2022 Special Needs: Frequently Asked Questions, Training Material for Teachers and Teacher Educators on Transgender Concerns in School Education, Worksheets, Assessment Items, Primers, Info Graphic Posters, Video Programs, Modules, Digital Resources on Different Topics of Job Roles in Various Sectors, Short Video films for Pre-vocational Courses, Courseware of Six Job Roles in Electronics and IT-ITeS Sector under NSQF, Framework and Guidelines for Implementation of 10 Bag less Days in School, Fun-Based Learning Activities, Skill Based Aptitude Test, Student Textbooks of Different Job Roles, Teacher’s Manual on Activity –based Teaching in Science, Handbook on Experiential Learning, Collection Development Policy for Library Resources, Environmental Education Theme Park, Language Lab and Mathematics Resource, e-Resources under PM e-Vidya Digital Education Programme, Items for Enhancing Higher Order Thinking Skills in Physics, Biology, Chemistry and Mathematics, STEAM Park and Weather Station, STEAM Modules, AI Module, Course Materials for Diploma Course in English Teaching, Conceptual Activities on Science using Locally Available Toys, Resource Material using Ancient Mathematics, Modules on Early Childhood Care and Education as per NEP 2020, etc.
Department of elementary eDucation (DEE) Review of Current Textbooks at the Primary Stage Environmental Science in the light of NEP 2020 The study aimed to review the current NCERT textbooks of Environmental Science at the primary level in light of the National Education Policy 2020.

It has been one and half decades since the curricular material based on NCF,2005 was developed.
Different research studies and literatures indicated the need for textbooks to be revisited/revised for solving the issues/challenges faced by teachers and students in view of the emerging concerns.

Further, with the roll out of NEP 2020, the curricula and textbooks in different subjects and stages need a fresh review.

Against this backdrop, the study was undertaken to review the EVS curriculum and textbooks based on NCF 2005.
The study being qualitative aimed to obtain feedback from the different stakeholders to identify the gaps and challenges in the existing EVS curriculum and textbooks.

The tool employed included focus group discussions and document review templates.

Separate FGDs were conducted with the curriculum developers, teacher educators and teachers.
The public opinion was gathered with compilation of the RTIs and parliament queries on the EVS curriculum and textbooks during the last 15 years besides taking the public opinion on NCERT web portal.
The research highlights that the textbooks are in tune with the NEP 2020 to large extent with respect to the integrated and multidisciplinary aspects, constructivist philosophy, cross-curricular subjects (Art, Health and Physical Education, Environmental Education, Value Education and Work Education), developing 21st century skills, and assessment patterns.

However, there is a gap observed in terms of content load and language comprehension in the current textbooks.
Also, these require a revision in view of the emerging contemporary issues and areas at the national and global levels.

The major pedagogical shift in the light of Indian knowledge systems, cross-curricular subjects, and values seems apparent for which clear guidelines are needed from the new National curriculum framework under development.
Lastly, the 66 Annual Report 2021–22 NCERT nature of the subject is not clear to the majority of teachers, therefore, clarity with respect to the epistemological stance of this subject area is needed which requires bringing complete revamp of teacher education programs in this regard.

The report concludes by suggesting a need for synchronised planning in the curriculum, textbooks and teacher education programs during the next curriculum review exercise.
Review Textbook 2021- 2022 The current textbooks at Foundational and Preparatory stage in English, Hindi, Mathematics and Environmental Science are reviewed from time to time.

In the review workshop it is ensured that the content of the textbooks is age and context appropriate and also abides by the constitutional values as well as gender perspective.

Suggestions on replacement/modification of content wherever possible were welcomed.
In the wake of the effect of Covid-19 on teaching-learning, an exercise was also taken up to review and reduction of the subject content which mainly focused on helping teachers and students to focus on fewer lessons without losing on stage-appropriate concepts.

The feedback and suggestions received from workshops conducted over the months will serve as input for the development of forthcoming textbooks.
Competency based Curricular and Pedagogical Framework The programme was undertaken to revisit the Learning Outcomes at foundational and preparatory stage in the light of National Education Policy 2020 and to develop a draft Competency-based pedagogical framework one each for English, Hindi, Mathematics and EVS.

The programme aimed at shifting from the traditional frameworks to the ones which prioritise the interests of the learners.
Several workshops were organised involving members of SCERTs, University faculty and school teachers from different regions of India.

The input from the workshops indicated that the existing LOs for the FLN could be further categorised on the basis of the relevant competencies pertaining to each subject.

The NIPUN Bharat document served as the base document for the competency framework at foundational stage.
Concept Books on Foundational Numeracy Concept books on different mathematical concepts were drafted to enhance the foundational literacy and numeracy skills of pre-schoolers in the form of stories, poems, riddles and jokes.

Workshops were conducted in Bhopal and Delhi in which attempts were made to include folk/tribal art and other resources in the books.

A total of six concept books have been prepared whose final versions are under process.
Toys and Learning Aids Toys and learning aids are the most essential component for mathematical learning in early years.

The items for the Mathematics Learning Kit for Classes 1 and 2 were created.

Both individual and group activities were designed.

Pamphlets for user manual for each toy were also created.
Alternative Academic Calendar in view of COVID-19 Situation for Foundational and Preparatory Stage The Alternative Academic Calendar is to empower students, teachers, school principals and parents in a positive way to deal with COVID-19 via online teaching-learning resources and help children accomplish the learning Development Activities 67 Annual Report 2021–2022 outcomes through activities with the help of the elders at home.
The calendar also contains detailed guidelines for teachers on the use of various technological tools and social media tools to impart education in interesting ways.

A 24-week alternative academic calendar in Mathematics, English and Hindi for Classes 1 to 5 and in EVS for Classes 3 to 5 based on learning outcomes was developed in view of the Covid-19 situation.
Keeping in mind the learning gaps that children would be facing due to lockdown at home, the academic calendar contains many suggestive activities to be done at home practice questions, hands on projects, links for e-Content, guidelines for parents and teachers for effective implementation of activities along with assessment tasks.

It was developed keeping in view the latest learning outcomes.

The AAC was designed keeping in view the needs of those children also, who do not have access to digital devices.
Infographics/posters from Preschool to Grade 3 as per NIPUN Bharat Framework Infographics based on learning outcomes for developmental goals 1, 2 and 3 as specified under NIPUN Bharat guidelines for three years of Preschool and Classes 1-3 were developed in order to ensure clear and easy comprehension of the learning outcomes by the teachers, parents, guardians and all other stakeholders through visual representation.

In all, 120 infographics for Goal 1, 48 for Goal 2 and 177 for Goal 3 were developed.
The developed infographics were reviewed and finalised to be uploaded on the DIKSHA Portal.

The metadata sheet based on the same was also developed for the purpose of referencing and to be uploaded on the DIKSHA Portal.

Byte Sized Video Scripts and Worksheets for Development Goal 1, 2 and 3 under NIPUN Bharat Scripts for byte sized videos were developed in order to explain the learning outcomes to the teachers, parents, teacher educators and other stakeholders.
In all, 120 scripts for Goal 1 and 126 for Goal 3 were developed.

In addition, 240 worksheets for children were developed for Goal 2 and 130 for Goal 3.
Learning Outcomes based Resources to Cater to the Needs of Disadvantaged Groups and Vulnerable Children at the Preparatory Stage This program was aimed to develop ICT based resources that can help in strengthening the resource pool for both offline and online learning and help in catering to the needs of the disadvantaged groups and vulnerable children to help them attain the learning-outcomes in different curricular areas namely, Language, Mathematics, Art Education and Health and Physical Education through EVS by integrating different subjects.
The program provides teachers the resources, which they can adopt or adapt for classroom transactions in offline and/or online mode.

These may also help them to go beyond textbooks and facilitate children to attain the learning-outcomes in different subjects.

Under this program, 13 scripts were developed, reviewed, digitalised, field tested and finalised.

One of the videos, sent to CIET in Audio Video Festival 2022 won the award of the best video program.
All these videos will be disseminated through different channels of PM e-Vidya and will be uploaded at DIKSHA Portal and QR coded textbooks of the NCERT.

68 Annual Report 2021–22 NCERT e-Content of Environmental Studies (EVS) at the Preparatory Stage This program was aimed at developing e-Content in EVS for children at the preparatory level.
The activities are additional teaching learning resources for children, which may be used by the teachers and parents to help children go beyond the textbooks to learn in a joyful manner and to accomplish class-wise learning outcomes spelled out in EVS.

These activities are resources that will engage children hands on and minds on and be active learners.

Under this program, five scripts were developed, reviewed and finalised.
The illustrations, graphics, voice-over in normal and the sign language were carried out.

These were then digitised into video programs and were finalised through a review by the experts and also field trailed.
“Vidya Pravesh” a 3-Month Play Based School Preparation Guidelines and Module for Grade I Children ‘A 3-Month Play Based School Preparation Module for Grade I Children’ has been developed to address the developmental and learning needs of all children who enter Grade I and who may or may not have any prior preschool experience.

It follows a play-based pedagogy and promotes experiential learning with emphasis on the use of developmentally appropriate and indigenous activities and play material.
The module is targeted to promote foundational literacy and numeracy at primary stage by providing ample opportunities to develop the required skills and promote their holistic development in an integrated manner Training Modules on Foundational Literacy and Numeracy for NISHTHA 3.0 on Foundational Literacy and Numeracy (FLN) The department developed teacher training modules on Foundational Literacy and Numeracy (FLN) to be uploaded in DIKSHA portal.
There are 12 Modules- Need for FLN Mission, Shifting towards Competency Based Education, How Children Learn?

Pedagogy of Language and Literacy, Foundational Numeracy, Learning Assessment, Transacting Vidya Pravesh and Balvatika, Role of Parents and Community, Integration of ICT, Multi Lingual Education, School Leadership and Toy based Pedagogy.

Each module has study material, videos and activities for the participants.
For each module, live interactions have been done by the experts in English, Urdu and Hindi.

The modules have been translated into 11 languages— Assamese, English, Gujarati, Hindi, Kannada, Marathi, Mizo, Odia, Punjabi, Urdu and Telugu.
Bridge Course Package in Hindi and English for Out of School Children of Special Training Centers under RTE Act 2009 The Right of Children to Free and Compulsory Education Act, 2009 provides free and compulsory education to all children from the age of six to fourteen years.
Under RTE Act 2009, Department of Elementary Education has developed an Exemplar Bridge course package in English version at primary level or elementary level covering Learning Outcomes of Classes for special training centre for Out of school children under RTE act 2009.

The exemplar bridge course package has been developed for three levels.

For level I, Navarambh, Part 1 and 2 was prepared.

For level 2, three books were developed, namely, Play with the Numbers, Rainbow and Indradhanush.
Level 3 consist of four books which are Play with the Numbers, Rainbow and Indradhanush and Environmental studies and one handbook for teachers at primary level.
Development Activities 69 Annual Report 2021–2022 Department of eDucation in languages (DEL) Ek Bharat Shrestha Bharat (EBSB) Bhasha Sangam: Familiarising Learners with 100 Sentences in the 22 Scheduled Indian Languages As part of the activities of Ek Bharat Shrestha Bharat, the Bhasha Sangam programme of developing 100 sentences in the 22 Scheduled Indian Languages for use by learners in school across the country.
100 sentences in the 22 Schedule Languages have been developed along with the audio version and video of Indian Sign Language (ISL).

The texts as well as the audio and video materials are presented in such a way that the students/any user first read the sentence in their languages followed by its translation into Hindi and English and its transliteration into Roman script.

The text (print) version with audio and video in Indian Sign Language have been uploaded on the DIKHSHA portal diksha.gov.in.
& www.ncert.nic.in for use by students, teachers and parents across the country.

A quiz on Bhasha Sangam has also been developed for students to participate and get a certificate.

Bruchure on Bhasha Sangam and a book mark have also been developed and disseminated among States and national level school systems.
Online Courses in 22 Indian Languages Another activity taken up under Ek Bharat Shrestha Bharat (EBSB) is the development of on line courses for learning the 22 Scheduled Languages for learners to learn the languages other than their mother tongue or home language.

National Education Policy 2020 advocates that learners in the middle and secondary stages (Classes VI to X) will learn Indian languages through various modes as fun based courses.
Development of online courses in the 22 Scheduled Indian Languages has been undertaken.

These courses are for learners at the upper primary level (middle level as per the NEP 2020), any student or anyone can learn the languages.

States are paired so as to enable learners learn the languages of the paired States.

Course outline and first level course has been prepared.
The courses will be available for learners during the year 2022-23. e-Content in Languages : Hindi, English, Urdu and Sanskrit The programme was formulated to provide learners with added resource for learning language and to familiarise learners with digital resources.

Textbooks and supplementary readers are digitised with QR codes for additional resources in four languages— Hindi, English, Sanskrit and Urdu.
Audio video programmes based on Learning Outcomes are also developed in four languages for different stages of school education.

Framework for Multilingual Grammar A base content/ manuscript for the multilingual grammar has been developed by the Department of Education in Languages, NCERT, New Delhi.

A cumulative approach has been adopted for the grammatical formation of Sanskrit, Prakrit, Oriya, Urdu and Hindi languages.
Exemplary Activities based on Learning Outcomes for Language Skills in Urdu for Higher Secondary Stage It is important that learners have relevant and meaningful materials for language learning to achieve desired outcomes.

The contextualised materials 70 Annual Report 2021–22 NCERT as developed will create learner’s interest in engaging with language which would gradually develop their language skills.

The materials are based on the pedagogic principles of constructivism and language learning.
Classroom observations have revealed that children are solely dependent upon textbooks and there is paucity of such materials which would involve children in meaningful language learning.

The exemplary materials are developed for teachers with pedagogic inputs.
Resource Centre in Languages The objective of the programmes was to document, showcase and share language resources with States/UTs and other institutions, individuals and research scholars for bringing quality changes in teaching learning of languages.

As per the recommendations of NEP 2020, this initiative will promote Modern Indian Languages, English, classical and foreign languages.

It will also facilitate the programme Ek Bharat Shreshtha Bharat.
The department is in the process of scanning available NCERT Publications and digitising and categorising them for preparing the catalogues.

Textual materials from States are also collected for the resource centre.

Articles on language and literature from libraries were collected and arranged with the support of LDD and professional assistants.
Revisiting Learning Outcomes in Languages (for Hindi and English from Classes VI to XII and for Sanskrit and Urdu from Classes I to XII) in view of National Education Policy 2020 NCERT has developed Learning Outcomes for elementary stage of school education in 2015-2016, which are in public domain for its utilisation by the educationists, teachers, parents and students.
The documents on Learning Outcomes are expected to support and facilitate integrated and holistic learning approaches to achieve learning outcomes.

Later LOs for secondary stage was developed in the year 2018-19.

In the meanwhile, the National Education Policy, 2020 was released and the policy strongly recommends that the Learning Outcomes would be reemphasised and implemented in true spirits.
Hence, the Learning Outcomes in languages (Hindi, Sanskrit, Urdu and English) were related and reviewed in the light of NEP 2020.

The same has been finalised and is ready for its publication.

Supplementary Reading Material in Hindi, English, Urdu and Sanskrit The programme has been formulated to create meaningful material for developing reading skills and to promote reading habit among learners at different stages of school education.
NCERT publications developed in the past have also been reviewed, and appropriate content has been taken from there as well for the development of supplementary readers.

The process of review and selection has been taken up with the support of external resource persons.

The department has finalised the manuscripts of four books in Hindi, five in Urdu, and CRC of three books in English for editing and printing.

The development work in Sanskrit is in progress.


An anthology of Urdu Ghazals have also been finalised.

Collection of Literary Writings in Hindi for Promoting Health Literacy among Students at Secondary Stage In National Educational Policy 2020, importance has been given to self-health, nutrition, physical education, health, game and sanitation.
Keeping in view Development Activities 71 Annual Report 2021–2022 the same, a supplementary reading material on Health Literacy for students of secondary stage has been developed.

An effort has been made to enhance the awareness among students about health education and literacy through creative writings such as fiction, stories, autobiography, experience, essays, letters, film clips, biography, etc.
It may be helpful also in developing self-competencies to promote critical thinking, logic, scientific temper, creativity and reading skills among students.

It may be also helpful in promoting self-reading habit in today’s technical and internet affected world.

Health literacy and education of early childhood not only provide firmness to younger generation but will be helpful in facing the health related challenges throughout the whole life.
An effort has been made to incorporate literacy parts of Indian languages.

Trilingual Illustrated Dictionary (Urdu-Urdu-Hindi-English) at Primary Stage The dictionary has been developed with a view to improve the quality of school education particularly at primary stage for Urdu language learning.

As we know that language learning is a complex process and it involves learner’s involvement and exposure to language in meaningful context.
Therefore, in this context vocabulary development is a major component of language learning.

Keeping in view the multilingualism of our plural society, a trilingual dictionary has been developed in which words have been identified and selected from the textbooks of Classes I to V. It is expected that the trilingual dictionary will be helpful for first, second and third language learner and to understand language better and improve communication.
It is also expected the dictionary will be equally important for the students, teachers and teacher educators.

Online Certificate Course in Teaching of Urdu at Elementary Stage In order to reach out to a large number of teachers, teacher educators and other stakeholders for their capacity building, online in-service teacher professional development courses have been developed.
NCERT has already developed in-service professional development packages for different stages of schooling and these packages are being used by the States/UTs.

Online course for Urdu language teaching at secondary stage has already been launched.

Professional development programme in Urdu for teachers at elementary stage has been completed and is proposed to be launched in the forthcoming session in collaboration with CIET.

Modules (in text MOOC format) have been developed for the online course.
Each module consists of text, video, self-assessment test and weblinks.

Further, the videos are recorded.

The course is designed for both practicing teachers as well as those who are aspiring to be in the profession.

Supplementary Reading Book ‘Vidyarthi Gandhi Vichar Mala’ (Hindi) It is a collection of thoughts of Mahatma Gandhiji from his write-ups and speeches from various authentic resources in Hindi.

It will promote extensive reading among learners.


It will also develop activities interest and tasks for appreciation of texts in the good values and thoughts of human beings.

It will be useful for promoting multilingual learning approaches among the students and they will be motivated to imbibe the quality of literature and literary values and will carry forward the best tradition of reading habits set by our great people.

The manuscript is under printing.
72 Annual Report 2021–22 NCERT Department of eDucation of groups with special neeDs (Degsn) Handbook for Teachers on Education of Children with Chronic Health Impairments in Inclusive Classrooms The handbook has been prepared to create awareness among the teachers about children with different Chronic Health Impairments and to strengthen their competencies to plan out teaching learning intervention according to the different learning needs and implement them in the inclusive classrooms for improving the quality of education of all children.
The handbook has seven chapters, viz.

on education of children living with multiple sclerosis, hemophilia, thalassemia, sickle cell disease, muscular dystrophy, acid attack victims and mental illness.

Each chapter mentions about the required educational interventions by schools, teachers, parents and all other stakeholders.

The handbook has been tried out involving teachers from Madhya Pradesh, Odisha, Chhattisgarh, Gujarat and Maharashtra.
Educational Rights of Children with Special Needs— Frequently Asked Questions The booklet titled Educational Rights of Children with Special Needs— Frequently Asked Questions has been developed to demystify and de-jargonise the Right to Education (Act) as a legal document with a focus on children with special needs and those belonging to disadvantaged groups and weaker sections of the society.
The preparation of this Frequently Asked Questions (FAQ) booklet on the RTE Act has been guided by an advisory committee and a team of experts.

Department of genDer stuDies (Dgs) Training Material for Teachers and Teacher Educators on Transgender Concerns in School Education The training material ‘Inclusion of Transgender Children in School Education— Concerns and Roadmap’ has been prepared with the objectives to sensitise teachers and teacher educators on transgender concerns in school education.
This material is being reviewed and customised as a short training module for all stakeholders of school education system and will be rolled out for training in the coming academic session for developing an inclusive environment for transgender students.

Department of eDucation in social sciences (DESS) Material Based on Learning Outcomes Infographics, posters, and presentations, development of multiple choice questions items to measure Learning Outcomes, and worksheets have been prepared.
The QR Code materials were developed in content areas of social sciences from Class VI to XII in English, Hindi and Urdu.

The Learning Outcomes at the Higher Secondary Stage for Social Science subjects have been developed and is available at the NCERT website.
Development Activities 73 Annual Report 2021–2022 Department of eDucation in science anD mathematics (Desm) Framework for Identification of Core Essential in Mathematics for Middle Stage in the light of National Education Policy-2020 NCERT develops resource material in mathematics for different stages of school education.

In order to develop such material, it is necessary to identify the contents areas for inclusion at different stages especially in mathematics at middle stage.
NEP 2020 recommends the importance of connecting the modern mathematical education with the traditional knowledge and skills such as Vedic mathematics, KATAPAYADI number system, etc.

NEP 2020 suggests reducing too much abstraction of the subject at the early stages (upper primary level) to make learning more enjoyable, reduce the cognitive load and improve the opportunities to learn and apply mathematical skills acquired in the classrooms.
Bringing the ideas of multiple choice questions, reasoning based questions and puzzles could serve as tools to promote critical thinking and analytical abilities among the students.

It is also identified that optimised learning experience based on inquiry and discovery oriented approach of explanation of concept shall be considered in the textbooks.
In order to develop a competence framework, it is required to map mathematics curriculum with learning outcomes along with a multidisciplinary approach utilising utmost the concepts of mathematical modelling, interdisciplinary activities, projects and case studies designed to cater the real life situations.
Aforementioned factors along with numerous other factors which are yet to be identified and finalised are indispensable in developing a practical competency based curriculum framework as envisioned by the National Education Policy 2020.

NCERT had developed learning outcomes for upper primary, secondary and higher secondary stages of school education in all subjects which are expected to support and facilitate integrated and holistic learning approaches to achieve learning outcomes.
The National Education Policy (NEP) 2020 has emphasised the need of Learning Outcomes for competency based teaching, learning and assessment at all stages of school education.

It recommends the revisiting and revamping of entire education system.
Therefore, the existing Reflection Board Filtration Device Colour Detector Tactile Kit Items in Science at Upper Primary Stage 74 Annual Report 2021–22 NCERT learning outcomes were revisited to identify the changes required in view of the recommendations of National Education Policy 2020 so that the learners develop competencies which they can use in real life contexts even after they leave the school.
The existing learning outcome document in Biology, Chemistry, Physics and Mathematics at higher secondary stage (Classes XI and XII) was reviewed in workshop mode involving experts from various organisations at national level.

The revised document discusses about the goals, competencies along with learning outcomes in Science and Mathematics for Classes VI–X and Biology, Chemistry, Physics and Mathematics for Classes 11 and 12.
These will help teachers in engaging in appropriate teaching-learning processes and also support the school boards and school systems to understand and implement the common learning outcomes, which need to be achieved by all the learners for their progress as well as the overall improvement of quality of education in the country.
It would further give impetus to other stakeholders, particularly parents, School Management Committee (SMC) members, State functionaries and above all, the community as a whole to understand their roles and act for the realisation of ensuring quality education for all learners.
Competency Based Pedagogical Framework for Facilitating Teaching and Learning of Science for Middle and Secondary Stages The major goals of school education set out in the light of National Education Policy 2020 are— (i) Learners’ development as responsible citizens imbibing the values upheld in the constitution of India, pride in Indian culture, values and also as global citizens, (ii) Learners should nurture sustainable health and well- being of self and society, (iii) Learners should connect with their environment for sustainable development, and (iv) Holistic development of learners.
These goals have been further broken down into a number of competencies, which if developed among the learners, they will reflect through their behaviour and day- to-day life-styles, actions and work.

These reflections and demonstrations which are observable, testable and measurable are assessed in terms of Learning Outcomes (LOs) by the teachers and systems of educational assessment and evaluation for middle and secondary level.
In this direction, draft manuscript of Competency based Pedagogical Framework for facilitating teaching and learning of science for middle and secondary stages has been developed.
Learning Outcomes based resources in Biology, Chemistry, Physics and Mathematics at Higher Secondary Stage Biology (Classes XI and XII) Infographics Forty infographics (twenty for Class XI and twenty for Class XII) based on Learning Outcomes for Biology at the higher secondary stage were prepared based on the existing biology curriculum.
Byte–sized videos NEP 2020 lays particular emphasis on the development of the creative potential of each individual and believes that education must develop not only cognitive capacities, but also social, ethical, and emotional capacities and dispositions.

Learning outcomes developed by NCERT are already in public domain at upper primary and secondary stages that are in consonance with most of the above Development Activities 75 Annual Report 2021–2022 mentioned characteristics.
Learning outcomes in biology at higher secondary stage includes competencies which the learners are expected to develop by the end of Class XII.

Material related to learning outcomes including scripts for byte sized videos for online teacher training courses at higher secondary stage has been developed by the department.

Around 42 learning outcome based videos scripts in Biology have been developed for Class XI and XII.
Assessment Items At the higher secondary stage, there is a need to provide learners with sufficient conceptual background of biology, which will make them competent to meet the challenges of academic and professional courses after higher secondary stage.
Hence, pedagogical process in biology should facilitate learners to get engaged with various scientific processes such as observing, questioning, planning investigations, hypothesising, collecting, analysing and interpreting data, constructing, communicating, justifying explanations with evidences, thinking critically to consider and evaluate alternative explanation, etc.

Assessment as, for and of learning should be an integral part of teaching-learning process.
Teacher may further plan, design, and carry out assessment as per the competency to be assessed.

Therefore, number of assessment items to measure each Learning Outcome of each Class in at-least two levels of proficiency were developed so that learning outcomes may be communicated to all stakeholders (students, teachers, parents and community members) in a simple manner (Classes XI and XII).

These will be used to prepare a Learning Outcome Quality Index App on DIKSHA (Classes XI and XII).
These will also be helpful in developing assessment items for Online Teacher training courses for teachers of each grade, explaining their subject wise learning outcomes (Classes XI and XII).

Chemistry (Classes XI and XII) Infographics Learning outcome document in chemistry at higher secondary stage based on the recommendations of NEP 2020 has been developed which will help students to develop appropriate competencies after completing the higher secondary education.
Keeping this in view, infographics for students at higher secondary stage, covering all the learning outcomes in chemistry using concepts dealt in various units of the textbooks has been developed.

Since infographics usually combine pictures, colours, and content, due to which these can draw attention of learners.

These Info-graphics can be used as ideal tool during teaching- learning process and can increase fun and engagement among learners.
While developing the infographics, care has been taken to address the learning needs of learners with special needs.

It is expected that the teachers/teacher educators/stakeholders, etc., may use these infographics during teaching- learning process to develop the desired competencies among students.
Byte-sized Video The higher secondary stage of education is the most crucial and challenging stage of school education because at this stage specialised discipline based, content oriented courses are introduced.

Therefore, at this stage, there is a need to provide learners with sufficient conceptual background of chemistry, which will make them competent to meet the challenges of academic and professional courses after higher secondary stage.
Theoretical component of chemistry at 76 Annual Report 2021–22 NCERT higher secondary stage should emphasise on problem solving methods and the awareness of historical development of some selective key concepts of chemistry be judiciously integrated into content.

Hence, the pedagogy must be a judicious mix of approaches laying emphasis on process of science rather than outcome only.
Various video scripts are prepared based on learning outcomes to make teachers well aware of it and also facilitate teaching learning process.

Assessment Items Students opt for chemistry at higher secondary stage, mostly with a purpose of pursuing their career in basic sciences or professional courses like medicines, engineering, technology and studying courses in applied areas of science and technology at tertiary level.
Therefore, at this stage, there is a need to provide learners with sufficient conceptual background of chemistry, which will make them competent to meet the challenges of academic and professional courses after higher secondary stage.
Hence, pedagogical process in chemistry should facilitate learners to get engaged with various scientific processes such as observing, questioning, planning investigations, hypothesising, collecting, analysing and interpreting data, constructing, communicating, justifying explanations with evidences, thinking critically to consider and evaluate alternative explanation, etc.

Assessment for and of learning should be an integral part of teaching- learning process.
Teacher may further plan, design, and carry out assessment as per the competency to be assessed.

Therefore, number of assessment items to measure each Learning Outcome of each Class in atleast two levels of proficiency were developed so that learning outcomes may be communicated to all stakeholders (students, teachers, parents, and community members) in a simple manner (Classes XI and XII).

These will be used to prepare a Learning Outcome Quality Index App on DIKSHA (Classes XI and XII).
These will also be helpful in developing assessment items for online teacher training courses for teachers of each grade, explaining their subject wise learning outcomes (Classes XI and XII).

Investigatory Projects Learning outcome document in chemistry at higher secondary stage has been developed which will help students to develop appropriate competencies after completing the higher secondary education.
Keeping this in view, investigatory projects for students of higher secondary stage, covering all the learning outcomes in chemistry using concepts dealt in various units of the textbooks has been developed.

Since these projects are hands on activities and in some cases literature survey based which can draw attention of learners.

These investigatory projects can be used as creative/problem solving tool during teaching-learning process and can increase engagement among learners.
It is expected that the teachers/teacher educators/stakeholders, etc., may use these investigatory projects during teaching-learning process to develop the desired competencies among students.

Physics (Classes XI and XII) Infographics and Byte sized Video In view of shift of focus towards a Learning Outcome centric approach based on recommendations of NEP 2020, NCERT has mandated to develop the necessary resources to ensure the LO based approach to teaching and learning.
For this, Development Activities 77 Annual Report 2021–2022 the resources in Biology, Chemistry, Physics and Mathematics for Classes 11 and 12 viz., (i) Infographics/posters/presentations, explaining each of individual learning outcomes for each subject for each class that communicates to all stakeholders; (ii) Byte sized videos for teachers explaining the subject wise learning outcomes; (iii) Extra resources based on LOs, such as workbooks/ worksheets/quizzes, etc.
for each subject and each class; and (iv) ten items each to measure the learning outcomes of every class in at least two levels of proficiency have been developed.

These resources are expected to lead to all round improvement in learning outcomes and learning levels of students.

Assessment items NCERT has already developed the two documents on learning outcomes at elementary and secondary stages, and another draft document on Learning Outcomes in Physics at higher secondary stage.
These Learning outcomes in Physics at higher secondary stage include competencies which the learners are expected to develop by the end of Class XII.

The assessment items for upper primary and secondary stages have been developed.

Ten items each to measure the Learning Outcome of Classes XI and XII at least two levels of proficiency have been developed.

These will be used to prepare a Learning Outcome Quality Index App on DIKSHA.
Under this program 700 items have been developed to measure different expected Learning Outcomes at higher secondary stage in physics.

Investigatory Projects and Worksheets The document on Learning Outcomes envisages the development of competencies in the disciplinary area of physics needs to be imbibed amongst the learners by the time they finish their studies in schools.
As a part of this endeavour, investigatory projects and worksheets in physics for the students of Classes X and XII have been developed.

These are aimed to develop competencies listed in the Learning Outcomes document.

The examples in the developed manuscript cover all the chapters given in the physics textbooks.

These include items pertaining to thought experiments, hands-on activities, literature survey, survey based and other related mechanisms.
There are nearly eighty items which are exemplar in nature only.

It is expected that the teachers/teacher educators/stakeholders, etc., may use these items during teaching-learning process to develop the desired competencies among students.

This manuscript also envisages that leaners and teachers can develop more number of similar situations to understand the concepts better and thus to develop competencies well.
Learning Outcomes based Resources in Mathematics at Higher Secondary Stage The main purpose of the programme is the development of learning outcomes based activities under roadmap in mathematics at higher secondary stage.

Infographics (twenty for Class XI and twenty for Class XII) have been prepared based on the existing mathematics curriculum.
Audio-video Resources in Biology at Higher Secondary Stage Keeping in view the difficulties faced by the practicing teachers in carrying out the experiments/activities mentioned in the laboratory manual in Biology at higher secondary stage, audio-video resources on all the experiments/ 78 Annual Report 2021–22 NCERT activities have been developed.
These audio-video materials facilitate students and practising teachers to carry out the experimental works supplementing hands-on approaches and integrating ICT.

Audio-video Resources in Chemistry at Higher Secondary Stage Audio-video programmes based on the NCERT textbook in chemistry at higher secondary stage have been developed keeping in view the difficulties faced by the practicing teachers in carrying out the experiments/activities as mentioned by them during their interaction at various platforms.
Many experiments/ activities have been developed in chemistry at higher secondary stage which facilitates students and practicing teachers to carry out the experimental works supplementing hands-on approaches and integrating ICT.

Tactile Kit Manual in Science at Upper Primary Stage The tactile kit at upper primary stage helps visually impaired students to perform activities and understand the science concepts better.
The science textbooks of Classes VI, VII and VIII have been analysed and around 59 activities have been identified.

These activities have been modified for visually impaired (VI) students.

The finalised activities have to be converted into Braille along with tactile diagrams.

The modified activities and developed items and devices were tried out with VI students and special educators.
The manual in Braille along with tactile diagrams will help to achieve the goal of inclusive education during teaching-learning process.

This may help VI students to pursue career in science.
Department of curriculum stuDies anD Development (Dcs anD D) Alternative Academic Calendar Alternative academic calendar which was developed in 2020-21 to provide support to children to continue their learning even at home during Covid-19 period, was reviewed, and revised including activities for children not having digital devices and giving space to assessment questions.

This was revised in collaboration with all the concerned departments at NIE, RIEs, CIET and PSSCIVE.
The salient features of AAC are as follows:  It focuses on learning outcomes, hence addresses the themes in syllabi across the stages implemented in the States and UTs;  It includes links for many quality e-Resources available on e-Pathshala, National Repository of Open Educational Resources (NROER), DIKSHA Portals and other websites;  It focuses on conducting physical and mental health related activities at home for children under the guidance of teachers and parents.
This calendar includes many physical activities, yoga exercises and activities related to reducing stress and anxiety.
It provides adequate space to dance and music activities;  It expects parents to participate wholeheartedly in the process of learning of their children and to be in continuous contact with their teachers;  It guides teachers, parents, and students on how to handle and manage with physical health and mental health issues; Development Activities 79 Annual Report 2021–2022  It also guides schools and teachers on the assessment of progress in learning of students using alternative approaches — project work, assignment, report about the participation of children in different activities;  It is given week wise and will be for the whole academic year;  It provides adequate space for fun activities in arts, health and physical education including yogic activities in which parents can equally participate with children;  It makes aware teachers about different social media tools and their usages;  In view of disseminating the guidelines for implementing this calendar, NCERT conducted interactive sessions on Television — DTH SWAYAM PRABHA Channel daily for all the stages of school education.
In these interactive sessions, NCERT’s faculty members, experts from other institutions and school teachers had been interacting with students, teachers and parents on different activities given in the calendar.

This calendar is being implemented by the States/UTs, KVS, NVS and CBSE schools contexualising it within their own contexts.

Some of the States/ UTs have translated AAC into their State languages.
Drawing insights from the activities given in the calendar, teachers have been designing many more contextual activities, assignments, and project work for their students.

Updating Curriculum, Syllabi and Textual material developed as a follow up of NCF-2005 The main objective of this project is to provide support for curriculum related material including updating textbooks across the stages and subjects developed by different departments and units of NCERT.
Various meetings were conducted with content Departments at NIE, New Delhi, PSSCIVE, Bhopal and with CBSE for the review and updating textbooks as a regular activity.

Further, in view of Covid-19 pandemic, the exercise of rationalization of content load has also been undertaken.

In this regard, since December 2021 to March 2022, various meetings with regard to rationalization of the content load of the textbooks developed by the NCERT were conducted and criteria for rationalization were developed.
Accordingly, content load across stages was rationalized.

Consultation with the teachers nominated by CBSE was also held on 28th -29th February 2022 to review the rationalized content load.

Workshops were also conducted for editing and vetting of 37 vocational education textbooks.

Till now 57 vocational education textbooks have already been published and uploaded on the NCERT website.
Department of eDucation in arts anD aesthetic (Deaa) Teacher’s Handbooks on Art Integrated Learning for Primary and Upper Primary Teachers Art Integrated Learning is a framework of experiential learning which provides an equitable learning environment for all learners through their own access points.

It is a process where art becomes the medium of teaching-learning and a key to understand concepts within any subject of the curriculum.
Learners explore creatively while building connections between different concepts through various art forms.
The content of Teacher’s Handbooks have been 80 Annual Report 2021–22 NCERT divided into three documents for the convenience of users; (i) Art Integrated Learning guidelines for educators and educational administrators of elementary level of school education, (ii) Teacher’s handbooks on art integrated learning for the foundational and preparatory stages (Classes I-V ) (iii) Teacher’s handbooks on Art Integrated Learning for the middle stage.
Teacher’s handbooks on art integrated learning for teachers who are teaching classes I-V addresses the concerns of teachers in teaching and learning of different subjects, viz., Mathematics, Environmental Sciences and Languages; (Hindi and English) at Foundational Stage (Classes I-II) and at Preparatory Stage (Classes III-V).

Format of the handbook consists of conceptual framework and exemplars in different subjects.
Exemplars include: identification of the concepts, hot-spots, learning objectives, AIL based pedagogical strategies, possible interdisciplinary/trans-disciplinary linkages, etc.

for teachers to practice and develop their own AIL strategies and exercises as an outcome.

Teacher’s Handbooks on Art Integrated Learning for Teachers Teaching Classes VI-VIII has been completed and is in the process of designing.
The work on AIL based exemplars for the Classes VI-VIII in different subjects is compatible with NEP 2020 recommendations.

Format of the handbook consists of conceptual framework and exemplars in different subjects.

Exemplars include: identification of the concepts, hot-spots, learning objectives, AIL based pedagogical strategies in different subjects, possible interdisciplinary/trans- disciplinary linkages, etc.
for teachers to understand, practice and encourage them to develop their own AIL strategies and exercises as an outcome.

The handbook is user friendly and can be used by teachers and teacher educators for effective implementation of AIL at the middle stage of school education.

Sangeet – Hindustani Music (Gayan and Vadan) — Class XII The textbook has been developed for children of Class XII studying Hindustani Sangeet— Vocal and Melodic.
Chapters and information given in the textbook are rooted in the Indian Musical traditions which are an important recommendation of NEP 2020.
It has chapters dedicated to musical terminology, ancient granths, historical development from the Vedic era to the 13th century and medieval period to contemporary times, tala and their notation system, compositions and their notation system, knowledge of music stalwarts who contributed to the development till the present times, information about higher education institutes, musical instruments of India, etc.
Sangeet – Tabla and Pakhawaj (Hamare Avanaddha Vadya) — Class XII The textbook has been developed for children of Class XII studying Hindustani Sangeet–Tabla and Pakhawaj.

This is an important work dedicated to percussive instruments which form an important aspect of Indian knowledge traditions.
Chapters and information given in the textbook are on Concept of Tala in Indian Music, Tala Dasprana, notation system of Talas, rhythmic interpretations and variations, study of varied categories of musical instruments, historical development of Tabla and Pakhawaj, aesthetics in Swatantra Vadan, contribution of music stalwarts to the development till the present times and Information about higher education institutes.
The practical part has also been given as examples because performance in Music is always creative but these examples are guidelines for creative applications and evolution.
Development Activities 81 Annual Report 2021–2022 Sangeet – Carnatic Music (Vocal & Melodic) — Class XI The textbook for Class XI in Carnatic music provides adequate information regarding history of Indian classical music and its development, technical terms of Carnatic music, introduction to Mela and Raga, introduction to Suladi Sapta Talas, musical forms, musical instruments of Indian music, pioneers of Carnatic music, etc.
This textbook is being offered to lay the foundation of these aforementioned topics which would inspire students for higher studies and research in Carnatic Music.

Division of eDucational Kits (DeK) Revision of Molecular Model Kit The kit enables the students to explore the structure of simple organic, inorganic molecules and solids.

This self-learning kit contains various plastic moulded models of atoms having a number of prongs and shape in various colours.
Prongs are used to make bonds to other atoms through tubings.

The kit which can be used to make models for most of the molecules are discussed in Classes XI and XII, NCERT textbooks.

The kit has a detailed manual to enable the students to build the structure of molecules using kit items.

The kit items of MMK were reviewed in house.

A feedback questionnaire has been developed and shared with teachers.
Majority of the teachers suggested that Molecular Model Kit is helpful in understanding and visualising molecules in space.

It was suggested using pre-drilled rubber balls instead of atoms of prongs and changing the colour scheme of the sleeves/prongs/molecular orbital lobe/linkers.

It is also pointed out that the kit items (like sleeves, prongs, linkers and orbital lobe) do not easily fit with each other and hence, deform the symmetry of the molecules.
It was also suggested that the colour scheme of prongs (atomic balls) could be as under— Blue for Hydrogen (H); Black for Carbon (C); Red for Nitrogen (N); White for Oxyzen (O); Yellow Green for Fluorine (F); Light Green for Chlorine (Cl); Brown for Bromine (Br); Purple for Iodine (I); Silver for Silicon (Si); Orange for Phosphorus (P); Yellow for Sulphur (S); Grey Coloured for Metals and connectors.
Size of the Kit box and its design need to be changed to avoid the intermixing of Kit items like prongs, linkers etc.

Senior Secondary Chemistry Kit with focus on Greener Approach The concerns like maintaining a pollution free environment, cutting Chemistry laboratory cost and handling of Chemical wastes in addition to imparting meaningful Chemistry education have been addressed by designing and developing Senior Secondary Chemistry Lab Kit.
This Kit contains special apparatus which limits the volume of the liquid reagent and the quantity of the solid Chemical used without compromising on the observation skills and Chemical principles involved.

Conventional laboratory racks and bottles are replaced by plastic containers and unbreakable droppers.

The Senior Secondary Chemistry Kit has been reviewed by collecting feedback from users/teachers through a questionnaire.
They suggested that a small quantity of chemical substances and reagents should be used; plastic vials should not be used for storing chemicals; that the design of the kit box require changes; that some of the items need minor modifications; that a specific 82 Annual Report 2021–22 NCERT partition in the kit box to keep the items (like acrylic/plastic/glassware).

Based on the literature review and the feedback received form the users, it was decided to design two kit boxes.
Department of eDucational psychology anD founDation of eDucation (Depfe) Online Course on Value Education The online course aims at equipping teachers with necessary attitudes and skills for implementation of value education in schools through Whole School Approach.

The course is for in-service teachers.


The modules are focused on empowering teachers in understanding the need for value education in schools, developing with necessary values, skills and attitudes for nurturing values among the students through classroom teaching.

The piloting of the online course was done during December, 2021 and January, 2022.

Total twenty-seven teachers and teacher educators from across the country participated in the piloting of the course.
The sessions were conducted online, two days in a week on weekends.

Every week two modules were shared with the participants prior to conduct of the sessions.

The sessions were highly interactive and experiential.

The participant teachers submitted activities, stories and cultural programmes organised with the students for integration of values in classroom teaching and learning.

The feedback received from the participants was incorporated appropriately.
Alternative Academic Calendar (AAC) Due to school closures during COVID-19 pandemic, an Alternative Academic Calendar in Psychology for Classes XI and XII has been developed with a focus on expected Learning Outcomes, Learning Resources (online and offline) and suggested activities which students can do at their respective homes.

Assessment questions have also been included in the Alternative Academic Calendar.
Department of teacher eDucation (Dte) Implementation Framework for Teacher Education Programme at Multi- Disciplinary Institutions The National Education Policy 2020 has recommended that, 4 year B.Ed.

programmes will be the basic qualifications to become teachers at any level by 2030.
The policy also highlighted that “As teacher education requires multidisciplinary inputs, and education in high-quality content as well as pedagogy, all teacher education programmes must be conducted within composite multidisciplinary institutions.” NEP 2020 also recommends that, the multi-disciplinary institutions offering 4 Year B.Ed.

can offer 2 year B.Ed.

and 1 Year B.Ed.

programmes.

Apart from these programmes, NEP also suggests shorter duration courses as well.
Currently the different teacher education programmes are being offered in standalone institutions with a few exceptions.

As per the recommendation of NEP 2020, it has to be shifted to multidisciplinary institutions or universities.

There are few institutions in our country, which run 4 year integrated courses such as B.Sc.B.Ed.

and B.A.B.Ed.
and B.A.B.Ed.

If we need to offer these courses in a large number of multi-disciplinary institutions a Development Activities 83 Annual Report 2021–2022 comprehensive framework in the form of guidelines is needed.

It is expected to provide the details about the different components of the programmes such as course structure, practicals, internships, assessment, time plan, etc.

The experience from institutions, which are running integrated courses also, can be considered while finalising the framework.
The programme has two phases, viz., case study of existing TEIs and development of framework.

The tools for case study has been developed and validated.

Since case study requires classroom observation at TEIs as well as the Internship Schools, it can be organised from next academic year.

The longer duration integrated programmes organised by various countries like USA, UK, Finland, Australia, etc.

were reviewed.

The programme components, courses, its implementation, assessment, certification, etc.
were reviewed and a report has been prepared.

A questionnaire was sent to all the teacher education institutions offering integrated teacher education programme (as per NCTE list) and the response from some institutions has been received.
Guidelines for 50 Hours Continuous Professional Development (CPD) Programme for School Teachers, Heads and Teacher Educators as envisaged in NEP-2020 The objectives of the programme were to develop guideline for 50 hours CPD for school teachers and school heads at different stages and to develop guideline for CPD for teacher educators at different stages.
The guidelines shall be used by teachers, heads/principals, teacher educators, educational administrators, policy makers, researchers and other stakeholders.

National Education Policy-2020 proposes at least 50 hours of enthusiastic participation of teachers and Head teachers in the CPD programmes every year.

Multiple modes of partaking including online and offline mode together with workshops, MOOC’s, NISHTHA, paper publication, content development, etc.

would be open for the applicants.


NCERT has developed suggestive CPD guidelines, covering all the significant areas of teacher education, tailored to the time and needs of teachers and head teachers.

The suggested guidelines under the 50 hours of CPD programme would comprise various programmes and activities for participants with allotted time for each activity.

The focus of the suggested pursuit is to encourage proactive learning and community participation following bottom-up approach.
The blended mode and cafeteria approach suggested in the document will provide autonomy to teachers to choose programme or activity according to their time schedule and curricular needs, thus fostering their first hand experiences.

The stated guidelines suggest teachers to maintain an e-portfolio which would make it handy for them to analyse their skills, set goals and objectives accordingly.
Also, the e-portfolio will be linked to their Career Management and Progression (CMP) and National Professional Standards for Teachers (NPST).

Teachers simply have to update their e-portfolio with certificates or evidences supporting completion of 50 hours CPD programme.

The e-portfolio will be finally assessed at the end of session by a notified authority or unit (Head teacher, CRCC, BRCC, DIET Principal, Principal of CTE/IASE, etc.).
The advocated guidelines will prominently help the institutions offering CPD programmes in blended mode (online and offline) as the specified directions would definitely assist the teachers in achieving curriculum and learning 84 Annual Report 2021–22 NCERT objectives with the appropriate and convenient usage of teaching-learning materials.
The easy to drive suggestions would not only provide autonomy to teachers to participate exuberantly but would also conspicuously help them to gain professional prowess while catering to their skill set needs and addressing their quotidian issues.

e-Content on Education for Sustainable Development for Teachers and Teacher Educators The importance and integration of sustainability component in education has been recognised in National Education Policy (NEP), 2020.
Teachers and teacher education institutions (TEIs) are considered to be key change agents in the effort to promote and advance ESD.

While the project was being processed for approval, the provisions for advancing education for sustainable development have been assessed.

The exercise was undertaken covering the provisions that are available in schools and teacher education institutions in the form of curriculum and programs, and also in the form of curricular and other related activities.
An assessment of these provisions in relation to NEP 2020 is a part of the project.

A workshop was organised to identify the themes related to education for sustainable development for teachers and teacher educators on 18 and 20 November 2021.

These themes are proposed to be integrated in the teacher education programs in the light of NEP 2020 and develop the guidelines for the development of e-content.
Subsequently, two more workshops were organised to develop and discuss the contents on selected themes and activities on ESD from 1 to 4 December 2021 and 18 to 21 January 2022.

Now, the draft material is under development as follow up to the workshop.

Review workshops were organised from 8 to 10 March 2022 and 11, 14 and 15 March.

All the modules are being modified as per the suggestions given by the expert members.
Revisiting the Learning Outcomes at Secondary State in the light of NEP 2020 and Development Goals Learning outcomes at secondary stage have been prepared in the subject/ language areas of Hindi, English Science, Social, Science, Mathematics, Sanskrit, Urdu, Health and Physical Education (Art Education PAB Development).

Five regional workshops were held via online mode for Northern, Eastern, Western, Southern and North Eastern Region.
The document was disseminated to the stakeholders, secondary school/teachers, Board, officials SCERT faculty in these workshops.

The document needed a fresh examination in light of NEP 2020.

Subject wise Learning Outcomes are relooked for further improvement and modification.

The content departments have taken up the programme once LOs are modified as per NEP 2020 guidelines.

They would be compiled for Stages (IX-X) and (XI-XII).
eDucational survey Division (esD) Module for Exemplar Test Item for Assessing Higher Order Thinking Skills at Secondary Stage Highlighting the importance of higher order skills in transforming assessment practices as recommended by the NEP-2020, the developmental project was undertaken with the objective to develop exemplar test items to assess higher Development Activities 85 Annual Report 2021–2022 order thinking skills in Mathematics, Science and Social Sciences at secondary stage.
A five-day workshop was organised in online mode from 31 January 2022 to 4 February 2022 to develop test items with the help of practicing teachers from various schools, teacher educators and assessment experts developed.

A team of external experts reviewed these test items in the face-to-face workshop organised from 12 to 16 March 2022.

These test items will be finalised and will be shared with different stakeholders like Boards of Assessment, SCERTs/ SIEs, teacher educators and teachers.
international relations Division (irD) Training Package on Including Children with Specific Learning Disabilities (SLD) and Autism Spectrum Disorder (ASD) in Regular Schools Based on the NEP 2020, focus on Specific Learning Disabilities (SLD) and Autism Spectrum Disorder (ASD), and SCERT, Kohima, Nagaland’s request, the development of two training packages were initiated.
The packages including children with Specific Learning Disabilities in regular schools and including children with Autism Spectrum Disorder in Regular Schools are being developed.

The training packages emphasise challenges faced by these children and suggest interventions strategies that can be used in inclusive classrooms.
Both the packages have collective inputs of national and international experts and practitioners, and incorporate feedback received from teachers, teacher- educators, NGOs, and other stakeholders across the country.

The Pan India training workshops on the two packages were organised in February – March 2022.

The content of the packages were disseminated and feedback obtained from stakeholders across the country.
The two packages are currently being finalised incorporating the feedback from the workshops and comments from third party review.

library anD Documentation Division (lDD) Collection Development Policy for Library Resources of NCERT Libraries Collection development policy adds to the knowledge creation in the field of education as stated in the NEP 2020.

Collection Development has two components i.e., collection building and collection management.
Library collection is the sum total of library materials- may be conventional or non- conventional.

The subject coverage and language of the resources depends on the library community i.e., readers of the library.

Procurement or acquisition of materials is taken care of keeping in mind the policy of the library.

Collection management takes care of the preservation, weeding-out, etc.

Therefore, procurement, scientific organisation, maintenance and weeding out, etc.
are the components of Collection Development of library resources irrespective of the type of library.

Collection Development Policy is required to maintain uniformity within the institution.

This prevents from procurement of random set of resources which does not support the mission of the library.

It provides rationale to the procurement of library resources through the approved policy selection through users’ need.

Evaluation and weeding out processes are carried out smoothly.
This involves library users, library staff and library resources.

86 Annual Report 2021–22 NCERT The existing acquisition policy and collection management policy of the institutions will be analysed.
Guidelines of Collection Development Policy will be developed keeping in mind the principles of both selection policy and library resource management to satisfy the users’ need and for better circulation among the reader’s community either through borrowing or through ILL. NCERT Institutional Repository Institutional repository is an online archive for collecting, preserving, and disseminating intellectual output of an institution in a digitised form.
NCERT has a rich collection of NCFs, syllabi, textbooks, supplementary books, research reports, etc.

In the present ICT environment, it has been considered essential to preserve, manage and disseminate all rare and old published resources of NCERT in a digitised form to facilitate the research and wider accessibility of resources with the mandate of future preservation.
Therefore, the Institutional Repository of NCERT has been developed with the purpose of providing an access to old published textbooks and other resources in a digitised form within an academic community.

In this phase the textbooks as per NCF 1975 and 1988 have been digitised and uploaded on the DSpace software.

The Institutional Repository of NCERT is now ready to be accessed by the users on INTRANET of NCERT.
planning anD monitoring Division (pmD) Management Information System (MIS) for the PAC/PAB Programmes of the NCERT Constituent Units Planning and Monitoring Division acts as a clearing house in respect to the academic programmes/activities of the NCERT.

The division also needs to collate necessary information regarding the PAC/PAB approved programmes of NCERT periodically to the MoE.
The MIS has been developed for the PAC/ PAB approved projects of NCERT so as to monitor the progress of programmes carried out by the Constituent Units of NCERT.

Based on suggestions received, the web portal has been developed and the security auditing of the portal has been carried out.

The portal has been named as ‘YOJANA’ with the URL address ‘yojana.ncert.gov.in’ for the portal.

The request for the server space has been approved by NIC and the credentials to login the domain are in process.
central institute of eDucational technology (ciet) Exemplar for ICT Integrated School System ‘School Online’ — a collaboration program between the Demonstration Multipurpose School (DMS) and school in Israel coordinated by MASHAV Educational Training Center (METC) of the Ministry of Foreign Affairs, Israel, and ICT Department of the Ministry of Education, Israel was initiated in the academic year 2018-2019 with DMS, Mysuru.

During 2020–2021, the collaboration was extended to DMS, Bhubaneswar.
The activities were started in September — October in DMS, Mysuru and DMS, Bhubaneswar, and extended till August 2021.

Students participated in several online activities and online collaboration activities and shared knowledge of Indian Culture, tradition, personal interests, etc.

All the students, collaborated teachers and the schools were certified by MASHAV, Israel at the end of the project.
Development Activities 87 Annual Report 2021–2022 Three teachers participated in this project and the schools of collaboration are listed below: 1.

DMS, Bhubaneswar Ohel Shalom, Gedera, Israel — Basabadatta Rath 2.

DMS, Mysuru and ELAIN Sherfar’am, Israel — N. Harini and Ms. Lily Bara The collaboration project continued during the academic year 2021–2022, with the addition of DMS, Ajmer and DMS, Bhopal along with other two DM Schools.
The project was initiated in the month of November 2021 with the coordination meetings with Principals, Head Masters and the coordinating teachers.

The details of the school collaboration and names of teachers who participated are as given below.
 DMS, Ajmer and Hatav Yarka B., ISG Shavnabada Tbilisi — Gayatri Jagtiani  DMS, Bhubaneswar and ELAIN Shefar’am, Israel — Basabadutta Rath and Ms. Garima Agrawal  DMS, Bhopal and Makif Ashdod — Raju Borkar and Mr. Hemant Raje  DMS, Mysuru and Ironi Yud Dalet, ISG Shavnabada Tbilisi — Ms. Lily Puspika Bara and Ms. Harini N. As a part of this collaboration, students participated in several online activities where they used digital collaboration tools like Jamboard, Slides, Padlet, etc.
Students shared about their school, interests, Indian traditions, etc.

Every online activity was followed up by online interaction where students shared, discussed and presented about various topics.

These interactions and collaboration helped students to build understanding various aspects about Israel among Indian students and vice versa.
On similar lines, another collaborative effort was initiated between NCERT and Vivekananda Culture Centre, Embassy of South Korea with respect to cultural exchange programme among schools of India and South Korea.

Initial discussion between coordinators of both the countries had been initiated and the collaboration will be taken forward during 2022-23.
Position Paper on Educational Technology Under the programme, questions and guidelines for district level consultation have been finalised and submitted to the technical committees.

A draft working paper and e-template have been developed.

Questions for mobile app, Mygov survey and district level consultations were also developed and shared.
Curriculum Based Material of AR, VR, Simulation, Virtual Laboratory for School Education Various kinds of e-Resources like illustrations, animations, graphics, infographics, etc.

are developed under this program.

Around 60 themes are identified from Class 9 and 10 Science textbooks for developing e-Resources in AR/VR format.

Forty five Augmented Reality (AR) 3D simulated videos of Classes 9 and 10 for Science have been developed.

Educational Media Programs a.


Audio Production and Dissemination During April 2021 to March 2022, about 1946 audio programmes including 1382 quiz questions, 19 Daisy Books, and 3358 ISL Dictionary words were produced.

These programmes included NCERT textbook based audio books in all subjects viz., Hindi, English, Sanskrit, Urdu, Mathematics, Science, 88 Annual Report 2021–22 NCERT Environmental Studies, Social Science, etc.
A total of 445 curriculum based radio programmes (Classes1–12) were disseminated/ broadcasted on 230 Radio Stations (18 GyanVani FM Radio Stations, 80 Community Radio Stations), 100 All India Radio stations, Podcasts on iRadio, and JioSaavn Mobile apps.

627 live programs have been broadcast on iRadio.

b.

Video Production and Dissemination: About 1730 video programmes have been produced by CIET during the year.
These explanation videos related to all school subjects viz., Hindi, English, Sanskrit, Urdu, Mathematics, History, Geography, Political Science, Economics, Sociology, Psychology, Environmental Studies, Business Studies, Accountancy, etc.

In addition, video programmes based on sign language for CWSN students, Learning Outcome, Adult Education, NISHTHA were also produced.

These video programmes are being used to feed the telecast of 12 PM eVidya channels including: 1.
Channel 1 to 10 (Class 1 to 10): 2 hours fresh slot with 11 times repeat.

The slot starts at 12 O’ Clock night.

2.

Channel 11 and 12 (Class 11 and 12): 3 hours fresh slot with 8 times repeat.

The slot starts at 12 O’ Clock night.

c. Live Telecast on PM eVidya Channels: During the year, 1040 episodes of live telecast from Classes 1 to 10 channels have been transmitted on PM eVidya Channels.
For Classes 11 and 12, one hour weekly live telecast has been arranged and till March 2022, 106 episodes have been covered in this series.

Additionally, a webinar on ICT tools was scheduled to cover various themes related to Educational Technology (ET) and Information and Communication Technology (ICT) in education.
The webinar encompasses topics related to creation and dissemination of e-Contents, Content-Pedagogy- Technology integration, use of ICT in teaching-learning and assessment, OER, use of various ICT tools, creation of AR/VR contents, mobile app and Artificial Intelligence based platforms, etc.

Being a premier institution working in the field of ET and ICT for school education and teacher education, CIET invites the learners to join in the webinar which is being held on all weekdays (Monday to Friday).
This series of interactive sessions will hopefully be a stepping stone in the enhancement of knowledge and skill of those working in the field of education.

Besides, SAHYOG — A guidance and counselling session for mental health and well-being of students, teachers and parents are also scheduled on weekdays.

From April 2021 to March 2022, 259 webinar sessions on ICT tools and SAHYOG counselling sessions each have been conducted live.

PM eVidya 12 DTH-TV channels S. No.


LIVE Interactive Sessions on PM eVidya Channels Content Coverage No.

of Live programs Hours of Telecast 1.

Class 1 to 10 2.

Class 11 and 12 3.

Webinar on ICT tools 1040 106 259 520 106 259 Development Activities 89 Annual Report 2021–2022 4.

5.

6.

SAHYOG: Guidance for mental wellbeing of children Yoga Series Teaching learning intervention inclusive classrooms 7.

MANODARPAN – Paricharcha for mental well-being 8.


National Student Outreach Program, Listening to Learn (Science & Technology) 9.

NCSL-NIEPA School Leadership 10.

PSSCIVE-Vocational Education 259 72 259 52 33 32 59 129.5 54 129.5 78 33 16 59 Total 2171 1384 Online/Offline Review of e-Content CIET, NCERT has a regular mechanism for reviewing the audio, video and multimedia content before disseminating them on various portals such as DIKSHA, ePathshala, SWAYAM, etc.

for telecast purposes.


In this connection, the online/offline review workshop is organised on regular basis to preview programmes developed by various stakeholders.

The online/ offline review workshops aim at reviewing the programmes as per the eContent evaluation tool which has been developed with respect to parameters such as content, pedagogy and technology.

Experts would evaluate these programmes and submit their comments and suggestions.
The programmes are categorised into the following categories — 1.

Recommended i.e., it can be uploaded on the portal without any modifications.

2.

Recommended with modifications i.e., the programmes can be uploaded but after doing certain modifications as suggested by the group of experts.

3.

Not recommended i.e., the programme is not suited to be uploaded on respective web portals.

Total 4,065 eContent Reviewed in Online/Offline Review workshop from April 2021 to March 2022.
Following are details of e-Content Reviewed — Details of development of graphics: Total No.

of Graphics: 1754 Total No.

of Illustrations: 2244; Total No.

of Animations: 987; Total No.

of Text plates: 15156; Total No.

of Infographics: 3048; Total No.

of Brochure: 5; Total No.

of Certificate: 577; Total No.

of Books: 13; Total No.

of social media Banner: 2500+; Total No.

of Live telecast plates: 2000+ A total of 4,065 e-Contents have been reviewed in the Online/Offline review workshops.
During the year under report, 1744 graphics, 244 illustrations, 987 Animations, 15156 text plates, 3048 infographics, 5 brochures, 577 certificates, 13 books, more than 2500 social media banners, and more than 200 live telecast plates have been developed.

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7 2 Development Activities 91 Annual Report 2021–2022 Online and Blended Courses for Teachers, Teacher Educators and Students The National Education Policy 2020 (NEP 2020) notes that one of the central principles to steer the education system will be the ‘extensive use of technology in teaching and learning’.
As a step towards knowledge sharing and capacity building of teacher, teacher educators and students on Educational Technology (ET) and Information and Communication Technology (ICT) amidst the COVID-19 lockdown crisis in the country, CIET, NCERT started organising webinar, online training/ workshops and online courses for students, teachers and teacher educators focusing on the use of ET and ICT in Education.

Webinar Series The series of webinars was initiated on April 7th, 2020.
It continued during 2021-22 and around 260 webinars were conducted on themes of Digital Initiatives in Education; Journey of National ICT Awardee Teacher; ET and ICT Tool; Cyber Safety and Security.

The webinar webpage is — https://ciet.

nic.in/pages.php?id=webinar&ln=en Standardisation of Indian Sign Language Under the programme, CIET has recorded 949 sign language videos in Indian Sign Language (ISL) in collaboration with ISLRTC.
It contains Class 1 to 5 textbooks based videos-535, Class VI-33, National Anthem 1, e-Comic book- 32, DTH ISL interpretation-33, Bhasha Sangam-25 (including two promos) and Economics Glossary-290.

Out of the total 949 videos, 510 videos related to textbooks for Classes I to V are available on DIKSHA.

Also, about 10,000 ISL dictionary words have also been uploaded on DIKSHA, from these 200 ISL dictionary videos with audio/voice over with subtitles and also flip books have been prepared.
A core committee has been identified for initiating the task of standardisation of ISL.

Fourth meeting of this core team was held during June-July 2021 to carve out the major tasks of ISL sign variants collection, development of dictionary and course in ISL.

ISL advocacy is being done through live interactive sessions on PMeVidya DTH TV Channels, ‘Teaching learning interventions in inclusive classrooms’.

255 sessions of thirty minutes each worth 127.5 hours have been telecast on PMeVidya DTH TV Channels.
Each session has a mandatory ISL interpreter.

eContents in Indian Sign Language (ISL) based on NCERT textbooks (Classes 1-5) have been jointly developed and launched by ISLRTC and NCERT on 23rd September 2021 on World Sign Language Day.

The launch function was graced by Hon’ble Minister of Social Justice and Empowerment, Dr. Virendra Kumar, Hon’ble Ministers of State for Social Justice and Empowerment (MSJ&E), Km.

Pratima Bhoumik; and Shri A. Narayanswami.


Other dignitaries present during the launch event were Anjali Bhawra, Secretary, DEPwD-MSJ&E, Santosh Sarangi, Additional Secretary, Department of School Education & Literacy, Ministry of Education, Prabodh Seth, Joint Secretary, DEPwD-MSJ&E and Director ISLRTC and V. Gopala Krishnan, General Secretary, All Indian Federation of Deaf.

A core committee has been identified for initiating the task of standardisation of ISL.
The fifth meeting of the core team was held on 7 October 2021 to detail the major task of ISL sign variants collection, development of dictionary and course in ISL.

92 Annual Report 2021–22 NCERT ICT in Education Curriculum An induction course with 18 modules and refresher training on ICT pedagogy integration for enabling teachers to use and integrate technology for enriching the teaching-learning process have been developed by the institute.
However, due to COVID pandemic both the courses were planned to develop as online courses for scaling up through DIKSHA portal.
Outline of the course and the structure of the module were developed in workshop conducted from 16 to18 February 2020. pss central institute of vocational eDucation (psscive) Digital Resources on Different Topics of Job Roles in Various Sectors Digital resources including video films and animations on different topics of job roles in various sectors for Classes 9 to 12 have been developed.
About 150 video films on various job roles for Classes IX to XII and 35 videos on pre-vocational education were developed and uploaded on the website for online access of teachers and students of vocational subjects.

The video films were developed on the job roles viz., Agriculture, Apparel Made-Ups and Home Furnishing, Telecom, Plumbing, Retail, Electronics, Automotive and Health Sector.

Video Programmes on Various Job Roles Title of the Video Programme Class Sl.

No.

1.
No.

1.

Name of the Sector and Job Role Health – General Duty i.

Role of General Duty Assistant during the Admission of Patient ii.

Activities of Patient Care iii.

Bed Making for the Patient iv.

Transportation of Specimens v. Care of the Body after Death vi.

Principles and Rules of First Aid vii.

Identify Facilities, Equipment and Materials for First Aid viii.

Performing the Role of First Aider for Fever, Heat Stroke, Back pain, Asthma, and Food Borne Illness 2.

3.
3.

Telecom – Optical Fibre Splicer i.

The Evolution of Communication ii.

Light as Electromagnetic Spectrum iii.

Reflection of Light iv.

Refraction of Light v. Modes of Propagation of Light i.

Electric Power ii.

Electricity and Its Importance iii.

Energy Transformation Electronics – Wireman Control Panel 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 Development Activities 93 Annual Report 2021–2022 4.

Media and i.

Video Production Process Entertainment – Roto Artist ii.
Post Production Workflow Retail – Store Operations Assistant Retail – Sales Associate iii.

Roto Artist – Roles and Responsibility iv.

Overview of Unit-2; Creative and Technical Requirement v. Overview of Unit-3; Rotoscoping Basics i.

Various Types of Goods i.

Warranty and Guarantee ii.

Post Sales Service iii.

Benefits and Characteristics Of Credit Sales iv.

Basic Procedure of Retaining v. Dealing With Customer vi.

Dealing with Risk vii.


Credit Requisition Apparel, Made- ups and Home Furnishing – Hand Embroider viii.

Skills Duties and Responsibilities i.

History of Hand Embroidery (Part A) ii.

History of Hand Embroidery (Part B) iii.

Design and Tracing Methods (Types of Design) 5.

6.

7. iv.

Design and Tracing Methods (Heat Method) v. Design and Tracing Methods (Light Method) vi.

Design and Tracing Methods (Prick & Pounce) vii.

Design and Tracing Methods (Stencil Method) viii.

Design and Tracing Methods ix.


Tools and Materials x. Embroidery Stitches (Herringbone Stitch) xi.

Embroidery Stitches (Cross Stitch) xii.

Embroidery Stitches (Couching Stitch) xiii.

Embroidery Stitches (Long & Short Stitch) xiv.

Embroidery Stitches (Blanket Stitch) xv.

Embroidery Stitches (Feather Stitch) xvi.

Embroidery Stitches (Fishbone Stitch) xvii.

Embroidery Stitches (Fly Stitch) xviii.

Embroidery Stitches (Lazy Daisy Stitch) xix.

Embroidery Stitches (Satin Stitch) xx.


Embroidery Stitches (Split Stitch) xxi.

Embroidery Stitches (Bullion Stitch) xxii.

Embroidery Stitches (Buttonhole Stitch) xxiii.

Embroidery Stitches (Chain Stitch) 11 11 11 11 11 94 Annual Report 2021–22 NCERT xxiv.

Embroidery Stitches (French Knot) xxv.

Embroidery Stitches (Running Stitch) xxvi.

Embroidery Stitches (Stem Stitch) xxvii.

Embroidery Stitches (Back Stitch) xxviii.


Embroider Defects and their Rectification (Part A) xxix.

Embroidery Defects and their Rectification (Part B) xxx.

Finishing and Costing of Embroidered Products xxxi.

Organisational Rules, Policies and Procedures xxxii.

Personal Hygiene and Health xxxiii.

Organisational Hazards and Safety Measures (Part A) xxxiv.

Organisational Hazards and Safety Measures (Part B) xxxv.

Cleaning and Maintenance at Workplace 8.


Agriculture – Floriculturist (Protected Cultivation) i. Floriculturist (Protected Cultivation) ii.

Overview iii.

Importance of Protected Cultivation iv.

Growing Media and its Composition v. Preparation of Beds and Containers for Growing Crops vi.

Types of Fertilizers and Their Scheduling vii.

Equipment for Environmental Parameter Monitoring in Greenhouse 9 9 9 9 9 9 9 9 9 9 9 9 11–12 11 11 11 11 11 i. Overview of Micro-Irrigation Technician 11–12 9.
Agriculture – Micro-Irrigation ii.

Micro-irrigation System iii.

Land Gradient and Suitability of Irrigation System iv.

Design and Layout of Micro-irrigation System 10.

Plumbing – i.

Introduction of Plumbing Plumber (General) ii.

Tools for Plumbing iii.

Sealing Material iv.

Types of Plumbing Pipes v. Measuring Tools vi.

Plumbing Symbols vii.

Pipe Fittings viii.

Pipe Joints 11.

Automotive – i. Overview of Automotive Service Technician Automobile Service Technician ii.
Engine and its Component iii.

Two Wheelers and Three Wheelers 11 11 11 9 9 9 9 9 9 9 9 9 9 9 Development Activities 95 Annual Report 2021–2022 Short Video films for Pre-vocational Courses Video films on Pre-vocational courses for the PM’s e-Vidya Channel for multimode access to digital/online education.

About 41 pre-vocational video films were developed and released for Classes 6th to 8th in Agriculture, Apparel Made-Ups and Home Furnishing, Bakery, Plumbing, Beauty and Wellness, Retail and Health Sector.
S.No.

Class 1.

Class 6 Pre-Vocational Education Video Programmes Title of the Video Programmes i.

Seed Germination ii.

Ten Plants for Home Decoration iii.

Grah Sajja Hetu Paudhe iv.

Classification of Retail Stores v. How to Maintain Retail Store under Organised and 2.

Class 7 Unorganised Retailing?

vi.

Identification of Marketing Functions vii.

Identification of Retail Goods viii.

Pranayam of Dhyan ix.

Shukshm Yaugic Vyayam x.

Block Printing i.

Identification of Shrubs ii.


Jhadiyo Ki Pahchan Evam Mahatva iii.

Vriksho Ki Pahchan Evem Mahatava iv.

Identification of Trees v. Preparation of Curd & Ghee vi.

Preparing Chhena and Paneer vii.

Identification of Retail Services viii.

Preparing First Aid Kit at Home ix.

Pranayam Aur Dhyan x. Shukshm Yaugik Vyayam xi.

Ghar Par Baalo Ki Dekhbhal Kaise Karain xii.

Tie and Dye Dvara Vastro Ko Sa xiii.

Hastkasidakari Flat stiches 3.

Class 8 i.

Preparing Khoa and Peda ii.


Kasthiyakalam Dwara Paudho Ka Pravardhan iii.

Gamle Me Paudha Lagane Ki Vidhi iv.

Mridu Kasthkalam Drawa Paudho Ka Pravardhan v. Estimation of Budget for Purchasing of Products and Services vi.

Hand Tools vii.

Changing Tap Washer viii.

Plumbing Tools ix.

Tool Box x.

Preparing ORS at Home xi.

Preparing Hand Sanitizer at Home xii.

Pranyam Aur Dhayan xiii.

Shuksham Yaugik Vyayam xiv.

Ghar Par Balo ki Dekhbhal Kaise Karain xv.


Kesh Saundrya Upkaran ka Parichay xvi.

Ghar par banaye Harbal Shampu xvii.

Hastkasidakari-Loop Stiches xviii.
Vastro Par Lage Dag Dhabbe Chhudana 96 Annual Report 2021–22 NCERT Courseware of Six Job Roles in Electronics and IT-ITeS Sector under NSQF The institute has been entrusted with the development of curriculum and student textbooks on various job roles under Electronics and IT-ITeS Sector viz., Field Technician – Air Conditioner, Field Technician – Refrigerator, Field Technician – Washing Machine, Field Technician – Computing and Peripherals, Domestic Biometric Data Operator and Junior Software Developer for the students of Classes IX to XII under Samagra Shiksha.
Courseware of six job roles in Electronics and IT and ITeS sector under NSQF has been developed.

The student textbooks for Class XI were reviewed and finalised during the year 2021-22 for six job roles viz., Field Technician – Air Conditioner, Field Technician – Refrigerator, Field Technician – Washing Machine, Field Technician – Computing and Peripherals, Domestic Biometric Data Operator and Junior Software Developer.
The courseware will be utilised in schools implementing the courses of Electronics and IT and ITeS sectors.

Web Applications and Support for PSSCIVE Website In order to update the contents of the PSSCIVE’s website regularly, the institute has undertaken the programme.

The feasibility study and requirement analysis for the development of the web applications were conducted and based on the feasibility and requirement analysis, the relevant web applications were selected for development.
Front end design and development was done through coding as well as by using the interface.

All the developed applications were deployed on the PSSCIVE website.

During 2021-22, the institute’s website has been transformed into a dynamic interactive website by adding latest web applications.

These web applications of the institute’s website will promote the activities of the institute.
It will be functioning as a clearing house for information, a forum for debate on vocational education and online resources.

Framework and Guidelines for Implementation of 10 Bag-less Days in School The institute has prepared framework and guidelines for implementation of 10 Bag-less Days in schools.

10 Bag-less days activities basically encourages students to learn about different world of works in an interesting manner i.e., part by part approach.
School students will also be exposed to outside activities periodically through visits to places of historical, cultural and tourist importance including monuments, museums, etc.

Meetings with local artists and craftsmen, and visits to higher educational institutes in their respective village, tehsil, district, or State will also be encouraged.

Various schools in the country are implementing this concept with No-Bag day in a week in their respective schools.
There are umpteen advantages of no-bag day which include the child is allowed to be free of stress at least once in a week, it helps the child to relax and play, extra-curricular activities can be cultivated in children, the concept of 10 bag-less days will result into a better teacher-student relationship and student-student relationship.

Hence, various schools are trying out this concept.
The school authorities have also been directed to ensure lessons on life skills and encourage students to participate in extra co-curricular activities, games and sports ‘to make schools a more joyful place of learning’.

This framework and guidelines will have a great impact on school students in this direction.
Development Activities 97 Annual Report 2021–2022 A Module on Fun-based Learning Activities Classes 6 to 8 Fun learning excites the student to come to the class and experience the same feeling over and over again.

In line with this, a Fun Based Learning Activities (FBLA) module has been developed to promote pre-vocational elements for the students.

The FBLA module has been developed with the objectives to promote vocational learning among school students studying in Classes VI-VIII.
The FBLA module comprises of three aspects: the fun-based teaching and learning pedagogy; 21st century skills and pre-vocational education.

It is through these 10 bag-less days that are mentioned in NEP 2020 that the 21st century skills and pre-vocational education will be delivered to the students through the fun-based teaching and learning pedagogy.
The activities designed in the FBLA module will educate the students about the importance of vocational skills; will show them how the knowledge can be transformed into money; and allow one to develop interest in the vocations for earning a better livelihood.

Also, a student must understand the strength of self in the context of skills so that they may select an appropriate and available vocational course in grade IX.
Skill based Aptitude Test for Students of Class X Skill based Aptitude Tests, coupled with career counselling and guidance are the key support measures that need to be made available to all children for making informed choices of vocational courses at an early age.

As per the instructions of the MoE, PSSCIVE, Bhopal initiated the development of Skill based Aptitude Test (SBAT).
Online and offline meetings were held with experts for developing Vocational Interest Inventory for Class 8 students and Skill based Aptitude test for Class 10 students.

The test portal (indosoftservices.tech/psscive 8) developed for Vocational Interest Inventory for Class 8 was sent to NCERT for the comments.

The observations given were incorporated and the test portal for class 8 was finalised.

A video was also developed for this purpose.


The test portal (indosoftservices.tech/psscive10) developed for Skill based Aptitude Test for Class 10 was sent to NCERT for comments and the observations were incorporated.

A video was also developed for this purpose, before sending both final test portals to MoE.
Vocational Interest Inventory for Class 8th students 98 Annual Report 2021–22 NCERT Student Textbooks of Different Job Roles under Apparel Made-ups and Home Furnishing Sector Student textbooks for six job roles under Apparel Made-ups and Home Furnishing Sector have been developed.

The student textbooks on Inline Checker, Assistant Fashion Designer, Store Keeper, Embroidery Machine Operator, Export Assistant and Packer will be published for the students studying these job roles under NSQF.
regional institute of eDucation, ajmer Institutional Repository The institutional repository is an online archive for collecting, preserving, and disseminating digital copies of the intellectual output of an institution, particularly a research institution.

Its major objective is the preservation and long-term access to the institute’s Intellectual contents.

The project of developing the Institutional Repository of RIE, Ajmer was initiated in the year 2019.
It has been developed using space software supported by adequate hardware and human resources.

The digitised research projects, report, training and orientation outcomes, reports, student dissertations, faculty research achievements and other documents are being disseminated to promote wider access and visibility of the institute’s scholarly content.
The library has also enriched their services by providing access to OPAC, institute repository, current content, subscribed journals and newspapers, book requisition, user guide and institute website though QR Code.

In the current session the metadata of 784 documents were updated.

53 publications and 297 pages were uploaded.

618 pages were run for OCR.


e-Resources under PM E-Vidya Digital Education Programme The institute prepared 53 e-Contents (audio/video) under the PM e-Vidya digital education programme for Classes VI, XI-XII (Physics and Chemistry) under the programme.

These programmes have been prepared keeping in view pedagogical and content enrichment of teachers and teacher educators.
Environmental Education Theme Park An environmental education theme park has been developed for strengthening the biodiversity and environment based school education programmes.

The park maintains the various ecosystems, medicinal plant conservatory, a center for non-conventional source of energy, a greenhouse, conservation of water and soil and organic farming.
In order to sensitise and to create awareness about the various environmental issues, a workshop on development of activities related to environmental issues has been organised.

The major theme of the workshop was ‘Heal the Nature’ with various sub themes related to current environmental issues.
A webinar on awareness among the prospective teachers on environmental issues and concerns has also been organised wherein the eminent speakers from various fields delivered their lectures on burning issues of environment.

Language Lab A language lab has been developed for enhancing LSRW skills of the students.
The manual for lab activities is designed on the specified guidelines composing the content/practice-based content, plagiarism avoidance, language, duration Development Activities 99 Annual Report 2021–2022 and features.

The developed manual focuses on theoretical and practical aspects of LSRW and grammar techniques for the pre-service teachers of the institute.
Mathematics Lab The mathematics lab has been developed with an endeavor to develop problem solving, reasoning, creativity skills and interest among the students.
In this regard, the brief write-ups for mathematical activities have been prepared covering multiple topics such as solving the problem of money in daily life by using mathematical operations, verifying Euler’s relation through the pattern, solving problems in daily life situations involving the addition of fractions, identifying various (3-D) objects like sphere, cube, cuboid, cylinder, cone from the surroundings and many more.

The lab exhibits the models of level specific Learning Outcomes.
Educational Trend (A Journal of RIE, NCERT, Ajmer) The institute is publishing its journal ‘Educational Trends, A Journal of RIE, Ajmer for disseminating, facilitating, sharing and documenting the researches in education.

The journal has provided a platform for the researchers and States/ UTs departments of the region to participate, share and publish research work for conducting quality research.

Two volumes as special issue have been edited and finalized for publication.
regional institute of eDucation, bhopal Items for Enhancing Higher Order Thinking Skills in Biology for Classes XI and XII using NCERT Textbooks Higher order thinking skills are the ability to think not just recall, restate, or recite but it reaches several dimensions of knowledge, including meta cognitive dimensions.

Students who have higher order thinking skills will have the ability to connect different concepts, interpret, problem solving, communication, reasoning, and make the right decisions.
Working on these lines higher order thinking skills items were developed in Mathematics, Physics, Chemistry and Biology at the higher secondary level.

Higher Order Thinking Skills (HOTs) items preparation revolves around the spirit of enquiry, independent thinking, creativity, thinking out of box, collaborative thinking, and conceptuallsing new ideas.

The programme was conceptualised keeping the above in mind.

The test items have been prepared in line with the Learning Outcomes prepared by NCERT.
Items for Enhancing Higher Order Thinking Skills in Chemistry at Senior Secondary Level Higher order thinking skills are the ability to think not just recall, restate, or recite but it reaches several dimensions of knowledge, including meta cognitive dimensions.

Students who have higher order thinking skills will be have the ability of connect different concepts, interpret, problem solving, communication, reasoning, and make the right decisions.
Working on these lines higher order thinking skill items were developed in Chemistry at the higher secondary level based on learning outcomes prepared by NCERT.
100 Annual Report 2021–22 NCERT Course Materials for Self Financing “Diploma Course in English Teaching” (DCET) The Diploma Course is based on the recommendations of NEP 2020 and has many modules that implement the policy like Multilingual Classroom, Inclusive Language Learning, Experiential Learning, Art Integrated Language Learning, Project and Task-based Learning, Teachers’ Autonomy, Constructivist Approach to Teaching, Multidisciplinary Approach, Gamification of Language Learning, Experimenting and Researching in the Language Classroom, Critical Thinking Skill, Learning Outcomes, etc.
to name a few.

All the 44 modules of the course for similar number of self-learning weeks have been developed in the text and video format.

regional institute of eDucation, bhubaneswar Conceptual Activities on Science at Upper Primary and Secondary Levels for using Locally Available Toys The National Education Policy 2020 recommends redesigning of curriculum and pedagogy strongly rooted in the Indian and local context.

It consists of toy based pedagogy strongly rooted in the Indian curriculum.
The objectives of project were facilitation of joyful competency based experiential teaching learning process by using locally available toys and development of conceptual activities on science at upper primary and secondary levels of Odisha by using toys.

Conceptual activities have been developed in EVS and Science using locally available toys.

After try out in the field, it was observed that maximum numbers of learners were interested to learn by using toys as a learning material.
Teachers are motivated towards the competency based teaching learning process in classroom situation.

Learning Resource Center for In-service and Pre-service Teacher Education Programme Development of learning resource centre was taken up to develop an activity based experiential learning center that will be helpful for training of pre- service and in-service teachers.
Keeping this in view, three different sections viz., Learning Resource Center, Herbal Garden and Educational Theme Park has been developed as part of the Resources Center.

More than 250 activities and models have been developed in the learning resources center.

Similarly, in herbal garden more than 200 varieties of medicinal plants have been planted which are constantly used by pre-service teacher students as per their curriculum requirement.
In the educational theme park currently there are 22 different science models which are used for teaching science to school kids as well as student teachers and training in-service teachers.

Resource Material using Ancient Mathematics at Upper Primary Level The main objectives of the programme were to co-relate and establish identical concepts available in the existing NCERT Mathematics textbook and Ancient (Vedic) Mathematics.
Resource materials have been developed for the upper primary stage using the process skills of the Ancient Mathematics.

As per the concepts available in the NCERT textbooks at upper primary level, the resource materials were developed on addition, subtraction, multiplication, Development Activities 101 Annual Report 2021–2022 finding square, square root, cube, cube root and algebraic expression etc.

The materials were developed separately for class VI, VII and VIII with the help of the resource persons.
After the development of the materials, it was tried out at Chilika block with its feedback.

During the try out classes, children enjoyed the techniques of the mathematical operations used in the resource material and took part in the classroom conversation.

The alternative method of solving the mathematical problems was appreciated both by learners and teachers in their feedback.
Modules on Early Childhood Care and Education as per NEP 2020 The National Education Policy (NEP) 2020 envisages for strengthening early childhood care and education under foundational stage.
The modules covered are understanding ECCE, how children learn and develop, building foundations for learning, contextualising ECCE curriculum, programme planning, organising developmentally appropriate practices for three goals, development and use of joyful materials, planning and management of inclusive education at foundational years and community engagement.

The guidelines for use of the training materials are incorporated in the modules.
Institutional Repository (IR) of Regional Institute of Education, Bhubaneswar The objective of the programme is to promote wider access and visibility of research output of RIE, Bhubaneswar and to preserve its publications digitally like PAC reports, ERIC reports, M.Ed./M.

Phil dissertations, faculty publications, university question papers, etc.

The Institutional Repository has been developed and so far more than 660 documents have been scanned, processed and uploaded in to the repository.
The Institutional Repository has been connected to the intranet of the Institute and accessible to the users within the campus via LAN network.
The users can access the Institutional Repository (IR) through the link http://172.30.6.169:8080/jspui/ Automation of DMS Library, RIE, Bhubaneswar The objective of this programme is to upgrade the DMS Library by automating its resources and services, which includes automation of the basic library processes, creation of electronic database, OPAC, and to share bibliographic data of books for preparing Union catalogue of NCERT with reference to interlinking of all libraries of NCERT.
The procurement of hardware (higher end Desktop and OPAC KIOSK) has been done.

The electronic database has been created using Koha open source integrated library software, and so far, bibliographic data of more than 3300 books have been entered in the database which is now accessible through OPAC.

regional institute of eDucation, mysuru Educational Media Resources Video lessons for all the subjects of Class IV and Class VIII under PM e-vidya were develped.
Fifty seven videos based on the NCERT textbooks were produced under PM e-vidya.

The textbook based videos were reviewed by the expert committees of CIET and were modified based on the suggestions.

The final videos were telecasted on PM e-vidya DTH Television Channels and uploaded on various 102 Annual Report 2021–22 NCERT online platforms like NROER, DIKSHA etc.

The videos were also uploaded on the YouTube Channels of Educational Technology Cell of RIE Mysuru.
e-Content in Multi-language Pedagogy The E-content for teachers as well as students were developed by looking into all nuances of Multilingualism and the special emphasis on the concept and practice of Multilingualism.

Twenty videos were developed relating to various aspects of Multilingualism and uploaded on the Official YouTube channel of RIE, Mysuru.

The videos were also sent to CIET, NCERT, New Delhi for telecast.
north east regional institute of eDucation (nerie) Teacher’s Manual on Activity –based Teaching in Science for North East States Availability of Teacher’s Handbook/Supplementary Reading Material for teaching Science and Mathematics have been demand from many States namely, Arunachal Pradesh, Manipur, Mizoram and Tripura as reflected in the need based educational programmes submitted by the states to NERIE.
Preparation of teacher’s handbook by Integrating local knowledge in terms of locally available materials and local practices into the available materials for teaching science is imperative to carry out teaching learning of science in the right spirit.

It is also necessary to include new elements envisaged in NEP 2020.

At this backdrop, the present programme has been proposed.
A workshop was organised at NERIE, Umiam (Meghalaya) on 14–15 March, 2022 for developing the teacher’s manual on activity-based teaching in science at upper primary level.

Teacher’s Manual which has a total of 108 activities was prepared.

There were 50 activities for Class VI, 36 activities for Class VII and 32 activities for Class VII.
Course Content on Organic Farming for Secondary stage in the Context of North Eastern States A five-day workshop was organised in the institute from 7 to 11 March 2022 to develop a teacher’s handbook Organic Farming Practices in the context of North-Eastern Region.
The handbook consists of eight chapters which describe the objectives of the handbook in classroom transaction, historical perspective of organic farming and recent developments in organic farming in North East Region, main sources of organic inputs available in the region, specific packages and practices of organic farming followed in the region and assessment of students.
Bridge Material from Chakma Language to Mizo (School) Language The general objective of the material was to have a smooth bridging from the mother tongue to the school language.

The resource material is based on the existing textbooks prescribed by SCERT, Mizoram.

Textbooks used in Classes I, II, III, IV and V except the English textbooks were taken to derive a core vocabulary list and thus developed words are glossed in Chakma.
The cultural background of the people were also taken into consideration while developing stories and write ups in this resource material.

The resource material include: the list of vocabulary used in Mizo textbook glossed in Chakma, sample poems and rhymes, picture stories, cultural items and a small description on functional grammar usable at the primary level.
Development Activities 103 Annual Report 2021–2022 Dynamic Website for Tracking of Programmes, Creating Programme Data-Base, and Sharing and Feedback Mechanism The objective of the programme are to build a mechanism for tracking all the programmes conducted by NCERT, create a sharing and feedback mechanism about a programme for all stakeholders, create e-database of programmes conducted by NCERT, provide a platform to States to upload details of the programmes conducted by the States and maintain and operate the website.
The development of the initial phase of the dynamic website has been done with the help of NIC, Meghalaya.

The website is being tested since 14 February, 2020.

NIC is providing continuous support in fixing the bugs.

The dynamic website has been hosted with a domain name for the software application pmis.nerie.nic.in.
e-Resources for the School and Teacher Education Curriculum The objective of the development programme are to produce audio, video and digital resources by using the studio at NEIRIE and also using Free and Open Source Software (FOSS), deploy digital resources on NROER/SWAYAM/ SWAYAM PRABHA and develop e-resource in school subjects.
During the year 2021-22, 32 videos have been developed in the subjects like Science, Social Science, Languages, and Mathematics of different Classes from primary to secondary stage.

Few videos have also been developed for pre-primary stage.

Handbook on Experiential Learning for Preschool Education for the NE States A preschool child needs to emerge with certain all round capacities, within 3-6 years, as the pre requisites for success later in life.
Holistic development of preschool children can be ensured only by the involvement of both parents and teachers in creating an emotionally supportive learning environment there by facilitating experiential learning at home or school.

Children have more learning opportunities at home than school, so parents can play an important role in providing learning experiences to them which can tap their natural curiosity and excitement.
These learning experiences support not only the emerging skills in reading, writing and mathematics, but also skills of critical thinking, communication, creativity, and social-emotional development known as 21st Century skills.

These skills have a significant impact on the learning and development of young children.

In view of the fact that teachers and parents have a vital role in the pre-school programme, educating them about the care and nurturance of children is very important.
A workshop for the development of handbook was conducted from 7 to 11 March 2022, in which ten core skills viz., cognitive skills, pre-reading skills, pre writing skills, pre-arithmetic skills, self-help skills, social and emotional skills, sensory skills, play skill sand language and communication skills were identified.
Around 200 exemplar activities for three levels (Preschool — 1,2,3) were developed base on the three goals as mentioned in Nipun Bharat, Goal 1: Children maintain food health and wellbeing, Goal 2: Children become effective communicators, Goal 3: Children become involved learners and connect with their immediate environment by incorporating the learning outcomes of each level.

104 Annual Report 2021–22 NCERT 5.


Capacity Building Programmes With a view to reduce the gaps that exist between the curricular pronouncements and the ground realities, the NCERT organises capacity building programmes for the stakeholders of education.
In view of the COVID-19 situation, the Council converted its mega capacity building programme ‘NISHTHA’ in Online mode for the capacity building of teachers and school heads at elementary level on learner-centered pedagogies to improve learning outcomes of students.

During 2021-22, NISHTHA 2.0 (Secondary), was launched targeting 10 Lakh secondary school teachers and school heads, and is being implemented in 33 States/ UTs and eight autonomous organisations.
NISHTHA 3.0 (FLN) was launched in September 2021 to reach 25 lakh teachers and head teachers at the pre- primary and primary levels.

It is being implemented in 33 States/UTs and five autonomous institutions.

The Council also conducts capacity building/orientation/training programmes for the master trainers or key resource persons for ensuring quality education all levels of school and teacher education.
During the year, the Council conducted the programmes in the areas of Data Analysis with Open Source Software, Quality Education, Curriculum Research, Vocational Pedagogy and Employability Skills, Research Methodology, Guidance and Counseling, Selection, Adaptation and Development of Resource Material in Minority Language, Minor-Tribal Language Teaching, Multilingual Approach, Development of Resource Material in Minority Language, Foundational Literacy and Numeracy, Script Writing for e-Content, Effective usage of Teaching-learning Materials, Life Skills Education, Developing Exemplar Questions, ICT, etc.
Department of elementary eDucation (Dee) NISHTHA Training 3.0 on Foundational Literacy and Numeracy (FLN) NISHTHA 3.0 (FLN) was launched in September 2021 to reach 25 lakh teachers and head teachers at the pre-primary and primary levels.

It was implemented in 33 States/ UTs and 5 autonomous organisations under MoE in 11 languages — Hindi, English, Urdu, Gujarati, Telugu, Kannada, Odia, Bengali, Marathi, Punjabi, and Mizo.

Around eight lakh teachers are participating in this programme.
Department of eDucation in languages (Del) Six month Online Professional Development Course on English Language Education Professional development of teachers is an essential component in the processes of quality education.

Teachers need to update their content as well Annual Report 2021–2022 as pedagogical knowledge as per the developments of the time.
The present six month course was proposed to meet the needs of teachers of English language from different school systems to equip them with the recent developments in English language education and language pedagogy in general, second language pedagogy in particular.

The aspects of teaching-learning: i.


Language and learning (Nature and characteristics of language, how language learning takes place, introduction of some theatrical foundations of language pedagogy, multilingualism in the Indian contexts), ii.

Pedagogy of reading, iii.

Teaching of listening and speaking, iv.

Pedagogical grammar, v. Writing: Process approach, vi.

Developing materials for language learning, vii.

Language assessment and viii.


Teacher as a researcher and classroom research have been covered in course.

Videos and Podcasts have been also been developed.

Department of eDucation of groups with special neeDs (Degsn) Capacity Building Programmes for Teachers Teaching in Madrasas (Alternative Schools) for the Enhancement of Quality Education Under the project, five capacity building programmes were conducted at RIEs and NERIE, Umiam (Meghalaya) with the help of members of Minority Cell.
These programmes were conducted through online/offline mode with the objectives to enhance the skills of teachers teaching in alternative schools (Madrasas), to build up their own capacity in innovative pedagogy in the school subject, as well as to sensitise the teachers on rights of children, inclusive education, socio-cultural diversity, gender and diverse needs of students studying in alternative forms of schools specially madrasas.

The NISHTHA package was used during the programme.
Title of the Training Programme Venue and Date Capacity building programmes for teachers teaching in Madrasas teaching in Madrasas (Alternative Schools) for enhancement of Quality Education 15–19 November, 2021 RIE, Mysuru (Online mode) 13–17 December 2021 RIE, Bhubaneswar 20–24 December 2021 RIE, Ajmer 7–11 February 2022 RIE, Bhopal (Online Mode) 21–25 February 2022 NERIE, Umiam (Meghalaya) Blended mode Department of eDucation in social sciences (Dess) Interactive Workshop for resource persons on “Population Education” Online NPEP organised interactive workshop for resource persons from States/UTs/ RIES in the domain of Population Education was organised online from 27 to 29 October 2021 at NIE, New Delhi.
In this interactive workshop a total of 32 resource persons were trained in School Health Programme contents.

Eleven 106 Annual Report 2021–22 NCERT Interactive workshop held online with resource persons from States/UTs/RIEs on Population Education themes were deliberated upon.
Themes were Growing up Healthy, Emotional Well- being and Mental Health, Interpersonal Relationships, Values and Citizenship, Gender Equality, Nutrition, Health and Sanitation, Prevention and Management of Substance Misuse, Promotion of Healthy Life Style, Reproductive Health and HIV Prevention, Safety and Security against Violence and Injuries, Promotion of Safe Use of Internet and Social Media Behaviours.
Various case studies and role play methods were discussed in all the sessions in an interactive manner.

Adolescent related concerns were also discussed in detail.

S. No.

1.
S. No.

1.

Title of the Programme Venue and Dates Interactive Workshop for Resource Persons on “ Population Education ” Virtual Mode October 27–29 October 2021 Department of eDucation in science anD mathematics (Desm) Online Diploma Course in Teaching of Science at Upper Primary Stage An online course for in-service teachers teaching science at upper primary stage has been developed to empower the large number of in-service teachers who require strengthening of their content as well as pedagogic knowledge.
A MOOC platform (http://www.ncertx.in) using the “Open edX” has been setup.

The four quadrants highlighted in SWAYAM have been fully incorporated in this course in an integrated manner.

During the year 2021-22, around 600 teachers across the country have enrolled in this course.

So far, participants have successfully completed the released modules.

Assessment questions for 40 modules have also been developed and reviewed to create a question bank.
Some of the questions have been uploaded on the course platform.

Further details are available at www.ncert.in.

Department of curriculum stuDies anD Development (Dcs&D) Capacity Building and Handholding of Teacher Educators from SCERTs and DIETs on Curriculum Research in the States/UTs The main objective of the programme is to build capacities of States/UTs in school education on curriculum research and development.
Further, under the task 174 for the implementation of National Education Policy (NEP) 2020 as envisaged by the Ministry of Education, NCERT and SCERTs will undertake research and development in innovative teaching-learning methodologies for teaching children.
Research proposals along with tools for conducting Capacity Building Programmes 107 Annual Report 2021–2022 Orientation programmes for the States and UTs on process of Development of National Curriculum Frameworks researches were prepared by a team of faculty members from NCERT and State/UT based on the area/topic identified by faculty members of SCERT/ DIET for their respective States/UTs.
During 2021-22, six research studies were jointly conducted in States/UTs by faculty members from SCERT and DIETs and faculty members from NCERT.

The details are given below: Sl.No Title of the Research Project Venue and Dates 1.

2.

3.

4.

5.

6.
A study of reading difficulties in English at Grades IV and V in government schools of Chandigarh A study of factors affecting low achievement in mathematics of Class VIII students from government schools of Sikkim A study of difficulties faced by students in learning mathematics at primary level in the State of Arunachal Pradesh A study of transition from mother tongue to English medium at the elementary stage in the State of Assam A study of teaching learning process in mathematics for Class V with respect to learning outcomes in the district of South 24 Praganas of West Bengal A study of the challenges faced by the language teachers in multilingual classroom (Classes I and II) Chandigarh 27–30 October 2021 Sikkim 6–8 December 2021 Arunachal Pradesh 8–10 December 2021 Meghalaya 23–25 February 2022 West Bengal 7–9 March 2022 Assam 8–10 March 2022 Further, an online workshop was conducted on 11–12 March 2022 for analysis of data collected from these six States/UT’s namely, Arunachal Pradesh, Assam, Chandigarh, Meghalaya, Sikkim, and West Bengal.
NISHTHA (National Initiative for school Heads’ and Teachers’ Holistic Advancement) NISHTHA 2.0 for secondary stage teachers and NISHTHA 3.0 for primary teachers were launched on 29 July, 2021.

To till now, 7.5 lakh secondary stage teachers and 12 lakh primary stage teachers have completed NISHTHA modules through online mode.
Various workshops and meetings were conducted with CIET, PSSCIVE and content Departments of NIE, NCERT for the development modules and orientation of concerned representatives from states and UT’s.
108 Annual Report 2021–22 NCERT Orientation programmes for the States and UTs on process of National Curriculum Frameworks The process of development of four National Curriculum Frameworks (NCF) as envisaged in the National Education Policy 2020 has been initiated using bottom-up approach wherein States and UTs are also involved in providing the inputs for the four NCFs — School Education, Early Childhood Care and Education, Teacher Education and Adult Education.
Twentyfive themes have been identified from the NEP 2020 to set up Focus Groups, so that States and NCERT will come out with research and evidence-based position papers drawing inputs from the District Level Consultations (DLC) and Mobile Surveys.

These themes are divided into three categories: 1.

Curriculum and Pedagogy 2.

Cross-cutting Issues 3.

Other important areas of NEP, 2020 focusing on systemic changes and reforms.
Four orientation programmes for the States and UTs were organised on the entire process of the National Curriculum Frameworks and provided academic support for the conduct of District Level Consultations and Mobile App Survey in the States and UTs.

Participation of teachers, school principals, Aanganwadi teachers, teacher educators, parents, community members, students, non- literates, neo literates, and education experts in District Level Consultations were ensured.
Department of eDucational psychology anD founDation of eDucation (Depfe) Organisation of Diploma Course in Guidance and Counselling through Blended Mode (Self-Financing) The Diploma Course aims to train teachers, teacher educators, educational and guidance personnel to work as teacher counsellors in schools/related settings.

The Diploma Course in Guidance and Counselling for the 2021 session began in January, 2021.
The first phase of Distance Learning comprised monthly tutorials, completion of assignments and development of portfolios.

The second phase, i.e., three months contact programme was conducted via online mode due to COVID-19 pandemic situation.

It involved intensive and supervised virtual school practicer, online classes and special lectures for skill development.

Written examinations were also held through Google Forms in an online mode followed by viva-voce.
Internship projects of the trainees were conducted for three months.

On successful completion of the course, diploma was awarded to 38 trainees by the department.

A new session for the year 2022 began in January, 2022 with 44 participants.
Title of the Programme Venue and Dates Organisation of Diploma Course in Guidance and Counselling through Blended Mode (Self-Financing) NIE Campus, New Delhi from 1st January, 2021 to 31st December, 2021 Tutorials were held on January 25 and 27, 2021 February 25 and 26, 2021 March 24 and 31, 2021 May 24 and 25, 2021 Capacity Building Programmes 109 Annual Report 2021–2022 Department of teacher eDucation (Dte) Professional Development Course for NCERT Faculty The Department of Teacher Education organised the 9 Orientation-Cum- Refresher Course for faculty members of NCERT from 10 March 2022 to 24 March 2022 through online mode.
Fifteen faculty members from different constituent units of NCERT were participated in the programme.

The focus of the programme was participatory learning and reflection on a variety of professional issues keeping in view the role and functions of the NCERT, and the recent developments and the emerging trends in the field of school education, pedagogy, and research as per the recommendations of NEP 2020.
The programme also provided a scope for the faculty members to update the recent developments in the area of qualitative research methodology and software for qualitative data analysis.
Strengthening of DIETs and SCERTs/SIEs Discussion meets on strengthening of DIETs and SCERTs/SIEs with DIETs Heads and faculty members was conducted through virtual mode for Northern and Southern Regions which included participants from States of Uttar Pradesh, Himachal Pradesh, Uttarakhand, Kerala, Karnataka, Lakshadweep, Andhra Pradesh, Telangana, Tamil Nadu and Puducherry.
The major issues of DIETs functioning in these States were discussed by the participants related to infrastructure, availability of resources, major activities and resources, administrative and academic challenges.

The details are given below: Region States and UTs S. No.

Participating DIETs Dates 1.

Northern Uttar Pradesh (Phase-1) Uttar Pradesh (Phase-2) Himachal Pradesh and Uttarakhand 2.
Southern Kerala, Karnataka and Lakshadweep Andhra Pradesh, Telangana, Tamil Nadu and Puducherry 35 35 25 45 24 27–28 September, 2021 14 February, 2022 02–03 February, 2022 18–19 February, 2021 18–19 January, 2022 eDucational survey Division (esD) Online Training Programme on Data Analysis with Open Source Software The training programmes in online mode have been organised by the Division in the from 13 to 17 2021, 31 January to 4 February 2022 and 10 to 14 March, 2022.
During the programme, all participants performed practical assignments with the Resource Persons and solved their queries.

The first programme was inaugurated by Sridhar Srivastava, Joint Director, NCERT.
110 Annual Report 2021–22 NCERT Title Venue Online Training Programme on Data Analysis with Open Source Software 13–17 December 2021, 31 January - 4 February 2022 10–14 March 2022 international relations Division (irD) Developing and Try Out of Training Package with SCERT and DIET Faculty in Nagaland and Pan-India on Including Children with Learning Disability and Autism Spectrum Disorders in Regular Schools A workshop on “Mainstreaming Children with Learning Disabilities in Education” was organised on November 2018 at SCERT, Kohima, Nagaland.
The two training packages have been developed.

Based on these packages, two try-out workshops were organised with SCERT Nagaland in virtual mode for SCERT, DIET and the Samagra Shiksha faculty, Nagaland for building their own capacities and those of regular teachers for including children with SLD and Autism Spectrum Disorders (ASD) in regular schools.

Incorporating the feedback from the workshops, five regional workshops on the two training packages were organised.
These Pan-India Training Workshops for including Children with SLD and ASD in regular schools were conducted for the five regions under RIE, Ajmer (Northern), RIE, Bhopal (Western), RIE, Bhubaneswar (Eastern), RIE, Mysuru (Southern) and NE- RIE, Umiam (Meghalaya) (North-Eastern) in February and March 2022.

Each regional workshop spanned for three days.

The overall aim was to build the capacities of the participants for including Children with Autism and Specific Learning Disabilities in regular schools.
It was hoped that the learnings from the workshop will also help to develop the skills for preparing and implementing district plans for including Children with Autism and SLD in regular schools.

The 262 participating members in the training workshops included senior faculty members from SCERTs and DIETs, Inclusive Education coordinators of SSA, parents and NGOs.

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Try-out Workshp Including Children with Autism Spectrum Disorders in regular Schools Pan-India Workshop on Including Children with Specific Learning Disability and Autism Spectrum Disorders in regular Schools Western (RIE Bhopal) Pan-India Workshop on Including Children with Specific Learning Disability and Autism Spectrum Disorders in regular Schools.
Northern (RIE, Ajmer) Online Nagaland 19 January 2022 8–10 February 2022 15-17 February 2022 Online Chhattisgarh, Dadra and Nagar Haveli, Daman and Diu, Goa, Gujarat, Madhya Pradesh, Maharashtra Online Chandigarh, Haryana, Punjab, Himachal Pradesh, NCR Delhi, Rajasthan, Uttar Pradesh, Uttarakhand Capacity Building Programmes 111 Annual Report 2021–2022 4.

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Pan-India Workshop on Including Children with Specific Learning Disability and Autism Spectrum Disorders in regular Schools North- Eastern (NE-RIE, Shillong) Pan-India Workshop on Including Children with Specific Learning Disability and Autism Spectrum Disorders in regular Schools Eastern (RIE Bhubaneswar) Pan-India Workshop on Including Children with Specific Learning Disability and Autism Spectrum Disorders in regular Schools Southern (RIE, Mysuru) Online Assam, Arunachal Pradesh, Manipur, Meghalaya, Mizoram, Nagaland, Sikkim, Tripura Online Andaman & Nicobar Islands, Bihar, Jharkhand, Odisha, West Bengal Online Andhra Pradesh, Karnataka, Kerala, Lakshadweep, Puducherry, Telangana, Tamil Nadu 22–24 February 2022 2–4 March 2022 8–10 March 2022 A request from the state was received post this workshops to develop two training packages on including children with learning disabilities and Autism Spectrum Disorder, and build capacities of teachers and teacher educators on the above mentioned packages.
planning anD monitoring Division (pmD) Training of DIET Faculty in Project Planning, Implementation, Monitoring and Evaluation The training programme has been conducted with the objectives to build the capacity of the DIET faculty in the area of project planning, to provide inputs in Glimpses from the Online Course on “Instructional Strategies for Mathematics and Statistics in Economics” 112 Annual Report 2021–22 NCERT developing strategies for implementing the projects according to the objectives of the programmes and to acquaint DIET faculty with project evaluation techniques.
The programme was conducted in virtual mode from 21 to 25 February 2022.

The DIET faculty working in the SC/ST areas of Karnataka, Chhattisgarh, Jharkhand, Gujarat and Maharashtra States participated in the programme.
Online Course (Blended) on Instructional Strategies for Mathematics and Statistics in Economics With the intention of equipping economics teachers with the mathematical expressions and statistical tools used in economics textbooks at higher secondary stage and on various innovative transaction methods an instructional material for initiating an online course have been developed and is being piloted.
This course is expected to help the participants in acquiring the analytical skills required to use the mathematics and statistical tools in economics.

In this approach, participants get opportunity to practice the application of the analytical and quantitative skills through the medium of selected topics.

Online support to the participants is provided through supplementary/enrichment lectures for offline learning, access to open resources, assignments, workout problems, etc.
which will help the teachers learn at their own pace.

It will help in reaching out to large number of teachers and enable them to transact the economic theories using mathematical expressions efficiently in the classroom.

Additionally, the credits acquired also add to the professional development of teachers.
It was launched with a five- day contact class programme in virtual mode for Post-Graduation Teachers teaching economics at the higher secondary stage from various States/UTs viz., Delhi, Kerala, Manipur, Rajasthan and West Bengal from 16 to 20 November 2020.

The course has been designed in accordance with the MOOCs format in four quadrants, which is inclusive of modules, online video sessions, quizzes, assignments, and web sources.
The online course concluded on 2 September 2021 with the valedictory session chaired by Sridhar Srivastava, Joint Director, NCERT.

The course is being designed in the MOOCs format and is now being made DIKSHA compliant.

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Training of DIET Faculty in Project Planning, Implementation, Monitoring and Evaluation Virtual mode 21–25 February 2022 Online Course (Blended) on Instructional Strategies for Mathematics and Statistics in Economics Virtual mode 16 November 2020 to 2 September 2021 central institute of eDucational technology (ciet) Online Trainings on Webinar Series Online training was initiated in the month of July, 2021 with the goal of continuous learning opportunities to develop competencies in use and integration of technology in education.
The training programmes have been conducted in the last week of every month.

The online training programmes were telecasted live on NCERT official YouTube channel- https://www.youtube.

com/c/NCERTOFFICIAL and also simulcasted through PMeVidya DTH TV Capacity Building Programmes 113 Annual Report 2021–2022 Webinar Series Channels number #6-12 and Jio TV mobile app.

Starting from July, 2021 up till March 2022, nine online training programmes have been organised.

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Developing Digital Game Based e-Content Use and Integration of Technology: Implementation of the Vision of NEP 2020 Artificial Intelligence for Education Stay Safe in the Cyber World Innovative Pedagogies for Digital Education Virtual Labs for Teaching and Learning Teaching-learning through Learning Management System (LMS) Social Media for Education Online 5-16 July 2021 Online 9-13 Aug, 2021 Online 20-24 September 2021 Online 25-29 Oct, 2021 Online 23-26 November 2021 Online 27- 31 December 2021 Online 24-28 January 2022 Online 21-25 February 2022 Digital Infrastructure for School Education— DIKSHA Online 21-25 March 2022 Participants who attempted the post session assessment and qualified were also issued with certificates.
Around 1.7 lakh participants have taken part in these online training wherein around 60,000 participants have been certified.

In addition, over six lakh views crossed on the training sessions telecasted on NCERT Official YouTube channel.

Online Training webpage - https://ciet.nic.


in/workshop-training.php?&ln=en 114 Annual Report 2021–22 NCERT Online Courses As per NEP 2020, continuous professional development courses for teachers, teacher educators and other stakeholders are offered through DIKSHA by NCERT.

Beneficiaries are as follows: S. No Title of the Course Number of Enrolment Number of Certification Number of Batches 1.

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Cyber Hygiene Practices: Personal Digital Devices Environmental Hazards of Electronic Waste (e-waste) COVID 19— Responsive Behaviour 36,106 24,015 1,05,320 56,766 296593 215961 Action Research Catch the Rain 53131 23398 18,927 14251 2 1 4 5 1 pss central institute of vocational eDucation (psscive) Orientation Programme of Key Functionaries on NEP 2020 to Strengthen Vocational Education and Training in Schools The institute organised nine orientation programmes on NEP 2020 to strengthen vocational education and training in schools for the States of Uttarakhand, Uttar Pradesh, Madhya Pradesh, Chhattisgarh, Rajasthan, Bihar, West Bengal, North Eastern States, Gujarat, Maharashtra, Goa, Karnataka, Kerala, Tamil Nadu, Puducherry, Andhra Pradesh, Telangana and Odisha including one programme for Minority Institutions.
In total, 859 key functionaries attended these programmes and benefitted.
Prof. P. Kambayat, Joint Director, PSSCIVE addressing the teachers on employability skill for vocational education Training Programmes for Developing Master Trainers on Vocational Pedagogy and Employability Skills The institute organised nine training programmes for developing Master Trainers on vocational pedagogy for the states of Uttarakhand, Uttar Pradesh, Madhya Pradesh, Chhattisgarh, Rajasthan, Bihar, West Bengal, North Eastern States, Gujarat, Maharashtra, Goa, Karnataka, Kerala, Tamil Nadu, Puducherry, Andhra Pradesh, Telangana, Odisha, Andaman and Nicobar Islands, Jammu and Kashmir and Lakshadweep.
In total, 948 teachers attended these programmes and got benefitted.

Teachers Training on Different Vocational Subjects (Job Roles) Implemented under Samagra Shiksha The institute organised six training programmes for teachers of Job roles like Automobile Technology, Solanaceous Crop Cultivator, Sales Associate, Dairy Worker/ Animal Health Worker, Texturing Artist and Unarmed Security Guard.
Capacity Building Programmes 115 Annual Report 2021–2022 A total of 499 teachers participated in these programmes and were acquainted with the latest technology and trends in the area of the concerned job roles of different sectors.
Capacity Building Programme for Teachers on Employability skills for Vocational Education The capacity building programme for teachers on Employability Skills for vocational education was taken up for six regions of the country in addition to one programme for women and two programmes for North-eastern region.

During the year, the institute organised six capacity building programmes including one programme for women teachers in which total 669 teachers participated.
All the programmes were organised in PSSCIVE, Bhopal in virtual mode due to Covid 19 pandemic.

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Title of the Programmes Venue and Dates Orientation Programme for Key Functionaries on NEP 2020 to Strengthen Vocational Education and Training in Schools for the States of Assam, Arunachal Pradesh, Meghalaya and Tripura.
Orientation Programme for Key Functionaries on NEP 2020 to Strengthen Vocational Education and Training in Schools for the States of Andhra Pradesh, Telangana and Karnataka.

Orientation Programme for Key Functionaries on NEP 2020 to Strengthen Vocational Education and Training in Schools for the States of West Bengal and Odisha.
Orientation Programme for Key Functionaries on NEP 2020 to Strengthen Vocational Education and Training in Schools for the States of Gujarat, Daman & Diu and Dadra and Nagar Haveli.

Orientation Programme for Key Functionaries on NEP 2020 to Strengthen Vocational Education and Training in Schools for the States of Punjab, Himachal Pradesh and Chandigarh.
Orientation Programme for Key Functionaries on NEP 2020 to Strengthen Vocational Education and Training in Schools for the States of Uttar Pradesh, Uttarakhand and Haryana.

Orientation Programme for Key Functionaries on NEP 2020 to Strengthen Vocational Education and Training in schools for the States of Jammu & Kashmir and Nagaland Orientation Programme for Key Functionaries on NEP 2020 to Strengthen Vocational Education and Training in Schools for the States of Goa, Kerala, Manipur and Mizoram.
Orientation Programme for Key Functionaries on NEP 2020 to Strengthen Vocational Education and Training in Schools for the States of Tamil Nadu and Puducherry Virtual Mode 25–29 October 2021 Virtual Mode 08–12 November 2021 Virtual Mode 08–12 November 2021 Virtual Mode 08–12 November 2021 Virtual Mode 22–26 November 2021 Virtual Mode 22–26 November 2021 Virtual Mode 03–07 January 2022 Virtual Mode 10–14 January 2022 Virtual Mode 06–10 December 2021 116 Annual Report 2021–22 NCERT S. No.

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Title of the Programmes Venue and Dates Training Programme for Developing Master Trainers on Vocational Pedagogy for the State of Andhra Pradesh, Telangana and Karnataka Virtual Mode 22–26 November 2021 Training Programme for Developing Master Trainers on Vocational Pedagogy for the State of Assam, Arunachal Pradesh, Meghalaya and Tripura Virtual Mode 11–16 November 2021 Training Programme for Developing Master Trainers on Vocational Pedagogy for Andaman & Nicobar Islands and Lakshadweep Virtual Mode 22–26 November 2021 Training Programme for Developing Master Trainers on Vocational Pedagogy for the State of Punjab, Himachal Pradesh and Chandigarh Virtual Mode 06–10 December 2021 Training Programme for Developing Master Trainers on Vocational Pedagogy for Uttar Pradesh, Uttarakhand and Haryana Virtual Mode 06–10 December 2021 Training Programme for Developing master Trainers on Vocational Pedagogy for the State of Jammu & Kashmir and Nagaland Virtual Mode 17–21 January 2022 Training of Vocational Teachers (Minority Institutions) on ICT Application in Vocational Education Virtual Mode 14–18 February 2022 Training Programme for Developing Master Trainers on Vocational Pedagogy for the State of Goa, Kerala, Manipur and Mizoram Virtual Mode 21–25 February 2022 Training Programme on Student Support System for the KaushalMitra Teachers of Rajasthan State Virtual Mode 10–14 January 2022 Title of the Programmes Venue and Dates Teacher Training Programme on Automobile Technology Implemented Under SamagraShiksha Virtual Mode 18–22 October 2021 Teacher Training Programme on Solanaceous Crop Cultivator in Agriculture Sector Virtual Mode 25–29 October 2021 Vocational Teachers Training for Job Role of Sales Associate in Organized Retail Sector Virtual Mode 06–10 December 2021 Vocational Teachers Training for the Job Role of Animal Health Worker/ Dairy Worker Virtual Mode 10–14 January 2022 Vocational Teachers Training for the Job Role of Texturing Artist Virtual Mode 21–25 February 2022 Vocational Teachers Training for the Job Role of Unarmed Security Guard.
Virtual Mode 14–18 March 2022 Capacity Building Programmes 117 Annual Report 2021–2022 S. No.

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Title of the Programmes Venue and Dates Capacity Building Programme for Teachers on Employability Skills for Vocational Education for North-Eastern Region Capacity Building Programme for Teachers on Employability Skills for Vocational Education for Central Region Virtual Mode 10–14 January 2022 Virtual Mode 10–14 January 2022 Capacity Building Programme for Teachers on Employability Skills for Vocational Education for Western Region Virtual Mode 31January- 04 February 2022 Capacity Building Programme for Teachers Using ICT in Vocational Education for NE Region Virtual Mode 14–18 February 2022 Capacity Building Programme for Teachers on Implementation of Pre-Vocational Education from Classes 6 to 8 Virtual Mode 22–26 November 2021 Capacity Building of Vocational Teachers on Teaching of Employability Skills for Women Virtual Mode 10–14 January 2022 regional institute of eDucation, ajmer The need based training programmes were organised for different stages of school education in different subjects through virtual mode keeping in the view of the pandemic situation.
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Capacity Building of KRPs in Map Making Skills through GIS and GPS Virtual Mode 8–12 November 2021 Capacity Building of SRGs on the use of Learning Outcomes through ICT Integrated Pedagogy in Teaching of Physics Virtual Mode 17–21 January 2022 Capacity Building of State Resource Groups (SRGs) of Northern Region on the use of Learning Outcomes through ICT integrated pedagogy in teaching of Chemistry, Mathematics and Life Sciences.
Capacity Building of SRGs (State Resource Groups) on Implementation of ECCE in the light of NEP-2020 Capacity Building Programme for the Upper Primary Teachers (L-2) of Science and Maths on Attaining Subject Specific Learning Outcomes (LOs) for the Block Level Research in Virtual Mode Capacity Building Programme for the Upper Primary Teachers (L-2) of Social Sciences and Languages on Attaining Subject Specific Learning Outcomes (LOs) for the Block Level Research in Virtual Mode Virtual Mode 17–21 January 2022 Virtual Mode 7–11 March 2022 Virtual Mode 22–4 December 2021 Virtual Mode 13–23 December 2021 118 Annual Report 2021–22 NCERT 7.
8.

Capacity Building Programme for Primary Teachers of Hurda Block on Attaining Subject Specific Learning Outcomes (LOs) for the Block Level Research in Virtual Mode Capacity Building Programme for Teachers Teaching in Madarsa for Enhancement of Quality Education RIE, Ajmer 9–11 March 2022.
RIE, Ajmer 20–24 December 2021 regional institute of eDucation, Bhopal Diploma Course in Guidance and Counseling (through Distance/Online and Face to Face) The DCGC-2021 session was started in the month of January, 2021.

Fifty students were selected for the admission on the basis of the entrance test conducted for the purpose.
There were 11 candidates from Jawahar Navodaya Vidyalayas (JNVs), 20 from Kendriya Vidyalaya Sanghathan (KVS), five from the Government of Madhya Pradesh and 14 Pre- service candidates.

Orientation, tutorial activities were organised for providing the trainees theoretical inputs related to guidance and counselling.

Various workshops, school practicum activities and internship were conducted to make them professional counselors.
For the session 2022, 47 students have been admitted through an entrance test held in the month of December 2021.

The students belonged to KVS (07), JNVs (11), State schools (4) and the Private schools (25).

The orientation-cum- tutorial of the students was held from 13 January, 2022.

The course develops individuals trained counselors to serve in school settings.

S. No.

Title of the Programme Venue and Dates 1.

Theatre Workshop and Trainees of RIE, Bhopal RIE, Bhopal 14-23 November 2021 2.
Diploma Course in Guidance and Counseling (Through Distance/Online and Face-to-Face) RIE, Bhopal January 2021-December 2021 regional institute of eDucation, BhuBaneswar Diploma Course in Guidance and Counseling The NCERT and its constituent units has been offering Diploma course in Guidance and Counselling at the RIEs and NIE, New Delhi with an objective of bringing qualitative improvement in school education and teacher education.
In this context, to make the programme accessible to large number of in- service teachers without interfering with their teaching, the course is designed with distance /on line phase, face-to-face phase and internship phase.

The duration is of one year, beginning from every January and ending in December.

For the session 2021 the programme was carried out in three phases i.e.

distance / online (January- June, 2021), face to face (July-September, 2021) and internship (October- December, 2021).
The session started with entrance test of candidates/trainees, and 50 candidates were selected for the session of 2021.

The admission and orientation followed by the tutorial sessions were conducted online.

Assignments based on the modules were circulated to students and they were prepared to answer the same.

The students deposited Capacity Building Programmes 119 Annual Report 2021–2022 the assignments in hard copies at the institute.

The regular practicum activities were demonstrated online.
The trainees rigorously practiced all the skills learnt in the online classrooms of the neighborhood/schools as per availability, for which reports were prepared and submitted before the examination.

Theory examination, seminar, presentation and viva were held from mid-September to end of September.
The internship phase was carried out as per the choice of institution/organisation given by students for which proposal was prepared under the guidance of tutors and presentation was held for finalisation of the internship proposal.

The internship reports have been submitted.


Capacity Building of Teachers Teaching in Madrasas for Enhancement of Quality Education Capacity Building Program for elementary teachers teaching in Madrasas in Jharkhand was organised in hybrid mode to enhance quality education in Madrasas at RIE, Bhubaneswar by the Minority Cell of NCERT from 13 to 17 December 2021.
The training program was conducted in an experiential mode where the trainees were provided with hands-on learning experiences wherein the participants visited Institute library and ICT Studio.

17 Madrasa Teachers from different district Jharkhand attended the programme and the training programme was conducted in a hybrid mode where a total number of 16 technical sessions were successfully undertaken.
Details of Training/ Orientation/ Capacity Building Programmes organised Title of the Programme Venue and Date Capacity Building of teachers Training in Madrasas for Enhancement of Quality Education RIE, Bhubaneswar 13 to 17 December 2021 regional institute of eDucation, mysuru Capacity Building and Training on Communication Skills for Elementary and Upper Primary School KRPs of Kerala and Telangana The training programme on communication skills was organised for the KRPs from Telangana.
The programme primarily focused on the comprehensive concept of the four major skills in communication, enhancing the linguistic proficiency of the teachers, imparting a clear concept of the sub-skills and higher order thinking skills.
Career Guidance and Counselling Programme for the Secondary and Higher Secondary Teachers of Southern States A five-day training programme on Career Guidance and Counselling was organised for the KRPs at the Secondary and Senior Secondary Level from 22–26 November, 2021 through online.

The major objective of the programme was to develop the knowledge, skills and competencies required for providing career guidance and counselling to the students among the KRPs of secondary and senior secondary stage.
Sixty four (64) participants from Andhra Pradesh, Karnataka, Tamil Nadu, Puducherry, and Telangana attended the programme.

The inputs related to career guidance and counselling, Psycho-social issues related to COVID-19, Psychological assessment and emerging issues in career guidance were discussed.
120 Annual Report 2021–22 NCERT Effective usage of teaching Learning Materials (TLM) for Science An online program on Effective usage of teaching Learning Materials for Science was conducted from November 29 – December 03, 2021 for TGTs of science from the states of Andhra Pradesh and Telangana.

The programme focused on imparting practical skills to the participants to prepare TLMs and also how to use the available free software’s and programs.
Sessions on utility of electronic version of teaching aids and online programs, software and laboratories-online in effective teaching of science Training of KRPs on Integration of ICT in Teaching Learning Process at Secondary Level for Southern States A training program for the KRPs on ICT tools was conducted for the states of Andhra Pradesh, Telangana, Tamil Nadu, Karnataka, Puducherry and Lakshadweep in an online mode from December 6 to 10, 2021, at RIE Mysore with the collaboration of the CIET, NCERT, New Delhi.
The topics covered in the Training programme are Infographic — Easelly, canva, Mindmap – VUE, freeplane; Subject specific tools — Geogebra, Plant net, Avogadro, Stellarium, PhET, Bhuvan, Blendspace; Digital stories - audio and video editing tools, LMS – moodle, Flipgrid, spiral, google class rooms, and Cyber Safety and Security.
During the Training programme on Cyber Safety and Security 115 KRPs from Lakshadweep – 8 KRPs, Puducherry – 7 KRPs, Telangana – 20 KRPs, Andhra Pradesh – 37 KRPs, Tamil Nadu – 24 KRPs and Karnataka – 19 KRPs were trained.

All the KRPs belonged to different subject backgrounds.

Life Skills Education Training Programme for the KRPs of Southern States Life skills education training program was completed, as suggested by the PAC from 6–11 Dec 2021 on Virtual mode.
Using the DESS, NCERT prepared materials of School Health and Wellness program.

Life Skills Education Training Programme was conducted for the KRPs of Karnataka, Kerala and Tamil Nadu.

Capacity building in Physics and Chemistry for the Secondary (XI and XII) School KRPs of the Southern Region The programme was conducted in an online mode and every day there were two sessions.
Relevant topics and suitable resource persons were identified and each session was of 90 minutes of presentation followed by 30 minutes of interaction with the participants at the end.

It was observed that participants were very much enthusiastic and involved in interacting with the resource persons and most of the time the sessions were slightly exceeding the time limit.

The feedback of the trainees was taken and all of them agreed that it was an effective programme.
The participants were of the opinion that the programme gave them new ideas about Physics/ Chemistry teaching learning which will make their teaching more effective.

One important feedback was to conduct the programmes in offline mode instead of online, wherever possible, so that the effectiveness of the programme would be much more during direct interaction in comparison with online mode.
The training programme in Physics and Chemistry was conducted for 38 Physics and 37 Chemistry KRPs from the Southern States and UTs.
Capacity Building Programme of DIET Faculty of Karnataka As per the request of Karnataka Government, “Professional Development Programme for the DIET faculty of Karnataka” was organised with the objectives Capacity Building Programmes 121 Annual Report 2021–2022 to develop training materials on different aspects of teacher education and strategies and to equip the key resource persons with the knowledge and practice on multiple strategies and different aspects of teacher education and pedagogical aspects.
Professional Development Programme on Developing Exemplar Question in Different Subjects at the Intermediate level Professional Development programme on developing exemplar question in different subjects was organised at RIE, Mysuru from 7 to 11 March 2022.
A training manual has been prepared which covers the modules related to the National Education Policy 2020: Assessment and Examination Reforms; Conceptual issues like Formative Assessment, School Based Assessment, Assessment of cognitive areas and non-cognitive areas of assessment; Holistic assessment; 360 degrees of assessment; Tests, Examination, Appraisal, and Evaluation and their interrelationships; Significance of Assessment in Behaviorist, Cognitivist and Constructivist Pedagogy; Purposes of Assessment (Diagnostic and Prognostic) and forms of assessment (Formative and summative; Internal and external, Individual Assessment and Group Assessment, and Norm referenced and criterion-referenced); Continuous School based Assessment and assessment of the skills; Assessment of Practical etc.
; Development of Assessment tools (Planning and preparation of tests and other assessment tools) for Assessment of Process, product and performance; Alternative Assessment procedures like Rubrics; Portfolios etc., and Reporting Student Performance and the Preparation of Holistic Report Card and also Analysis and Interpretation of Students’ Performance.

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Capacity Building and Training on Communication Skills for Elementary and Upper Primary School KRPs of Kerala and Telangana Virtual Mode 8–12 November 2021 2.

Career Guidance and Counselling Programme for the Secondary and Higher Secondary Teachers of Southern States 3.
Effective usage of Teaching Learning Materials (TLM) for Science Virtual Mode 22 to 26 November 2021 Virtual Mode 29 November – 3 December 2021 Virtual Mode 6–10 December 2021 Training of KRPs on Integration of ICT in Teaching Learning Process at Secondary Level for Southern States 4.

5.

Life Skills Education Training Programme for the KRPs of Southern States Virtual Mode 6–11 December 2021 6.

Capacity building in Physics and Chemistry for the Secondary (XI and XII) School KRPs of the Southern Region 7.
Capacity Building Programme of DIET Faculty of Karnataka 8.
Professional Development programme on developing exemplar question in different subjects at the Intermediate level Virtual Mode 13–17 December 2021 Virtual Mode 7–11 February 2022 7–11 March 2021 RIE Mysuru 122 Annual Report 2021–22 NCERT north east regional institute of eDucation (nerie) Implementing Interventions at Elementary School stage: A Block Level Research Project (Bhoirymbong Block, Meghalaya) Three teacher-training programmes were conducted for lower primary teachers of SSA schools of Bhoirymbong Block with the objective to make them aware of art integrated learning as pedagogy and its relevance to education.
The following are the details of the programme: A five-day teacher-training program for lower primary teachers of SSA schools of Bhoirymbong Block was conducted from 20 September, 2021 till 24 September, 2021 at Mynken Christian Higher Secondary School premises, Mynken, Bhoirymbong Block.
The objective of the programme was to orient the teachers of lower primary schools of Bhoirymbong Block on the art integrated learning as pedagogy and its relevance to education was attended by the teachers of SSA Schools of Bhoirymbong Block.

A four-day training programme for Lower Primary teachers of SSA schools of Bhoirymbong Block was conducted from the 8 to the 11 of November 2021 at Umroi Presbyterian school, Bhoirymbong.
The objective of the training programme was to apprise the teachers of Lower Primary schools of Bhoirymbong Block on the art integrated learning as pedagogy and its relevance to education.

A five-day training programme on Art integrated Learningg for Lower Primary Teachers was held at Kyrdem Presbyterian Higher Secondary School, Bhoirymbong from the 7 to the 11 of February 2022.
The Programme was attended by a total number of 85 participants including Resource persons, NERIE Faculty, JPFs and Block teachers.

Capacity Building Programme for KRPs of North East Region on National Education Policy 2020 Capacity building programmes for KRPs of North East Region on National Education Policy 2020 was conducted in online mode from 4 to 8 October 2021and from 28 February to 4 March 2022.

The KRPs of North East Region are trained on different aspects of NEP, 2020 on School Education.
Diploma Course in Guidance and Counselling Diploma Course in Guidance and Counselling 2021 was carried out in the Institution as per the course outline.

A total number of 27 trainees were enrolled for the year 2021.

The trainees consisted of deputed teachers from KV and JNV and also those who had their background in psychology.

The course commenced from January 2021 to December 2021.
The main objective of the course is to equip the trainees with practical skills and competencies in the field of Guidance and Counselling.

The duration of the course is one year and was divided into four trimesters of three months’ duration each, that is Phases I: distance mode consisting of first two trimesters (6 months), Phase II: face to face contact programme (3 months) and Phase III: Internship (3 months).
Participatns attending the capacity building programmes on Research Methodology Capacity Building Programmes 123 Annual Report 2021–2022 Capacity Building Programme for the SCERT and DIET Faculty Members on Research Methodology for North East States The programme was conducted in two phases in the state of Nagaland and Meghalaya.
The topics covered in the program fall under the qualitative research, quantitative research, case studies and action research techniques, formulation of research proposals, sampling, methods, data analysis and report writing.

The participants developed the state specific research proposals through group works.

These proposals were presented by the participants and feedbacks and suggestions were given by the resource persons and the participants.
The participants actively participated in the sessions and the group activities.
Participants engaged in activities during the capacity building programmes on Life Skills Capacity Building Programme for Key Resource Persons of NE States on Life Skills A five-day capacity building programme for Key Resource Persons of NE States on Life Skills was carried out from 1 to 5 March 2022 for enhancing the capacity of participants in terms of conceptualisation of life skills and its history in education, life skills in school’s curriculum, operational framework for integrating life skills in community, etc.
Capacity Building of Teachers on Multilingual Approach at the Preparatory stage (Primary) for Assam and Manipur Capacity building programmes on multilingual approach for teachers at the preparatory stage in Assam and Manipur was organised at Manipur from 27 to 31 December 2021 and at Assam from 7 to 11 February 2022.
The participants were trained in the areas of understanding the linguistic situation in the State, the policy recommendations with regard to mother tongue on multilingual education, the purpose and importance of multilingual education and developing resources of multilingual education and strategies to handle multilingual classrooms.
Capacity Building for Textbook Writers of Linguistic Minorities of Arunachal Pradesh in Selection, Adaptation and Development of Resource Material in Minority Language An online capacity building programme for textbook writers of linguistic minorities of Arunachal Pradesh on selection, adaptation and development of resource material in minority language was held from 27 September to 1 October to train the participants on the process of development of languages, 124 Annual Report 2021–22 NCERT recommendations of NEP 2020, process of Orthography development, standardisation of languages, preparing a language for becoming a potential language for education, developing resource material in the language and language planning for resource development, etc.
They were also trained on incorporating curricular objectives, applying constructivism in writing the text and developing activities in this line and on the overall language of the textbook.

Capacity Building of KRPs of North East states on Foundational Literacy and Numeracy.
A capacity building for KRPs of North East States on Foundational Literacy and Numeracy was organised online from 4 to 8 October 2021 with the objectives to orient the KRPs on the importance of literacy and numeracy for children before the entry into the preparatory stage (Pre and Primary Classes), to enable the teachers understand the nature of the required literacy and numeracy and to orient the teachers on the strategies to enhance literacy and numeracy.
KRPs from the States of Meghalaya, Mizoram, Nagaland, Manipur and Tripura participated in the programme.

Capacity Building of KRPs/Master Trainers in Minor Tribal Language Teaching A capacity building programme for the KRPs/Master Trainers in Minor Tribal Language Teaching was conducted online for the states of Meghalaya, Sikkim and Tripura from 31 January to 4 February 2022.
This programme was organized with the objectives to create awareness on the importance of Mother tongue education in school as per the NEP 2020, to orient teachers in contemporary methods in LI teachers to equip teachers with skills in classroom interaction to promote mother tongue education, and to orient teachers on tapping and developing resources for LI teachers.
The programme covered the themes like language learning pedagogy, contemporary methods in teaching of mother tongue, tapping resources for home languages, and upgrading materials in home languages into digital contents, etc.

Sample scripts in home language for e-contents were also developed in the programme.
Enhancing Communication Skills of KRPs/Master Trainer in Promoting Inclusive Education An online training programe for enhancing Communication Skills of KRPs/ Master Trainers in Promoting Inclusive Education was conducted for the States of Meghalaya, Sikkim, Nagaland, Mizoram and Tripura from 25 to 29 October 2021 in which the participants were trained with basic skills in Sign language and Braille script.
Capacity Building of KRPs in Script Writing for e-Content in English and Social Science of North East India An online capacity building programme for the KRPs on Script Writing for e-Content in English and Social Science of North East India was conducted for the States of Assam, Meghalaya, Sikkim, Nagaland and Mizoram from 29 November to 3 December 2021.
The training programme covered the topics like methods for developing e-Content, tools, resources and ethical rules involved in the development of e- Content.
Capacity Building Programmes 125 Annual Report 2021–2022 certificate course in early chilDhooD care anD eDucation (ecce) The objective of the certificate course are to: prepare professionals for providing quality Early Childhood Care and Education (ECCE), impart knowledge to the trainees in the various theoretical issues related to Early Childhood Care and Education (ECCE), enable them to understand and incorporate the culturally relevant practices in the Early Childhood curriculum and provide hands-on- experiences in Early Childhood Care and Education (ECCE).
The three-month Certificate Course in Early Childhood Care and Education was launched on October 25, 2021.

The program was conducted in blended mode in three phases, viz., (i) Orientation phase, spread over six weeks; (ii) Practice in the field phase, spread over four weeks; and (iii) Follow-up and Experience Sharing phase, covering two weeks.

A total of 7 DIET faculty members and 3 Primary School teachers attended the course from October 25, 2021 to December 08, 2021.
Capacity Building of KRPs on Learning Outcomes in Science and Mathematics at Elementary level for the state of Mizoram, Meghalaya, Assam and Nagaland A capacity building programme on Learning outcomes in Science and Mathematics at Elementary level for the KRPs of Mizoram, Meghalaya, Assam and Nagaland was conducted in virtual mode from 22 to 27 November by covering the topics like Role of NCERT in Developing Learning Outcomes, Goals of teaching EVS at Elementary Level, Understanding Learning Outcomes, Pedagogical Process and Learning outcomes in Science, Designing of LOs based Lesson Plans, Assessment and Learning Outcomes, EVS and Science and Pedagogical Process and Learning outcomes in Mathematics.
Capacity Building Programme for KRPS on Adult Education and Lifelong Learning for North Eastern States A capacity building programme for KRPS on Adult Education and Lifelong Learning for the North Eastern States was conducted online Mode from 22 to 27 November 2021.
The topics covered were objective of CNCL, NCERT in the field of Adult Education, NEP 2020 and Adult and Lifelong Learning, Foundational Literacy and Numeracy, Basic Education and Continuing Education, Vocational Skills Development, Financial Literacy in Adult Education, Digital Literacy in Adult Education, Critical Life Skills in Adult Education, and Understanding Adult Learners: Developing Interpersonal Relationship, etc.
Capacity Building Programme for Teacher’s Teaching in Madrassas and Other Minority Run Institutions for Enhancement of Quality Education A capacity building programme for teacher’s teaching in Madrassas and other minority run institutions for enhancement of quality education under the Minority cell of NCERT was held at NERIE, Umaim (Meghalaya) from 21 to 25 February 2022 S.No.

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Title of the Programme Venue and Dates Implementing Interventions at Elementary School stage: A Block Level Research Project (Bhoirymbong Block, Meghalaya) Bhoirymbong Block, Meghalaya 20–24 September 2021 8–11 November 2021 7–11 February 2022 126 Annual Report 2021–22 NCERT 2.

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Capacity Building for KRPs of North East Region on National Education Policy (NEP, 2020) Virtual Mode 4–8 October 2021 Virtual Mode 28 February – 4 March 2022 Capacity Building Programme for the SCERT and DIET Faculty Members on Research Methodology for North-East States Capacity Building Programme for Key Resource Persons of NE States on Life Skills Capacity Building of Teachers on Multilingual Approach at the Preparatory Stage (Primary) for Assam and Manipur Capacity Building for Textbook Writers of Linguistic Minorities of Arunachal Pradesh in Selection, Adaptation and Development of Resource Material in Minority Language Capacity Building of KRPs of North East States on Foundational Literacy and Numeracy Capacity Building of KRPs/Master Trainers in Minor-Tribal Language Teaching.
Enhancing Communication Skills of KRPs/ Master Trainer in Promoting Inclusive Education.

Virtual Mode 3–7 January 2022 Virtual Mode 31–4 February 2022 Virtual Mode 1–5 March 2022 Virtual Mode 27 December – 31 December 2021 7–11 February 2022 Virtual Mode 27 September – 1 October 2021 Virtual Mode 4–8 October 2021 Virtual Mode 31January – 4 February 2022 Virtual Mode 25–29 October 2021 Capacity Building of KRPs in Script Writing for E-content in English and Social Science of North East India.
Virtual Mode 29 November – 3 December 2021 Certificate Course in Early Childhood Care and Education (ECCE) Capacity Building of KRPs on Learning outcomes in Science and Mathematics at Elementary level for the State of Mizoram, Meghalaya, Assam and Nagaland Capacity Building Programme for KRPS on Adult Education and Lifelong Learning for all the North Eastern States.

Capacity Building Programme for Teacher’s Teaching in Madrassas and Other Minority run Institutions for Enhancement of Quality Education.
Virtual Mode 25 October – 8 December 2021 Virtual Mode 22–27 November 2021 Virtual Mode 21–25 February 2022 Virtual Mode 21–25 February 2022 Capacity Building Programmes 127 Annual Report 2021–2022 6.
Extension Activities NCERT extends its operation in form of organising international, national as well as regional meets/seminars, national and regional level competitions, conferences, regional review workshops, camps and sensitisation workshops, extension lectures, book exhibitions, melas, etc to reach out to its stakeholders across the country.
It undertakes comprehensive extension programme in which departments of the NIE, RIEs, CIET, and PSSCIVE are engaged in activities, to reach out to functionaries and for providing academic support to States/UTs.
The extension programmes conducted by the Council during the year include: International webinar on Toy Based Pedagogy; National Webinars on Toy Based Pedagogy across the Foundational Stage, on Reading for Learning and Pleasure, on ‘Towards an Equitable and Inclusive Society: Realising the Goals of NEP-2020; National Meeting-cum-Workshop for Alignment of Vocational Education from Higher Secondary to Higher Education; National Conferences on Emerging Trends in Physics and Physics Education, on Indian Languages, Arts and Culture, on “Folk Literature in Indian Languages: Today & Tomorrow”, on NEP-2020: Towards Transforming Teacher Education; and National Seminar on Integration of Indigenous Knowledge in the School Curriculum: Prospects and Challenges; Webinars on Accelerating Vocational Education in Schools: Post CoVId-19, on Reimagining Youth Skills— Post Pandemic, on Re-imagining Vocational Education: The Way Forward, on NEP 2020: Exploring Transformational Implementation in School Education, and on Career Counseling.
The Council also conducted State Level Consultative Meets on NEP-2020 for the States of Assam, Meghalaya and Nagaland; meetings of screening-cum- progress monitoring committee (SPMC) of educational research and innovations committee (ERIC), minority cell extension lecture series, diploma in vocational education and training, meet the author series, celebration of republic day, independence day, international yoga day, and National Science day, etc.
Apart from these the Council organised School Internship organisation of School Exposure and Multicultural Placement programme Working with community programme, Paricharcha and Sahyog, Shishak Parv, School internship in pre-service teacher education, working with the community, Azadi ka Amrit Mahotsav Activities, FIT India Movement, National Library of Educational and Psychological Tests (NLEPT), centre for popularisation of science, information literacy programme for users of NIE library etc.
Department of elementary eDucation (Dee) National Webinar on Toy Based Pedagogy across the Foundational Stage A National level webinar titled, ‘Re–imagining the child’s world: Toys and Games — National Webinar on Toy Based Pedagogy across the Foundational NCERT stage’ was organised, in virtual mode from November 30th to december 1st, 2021.
The objectives of the webinar were to provide a forum to experts and practitioners to share their experiences on use of toys for active learning; to discuss the methods and strategies for making teaching-learning joyful using indigenous and traditional toys and to promote and popularise Toy Based Pedagogy across foundational years.
Major themes for the webinar included: TBP and NEP 2020, Experiential Learning with Toys and Games: dIY toys for TBP; Bringing Together Cultural diversity through Local Toys and Play Material; Promoting Inclusion through Toy Based Pedagogy; Indigenous Toys and Games; Bringing Toys in Classroom Pedagogical Practices and Toy Based Pedagogy and Technology.

during the event, keynote address was delivered by Pravin Nahar, Director, NId, Ahmedabad.
The Panel discussions were led by senior professors of the NCERT with eminent personalities actively contributing in the field of toy based pedagogy.

The live streaming of the entire programme was facilitated by the CIET, a constituent unit of the NCERT for the benefit of student teachers, in- service teachers and other interested stakeholders.
National Webinar on Reading for Learning and Pleasure A national webinar on ‘Reading for Learning and Pleasure’ which was organised on 30 March, 2022 as part of the 100 days reading campaign ‘Padhe Bharat’ which was launched by the department of School Education and Literacy, Govt.

of India from 1 January 2022 to promote the habit of reading among children.

The webinar was inaugurated by Anita Karwal, Secretary, department of School Education and Literacy and director, NCERT.
There were three technical sessions in the webinar.

The first session had two presentations— An Overview of latest researches in Reading and Reading Intervention: Research to Practice.
The second technical session had sessions on Read Aloud as an instructional Strategy/Promoting a culture of reading and Rural Library Programme in Karnataka and the third session had three papers on Early Identification of Children with Reading Difficulties’ and ‘Beyond Windows and Mirrors, Curating diverse Book Collection for Children’ and ‘Reading Beyond the Book: Using the Arts as a Catalyst for Reading and Engaging.
The sessions were chaired by Maneesh Garg, Joint Secretary, Rashi Sharma, Director, department of School education and Literacy, Ministry of Education and Sridhar Srivastava, Joint Director, NCERT.
Department of eDucation in languages (Del) Consultative Meet on Language Curriculum in the Context of National Education Policy (NEP) 2020 The objective of the programme was to hold a series of discussions with language pedagogies, curriculum developers at the state and national level on various aspects of language in education policy, multilingualism, multilingual education, curriculum, syllabi and materials development.
Celebration of International Mother Tongue Day International Mother Tongue day was celebrated on February 21, 2022 with lectures by two eminent scholars and a storytelling session on the importance of mother tongue in our personal, social, academic and professional lives.

Extension Activities 129 Annual Report 2021–2022 Celebration of International Mother Tongue Day Talks by Chamu Krishna Shastri, Chairperson, High Powered Committee for the Promotion of Indian Languages, Ministry of Education, Govt.
of India and Badapli War, Professor, department of Khasi, North-Eastern Hill University, Shillong, Meghalaya emphasized the importance of mother tongue in the current context and in learning the need for promoting mother tongue in school education.

The multilingual story telling session by Jayashri Sethi was also organised with stories in many languages and the story telling session was also telecast on PM e-Vidya channel and lives streamed on YouTube channel of NCERT.
Department of eDucation of groups with special neeDs (Degsn) Meetings of Minority Cell The Minority Cell meetings were organised with the objectives to ensure implementation of the directives of various ministries and commissions regarding Minorities especially regarding their education as per NEP-2020, follow-up of all the programmes and directives on Minorities’ education within the Council, suggest/advise the constituent units of the Council regarding the programmes of Minority education ensuring PM’s 15 points programme and promote interaction and collaboration with the organizations running Minority institutions.
Department of genDer stuDies (Dgs) National Webinar on ‘Towards an Equitable and Inclusive Society: Realising the Goals of NEP-2020.

The National Webinar (online) held on 30 July, 2021 included the following themes: Theme I: Experiences in Addressing Issues and challenges in Achieving an Equitable and Inclusion Society; Theme II: Inclusion of Socially and Economically disadvantaged Groups (SEdGs) with Focus on Girls Education.
Taking forward the Provisions of NEP 2020— National webinar on Towards an Equitable and Inclusive Society Realising the Goals of NEP 2020 130 Annual Report 2021–22 NCERT Theme III: Effective Interventions for Inclusion of All as per vision of NEP-2020- Reflections from the field.

Practicing Teachers as well as Resource Persons from organizations like SNEH, Central University of Rajasthan, Ministry of Tribal Affairs, Room to Read Swataleem Foundation and Practicing Teachers made presentations.
Department of eDucation in science anD mathematics (Desm) Webinar series: Listening to Learn Webinar Series: Listening to Learn through PM eVidya Channels on television and through Youtube Channel of the NCERT provide opportunity to learn about diverse issues related with the contemporary and relevant issues with the school education.

Besides addressing to the societal challenges and problems, this forum is also created for connecting the Global Indian Science and Technology community.
NCERT has also collaborated with the Pravasi Bharatiya Academic and Scientific Sampark (PRABHASS) program of the Government of India for connecting the Indian diaspora with the motherland.

during 2021-22, thirty-one such sessions were organised on PM eVidya Channels #9/#10/#11/#12.

details about all the sessions of the NCERT’s Webinar Series: Listening to Learn in this series can be seen at https:// youtube.com/playlist?list=PLUgLcpnv1YifsVIYiNsbEBF7vPg9YdEnm.
These are also accessible through NCERT’s Youtube Channel NCERT oFFICIAL and also through the event section on www.ncert.nic.in.

Centre for Popularisation of Science Popularisation of science is one of the major thrust areas of dESM NCERT.

It is an ongoing programme under which two centers, namely Science Park and Herbal Garden operate.

dESM has developed two herbal garden having approximately 200 medicinal plant species.
Science Park is an open air park in which working models provide a hands-on experience to children, teachers, teacher-educators, NGos and other functionaries concerned with the teaching of science in schools to understand and appreciate certain selected principles of science.

The department ensures regular upkeep and facilitation to all the visitors.

It provides guidance to schools and educational planners in developing similar models in their institutions on demand.
The department continuously strives for further enrichment of these centres.

For inculcating scientific temper among all, the department celebrates many important days dedicated to science under this programme.
In this series, this year the department organised a National Interactive Meet on ‘Wild vegetables and plants of medicinal values and their conservation’ on 14-15 March 2022 in which more than 45 scheduled tribe community representatives from Rajasthan, Maharashtra, Madhya Pradesh and Chhattisgarh, 10 Scientists and experts from Ayurveda working with the community and teachers and experts from Science Education participated.
Community resource persons showcased more than 200 types of different wild vegetables which have various medicinal properties.

during the meet, the medicinal properties of these plants and their conservation and their curriculum implications were discussed.
Extension Activities 131 Annual Report 2021–2022 Resource Centre for Science and Mathematics Education Resource Centre in Science and Mathematics Education (RCSME) at dESM, NIE, New delhi intends to make various resources related to science and mathematics education readily available.

It is envisaged to be a useful facility for curriculum designers, content developers, researchers, teacher educators, teachers and all other stakeholders in science and mathematics education.
The resources related to science and mathematics education were regularly maintained and updated.

The catalogue of resources, which has been developed using open-source software, is also updated and disseminated.
Department of eDucation in arts anD aesthetic (Deaa) International webinar on Toy Based Pedagogy A two-day international webinar on ‘Toys and games to play, make and learn’ was organised on 20 and 21 January 2022 by NCERT under the agies of the Ministry of Education, with the aim of rediscovering the role of toys in cognitive development of children and to promote the art of creating toys with the help of low/no cost material which are environmentally sustainable and which ignite creativity, collaboration and problem-solving skills in children.
during two days of the webinar, focus was on different aspects of toys at all stages of school across all subjects and their mapping, pedagogical implications of toys, toys and games as learning through play and make, living/ local tradition of toy making, courses for designing toys and games as skill courses in school Education.
during the six technical sessions, 19 scholars, teachers and teacher educators presented their researches/ studies and panel discussions were held by faculty members, practitioners, experts, designers and entrepreneurs.

16 pre-recorded hands on sessions and case studies were presented in between the technical sessions.

More than 1000 teachers, teacher practitioners/educators and practitioners registered online for the event.
The international webinar was organised virtually and other than the presenters and invitees, a huge number of teachers, teacher educators, students and parents were watching the streaming of the programme on different channels.
International webinar on Toy Based Pedagogy Division of eDucational research (Der) Organizing ERIC Activities: SPMC and General Body Meetings of ERIC, and Release of funds for approved ERIC Projects The Division receives research proposals for financial support in the priority areas in school education and teacher education from researchers and scholars 132 Annual Report 2021–22 NCERT from all over the country.
Each proposal, thus received under ERIC, is examined for funding by a sub-committee of ERIC, called Screening-cum-Progress Monitoring Committee (SPMC).

The financial support is provided based on the recommendations of the SPMC.

At present 35 research projects are in progress.


A meeting of the Screening- cum-Progress Monitoring Committee (SPMC) of ERIC was held at NIE, New delhi on 10–11 August, 2021 and two days meeting of the Screening-cum- Progress Monitoring Committee (SPMC) was held on 14–15 September, 2021 in which six new research projects were recommended for funding under ERIC.
A two day meeting of the Screening-cum-Progress Monitoring Committee (SPMC) of ERIC was held on 14–15 March, 2022 at NIE, New delhi in which 10 doctoral Fellows were recommended for Fellowship during the year 2021.
NCERT Research Associateship (Educatonist’s/Researcher’s (Pool Scheme) NCERT Research Associateship (Educationists’/Researchers’ Pool Scheme) has been initiated to utilise the experience and understanding of young educationists/educational researchers in the area of school education, who have done their Ph.d. but still are not in regular jobs.

This will give these young people a chance to contribute and gain experience in their relevant areas pertaining to school education.
NCERT, in particular, and the education system in India as a whole, will also gain through the energies, enthusiasm and knowledge of these young people.

This scheme has been envisaged on the line of the Research Associateship (Scientists’ Pool Scheme) of the CSIR.

The Scheme is to select and engage some Research Associates to fulfill the above objectives.
These Research Associates will be expected to undertake some projects in the Council, according to Council’s priorities or undertake tasks as a faculty in the NCERT.

At present two Research Associates are working under the scheme with monthly emolument of Rs.

35,000/-.
35,000/-.

Department of eDucational psychology anD founDation of eDucation (Depfe) National Library of Educational and Psychological Tests (NLEPT): Procurement and Review of Tests Construction, standardisation and adaptation of tests have been going on in many countries including India for many decades.
Psychological tests are referred to by researches for research studies, construction of new instruments, to identify gaps and to improve upon the existing tests, and by guidance counsellors for assessment and appraisal of students/clients.

The National Library of Educational and Psychological Tests (NLEPT) came into existence in 1978 on the recommendations of the International congress of Applied Psychology and was formerly known as the National Tests development Library (NTdL).
Since 1978, it is an ongoing programme of the department and is being expanded continuously by adding new tests to meet the requirements of the users into the objective of creating a resource pool of the educational and psychological tests.

These tests are being referred to by researches from all over the country.
Extension Activities 133 Annual Report 2021–2022 The work aims at enriching the test library continuously and provide consultancy to the researchers regarding identification and use of the test materials.

The catalogue of tests available in the NLEPT was updated.

Thirteen educational and psychological tests in the areas of adjustment, personality, coping, intelligence, career attitudes, stress and conflict were procured for the benefit of the researchers/practitioners.
Department of teacher eDucation (Dte) National Awards for Innovative Practices and Experiments in Education for Schools and Teacher Education Institutions In early sixties, the then department of Extension Programme for Secondary Education of the NCERT launched a scheme Seminar Readings Programme for Teachers and Heads of Secondary Schools.
The scheme provided the opportunity to write detailed papers in English and in any other modern Indian languages on teaching procedures and techniques, which they found most effective.

The papers were submitted to the Extension Service department.
From time to time, changes were made in the scheme and its scope was widened with regard to its nomenclature, nature of participants, eligibility criteria, specification of themes, short listing of papers, number of awards, amount of cash prize, procedure of submission of papers, eligibility of cash prize etc.

2017-18 onwards the scheme for award has been revised as National Awards for Innovative Practices and Experiments in Education for Schools and Teacher Education Institutions.
The main objectives of the scheme are:  To sensitise teachers/teacher educators about the potential of innovative practices and experiments for improvement of teaching learning;  To encourage teachers and teacher educators to try out novel ideas and practices for improvement of different areas of school education and teacher education;  To encourage teachers and teacher educators to identify problems they face and adopt a realistic approach to find solutions, thereof;  To create an environment in schools and teacher education institution by encouraging innovations so as to ensure their sustainability; and  To provide a forum to teachers and teacher educators to share their innovative ideas with all stakeholders Total number of awards to School Teacher/Teacher Educators will be 60 (40 for Schools: Teachers and 20 for Teacher Educators).
An amount of Rs.

10,000/- (Ten thousand) will be given to each selected teachers/teacher educators along with a certificate.

during the year 2020-21/2021-22 project proposals were invited, evaluated at RIE level and later at department of Teacher Education, NIE, NCERT, New delhi.

Sixteen project proposals were selected, academic guidance was provided and academic visits to few projects were made for spot observation and guidance.
Final reports were submitted to department of Teacher Education by 31 March, 2022.

Selected Teachers and Teachers Educators will be invited to present the report in the National Seminar planned during 134 Annual Report 2021–22 NCERT May-June, 2022.

The final selection of giving cash award of Rs.

10,000/- will be based on combined rating of project report and its presentation in the national seminar.
library anD Documentation Division (lDD) Information Literacy Programme for Users of NIE Library Information Literacy programme is an important activity to cater to the institutional research needs of the library’s users.
Information literacy is a set of abilities requiring individuals to “recognise when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” “Information Literacy Programme for the users of NIE Library” was organized by the Library and documentation division, NCERT on 21 december 2021on the topic L4P: Libraries Life Long Learning Partners by K.P.

Singh, Professor, department of Library and Information Science, University of delhi.
The programmes help the users in maintaining an engaged connection with the library for using the library resources and services.

Professor K.P.

Singh, Professor, Department of Library and Information Science, University of Delhi addressing on the topic “L4P: Libraries Life Long Learning” Acquisitions, Expenditure and Manuscripts during 2021-22 1.

Acquisitions Books purchased 2021-22 (Acc.No.


132824 to 133115) 292 books Books received as gift (F32949 to F33003) 55 books Bound journals accessioned (J21341-21501) Withdrawn books 2.

Expenditure on Books, Journals, Binding and PAC Programme (in Rs.)

A.

B. C. d. E. on books on periodicals, journals and other magazines on database/e-Resources on binding (Journals and Books) on P.A.C.

Programmes 161 534 80,77,360/- 4,25,522/- 71,46,219/- 1,02,676/- 23,308/- 3,79,635/- 3.
Resource Generated by LDD and Deposited in the A/C Section z Photocopy charges z Lost books (with 25% surcharge) 4.

Journals Subscribed Extension Activities 2358 2443 135 A.

B. C. d. Annual Report 2021–2022 z Foreign journals z online database (J SToR-1; dELNET-1) z online journals z Indian journals z NCERT journals z Magazines (English-10, Hindi-10) z Newspapers (Eng-10, Hindi-06, Urdu-01) 5.

Documentation and Information Services A.


Information Products z Current contents (Quarterly) z New arrivals on display z Book reviews z Press clippings B. Photocopying Service z For official purpose (No.

of pages) 6.

Circulation Services till 31st March 2022 A.

B.

Membership Membership enrolled z NCERT employees z Special (NCERT Retired Staff) z External (Paid) z JPF and other contractual Total Membership Memberships discontinued till date (due to superannuation or completion of projects) NCERT Emp.
35, Ext.
Member- 03, JPF- 40 Total Membership as on 31st March 2022 No Dues Certificate Issued External readership who availed consultation (References facility) Total number of books issued Total number of books returned Books issued on inter library loan Books borrowed on inter library loan C. d. E. F. G. H. 68 02 - 19 - 20 17 04 12 09 12 12202 1505 02 01 01 37 1546 78 1468 311 110 390 332 128 15 planning anD monitoring Division (pmD) Processing of Financial-cum-Administrative Sanctions The PMd allocates the funds to the different Institutes and departments/ divisions/Cells/Group for conducting the PAC approved programmes.
The Joint directors of CIET and PSSCIVE and the Principals of RIEs are the controlling authority for the expenditure of the funds of respective institutes.

However, in 136 Annual Report 2021–22 NCERT the case of the programmes conducted by NIE departments/divisions/Cell, the programme proposals submitted by respective units are scrutinised by PMD before issuing financial-cum-administrative sanctions.
Besides, the NIE departments/divisions/Cell conducts programmes under Samagra Shiksha approved by the PAB of MoE.

PMd also examines the proposals and issues sanctions for the activities/programmes submitted by different departments/ divisions/Cell funded by PAB.

More than 500 sanctions were released by the PMd for the conduct of various programmes.
Meeting of the 59 Programme Advisory Committee (PAC) Programme Advisory Committee (PAC), the highest academic body of the Council, has the responsibility to consider all plans, programmes, research proposals, etc., and to examine the academic aspects of the work of the Council and to ensure a coordinated approach to the development of the programmes.

All the programmes proposal submitted by the constituent units after the approval of AC/MC are placed before the PAC for approval.
Before placing the programme proposal in the PAC for approval, it is scrutinised and recommended by IAB/DAB and MC/AC.

PAC consists of five external experts, five Directors of SCERTs, Joint Directors of CIET and PSSCIVE, Bhopal, Principals and deans of Instructions of RIEs, Heads of NIE departments/ divisions/Cell, and one faculty member from each NIE department/division/ Cell, CIET, PSSCIVE, Bhopal and NERIE, Umiam (Meghalaya).
To approve the programmes for 2022-23, the 59 PAC meeting was held on 24-25 March 2022 in blended mode under the chairmanship of dinesh Prasad Saklani, Director, NCERT and PAC Chairperson.

The meeting commenced with the welcome address by Ashita Raveendran, Head, PMd.

Sridhar Srivastava, Joint Director and PAC Vice-Chairperson presented the Achievements of the Council for the Year 2021-22.
The nominated external members, K. Ramasubramanian, Cell for Indian Sciences and Technology in Sanskrit, IIT, Mumbai, Rishi Goel, Director, SCERT Haryana, and Viroopaksha V. Jaddipal, Secretary, Maharshi Sandipani Rashtriya Veda Vidyapratishthan, Ujjain provided valuable suggestions during the meeting which helped in formulating and approving relevant academic programmes for bringing in quality education in the country.
PAC, Chairperson and Director NCERT, Professor Dinesh Prasad Saklani addressing the members of the PAC during the 59th PAC meeting of NCERT Extension Activities 137 Annual Report 2021–2022 hinDi cell With the enforcement of the Constitution on 26 January, 1950, Hindi became the Official Language of the Union of India according to article 343 of the Constitution.

The Government of India was entrusted with the responsibility of promotion of the status of Hindi.
Consequent upon the enactment of Official Language Act, 1963, Ministry of Home Affairs, Government of India continuously Hindi Pakhwara Competition winner receiving certificate from Professor Sridhar Srivastava, Director Incharge, NCERT issues orders to use Hindi as an Official Language.

After the formulation of Hindi as an Official Language, the Official Language Rules 1976 were enacted.
Keeping in view the promotion and proper implementation of Official Language Hindi in the day-to-day functioning of the Council, Hindi Cell was constituted in the Council Headquarters.

To implement these Rules, Hindi Cell makes all efforts to follow the orders, rules and resolutions issued by the Department of Official Language, Ministry of Home Affairs for the promotion of Hindi Language.

The cell also ensures compliance of these orders, instructions etc.
from time to time in administrative work of the Council.

eXtension Implementation of Official Language To promote and ensure the proper implementation and discuss its progress in the Council, Hindi Cell organised four meetings of the Official Language Implementation Committee, one in each quarter i.e., on 29 June 2021, 30 September, 2021, 29 december 2021 and 28 March 2022.
The Quarterly Progress Reports based on the inputs received from the departments/divisions/ Cells and Units of NIE were also submitted to the Ministry of Education and Department of Official Language, Ministry of Home Affairs, GOI.

138 Annual Report 2021–22 NCERT Hindi Pakhwara and Hindi Day Celebration Hindi Pakhwara was organized in the Council during the month of September 2021 from 14/09/2021 to 28/09/2021.
The following four Hindi competitions were organized namely Noting and drafting, Essay writing, Hand- writing and Translation.

Eighty three employees of the Council took part in the above competitions with great enthusiasm.

The winners (21) were awarded cash prizes and commendation certificates.

on the Hindi day, 14 September, 2021, Professor Sridhar Srivastava, director (Incharge) delivered the message of Education Minister to the emplyoees of the Council.
Many other officers of the Council expressed their views regarding to increase the use of the official language in the office.

Hindi Workshops and Inspections of Progressive Use of Hindi Hindi Cell organised a workshop on ‘Parishad Ke Vibhgiya Sampark Adhikariyon (Rajbhasha Ke Liye Karyashala’ for administrative officials of the Council on 29 November 2021.
The Cell organised special workshop on Official Language for Council employees nominated as departmental liaison officers for official language on 23 February 2022, twenty four officers/staff members participated in it.

As the circumstances were not conducive to the physical inspection, the inspection pro formas were sent to all the Regional Institutes of Education of NCERT and PSSCIVE regarding the work done in Hindi.

After the review, they have been requested to increase the Hindi correspondense.
Official Language Inspection programmes to ascertain the status of official language were conducted in various department’s/divisions/Sections of the Council.

on 25 September 2021, First Sub-Committee of Parliamentary Committee on Official Language inspected the status of implementation of official language in the Council.

Annual Award Scheme of Employees Under the Award Scheme of Govt.
of India for doing maximum day-to-day work in Hindi, eight employees of the Council were awarded with cash prizes and certificates.

Incentive Awards Scheme 2021-22 for encouragement of Rajbhasha Hindi in Official Work S.No.

Name and Designation Department/ Section/ Division Award 3.

4.

1.

Pradeep Kumar Sharma Junior Accountant Publication division 2.
Manoj Kumar, Assistant Establishment-II Poonam, UdC Confidential Report Section First First Second Ram Nivas Sharma, Assistant Security and legal work division Second 5.

Hemchandra, LdC CIET 6.

7.

8.


Anil Kumar, LdC Shitanshu Saxena, LdC Committee and Parliamentary Section Reservation in Services Minority Cell Jasbeer Singh, UdC Establishment-I Section Second Third Third Third Extension Activities 139 Annual Report 2021–2022 Translation Hindi Cell facilitates the Hindi translation of English versions of Council’s official documents.
Under the provisions of the Section 3(3) of the Official Language Act, 1963, office orders, memorandum, circulars, press notes, reports related to accounts and administration, agenda and minutes of different committees, etc.

of the Council were also translated.
Rajbhasha Shield Award for Utmost Work in Hindi Rajbhasha Shield alongwith commendation certificates were given to the department of Gender Studies and Security Section this year, for doing maximum work in Hindi on the basis of quarterly reports for the year 2020-21. central institute of eDucational technology (ciet) Cyber Safety and Security Initiatives NCERT with the aim to ensure safe, inclusive, and equitable online learning environments for students, that promote overall good quality education and wellbeing has taken up several activities to create awareness on Cyber safety and security.
As directed by I4C-MHA, Cyber Jaagrookta Diwas has been celebrated every month since october 2021, and has recorded coverage of over 1.5 Lakh participants.
Themes dealt during Cyber Jagrookta Diwas are as follows:  october 2021- orientation on Cyber Jaagrookta Diwas  November, 2021- Stay Safe in the Cyber World  december, 2021- Cyber Jaagrookta Diwas - Cyber Clubs  January, 2022- Cyber Jaagrookta Diwas - Cyber Parenting  February, 2022- Cyber Jaagrookta Diwas - Cyber Hygiene Practices  March, 2022- offences by Children and on Children in the Cyber Space- Cyber Jaagrookta Diwas NCERT has also offered two batches of online course on ‘Cyber hygiene practices: Personal digital devices’ in collaboration with with Information Security Education and Awareness (ISEA), Centre for development of Advanced Computing (CdAC)and a course on ‘Environmental hazards of electronic waste (e-waste)’ in collaboration with MeitY where two lakh teachers have been oriented.
Cyber safety content is included as part of the NISHTHA ICT courses for teachers and school heads of all stages of school education to create awareness on cyber safety and security.

Around 42 lakh teachers and school heads at elementary level, 10 lakh at secondary level and 10 lakh at pre-primary and primary are oriented through this courses.
So far 83 webinars on cyber safety and security related topics are continuously covered to reach all the stakeholders of school education, parents and general public.

(https:// ciet.nic.in/pages.php?id=webinar&ln=en.).

Guidelines on cyber safety and security for students, teachers, schools and parents have been developed and disseminated (https://ciet.nic.in/ pages.php?id=booklet-on-cyber-safetysecurity&ln=en&ln=en).
Also, eRaksha competitions on cyber safety and security are being conducted every year in collaboration with cyber peace foundation (Report of 2020: https://www.

eraksha.net/wp-content/uploads/2021/05/eRaksha-compendium-2020- 140 Annual Report 2021–22 NCERT compressed.pdf.

online quizzes on the following topics have been conducted in collaboration with CdAC, MeitY, Hyderbacd.

List of Quizzes Conducted in Collaboration with ISEA, C-DAC, Hyderabad S.No.
Title of the Quiz Starting Date End Date offense by & on Children 2 February 2022 10 April 2022 1.

2.

Social Engineering Attacks and Security 6 october 2021 3. online Gaming Safety 16 July 20221 31 August 2021 31 August 2021 Participants Certified 6517 5647 20759 4.

Safer Internet day 9 February 2021 31 March 2021 19505 5.

Mental and Emotional 22 April 2022 20 May 2022 1103 Wellbeing in Cyberspace 6.
Social Engineering Attacks 20 May 2022 17 June 2022 808 The 52 days cyber safety tip calendar was released on ‘Safer internet day’ and also all the faculty and staff in CIET-NCERT took an oath on following cyber safety measures.

Resources and Support for Web and Online Activities (Portal and Mobile Apps) In order to create, customise, update and maintain existing NCERT websites and new websites, forms and mobile apps including bug fixing and patching as per need this project was conceived.
It has been proposed to make the existing websites and mobile apps accessible as per international guidelines.

Under this mission the conversion of NCERT textbooks into EPUBs and Flipbook format for their dissemination has been undertaken.

Creation of interactive e-Contents like H5P, comic books and their uploading on NCERT website are also part of this program.

Quick Response (QR) codes have been created in new textbooks to enhance the discoverability of the content or the book.
The technical support is provided for web development and deployment activities to NIE departments, RIEs, PSSCIVE, different States and other countries.

Periodic security audit of mobile apps and web portals are also regular activities.

Parents, teachers, teacher educators and the public at large are given assistance to access these digital resources and help the children achieve expected levels of learning.
Under the development of Resources and Support for Web and online Activities (Portal and mobile apps) the NCERT website has been made in Hindi Language.

Various activities like uploading of videos on YouTube and mapping on SSP Mauritius portal; uploading of ISL videos, 17 Audio books, Urdu EPUB books, UNESCo videos in Health and Wellbeing, audio sets in Mp3 and Mp4 formats etc.
has been carried out; Urdu Unicode workshop was conducted from 19 to 23 April, 2021 for conversion in EPUB format in which 12 textbooks were completed and uploaded on ePathshala portal; A portal has been developed for the application process for the diploma Course in Guidance and Counselling.

A web portal for taking the Tamanna Aptitude test in online mode is being developed; The doctoral Fellowship portal and Research Associateship Portal are also being developed.
Students/Researchers are able to apply for the “doctoral Fellowship” and “Research Associateship” awarded by NCERT.

Extension Activities 141 Annual Report 2021–2022 pss central institute of vocational eDucation (psscive) Extension Lecture Series Three lectures were organised under the series.

The lectures were delivered by eminent educationists on the topics “Enhance your Work Efficiency”, “Emotion, Creation and Reflection of Life” and “Developing Positive Attitude for Professional Efficiency”.
The first two lectures were organised in virtual mode and the third lecture was conducted in offline mode.

The lectures were attended by all the faculty, staff, contractual staff and dVET students for the session 2021-22.

National Meeting-cum-Workshop for Alignment of Vocational Education from Higher Secondary to Higher Education A national meeting-cum-workshop was conducted for Alignment of Vocational Education from higher secondary education to higher education.
The meeting was attended by more than 500 participants including TVET administrators, policymakers, officials from various departments, researchers, academic professionals, representatives and experts from various Sector Skill councils and national organisations, teachers, vocational trainers and other stakeholders.
Six technical sessions were organised in the two day meeting-cum-workshop with the objectives to exchange the information regarding vocational courses implemented at higher secondary and in higher education, to identify the career opportunities to meet the demand of industries of our country through vocational courses run at school education and higher education, to find out the vertical mobility of vocational education from the schools to courses in higher education and to suggest the introduction of vocational courses at higher education to align with the vocational courses running in schools.
The meeting came out with the conclusion that the key points on aligning vocational education to higher education are building relevant competencies, the demand of automation and digitalisation, lifelong learning, horizontal and vertical mobility for vocational education graduates to higher education will open up a new avenue for skilling, upskilling, reskilling of the youth of the country.
The recommendations were to create an ecosystem of skilling, upskilling, and reskilling for vocational education pass-outs, promotion of lifelong learning with flexibility, close cooperation and consensus between stakeholders, skill mapping based on local opportunities to identify the vocational courses, evidence-based research is needed for better planning and monitoring of career mobility, strengthening of career guidance and counselling system at an institutional level and also to create an inclusive access for women, differently-abled persons and disadvantaged learners.
Diploma in Vocational Education and Training diploma in Vocational Education and Training has been started by PSSCIVE to cater to the needs of the vocational trainers to impart them knowledge about vocational pedagogy and research.

In the absence of pre-service teacher training programme for the vocational trainers this programme contributes towards developing trained and competent vocational trainers for promulgating quality vocational education in our country.
The first and second trimester were held in online mode.

In the first trimester, online classes were held every Friday for the students on the three compulsory papers and in the second trimester online 142 Annual Report 2021–22 NCERT classes were held on the four compulsory papers by the faculties of the institute.
online classes on the six elective papers across different sectors were held and practical classes were conducted by the faculties of the institute to give the students hands-on training and enhance their knowledge and understanding of the subjects.

The students took the third trimester exam in the institute and submitted their assignments and portfolio before leaving for their home at the end of third trimester.
Currently, the students are into school internship which will be for one month followed by industry internship and project work.

The first batch of Diploma in Vocational Education and Training programme in distance mode graduated this year and 40 students from all over the country were awarded the diploma on 21st January, 2022 in an online graduation ceremony.

The second session has already been started and first trimester is going on.
In the second batch of 2021-22, 40 students across India have been enrolled in the programme and they have completed trimester II.

The first batch of Diploma in Vocational Education and Training programme in distance mode graduated this year and 40 students from all over the country were awarded the diploma on 21 January, 2022 in an online graduation ceremony.

The second session has already been started and first trimester is going on.
Meet the Author Series The PSS Central Institute of Vocational Education (PSSCIVE) in collaboration with the Central Institute of Educational Technology ( C I E T ) i n t r o d u c e d t h e ‘Meet the Author’ series for providing information to the teachers, students, and other stakeholders of education on the content of the vocational textbooks developed by the PSSCIVE.

The authors of the textbooks shared experiences through online mode and live question-and- answer sessions were held during the episodes.
Topics related to employability skills and vocational skills in Agriculture, Apparel, Automotive, Beauty and Wellness, IT-ITes, Private Security, Retail, Tourism and Hospitality, etc.

were covered through the online series.

Meet the Author Series An innovative online ‘Meet the author’ series was organised in collaboration with the Central Institute of Educational Technology, NCERT.

Till date 57 sessions have been completed and the programmes have been very successful and are being appreciated widely.
Extension Activities 143 Annual Report 2021–2022 Celebration of Republic Day A series of important milestones on 26 January 2022 was launched to commemorate the Republic day celebration which includes the launching of new dynamic website of the Institute, launching of first job role on Micro- Irrigation on diksha Portal, release of the Mega issue of the Indian Journal on Vocational Education, release of 26 new videos on various job roles and the Programme Catalogue of the Institute 2021-22.
Webinar on Accelerating Vocational Education in Schools— Post COVID-19 A Webinar on ‘Accelerating Vocational Education in Schools: Post Covid-19” was organised on the occasion of the 28 Foundation day of PSS Central Institute of Vocational Education (PSSCIVE) on 5 July 2021.
A talk on “Preparing Vocational Teachers for Post-CoVId-19 Scenario” was given by Madhuri dubey, Founder of the National Skills Network (NSN), Hyderabad, which was followed by a talk on “Need for Focus on Skilling at the Grassroots Level” given by T. Jayasudha, deputy director and Coo, SANKALP (Skill Acquisition and Knowledge Awareness for Livelihood Promotion) Cell, National Instructional Media Institute, Chennai.

on the occasion, planting of saplings was done by the faculty and staff.
The webinar was coordinated by Vinay Swarup Mehrotra, Head, Curriculum development and Evaluation Centre, PSSCIVE, Bhopal.

Webinar on Reimagining Youth Skills — Post Pandemic The institute conducted a webinar on Reimagining Youth Skills — Post Pandemic on the occasion of World Youth Skills day on 15 July 2021.
The World Youth skills day provided an opportunity to governments, policymakers, TVET institutions, and other stakeholders to discuss the importance of Vocational Education and Training (VET) in equipping young people with the skills required for the future.
Webinar on Re-imagining Vocational Education— The Way Forward To celebrate one-year completion of the National Education Policy 2020, a Webinar on Reimagining Vocational Education: The Way Forward was organised by PSSCIVE on 9 August 2021 for highlighting the policy’s recommendation on the integration of vocational education with general education and prepare teachers and students for effective implementation of vocational education.
Rajesh P. Khambayat, Joint Director, PSSCIVE welcomed the participants and the webinar was inaugurated by Sridhar Srivastava, Director (In charge), NCERT, New delhi.
Biswajit Saha, Director, Skill development Initiatives, Central Board of Secondary Education, New delhi, R.K. Pathak, Professor and Head, department of Agriculture, PSSCIVE, Vinay Swarup Mehrotra, Professor and Head, Curriculum development and Evaluation Centre, PSSCIVE, S. Prakash, Professor and Head, department of Engineering and Technology, deepak Shudhalwar, Professor, department of Engineering and Technology, PSSCIVE, A. Palanivel, Associate Professor and Head, department of Business and Commerce, PSSCIVE, P. Veeraiah, Professor, department of Business and Commerce, PSSCIVE and Pinki Khanna, Professor and Head, department of Home Science and Hospitality Management, PSSCIVE spoke on the various aspects on vocational education, including implementation of 10 bagless days and pre-vocational education from Grades 6 to 8, use of social media and information and communication technology for vocational 144 Annual Report 2021–22 NCERT education, pre-service and in-service training of vocational teachers, and career counselling and guidance.
regional institute of eDucation, ajmer National Webinar on NEP 2020: Exploring Transformational Implementation in School Education The Ministry of Education (MoE) has released the National Education Policy (NEP) 2020, laying the path for large scale transformational reforms in both school and higher education sectors.
Keeping all documental strategies for its effective implementation, a national level webinar was organised on April 26 and 27, 2021 in collaboration with the States/UTs of the Northern Region.

The webinar aimed to provide a platform for academic interaction with eminent educationists for exploring transformational implementation in school education highlighted in NEP 2020.
More than 1000 participants including teacher educators, academicians, teachers of different subjects, research scholars, students, etc.

related to the field of education participated in the webinar.

The best practices of the webinar which most of the participants liked to implement in their teaching-learning process were experiential learning, inquiry based learning, developing the critical and creative thinking about how to learn, integration of ICT in teaching-learning, multilingualism, etc.
Participants were of the opinion that the acceptance and ground level implementation of NEP 2020 would help the system.

The priority area of literacy and numeracy should be focused to bring a quality change at pre-primary and primary level.

Reforms in learning through art integrated education should be a part of implementation.
The major takeaways for the participants were to learn the idea of bringing NEP 2020 for the current education system with informative sessions, expert’s knowledge and discussions, a roadmap showing the level of implementation and execution.

National Conference on Emerging Trends in Physics and Physics Education National Conference on Emerging Trends in Physics and Physics Education was held at the Regional Institute of Education, Ajmer on February 27, 2022 and February 28, 2022 in a virtual mode.
This conference was planned to provide a platform for teachers, researchers, students and teacher educators associated with physics and physics education researches to share their researches, experiences, innovative practices and ideas and their impact on improving the quality of physics education.
Large number of themes were covered in the conference including experiments in physics-past practices and emerging trends, sustaining learners interest in physics, resources for physics education, ICT for quality physics and physics education, Learning outcomes with special reference to physics, innovative pedagogies for effective teaching learning of physics, evaluation in physics-past and present practices and future perspectives, physics and skill development, alternative frameworks in physics, physics, technology and society perspectives, advanced and smart materials, interface of physics with other branches of science, technology use and integration in physics and physics education, online and digital education: ensuring equitable use of technology in teaching-learning of physics and physics education, experiential learning in physics education, Sports integration in Extension Activities 145 Annual Report 2021–2022 physics and physics education, art integrated approach for teaching learning of physics and physics education, etc.
Nine keynote addresses were held on diverse topics of physics and physics education by eminent speakers.

Research papers were obtained from every nook and corner of India.

A review committee recommended 79 research papers for presentation in the conference, out of which 65 participants presented their work during 10 different technical sessions.
Celebrating One Year of National Education Policy 2020 The National Education Policy 2020, released in July 2020 is the first education policy of the 21 century and is aligned to the 2030 Agenda for Sustainable development Goals (SdG4).

It aims at transforming school education and teacher education in India.

on completion of one year of NEP-2020, Hon’ble Prime Minster has launched the programmes on July 29, 2021 and addressed the dignitaries through video conference.
The Government launched some important initiatives such Academic Bank of Credit, Multiple Entry/Exit in Institutions of Eminence (IOEs), first year of teaching Technical Courses in Regional Language as a subject, NISHTHA 2.0, Structured Assessment of Analysing Learning Levels (SAFAL), Artificial Intelligence website for public awareness, National digital Education Architecture (NdEAR), etc.

and organized a series of theme-based webinars on different aspects of NEP-2020.
In this context, the institute has organised post webinar activities with a discussion and deliberation on the webinars organized by Ministry of Education (MoE) on seven themes followed by opening and valedictory remarks.
Lectures on these topics were delivered on NEP-2020: Curricular Integration of Essential Subjects, Skills and Capacities on June 23, 2021 by Ranjana Nagar, Assistant Professor, English; NEP-2020: Curtailing dropout Rate and Ensuring Universal Access to Education at All Levels on July 7, 2021 by Sanjay Kumar, Assistant Professor; NEP-2020: Role of Life Skills in School Education on July 14, 2021 by Manish Agarwal; NEP-2020: on line Education and its Challenges on July 28, 2021 by Sunita, Assistant Professor, Innovative Teaching Practices and Experiential Learning in reference to NEP-2020 on August 25, 2021 by Samia Hamid, Assistant Professor, Adult Education and Lifelong learning and Context with NEP-2020 on September 8, 2021 by Bhavana, Assistant Professor, Curriculum and Pedagogy in Schools with references to NEP-2020 on october 13, 2021 by Rameshwari Sharma, Assistant Professor.
Shikshak Parv Shikshak Parv was inaugurated on September 7, 2021 on the theme Quality and Sustainable School: Learning from Schools in India to mark the completion of one year of NEP-2020 and to felicitate teachers, professors, academicians, policymakers, and others who have contributed to the implementation of the policy and in the area of education.

Webinar-cum-Exhibition on Career Counseling The institute organised a webinar-cum-exhibition on career counseling.
Students of dCGC made their presentations and students of different schools of Northern Region attended the exhibition.

Also, Professor, daya Pant (Retired), department of Educational Psychology and Foundations of Education, NCERT, delhi delivered a lecture on career opportunities.
146 Annual Report 2021–22 NCERT National Conference on Indian Languages, Arts and Culture A three-day national conference on Indian Languages, Arts and Culture was organized by RIE, Ajmer through virtual mode from 8 to 10 december, 2021.

Prof. Anil Kumar Shukla, Vice Chancellor, MdS University Ajmer was the Chief Guest and Padmashri Chandra Prakash deval was the Guest of Honour.
In this conference, 79 participants presented their research papers and 21 eminent educationists and experts of language, arts and culture delivered their thought-provoking and stimulating keynote, plenary, lead and lightning talks on different issues and concerns.

Many recommendations emerged based on the presentations and deliberations.

It highlighted the significance of mother tongue, sign language, multilingualism, folk literature and art-integrated learning in education.
It focused on Indianization of Indian Education and encouraged local language, dialects, culture and traditions through education.

The curriculum must include basic arts, crafts, humanities, games, sports, language, literature, culture and values.

The diversity of Indian culture, languages, folk literature and arts need to be adequately explored as an asset, and sustaining this diversity is our responsibility through the process of learning.
Extension Lectures Eminent Educationists delivered extension lectures on different occasions, covering different aspects of education.

Lectures through virtual mode followed by interaction between the audience and the speakers were organised as per the details mentioned below: S.No.

Occasion/Topic 1.

2.

3.

4.

5.

‘National Education Policy-2020’ on the occasion of 61st Foundation day of NCERT.
‘Gandhiyan Ideology - A Road Map to Humanity’ on the occasion of Gandhi Jayanti ‘Forest & Livelihood: Sustaining People & Planet’ on the occasion of Wild Life Week Celebration ‘Roles & Responsibilities of Teacher Education Institutions in the light of NEP 2020’ on the occasion of Foundation day of the Institute Ideologies of Sardar Vallabhbhai Patel: A Road Map to National Unity’ on the occasion of National Unity day Name of the Speaker Venue and Date Saroj Yadav Retd.
from NCERT Virtual Mode September 1st, 2021 dinesh Gupta Retd.

from SPGCA Virtual Mode october 2nd, 2021 Rajkumar Samant Virtual Mode october 4th, 2021 H.C. Jain Retd.

from RIE, Ajmer Virtual Mode october 30th, 2021 Satnam Singh Addl.

S.P., ACB Ajmer Virtual Mode october 31st, 2021 Extension Activities 147 Annual Report 2021–2022 6.

Adult Education in the Light of NEP 2020 on the occasion of National Education day 7.
आजादी का अमृत महोत्सव भारतीय ्संववधान की प्रसतावना में वयक्त आदर्श on the occasion of National Constitutional day.

8.

Work and Life of Sir C.V. Raman Irina Garg, I.R.S.

Chief Commissioner of Income Tax, Udaipur S.d.

Mishra Govt.

College Ajmer S.V.


Sharma Professor Physics, Principal RIE Ajmer Virtual Mode November 11th, 2021 Virtual Mode November 26th, 2021 Virtual Mode 28th February 2022 Expression Series on Eminent Personalities on the occasion of ‘Teachers’ day (September 5 2021), a lecture on ‘NEP-2020: Teacher and teacher education programme’ delivered by A.K.
Mishra, Central Institute of Indian Languages, New delhi on the occasion of Vivekananda Jayanti, a lecture on ‘Works and teachings of Swami Vivekananda delivered by Swantantra Sharma, Prant Prashikshan Pramukh, Vivekananda Kendra, Ajmer on January 12, 2022.
For the celebration of International Women’s day, lectures were organised on the theme ‘Gender equality today for sustainable tomorrow’ on March 8, 2022. on the occasion of Women’s day the institute organised lectures by Gouri Srivastava, Head, dESSH, NCERT, New delhi on March 8, 2022.
Celebration of 61 Foundation day of NCERT The institute celebrated 61 Foundation day of National Council of Educational Research and Training - NCERT on 1 September 2021. on this occasion, an online lecture on National Education Policy 2020: Roles and Responsibilities of NCERT was delivered by Saroj Yadav followed by plantation drive by institute’s faculty, staff and students.

Hindi Language Week and Workshop The Institute organised a one day Hindi Language workshop on 7 September 2021.
The chief guest of the event was Rukmani Tekwani, Hindi officer, Railway office, Ajmer.

Hindi language week was celebrated from 14 September 2021, wherein students and staff of the institute participated in large numbers.
Foundation Day of the Institute The Institute celebrated its Foundation day on 30 october 2021. on this occasion, an online extension lecture on ‘Roles and Responsibilities of Teacher Education Institutions in the light of NEP 2020’ by H.C. Jain, former Principal, RIE, Ajmer was conducted.

A plantation programme was also organised.

Republic Day Celebration Republic day was celebrated on 26 January 2022 at RIE, Ajmer campus with full favor and zeal by the students and staff of RIE and dMS.
on the occasion, the Principal of the institute S.V.

Sharma hoisted the National Flag.

Plantation activity was also organised during the occasion.

148 Annual Report 2021–22 NCERT regional institute of eDucation, bhopal ‘Expression Series’ and Extension Lecture Series As part of the expression series different special days were celebrated with active participation of the staff members and students.
The special days celebrated were Teacher’s day, Birth Anniversary of Mahatama Gandhi and Lal Bahudur Shastri, National Unity day, National Education day, National Youth day, International Mother Tongue day, National Science day and International Women’s day.

Several activities like essay writing competition, slogan writing competition, organisation of lectures/talks (both in online and offline mode), poster making, poetry recitation/story writing competitions were conducted for the students of RIE, Bhopal.
Students actively participated in the events.

Apart from this, extension lectures were also organised on different themes for the faculty and students of RIE Bhopal.

These lectures promoted interaction between different experts and students.

National Conference on “Folk Literature in Indian Languages: Today and Tomorrow” The national conference was conducted from 27 to 29 January 2022 in five languages viz., Hindi, English, Gujarati, Marathi and Urdu.
A total of 280 papers were received from 23 States and four Union Territories all over India.

The Hon’ble Governor of Madhya Pradesh Mangubhai Patel was the chief guest of the inaugural session.

STEAM Park and Weather Station The STEAM (Science, Technology, Engineering, Arts and Mathematics) Park of Regional Institute of Education, Bhopal has become the latest attraction and activity based Science Centre of Bhopal Region.
Earlier the park was known as Science Park but now it has been renamed as STEAM Park to include more models on the STEAM theme.

Two workshops were conducted to build various models/exhibits and artifacts.

The models and artifacts built during the workshops are infinity well, tug of war, statue speaks, angular momentum, four dimensional cube (tessaract), gramophone, Maxwell disc, Set of gears, Archimedes experiment, pi gate, periodic table, STEAM tree, and wooden statue, etc.
The park now has a total of 53 exhibits and eight artifacts from different areas of science, mathematics, technology and arts.

Most of the exhibits in the park are interactive in nature and visitors can explore science in an entertaining way.

The existing medicinal garden was further developed with addition of many new medicinal plants.

Apart from this a vertical garden was also built in the front area of the park.

different stone art paintings were also done.


Institutional Repository of RIE, Bhopal The Institutional Repository of RIE, Bhopal is a digital repository of the literature publications of the Institute like PAC reports, ERIC reports, M Ed.

dissertations, and other publications.


In the year 2019 the proposal was approved and digitisation work started, which includes the activities like scanning, oCR conversion, meta data creation, chapterisation, hyper linking, and uploading to the Institutional Repository site.

The site was developed on open source software named “d-Space” installed in a dedicated Ubuntu oS enabled server configured with 2 TB Hard disc with mirroring.
So far the digitised materials are available for access in house through a local sever on Intranet.

Extension Activities 149 Annual Report 2021–2022 Resource Centre for Arts and Crafts at RIE, Bhopal This program was an innovative program as mentioned in NEP-2020, identification and documentation of Arts, Crafts, music and folk dances of Western Region was covered in this program.

during the year 2021-2022 two five-day workshops were organized for artists of Madhya Pradesh State.
The arts works prepared by them were presented with pupil teachers and teachers of the institute and school in offline mode.

A handbook on different forms of music instruments and regional dances from western region and documentation of tribal and folk musical instruments as well as traditional dances have also been developed.
Maintenance of Studio, Development of E-content and Training of KRPs on Development of e-Content As per the directions of the Ministry of Education under PM-eVidya programme, 322 e-contents have been developed by the institute.

These programmes have been uploaded in the NCERT portal and telecasted through the dedicated channels.

In addition to the e-content, the institute also developed documentaries related to the Education for Sustainable development (ESd), Art, Science, etc.
Some of its productions also received the national as well as international awards and recognition.

ECCE Centre at RIE, Bhopal The admission process for the session 2022-23 has been completed.

The teachers have been appointed up to 31 March 2022.

A five-day orientation of teachers has been completed in the month of February, 2022.

Theme-based learning schedule for the month of April and May, 2022 have been prepared.

The classes are held, regularly.


It is important to mention here that for the session 2020-21 and 2021-22, the admissions were not done due to the CoVId-19 pandemic.

regional institute of eDucation, bhubaneswar Celebration of National Science Day on the occasion of National Science day, Venkata Rao, Head Community Medicine, SoA University addressed the students and faculties on ‘CoVId-19 prevention and epidemiological studies’ on 28 February 2022.
He also demonstrated activities in science and technology for engaging students and inspiring them to learn the subjects.

Extension Lecture Series The extension programme aimed to enlighten the students and faculty on issues of vital importance in the field of education and to provide a forum to students and staff for academic interaction with eminent educationists.
Besides, the programme helped in enriching the knowledge and understanding of trainees and faculty through of sharing of the experiences of the persons of eminence in the field of education.

During the year, the following lectures were conducted.

S. No.

1.

2.

150 Communal Harmony Topic Shiksha Ka Bhartiyakaran; India Cultural and Heritage Venue and Date 23 November 2021 29 November 2021 Annual Report 2021–22 NCERT 3.

4.

Character Building and Holistic Personality development 2 and 3 March 2022.
Educational Statistics 11 March 2022 Expression Series The specific objectives to organise expression series on eminent personalities are to promote and preserve cultural heritage of the nation and to promote literacy activities among students to enhance their thinking skills, to bring out their creative expression and to promote constitutional values.

during the year, the following lectures were conducted.

S. No.

Topic Venue and Date 1.

2.

3.

4.

5.

6.

7.
Expression Series on National Education day 11 November 2021 Expression Series on National Unity day 31 october 2021 Expression Series on Programme on Shiksha Ka Bharatiyakaran 31 November 2021 Expression Series on National Mathematics day 15 February 2022 Expression Series on Martyrs day Expression Series on 130 Birth Anniversary of dr. B. R. Ambedkar 23 March 2022 14 April 2022 Expression Series on Constitution day 26 November 2021 National Conference on NEP 2020: Towards Transforming Teacher Education The objectives of the Conference were to create a forum for teacher educators, researchers and teachers of the country for deliberation on implementation of the NEP-2020 recommendations on teacher education with reference to trends, practices and innovations and to reflect on opportunities and challenges for effective implementation of recommendations of NEP-2020 on teacher education.
during the three day deliberations, one hundred papers on different themes i.e.

Teacher Education: Curriculum, Pedagogy and Assessment; Teacher Education: Research, Innovation and Contextualisation; Professional development of Teachers and Teacher Educators and Teacher Education for Holistic School Education: Possibilities and Challenges were presented.

The conference proceedings have been prepared outlining specific strategies for quality improvement of teacher education programme of the country i.e.
innovative curriculum, National Professional standard in tune with local contexts, enhancement of quality of field engagement in pre-service teacher education and addressing equity issues in use of ICT in teacher education.

Organisation of School Internship in Pre-service Teacher Education (B.Ed.)

Programme of RIE, Bhubaneswar The internship was organised in three phases which are pre-internship, internship and post internship.
The pre-internship workshop for student teachers was held during the last week of october 2021. during the session, 105 students, teachers of B.Ed., were placed in twenty one Jawahar Navodaya Vidyalayas (JNVs) of Bihar, Jharkhand, odisha and West Bengal from 5 November 2021 to 18 February 2022. during the online pre-conference of student teachers, cooperating school heads and teachers, orientation on modalities of school internship was provided.
Student teachers were involved in different activities Extension Activities 151 Annual Report 2021–2022 such as observation of online classes of cooperating teacher, online peer observation, development of unit plan and lesson plan, transaction of lessons, conducting action research, developing e-content/materials and achievement test and maintain reflective diary etc.
Post internship conference was held at the Institute on 21-23 February 2022 for sharing innovations, challenges and experiences of student teachers.

The reflections would be useful for planning the future school internship programmes.

Organisation of School Exposure and Multicultural Placement programme of B.Ed.
students The objectives of the programme were to expose and provide school based experiences to student-teachers during the initial years and to orient and impact on school functioning and processes in multicultural context in selected schools.

The programme comprised of two phases of activity; school exposure in the first semester and multicultural placement in the second semester.
Both the school exposure and multicultural placement were further divided into three phases comprising of pre-conference, exposure to the schools/multicultural placement and post-conference.

For these sessions 2021-22, both the school exposure and multicultural placement programme were organised at Chilika, Balugoan, odisha wherein 110 students of B.Ed.

1 Year were placed at private and public schools to experience and understand the culture and its functioning of the school.
The experiences gained in a contextual milieu within and outside the schools were shared by the student-teachers as part of the feedback during the post conference.

during the school exposure that was held from 1 to 5 February, 2022, activities like observation and Practical experiences of the school functioning were assigned to students by providing formats.

The main intention of the activities was to develop an insight into the role of a teacher and appreciate school activities in totality.
Multicultural placement programme was held on 6 to 15 February, 2022 and activities like observation of classes taken by regular teacher, case study, substitute teaching as and when required, collection and preparation of school profile were assigned to students and a format was provided.

This enabled them to understand learners in different context and developed awareness about the functioning of the school as the integral part of the community.
All experiences were shared by student teachers as part of feedback for the further improvement of the programme.

Working with community programme for B.Sc.

B.Ed.

and B.A.

B.Ed.

VIII Semester Considering the value of relationship between the school and community, Field work with community (FWC) programme is conducted by RIE, Bhubaneswar as an integral part of four-year B.SC.

B.Ed.

Curriculum.
B.Ed.

Curriculum.

The objective is to develop an insight into the various aspects of community participation in educational programmes and to enhance their ability to enlist community support for school and contribute for nation’s development.

It aims at enabling the student teachers: (1) to acquaint with the factors working within the society, community i.e.
knowledge of social realities; (2) develop the dignity of labor among student-teachers; (3) arouse their interest in the social and economic reconstruction of the country; (4) make the student-teacher aware with the educational problems and needs of the society; (5) prepare pre-service teachers for sustainable development and (6) develop the personality of the student- teacher through community service.
Keeping the above objectives in front, eight 152 Annual Report 2021–22 NCERT days working with community programme for B.Sc.

B.Ed.

8th semester students was organised at Badkul village of Khordha district, odisha.

The students were engaged in activities like conducting educational survey of the village, case studies of the families, awareness programmes on child marriage, RTE Act, 2009, Beti padhao, transgender, online phishing, poverty, drugs and substance abuse, Swachh Bharat, etc.
The Working with the Community Programme of 47 B.A.

B.Ed.

8th Semester students was held from 5 March 2022 to 11 March 2022 at Chilika Govt.

High School, Hatabaradihi, Khurda.

Pre-School Centre in Demonstration Multipurpose School The objective of the programme was to plan and organise developmentally appropriate practices for preschool children.

Twenty-five students each in lower pre-primary and upper pre-primary level were admitted on the basis of random selection.
The teachers as were oriented on developmentally appropriate practices and the perspectives and recommendations of the NEP 2020 on foundational years.

Weekly action plan and corresponding activities i.e.

physical development, language development, socio-emotional and cognitive development were developed for implementation of the programme.

A format on developmental profile of students has been developed for implementation of the programme.
A format on development profile of students has been developed depicting the developmental characteristics of preschoolers.

due to CoVId-19 pandemic, interactive sessions were arranged with parents through online mode.

Materials and activity sheets were shared to parents for use by children.

The online facilitation for parents and pre-school children were organised.
The parents were oriented on pressures on preschoolers, promoting enabling environment at home, play and early education, assessing young children and other relevant areas.

The programme was evaluated by collecting feedback from parents, team members and children.

The programme was evaluated by collecting feedback from parents, team members and children.

Celebration of Shikhak Parv Regional Institute of Education as a constituent unit of NCERT took various initiatives in celebrating the Shiskhak Parv.
It took initiative in propagating the idea of the Honorable Prime Minister Shri Narendra Modi and the Minister of Education, dharmendra Pradhan by making arrangements to witness the conclave in the New Auditorium of the Institute by the faculty and staff of the Institute and d. M. School.

An attempt was made to give wide publicity to the Shikshak Parv by sending letters to three local newspapers of the State – The Sanmarg, The Times of India and The Samaj.
Various Television channels were also requested to take the coverage of the Prime Minister’s speech and other proceedings of the Shikshak Parv.

doordarshan odia covered the programme which was telecasted on 07 September 2021 at 07.00 PM.

other local television channels have also been requested to cover the programme till 17 of September 2021 and to propagate the idea of Shikshak Parv among other stakeholders of the state.
State coordinators of different states were entrusted with the responsibility of requesting the concerned states to celebrate the Shikshak Parv and to give wider publicity to the programme in their respective states.

An essay competitions were conducted to make the students aware of the significance of the Shikshak Parv and role and contribution of teachers to Extension Activities 153 Annual Report 2021–2022 the society.
Two webinars were organised on Teacher: A Future Crisis Manager and Assessment in School Education.

Paricharcha and Sahyog The live sessions were organised by the institute under the Manodarpan initiative of Ministry of Education, Govt.

of India for Psycho-social support and mental well-being of students.

The following topics were covered during the session.
PARICHARCHA Date Topic 28 May 2021 Care and Compassion: Sign of Strength 03 September 2021 Bringing Smiles Back to School 26 November 2021 Power of Happiness in Achieving Little Things Date 08 April 2021 29 June 2021 09 August 2021 10 March 2022 SAHYOG Topic Hello Friends, I am Ready for the Exam.

Tuning in with Nature: A reminder from the Pandemic.
Good Health is True Wealth Tune in to your body- A must regional institute of eDucation, mysuru Extensions Lecture Series Jaya Prakash Narayan delivered the ‘Sardar Panikkar Memorial Lecture’ on “EdUCATIoN FoR SoCIAL TRANSFoRMATIoN” on the occasion of 59th RIE, Mysore Foundation day 1 August 2021. on the occasion of 61 NCERT Foundation day 2021, K S Sharma delivered a lecture on ‘A decade’s experience in school education’ in which he explained the vision for establishment of JNVs, and their role in helping the rural children get Quality Education on 2 September 2021.
S.S. Patil, dept.

of Education, Kuvempu University, Shivamogga, delivered a lecture on the theme “NEP-2020: Transition and Paradigm Shift” on National Education day on 11 Nov 2021.

Achu Chandran, Scientist, CSIR, NIIST, Thiruvananthapuram delivered Key note address on Mathrubhasha diwas 21 Feb 2022 in which he pointed out the importance of mother language 154 Annual Report 2021–22 NCERT and its greatness.

Padma Shri.
Padma Shri.

Sharada Srinivasan, NIAS, Bengaluru delivered a lecture on “Gender equality today for a sustainable tomorrow” on International Women’s day on 8 March 2022.

Padma Shri Manjamma Jogathi, president of Karnataka Janapada Academy emphasised the importance of recognising and accepting transgender in an Extension Lecture held on 11 March 2022.
Independence Day Celebrations on the occasion of Independence day on August 15, 2021, Y. Sreekanth, Principal, RIE, Mysuru as the chief guest took the guard of honor from the students.

After unfurling the national flag, he addressed the students and explained about the supreme sacrifices of the Indian soldiers and the freedom fighters of India.

He also spoke about the unity in diversity which is the foundational value of India.
The students of RIE, Mysuru and dMS rendered patriotic songs in the regional languages.

Republic Day Celebrations Republic day was celebrated on January 26, 2022.

Y. Sreekanth, Principal, was the chief guest.

He took the guard of honor from the students of dMS and RIE Mysuru.

After unfurling the national flag, he addressed the students and explained about the significance of the republican structure of India and the importance of the constitution and the federal structure of states.
The students of RIE and dMS recited patriotic songs in the regional language.

Celebration of National Science Day National Science day was celebrated with activities like Pick and Speak Contest, Science Quiz competitions followed by a panel discussion on integrated approach in Science and Technology for a sustainable future on 28 February 2022.
Panel of experts viz., various disciplines from the University of Mysore participated in the discussion on integrated approach in Science and Technology for a sustainable future.

Internship Programme Internship is main activity of integrated of four-year courses of B.A B.Ed./ BSc.

BEd./ MSc Ed.

and Two-Year B.Ed.

and Six-year MSc Ed.

Programmes of Regional Institute of Education Mysuru.
This year due to Pandemic, Internship activities were conducted in 26 Schools of Mysuru, from 1 december 2021 to 21 January 2022. during these 45 days the student-teachers taught lessons in each pedagogy and observed peer teaching classes.

These classes were observed and mentored by Institute supervisors and cooperative teachers of respective schools.
The Institute organised a conference to orient the school heads and cooperating teachers highlighting their role and responsibilities, new initiatives that are adopted in teacher training programme like adopting constructivism and 5-E model in writing of lesson plan and Unit plan, Evaluation profiles, observation schedule etc.

were discussed keeping in mind the cooperative teachers are supposed to act as mentors for trainees.
The pre-lesson discussions, showcasing of lessons by the pedagogy teachers/student teachers followed by post-lesson discussion were held digitally.

during the pre-lesson discussions each component of lesson was discussed, starting from learning objective, teaching points, learning resources, pre-request of the lesson and Extension Activities 155 Annual Report 2021–2022 approach adopted in delivering the lesson.

The 5-E model of writing the lesson plan was also discussed.
Main internship was conducted through offline mode from 1 December 2021 to 21 January 2022 in various schools of Mysuru.

Because of third wave of CoVId-19, the student teachers were brought back from school a week before the completion.

But almost all students had completed enough number of lessons and conducted an evaluation test.

Post-internship conference for the VII Sem BA.B.Ed./BSc.B.Ed.

and MSc.Ed.

programme was conducted in the month of February 2021.
Working with the Community Working with the Community activity was conducted for the B Ed III semester students.

The activity was undertaken by 50 B.Ed students in their neighbourhood community interacting with local community, parents of school children, teachers and students.

B Ed.
B Ed.

Students have conducted the survey on the effectiveness of the teaching learning process during online teaching in pandemic CoVId-19 situation and the problems and challenges faced by students, parents and teachers during pandemic.

north east regional institute of eDucation (nerie) Extension Lecture Series Extension Lectures Series, a PAC approved programme was conducted at North East Regional Institute of Education (NERIE), Umiam.
Under this programme, two lectures were organised (i) Srimanta Sankardev Memorial Lecture and (ii) Sir C.V. Raman Memorial Lecture on 17 december, 2021 and 28 February, 2022.

The objectives of organising such lectures were (1) disseminate the life, work and values of the Great Indian thinkers so that they can be role models for the younger generations and (ii) apprise teachers and students on the rich legacy of India in the field of Science and Education, Art and Culture.
The first lecture was organised at NERIE auditorium on 17 December, 2021 and was delivered by Sambit Mallick, Professor of Sociology, department of Humanities and Social Sciences, Indian Institute of Technology, Guwahati.

Mallick delivered the talk on National Education Policy 2020: Scientific Temper and Social Inclusion.

He laid stress on the relationship between science, technology and society which may be examined through at least three models, viz.

linear, interactionist and embedded.


These models give rise to the internalism-externalism debates within science and technology.

The second lecture was organised at NERIE auditorium on 28 Feb., 2022 and was delivered by Arup Kumar Misra, Chairman, Pollution Control Board, Assam.

Misra delivered the talk on Integrated Approach in Science and Technology for a Sustainable Future.
He remarked that, Indians should be proud of their great scientific heritage of more than 5000 years Sir C V Raman discovered the Raman Effect 94 years back on 28 February itself.

We should celebrate this day, feel proud and let the world know about India’s achievements in science and technology.

The Simanta Sankardev Memorial Lecture on National Education Policy, 2020: Scientific Temper and Social Inclusion was delivered by Prof. Sambit Mallik at IIT, Guwahati on 17 december, 2022.
The C.V. Raman Memorial Lecture on Integrated Approach in Science and technology for Sustainable 156 Annual Report 2021–22 NCERT Future was delivered by Arup Kumar Mishra, Chairman, Pollution Control Board, Assam at NERIE, on 28 February, 2022.
National Seminar on Integration of Indigenous Knowledge in the School Curriculum— Prospects and Challenges “one of the principles of National Education Policy 2020 (NEP: 2020) entails that our future citizens should be rooted to their soil and have pride in India and its rich, diverse, ancient and modern culture, knowledge system and traditions.
The Policy further says that ‘Knowledge of India’ will include knowledge from ancient India and its contributions to modern India and its successes and challenges, and a clear sense of India’s future aspirations with regard to health, education, environment, etc.

(NEP-2020, 4.27).
(NEP-2020, 4.27).

The Policy categorically advocates incorporating Indian Knowledge System (IKS) including tribal knowledge and indigenous way of learning in the school curriculum in an accurate and scientific manner, as curriculum forms a link between institutions of learning, knowledge and society.
Indigenous knowledge is unique to each culture or society and is embedded in community practices, languages, belief system, values, livelihood, harmonious living with one another and with nature, relationships, survival skills, etc.

Thus this treasured and time-tested knowledge system needs to be deliberated and reflected upon in-depth for our curricular scheming in the time to come.
In view of this the present seminar was conceptualised.” (A brief introduction) The two-day seminar was conducted at NERIE, Umiam on 8 to 17 February 2022.

T.B.

Suba, Acting Vice-Chancellor, North East Hill University, Shillong, Meghalaya, inaugurated the national seminar.

The prominence of the cultural heritage of India from immemorial times was highlighted in the seminar.
This seminar provided a platform for the educational stakeholder from across the nation to present their scholarly work on Indian Knowledge System as envisioned in NEP 2020.
The seminar was conducted in Hybrid mode where 95 papers were presented encompassing and revolving around the four themes viz., Indigenous Knowledge Implying Scientific & Technological Skills; Linguistics, Literature and Narratives in Indian Wisdom; Indigenous Knowledge as a Way of Knowing; Indigenous Knowledge and History, Culture, Philosophy and Polity.
Journal of Contemporary Concerns and Challenges in Education The North East Regional Institute of Education (NERIE) has published a journal entitled, ‘Journal of Contemporary Concerns and Challenges in Education’ with a theme on ‘Education for Sustainability’.
The topics of the research and theoretical papers are school management committee as one of the stakeholders for quality education as per goal 4 of the SdGs, sustainable quality education and the role of mother tongue, sustainability of a community-run school: a case study of an informal free school for deprived students in urban, Shillong, Meghalaya, clean hands for all for sustainable development among rural primary school children, linguistic access: a sustainable approach to d/deaf education, addressing teachers on sustainability issues in the context of education for sustainable development, ESd: education for the future, education for sustainable development: reorienting curriculum and pedagogy to address sustainability, using folk narratives of Hijan Hirao for English language teaching and education for sustainability and effectiveness of activity based learning module on attitude of school students towards education for Extension Activities 157 Annual Report 2021–2022 sustainable development.
A copy of the Vol 1, Issue I, of the journal has been prepared and submitted to RNI office, New Delhi for ISSN.

State Level Consultative Meets on NEP-2020 for the States of Assam, Meghalaya and Nagaland A State Consultative Meet on NEP-2020, for the State of Assam was organised on 3 and 4 March, 2022, at Assam Administrative Staff College, Khanapara, Guwahati, with a total number of 65 participants.
The meet was organised to bring the State Functionaries and the NCERT officials at the same platform and apprised them about the salient features of NEP-2020 and the road ahead in implementing NEP-2020.

on 3 March, an overview of NEP-2020 with reference to School Education, NEP-2020 Curriculum and Pedagogy, Vocational Education and NEP-2020, Language and NEP-2020, Holistic Assessment was discussed at length.

on the second day, i.e.


on 4 March, 2022, Indian Knowledge System was discussed in length and it was followed by State presentation of Action Plan in implementing NEP-2020.

Nirada devi, director, SCERT, Assam shared the Plan of Action of the State in implementing NEP-2020 before the house.

Subsequent to this the proposed Action Plan in SARTHAQ was discussed and the State Action Plan and the way forward too were discussed.
The discussions were led by B. Barthakur, Subhas Chandra Roy, Nityananda Pradhan, B. devi, Tulika dey and Sarajubala devi from NERIE.

A State Consultative Meet on NEP-2020, for the State of Meghalaya was organised on 10 –11 March, 2022, at NERIE, with a total number of 51 participants.

The meet was organised to bring the State Functionaries and the NCERT officials at the same platform and apprise them about the salient features of NEP-2020 and the road ahead in implementing NEP-2020.
The objective of the meet is to interpret the main concerns related to School Education and Teacher education as envisaged in NEP-2020, to identify the strategies to be adopted at various levels of the State in implementing the NEP-2020, to critically analyse the problems faced in implementing the NEP-2020, by various functionaries of the State Government and to share the material with all stakeholders at the State and National level.
on 10 March, an overview of NEP-2020 with reference to School Education, NEP-2020 Curriculum and Pedagogy, Holistic Assessment, NEP and Vocational Education, Indian Knowledge System and NEP-2020, Language and NEP, was discussed at length.

on the second day, i.e.

on 11 March, 2022, state presentation and formulation of Action Plan in implementing NEP-2020 was discussed.

The discussions were led by Shri.

P. Lartang, Joint director, dERT, B. Barthakur, Nityananda Pradhan, F.G. dkhar, B. devi, M.G.
Wallang, and T. Newmei, from NERIE.

A State Consultative Meet on NEP-2020, for the State of Nagaland was organided on 28 February – 1 March, 2022 in online mode with a total number of 20 participants.

The meet was organised to bring the State Functionaries and the NCERT officials at the same platform and apprise them about the salient features of NEP-2020 and the road ahead in implementing NEP-2020.
The main objective of the meet is to discuss the key concerns, recommendations and to identify the issues and challenges in implementation of NEP-2020 for the state of Nagaland.

on 28 February, 2022, overview of NEP-2020 with reference to School Education, NEP-2020 Curriculum and Pedagogy, Holistic Assessment, NEP and Vocational Education, Indian Knowledge System and 158 Annual Report 2021–22 NCERT NEP-2020, Language and NEP, was discussed at length.
on the second day, 1 March, 2022, the formulation of State Action Plan and the way forward for the implementation of NEP-2020 were discussed at length.

The discussions were led by Nityananda Pradhan, T. Newmei, S. devi, F. G. dkhar, S. C. Roy, B. devi, M. G. Wallang from NERIE and all the participants of the consultative meet.
The programme was conducted at Assam Administrative Staff College, Khanapara, Guwahati on 3 and 4 March 2022 for the Assam State, at NERIE NCERT, Umiam, on 10–11 March 2022 for Meghalaya and 28 February to 1 March 2022 through online mode for Nagaland.
Azadi ka Amrit Mahotsav Activities Azadi Ka Amrit Mahotsav is an initiative of the Government of India to celebrate and commemorate 75 years of independence and the glorious history of it’s people, culture and achievements for achieving the Honorable Prime Minister Narendra Modi’s vision of activating India 2.0, fueled by the spirit of Aatmanirbhar Bharat.

B.Ed.
B.Ed.

Students of NERIE Umiam singing Patriotic Song as part of Azadi ka Amrit Mahotsav Celebration Inauguration of Azadi ka Amrit Mahotsav was held on 13 April 2021 at the institute.

Principal of the Institute B. Barthakur introduced the importance and significance of celebrating AKAM across the educational institutions in India which facilitate students to internalise the glorious history of India, freedom struggle and achievements that has been made since independence.
The keynote address on the Azadika Amrit Mahotsav was delivered by S.C. Roy, Head, department of Extension, NERIE, Umiam.

He enlightened the audience that AKAM is a crucial milestone and its celebration will remain the golden page of history of India.

The speakers highlighted the achievements made by India in scientific, technological, social, economic, agriculture, industry, rural development, sustainability, and over all literacy.
The inaugural function concluded with 11 minutes entwined patriotic songs praising the love for the mother land and sacrifices made by the freedom fighters by eighteen students.

The first activity of AKAM was presentation on the topic B.R.

Ambedkar and making of the Constitution of India on the 13 April 2021 keeping in view dr. B.R.

Ambedkar’s Jayanti which was on 14 April, 2021.

The presenters explained the life and contributions of dr. B.R.

Ambedkar.
Ambedkar.

Extension Activities 159 Annual Report 2021–2022 The other activities were as follows:  Rendition of Rashtra Gaan: The online link for rendition of Rashtra Gaan was widely circulated among pre-service, staff and their families where in the above said participants where in the above said participants self-recorded a video of their rendition of Rashtra Gaan and uploaded the same on the given online portal by the GoI.
Pre-service teachers and all staff along with their family members made this rendition a grand success which instilled a sense of pride, respect and appreciation towards the nation and the National Anthem which was organised during 5–14 August 2021.

 Online Essay Writing Competition on the Topic “Atma Nirbhar Bharat”: on 14 August 2021, on the occasion of Independence day ............... students submitted their essays on the theme Atma Nirbhar Bharat.
Nineteen Essays were evaluated by a team of three judges and the winners were given away the certificates and prize money.

 Online Elocution Competition on the topic “Mahatma Gandhi and Sustainable Rural Development: Nine students gave their elocution presentation on the topic Mahatma Gandhi and Sustainable Rural development.

This was held on 29 September 2021 keeping in view the celebration of “Mahatma Gandhi Jayanti”.
The elocution was judged by a team of three judges and the winners were given away the certificates and prize money.

 Talk on Birsa Munda and Tribal Rights: Senior Civil Judge and Chairman of Manda Legal Services, Jaheerabad, Sanga Reddy district Telangana State delivered a talk on Birsa Munda and Tribal Rights for students and the staff of the Institute through online mode on 15 November 2021 from 3:00 to 4:30 p.m.
The hon’ble Guest Speaker enlightened the audience pivotal importance of national leaders such as Bhagavan Birsa Munda and his role in the emergence of Rights of the Tribes to preserve the diversity of the largest multi-cultural democracy in the world.

FIT India Movement FIT India Freedom Run 2.0 was conducted for the entire staff of NE-RIE to raise the health awareness in the month of August till 02 october 2021.
A circular was released for the benefit of the fitness of the staff of NE-RIE to download the mobile App of FIT India Movement.

FIT India Movement held in NE-RIE 160 Annual Report 2021–22 NCERT Celebration of National Science Day, 2022 National Science day was celebrated on 28 February at NERIE.

The programme was named as SCI— NERIE and the event was inaugurated by the speaker Arup Kumar Misra, Chairman, Pollution Control Board, Assam followed by an extension lecture.
As part of celebration, the events like preparation of a wall magazine named ‘Epistimi’, competitions on science photography named SCI- GRAPHIA and TLMs/Model making for the B.Ed.

students.

This was followed by a play on the life of Sir C. V. Raman by the students.
Demonstration multipurpose schools Demonstration multipurpose school, rie, ajmer Pariksha Pe Charcha 2021 In the 4 edition of Pariksha Pe Charcha, the Unique Interactive Programme of Hon’ble Prime Minister, Shri Narendra Modi with students, teachers and parents was held for the first time in virtual mode while adhering to the COVID-19 protocols.

The programme was aired at 7pm on Wednesday 7 April, 2021 on TV channels and digital media in Hindi and other major Indian languages.
The event was organised by the department of School Education & Literacy, Ministry of Education with active involvement of States and UTs.

demonstration Multipurpose School’s secondary and senior secondary students, parents and teachers participated in Pariksha Pe Charcha 2021 through online mode.

one of the students of dMS, Ajmer, divyanka Parashar of Class XI was selected for a live interaction with Hon’ble Prime Minister.

The programme was aired on 7 April, 2021.


Collaboration with Israel The demonstration Multipurpose school, Ajmer has a collaboration program with Yarka B, (Israel).

In this programme, the students of Class X of the school are learning in collaboration with the students of Israel.
Skill Hub The demonstration Multipurpose School, Ajmer has been selected by PSSCIVE, Bhopal as a study center for vocational training to target population segments from Class 6–8 and 9–12 school dropout and out-of-education students in the region.

The school has made efforts in order to make the benefits of this professional opportunity reach the drop-out students, and finally, 20 drop-out students were enrolled in the Beauty and Wellness course.
The formal training of the candidates was started from 11 February 2022 and will continue till 17th November 2022.

School Science Exhibition A science exhibition at the school was organised on 29 November, 2021 for encouraging students of secondary and senior secondary classes to make models and projects on current issues and their possible solutions.

Topics such as Cleanliness, Resource Management, Waste Management, Agriculture and organic Farming, Transport and Communication, Mathematics Modeling, etc.
were emphasised during the exhibition.

The selected candidates were awarded prizes.

Extension Activities 161 Annual Report 2021–2022 Fit India School Week The school observed the ‘Fit India school week 2020’ in a virtual mode from 14 december 2020 to 19 december 2020.
The activities like free hand exercises and fun and fitness— Aerobics, Dance forms, Rope Skipping, Hopscotch, and Shuttle Running activities, Yoga, Brain Games, Essay/Poem Writing Competition on theme “Fitness Beats Pandemic”, fitness activities (virtual challenges) and online Quiz, etc were conducted during the week.

dMS students participated in district level sports and also in various Sports like Tennis, Football, Cricket, Badminton, Athletics, and Basketball tournaments.
Demonstration multipurpose school, bhopal Azadi Ka Amrit Mahotsav (AKAM) is an initiative of the Government of India to celebrate and commemorate the 75 years of independence of progressive India and the glorious history of its people, culture and achievements.

Under ‘AKAM’, according to calendar of activities scheduled, various activities were conducted in dM School, Bhopal.
In the writing activity on India’s struggle for freedom’, students expressed their views through essays about the historical heroes and places of their area in the last 75 years.

To recall the contribution of unforgettable Freedom Fighters and to make our students aware of the life of freedom fighters and their role in India struggle for freedom many events are planned at different levels.
Under the RASHTRAGAAN an initiative of the Ministry of Culture, all the staff members have self-recorded their singing of the National Anthem and uploaded it on Rashtra Gaan.in’ and in groups also in the month of August.

Under’ Mera Gaon Meri Dharohar... (AKAM) a project work on Bhopal city has been assigned to the students, they collected photos and wrote descriptions about the history, geography, culture of the city under the one school one project.
Under digital Theatre Fest which was about unsung heroes, students participated in role play in different languages and it has been uploaded on the special digital Theatre platform provided by the Ministry of Culture.

Students participated enthusiastically and performed very well about the struggle of unsung heroes and stories of unsung heroes in the form of role play.

dM School, Bhopal organised’ Swachhta Pakhwada from 1 to 15 September 2021.

In which several activities were conducted.


The main purpose of the program was to spread awareness among students regarding cleanliness and its benefits.

As part of ‘Veer Gatha Project’ (Ministry of defense) under Azadi Ka Amrit Mahotsav, various activities were organised in the dM School, Bhopal.

Students of primary and secondary section participated in various activities like multimedia presentations, essay writing and poster making, poem recitation, paragraph writing on the proposed theme.
one candidate from each group was selected and their entry was uploaded to the portal.

A postcard writing campaign was conducted by the Postal department for all the students of Grade IV to XII and topics were: ‘Unsung Heroes of Freedom Struggle’ and ‘My Vision for India in 2047’.

 All the students from Class I to XII participated and benefitted from the programme, 75 crore Surya Namaskar, for 21 days in offline and online mode organised by the Ministry of AYUSH and National Yogaashana Sports Federation.
162 Annual Report 2021–22 NCERT  Pariksha Pe Charcha is an annual event wherein Hon’ble Prime Minister Shri Narendra Modi interacts with students ahead of board exams.

during the interaction, the Prime Minister addressed queries on issues including exams and exam stress.

All the staff and students of dM School, Bhopal were enrolled for the same.

The registration was 100% from dM School Bhopal.

 ‘Kargil Vijay diwas’ was celebrated with pride and honour to observe India’s victory over Pakistan in 1999.
All the staff members’ tributed war heroes and Major Ajay Pratap (Ex.

Student DM School) who sacrificed their lives for the country.

 ‘World population day’ was conducted by NPEP Cell of RIE, Bhopal with different activities on July 12, 2021.

 ‘The World mental health day’ was observed on 10 october 2021. one week was dedicated completely in the name of Mental Health week which was observed from 4 october to 10 october 2021.
 The dM School, Bhopal organised ‘Iconic Week’ from 3 January to 9 January 2022.

Emphasis was given to the need and importance of ‘Ayushman Bharat Pradhan Mantri Jan Arogya Yojana’.

All the students have taken pledge of Ayushman Bharat and acknowledged their role to be aware and make their parents aware.
 To be a part of the schools e-Learning environment, Library-dMS has developed a school library website which provides an access to useful, relevant full text open access online resources and study national to support learning and foster the enjoyment of reading.

Library also provides physical facility for issuance and returning of books and for study purpose following the CoVId protocol.
Library maintains a supportive and nurturing an environment to inculcate reading habits among the students and supports the schools aims and curriculums.

 on 13 April 2021, Iiryoung Lee, Deputy Country Director, KOICA, virtually visited Mechatronics lab in dM school in the presence of Principal RIE, Bhopal, dean, HM, AHM, Mr.L.S.Chouhan, Mr. Sandeep Ratnare (WET).

NCERT faculty members and delegates from Korean Embassy were also connected.
Complete set up of lab was done which will be beneficial for providing vocational education for the students.

Meetings regarding finance and other important discussions held virtually afterwards.

 A three-day workshop was organised for vocational students of Beauty and Wellness from 22 to 24 September, 2021 in which training was provided on hair treatment, hair texturing techniques and hair care by the expert Mr. Rohit Makoriya, Senior Stylist, Lakme at dM School, RIE, Bhopal.
 The Niti Aayog, selected dMS Bhopal to establish ATL Lab (Atal Tinkering Lab).

ATL is an initiative of central Government of India.

To create an environment of Scientific temperament, innovation, creativity among Indian students.

 Under ‘AKAM’, several sports activities were conducted with full enthusiasm.

The teachers, students and parents participated in all the activities.
As August 29 is observed as National Sports day, on this occasion a Marathon was organised for the staff members and students of dM School, Bhopal.

A quiz competition under the theme ‘Fit India School Quiz 2021’ was organised Extension Activities 163 Annual Report 2021–2022 on September 20, 2021 for the students of Classes VIII to XII on the themes History of Indian Sports, Traditional Sports and Games.

Indian Traditional Fitness Methods.

olympics, Commonwealth Games, Asian Games, Khelo India Games, etc.
A Freedom Run was organised on September 24, 2021 in the school under ‘Fit India Scheme’.

All the staff members participated in the run and gave the message to remain fit.

An online session was organised for the students of Classes VI to XII of dM School, Bhopal on the topic- ‘Eat Right/ Santulit Ahaar’.
The session was very informative where Mr. deepak Lakhera (PET) and the expert Mr. Bijendra gave information about the importance of nutrition and good food for the growth, development and well-being of growing students.

Also, various activities related to ‘Tokyo olympic Campaign’ like power point presentation on history of olympics, essay competition, selfie points for Olympics and cycle rally were organised for teachers and students in the school.
 Avani Parashar, PGT, Guidance and Counselling, dM School (provide details) participated in many live-in programmes as resource person organised under “Manodarpan” which is an initiative by Ministry of Education.

She has participated in 03 Paricharcha and ten Sahyog sessions.

 An online school exhibition was organised in the month of January where students participated and displayed various models in science, art, music, social, languages, psychological and counselling projects.
 Aastha Pandey, student of Class VI participated in 49 State Aquatic Championship at Tarun Pushkar, Bhopal from 24 to 27 September 2021 organised by Madhya Pradesh Swimming Federation.

 Aashi Bhati from Class VII got second place in the Rangoli competition in the junior category online theme ‘Butterflies of Madhya Pradesh’ held at Van Vihar National Park from october 1, 2021 to october 7, 2021.
 An orientation programme was conducted for the students of Class IX regarding ‘Schools online’ programme on 17 december, 2021 under the Israel Collaboration Learning Programme.

Thirty five students from Grade IX, dM School, Bhopal were selected.

Hands- on training was given to the students of Class IX for making power point presentations effectively.
The programme provided a learning frame work in which students from schools in Israel and abroad meet and learn about each other as a part of the digital education process.

 Parmi Nagdeve, student of Class VII of dM School, was awarded for many prizes in different competitions like MP State Table Tennis championship 2021, Indore won Gold Medal in cadet girls under 13 and silver medal in under 15 sub Junior girls, Gold medal in Jhabua cadet girls under 13, silver medal in under-17.
She also participated in the national ranking Table Tennis Championship – 2021 South Zone Pondicherry Scored 30th Rank.

She was also selected for MP team for National for Cadet Girls under 13, Sub.

Jr. under 15 and under 17 which will be proposed on May 2022 Indore and Kerala.

164 Annual Report 2021–22 NCERT Result for the Session 2020-21 for Classes X and XII of DM School Class Appeared Pass Passed % X XII Science XII Comm.
XII Arts 64 29 20 28 64 29 20 28 100% 100% 100% 100% Demonstration multipurpose school, bhubaneswar demonstration Multipurpose School, R.I.E Bhubaneswar acts as a pace setting school in Eastern region of India by participating in research and development related to major areas of School Education and mostly serves as a centre for teachers training programmes of Regional Institute of Education, Bhubaneswar.

In this school, the students are drawn from all sections of society.
Here, the admissions in Pre-Primary, Class – I and Class – VI (additional section) is done by Random Selection.

25 students have been admitted each in 3 to 4 years and in 4 to 5 years age group, 45 students in Class – I and 35 students have been admitted in Class VI.

our school students are given preferences for admission into Class XI (Science, Commerce and Arts stream).

In this School Class XI students are admitted on the basis of merit.
Through quality education and training our students have proved their worth in National Level Institutions like IIT, NISER and IISER and also at International Level.

The products of this school have earned great accolades across the country and world in field of medicine, engineering, Law, education, sports, modelling, films, bureaucracy and spiritual Institutions.
Working with community programme held in RIE, Bhubaneswar Extension Activities 165 Annual Report 2021–2022 Major Activities and Achievements of the School Azadi Ka Amrit Mahastov: The Govt.

of India commemorating the 75 Anniversary of India’s Independence through a series of events under Azadi Ka Amrit Mahastov (AKAM) which is celebrated as a Jan-ustav in the spirit of Jan-Bhagidari.
dMS, Bhubaneswar started AKAM by singing the Rashtra gaan and uploading the same in specially designed web page (http://rashtragaan.

in).

More than 500 of our students of the school, their parents, teaching and non-teaching staff participated in this programme enthusiastically.

We are committed to actively be part of this journey to instill pride and unity amongst all Indians.
As a part AKAM, the school conducted various programme like story writing competition ‘The Contribution of freedom fighters (Maharashtra) in India’s struggle for freedom’ for the students of Classes VI & VII on 31St october 2021, a reading comprehension competition of the students of Classes VIII & IX on 31st october, 2021, essay writing, poem, draw/painting, create cartoon activities on 25th November 2021, a written quiz competition for the students of Classes IX & XI on India’s Freedom Movement on 31st November 2021, a story telling competition on the story of India for the students of classes VII, IX & XI on 1st december and Expression Series lecture for the students on “Vision of India”.
Third Fit India School Week on 29 Aug 2019, the Hon’ble Prime Minister launched nation-wide ‘Fit India Movement’ aimed to encourage people to inculcate physical activity and sports in their everyday lives.

School children should be encouraged to indulge in active field time during school hours involving fitness and sports activities.
This will instill in students the understanding for regular physical activity and higher levels Posters made by children on the theme Freedom from sedentary lifestyle as a part of ‘FIT India’ Programme 166 Annual Report 2021–22 NCERT of fitness, thus enhancing self-esteem and confidence in them.

Keeping these objectives in mind, ‘Fit India School Week’ program was launched in 2019.

The 3 Fit India school week 2021 was observed by d.M.

School, R.I.E.
School, R.I.E.

Bhubaneswar from 21 November 2021 to 27 November 2021, with properly following the guidelines of CoVId-19.

As per letter and the directives of Government of India, Ministry of youth affairs and sports, different activities were organised as per the day wise schedule.

Students from classes VI to XII (Junior, secondary and senior secondary boys and girls) participated actively in the events.
The day 1 started with activities on Indian dances celebrating Azadi ka Amrit Mahotsav with integrated fitness.

Day 2 was dedicated to Lectures, Debates on Importance of fitness, 3 Physical Education Teachers (1 PGT and 2 TGT Physical Education Teacher) took sessions in the regular Physical Education class on day 2 staff members took sessions on the importance of fitness among the student of classes VI to XII.

The Second event for the day was poster making on themed “Freedom from sedentary lifestyle”.
The third day was dedicated to events of Indigenous games of India Session on the importance of ‘Eat Right’.

The fourth day Fit India Fitness Assessment Mobile App was shared along with talk on the benefits of using app to teachers, parents and students.

The app link was shared in the class whatsapp group and staff whatsapp group with a request to download the mobile app and track daily steps, and also to use as reminder app for water intake, sleep time.
Yoga and Meditation and a session on mental health awareness were help in the fifth day.

The sixth day was dedicated to take Pledge of fitness on the occasion of AKAM to culminate School Week with self-assertion for leading a new fit and healthy life ahead.
Swachhata Pakhwada Poster making completion on ‘Cleanliness is the best way of is organised as a part of Swachhata Pakhwada under Azadi Ka Amrit Mohatsav for the students of Classes IV and VIII and ‘How to march towards glorious 100 years of Independence’ for Classes IX to XII.

Special campaigns were undertaken to collect old clothes, toys and other articles from students, parents and staff which was given to Red Swastik Society odisha an NGo involved in various social welfare activities.
These clothes, toys etc.

were distributed in the remote villages of odisha.

A bodystep in attempting sustainable development, old discarded papers were collected from the students, parents and staff and were handed over to SGR Green (Waste Management Service), Bhubaneswar for recycling in order trees and to prevent e-waste dumping.

World Mental Health Week 2021 As per the circular of Govt.
of India, Ministry of Education, department of School Education and Literacy, World Mental Health day was celebrated.

In this context, Mental Health Week was observed from 4 to 10 october, 2021.

The school conducted numerous online and offline activities with students, parents and teachers throughout the week to ingrain a better awareness of mental health.
Activities included an online awareness program to inaugurate Mental Health Week on 4 october, with the theme of discussion being ‘Mental Health is not a destination but a process’.

Headmaster Sri Akhileshwar Mishra initiated discussion on mental well-being.

on the same day school released the program schedule for the observation of World Mental Health Week.
on 5 october, school organised an online campaign ‘Asking for help is a sign of strength’ to Extension Activities 167 Annual Report 2021–2022 promote Tele-Counselling Support for students.

The school introduced an experience sharing program ‘How you feel inside?’ on 6 october.

It was an online platform for secondary and higher secondary students to exchange their coping experiences during their difficult times.
The priority of the program was to establish one’s connection and relationship with others on the basis of psychological well-being and to create a sense of togetherness among students.

There was an online drawing/Painting competition for primary and secondary school students on 7 october.

The topic was “My Dreamland” and “My Wish”.

Total 136 students participated in this competition.

The school organised a Webinar on ‘Advocating against social stigma associated with mental health issues’ on 8 october.
The Webinar was intended for teachers and parents to promote well-being journaling and mental health first aid.

In this session the panelists were K. B. Rath, former Principal of RIE Bhubaneswar, Akhileshwar Mishra, Headmaster, M.C.

Samal, Retired PGT, Guidance and Counselling and Sibaprasad Patel, PGT, Guidance and Counselling of d.M School, RIE, Bhubaneswar.

The webinar was moderated by Mrs. Garima Agrawal, TGT English, d.M School, RIE, Bhubaneswar.
Following which letter writing activity for all parents called ‘A lovely message to my dear little’.

In this activity parents were requested to upload letters to express their love towards their children.

This activity was organised to enrich the emotional bonding between parents and children keeping in mind the importance of family for mental well-being.

A total of 63 letters were received from parents powering out their emotions for their children.
on 9 october 2021 there was a writing activity for secondary and higher secondary students with the theme “My Understanding of Happiness” to figure out how they define and perceive happiness for themselves, where 35 students participated in this activity.

The dimensions touched by the students were surprising.

The school has also developed a Happiness Zone in school premise to create a positive outlook for mental health services among students where many students took their selfie.
10 October, was the day filled with awareness-building exercises thus, reinforced the message that mental illness is nothing to be ashamed of neither is talking about it.

“It’s time to talk, it’s time to change”.

Towards the end, on the occasion of World Mental Health day the school initiated “Let me know you better”, a Need Assessment and well-being survey for students to collect feedback and design new activities for the near future.
Vigilance Awareness Week School Celebrated ‘Vigilance Awareness Week’ by conducting online Speech Competition for students of various categories.

Topics were: ‘Honesty is the Best Policy’ for Primary Category, ‘Role of Education in Combating Corruption’ for Junior Category and ‘Vigilance – An Antidote to Corruption’ for Secondary and Senior Category.

The school took Vigilance Awareness Pledge involving all the students, teachers and some parents through online mode.
A webinar was organised on ‘Good Governance: Pillar of Successful Nation’ on 29.10.2021 at 03.00 p.m. 168 Annual Report 2021–22 NCERT Doing and Enjoying Secondary and Senior Secondary Science/Physics School conducted multiple concept clearing sessions through live demonstration of concepts and related experimental activities of Science/Physics for Classes IX-XII in collaboration with ‘JIGYASU’ spread over 4 days (27–29 September 2021) involving an NGo called JIGYASU.
Expression Series School participated in the Expression Series on art and culture being organised by CBSE as part of the ‘Ek Bharat Shresth Bharat (EBSB)’.The programme aims to promote a sustained and structured cultural connect in the areas of language learning, culture, tradition and music, tourism and cuisine, sports, sharing of best practices etc.
This was a unique opportunity for students to paint/draw, write a poem, paragraph or an essay (either in English, Hindi or odia) on the topics: ‘What fascinates me in the culture OR Uniqueness of the Art forms’ for primary category, ‘Similarities in the Art and Culture of my state/ UT’ for Junior category, ‘Art and Culture unites us’ for Secondary category and ‘What if I blend the Art and Culture of my State/UT’ for senior category.
School teachers were apprised of the task given by NCERT to the R.I.E., Bhubaneswar for development of e-content (videos), to be telecast on dTH channels under PM-e-Vidya programme for class V (Subjects- English, Hindi, EVS and Mathematics) and IX (Subjects-English, Hindi Course-B, Science, Mathematics and Social Science).

The school teachers contributed in development of e-content for these classes immensely and worked during difficult times of COVID-19 pandemic.
Students’ performance in Board’s Examinations, 2020-21 Class No.

of Students Appeared Number of Students Passed Pass Percentage Highest Aggregate Class Average X XII Science XII Humanities XII Commerce 99 69 17 18 99 69 17 18 100% 100% 100% 100% 99.2 94.6 91.8 95.6 78.7 78.6 74.9 82.9 Demonstration multipurpose school, mysuru  Khushi S has secured 95.6% in Class X Board Examination.

 Monika K has secured 94.8% in Class X Board Examination.
 Sameeksha M Shrouthy has secured 93.8% in Class X Board Examination.

 Mahathi B V S has secured 95.4% in Class XII (Science) Board Examination.

 devidas P G has secured 95% in Class XII (Science) Board Examination.

 Mohammed Farooq A has secured 94% in Class XII (Science) Board Examination.

 Ajay N has secured 94.6 % in Class XII (Humanities) Board Examination.

 Navandeep Surya Y of Class V has secured 1 place in 28 State level Karate  Championship, 2 Place in world online karate championship.
 Saathvik M P of Class V has secured 4 place in National Level Yoga Championship.

Extension Activities 169 Annual Report 2021–2022  Tejas d of Class VIII has secured 3 place in the wushu championship held at Shivamogga.

 daivik S of Class VIII has secured 1st prize in National Lever Karate championship.

 Kishan R of Class IX has won gold medal in Race walk event in state level competition,  Silver medal in 4km of district level competition.
 Ritvik of Class VII has 1st place in district level Cricket tournament.

Extraordinary achievements of students in the Examination  Khushi S has secured 95.6% in Class X Board Examination.

 Monika K has secured 94.8% in Class X Board Examination.

 Sameeksha M Shrouthy has secured 93.8% in Class X Board Examination.

 Mahathi B V S has secured 95.4% in Class XII (Science) Board Examination.

 devidas P G has secured 95% in Class XII (Science) Board Examination.
 Mohammed Farooq A has secured 94% in Class XII (Science) Board Examination.

 Ajay N has secured 94.6 % in Class XII (Humanities) Board Examination Students performing in Board Examination: 2021 – 22 Sl.

No.

Class No.

of students Appeared No.

of students Passed 1.

2.

3.

X XII Science XII Humanities 66 22 23 66 22 23 Pass % 100% 100% 100% 170 Annual Report 2021–22 NCERT 7.
Major Schemes of MoE Coordinated by the NCERT NCERT undertakes various research, development, training and extension programmes for quality improvement in school and teacher education.

The MoE entrusts Council to implement its various schemes/projects that are related to school and teacher education approved by Programme Approval Boards (PABs) under Samgra Shiksha.

Different Constituents of NCERT are assigned the responsibilities to implement the scheme effectively.
During the year 2021-22, the Council implemented the National Talent Search Scheme and NPEP.
It also conducted various programmes as approved under the Samgra Shiksha viz, NIPUN Bharat Mission, National Guidelines and Implementation Framework on Equitable and Inclusive Education, Pariksha Pe Charcha, Rahtriya Avishkar Saptah, 2021, Kala Utsav, 2021, Manodarpan – Providing Psychosocial support for Mental Health and Well-being of Students during COVID-19 Outbreak and Beyond, Rollout Workshops on MoE’s Guidelines for Development of e-Content for Children with Disabilities, PM eVidya: One Class, One Channel, DIKSHA ePathshala National ICT Awards, Organisation of Festival, ICT Mela, Contests of Digital Contents and Coordination with States/UTs, NISHTHA Online, National Curriculum Frameworks (NCFs), MOOCs on SWAYAM etc.
Major ScheMeS National Population Education Project (NPEP) and the Adolescent Education Programme The National Population Education Project and the Adolescent Education Programme is being implemented by the NPEP unit of the Department in 36 States/UTs.

The programme includes concern for adolescent as an important component.

The implementing and co-coordinating agencies are KVS, NVS and NCERT.
Presently the NPEP has given much focused attention to the School Health and Wellness Programme under the Ayushman Bharat initiative of the Government in collaboration with the Ministry of Health and Family Welfare.

For the purpose of implementing the programmes across the States/UTs, a lot of materials have been prepared in both English and in Hindi.

They include modules, charts, e-materials and small videos.
Many of the States have also contributed in taking up research studies especially regarding issues and concerns of the adolescent.

Periodic and annual meetings are organised under NPEP and AEP to review the status of activites planned by the implementing agencies and to prepare the Annual Work Plan of AEP and Plan of Action of NPEP for the next year in Annual Report 2021–2022 which the officials from the implementing States/UTs and National agencies KVS, NVS, NCERT, and UNFPA participated.
The institutional mechanism called Project Finance and Monitoring Committee discusses and approves the Plan of Action of NPEP and the Annual Work Plans of AEP.

Implementation of National Talent Search Scheme The National Talent Search Scheme is a flagship programme of the NCERT.

It is being conducted since 1963.

The purpose of the scheme is to identify and nurture the students selected through two tier process every year.
The NTSS help talented students by providing financial assistance in the form of monthly scholarship and also conducts nurture programme for them.

The scholarship under the present scheme awarded to the candidates for pursuing courses in science and social science up to doctoral level and in professional courses like medicine and engineering up to second-degree level.
As on date, 2000 scholarships are awarded in the country with reservation of 15 percent for SC, 7.5 percent for ST, 27 percent for OBC, 10 percent for EWS and 4 percent for group of students with benchmark disabilities within each category.

The National Talent Search Examination was conducted on 24 October 2021 throughout the country in 50 cities across 68 centres in offline mode.

A total of 2033 students were declared successful for the award of NTSE scholarship.
In the Table 1 and 2, state-wise number of qualified candidates 2021 and total number of awardees on rolls during 2021-22, respectively have been provided.

Table 1.
Table 1.

State-wise number of qualified candidates 2021 Andhra Pradesh Arunachal Pradesh Assam Bihar Chandigarh Delhi Haryana Himachal Pradesh Jharkhand Karnataka Kerala Lakshadweep Madhya Pradesh Maharashtra Manipur Mizoram Nagaland Odisha Puducherry Punjab Rajasthan 84 5 16 80 14 78 144 9 30 136 39 1 118 262 1 4 1 75 6 58 1 172 Annual Report 2021–22 NCERT Rajasthan Tamil Nadu Telangana Tripura Uttar Pradesh West Bengal Total S No 215 204 77 5 281 89 2033 Table 2.
Total number of awardees on rolls during 2021-22 Class Number of Claim Bill 1 2 XI XII 3 B.A.

4 B.Sc.

5 B.Com 6 B.Tech 7 B.E.

8 B.Arch 9 MBBS 10 B.A.M.S 11 B. Pharma 12 BDS 13 B.V.Sc 15 B.

DES 16 Internship 17 BS — Bachelor of Science 18 PGDBM 19 M.A.
20 M.Sc 21 M.Com 22 MBA 23 M.Tech 24 25 26 Integrated Program in Management (IPM) LLB Integrated Programme in Law Total 1307 1804 25 48 6 2703 161 9 479 16 1 1 1 4 56 19 3 5 52 1 43 50 8 7 11 6820 Nurturance Programmes for NTS Awardees The Nurturance programmes for NTS Awardees mainly focuses on providing awareness and opportunities to the awardees to excel in the academic area of their interests by way of creating conducive situation for the growth and development.
These programmes are mainly conducted for the awardees who are in class 11 or 12.

Major Schemes of the MoE coordinated by the NCERT 173 Annual Report 2021–2022 These programmes enable the awardees to develop their intellectual potentialities in the best possible way.

Generally these programmes are organised in collaboration with institutes of high repute such as IITs, IISERS, NITs, TISS etc.
Three online Nurturance programmes were conducted for NTS awardees of year 2020 in collaboration with different institutes as per details given below: S. No.

Venue In collaboration with Homi Bhabha Centre for Science Education, Mumbai Date 4–8 January 2022 In collaboration with IIT Delhi In collaboration with IIT Roorkee 7–11 January 2022 3–7 January 2022 1.

2.

3.
2.

3.

Three online Nurturance programmes were conducted for NTS awardees of year 2020 in collaboration with different institutes as detailed given below i.

4 – 8 January, 2022 in collaboration with Homi Bhabha Centre for Science Education, Mumbai ii.

7 – 11 January 2022 in collaboration with IIT, Delhi.

iii.
iii.

3 – 7 January 2022 in collaboration with IIT, Roorkee International Yoga Day On the occasion of the International Yoga Day, a National Quiz was conducted to encourage students of the middle and the secondary stages to participate in Yoga activities on a regular basis for overall physical and mental wellbeing.
The objective of the quiz was to create awareness on yogic practices, develop an understanding about the advantages of various Asanas as preventive and promotional aspects of overall health care.

It would also help in instilling human values that would strengthen peace and harmony among all.

The theme of the National Quiz competition for the year 2021-22 was ‘Yoga for life’.

The quiz was live on MyGov Portal from June 21, 2021 to July 20, 2021.

More than 1.5 lakh people participated in the event.
The participants of the quiz programme have been provided a certificate.

In addition to the Yoga Quiz, the Council also organised a live telecast session on Yoga Performance for 15 days starting from 21 June 2021.

NIPUN Bharat Mission The NCERT is coordinating the academic aspects of NIPUN Bharat Mission under NEP-2020.
The major objectives of the mission are: to enable children to become motivated, independent, and engaged readers and writers with comprehension possessing sustainable reading and writing skills, to make children understand the reasoning in the domains of number, measurement, and shapes; and enable them to become independent in problem solving by way of numeracy and spatial understanding skills, to ensure availability and effective usage of high-quality and culturally responsive teaching learning material in children’s familiar/home/mother language(s), to focus on continuous capacity building of teachers, head teachers, academic resource persons and education administrators, to actively engage with all stakeholders i.e., teachers, parents, students and community, policy makers for building a strong foundation of lifelong learning, to ensure assessment ‘as, of and for’ learning through portfolios, group and collaborative work, project work, quizzes, role plays, games, oral presentations, short tests, etc., to ensure tracking of learning levels 174 Annual Report 2021–22 NCERT of all students, to ensure an equitable and inclusive classroom environment by incorporating play, discovery, and activity-based pedagogies, linking it to the daily life situations of the children and formal inclusion of children’s home languages.
The academic guidelines for the NIPUN Bharat mission, codified learning outcomes for the mission in a continuum.

Vidya Pravesh guidelines and module have been developed as a three month play based school preparatory module for children entering grade 1 under NIPUN Bharat Mission.
National Guidelines and Implementation Framework on Equitable and Inclusive Education (Draft) National Guidelines and Implementation Framework on Equitable and Inclusive Education has been formulated on request of Department of School Education and Literacy, MoE, Government of India.

The NGIFEIE is developed to ensure smooth and effective implementation of the recommendations of the NEP-2020 with regard to equitable and inclusive education for all learners through Samagra Shikska.
The NGIFEIE comprise of Guidelines for Foundational Stage of Schooling, Guidelines for Creating Inclusive Schools, Guidelines for Home Based Education, Guidelines for Teacher Education and Guidelines for Collaboration with different organisations.
The guidelines will help to develop a sense of belongingness, respect and accept diversity among stakeholders, develop the capacities of teachers, facilitate effective multi-sectorial coordination amongst concerned organisations, ensure non-discrimination, equity and inclusion in school education.

It will also provide implementation tools to ensure that all students are able to benefit from the education system and to achieve the goal of learning for All.
The NGIFEIE will be applicable to all learning environments that include government schools, private schools, home based education, open system of schooling and alternative forms of schooling.

It will also have implications on all Boards of Education including Open Schooling System, and Teacher Education programmes for both pre-service and in-service teachers.

Pariksha Pe Charcha The year 2021-22 marked the Fourth Edition of Pariksha Pe Charcha, wherein, Hon’ble.
Prime Minister, Shri Narendra Modi interacted with school going children, parents and teachers answering the questions posed by them from across the nation.

The event was organised by NCERT in collaboration with Department of School Education and Literacy, Ministry of Education.

In this programme there was participation of all students, teachers and parents from different States and UTs.
Keeping COVID-19 protocol in view, the programme was telecast on television channels, radio channels and other social medias.

Rahtriya Avishkar Saptah, 2021 Under the PAB programmes of MHRD, Rashtriya Avishkar Saptah (RAS)-2021 was observed in an online mode due to COVID-19 in the third/fourth week of December.

The theme for RAS 2021 was ‘Water auditing’ and ‘Calculation of carbon footprint’.
The guidelines developed by DESM for the programme were uploaded on NCERT website and the same were shared with States/UT’s in an online meeting.

Four different activities were designed for students at upper primary, secondary and higher secondary classes to create awareness Major Schemes of the MoE coordinated by the NCERT 175 Annual Report 2021–2022 about the judicious use of water and decrease the carbon emissions.

During the week, student performed the activities with the help of their teachers.
For submitting the results online, the provision of google form was created where the schools could upload the data along with the pictures of the events.

A total of 1317 schools from 15 States/UT’s participated in the programme, out of which 62.3% were rural, 32.5% were urban while rest were semi-urban.

The data received was analysed for the preparation of the report.
Jawaharlal Nehru National Science, Mathematics and Environment Exhibition (JNNSMEE) for Children – 2021 In view of the COVID–19 pandemic, the 47 and 48 Jawaharlal Nehru National Science, Mathematics and Environment Exhibition (JNNSMEE) for Children 2020 and 2021 were organized together in virtual mode through JNNSMEE web like http://jnnsmee.ncert.org.in from February 08-11, 2022.

Lectures on popular science by eminent scientists were also organised daily in online mode.
The theme for JNNSMEE-2020 was Science and Technology for sustainable Development and sub-themes were Sustainable Agricultural Practices, Cleanliness and Health, Resource Manage, Industrial Development, Future Transport and Communication, Educational Games and Mathematical Modelling.
The Number of Exhibits were 81, Participating Schools were 81 (38 Rural, 43 Urban), Contributing Students were 137 (47 Girls, 90 Boys), Contributing Teachers were 97 (38 Female, 59 Male), Participating States and UTs were 16, other Participating Institutions were 02.

The theme for JNNSMEE- 2 0 2 1 w a s t e c h n o l o g y a n d Toys and Sub-themes were Eco Friendly Material, Health, H y g i e n e a n d C l e a n l i n e s s , Interactive Software, Historical Development, Mathematical Modelling.
The number of Exhibits were 64, Participating Schools were 64 (39 Rural, 25 Urban), contributing Students were 96 (45 Girls, 51 Boys), Contributing Teachers were 73 (31 Female, 42 Male), Participating States and UTs were 07, Other Participating Institutions were 01.
Inaugural session of the Jawaharlal Nehru National Science, Mathematics and Environment Exhibition (JNNSMEE) for Children – 2021 State Level Science, Mathematics and Environment Exhibitions (SLSMEE) for Children The aim of this State Level Science, Mathematics and E n v i r o n m e n t E d u c a t i o n (SLSMEE) is popularisation of science, mathematics and environment issues among children of the country.
In this exhibition besides the different State’s and UTs, NCERT faculty interacting with State and UTs coordinators of SLSMEE 176 Annual Report 2021–22 NCERT some organisations also participated.

The objective of this exhibition at different levels is to identify and nurture inventive and creative talent among students.

Children are encouraged to explore every resource to enable them to express and handle objects.

They are given all freedom to express their own creativity and imagination.
The main theme of this exhibition was Technology and Toys and sub themes were Eco Friendly Material, Health and Cleanliness, Software and Apps, Transport, Environment and Climate Changes and Mathematical Modelling.

In this academic year, 23 States and UTs have taken Catalytic grant from NCERT to organise the science exhibition.

Among them around 10 States have already organised the programme and others are in process.
Kala Utsav 2021 Kala Utsav, launched in 2015, is an initiative of the Department of School Education and Literacy (DSE&L), Ministry of Education (MoE), Government of India (GoI).

It conducts every year with the objective to promote arts in education by nurturing and showcasing the artistic talents of school students in the country.
Kala Utsav not only touches the life of students, but also creates awareness about India’s rich cultural traditions and practices among different stakeholders and helps in fulfilling the vision of National Education Policy 2020 of creating active networking among artists, artisans, art institutions and schools.

It also addresses another important aspect highlighted in the policy which states that “Indian culture and philosophy have had a strong influence on the world.
These rich legacies of the world heritage must not only be nurtured and preserved for posterity but also researched, enhanced and put to new uses through our education system.” ‘Kala Utsav’ is a step towards achieving this goal.

Kala Utsav 2021 is 7 in row of this legacy and was conducted through virtual mode due to the prevailing situation of COVID-19 pandemic.
The programme was inaugurated on 2 January, 2022 by Dr. Subhas Sarkar, the Hon’ble Minister of State, MoE, GoI and Dr. Rajkumar Ranjan Singh, the Hon’ble Minister of State, MoE, GoI, in the presence of Anita Karwal, Secretary, DSE&L, MoE, GoI, Sridhar Srivastava, Director (In-charge) NCERT, A. P. Behera, Joint Director, CIET and Pawan Sudhir, Head, DEAA and National Coordinator of Kala Utsav.
The award ceremony was held on 18 January 2022 where all the 54 winners of the nine art forms were felicitated with national awards by the Hon’ble Minister of State for Education, Annpurna Devi and Hon’ble Minister of State for Education, Dr. Rajkumar Ranjan Singh.

National awards included; certificate, cash awards, trophy and medal to all the winners.

Speaking on the occasion Smt.


Annpurna Devi, Hon’ble Minister of State, MoE emphasised that the NEP 2020 has recommended incorporating arts, crafts, indigenous knowledge, language, cultural and literary values along with science and mathematics in the curriculum for a balanced and all-round development.

She expressed that the Utsav is helping us to implement the spirit of being ‘Vocal for Local’, Hon’ble Prime Minister’s call for the nation.

The occasion was also utilised to felicitate the learned Jury.
Kala Utsav 2021 included competitions in nine categories, namely, (i) Vocal Music-Classical, (ii) Vocal Music-Traditional Folk, (iii) Instrumental Music- Classical, (iv) Instrumental Music-Traditional Folk, (v) Dance-Classical, (vi) Major Schemes of the MoE coordinated by the NCERT 177 Annual Report 2021–2022 Glimpses of Kala Utsav Dance-Folk, (vii), Visual Arts (2-dimensional), (viii) Visual Arts (3-dimensional) and (ix) Indigenous Toys and Games.
Total numbers of participants for the national level Kala Utsav this year was 583 (292 male and 291 female) representing 33 States/UTs and one team in each category from KVS and NVS.

The whole experience of watching children immersed in arts, continuously for 12 days during the Utsav from 1 to 12 January, 2022 was a splendid artistic picturesque of the participant’s talent.

Shikshak Parv This year’s Shikshak Parv, the second since 2020, was held from 5 to 17 September 2021.
It aimed to highlight the importance of Teacher’s Day, not just for a day but as a festival celebrated collectively by the teaching community.

The theme of this year’s Shikshak Parv was ‘Quality and sustainable schools: 178 Annual Report 2021–22 NCERT Learning from schools in India’.

This event included a one-day conclave on 7 September, 2021 on the theme Quality and Sustainable Schools, and nine national webinars from 8 to 17 September 2021.
The conclave was graced by the Hon’ble Prime Minister Shri Narendra Modi, who launched five new digital initiatives for students and teachers during the event.
The nine national webinars of Shikshak Parv were organised from 8 September onwards on diverse themes including Technology in Education: NDEAR, Foundational Literacy and Numeracy: A Pre-requisite to Learning and ECCE, Culture of Innovation in Our Schools, Nurturing Inclusive Classrooms, Innovative Pedagogy to Promote Enjoyable and Engaging Learning, Promoting Quality and Sustainable Schools, Transforming the System of Assessment: Holistic Progress Card, Stimulating Indian Knowledge System, Arts and Culture and Re-imagining Vocational Education and Skill-building.
The webinars had experts and practitioners including national awardee teachers and school principals sharing their insights on the particular themes.

Each webinar had a chairperson who steered the deliberations, and after the presentations, conducted the question answer session.

The questions were taken from MyGov portal.

The overall coordination of the entire Shikshak Parv, including the debriefing meeting on 21 September 2021, was undertaken by IRD, NCERT.
The debriefing meeting was graced by Santosh Sarangi, Additional Secretary, DoSE&L, and Director, NCERT, and attended by 42 professionals including the Shikshak Parv NCERT core team, nodal officers, rapporteurs and MoE’s TSG consultants.

Manodarpan – Providing Psychosocial support for Mental Health and Well-being of Students during COVID-19 Outbreak and Beyond The outbreak of the global pandemic COVID-19 presented a challenging time for everyone around the world.
Not only was this pandemic a serious medical concern, but it also brought out mixed emotions and psychosocial stressors for all.

The rise in mental health issues after the onset of COVID-19 was reported through e-mails and social media requests were sent to the Ministry of Education (MoE).

To address the concerns of mental and emotional wellbeing among students, Manodarpan, an initiative of the Ministry of Education (MoE) as part of Atmanirbhar Bharat Abhiyan, was conceptualised.
It aims to provide psychosocial support to students, teachers and families for mental health and emotional Manodarpan – Providing Psychosocial support for Mental Health and Well-being of Students during COVID-19 Outbreak and Beyond Major Schemes of the MoE coordinated by the NCERT 179 Annual Report 2021–2022 well-being during COVID-19 and beyond.

The Manodarpan initiative was inaugurated by the Hon’ble Minister for Education on 21 July, 2020.
It intends at bridging the gap between home and school by building an understanding of new “normal”, and facilitates peer support, being positive, encouraging online learning, life skills to become resilient, caring, responsible independent learner, etc.

during COVID-19 pandemic and beyond.

To facilitate the work, NCERT set up Manodarpan Cell on 14 October, 2020 to provide administrative and technical support to carry out the activities.
The Cell comprises of faculty members from DEPFE, NIE and RIEs at Ajmer, Bhopal, Bhubaneswar, Mysuru and Umiam.

A working group, having experts from the fields of education and mental health, was set up to monitor and promote mental health concerns of students.

Under the Manodarpan initiative several activities have been undertaken.

A webpage (https://manodarpan.education.gov.in/) was created on the website of the MoE.
It contains advisory and guidelines for students, parents and teachers and Directory of counsellors (approximately 350 counsellors, both school and college/university level).

To provide tele-counselling to students, teachers and parents, a toll-free tele-helpline (8448440632) service has been set-up through IVRS, which is run by CIET, NCERT from 8:00 am to 8:00 pm.

Guidelines for tele-counsellors were developed to orient counsellors to extend support through the tele-helpline.
Live interactive sessions ‘Sahyog’ are organised with practicing counsellors are held from Monday to Friday across different regions for students (Classes VI-XII).Webinars ‘Paricharcha’ are organised on weekly basis with experts in the field to address various mental health and emotional well-being concerns of students, parents and teachers.

These sessions are telecast on PM e-Vidya Channels and are also available on ‘NCERT Official’ YouTube Channel.
To promote mental health awareness as part of Skill India Hackathon (2022), related themes were identified and brief write-ups were developed with school administrators, subject teachers, and counsellors.

Mental health week and International Mental Health Day were celebrated to generate awareness on the importance of mental health and emotional well-being in life of students and their stakeholders through various activities.
Series of Counsellors’ symposium and webinars were organised, wherein practicing counsellors and mental health experts across the country participated.

Also, students in schools across the country celebrated the week by participating in various experiential activities.
A mental health survey has been undertaken with the aim to gain a better understanding about the status of mental health and emotional well-being of school going students across the country and develop a plan of action for strengthening them.

Data collection through Google form from various schools across the country has been completed and currently data analysis is in progress.
As a step towards inclusion of mental health aspects in curriculum, Mental Health Parameters across different stages of schooling were also prepared.

Collaborations with organisations specialising on mental health concerns across the country and educational institutions are being established to enrich the activities of Manodarpan and also partner in creating awareness among teachers, parents and other stakeholders.
‘Mantarang’, a digital collation of activities undertaken under the Manodarpan initiative was prepared for Manodarpan webpage.

180 Annual Report 2021–22 NCERT National Achievement Survey 2021 at Grade 3, 5, 8 and 10 The National Achievement Survey (NAS) is a large-scale research survey of students’ learning in India, administered periodically, since 2001, to monitor the health of the country’s education system.
One of the main objectives of the NAS is to monitor trends in student’s performance over time, and further provide information around what students know and can do.

In order to do this, proficiency scales have been developed for each of the assessment domains, beginning in NAS 2017.

The same score on the scale represents the same level of achievement over time.
NAS 2021 was held on November 12, 2021 across the country, to assess the learning during the pandemic and take appropriate measures to improve the learning levels.

The NAS 2021 reports are available at https://nas.gov.in//report- card.

Findings from NAS 2021 help to identify learning gaps of students and determine interventions required in education policies, teaching practices and learning.
Through its district reports, NAS findings help in capacity building for teachers and officials involved in the delivery of education.

Further, the data from NAS is now being used to set the new National Curricular Framework.

It has been planned that NAS data is to be used for reporting on global indices such as Sustainable Development Goal (SDG) Indicator 4.1.1 (education proficiency levels).
Additionally, as a policy making tool data from NAS-2021 will be fed into the Ministry of Education’s (GoI’s) Performance Grading Index (PGI) for the learning outcomes domain as well as NITI Aayog’s School Education Quality Index (SEQI).

Given the importance of NAS as a policy making tool, the NAS-2021 cycle has focused on further strengthening the design, implementation and use of assessment findings to improve the health of our education system.
Towards this endeavour, there are some important shifts that characterised the NAS, 2021—  Improved Assessment Framework to enhance validity, reliability, and interpretability of the derived measures of student learning;  Improved design of test instruments for technical rigor, content coverage and reliability of results;  Inclusion of private schools in the sample across all grades 3,5,8 and 10; and  Inclusion of Foundational Learning and Numeracy (FLN) Skills (covered under the FLN Learning study as sub system of NAS 2021).
The data collected and analysed from NAS 2021 is summarised in the form of auto generated district-level reports, to provide an objective overview of the student learning levels across the districts.

These District Reports (DRs) help stakeholders understand the performance of the students in the districts on different learning outcomes and subjects in Classes 3, 5, 8 and 10.
These findings are shared with districts across the States so that they can, in collaboration with NCERT, prepare district specific intervention programmes, and facilitate evidence based planning for ensuring quality in education at the district level.
Foundational Learning Study (FLS) As a crucial step towards strengthening of efforts for foundational learning, a large-scale assessment and benchmarking study for foundational learning, titled Foundational Learning Study (FLS) has been undertaken by MoE in collaboration with NCERT and States/UTs across India.

The research survey Major Schemes of the MoE coordinated by the NCERT 181 Annual Report 2021–2022 was administered from 23 to 26 March, 2022 across India.
The aim of the study was to draw a first-hand understanding of the learning levels of the students at the foundational learning stage (Grade 3).

Assessing foundational literacy and numeracy skills through a large scale achievement survey provides the opportunity to assess the process and functioning of the education system at the foundation stage in terms of students’ learning levels.
Information on overall performance levels and trends in the education system provides the basis for policy decision-making.

It also provides a generalised understanding of the long-term ability of our young learners to learn and progress in the subsequent years.
The data and understanding thus obtained is critical as the success of the efforts aimed at school education is actually a derivative of how well our education system is doing in terms of helping the children achieve foundational literacy and numeracy.

Understanding the foundational learning levels also work in the direction of advocacy of the learning during initial years.

This not only benefits individual learners but their families and society as a whole.
FLS-2022 study is positioned as a subsystem study under the main National Achievement Survey (NAS) 2021 to extrapolate and understand the learning levels vis-à-vis the advancement in the grades.

In the context of our country, it is the first large-scale assessment of learning at the foundational stage.
Building on the insights provided by NIPUN guidelines, the fundamental goal of the study was to facilitate an understanding of learning in grade 3 for the following two goals and to design the intervention strategies- 1.

Children Becoming Effective Communicators (Foundational Literacy) 2.
Children becoming involved learners and connecting with their immediate environment (Foundational Numeracy) The study provides reliable, valid and comparable data that can be used to monitor the performance of the system in giving children a robust foundational education.
It has been conceptualised and planned to establish reading proficiency benchmarks for fluency and comprehension for each of the languages being assessed under the study; providing proficiency levels in foundational literacy and numeracy among grade 3 children.

MoE’s Guidelines for Development of e-Content for Children with Disabilities The GoI launched PM e-VIDYA initiative with an aim to unify all efforts related to digital/online/on-air education.
In pursuance of these initiatives, the Department of School Education and Literacy, Ministry of Education (MoE) nominated a committee of experts for working on guidelines for developing e-Content for Children with Disabilities.

This committee submitted to MoE a document titled Guidelines for Developing e-Content for Children with Disabilities.

These guidelines, recognised as a pioneering effort, were released by Shri Ramesh Pokhriyal, Honourable Union Education Minister on 8 June 2021.
Efforts were made through virtual workshops and webinars to create awareness about these guidelines and also obtain feedback.

It is felt that there is a need to familiarise the teachers and parents about varied learning styles of Children with Disabilities and existing accessible e-Content.

It was decided that a teacher’s manual needs to be developed covering these important aspects to make the guidelines more accessible for teachers.
Accordingly, a 182 Annual Report 2021–22 NCERT group of experts and practitioners are jointly working on the development of the manual titled Teacher’s Manual on Accessible e-Content with a focus on practical interventions that can be used in the virtual platform.
MoE’s National Guidelines on Equity and Inclusive Education To further the intent of NEP, 2020, and in tune with RPwD Act, 2016 and SDG 4 goals, the Department of School Education and Literacy (DoSEL), Ministry of Education, GoI constituted a committee to formulate guidelines for implementing Inclusive Education across the country.

These guidelines are meant for all learning environments that include government and private schools, and all boards of education including the open schooling education system.
The focus is also on teacher capacity building, both at pre-service and in-service levels.

As a member of this MoE constituted committee, an initial lead was taken by NCERT in organising a number of consultation meetings where inputs from diverse stakeholders were sought for contributing to the structure and content of the guidelines.

Contribution to a section titled guidelines for Foundational Stage of Schooling (ECEE and Early Detection and Intervention Programmes) was made for these guidelines.
These draft guidelines are being reviewed for finalisation.

Planning for World Autism Awareness Day In recognition of the World Autism Awareness Day, the Department of School Education and Literacy (DSE&L), MoE, planned a webinar for the World Autism Awareness Day event on 2nd April 2022.

The objective of the programme is to create awareness for children and persons with Autism Spectrum Disorder (ASD).

The overall responsibility for organising the event was with IRD, with support from CIET.
The planned event includes: an inaugural session with inputs from senior officials of MoE and NCERT, and a series of sessions wherein policy makers, educational experts, practitioners, teachers and parents will share their experiences and their learning.

A live broadcast of the one-day event is planned for reaching out to a large number of stakeholders.

The expected outcome is also to develop a roadmap ahead for including persons with autism spectrum disorders in the mainstream.
Rollout Workshops on MoE’s Guidelines for Development of e-Content for Children with Disabilities The MoE approved the project for the year 2021-22.

The project primarily aimed at organising five regional pan India virtual workshops and the development of Teacher’s Manual based on MoE’s Guidelines for Development of e-content for Children with Disabilities.
In October 2021, a group of experts, practitioners and academicians began to work on the development of a Teacher’s Inclusion Manual titled Teacher’s Manual on Accessible E-Content for Teachers and Teacher-educators based on the MoE’s e-Content Guidelines for CwSN released by the MoE.

The focus of the manual is to familiarise the teachers with accessible e-Content for CwSN and its application in classroom activities (as suggested in the guidelines).
This Manual which is planned in accessible format is currently being finalised.

The five regional workshops created awareness and understanding about the importance of e-Content, need to adhere to guidelines and use e-content Major Schemes of the MoE coordinated by the NCERT 183 Annual Report 2021–2022 appropriately with in inclusive settings.
In addition, the contents of the e-Content guidelines and the draft teacher’s manual were shared in a two- day workshop held at on-line from December 2021 to January 2022 with 252 participants including senior faculty members from SCERTs and DIETs, Inclusive Education coordinators of SSA and State Textbook Bureau officials participated in the Pan-India workshop.

The workshops were inaugurated by senior officials from MoE, NCERT and RIE, principal.

The details of the workshops are given below: S. No.

1.
1.

2.

3.

4.

5.

Date Region States No.
of Participants 14 – 15 December 2021 Eastern (RIE, Bhubaneswar) Andaman and Nicobar Islands, Bihar, Jharkhand, Odisha, West Bengal 21 – 22 December 2021 Western (RIE, Bhopal) 4 – 5 January 2022 Southern (RIE, Mysuru) 11 – 12 January 2022 Northern (RIE, Ajmer) 18 – 19 January 2022 North-Eastern (NE RIE Umiam) Chhattisgarh, Dadra and Nagar Haveli, Daman and Diu, Goa, Gujarat, Madhya Pradesh, Maharashtra Andhra Pradesh, Karnataka, Kerala, Lakshadweep, Puducherry, Telangana, Tamil Nadu Chandigarh, Haryana, Punjab, Himachal Pradesh, NCR Delhi, Rajasthan, Uttar Pradesh, Uttarakhand Assam, Arunachal Pradesh, Manipur, Meghalaya, Mizoram, Nagaland, Sikkim, Tripura 45 42 54 60 51 Total 252 DIKSHA Portal for Adult Education DIKSHA vertical is an online platform l to find resource materials developed by CNCL, NCERT and other originations.
All the resources developed by CNCL, NCERT have been uploaded on the portal and the new material that has been developed too gets uploaded from time to time.

With the help of CIET resource materials that have been procured from other organisations/institutions gets uploaded on the portal.

Anyone can access the material from the portal with ease.

https://diksha.gov.in/adult-education.html The outlook of the portal is user friendly as it has several categories under which material has been uploaded.
The categories are promotional material on adult education, foundational literacy and numeracy, critical life skills, vocational skill development, basic education and continuing education.

Under each category there are sub categories where various resource materials have been uploaded.

The user can access materials online and download worksheets and assessment items.
184 Annual Report 2021–22 NCERT Review meeting of DIKSHA Resource Materials for Adult Learners, Teacher Volunteers and Teacher Educators The Cell for National Centre for Literacy (CNCL) has been able to develop resource material for adult learners, teacher volunteers and teacher educators.

The resource materials that have been developed are primers, worksheets, assessment items, info graphics and video programs on foundational literacy and numeracy.
These resource materials are available on DIKSHA vertical.

Worksheets, Assessment Items, Primers and Info Graphic Posters In order to promote foundational literacy and numeracy among adult learners, the Cell has developed worksheets and assessment items for adult learners, volunteer teachers and teacher educator.
All the worksheets for foundational literacy are uploaded in foundational literacy category under resources for learners/instructor and for foundational numeracy uploaded in foundational numeracy category under resources for learners/instructor.

All the assessment items developed are uploaded in foundational literacy category under resources for learners/instructor.
The CNCL, NCERT has developed Primers titled Ujaas, available in 4 volumes (in 2018 primer with the title Udaan shiksha ki has been developed in four volumes, these have been revised and modified as per the needs and recommendations of National Education Policy 2020 and New India Literacy Program).

All four volumes of the primer have been revised by replacing the content which is more relevant in the current scenario.

Illustrations too have been revised as per the needs of the learners.
The primers cater to 13 themes reflecting the environment and surroundings of the learners.

The selected themes correspond to the needs and experiences of the learners who are 15 years and above.

These themes range from family to neighbourhood and extend to digital literacy.

This will enable the learners to make use of the attained skills in various daily life situations helping them to boost their self-confidence and contribute to their work space in terms of generating income.
These primers will be launched in the public domain soon.

Major Schemes of the MoE coordinated by the NCERT 185 Annual Report 2021–2022 Info graphic posters have been developed by the Cell to promote adult education.

These posters highlight the importance of adult education, aspects related to adult education, recommendations of NEP 2020.

These posters also emphasise various facets related to foundational literacy, foundational numeracy, and critical life skills.
All the posters are uploaded on DIKSHA and are downloadable.

Video Programs for Adult Learners and Volunteer Teachers/Teacher Educators The Cell has also developed video programs for adult learners and volunteer teachers/teacher educators.

These video programs are based on foundational literacy and numeracy along with the component of critical life skills.
It will help learners to learn various components of foundational literacy including, reading, writing, identification of letters in words and vice versa and in the case of foundational numeracy, it helps in identifying numbers, number name, counting and writing of numerals.

There are nine video programs that have been developed so far and uploaded on DIKSHA portal.

Anyone can access these video programs from the portal.
The Cell has developed 33 scripts for foundational literacy and 25 for foundational numeracy.

Also, scripts have been developed for audio programs on legal literacy, digital literacy etc.

Video programs on critical life skills procured from Department of Adult Education (DAE), Ministry of Education have been uploaded on DIKSHA.

These program features real life situations of adult learners by providing ways to reach the process of learning.
Total 165 video programs have been reviewed by the team of experts and 42 video programs have been uploaded on DIKSHA vertical for adult education under the following categories:  Health care and awareness (14 video programs) https://diksha.gov.in/play/collection/ do_3134666115574988801461?contentType=TextBook  Financial literacy – (12 video programs) https://diksha.gov.in/play/collection/ do_3134666863674654721620?contentType=TextBook  Better living – (9 video programs) https://diksha.gov.in/play/collection/ do_3134667342105477121708?contentType=TextBook Reading material on Health care and awareness (7 documents) and Better living (2 Documents) have been uploaded on DIKSHA vertical for adult education.
ModuleS Eleven modules for adult learners, volunteer teachers and teacher facilitators have been developed which covers topics on understanding of adult learners, volunteer teachers, identification of learner, how to register a learner, how to motivate them, foundational literacy and numeracy, teaching practices, challenges and struggles involved, assessment process and various resources.

The titles for modules are as follows: 1.

प्रौढ़शिक्षा: एक परिचय 2.


प्रौढ़शिक्षा में स्वयंसे्वी 186 Annual Report 2021–22 NCERT 3.

प्रौढ़शिक्षार्थी की पहचषान, नषामषांकन औि प्ेिणषा 4.

प्रौढ़शिक्षार्थी औि प्रौढ़शिक्षा के शसदषांत 5.

प्रौढ़शिक्षा: बुशनयषादी सषाक्ितषा ए्वं संखयषाज्षान 6.

शिक्ण अभयषास, बुशनयषादी सषाक्ितषा ए्वं संखयषा ज्षान 7.

आकलन तकनीक तर्षा समसयषा समषाधषान 8.

सषाक्ितषा के बषाद ए्वं सतत शिक्ण के प्यषास कषा अ्वलोकन 9.

प्रौढ़शिक्षा: श्वश्वध संसषाधन 10.

प्शिक्षार्थी की समझ 11.


प्रौढ़शिक्षा कषा शरियषान्वयन PM eVidya: One Class, One Channel The PM eVidya Program was announced by the Hon’ble Finance Minister, Government of India (GoI) on 17 May, 2020 as part of Atma Nirbhar Bharat Abhiyaan.

Since then, the Ministry of Education (MoE) has undertaken several initiatives under this program.
PM eVidya is a step towards enduring the government’s integrated missions for development like Digital India, Skill India and other related initiatives during the time of the crisis and the challenges caused by the COVID-19 pandemic.

PM eVidya initiative aims to facilitate technology-driven education with equity post-COVID.
It offers multi-modal access to digital/online education for school and higher education level by integrating various other initiatives such as DIKSHA (One Nation-One Digital Platform), SWAYAM, MOOCs, IIT-PAL, use of Community Radio and Podcast, development of e-Contents for DIVYANG in addition to 12 DTH Channels under One Class-One Channel scheme through SWAYAM PRABHA (Free to Air DTH Channels for Education).
Under this initiative, e-Contents (video and audio) have been produced that are being telecast and broadcast on 12 DTH TV channels and on radio, respectively.

All these programs are based on NCERT’s curriculum covering Classes 1-12 that are being telecast on the channels dedicated to respective classes.

These 12 channels are also available on the Jio TV app.
The broadcast of all these 12 channels started from 1st September, 2020 before which the telecast of video programme used to happen on SWAYAM Prabha Channel #31 Kishore Manch on 24x7 basis.

All these curriculum based videos have a QR code embedded in them that can be scanned using DIKSHA app to reach DIKSHA platform (https://diksha.gov.in/ncert/explore).

This coherence between TV and digital platforms aims to facilitate anytime anywhere access to the content.
In addition to these curriculum-based videos, programs including activities like art, culture, heritage, yoga, physical education, general awareness and storytelling, etc.

are also included in order to have an overall development of children.

Till date, more than 6300 video programmes have been recorded both in English and Hindi medium.

These programmes have been recorded with the help of experts from NCERT, CBSE, KVS, NVS, RILM and NIOS.
All the recorded programmes have been vetted by a set of experts of various subjects.

All the 12 DTH TV Channels have a daily fresh telecast of recorded programmes for 2-3 hrs.

(2hrs for classes 1-10 and 3 hrs for classes 11-12) and are repeated 11 times and 7 times, respectively in 24hrs.

Apart from these recorded programmes, live telecasts are also done every day catering to varied needs of learners.
Daily one hour live telecast based on NCERT’s curriculum for Major Schemes of the MoE coordinated by the NCERT 187 Annual Report 2021–2022 Classes 1-12 1hr.

Webinar based on Educational Technology and ICT tools, 30 minutes SAHYOG for the mental well-being of the children is also being telecast.

After the launch of 12 channels under PM eVidya on 1 September, 2020 the live interactive sessions were conducted as follows: 1.
Class 1 to 10 live programme: 584 live interactive sessions of 30 minutes each on channels (1 to 10) covering about 292 hours of telecast.

2.

Class 11 and 12 live programme: 58 live interactive sessions of 60 minutes each on channels (11 and 12) covering about 58 hours of telecast.

3.

Webinar on ICT tools: 150 sessions of 60 minutes each day covering 150 hrs.

of telecast.

4.

SAHYOG: 150 sessions of 30 minutes each day covering 75 hrs.

of telecast.

5.
of telecast.

5.

Teaching Learning Interventions for Inclusive Classrooms — Ask the Expert: 255 live sessions have been transmitted live covering about 127.5 hours 6.

Live plates of interactive sessions telecast on various channels for classes 1-12.

As a support provided to the States, Assam (Classes 6, 7, 8, 9 and 10 (30 min) and for Class 12 (1hr) and Uttar Pradesh (Classes 9 and 12 for one hour daily) are also transmitting their curriculum-based video programme.
During the Board examination, Uttar Pradesh has requested to telecast the content (including NCERT and UP) for the Month of February–March 2022 as per a special schedule on the channels of Classes 10 and 12.

The curriculum-based audio programs based on NCERT have been developed.

The series of such programs is called Dhwanishala.

These are mainly produced in teaching mode in an interesting manner so that the pupil can learn with joy.
These programs have been found to be very effective during the closure of schools due to the COVID-19 pandemic.

Apart from the NCERT curriculum- based audio programs, a variety of knowledge-enrichment, infotainment and edutainment programs in various audio media formats such as documentary, feature, magazine, talk, interview, music and docudrama, etc.

are also produced.

These programs cover a very wide spectrum and themes and the series is called Umang.
The dissemination/broadcast on 397 Radio Stations (11 GyanVani FM Radio Stations and 254 Community Radio Stations), 132 All India Radio stations) and Podcasts on iRadio and JioSaavn Mobile apps.

Till March 2022, 3,426 pieces of curriculum-based radio programmes (Classes 1-12) have been disseminated for broadcast.

And 994 live programs have been broadcast through iRadio and JioSaavn apps.
Live Session of iRadio_ PM eVIDYA eContents for DIVYANG a n d C h i l d r e n w i t h Special Needs (CWSN) i n v a r i o u s f o r m a t s have been developed to Live session of iRadio_PM eVIDYA 188 Annual Report 2021–22 NCERT sustain and support the spirit of inclusive education.

These e-Contents include audio books, audio programmes, textbooks in DAISY formats and video lessons in Indian Sign Language (ISL).
Around 2150 ISL video lessons following the principles of Universal Design of Learning (UDL) have been developed in collaboration with Indian Sign Language Research and Training Centre (ISLRTC).

To provide the requisite support to children with visual impairments 34 books in DAISY format have been developed.

CIET also translated books in audio formats and till date 3,352 audio books chapters have been recorded.
The Class-wise details of the ISL videos Class Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 10 Total ISL videos 89 81 140 122 110 24 1 567 eContent for Vocational Education Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE) is creating content for vocational education and these videos were also telecast on PM eVidya Channels.

Details of the total number of videos produced were: Class No.
of PSSCIVE Videos Produced Class 6 Class 7 Class 8 Class 9 Class 11 Total 9 (2 of these are appropriate for Class 7,8 as well) 18 (1 of these is appropriate for Class 8 as well) 14 44 21 106 A feedback mechanism has been developed to receive queries of learners from all across the country.

For video programme, emails can be sent to the respective channel ids (dth.class1@ciet.nic.in, dth.class2@ciet.nic.in, dth.
class3@ciet.nic.in, dth.class4@ciet.nic.in, dth.class5@ciet.nic.in, dth.class6@ ciet.nic.in, dth.class7@ciet.nic.in, dth.class8@ciet.nic.in, dth.class9@ciet.nic.

in, dth.class10@ciet.nic.in, dth.class11@ciet.nic.in, dth.class12@ciet.nic.in) and also through an IVRS toll free no.

8800440559 which can be answered between 9am-5.30pm on all working days.

For audio programmes, feedback is received on audiociet@gmail.com and on the official WhatsApp group of community radio stations.
Interactive Voice Response System (IVRS) for 12 PM eVidya channels was activated on 5 March, 2021.

The total number of calls received from 5 March 2021 to 31 March 2022 was 129006 and out of these, connected calls were 26596.
The details of calls from 5 March 2021 to 31 March 2022 are given below: Major Schemes of the MoE coordinated by the NCERT 189 Annual Report 2021–2022 Month March-21 April-21 May- 21 June- 21 July-21 August -21 Sepeptemebr - 21 October- 21 November-21 December- 21 January-22 February - 22 March-22 Total Received Calls 1210 1049 2484 3305 4080 3167 1752 1622 1457 1442 1589 1863 1576 26596 Month Monthwise PM eVidya IVRS Calls Status (March 21- March 22) Class wise Details of the calls The calls were filtered class-wise but some calls were not class-specific as the details were not given by the caller.
Given below is the Class wise call record: Table 2 Figure 1: Class wise queries for PM eVidya channels (March 2021-22) 190 Annual Report 2021–22 NCERT State Wise Call Details From the details of call logs, all the calls were filtered on the basis of the area (As per telecom circles in India) and according to the table given below, analysis was done.

The table reflects that the maximum number of callers were from the States of Uttar Pradesh and Bihar.
The States of Madhya Pradesh and Chhattisgarh and Rajasthan are also having a lot of queries/feedback.

Figure 2 The viewers of PM eVidya Channels are also on JIO TV Mobile app and the viewers as per JIO TV till March 2022 were 8,789,906.

The total number of viewers on NCERT Official YouTube Channel was 7,01,68,757.

On completion of 01 year of 12 DTH TV Channels under PM eVidya program, a webinar was organised on 1 September, 2021 on “Media and learning: Challenges and opportunities”.
Sanjaya Mishra, Education Specialist, eLearning, Commonwealth of Learning (COL), Canada and Amarendra P. Behera, Joint Director, CIET-NCERT spoke on the occasion.

The Budget 2022-23 has emphasised on re-invigorating human capital as one of the key pillars for development.

Aligning to the objectives set out in the National Education Policy 2020, several important announcements have been made for implementation in the school education sector.
Keeping in view the success of 12 PM eVidya DTH TV channels for school education and in the true spirit of NEP, 2020, which calls for providing learning resources in children’s own language, the Government of India has decided to launch 200 PM eVidya DTH TV channels in the service of the learners of the country.

These channels will be dedicated for educational purposes and in the true spirit of federalism, will be made available to States/UTs and other educational bodies for their optimum utilisation.
Further for the discussion on this announcement, a webinar on Implementation of Budget Announcement 2021 in Education Sector has been organised on 21 February 2022 and the Topic: Widening Reach of One Class-One Channel: Reaching Quality Digital Education to the Farthest Corner’ has been allocated to CIET for further discussion with the panel of experts.

The Chairpersons and panelists for this theme were.
Nageshwar Rao, Professor VC, IGNOU, Chairperson; T. P. Singh, DG-BISAG-N, Co-Chairperson; Panelists; Muralidharan, Chairman, TMI – Research for Quality Contents; Dr.Venkat Rangan, VC, Amrita Vishwa Vidyapeetham; H. Rayappa, Associate Director, Major Schemes of the MoE coordinated by the NCERT 191 Annual Report 2021–2022 SATCOM-ISRO – Satellite Network; T.S.

Joshi, Director GCERT, Gujarat – Case Study of Vande Gujarat Channels.
Approximately 70 other participants were also part of this webinar and the event was telecast on 12 DTH TV PM eVidya Channels (except class 4, 9, 10 and 12) and also live streamed on NCERT Events YouTube Channels.

Number of viewers connected through YouTube was about 1,200.

In continuation with this announcement, a first draft of Standard Operational Procedure (SOP) for PM eVidya Channels was finalised and shared with all the stakeholders for inputs.
A two-day meeting for the Launch of 200+ DTH TV Channels to telecast Regional Language e-Content: Orientation Programme for Functionaries of States and UTs was held in collaboration with BISAG-N, Gujarat on 22–23 March 2022.

Around 100 participants from 19 States, five UTs, NIOS, JIO, RIEs, RILM and CIET participated in the meeting.
e-Content, Websites to Mobile Apps One of the primary mandates of CIET, NCERT has been to create eContents including energised/QR coded textbooks and interactive e-resources such as audio-video contents, interactive contents, images, interactive quizzes and disseminate them through online and offline solutions.
CIET also provides technical support to other constituent units of NCERT in their digitisation/ automation process and is frequently involved in development of portals, mobile apps, technical capacity building, and catering to all the online/digital education related tasks/queries and requirements of the ministry as well.

It has 15 websites and 10 mobile apps including the prominent digital platforms, include DIKSHA, ePathshala, and the main website of NCERT.
These websites are regularly being updated with newer contents, while new features are also being added as per the need.

In order to make sites more user friendly and interactive, periodic updating of these websites is required and is meticulously planned.

These portals are also being regularly monitored from the cyber security point of view and regular updates are done as per the suggestions of NIC.

The uploading of eContents involve their vetting as well as creation of metadata.
The eBooks are available in pdf, ePubs and Flipbook formats.

Another major activity is collaboration with various other organisations.

Such proposals include collaboration/sharing of technologies, dissemination of Apps through third party stores and platforms, and proposals for MoU to share content with NCERT.

CIET is required to study such proposals, evaluate technical scope, validate w.r.t NCERT frameworks and policies and accordingly collaborate with the organisations.
Another major task involves carrying out different national initiatives on behalf of the Ministry of Education.

Some of the recent examples include: essay competitions, quizzes, communication material on NEP, photography contests, and various other such events under NEP, Atma Nirbhar Bharat, Celebration of 150th Birth Anniversary of Gandhiji, Yoga Olympiad, Kala Utsav, etc.

The web development and testing activities are mostly done in-house, involving open-source technologies.
The websites are largely hosted at NIC.

DIKSHA DIKSHA (Digital Infrastructure for Knowledge Sharing) is a national platform for school education, an initiative of NCERT, under the aegis of the Ministry of 192 Annual Report 2021–22 NCERT Education (MoE), Government of India.

Launched in 2017, DIKSHA has been adopted by almost all the States/UTs, including CBSE and other Autonomous Educational bodies/Boards.
DIKSHA can be accessed by learners and teachers across the country and currently supports uploading of content in 36 Indian languages.

Each state/UT leverages the DIKSHA platform in its own way, as it has the freedom and choice to use the varied capabilities and solutions of the platform to design and run programs for their teachers and learners.
DIKSHA policies and tools make it possible for the education ecosystem (educationist, experts, organisations, institutions — government, autonomous institutions, non-government and private organisations) to participate, contribute and leverage a common platform to achieve learning goals at scale for the country.

Under the PM eVidya initiative of the GoI, which was declared as part of the Atmanirbhar Abhiyan, DIKSHA has been declared as ‘One Nation, One Digital Platform’.
Keeping in mind the constraint of availability of Internet powered devices across the households; DIKSHA has been leveraged to enable coherent access.

Under this, the broadcast contents through the 12 PM eVidya Television channels are being made available on DIKSHA, and linked through QR codes.
Thus, the contents broadcast on TV channels can be accessed anytime, anywhere, along with additional digital resources, thereby ensuring inclusive, equitable access to education for all, as envisaged under SDG Goal 4 of the UN.

DIKSHA is capable of providing specialised learning services, at scale.
The core building blocks have enabled some of the successful uses of DIKSHA such as: energised textbooks, online courses, content authoring, content sourcing, interactive quizzes, questions banks, chatbot, analytics and dashboard.

In the times of COVID-19 pandemic, the platform has experienced an unprecedented rise in access by learners and teachers across the country.

There have been more than 483 crores learning sessions, more than 5,621 crore learning minutes, more than 5 crore page hits.
The DIKSHA portal currently houses 6,100 energised textbooks developed by States/UTs and NCERT.

In total there are more than 2,64,233 pieces of e-contents live on DIKSHA.

The e-contents are available in 36 languages.

Online courses on COVID responsive behaviour (English and Hindi version), Action Research, Urdu Script Writing are offered through DIKSHA.
DIKSHA State coordinators meeting are being held on a monthly basis, and till now, nine such meeting were held with DIKSHA State coordinators in which many agenda items were discussed such as e-Content development in multiple languages including machine transcription and translation, development of energized textbooks by all States/UTs and autonomous bodies , development and dissemination of e-Content for all learners including CWSN, etc.
The five days orientation program for State Resource Group (SRGs) on Development of eContents for DIKSHA for various regions of India was conducted in four phases during January– February 2022.

Under the National Foundational Literacy and Numeracy Mission, DIKSHA is also planned to be used for dissemination of byte size videos, test items, etc.

DIKSHA also houses learning outcome-based content for primary in the form of video, worksheet and infographics.
Many online quizzes were also played on DIKSHA by school students e.g., National Constitution Quiz with ministry of Law and Justice, National Yoga Quiz, Know Your Constitution Quiz, Discover Major Schemes of the MoE coordinated by the NCERT 193 Annual Report 2021–2022 Gandhi Quiz, etc.

Total Page hits on DIKSHA during the pandemic period till March 2022 was more than 1,591.6+ crores.
Three e-Content development training programmes were organised for 36 States and UTs covering 750 State Resource Groups members trained to facilitate development of quality e-Contents.
On DIKSHA many Capacity Building Programmes and four online professional development programmes viz., Environmental Hazards of Electronic Waste (E-Waste) in collaboration with MeitY 2, COVID-19 Responsive Behaviours in collaboration with UNICEF (in English and Hindi), Action Research Course and Urdu Script Writing (Urdu version) were offered by NCERT during July- September 2021.
860 Foundation Literacy and Numeracy contents according to the new curricular and pedagogical framework has been uploaded on DIKSHA.

568 CBSE Shikshawani audios have been uploaded on DIKSHA.

About 3,352 audio book chapters have been developed and uploaded on DIKSHA.

For Adult Education, all 166 pieces of content have been reviewed and uploaded on DIKSHA.

Interaction with NICSI Empaneled Tier-I agencies was held for on boarding a PMU for DIKSHA.

One agency will be selected soon and on board.


An industry orientation workshop was organised on 29th October 2021 to orient various Cloud Service Providers for DIKSHA hosting.
Other activities include: Carrying out of DIKSHA States/UTs coordination monthly meeting, demonstration of FLN resources in five regional workshops, Identification of a PMU for DIKSHA and formation of a committee by NICSI for floating an RFP for a Microsoft Azure CSP (Approach Notes have been received from 4 Cloud Service Providers (CSPs) post the technical consultation).
Various quiz programmes like — Constitution Quiz, Quiz on Netaji Subhash Chandra Bose on DIKSHA : Pioneers of India’s Freedom, स्वतंत्रतषा के अग्रदूत, Bhasha Sangam Quiz resources have been uploaded.

Critical life skills for FLN and an Adult education vertical and Vocational Education vertical have been enabled on DIKSHA.

ePathshala The Digital India Campaign (2015) promotes extensive integration of ICT in the teaching learning process.
The National Education Policy (NEP) 2020 further highlights the need to use and integrate technology to improve multiple aspects of education.

The NEP 2020 rightly emphasises on the need to develop a rich variety of educational software, for students and teachers at all levels, in all major Indian languages and making it accessible to a wide range of users including students in remote areas and Divyang students.
The policy envisages the tremendous role for CIET to play in this ambitious plan of leveraging modern technologies for holistic progress in education.

The portal has 3,616 audios, 2,619 videos, 696 e-books (e-pubs) and 511 flip books.

It has 15,18,14,539 visitors; 71,057,260 total YouTube views, 48,04,635 app downloads and rating of 3 out of 5 on Google play store and 4.3 out of 5 on windows store.
ePathashala contains 372 digital textbooks in ePub format, 131 textbooks (Hindi, Hindi medium and Sanskrit), 115 textbooks in English medium and 126 textbooks in Urdu and Urdu medium.

To make these textbooks accessible for differently abled, NCERT has converted 115 textbooks (Hindi and Sanskrit medium), 101 textbooks in English medium and all the 126 textbooks in 194 Annual Report 2021–22 NCERT Urdu medium in Unicode fonts.

The process of making the remaining 30 textbooks accessible is in progress.
NCERT has embedded QR codes linked with eResources with all the textbooks.

As a next step, NCERT is also planning to have image descriptions with all the digital textbooks to make them more accessible.

ePathshala mobile app has been revised with the following features: 1.

Redesigned the app interface to showcase books from States/UTs 2.

Language interface was enabled to support three-languages, i.e.

Hindi, Urdu and English.

3.

Push notifications has been enabled to send messages to users 4.
User profile has been integrated, creating and showcasing analytics.

The content on ePathshala are being curated and uploaded on DIKSHA.

National ICT Awards National ICT Awards The Information and Communication Technology (ICT) intervention in Schools under Samagra Shiksha has a component to motivate school teachers, educators and States in innovative use of ICT in school and teacher education leading to improved quality in all the spheres of school and teacher education.
The purpose is to recognise teachers, educators and States/UTs through the National ICT Award for quality education.

National Education Policy 2020 under the section ‘Principles of this Policy’’ emphasises the extensive use of technology in teaching and learning, removing language barriers, increasing access for Divyang students, and educational planning and management.
The National ICT Award for teachers has now been envisaged to extend the organisation of Award ceremonies also for Teacher Educators and States/UTs for their best practices on DIKSHA and other ICT initiatives.

A dedicated portal has been developed for the years 2018 and 2019 and 205 nominations had been received from 35 States/UTs/Autonomous Organisations.
The Jury meeting Major Schemes of the MoE coordinated by the NCERT 195 Annual Report 2021–2022 for the years 2018 and 2019 has been conducted from 5 to 11 February 2021.

Results have been declared for the year 2018 and 2019.

In all, 25 for the year 2018 and 24 for the year 2019 teachers have been selected to be awarded the ‘National ICT Award for School Teachers’.

Award Ceremony for both the year was held on 28 February 2022.
Development of ICT Award Portal for the year 2020-2021 is under progress and Advertisement/Press Release for the year 2020-2021 is in process.

List of Awards List of Awardee Teachers for the Year 2018 And 2019 S.No.

Name Of The Teacher With Designation 1.

Suresh Kunati State/ Organisation Official Address Andhra Pradesh Z.P.

High School Urandur, Vill - Uranduru, Block - Srikalahasti, Distt – Chittoor, Andhra Pradesh - 517644 2.

Dipen Khanikar Assam Chi Chia Bokuloni Girls High School Vill - No.
3 Bokuloni, Block - Tengakhat Distt - Dibrugarh, Assam - 786191 Chhattisgarh Government Higher Secondary School Poonam Urmalia 3.

4.

Sudhir Suresh Pai Goa 5.

Chotalia Kalpesh Lalitbhai Gujarat 6.

Hirenkumar Gujarat Hasmukhbhai Sharma Camp 1 Bhilai Village: Bhilai, Block: Bhilai, District: Durg, State: Chhattisgarh - 490001 S. S. Angle Hr.

Sec.
Sec.

School, Mashem, Block - Canacona, Distt - South Goa, Goa - 403728 Shri Nagpur Primary School Village: Nagpur, Block: Kalavad District: Jamnagar, Gujarat - 361013 Primary School Vavdi Village: Vavdi, Block: Kheda (Nadiad) District: Kheda, Gujarat - 387560 7.

8.

Yogendra Kumar Kothari Madhya Pradesh Govt.


Excellence Higher Secondary School Madhavnagar Ujjain Village: Ujjain, Block: Ujjain, District: Ujjain, Madhya Pradesh - 456010 Ananda Balaji Anemwad Maharashtra ZillaParishad School Malyan Marathi, Village: Dahanu, Block: Dahanu District: Palghar, Maharashtra - 401602 9.

Nagnath Shankar Vibhute Maharashtra Zilha Parishad School Jambhuldara Bham Village: Santosh Nagar Bham, Block: Khed, District: Pune, Maharashtra - 410501 10.
Umesh Maharashtra Z P P S Jagdamba Nagar Kaddora Raghunath Khose Village: Kaddora, Block: Omerga District: Osmanabad, Maharashtra - 413604 196 Annual Report 2021–22 NCERT 11.

Omprakash Mishra Odisha 12.

Vijay Kumar Punjab 13.

Uday Singh Beniwal Rajasthan 14.

Ganesh S Tamil Nadu 15.

Dhayananth Tamil Nadu K B 16.

Manohar Tamil Nadu Subramanian 17.

Amaravaju Laxmi Natham Telangana 18.

Dr. Ravi Kumar Telangana Kola 19.

Firoz Khan Uttar Pradesh 20.

Sangita Panchal Delhi 21.


Preema Charles Rego CISCE 22.

Mamta Narula CBSE Government High School Jeypore Village: Jeypore, Block: Jeypore District: Koraput, Odisha - 764003 Govt.
High School Chuwarian Wali Village: Chuwarian Wali Block: Fazilka, District: Fazilka Punjab - 152123 GGSS Mirjawali Mer Village: Mirjawali Mer Block: Tibbi, District: Hanumangarh Rajasthan - 335524 Panchayath Union Middle School Kilariyam, Village: Kilariyam Block: Koradachery, District: Thiruvarur Tamil Nadu – 613703 Government Boys Higher Secondary School, Village: Udumalpet Block: Udumalpet, District: Tiruppur Tamil Nadu – 642126 Panchayat Union Primary School Village: Velliyanai, Block: Thanthoni, District: Karur Tamil Nadu - 639118 ZPHS Indalwai Village: Indalwai, Block: Indalwai District: Nizamabad, Telangana - 503164 ZPHS Shaipet Village: Shaipet, Block: Dharmasagar, District: Warangal Urban, Telangana - 506142 Primary School Chidawak Village: Chidawak, Block: Bulandshahr, District: Bulandshahr, Uttar Pradesh - 203001 Hans Raj Model School Village: Na Block: Doeunaided, District: West Delhi, Delhi - 110026 Euro school Airoli Village: Airoli Navi Mumbai Block: Plot 9A Sector 19 Airoli Navi Mumbai, District: Thane State: Maharashtra - 400078 Delhi Public School Regional Office: New Delhi Village: 171-Vasant Kunj Block: 070803 Doeunaided District: South West Delhi State: Delhi - 110070 Major Schemes of the MoE coordinated by the NCERT 197 Annual Report 2021–2022 23.
Preeti Sharma CBSE 24.

Syam Krishna M S CBSE 25.

Pramila Kumari Sahoo NVS 26.

Manjula Kirimanjeswara Andhra Pradesh 27.

Kangkan Kishor Dutta Assam 28.

Nilesh Raya Pai Goa 29.

Mehulkumar Gujarat Mohanbhai Prajapati 30.

Nahidkhan Gujarat Nurkhan Ligari 31.

Nirupama Jharkhand Kumari 32.


Shweta Sharma Jharkhand Dav Public School Regional Office: New Delhi Village: Pushpanjali Enclave Block: Delhi, District: North West Delhi State: Delhi – 110034 Shantiniketan Indian School Doha - Qatar Regional Office: New Delhi Village: Po Box.

1025 Doha State of Qatar, Block: Shantiniketan Indian School District: New Delhi State: Delhi – 110092 Jawahar Navodaya Vidyalaya Regional Office: Bhopal Village: Sailo, Block: Kujanga, District: Jagatsinghpur, Odisha - 754140 Z.P.
High School Palasamudram Vill – Palasamudram, Block - Gorantla Distt – Anantapur, Andhra Pradesh- 515241 Bamunpukhuri High School, Bamunpukhuri Block - East Jorhat, Kaliapani, Distt – Jorhat, Assam- 785683 Don Bosco Higher Secondary School Panjim Goa, Village: Taleigao, Block: Panaji, District: North Goa, Goa- 403001 Dolatpura (Da) Primary School Village: Dolatpura (Da), Block: Vijapur District: Mahesana, Gujarat- 382865 Chandvana Pay Center Shala Village: Chandvana Block: Mangrol, District: Junagadh Gujarat- 362225 Ram Rudra Plus Two High School Village: Jodhadihmore Block: Chas, District: Bokaro Jharkhand- 827013 M.S.
Vivekanand School Village: Deoghar, Block: Deoghar District: Deoghar, Jharkhand- 814112 33.

Mrinal Maharashtra Z.P.

School Pimpalgaon Tarfe Mahalunge Nandkishor Ganjale 34.

Prakash Lotan Chavan Village: Pimpalgaon, Block: Ambegaon District: Pune, Maharashtra- 410503 Maharashtra Z.P.

School Karanjwan Village: Karanjwan, Block: Dindori District: Nashik, Maharashtra – 422206 198 Annual Report 2021–22 NCERT 35 Shafi Ajis Shaikh Maharashtra Z.P.

Central Upp.

Pri.
Central Upp.

Pri.

School Bitargaon (Bk), Village: Bitargaon, Block: Umarkhed District: Yavatmal Maharashtra – 445207 36.

Suresh Kumar Ola Rajasthan 37.

Elavarasan R Tamil Nadu 38.

Senthil Selvan Tamil Nadu 39.

Thangaraja Mahadevan Tamil Nadu 40.

Gopal Telangana Veeranala 41.

Adal Arasan Andaman and Nicobar Islands 42.

Revathi K Puducherry 43.

Sukanya De CISCE 44 Anni Kumar CBSE 45.

Naveen Gupta CBSE Govt.
Upper Primary School DhamkaliJohari, Village: Radhakishanpura Block: Piprali, District: Sikar Rajasthan – 332001 Panchayat Union Middle School Vedapatti Village: Vedapatti Block: Salem, District: Salem Tamil Nadu – 636122 Government Higher Secondary School Mangudi Village: Mangudi, Block: Sivaganga, District: Sivaganga, Tamil Nadu – 630559 Panchayat Union Middle School Village: Parappatti Block: Panamarathupatti Block District: Salem, Tamil Nadu – 636203 ZPHS Arutla Village: Arutla, Block: Manchal, District: Rangareddy Telangana – 501508 Government Senior Secondary School Rangachang, Village: Rangachang, Block: South Andaman District: South Andamans A&N Islands – 744105 Government Primary School Village: Pillaiyarkuppam Block: Bahour, District: Pondicherry Puducherry – 607402 Mahadevi Birla Shishu Vihar Village: Kolkata, Block: Kolkata District: Kolkata, State: West Bengal – 700019 VikasBharati Public School Regional Office: New Delhi Village: Delhi, Block: Delhi District: North West Delhi State: Delhi – 110085 St. Marks Sr. Sec.
Public School Regional Office: New Delhi Village: Meera Bagh, Block: A Block District: West Delhi, State: Delhi – 110087 Major Schemes of the MoE coordinated by the NCERT 199 Annual Report 2021–2022 46.

Neeru Mittal CBSE 47.

48.

Sh.

M.S Kumar Swamy Krishna Kumar Patel KVS NVS 49.
Sunita Gupta NVS SRDAV Public School Dayanand Vihar Regional Office: New Delhi Village: NA, Block: NA District: East Delhi State: Delhi – 110092 Gachibowli, Gpra Campus, Gachibowli, Hyderabad – 500032 Jawahar avoday Vidyalay Chisda Janjgir Champa Regional Office: Bhopal Village: Chisda, Block: Jaijaipur District: Janjgir – Champa State: Chhattisgarh – 495661 Jawahar Navoday Vidyalaya Regional Office: Bhopal Village: Basdei, Block: Surajpur District: Surajpur, State: Chhattisgarh – 497229 Organisation of Festival, ICT Mela, Contests of Digital Contents and Coordination with States/UTs All India Children’s Educational Audio Video Festival (AICEAVF) and ICT Mela is an event where there is an amalgamation of development and dissemination of educational e-Contents as well as awareness about the new innovations in technology in education.
AICEAVF is one of the major children’s educational audio-video programme festivals in India, which is organised every year.

It is unique in several ways.

It is perhaps the only festival which celebrates educational media of all kinds such as audio, video and new media.

ICT Mela is held concurrently to showcase the innovations in use of ICT in education.

There were a total of 462 entries received under various categories.
This year there were five categories (Type of Programme): Audio, Video, Byte Size Videos on Learning Outcomes, New Media and ICT and Digital Games.

These had been further categorised under the four stages of schooling (Learning Level) i.e., Foundational Level, Preparatory Level, Middle Level and Secondary Level; as per the National Education Policy (NEP) 2020.
There were three different categories based on the producing agency category i.e., Government Organisations/RIEs/NCERT/PSSCIVE, Independent Professionals/Filmmakers /Institutions and Teachers & Teacher Educators.
Out of the total 462 entries, there were 67 entries for audio (14- Foundational, 16-Preparatory, 17-Middle and 18-Secondary), 250 video (60-Foundational, 54-Preparatory, 85-Middle and 54-Secondary), 55 for byte size videos on learning outcomes (12-Foundational, 11-Preparatory, 23-Middle and 9-Secondary), 67 for new media and ICT (11-Foundational, Chief guest of the festival Sh.
Manoj Bajpayee (actor, Mumbai) addressing the audience of the All India Children’s Educational Audio Video Festival (AICEAVF) and ICT Mela 200 Annual Report 2021–22 NCERT 16-Preparatory, 23-Middle and 17-Secondary) and 23 entries for digital games (13-Foundational, 2-Preparatory, 7-Middle and 1-Secondary).The best entries were selected by a jury of experts in online mode due to pandemic.

There were a total of 14 experts in the jury.


Out of 462 entries in total, 35 entries were awarded for the Best Programme and there were 79 Individual Excellence awards and Jury Appreciation awards.

An Online celebration of 25 AICEAVF was conducted on 30 August 2021.

It was telecasted live on NCERT Youtube Official and all PM eVidya channels.

The chief guest of the festival was Manoj Bajpayee (actor, Mumbai) and Guest of Honor was Ashok Ogra.
Student receiving award from Prof. Sridhar Srivastava, Joint Director, NCERT Announcement of 26 AICEAVF Festival was uploaded on the CIET website and Festival Advertisement was published in a newspaper with QR Code.

The total number of 761 entries received and 4442 registrations were done for the 26 AICEAVF.

The Jury meeting was conducted for ‘Audio’, ‘Video’ and ‘New Media/ICT/Digital Games categories from 4 March- 13 March 2022.
The Final result sheet for Best Programme and Individual Excellence is being prepared for the festival celebration.

NISHTHA Online As per the recommendations of NEP 2020, each teacher is expected to participate in at least 50 hours of Continuing Professional Development (CPD) opportunities every year for their own professional development, driven by their own interests.
CPD opportunities will, in particular, systematically cover the latest pedagogies regarding foundational literacy and numeracy, formative and adaptive assessment of learning outcomes, competency-based learning, and related pedagogies, such as experiential learning, arts-integrated, sports- integrated, and storytelling-based approaches, etc.
National Initiative for School Heads’ and Teachers’ Holistic Advancement (NISHTHA), under Samagra Shiksha, is a flagship programme of MoE that was launched on 21 August 2019 by Hon’ble Minister of Education, Shri Ramesh Pokhriyal Nishank.

This training covers all the recommended areas of NEP 2020 and aims at the holistic development of teachers.

Though NISHTHA started as face-to-face training, due to pandemics the programme continued in online mode from 2020-21 in online mode.
During 2021-22, NISHTHA 2.0 (Secondary) was also launched targeting 10 lakh secondary school teachers and school heads.

NISHTHA 3.0 (FLN) was launched in September 2021 to reach 25 lakh teachers and head teachers at the pre-primary and primary levels.

NISHTHA 2.0 (Secondary level) was implemented in 33 States/UTs and eight autonomous organizations under MoE, MoD and MoTA in 10 languages - Hindi, English, Urdu, Gujarati, Punjabi, Telugu, Kannada, Bengali, Marathi and Odia.
Around nine lakh teachers and school heads have participated Major Schemes of the MoE coordinated by the NCERT 201 Annual Report 2021–2022 in these courses.

12 generic courses are completed and the development of pedagogy courses is in progress which will be implemented during 2022-23.

NISHTHA 3.0 (FLN) was implemented in 33 States/UTs and 5 autonomous organizations under MoE in 11 languages — Hindi, English, Urdu, Gujarati, Telugu, Kannada, Odia, Bengali, Marathi, Punjabi, and Mizo.
12 courses were offered as part of this program.

Courses are being rerun to cover the teachers who couldn’t complete them in the stipulated time.

Around eight lakh teachers are participating in this programme.

National Curriculum Frameworks (NCFs) The National Curriculum Framework (NCF), undertaken by the Ministry of Education (MoE) envisages creating an outcome-based learning approach for an inclusive learning environment.
In view of NEP 2020 recommendations, for bringing reform in Early Childhood Care and Education (ECCE), School Education (SE), Teacher Education (TE) and Adult Education (AE) four national curriculum frameworks will be developed to address these areas.

The four NCFs will be developed in accordance with the National Education Policy, 2020 which will cover the 25 areas — Curriculum and Pedagogy, Cross Cutting Themes and other important areas under NEP, 2020.
MoE entrusted NCERT with the task of development of NCFs using a bottom-up approach in collaboration with states/UTs and autonomous organizations of MoE.

The NCF Tech Platform was made live on 13th December 2021.

In concurrence to meet the overall vision, the first version of the NCF Tech platform along with the NCF training platform was released and made live to all States/UTs.

In addition to the NCF Tech platform, a mobile survey app (both in android and iOS) was made live in 14 regional languages i.e.
Assamese, Bodo, Telugu, Dogri, Punjabi, Marathi, Kannada, Gujarati, Hindi, English, Urdu, Kashmiri, Malayalam and Manipuri to facilitate the data collection based on the 4 curriculums across various categories viz Parents, Teachers, Students, Community workers, Anganwadi worker/s etc.

The two day offline NCF Training workshop was conducted across four different location/s viz Assam, Chandigarh, Bhopal and Vijayawada.
The team have also provided more than 120+ virtual training sessions across States/UTs to orient, sensitise and create awareness.

We have released process-oriented modules like District Consultation Report (DCR) and Focus Group/s (National and State) after undergoing 2 stages of testing i.e User Acceptance Testing (UAT) and Inhouse testing.
To facilitate all the States/UTs, NCERT has set-up a 24x7 NCF Tech support team to provide support pertaining to any technology and/ or process challenges via Helpline numbers and designated e-mail ID (ncf.tech@ciet.nic.in).

The team has played a vital role in facilitating smooth Onboarding process for the State Technical Coordinators (STCs), State Nodal officers (SNOs), National Nodal officers (NNOs) and Nodal Officers (NOs).
NCERT has also released sixteen (16) role specific user manuals/ handbooks for step-by-step learning and understanding of the NCF process across the NCF role hierarchy.

The current NCF status, till June 2022 are furnished below: 1.

Thirty one (31) states have successfully completed the baseline target of 3000 Mobile survey/s and overall surveys completed are 1,31,541.

2.

Second versions of 16 user manuals have been uploaded in the NCF Tech portal to facilitate all state officials.
202 Annual Report 2021–22 NCERT 3.

Thirty two (32) States have initiated, and Twenty seven (27) States have successfully completed the District Consultation Report (DCR) 4.

Twenty nine (29) States/ UTs have initiated the formulation of the State Focus group and Twenty-Seven (27) States/ UTs have successfully Onboarded the Member Secretaries.

5.
5.

Twenty five (25) States/ UTs have initiated the formulation of the State Steering Committee and Twenty one (21) states have completed the onboarding of the State Steering Committee/s member Secretaries.

MOOCs on SWAYAM Massive Open Online Courses (MOOCs) platform popularly known as SWAYAM i.e., Study Webs of Active learning for Young Aspiring Minds (https:// swayam.gov.in/) is a platform to encourage online learning that supplements/ complement the classroom teaching- learning process.
NCERT is a national coordinator to offer online courses for Classes IX to XII and from 2017 onwards, courses are being offered for Classes XI and XII.

During 2021-22, cycle 7 which was started in 2020-21 was extended due to the pandemic and around 30 online courses for 11 subjects of Classes XI and XII was conducted through SWAYAM in which around 86 thousand learners have benefitted.
An online workshop was conducted from 19 to 21 July, 2021 for the development of assessment questions for cycle 7 assessment and around 3,000 questions have been developed.

Another online workshop was also conducted on 26-27 July, 2021 for a review of assessment questions.

MOOCs on SWAYAM 11 HD videos of chemistry and economics have been finalised.

Around 800 videos of MOOCs courses checked and uploaded on DIKSHA portal.

NCERT Gsuite has been integrated in SWAYAM portal.


28 courses across 11 subjects of Class 11 and12 launched on 20th December 2021 as part of cycle 8 and till 31 March 2022, 25,454 learners have joined the courses.

These courses will continue till May 2022.


Regional Consultation Meeting-cum-Workshop for Implementation of Vocational Education in Schools under Samagra Shiksha for the States Regional consultation meeting-cum-workshop for implementation of vocational education in schools was organised under Samagra Shiksha for Southern, Western and North-Eastern Regions from 19 to 21 January 2022.
The meeting was organised for reviewing the status of implementation of vocationalisation of education in schools and to develop an action plan for effective implementation of the recommendations of the National Education Policy 2020 for Reimagining Vocational Education.

This programme was inaugurated by R.P.


Khambayat, Joint Director, PSSCIVE, NCERT, Bhopal and Biswajit Shah, Director (Skill Major Schemes of the MoE coordinated by the NCERT 203 Annual Report 2021–2022 Education and Training), CBSE, New Delhi.

P.P.

Gupta, Assistant Director (Voc.

), Ministry of Education, New Delhi gave keynote addresses during the inaugural session.

R.P.

Khambayat gave a presentation on ‘NEP 2020- Reimagining of vocational education’, V.S.
Mehrotra, Head, Department of Agriculture and Animal Husbandry gave a presentation on ‘Planning and implementing VEP in schools as per NEP – 202’ and P. Veeraiah, gave a presentation on ‘Vocationalisation of school education under Samagra Shiksha with reference to NEP 2020’.

All the State representatives gave presentations on the topic ‘Good practices and current status of VE in States/UTs’.

P. Veeraiah and V.S.


Mehrotra explained the facts regarding ‘Introducing Pre-vocational education from Classes 6-8’.

Management and Monitoring of VE in Schools under Samagra Shiksha was introduced by Chiranjiv Guha, Senior Analyst, NSDC, New Delhi.

New Initiatives in Skill Development were discussed by NSDC group.

Emerging Future Directions in VET – Industry 4.0 Artificial Intelligence, etc.

were highlighted by Biswajit Shah, CBSE, New Delhi.
New Initiatives for VE were discussed by different Sector Skill Councils.

28 senior Executives from MoE, NIOS, CBSE, NCERT and State Coordinators from different States and UTs of Southern Region, Western Region and North- Eastern Region attended the regional consultation meeting.
During the meeting, lectures were given by faculty members on Vocationalisation of School Education under Samagra Shiksha— Priorities and Challenges, Planning and Implementing Vocational Education, Introducing Pre-vocational Education from Classes 6-8 and Integrating Employability Skills in VE.
The guest speakers also gave presentations during the programme on the following topics — Enhancing Quality of VE through Industry Linkages, Apprenticeship Training, Accreditation, etc., Emerging Future Directions in VET – Industry 4.0, Artificial Intelligence, etc., Emerging Priorities in VE and Skill Mapping Presentation and Management and Monitoring of VE in Schools under Samagra Shiksha.
Innovative Model of Vocational Education in Schools The PSSCIVE, Bhopal is implementing the project approved by the Project Approval Board (Samagra Shiksha), Ministry of Education for setting up an innovative model of vocational education in 10 schools.
The project is being implemented in four Demonstration Multipurpose Schools (DMSs) of NCERT located in Ajmer, Bhopal, Bhubaneswar, and Mysuru and six schools affiliated to the State Boards of Madhya Pradesh, Tripura, Meghalaya, Rajasthan, Karnataka and Odisha.

The vocational subjects offered in these schools are in Agriculture, Automotive, Beauty and Wellness, Electronics and Hardware, Retail, Tourism and Hospitality, Information Technology/IT enabled Services sectors.
Innovations included encouraging parents and students to participate in vocational education through meetings and guidance, reducing gender gap in the vocational subjects, development of partnerships and networking with institutions and industry for conducting extra classes for practical skills and hands-on experience, offline and online sessions of experts in the field for training students, organisation of exhibitions/melas for exhibiting and showcasing the various products and activities of the students, sharing and creating innovative ideas, cultivating entrepreneurial spirit, and effective monitoring of the activities through social media and teachers.
204 Annual Report 2021–22 NCERT 8.

Visitors to the NCERT and International Collaborations The National Council of Educational Research and Training is a hub of educational experiences in the area of school and teacher education.

Educationists, educational administrators, faculty members, researchers, teacher-educators, students, etc.
from national and international institutions visited the Council to gain experiences in the areas of curriculum development, preparation of syllabi, textbooks and teaching-learning materials, production of audio-video materials and educational kits; model science laboratories, National Library of Educational and Psychological Tests, National Documentation Unit, NCERT Library, audio and print publication centres; Herbal Garden, Science Park, etc.
The visitors get unique platform for exchanging information, ideas and innovative thoughts when interacting with the faculty members of NCERT that in turn helps to renovate the school and teacher education system.
Keeping in view the importance of international cooperation in the field of school education, the Council hosts foreign delegations, facilitates their interaction with different Departments and Constituent Units pertaining to areas critical to their interest and needs, such as, educational policies, curriculum frameworks, pre-service and in-service teachers’ education programmes, physical education, vocational education, ICT and ET, and conducts workshops, seminars and conferences involving MoUs signed with foreign institutions.
In order to foster structured and meaningful relations with various countries for mutual benefit in improving the quality of school education and teacher education, NCERT, in recent years has signed MoUs with the institutions like Academy of Korean Studies (AKS), Republic of Korea, Mauritius Institute of Dr. Abhay Kumar, Assistant Professor, CIET interacting with the students of Galgotia University, Greater Noida Annual Report 2021–2022 Education (MIE), Mauritius, Curtin University (CU), Australia, USA and College of Education, University of St. Francis (USF), USA National Taiwan Normal University (NTNU), Taiwan, National Agency of Education (EDUFI), Finland and Florida Centre for Reading Research at Florida State University (FSU) and University of St. Francis, USA.
The process of signing MoU has been initiated between NCERT and the, Sri Lanka, Nepal and Bhutan.

Due to the COVID-19 pandemic, the meetings with foreign countries and institutions were organised in virtual mode and no foreign visits were carried out by the NCERT faculty during the year.

Visits by Delegations and Experts From Various Institutions to NCERT Visitors to NIE Departments/Divisions/Cell  M.Ed.
students from Jamia Millia Islamia University, New Delhi visited DEK and learned about all the educational kits.

Two teacher trainers from DIET, Dilshad Garden, Delhi visited DEK to see the Mathematics kit so that they could set up their Mathematics lab.

21 teacher trainers from SCERT, Andhra Pradesh visited the kit display room.

50 teacher trainees from IIT, Gandhinagar, Gujarat visited DEK on 11.03.2022.

 49 M.A./M.Sc./M.Ed.


Student-teachers and two Teacher Educators from Indian Institute of Teacher Education, Gandhinagar, Gujarat visited NIE, New Delhi for know about role and functions of NCERT in the context of implementation of National Education Policy 2020 during 10-11 March, 2022.

 13 M.Ed.
 13 M.Ed.

Students of School of Education, Shri Lal Bahadur Shastri National Sanskrit University, participated in internship programme to know about the departments of the NCERT, their functioning and their contributions in the field of school and teacher education from 18 October to 12 November 2021.

Visitors to CIET  Resource-cum-Activity Centre in ET/ICT for School and Teacher Education Internship and one day exposure visit for teacher education institutions have been organised.
It has helped B.El.Ed, B.Ed., M.Ed., M.Phil.

students to acquire knowledge about the various ICT initiatives taken at the national level and the skills to use various ICT tools which can be used in teaching-learning.

The details of the session are given below: Internship Details: S. No.

Name of the Institute/ College/Organisation Total no.

of Scholars/Students Date of the Internship 1.

2.

3.

4.
2.

3.

4.

Lady Irwin College, University of Delhi Indira Gandhi Delhi Technical University for Women , Delhi Regional Institute of Education, Bhopal Institute of Home Economics, University of Delhi 5.
Jamia Millia Islamia, Delhi 29 3 52 1 14 26 July – 13 August 2021 16 August – 30 September 2021 8 – 12 November 2021 1 November-31 December 2021 27 December 2021 – 7 January 2022 206 Annual Report 2021–22 NCERT Exposure Visit CIET has organised several exposure visits for students of Teacher Education Institutions to make them aware of the various digital initiatives undertaken at the National level and expose them to media development facilities at CIET.

S. No.
S. No.

Name of the Institute/College/ Organisation Total no.

of Trainees/Faculty Date of the Visit 1.

Galgotia University, Greater Noida 59 23 December 2021 Institute of Vocational Studies, Delhi 80 2.

3.

JIMS, Greater Noida 4.

Bhartiya Shiksha Adhyapak Sansthan, Gandhi Nagar, Gujarat 54 51 2 March 2022 11 March 2022 11 March 2022 CIET’s library is a storehouse of books, periodicals and newspapers.
It has a total of 14,566 books (General books-8,646 and Children’s’ literature-5,920), a subscription of 26 magazines and 12 newspapers.

A total of 42 books were purchased for CIET’s library.

Visitors to PSSCIVE  Members of the Committee constituted by the Government of Maharashtra for conversion of the scheme of Minimum Competency based Vocational Courses (MCVC) to NSQF aligned vocational courses in schools visited PSSCIVE, Bhopal on 20 and 21 September 2021.
The Chairperson of the Committee Vikram Kale, Hon.

MLC and the members of the committee namely, Suvarna Kharat, Joint Secretary, Department of Skill Development, Employment and Entrepreneurship, D.A.

Dalvi, Director, DVET, Nitin A. Nikam, Deputy Director, DVET and Dnyaneshwar Gopatwad, ADO, DSDE&E, Govt.

of Maharashtra interacted with Rajesh P. Khambayat, Joint Director, PSSCIVE, Vinay Swarup Mehrotra, Head, Curriculum Development and Evaluation Centre, PSSCIVE, and the faculty members of PSSCIVE.
Visitors to RIE Mysuru  The DIET faculty members from Goa state visited the institute on 10-03-2022.The main purpose of the visit to RIE, Mysuru was to prepare a proposal for programmes and activities for faculty development under Samagra Shiksha.

Faculty members of DIET Goa during their visit to RIE Mysuru.
Visitors to the NCERT 207 Annual Report 2021–2022 International Collaborations Virtual Signing of MoU between NCERT and Graduate Institute of Science Education (GISE), National Taiwan Normal University (NTNU), Taiwan The Signing Ceremony of the approved Memorandum of Understanding (MoU) between National Council of Educational Research and Training (NCERT) and Graduation Institute of Science Education (GISE), National Taiwan Normal University (NTNU) meeting was held on 26 August 2021 in virtual mode.
This m e e t i n g w a s c h a i r e d b y Director, NCERT and attended by eight members from NIE, six members from Taiwan and o n e m e m b e r f r o m I I T Kharakpur (who facilitated the discussion between the two institutions).
Director, GISE, NTNU; Vice President of Research and Development, NTNU; Vice President of International Affairs, NTNU; Former Vice President of International Affairs, NTNU; Dean, College of Science, NTNU and Professor of Science Education and Former Director, GISE were the attending members from Taiwan.

NCERT was represented by Prof. Sridhar Srivastava, Joint Director and In-charge Director, NCERT; Prof. Amarendra Prasad Behera, Joint Director, CIET and faculty members from NCERT.
Virtual signing of MoU between NCERT and Graduate Institute of Science Virtual Signing of MoU between NCERT and the National Agency of Education (EDUFI), Finland The approved MoU was signed between NCERT and the National Agency of Education (EDUFI), Finland on 11 March, 2022.
The virtual signing ceremony was attended by six senior academicians from the National Agency of Education (EDUFI), Finland including the Director and Counsellors of Education, and eight members from NCERT including the Director and Joint Director, NCERT.
The Virtual Introductory Meeting between NCERT & Global Innovation Network for Teaching and Learning, Finland 208 Annual Report 2021–22 NCERT Counsellor of Education and Science from Embassy of Finland (who supported the process of finalisation of the draft MoU) also joined the ceremony.

The ceremony was chaired by Director, NCERT and moderated by Head, IRD.
Joint Working Committee Meetings between NCERT and Academy of Korean Studies (AKS), Republic of Korea As per the provisions of the signed MoU between NCERT and AKS, Republic of Korea, regular Joint Working Committee (JWC) meetings between NCERT, AKS and other Korean Institutions were organised to discuss and continue work on agreed activities highlighted in the MoU.
The 5th JWC meeting chaired by Prof. Sridhar Srivastava, Joint Director and In-Charge Director, NCERT was held on 30 November, 2021 in virtual mode.

This meeting was attended by 12 members from NCERT and 11 members from AKS, KRIVET, KERIS and NISE.

The meeting was coordinated by Anupam Ahuja, Head IRD, NCERT and Park So Young, Senior Researcher, AKS, Division of Understanding Korea Project.
The themes chosen were Curriculum and Textbook Development, Education of Groups with Special Needs, ICT and Educational Technology, and Vocational Education.

Each of the theme was covered in four group sessions with presentations from members at NCERT, PSSCIVE, AKS and KRIVET.

A report of the 5th Joint Working Group Meeting between NCERT and AKS was prepared and sent to MoE and AKS after due approvals.
Joint Working Committee Meetings between NCERT and Mauritius Institute of Education (MIE), Mauritius As per the provisions of the signed MoU between NCERT and MIE, Mauritius, the first Joint Working Committee between NCERT and MIE was held on 14 January 2022.

The virtual meeting was attended by six members from MIE including the Acting Director MIE and the Joint Director and In-charge Director, NCERT and faculty members from NCERT.
The meeting included four sessions on ICT and Education Technology, Teacher Education Inclusive Education and Early Childhood Care and Education.

The presentations were made by academics from both the countries and discussed.

The next steps were delineated and a report on the first NCERT-MIE Joint Working Group Meeting was prepared and shared with all participants after due approval.
Activities under signed MoUs: Pilot study of reading intervention under signed MoU An MoU was signed virtually between NCERT and Florida Centre for Reading Research at Florida State University (FSU) and College of Education, University of St. Francis (USF), USA on 2 February 2021.
The mutual exchange aimed to establish a National Centre for Reading Intervention and Research in India undertake research in evidence-based reading interventions promote the development and use of psychometrically validated assessment tools and techniques for screening students with poor reading, and explore possibilities for validation and adaptation of resources from the Florida Centre for Reading Research (FCRR) in the Indian school education context.
To further the activities towards the objectives of the MoU in particular as regards collaborative research and exploring possibilities for validation and adaptation of resources from FCRR, a pilot project was proposed in February 2022.
The collaborative pilot study will be using existing initiatives by Visitors to the NCERT 209 Annual Report 2021–2022 NCERT, including the results from ongoing Foundational Literacy Assessment supplemented by other literacy measures as needed, to provide a base for interventions in literacy.

Following the assessments, interventions that will be culturally validated to the Indian context, from FCRR, will be administered to the students in literacy skills in schools in five different regions of India.
The effect of the interventions will be examined using similar assessments including the Foundational Literacy Assessment.

The pilot study is scheduled for the year 2022-23. Review of Project titled Vocational Education and Training in Mechatronics by KOICA A review of the Project titled Vocational Education and Training in Mechatronics was undertaken following (KOICA’s) agreement in principle to provide a grant of USD 2.0 million to the project.
In this context, Ilryoung Lee, Deputy Country Director, KOICA, Bangladesh Office visited India to highlight issues which need to be resolved before signing the “Grant Aid Agreement” between KOICA, RoK Embassy, New Delhi and NCERT.
During her visit to Delhi, and following a series of consultations with NCERT, it was decided that meetings will be held with MoE, Department of Economic Affairs (DEA), Ministry of Finance (MoF) National Council of Educational Research and Training NCERT, PSSCIVE and RIE, Bhopal to discuss the project.

In addition, a tour of the laboratory at RIE, Bhopal was requested for the project design survey and inspects already installed equipment in the laboratory supplied by Embassy of RoK.
However, in light of the second wave of COVID-19 pandemic and a surge of COVID-19 cases in Bhopal, it was suggested that the round of meetings with NCERT, PSSCIVE, RIE, Bhopal and MoE, and the laboratory tour be organised virtually instead.

On 12 April 2021, a virtual meeting was held between NCERT team led by Sridhar Srivastava, Joint and In-charge Director, NCERT, and included Lee and Kim Younggi, Second Secretary, Embassy of RoK, New Delhi.
On the request of Ms. Lee, a second virtual meeting was held between DEA, Embassy official of RoK in India and KOICA on 13 April 2021.

The issue of custom duty exemption for import of lab equipment from Korea was also discussed in detail.

Following this, a virtual tour of the laboratories was organised on 13 April 2021.
A virtual meeting was also organised with MoE’s officials to understand the Ministry’s perspective on the Project and for promoting Vocational Education in India in the light of NEP, 2020.

The second review of the project was completed with a debriefing meeting held virtually on 16 April 2021 with Director, NCERT, Joint Director, PSSCIVE, Principal, RIE, Bhopal and the team from RoK.
Online Workshop on COVID Protocol A virtual workshop on COVID Protocol was held on 24 January 2022 for 110 teachers and Principals of Demonstration Multipurpose Schools (DMS) in the four RIEs viz., Bhopal, Ajmer, Mysuru and Bhubaneshwar.

It was organised based on a mutual decision taken during the 5 JWC Meeting between NCERT and AKS, RoK held on 30 November 2021.

The event was inaugurated by Sridhar Srivastava, Joint and In-charge Director, NCERT.
Korea Research Institute for Vocational Education and Training (KRIVET) organised this virtual workshop led by Kim Young Saing, KRIVET and his team, and included sessions covering discussions on preventive measures adherence to norms against COVID-19.

The latter discussion was led by renowned medical 210 Annual Report 2021–22 NCERT practitioner Hoon-Sang Lee, Consultant, KRIVET.
Discussions were also held on conducting online classes in school with a focus on effective teaching and evaluation practices that can be adopted during the Pandemic.

This discussion was led by Kim, Young-Saing, and Yong, Cho, KRIVET International Student Exchange Programme between Schools in India and Korea Planning for organising an international school student exchange programme virtually between school children in India and RoK was undertaken.
It was initiated in the form of a proposal by Incheon and Busan Education Office, Seoul, Republic of Korea, sent to the Swami Vivekananda Cultural Centre, Embassy of India, Seoul.

The Embassy of India, Seoul, requested NCERT to plan and coordinate the exchange programme between schools in India and in Korea.

The aim was to initiate greater familiarity and appreciation of Indian and Korean cultures with students from both countries.
It was decided mutually that the programme will be supported by CIET and be held in the Demonstration Multipurpose Schools (DMS) of the RIE, Bhopal, Ajmer, RIE Bhubaneswar and RIE Mysuru.

The planning process involved the pairing of schools in India with the schools in Korea.

Detailed discussions were held during virtual meetings and consultations for collaboration under the programme.
Additionally, an orientation session was organised by Swami Vivekananda Cultural Centre for representatives from Incheon Education Office and School on 29 March 2022.

Head, IRD made a virtual presentation on “Schools in India” during the orientation programme.
Other Bilateral Activities Online Training Programme on English Language Planning for an online training programme titled Communicative English for Work Professionals for nine master trainers at Hoang Le Kha Gifted High, Tay Ninh Province, Vietnam is underway.

This bilateral activity has been undertaken on the request of the Consul General of India, Ho Chi Minh City, Vietnam.
Two virtual planning meetings were organised between NCERT, Hoang Le Kha Gifted High and Tay Ninh Department of Education and Training on 29 June 2021 and 3 December 2021 respectively.

The Department of Education in Languages, NCERT through a constructive process of engagement, virtual and mutual consultations has prepared an outline for the online training programme.
The objective of the course is to enhance the English language proficiency of teachers in terms of functional communication in different academic and professional contexts.

Collaborative activities with Israel As per the request of MASHAV Educational Training Center (METC) of the Ministry of Foreign Affairs, Israel, the Demonstration Multipurpose Schools (DMS) of RIE, Mysuru, Bhubaneswar, Ajmer and Bhopal were invited to be part of the ‘Schools online’ programme.
The program provided a learning framework, in which students from schools in Israel and abroad, met and learnt about each other as part of a digital educational process.

The program aimed to provide a set of skills and knowledge essential for the development of students in the 21 century.
Visitors to the NCERT 211 Annual Report 2021–2022 As a part of this project, several activities and live interaction sessions between students of DMS Mysuru, India and Ohel Shalom School, Gedera, Israel were conducted online since 2018 and recently in 2020 along with DMS Bhubaneswar respectively, while DMS Ajmer and DMS Bhopal were selected for the session 2021-22.
Collaborative Activities with Iran IRD and Organisation for Education Research and Planning (OERP), Iran with support from Iran Culture House (ICH) Delhi has been exploring possibilities of bilateral cooperation with the Iran.

The OERP is affiliated to the Ministry of Education, Iran, and works in the field of school education playing a role similar to NCERT.

The Deputy Minister of Education and Chairperson, OERP, officially shared a draft Memorandum of Understanding between NCERT and OERP through ICH.
The draft MoU has been sent to relevant departments at NCERT and the five RIEs for review.

Virtual Introductory Meeting between National Council of Education Research and Training, New Delhi and Global Innovation Network for Teaching and Learning, Finland Following a series of online consultations, a virtual introductory meeting between NCERT and Global Innovation Network for Teaching and Learning (GINTL) was held on 27 October 2021.
GINTL was launched as a university network for India collaboration in education by the Ministry of Education and Culture (MEC), Finland.

It is also included in the MoU between NCERT and Finnish National Agency for Education (EDUFI).

The introductory meeting was chaired by Sridhar Srivastava, Joint Director and In-charge Director, NCERT.

It was attended by nine faculty from NIE and eleven members from the Steering and Coordination Committee of GINTL, along with a senior member from EDUFI.
The Counsellor of Education, Embassy of Finland, New Delhi also attended the meeting.

The aim of this introductory meeting was to familiarise faculty from NCERT and members of GINTL with each other and facilitate sharing of interests for furthering cooperation in the field of school education.
Discussions were held on the themes: Early Childhood Care and Education, Vocational Education and Training, Inclusive Education, Quality Assessment Framework, Quality Teacher Training, Educational Technology and Integrating Climate Change Awareness in Education.

Additionally, GINTL network and resources, with its capacity for high-quality research, curriculum development, teacher in-service training, teacher peer interaction, etc.
was acknowledged as an important part of all future collaboration between NCERT and EDUFI.

A report outlining the actionable points from the meeting was prepared and shared with to members from both sides after due approval.

Korean Textbooks with Indian Content A study on portrayal of India in Korean textbooks was conducted by the Indian Embassy in Seoul, Republic of Korea (RoK).

It showed a limited portrayal, and at places outdated and misrepresentative depiction of India.
In this context, the Indian Embassy requested NCERT to develop reading material for introducing India in Korean textbooks at elementary, secondary and high school levels.

Accordingly a module titled Module on India: Glorious Past, Dynamic Present and Promising Future has been developed by NCERT.

It focuses on the themes: 212 Annual Report 2021–22 NCERT India’s past, its cultural influence abroad, post-colonial developments, societal change, etc.
The inclusion of content on India for textbooks in Korea is currently being facilitated in a phased manner by the Embassy of RoK, New Delhi, the Korean Culture Centre of India and the Ministry of Education, RoK.

The Embassy of India, Seoul facilitated the translation of the module in Korean language and disseminated the same to the Education Ministry and curriculum developers in Korea.

The content will be integrated in Korean textbooks based on the governing regulations of curriculum development in Korea.
The content of the Module were also discussed in the Orientation Session organised by the Swami Vivekananda Cultural Centre, Embassy of India, Seoul, RoK for the officials from Incheon and Busan Education Office.

The officials met to discuss the upcoming International Student Exchange Programme with schools in India and Korea.

This proposed International Student Exchange Programme between schools also hopes to act as a base for familiarising India and its culture to Korean students.
Vietnam Education Publishing House and NCERT on Textbook Content A meeting was held between Vietnam Publishing House and NCERT on 20 December 2021 against the backdrop of a Virtual Summit between India and Vietnam.

The later was held on 21 December 2020 between the two respective leaders of both the countries.
The outcome of the summit led to the ‘India- Vietnam Joint Vision document’ which mentions that the ‘two countries will also facilitate cooperation between respective agencies on the two sides to promote contents related to India–Vietnam relations and their historical links in each other’s school textbooks.

In context of this background, senior officials of the Embassy of India, Hanoi, Vietnam proposed a discussion in virtual mode on the current portrayal of India in Vietnamese textbooks and vice-versa.
Thus, a virtual meeting was held with Online discussion on the current portrayal of India in Vietnamese textbooks and vice-versa is in progress Visitors to the NCERT 213 Annual Report 2021–2022 members of the Vietnam Education Publishing House, NCERT on 20 December 2021 to decide on the course of action for updating the portrayal of both nations in their respective textbooks.

The meeting was attended by eight faculty members from NCERT.
The members from the Vietnam Education Publishing House included three Deputy Editor-in-Chiefs, Chief Editor of History Textbooks, Head and Deputy Head of General and External Relations.

Additionally, three members from Embassy of India, Hanoi also joined the discussions.

The discussion focussed on the coverage of content about India in Vietnamese textbooks, the target educational level and the timeline for completing the activity.
Actionable points delineated by IRD, NCERT were shared with the Vietnamese delegation, NCERT faculty and the Embassy of India, Hanoi.

214 Annual Report 2021–22 NCERT Appendices  Appendix I Publications and Presentations by the NCERT Faculty  Appendix II Ph.D.
Degrees Awarded during the Year the Supervision of the NCERT Faculty  Appendix III Awards and Fellowships  Appendix IV Details of NCERT Committees, as mentioned in the MoA for the Year 2021–22  Appendix V NCERT’s Consolidated Sanctioned Strength of Posts as on 31 March 2022 and Reservation Position  Appendix VI Receipts and Payments Account for the Year ended on 31 March 2022  Appendix VII Publications released during the Year 2021–22  Appendix VIII Publication Division and its Regional Production-cum-Distribution Centres  Appendix IX NCERT’s Constituents and Faculty Annual Report 2021–2022 Appendix i Publications and Presentations by the NCERT Faculty depArtment of elementAry educAtion (dee) Research Papers/Articles Sharma, USha.
2021.

Shikshaki bhartiya drishti.

Prathmik Shikshak.

Vol.

45, No.

1. pp.

105–110.

Nikalje, V. 2021.

The mirage of assumptions.

The Primary Teacher.

Vol.

42, No.

4. pp.

51–54.

Chapter in Edited Book Sharma, USha.

2021.

Reading and writing: A strong foundation for literacy.

In Arora, Pankaj, and Gandhi, Haneet.

(Eds.

), National Education Policy 2020: Pavingthe ways for Transformational Reforms (pp.

87–97).

Delhi: Shipra Publications.

———.

2021.

Children, childhood and education.


In Arora, Pankaj, and Gandhi, Haneet.

(Eds.

), National Education Policy 2020: Paving the ways for transformational reforms (pp.

36–50).

Delhi: Shipra Publications.

———.

2021.

Padhna-likhna: Shiksha ki thos.

In Buniyaad, Arora, Pankaj, and Sharma, Usha.

(Eds.

), Rashtriya Shiksha Niti 2020 — Rachnatma k sudharon ki aur (pp.

90–99).

Delhi: Shipra Publications, Patparganj.

———.

2021.

Bacche, bachpan aur shiksha.

Arora, Pankaj, and Sharma, Usha.


Rashtriya Shiksha Niti 2020— Rachnatmak sudharon ki aur (37–50), Delhi: Shipra Publications, Patparganj.

SoNi, romila.

2021.

Learning assessment.

Guidelines on foundational literacy and numeracy mission (129–149).

NIPUN Bharat, Ministry of Education, Government of India.

Department of School Education and Literacy, MoE.

———.

2021.

Developmentally appropriate learning experiences for foundational numeracy in the model preschools of RIEs.
Proceedings of the 9th National Conference on Mathematics Education, RIE, Bhopal (pp.

230–238).

Bhopal: Prerna Publications.

Deshbandu Bhawan.

Paper Presentations SaNwal, S. 2022.

The learning continuum and NIPUN Bharat Mission.

Paper presented in the international conference on NEP 2020, Academic Institutes Vibrant Gujarat Summit Vigyan Bhawan, Ahmedabad, 5–6 January.

learNiNg.

Paper presented in the international e-Symposium on Toy Design and Innovation, National Institute of Design, Ahmedabad.
Gujarat.

6 May.

SaNwal, S. 2021.

Classroom practices to improve FLN Outcomes.

Paper presented in the NEP Webinar series on FLN, NIPUN Bharat, CBSE, 9 August.

SoNi, romila.

2022.

Teacher preparation for improving the sustainability in foundational years of learning.

Paper presented in the national conference on NEP 2020: Towards Transforming teacher Education, RIE Bhubaneshwar, 24 February.

216 Annual Report 2021–22 NCERT ———.

2022.


Integrating toy and game-based pedagogy into foundational literacy and numeracy (FLN).

Paper presented in the national seminar on Integration of Indigenous Knowledge in the School Curriculum: Prospects and Challenges, NERIE, Umiam (Meghalaya),18 February.

———.

2021.

ECCE pedagogy- Emerging curricular and pedagogical structure of school education.
National e-Colloquium on National Education Policy- 2020 (Curricular and Pedagogical Structure of School Education and Re-imagining Vocational Education), SVLS— Mo Gaon Siksha Parishad, Odisha, 29 August.

SaNwal, S. 2022.

Fulfillment of educational rights of children in accordance with New Education Policy, 2020.

Chaired the session in the webinar on Child Rights for Multi Stakeholders Working for Children, NIPCCD, 20 November.
depArtment of educAtion in lAnguAges (del) Research Papers and Articles khaN, ChamaN ara.

2021.

Khwaja Hasan nizami ka usloob.

Khwateen Duniya.

Vol.

5, No.

7. pp.

14–16.

Book Chapters megaNathaN, ramaNUjam.

2022.

Language conundrum: English language and exclusivity in India’s higher education.

In Sengupta, Papia (Eds.

), Critical sites of inclusion in India’s higher education (pp.

81–96), Singapore: Palgrave Macmillan.

Paper Presentations moazzamUddiN, mohd.

2022.


Types of folk literature and study of various forms.

Chaired a session in the national conference on Folk Literature in Indian languages-Today and Tomorrow, RIE, Bhopal, 28 January.

———.

2022.

Chaired the session in the national seminar on Urdu Ka Deegar Hindustani Zabanon Se Adabi, Lisani Aur Tahzeebi Rishta, SOH&SC, YCMOU, Nasik, 26 February.

SiNgh, SaNdhya.

2021.


Chaired the session in the national conference on Indian Languages, Arts and Culture, RIE, Ajmer, 9 December.

depArtment of educAtion of groups with speciAl needs (degsn) Research Papers and Articles BiSwaS, raNjaN kUmar.

2021.

A study on socio-economic impact on educational perspectives of Saharia primitive tribal groups in Madhya Pradesh.

Integrated Research Journal of Management, Science and Innovation.

Vol.

8, No.

2. pp.

150–162.

———.

2021.


Disadvantaged areas of Rajasthan.

Integrated Research Journal of Management, Science and Innovation.

Vol.

8, No.

2. pp.

76–88.

———.

2021.

Monitoring and evaluation of educational programmes telecast in live mode.

International Research Journal of Science Engineering and Technology.

Vol.

11, No.

3. pp.

21–30.

Appendices 217 Annual Report 2021–2022 SiNgh, V. k., aNd S.C. ChaUhaN.

2021.
2021.

Managing inclusive schools in India: A study of School Management Committees in tribal concentrated districts of Jharkhand and Chhattisgarh.

Journal of Educational Planning and Administration.

Vol.

35, No.

1. pp.

59–83 SiNgh, V.k.

2020.

Profile study of a school going child with Haemophilia.

Indian Educational Review.

Vol.

58, No.

1. pp.

67–79.

———.

2022.


Equity and inclusion of children belonging to other backward classes in school education: An analysis from right-based socio-cultural approach.

Gyan Bhav: Journal of Teacher Education.

Vol.

11, No.

14. pp.

4–15.

———.

2020.

Samaveshi siksha se jude mudde ve chunotiyan.

Gyan Garima Sindhu.

Vol.

65, No.

1. pp.

168–186.

Book Chapter SiNgh, V.k.

2021.

A child with multiple sclerosis in school: Case study.

In Vanitha, C.

(Ed.


), Recent trends in inclusive education (pp.

87–98).

New Delhi: Today and Tomorrow’s Printers and Publishers.

Paper Presentations yadaV.

moNa.

2021.

Gender and education.

Invited speaker in the national conference on Learning 2021.

Lady Irwin College, Delhi University, 26 November.

———.

2022.

Gender equality today for a sustainable tomorrow.


Invited speaker on the webinar on Breaking the Bias on the occasion of International Women’s Day Celebration, Tribal Arts and Science College, Nadukani, Kerala, 8 March.

———.

2022.

Shiksha evam samaj me langik vimarsh, Invited speaker in the Jansarokarmanch Channel, Tonk, Rajasthan,10 March.

SiNgh, V.k.

2021.

Psychosocial aspects of children living with chronic health impairments causing disability.
Paper presented in Manodarpan-webinar Paricharcha-Dealing with Psychosocial aspects of CWSNs and Their Families, RIE, Ajmer, 26 June.

———.

2021.

Effective interventions for inclusion of all as per the vision of NEP 2020.

Paper presented in the webinar on Towards an Equitable and Inclusive Society: Realising the Goals of NEP 2020, MoE, 30 July.

———.

2022.

The Rights of Persons with Disabilities Act 2016: Background, opportunities, challenges and implementation.
Paper presented in a State level conference on Revision of Norms of the Jammu and Kashmir Board of Education at Secondary and Higher Secondary level for Children with Special Needs, JKBOSE on 10 March.

depArtment of educAtion in sociAl sciences (dess) Research Papers and Articles ojha, Seema S. 2021.

Knowledge of India in NEP, 2020: Key to restore pride in school children.

Journal of Indian Education.

Vol.

47, No.

3.

SriVaStaVa, goUri.

2021.

Buniyadi Shikska and its relevance in contemporary times.
University News.

Vol.

59, No.

26. pp.

10–16.

218 Annual Report 2021–22 NCERT ———.

2021.

Narratives from captivity: Gendered experiences and encounters.

University News.

Vol.

59, No.

48. pp.

10–14.

———.

2022.

Creative expressions that made a difference: India’s struggle for independence.

University News.

Vol.

60, No.

7. pp.

9–12.

raShmi, Neeraja.

2017.

Women icons from North- East India.

The Primary Teacher.

Vol.

XLIL, No.

4. pp.

24–30.

Books SriVaStaVa, goUri.

2021.


Nectar: Transcribing thoughts, New-Delhi: A Mittal Publication.

Book Chapters SriNiVaSaN, m.V.

2021.

Educating capacity of Indian families: An analysis of enrolment, spending and participation.

In Sunayini, Parchure, Samuel, M., Mathews, S., and Jacob, J.

(Eds.

), Changing dynamics of Indian economy: The decade of Twenty-Tens and ahead (pp.

283–315).

Pune: Symbiosis College of Arts of Commerce.

Papers Presentations PaNdey, aParNa.

2021.


India: Geography teaching at elementary stage in schools.

Paper presented in the hybrid mode conference on Making Connections: Cooperation and Networking in Geography, Commission on Geography Education of the International Geography Union (IGU-CGE), Prague, Czechia, 10–13 August.

SiNgh, jaya.

2022.

Classroom observation: Whether learner centric Education opted for teaching–Learning of the subject.
Paper presented in the national conference on NEP 2020: Towards Transforming Teacher Education, RIE Bhubaneswar, NCERT, 24–26 February.

SriNiVaSaN, m.V.

2022.

Challenges in designing curriculum to promote skill development and innovation in the light of National Education Policy 2020.

Paper presented in the international webinar on Promoting Quality Research, Skills and Innovation in Higher Education, JMJ College for Women (A), Tenali, Andhra Pradesh, 7–11 March.

SriVaStaVa, goUri.

2022.


Challenges of adolescent girls with reference to education and way forward.

Chaired the session in the national webinar on Addressing Comprehensive Needs of Adolescent Girls in India, Ministry of Women and Child Development, Government of India, 24 January.

depArtment of educAtion in science And mAthemAtics (desm) Farkya, SUNita.

2016.

Tales building concepts: A constructivist approach to teaching learning science.

School Science.

Vol.

54, No.

4. pp.

32–41.


Verma, r. 2016.

Qualitative analysis of Manganese (II) ions: sensitivity, selectivity and time effective method, School Science.

Vol.

54, No.

4. pp.

5–7.

koUl, aNjNi.

aNd gUPta, gUNjaN.

2022.

Inculcation of values through science textbooks: An analysis of NCERT science textbooks at upper primary stage.

International Journal of Teacher Education and Teaching.

Vol.

2, No.

1. pp.

45–57.


Appendices 219 Annual Report 2021–2022 depArtment of curriculum studies And development (dcs&d) Research Papers and Articles koireNg, r.r., P. C. agarwal aNd alPaNa, gokhroo.

2022.

Computation of structure and electrical resistivity of liquid Na-Rb alloys.

East Eur.J.

Phys., 1, pp.

66–69.

Book Chapters SrideVi, k.V.

2021.

Unit 9, Classroom organisation and management.


In BESC-133, IGNOU Study Material, Curriculum, Teaching – Learning and Assessment Block III, IGNOU (pp.

7–33), New Delhi: IGNOU.

PaNdey, Sharad kUmar.

2021.

Chapter 7 Sikkim Himalayan Paradise 112-126, New Delhi: NCERT.

Paper Presentations arora, raNjaNa.

2021.

School education for holistic development.


Paper presented in the North-East Education Enclave on Transforming Education Ecosystem, Department of Education, Government of Assam and Shankardev Education and Research Foundation (SERF), Guwahati, Guwahati, 20–21 November.

koireNg, r.r.

2022.

Experiential learning as a teaching strategy in physics education and its implication in school curriculum.
Paper presented in the national conference on Emerging Trends in Physics and Physics Education, RIE, Ajmer, 27–28 February.

SrideVi, k.V.

2022.

Training needs analysis for effective teacher professional development.

Paper presented in the national conference on NEP 2020: Towards Transforming Teacher Education, RIE, Bhubaneshwar, 24–25 February.

arora, raNjaNa.

2021.

Remembering childhood: Indigenous toys and games.


Chaired the session in the national webinar on Toy-Based Pedagogy, Department of Elementary Education, NCERT, New Delhi, 30 November, 1 December.

depArtment of educAtion in Arts And Aesthetic (deAA) Paper Presentations SUdhir, PawaN.

2021.

Panelist in the national webinar on Indian knowledge system, languages, arts and culture, Maharaja Sayajirao University of Baroda, Gujarat, 5 August.

———.

2021.

Learning through fun and play.


Paper presented in the international e-Symposium on Toy Design and Innovation.

National Institute of Designing, Ahmedabad, 21 September.

———.

2021.

Toys for Art Integrated Learning at foundational stage.

Invited speaker in the national webinar on Toy Based Pedagogy Across the Foundational Stage, DEE, NCERT, 30 November.

———.

2021.

Art Integrated Learning.

Chaired the session in the national conference on Indian Language, Arts and Culture.
RIE, Ajmer, NCERT, 9 December.

220 Annual Report 2021–22 NCERT ———.

2021.

Promoting inclusion through Toy Based Pedagogy.

Chaired the session in the national webinar on Toy Based Pedagogy Across the Foundational Stage, DEE, NCERT, 30 November.

division of educAtionAl Kits (deK) Research Papers and Articles SriVaStaVa, aShiSh kUmar aNd BarBhUiya, rejaUl karim.

2016.

Immersive ICT tools or teaching and learning science.

School Science.

Vol.

54, No.

2 and 3. p. 13.


Paper Presentations SriVaStaVa, aShiSh kUmar, BarBhUiya, rejaUl karim, aNaNd, ritika aNd gUPta, NaVeeN.

2016.

ICT in teaching of physics- Needs, possibilities and limitations.

Paper presented in the national conference on Emerging Trends in Physics and Physics Education (NCETPPE-2022), RIE, Ajmer, 27–28 February.

depArtment of educAtionAl psychology And foundAtions of educAtion (depfe) Research Papers and Articles deePmala.

(iN PreSS).
(iN PreSS).

A review of motivational influences of emotions on academic goal pursuit.

Journal of Indian Education.

Vol.

47, No.

3. miShra, P.k.

aNd V. gairola.

2020.

On students’ well-being in the Indian context: A review.

Journal of Indian Education.

Vol.

46, No.

2. pp.

166–176.

Book Chapter ShUkla, r. 2022.

Assessment practices in Indian schools: Psychological implications and new beginnings.

In B.M.

Asha, and R.G.

Usha.

(Eds.

), Enhancing Quality of Assessment in School Education (pp.
19–30).

Bangalore: College Book House.

Paper Presentations ShUkla, r. 2022.

Experiential learning using indigenous knowledge.

Indigenous Knowledge as a way of knowing.

Paper presented in the national seminar on Integration of Indigenous Knowledge in the School Curriculum: Prospects and Challenges, NERIE, Umiam, Meghalaya, 18 Februay.

division of educAtionAl reseArch (der) Paper Presentations Bhardwaj, B.P.

2022.
2022.

Chaired the plenary session in the national seminar on Indian Knowledge System and NEP-2020.

School of Education and Teaching Learning Centre, Sri Lal Bahdur Shastri National Sanskrit University, New Delhi, 28–29, March.

———.

2022.

Teacher education in the perspective of NEP 2020.

Chaired the session in the national seminar on Teacher Education in the Perspective of NEP 2020, IASE, Tripura and SCERT Tripura, 15–16 March.
Appendices 221 Annual Report 2021–2022 depArtment of teAcher educAtion (dte) Patel, m.S.

aNd m. miShra.

2021.

Enriching teacher education institutions for promoting sustainable development: A case study.

International Journal of Educational Research and Studies.

Vol.

3, No.

1. pp.

23–31.

———.

2021.

Teacher education for sustainable development in India: Content analysis of syllabus at elementary level of Madhya Pradesh and Rajasthan.

International Journal of Advanced Education and Research.
Vol.

6, No.

1. pp.

69–79.

Patidar, jiteNdra kUmar.

2022.

Chaar varsheey ekeekrt adhyaapak shiksha kaaryakram udbhav se aaj tak.

Char varshiye ekikrit adhyapak shiksha karyakram udbhav se aaj tak.

Bhaarateey Aadhunik Shiksha.

Vol.

41, No.

4. pp.

59–73.

Book Chapters SiNha, Sharad.

2022.

Gunaatmak anusandhaan hetu samasya kee pahachaan evan shodh prashnon ko likhana.

In Singh, S.P.

(ED.

), Shiksha mein gunaatmak Anusandhaan (pp.

38–50).

New Delhi: New Delhi Publishers.


Patel, madhUlika S. 2022.

Global concerns for sustainable of socio-economic development and environmental conservation.

Gogoi, Sampreety, and Gogoi.

Noyonika.

(Eds.

), Role of sustainable development goals in nation building, (pp.1–19).

Upanayan Publication.

Delhi.

Paper presentations Patidar, jiteNdra kUmar aNd maheShwari, kriti.

2022.

Why National Education Policy-2020 recommended 50 hours of continuous professional development?.
Paper presented in the national seminar on Teacher Education in the light of NEP 2020.

Department of Education and Physical Education.

C.C.S.

University, Meerut, Uttar Pradesh.

26 March.

VijayaN, k. 2021.

Performance Appraisal for school teachers.

Paper presented in the webinar on Professional Development Programme for Army School Taechers.

Army Welfare Education Society (AWES), Delhi.

7–11 June.

———.

2022.

NEP 2020: A guidepost to holistic development of learners.
Paper presented in the seminar on Holistic Approach to Educational Practices.

Mount Tabor Training College, Pathanapuram, Kerala.

15–18 March.

———.

2022.

Teacher’s self-assessment rubrics: A tool for reflective practices in teaching.

Paper presented in the national conference on NEP 2020: Towards Transforming Teacher Education.

RIE, Bhubaneswar, 24–27 February.

SiNha, Sharad.

2022.

Teacher education, regulation, curriculum and pedagogy.
Chaired the session in the national conference on Teacher Education, RIE, Bhubaneswar.

24 February.

———.

2022.

Indigenous knowledge implying scientific and technological skills, Chaired the session in the national seminar on Integration of Indigenous Knowledge and School Curriculum: Prospects and Challenges, NERIE, Umiam, 17 February.

VijayaN, k. 2021.

Learning resources for mathematical pedagogical processes, Chaired the session national seminar on Mathematics Education.

RIE, Mysuru, 20–22 December.


222 Annual Report 2021–22 NCERT ———.

2021.

Innovations in teaching of mathematics.

Chaired the session national seminar on Mathematics Education.

RIE, Mysuru, 20–22 December.

educAtionAl survey division (esd) Research Papers and Articles PajaNkar, ViShal d. 2021.

Construction of appreciate model of enrolment Projection in India.

Turkish Journal of Computer and Mathematics Education.

Vol.

12, No.

1. pp.

124–128.

Books PajaNkar, ViShal d. 2021.


Easy Statistics with Jamovi: Use of Jamovi for Beginners.

New Delhi: S.K.

Print House.

Book Chapters BhadUri, iNdraNi.

2021.

Monitoring, supervision and inspection in teacher education and school education.

In Teacher Education— Concerns, Practices and Futurology.

New Delhi: IASE, JMI.

PajaNkar, ViShal d. 2021.

Assessment of students’ learning in different levels of grades.

In Sarita Mishra, S. Bitwas, and AC Das (Ed.

), Educational system India.


New Delhi: Mittal Publication.

Paper Presentations BhadUri, iNdraNi.

2021.

Pragmatic considerations in implementing Choice Based Credit System (CBCS).

Paper presented in an international online symposium on Implementation of National Education Policy (NEP) 2020, ELTAI and GL BAJAJ Group of Institutions,Akbarpur, UP, 28–29 April.

PajaNkar, ViShal d. 2022.

School education and NEP 2020.


Chaired the session in the national seminar on NEP 2020: A Nation Building Path to Make India Vishwa Guru by Transformation Indian Education System.

KCC Institute, Greater Noida, 31 March.

internAtionAl relAtions division (ird) Paper Presentations ahUja, a.

2021.

Making inclusive education a reality post NEP 2020.
Invited speaker in the national webinar on Implementation of NEP 2020 for Promoting Inclusive Education Post Pandemic Situation, Faculty of Education and Faculty of Behavioural Sciences, SGT University, Budhera, Gurugram,1 May.

———.

2021.

Goal posts for inclusive education: Diversity inclusion and accessibility.

Invited speaker in the national webinar on International and National Policies and Legislative Provisions for PwDs, Department of Special Education, SNDT WU, Mumbai, 5 May.

———.

2021.
———.

2021.

Guidelines for Developing e-Content for Children with Special Needs.

Panelist in the webinar on Guidelines for Developing e-Content for Children with Special Needs, ANUGRAHAM in collaboration with United States India Educational Fund, USIEF, 17 November.

———.

2021.

Toy based pedagogy across foundational stage: Potentials and strengths.

Chaired the session in the national webinar on Toy Based Pedagogy across the Foundational Stage, DEE, 1 December.
Appendices 223 Annual Report 2021–2022 ———.

2021.

Technology in relation to Universal Design for Learning (UDL).

Chaired the session in the international online conference in Education (ICE2) on Global Challenges of Education: Resilience and Reinvention, Department of Special Education, SNDT Women’s University, Mumbai and National Institute for the Empowerment of Persons with Visual Disabilities (NIEPVD), 22 December.
librAry And documentAtion division (ldd) Research Papers and Articles SamaNtaray, moorttimatee.

2022.

Aadhunik samaaj mein pustakaalay ka mahatv.

Praathamik Shikshak.

Vol.

46, No.

1. pp.

68–78.

SamaNtaray, moorttimatee.

2021–22.

ESD: Education for the future.

Journal of Contemporary Concerns and Challenges.

Vol.

1, No.

1. pp.

68–78.

plAnning And monitoring division (pmd) Research Paper and Articles aShita, r. 2021.

Improving quality of life through Global Citizenship Education (GCED).
In Tripathi, Rai, and Van Rompay-Bartels (Eds.

), Quality of Life: An Interdisciplinary Perspective (pp.

78–95).

Boca Raton: Taylor and Francis.

Paper Presentations aShita, r. 2021.

Challenges of school administration during the Pandemic.

Paper Presented in the webinar on Educational Leardership, CMI Department of Education, Centre for Education Beyond Curriculum (CEDBEC) Christ, Bengaluru, (Deemed to be University), 29 August.

———.

2021.
———.

2021.

A retrospective cost-benefit of Homoeopathic treatment in Covid-19: Economic outcomes.

Paper presented in the LMHI Global Colloquium, Rotter Dam, 12 December.

———.

2021.

New Educational Policy-2020 summary of the text.

Paper presented in DBCLC Lecture Series on New Educational Policy 2020, Lay Leadership Institute, Thrissur, Kerala, 11 December.

centrAl institute of educAtionAl technology (ciet) Research Paper and Articles PraBha, S. 2021.
Secondary science teachers’ perspectives of teaching outside their subject specialisation.

Asia-Pacific Forum on Science Learning and Teaching.

Vol.

21, No.

1. https://www.eduhk.hk.

Book PraBha, S. 2021.

Reflective Teaching.

New Delhi: NCERT.

Paper Presentations PraBha, ShaShi.

2022.

Using augmented reality in teaching-learning of ray optics.

Paper presented in the national conference on Emerging Trends in Physics and Physics Education.

RIE, Ajmer, 27–28 February.


224 Annual Report 2021–22 NCERT pss centrAl institute of vocAtionAl educAtion (psscive) Research Paper and Articles Veeraiah P., SUNil deSai S., aNd tomar geeta.

2020.

Skill development and vocational education programmes enhances the employment opportunities in India – A study.

Indian Journal of Vocational Education.

26–28, pp.

135–151.

regionAl institute of educAtion, Ajmer Research Paper and Articles arya, a.k.

2022.
2022.

A mini review on functionalised Ionic Liquid Immobilised Magnetic Nanoparticles promoted One-Pot Domino Synthesis of Diverse Heterocyclic Systems.

Mini Reviews in Organic Chemistry, 19, DOI: 10.21 74/1570193X19666220413104920.

———.

2021.

Implementing Art-Integrated Learning to activate students’ interest, engagement and participation in the classroom context: Reflection on Augmented Learning.

Online International Interdisciplinary Research.

Vol.

11, No.

4. pp.

1–6.

ChaUraSia, P.k.

2021.


Using Information and Communication Technology for quality mathematics teaching.

School Science.

Vol.

54, No.

2 and 3. pp.

61–7.

gUPta, a.k.

2022.

The Oxidative Phosphorylation in the course of study related to the biological science at various level.

International Research Journal of Innovations in Engineering and Technology.

Vol.

6, No.

3. pp.

49–52.

———.

2022.


The metabolism in the course of study related to the course of study related to the biological science at various level.

International Research Journal of Innovations in Engineering and Technology.

Vol.

6, No.

1. pp.

124–128.

———.

2022.

The electron transport in the course of study related to the biological science at various level.

International Research Journal of Innovations in Engineering and Technology.

Vol.

6, No.

1. pp.

119–123.

———.

2022.


Nucleic acid metabolism and its flow in ecosystem.

International Research Journal of innovations in Engineering and Technology.

Vol.

6, No.

1. pp.

41–45.

———.

2022.

Amino acids and their biosynthesis are flowing in ecosystem.

International Research Journal of Innovations in Engineering and Technology.

Vol.

5, No.

12. pp.

36–29.

———.

2022.

Carbohydrate metabolism and its flow in ecosystem.


International Research Journal of Innovations in Engineering and Technology.

Vol.

5, No.

12. pp.

53–55.

———.

2022.

Protein metabolism and its flow in ecosystem.

International Research Journal of Innovations in Engineering and Technology.

Vol.

5, No.

10. pp.

23–26.

———.

2022.

Lipid metabolism and its flow in ecosystem.

International Journal of Current Advanced Research.

Vol.

10, No.

9B, 25198-25200, 2319-6505.


Appendices 225 Annual Report 2021–2022 ———.

2022.

Nitrogen metabolism and its flow in ecosystem.

International Research Journal of Innovations in Engineering and Technology.

Vol.

5, No.

9. pp.

41–55.

———.

2021.

Energy metabolism and its flow in ecosystem.

International Journal of Social Relevance and Concern.

Vol.

9, No.

8. pp.

2347–9698.

meeNa, o.P.

aNd a. k. NaiNawat.

2021.


Greener alternative for reduction of p-aminoacetophenone at stainless steel electrode in basic aqueous ethanol medium, J.

Applied Chem.

Vol.

14, No.

8. pp.

21–23.

NaiNawat, a. k. aNd o.P.

meeNa.

2021.

Biocatalytic reduction of furfural using free and immobilised Baker’s Yeast, Int.

J. ChemTech Res.

Vol.

14, No.

01. pp.

263–267.

NarayaN, j.P. 2021.

Predictions on the occurrence of consecutive Covid-19 waves/surges in India.
School Science, Special Issue No.

17. pp.

1–3.

Pareek, r.B., r.k. Sharma, a.k.

NaiNawat aNd o.P.

meeNa.

2022.

Prospective chemistry teachers’ experiences of learning difficulties at the undergraduate course.

International Journal of Education, Technology and Science.

Vol.

2, No.

1. pp.

47–57.

PrataP, r. 2022.

Plasticising effect on polyethylene oxidedoped ammonium perchlorate.

High Performance Polymers.

Vol.

34, No.

3. pp.

1–5.

PrataP, r. 2022.


Dynamics of proton transport in Polyethylene Oxide (PEO) with Ammonium Perchlorate (NH4ClO4).

Macromolecular Symposia.

pp.

1–15.

Sharma, r.k. aNd r.B.

Pareek, (iN PreSS).

Quality enabling conditions and teaching learning process in chemistry at senior secondary level: Teachers perspective.

Journal of Indian Education.

Vol.

47, No.

4.

———.

(iN PreSS).


Quality enabling conditions and teaching learning process interventions in organic chemistry at senior secondary level.

School Science, (accepted, in press) Books Sharma, S.V.

aNd a.k.

arya.

2022.

Implementing interventions at the elementary school stage: A block level research (2022–21).

Publisher: Regional Institute of Education, Ajmer.

Paper Presentations arya, a. k. 2021.

Online and digital education- Ensuring equitable use of technology.
Speaker in the national webinar on National Education Policy 2020: Exploring Transformational Implementation in School Education, RIE, Ajmer, 27 April.

Pareek, r.B.

2021.

Foundational Literacy and Numeracy.

Speaker in the national webinar on National Education Policy 2020: Exploring Transformational Implementation in School Education, RIE, Ajmer, 27 April.

Sharma, S. V. 2021.

Exploring transformation implementation; An overview of NEP-2020.
Speaker in the national webinar on National Education Policy 2020: Exploring Transformational Implementation in School Education, RIE, Ajmer, 27 April.

ChaUraSia, P.k.

2021.

Implementation strategy for affordable and quality school education.

Speaker in the national webinar on National Education Policy 226 Annual Report 2021–22 NCERT 2020: Exploring Transformational Implementation in School Education, RIE, Ajmer, 27 April.

goSwami, a.

2021.
goSwami, a.

2021.

Exploring transformation through indian languages art and culture.

Speaker in the national webinar on National Education Policy 2020: Exploring Transformational Implementation in School Education, RIE, Ajmer, 27 April.

arya, a. k. 2021.

Bringing together cultural diversity through local toys and play materials.

Speaker in the national webinar on Toy Based Pedagogy across the Foundational Stage, Department of Elementary Education, NCERT, 30 to November–1 December.
ChaNdraSekhar, k. 2021.

Transformational reforms in assessment and examinations in school education.

Speaker in the national webinar on National Education Policy 2020: Exploring Transformational Implementation in School Education, RIE, Ajmer, 27 April.

haSaN, m. 2021.

NEP 2020: Understanding multilingualism for promoting Indian languages, arts and culture in teacher preparation.

Paper presented in the national conference on Indian Languages, Arts and Culture, RIE, Ajmer, 8–10 December.
Sharma, r. k. 2021.

Learning resources interventions in understanding the concepts of organic chemistry at senior secondary level.

Paper presented in the international conference on Conventional and Digital Methods in Chemical Education.

National Institute of Technology, Warangal, 29–31 July.

Sharma, r.k. 2021.

Molecular structure determination using spectroscopic techniques.
Paper presented in the national webinar on Spectroscopic techniques: A tool for structure, Department of Chemistry, Sophia Girls College, Ajmer, 21–22 October.

raamaNiVaaS.

2021.

Vartamaan paripreksh mein bhaashaen, kala aur sanskrti kee shiksha.

Paper presented in the national conference on Indian Languages, Arts and Culture, RIE, Ajmer, 8–10 December.

SUdha SNeh.

(2021).

Shiksha mein bhaasha aur vigyaan kee sanskrti.


Paper presented in the national conference on Indian Languages, Arts and Culture, RIE, Ajmer, 8–10 December.

ChaNdraSekhar, k. 2022.

Address on ancient Indian scientific knowledge and its relevant to physics and physics education.

Chaired the session in the national conference on Emerging Trends in Physics and Physics Education, RIE, Ajmer, 27–28 February.

ChaUraSia, P.k.

2021.

Issues and challenges in mathematics education.


Chaired a panel session in the 10 national conference on Mathematics Education, RIE, Mysuru, 20–22 December.

miShra, r. 2022.

Theme : Lok adab: Tasawwur, tareeh, irtiqa aur nazariyat.

Chaired the session in the national conference on Indian Folk Literature: Today and Tomorrow, RIE, Bhopal, 27–29 January.

———.

2022.

Theme: National science day celebration.


Chaired the session in the national conference on Emerging Trends in Physics Education, RIE, Ajmer, 27–28 February.

Appendices 227 Annual Report 2021–2022 ———.

2021.

Bhaasha-vikaas kee prakriya aur lok vyavahaarik darshan.

Chaired the session in the national conference on Indian Languages, Arts and Culture, RIE, Ajmer, 8–10 December.

ramNiwaS.

2021.

Vartman mein bhaasha, kala aur sanskrti kee shiksha.
Chaired in a session in National Webinar on Indian Languages, Arts and Culture, RIE, Ajmer, December 8–10 December.

Sharma, r. k. 2022.

Ancient Indian scientific knowledge and its relevance to physics and physics education in the national conference on Emerging Trends in Physics and Physics Education, RIE, Ajmer, 27–28 February.

Sharma, S. V. 2022.

National Science Day: Life and work of Sir C.V. Raman.
Chaired the session in the national webinar on Emerging Trends in Physics and Physics Education, RIE, Ajmer, 27–28 February.

regionAl institute of educAtion, bhubAneswAr Research Papers and Articles agarwal, P.C., r.r.

koireNg aNd a. gokhroo.

2022.

Computation of structure and electrical resistivity of liquid Na-Rb Alloys.

East Euro.

J. of Phys, 1, pp.

66–69.

Pathak, Nidhi, P.C.

agarwal, t.S.

gill aNd kaUr, SUkhdeeP.

2021.


Dynamics of resonant self-focusing on second harmonic generation of Gaussian laser bean in a rippled density plasma.

Contributions to Plasma Physics.

Vol.

61, No.

8. pp.

1–33.

agarwal, P.C.

2021.

Regional Institute of Education: An overview of six decades of excellence.

Shaikshik Manthan.

Vol.

14, No.

3. pp.

29–33.

SataPathy, m.k.

aNd S.k.

daS.

2021.

Plant community analysis of Bhubaneswar Smart City, Bhubaneswar, Odisha.
Indian Journal of Ecology.

Vol.

48, No.

1. pp.

147–153.

daSh, S.k.

aNd m.k.

SataPathy.

2021.

Population density and land use pattern in city of Bhubaneswar, India: A case study.

Indian Journal of Ecology.

Vol.

48 No.

5. pp.

1376–1382.

mohaPatra, a.k.

2021.

Impact of ICT integrated pedagogy on children’s comprehension and learning outcomes in science at upper primary level.

Asian Journal of Education and Social Studies.

Vol.

15, No.

1. pp.

23–37.

———.

2021.


Environmentally relevant concentrations of Cadmium impair morpho-physiological development and metamorphosis in Polypedatesmaculatus (Anura, Rhacophoridae) tadpoles.

Environmental Chemistry and Ecotoxicology.

Vol.

3. pp.

133–141.

———.

2021.

Evaluation of antidiabetic and antioxidant activities of Achyranthesaspera leaf extracts: An in vitro study.

Journal of Pharmacognosy and Phytochemistry.

Vol.

10, No.

4. pp.

103–110.


daSh, Sarat k., mohaNty, hari S. aNd dalai, BiSwajit.

2021.

Investigation on electrical properties of Soildplymer Sheets (HDPE and LDPE) at audio frequency range.

Esst Eur.

J. Phys.

Vol.

2. pp.

127–134.

daSh, Sarat kUmar, dalai, BiSwajit, kar, PratiVa aNd SiNgh, Saroj kUmar.

2021.

A comparison study on molecular interaction of an acidic organophophoric 228 Annual Report 2021–22 NCERT extract with substituted aromatic hydrocarbon (p-xylene/toluene) at 303.15k.
Bio interface Research Applied Chemistry.

Vol.

1. pp.

10052–10058.

gowramma, i.P.

aNd C.k.

giri.

2021.

Students’ errors in mathematics.

Online International Interdisciplinary Research Journal.

Vol.

11, No.

3. pp.

84–94.

gowramma, i.P.

aNd C.k.

giri.

2021.

Achievement of Class-V students in different mathematical skills/abilities.

Contemporary Research in India, Special Issues.

pp.

127–133 gowramma i.P.

aNd d. BhattaCharya, (iN PreSS).


Achievement test: How it can be reliable and valid tool in educational research?

Journal of Indian Education.

Vol.

47, No.

4. mohalik, r. 2021.

Reorganisation and merger of schools at the elementary level in Jharkhand-Views of Stakeholders.

Journal of Indian Education.

Vol.

XLVI, No.

4. pp.

133–144.

mohalik, r. et.al.

2021.

Attendance of students in government elementary schools: A Study on Jharkhand.
Randwick International of Education and Linguistics Science (RIELS) Journal.

Vol.

2, No.

2. pp.

140–148.

BhattaCharya, d. aNd r. mohalik.

2021.

Factors Influencing students’ higher order thinking skills development.

Education India Journal: A Quarterly Refereed Journal of Dialogues on Education.

Vol.

10, No.

1. pp.

348–361.

BarUah, S. aNd r. mohalik.

2022.

Status of ICT integration in teacher education institutions of Assam: An exploratory study.

Indian Journal of Educational Technology.


Vol.

4, No.

1. pp.

85–95.

PaNda, N. aNd l. Behera.

2021.

Learning opportunities during school closure: Exploring prevalence of shadow education.

Pedagogy of Learning.

Vol.

7, No.

3. pp.

36–47.

———.

2021.

Mo School Abhiyan in Odisha: Towards development of school education.

Educational Quest.

Vol.

12, No.

2. pp.

85–93.

———.

2021.

Shadow education: Prevalence and implications.


Arahant Multidisciplinary International Educational Research Journal.

Vol.

10, No.

4. pp.

38–49.

Behera, P.P.

aNd l. Behera.

2021.

Teaching efficiency and accountability of secondary school teachers exposed to Samarthya programme of Odisha.

Pedagogy of Learning.

Vol.

7, No.

1. pp.

23–30.

———.

2021.

Accountability and leadership role of secondary school teachers exposed to Samarthya programme under RMSA.
Online International Interdisciplinary Research Journal.

Vol.

11, No.

4. pp.

1–13.

Bhoi, S. aNd Behera.

2021.

Secondary school science teachers beliefs on inquiry and practices: An interpretive study.

Pedagogy of Learning.

Vol.

7, No.

2. pp.

8–19.

———.

2021.

Secondary school science teachers beliefs on inquiry and classroom practices.

Aarhant Multidisciplinary International Educational Research Journal.

Vol.

X, No.

III.

pp.

18–3.

Behera, l. aNd k. Bhati.

2021.


Academic self-concept and academic performance among pre-service teacher trainees.

Educational Quest.

Vol.

12, No.

2. pp.

115–121.

Appendices 229 Annual Report 2021–2022 Bhadra, a., aNd l. Behera.

2021.

Teaching learning practices in government elementary schools of Koraput District of Odisha.

Odisha Journal of Social Science.

Vol.

8, No.

2. pp.

41–50.

taNwir, a. aNd e. gaNgmei.

2022.


Status of government programme and schemes implemented in Madrasha of Odisha.

Aarhat Multidisciplinary International Education Research Journal.

Vol.

10, No.

3. pp.

287–297.

goNmei, m., e. gaNgmei, aNd S. Borgogoi.

2021.

The essence of folklore to foster identity of Rongmei Community.

Global Media Journal— Indian Edition.

Vol.

13, No.

1. pp.

1–18 raj, P. gaNgmei, e. aNd r. gUPta.

2021.


Perception and preferences of high school students in Jamshedpur Industrial City towards mode of learning in the wake of COVID-19.

International Journal of Education and Research.

Vol.

54, No.

3. pp.

49–60.

gaNgmei, e., r. gUPta aNd V. SiNgh.

2021.

Upgrading learning process through online Interactive STEAM curriculum, Edutracks.

Vol.

21, No.

1. pp.

45–48.

Sarkar, m. aNd e. gaNgmei.

2022.


Perspective of pre-service secondary teachers educators on education for sustainable development: An exploration.

IJRAR.

Vol.

9, No.

2. pp.

923–934.

Saha, a.k., m.k.

hota aNd P.k.

mohaNty.

2022.

Approximate evaluation of complex hypersingular Integrals.

International Journal of Statistics and Applied Mathematics.

Vol.

1, No.

5. pp.

54–58.

Saha, a.k.

aNd g. roy.

2021.


The use of Geogebra software as a tool to understand the concept of limit at the undergraduate level.

Learning community: An International Journal of Education and social Development.

Vol.

12, No.

1. pp.

19–25 Saha, a.k., g. roy aNd a. roy.

2022.

The mystery behind what we see.

Science Horizon.

Vol.

7, No.

7. pp.

7–11.

BagUi, d. 2021.

A history ticket stamped with the word FETTERS.

Literary Endeavour.

Vol.

XI, No.

3. pp.

7–12.


SwaiN, m., l. Behera, amleShm, kUmar aNd d. kriShNaN.

2021.

Becoming inclusive teachers: Perspectives of pre-service teachers of RIE, Bhubaneswar on inclusive education.

Learning Community.

Vol.

12, No.

1. pp.

27–38.

Book SataPathy.

m.k.

2021.

Widening the food basket: Underutilized and underexploited food resources.

New Delhi: New India Publishing Agency.

Book Chapters kUmar, a. aNd l. Behera.

2021.


Pre-service teachers’ perspectives in teaching in diverse classrooms.

In Patel, R.C., and Srivastava, S.

(Eds.

), Contemporary Education in India: Policy and Perspectives (pp.

112–129), Vadodara: IUCTE.

MS University.

Behera, l. aNd P. kUmar 2021.

Learning outcomes of students at upper primary level in social sciences: A critical study of NAS 2017.

In Mitra, N., and Maitra, S. (Eds).

Problems of Indian School Children and Remedies.

(pp.

15–28).
(pp.

15–28).

Delhi: ABS Books.

230 Annual Report 2021–22 NCERT PaNda, B.N., l. Behera aNd t.k.

BaSaNtia.

2022.

World scenario of regulatory bodies of teacher education programs.

In Lampert, J (Ed).

The Oxford Research Encyclopedia of Education.

Oxford University Press, https://doi.org.

maharaNa, P. aNd l. Behera.

2022.

Holistic education of Scheduled Tribe children in Kalinga Institute of Social Sciences (KISS): A case study.

In Mitra, N. and Bhat, S.C.

(Eds.


), Case Study Research in Different Disciplines: General and Pedagogical Aspects (pp.

1–24).

Delhi: Kunal Books.

Paper Presentations Sahoo, P.r.

aNd i.P.

gowramma.

2021.

Awareness and practice of academic language of science by secondary school teachers of Odisha in science classroom.
Paper presented in the Researchers’ Mosaic, Research Cell, Department of Education, Faculty of Education and Psychology, The Maharaja Sayajirao University of Baroda, Vadodara, Gujarat from17–19 July, 2021.

———.

2021.

Role of academic language of mathematics towards development of academic competencies in mathematics Paper presented in the national conference on Mathematics Education, RIE, Mysuru, 20–22 December.

———.

2022.

Academic language of science: Reflections from a science classroom discourse.
Paper presented in the national conference on NEP 2020: Towards Transforming Teacher Education.

RIE, Bhubaneswar 24–26 February.

BhaBaNi, S. aNd i.P.

gowramma.

2022.

Teachers as change agents: Multi case analysis of teacher educators’ incidental responses to sexual harassment.

Paper presented in the national conference on NEP 2020 Towards Transforming Teacher Education.

RIE, Bhubaneswar 24–26 February.

gaNgmei, e. aNd r. gUPta.

2021.


A study on the attitude of prospective teachers towards ICT based teaching during COVID-19 Pandemic.

Paper presented in the Research’ Mosaic, Research cell, Department of Education, Faculty of Education and Psychology, The Maharaja Sayajirao University of Baroda, Vadodara, Gujarat, 17–19 July.

gUPta, r., e. gaNgmei aNd P.C.

agarwal.

2022.

Attitude and knowledge prospective teachers about inclusion of students with disabilities in a general.
Paper presented in the national conference on NEP 2020 Towards Transforming Teacher Education.

RIE, Bhubaneswar, 24–26 February.

Som, m. aNd e. gaNgmei.

2022.

A cross national review on teacher education programme for preparing for inclusive education.

Paper presented in the national conference on NEP 2020 Towards Transforming Teacher Education.

RIE, Bhubaneswar, 24–26 February.

Sarkar, m. aNd e. gaNgmei.

2022.

Pre-service teacher’s perspective on education for sustainable development: An analysis.
Paper presented in the national seminar on Teacher Education in the Perspective of NEP 2020, IASE and SCERT, Government of Tripura, 15–16 March, 2022. gaNgmei, e. 2021.

Equity and inclusion – NEP 2020 perspectives.

Paper presented in the webinar on Equity and Inclusion in the Perspectives of NEP 2020, RIE, Bhubaneswar, 30 July.

Appendices 231 Annual Report 2021–2022 kriShNaN, d. 2021.

Quality education, accreditation and teacher.


Paper presented in the webinar on Perspectives of NEP 2020, RIE, Bhubaneswar, 6 August.

kriShNaN, d. 2021.

Academic support-why and how?

Paper presented in the webinar on win over exam stress– Importance of Teachers, parents and peer support, D.M.

School, RIE, Bhubaneswar, 28 October, agarwal, P.C.

2022.

Regulation, curriculum and pedagogy.


Chaired the session in the national seminar on NEP-2020: Towards Transforming Teacher Education, RIE, Bhubaneswar, 26–28 February.

gowramma, i. P. 2022.

Innovations in teacher education.

Panelist in the national conference on NEP-2020: Towards Transforming Teacher Education.

RIE, Bhubaneswar, 26–28 February.

mohalik, r. 2021.

Innovative applications for online teaching.


National webinar on Digital Learning in 21 Century: An Innovative Practice in Teaching- Learning.

Amity University, Noida, UP, 25 June.

Behera, l. 2022.

Innovations in teacher education.

Chaired the session in the national conference on NEP 2020: Towards Transforming Teacher Education, RIE, Bhubaneswar, 26–28 February.

ketaki k. 2021.

Innovations in teacher education.


Chaired the session in the national conference on NEP 2020: Towards Transforming Teacher Education, RIE, Bhubaneswar, 26 August.

north eAst regionAl institute of educAtion (nerie) Research Papers and Articles deVi, SarajUBala.

Ch., aNd m.g.

wallaNg.

2022.

Sustaining cultural values in formal education: Integration of folktales in school language curriculum.

Language in India.

Vol.

22, No.

3. pp.

110–118.

SarajUBala, deVi Ch.

2022.


Sustainable quality education and roles of mother tongues.

NERIE Journal of Contemporary Concerns and Challenges in Education.

Vol.

1, No.

1. pp.

17–24.

SarajUBala, deVi, Ch., aNd m.g.

wallaNg.

2022.

Sustaining cultural values in formal education: Integration of folktales in school language curriculum.

Language in India.

Vol.

22, pp.

110–118.

wallaNg, m.g.

aNd deVi.

SarajUBala Ch.

2021.

Supporting L2 Proficiency of Visual Learners.


Language in India.

Vol.

21, No.

40. pp.

206–217.

wallaNg, m.g.

aNd B. kharlUkhi.

2022.

Enhancing reading fluency during the pandemic.

Language in India.

22, pp.

211–225.

wallaNg, m.g.

2022.

Linguistic accessibility an approach to deaf education.

Journal of Contemporary Concerns and Challenges in Education.

Vol.

1, p. 44.

Seema r. aNd SeShU, laVaNia.

2022.


Rhizome extracts of Curcuma longa L. exhibit mitodepressive effect, but no genotoxicity.

Journal of Indian Botanical Society.

Vol.

102, No.

1. pp.

67–72.

dkhar, B.r.

aNd B. kharlUkhi.

2021.

In-service training programme in the state of Meghalaya.

International Organization of Scientific Research (IOSR) Journal.

Vol.

26, No.

8. pp.

53–58.

232 Annual Report 2021–22 NCERT dey, t. 2021.


All round development and comprehensive assessment–Bridging the gap.

Journal of Indian Education.

Vol.

47, No.

3. pp.

53–58.

———.

2021.

Inculcation of values amongst school children through cultural practices, RIE, Bhopal Journal of Education.

Vol.

5, No.

1. pp.

80–86.

wallaNg, m.g.

aNd B. kharlUkhi.

2022.

Enhancing reading fluency during pandemic.

Language in India.

Vol.

22, No.

22. pp.

211–225.

kharlUkhi.

B. aNd B.r.

dkhar.

2021.


School Management Committee as one of the stakeholders for quality education as per SDG Goal.

Journal of Contemporary Concerns and Challenges in Education.

Vol.

1, No.

1. pp.

9–16.

Books dkhar, B.r.

(ed.).

2022.

Achieving Sustainable Development Goals 2030: Education as a Catalyst.

Guwahati: Eastern Book House Publishers.

Book Chapters dkhar B.r.

aNd B. kharlUkhi.

2022.


Education as a key driver for Sustainable Development Goals: A study on enrolment.

In Barthakur, B., and Dkhar, B.

(Eds.

), Achieving Sustainable Development Goals 2030: Education as a catalyst (pp.

34–47), Gauhati: Eastern Book House Publishers.

deVi Ch., SarajUBala.

2022.

Challenges of quality education for sustainable development: A case of Mamit District of Mizoram.

In Barthakur, B., and Dkhar, B.

(Eds.


), Achieving Sustainable Development Goals 2030: Education as a Catalyst (pp.

34–47), Gauhati: Eastern Book House Publishers.

wallaNg, m.g.

2021.

Equity in learning.

In Barthakur, B., and Dkhar, B.

(Eds.

), Achieving Sustainable Development Goals 2030: Education as a Catalyst (pp.

34–47), Gauhati: Eastern Book House Publishers.

Seema, r. 2022.

Experimental learning in science: Values and skills towards sustainable development.
In Barthakur, B., and Dkhar, B.

(Eds.

), Achieving Sustainable Development Goals 2030: Education as a Catalyst (pp.

34–47), Gauhati: Eastern Book House Publishers.

wallaNg, m.g.

aNd B. kharlUkhi.

2021.

Addressing quality inclusive education in the approaching situations.

In Vanitha, C.

(Ed.

), Recent Trends in Inclusive Education (pp.

163–174).

New Delhi: Today Tomorrow’s and Printers and Publisher.

Paper Presentations deVi, BrajayaNti Ph.

2021.

Toys— A catalyst to learning enhancement.


Paper presented in the international webinar on Toys and Games to Play, Make and Learn, NCERT, New Delhi, 21–22 January.

———.

2021.

Bringing together cultural diversity through local toys and play materials.

Paper presented in the national webinar on Reimagining the Child’s World: Toys and Games— Toy Pedagogy across the Foundational Stage, NCERT, New Delhi, 30 November, 1 December.

———.

2022.
———.

2022.

Organic farming and sustainable development— A case of North Eastern Region.

Paper presented in 3 International Conference on Environmental, Agricultural, Chemical and Biological Sciences: Voice of Indian Concern for the Environment, 22, 23 and 26, January.

Appendices 233 Annual Report 2021–2022 dey, t. 2022.

Sustaining natural hazards through traditional wisdom: A case of missing community of Assam, India.
Paper presented on the national seminar on Integration of Indigenous Knowledge in the School Curriculum: Prospects and Challenges, NERIE, Umiam, 17 February.

deVi, SarajUBala Ch.

2021.

Challenges in developing linguistic resources with reference to NEP 2020.

Paper presented in the national seminar on NEP 2020 and Covid -19: Issues and Challenges, Biramangol College, Manipur, 21–22 October.

———.

2021.

Question of sustainability of mother tongues with reference to NEP 2020.
Paper presented in the national conference on Indian Languages, Arts and Culture, RIE, Ajmer, 8–10 December.

———.

2022.

Folk medicine among the Meiteis of Manipur.

Paper presented in the national seminar on The Integration of Indigenous Knowledge in School Curriculum: Prospects and Challenges, NERIE, Umiam, 17–18 February.

kharlUkhi, B. aNd dkhar, Balaiada, r. 2022.

Sustainable Development Goals in education as per NEP 2020 with indigenous practices from across the NER.
Paper presented in the national seminar on Integration of Indigenous Knowledge in the School Curriculum, Prospects and Challenges, NERIE, Umiam, 17–18 February.

wallaNg, m.g.

2021.

Sign language: A need for multilingual-multimodal perspective to language education.

Paper presented in the national conference on Indian Languages, Arts and Culture, RIE, Ajmer, 8–10 December.

Seema, r. 2022.

Essence of Ancient Indian education system in imbibing 21 century skills.
Paper presented in national seminar on Indigenous Knowledge in the School Curriculum: Prospectus and Challenges, NERIE, NCERT, Umiam, 17–18 February.

dkhar, B.r.

2022.

Keynote address in the national seminar on Education Scenario in Manipur with Special Reference to Education in the hill Areas.

Manipur University, 13–15 January.

dkhar, F.g. 2022.

Indigenous knowledge implying scientific and technical skills.
Chaired the session in the national seminar on Indigenous Knowledge in the School Curriculum: Prospects and Challenges, NERIE, Umiam, 17–18 February 2022. dey, tUlika.

2022.

Indigenous knowledge implying scientific and technical skills.

Chaired the session in the national seminar on Indigenous Knowledge in the School Curriculum: Prospects and Challenges, NERIE, Umiam, 17–18 February 2022. deVi, Ch.

SarajUBala.

2021.
SarajUBala.

2021.

NEP 2020 and COVID-19: issues and challenges, chaired in the session in the national seminar on NEP 2020 and COVID-19: Issues and Challenges, Biramangol College, Manipur.

21–22 October.

———.

2022.

Chaired in the national seminar on Gender Inequality in Workplaces, Biramangol College, Manipur, 5–6 January.

234 Annual Report 2021–22 NCERT .
D .

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e b e h c A 236 Annual Report 2021–22 NCERT Appendix iii Awards and Fellowships A. NCERT Doctoral Fellowships 2021 S.No.
Name and Address of the Title of the Thesis Doctoral Fellows Amandeep Kaur Haryana Transition of children from preschool to Grade I in schools run by the Delhi Government Sarabjeet Kaur Chawla Allahabad, (U.P) Cyber bullying and its Psychological Consequences Deepanky Gupta Delhi Impact of affordability, accessibility, and availability of technology adoption on teacher efficacy and student learning Ruchi Rana Panchkula Haryana Toy integrated pedagogy for concept formation in mathematics at preparatory stage Sonali Priyadarsini Sahoo Hyderabad, Telengana Diganta Baishya Assam Neetha V. T. Thiruvanathapuram Firdaus Tabassum Gaya, Bihar Namburi Ramya Vijayapura, Karnataka The impact of multiliteracies embedded social emotional learning approach on the writing of Indian ESL learners: An exploratory study The impact of social networking on wellbeing, helping behavior, anxiety and depression: A comparative study of Sikkim and Assam students Developing animated video based instructional package for enhancing grammar competence, creative writing and extrapolated learning of English among higher secondary school students Effectiveness of Van Hiele’s Phase-based Learning on Geometric understanding and spatial ability of elementary school students Analysis on the impact of harness and interval training with earthing on performance of athletes Enhancing emotional intelligence and nature relatedness among government senior secondary school students in Tamil Nadu 10.
Akshayalakshmi V. R. Tamil Nadu 1.

2.

3.

4.

5.

6.

7.

8.

9.
Appendices 237 Annual Report 2021–2022 Details of NCERT Committees, as mentioned in the MoA, for the Year 2021–22 Appendix iV  General Council  Executive Committee  Finance Committee  Establishment Committee  Building and Works Committee  Programme Advisory Committee  Educational Research and Innovations Committee  Academic Committee of NIE  Managing Committee of RIE, Ajmer  Managing Committee of RIE, Bhopal  Managing Committee of RIE, Bhubaneswar  Managing Committee of RIE, Mysuru  Managing Committee of NERIE, Umiam (Meghalaya) 238 Annual Report 2021–22 NCERT GenerAl CounCil (i) The Minister of Education President (ex-officio) 1.
Hon’ble Education Minister Ministry of Education, Shastri Bhawan New Delhi–110001 (ii) Chairman of the University 2.

Chairman Grants Commission (ex-officio) (iii) Secretary to the Ministry of Education (ex-officio) University Grants Commission, Bahadur Shah Zafar Marg New Delhi–110002 3.

Anita Karwal Secretary Department of School Education and Literacy Ministry of Education Government of India Shastri Bhawan New Delhi–110001 (iv) Four Vice Chancellors of 4.
Sikander Kumar Universities, one from each region, nominated by the Government of India Vice-Chancellor Himachal Pradesh University Gyan-Path, Summer-Hill, District Shimla–171005 Himachal Pradesh 5.

Rajneesh Kumar Shukla Vice Chancellor Mahatma Gandhi Antarrashtriya Hindi Vishwavidyalaya, Wardha Gandhi Hills, Post: Hindi University, Wardha–442001 Maharashtra 6.

H.C.S.

Rathore Vice Chancellor Central University of South Bihar BIT Campus, P.O.–B.V.

College Patna–800014 Bihar 7.


Gurmeet Singh Vice Chancellor Pondicherry University Bharat Ratna Dr. B.R.

Ambedkar Administrative Building, R.V.

Nagar, Kalapet, Pondicherry–605014 Appendices 239 Annual Report 2021–2022 (v) One representative of 8.

Hon’ble Minister for School Education Government of Andhra Pradesh A.P.
Secretariat Building Hyderabad–500022 each State Government and Union Territory with a legislature who shall be the Education Minister of the State/Union Territory (or his representative) and in the case of Delhi the Chief Executive Councilor, Delhi (or his representative) 9.

Hon’ble Minister for School Education Government of Arunachal Pradesh Itanagar–791111 10.

Hon’ble Minister for School Education Government of Assam Janata Bhawan, Dispur Assam–781006 11.
Hon’ble Minister for School Education Government of Bihar New Secretariat Building Patna–800015 Bihar 12.

Hon’ble Minister for School Education Government of Chhattisgarh Raipur–492007 Chhattisgarh 13.

Hon’ble Minister for School Education Government of Goa Goa Secretariat Panaji–403001 Goa 14.

Hon’ble Minister for School Education Government of Gujarat Block No.

1, Sachivalaya Gandhi Nagar–382010 Gujarat 15.


Hon’ble Minister for School Education Government of Haryana Haryana Civil Secretariat Chandigarh–160001 16.

Hon’ble Minister for School Education Government of Himachal Pradesh Shimla–171002 240 Annual Report 2021–22 NCERT 17.

Hon’ble Minister for School Education Government of Jharkhand Ranchi–834004 Jharkhand 18.

Hon’ble Minister for School Education Government of Karnataka Vidhan Saudha Bangaluru–560001 19.
Hon’ble Minister for School Education Government of Kerala Ashoka Nanthenocode Thiruvananthapuram–695001 Kerala 20.

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

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

Hon’ble Minister for School Education Government of Manipur Manipur Secretariat Imphal–795001 Manipur 23.
Hon’ble Minister for School Education Government of Meghalaya Meghalaya Secretariat Shillong–793001 Meghalaya 24.

Hon’ble Minister for School Education Government of Mizoram Aizawl–796001 Mizoram 25.

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

Hon’ble Minister for School Education Government of Odisha Odisha Secretariat Bhubaneswar–751001 Odisha Appendices 241 Annual Report 2021–2022 27.
Hon’ble Minister for School Education Government of Punjab Chandigarh–160017 28.

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

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

Hon’ble Minister for School Education Government of Tamil Nadu Fort St. Georg Chennai–600009 Tamil Nadu 31.
Hon’ble Minister for School Education Government of Telangana Telangana Secretariat Hyderabad–500022 Telangana 32.

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

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

Hon’ble Minister for School Education Government of Uttrakhand Dehradun–248008 Uttrakhand 35.
Hon’ble Minister for School Education Government of West Bengal Vikas Bhawan Salt Lake Kolkata–700001 West Bengal 242 Annual Report 2021–22 NCERT 36.

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

Hon’ble Minister for School Education Government of National Capital Territory of Delhi Delhi Secretariat, I.P.

Estate New Delhi–110002 (vi) All members of the 38.
Hon’ble Minister of State for Executive committee not included above; and Education Ministry of Education Shastri Bhawan New Delhi–110001 39.

(i) Dinesh Prasad Saklani Director w.e.f.

14.02.2022 NCERT,New Delhi–110016 (ii) Sridhar Srivastava In-charge Director up to 13.02.2022 NCERT,New Delhi–110016 40.

J.S.

Rajput Ex-Director, NCERT A-16, Sector P-7, Mitra Enclave Opp.

Greater Valley School Greater Noida–201308 Uttar Pradesh 41.
Chand Kiran Saluja Academic Director Sanskrit Promotion Foundation 11204/5 Mandir Marg Gaushala Marg Doriwalan, New Delhi–110006 42.

Krishna Mohan Tripathi Member, NEP Draft Committee Ex-Director, School Education C-448 Panki Kanpur–208020 Uttar Pradesh Appendices 243 Annual Report 2021–2022 43.

B.R.

Kukreti Ex-Dean and Head Mahatma Jyotiba Phule Rohilkhand University C-46/47, Neelkhant Suresh Sharma Nagar Bareilly–243006 Uttar Pradesh 44.
Kaustubh Chandra Joshi Principal S.K.S.G.I.C, Pattharkhani P.O.–Biloi, Block-Munakot Dist.

Pithoragarh–262520 Uttrakhand 45.

B. Usharani Principal Shri Ram Dayal Khemka Vivekanand Vidyalaya No.

9 Ellaimman Koil Street Tiruvottiyur, Chennai–19 Tamil Nadu 46.

Sridhar Srivastava Joint Director NCERT New Delhi–110016 47.

Shankar Sharan Department of Education in Social Sciences NCERT New Delhi–110016 48.

Vacant 49.

Indrani Bhaduri Educational Survey Division NCERT New Delhi–110016 50.
Joint Secretary (Institutions) Ministry of Education, (Department of School Education and Literacy) Shastri Bhawan New Delhi–110001 51.

JS and Financial Adviser Ministry of Education (Department of School Education and Literacy) Shastri Bhawan, New Delhi–110001 244 Annual Report 2021–22 NCERT (vii) (a) Chairman 52.
Chairman Central Board of Secondary Education Delhi (ex-officio) Central Board of Secondary Education Shiksha Sadan 17 Rouse Avenue, Institutional Area Near Bal Bhawan New Delhi–110001 (b) Commissioner 53.

Commissioner Kendriya Vidyalaya Sangathan New Delhi (ex-officio) Kendriya Vidyalaya Sangathan 18, Institutional Area Shahid Jeet Singh Marg New Delhi–110016 (c) Director 54.
Director Central Health Education Bureau New Delhi (ex-officio) Central Health Education Bureau (DGHS) Ministry of Health and Family Welfare Kotla Road New Delhi–110002 (d) Deputy Director 55.

Deputy Director General General In charge of Agricultural Education ICAR, Ministry of Agriculture New Delhi (ex-officio) In charge of Agriculture Education ICAR, Krishi Anusandhan Bhawan Pusa New Delhi–110012 (e) Director of Training 56.
Director of Training Directorate General of Training and Employment, Ministry of Labour New Delhi (ex-officio) Directorate General of Training and Employment, Ministry of Labour Employment Exchange Building, Pusa (ITI) Near Rajendra Place Metro Station, Pusa Road New Delhi (f) Representative of 57.

Adviser Education Education Division Planning Commission New Delhi (ex-officio) Niti Aayog Yojana Bhawan New Delhi–110001 (viii) Such other persons not 58.
Kuldip Chand Agnihotri, exceeding six as the Government of India may from time to time nominate.

Not less than four of these shall be school teachers Vice Chancellor, Central University of Himachal Pradesh, Dharamashala, Camp Office near H.P.C.A Cricket Stadium Dist.

Kangra, Himachal Pradesh–176215 Appendices 245 Annual Report 2021–2022 59.
Manimekalai Mohan Managing Trustee Shri Saraswati Vidya Mandir Group of School Sf No.72/2 Vaigai Nagar Pattanam, Singanallur to Vellalore Road Coimbatore–641016 Tamil Nadu 60.

Jaya Bhardwaj Principal Hansraj Public School Sector-6, Panchkula–134109 Haryana 61.

Anita Sharma, Principal Sanatan Dharam Public School BU Block, Pitampura, Delhi–110034 62.

Dinto K.P.

Principal Vidhyadhiraja Vidyapeetom Central School Mavelikkara, Alapuzha–690101 Kerala 63.
Shailendra Singh Bhandari Principal Rishikesh Public School Rishikesh Uttarakhand–249201 Special Invitee 64.

Secretary Convener Council of Indian School Certificate Examination Pragati House, 3rd Floor 47 Nehru Place New Delhi–110019 65.

Harsh Kumar Secretary NCERT, New Delhi–110016 246 Annual Report 2021–22 NCERT exeCutiVe Committee (i) President of the Council 1.
Hon’ble Education Minister who shall be the ex-officio President of the Executive Committee Ministry of Education Shastri Bhawan New Delhi–110001 (ii) (a) The Minister of State in the Ministry of Education who shall be the ex-officio Vice President of the Executive Committee (b) A Deputy Minister of Education nominated by the President of the Council 2.

Hon’ble Minister of State Department of School Education and Literacy, Ministry of Education, Shastri Bhawan New Delhi–110001 3.
________ (c) Director of the Council 4.

Dinesh Prasad Saklani Director NCERT, New Delhi–110016 (d) Secretary, 5.

Secretary Ministry of Education ex-officio Department of School Education and Literacy Ministry of Education Government of India Shastri Bhawan New Delhi–110001 (iii) Chairman of the University 6.

Chairman Grants Commission- Member ex-officio University Grants Commission Bahadur Shah Zafar Marg New Delhi–110002 (iv) Six Educationists with 7.

J.S.
J.S.

Rajput known interest in school education (two of whom shall be school teachers) Nominated by the President Ex-Director, NCERT A-16, Sector P-7, Mitra Enclave Opp.

Greater Valley School Greater Noida–201308 Uttar Pradesh 8.

Chand Kiran Saluja Academic Director Sanskrit Promotion Foundation 11204/5 Mandir Marg Gaushala Marg Doriwalan New Delhi–110006 Appendices 247 Annual Report 2021–2022 9.
Krishna Mohan Tripathi Member, NEP Draft Committee Ex-Director, School Education C-448 Panki Kanpur–208020 Uttar Pradesh 10.

B.R.

Kukreti Ex-Dean and Head Mahatma Jyotiba Phule Rohilkhand University Neelkhant, C-46/47 Suresh Sharma Nagar Bareilly–243006 Uttar Pradesh 11.

Kaustubh Chandra Joshi Principal S.K.S.G.I.C., Pattharkhani P.O.-Biloi, Block-Munakot Dist.

Pithoragarh–262520 Uttrakhand 12.

B. Usharani Principal Ram Dayal Khemka Vivekanand Vidyalaya No.
9 Ellaimman Koil Street Tiruvottiyur, Chennai Tamil Nadu–19 13.

Sridhar Srivastava Joint Director NCERT New Delhi–110016 14.

Shankar Sharan Department of Education in Social Sciences NCERT New Delhi 15.

Vacant 16.
Vacant 16.

Indrani Bhaduri Educational Survey Division NCERT New Delhi (v) Joint Director of the Council (vi) Three members of the faculty of the Council, whom at least two shall be at the level of Professors and Heads of the Departments, nominated by the President of the Council 248 Annual Report 2021–22 NCERT (vii) One representative of the Ministry of Education; and (viii) One representative of the Ministry of Finance, who shall be the Financial Adviser of the Council 17.
Joint Secretary (Institutions) Ministry of Education, (Department of School Education and Literacy) Shastri Bhawan, New Delhi–110001 18.

JS and Financial Adviser Ministry of Education (Department of School Education and Literacy) Shastri Bhawan New Delhi–110001 29.

Secretary of the Council shall be the Secretary of the Executive Committee 19.
Harsh Kumar Secretary NCERT New Delhi–110016 Appendices 249 Annual Report 2021–2022 FinAnCe Committee (under rule 62 oF the rules oF the nCert) (i) The Director of NCERT (ex-officio) Chairperson (i) Dinesh Prasad Saklani Director w.e.f.
14.02.2022 NCERT,New Delhi–110016 (ii) Sridhar Srivastava In-charge Director up to 13.02.2022 NCERT,New Delhi–110016 JS and Financial Advisor Ministry of Education (Department of School Education and Literacy) Shastri Bhawan New Delhi–11000 Joint Secretary (Institutions) Ministry of Education, (Department of School Education and Literacy).

Shastri Bhawan New Delhi–110001 (w.e.f.

07-07-2021) Pawan Kumar Sharma (Rtd.)


Professor of Management, 664-A, R.K. Puram Vardhman Mahaveer Open University, Kota Rajasthan–324005 (w.e.f.

07-07-2021) Pawan Kumar Tomar लेखक, लोक नीति एवं शासन, तिलली 31B/4, Rajpur Road, Civil Lines, Delhi–110054 (w.e.f.
07-07-2021) Harsh Kumar Secretary NCERT New Delhi–110016 (ii) Financial Advisor Member MHRD (ex-officio) Member Member Member (iii) Secretary, NCERT Member Convenor 250 Annual Report 2021–22 NCERT estAblishment Committee (i) Director of the Council (ex-officio) (Chairman) 1.

(i) Dinesh Prasad Saklani Director w.e.f.

14.02.2022 NCERT,New Delhi–110016 (ii) Sridhar Srivastava In-charge Director up to 13.02.2022 NCERT,New Delhi–110016 (ii) The Joint Director, NCERT, 2.
Sridhar Srivastava (ex-officio) (iii) A nominee of the Ministry of Education to be nominated by the President, NCERT Joint Director NCERT New Delhi–110016 3.

Lamchanghoi Sweety Changsan Joint Secretary (Institutions) Ministry of Education, (Department of School Education and Literacy), Shastri Bhawan New Delhi–110001 (w.e.f.

07-07-2021) (iv) Four educationists to be 4.


Ravindra Kanhere nominated by the President, NCERT of whom at least one is a Scientist Committee (Admission and Fee Regulatory Committee), Madhya Pradesh Tagore Hostel No.

T-2, G-Floor, Left Wing, Shyamla Hills, Bhopal–462002 (w.e.f.

07-07-2021) 5.

Manroop Singh Meena Former Principal Government Women’s College, Gurudwara, Patiala Bagh, Palace Road Dholpur, Rajasthan–328001 (w.e.f.

07-07-2021) 6.
07-07-2021) 6.

Nachiketa Tiwari Mechanical Engineering Department, IIT, Kanpur NL–201A, Department of Mechanical Engineering IIT Kanpur, Kanpur–208016 (w.e.f.

07-07-2021) Appendices 251 Annual Report 2021–2022 7.

Dinesh Kamble (Rtd.)

Former Registrar, University of Mumbai, Maharashtra Residence Address : Krishna Galaxy, C 201/202, Viva Vrindavan Township, Near New Viva College, Virar West, Tal – Vasai, Dist- Palghar–401303 (w.e.f.

07-07-2021) 8.
07-07-2021) 8.

Prakash Chandra Agrawal Principal, Regional Institute of Education (NCERT) Bhubaneswar Sachivalaya Marg, Bhubaneswar–751022 (w.e.f.

07-07-2021) (v) One representative from the Regional Institute of Education to be nominated by the President, NCERT (vi) One representative of 9.
Jyotsna Tiwari the National Institute of Education Delhi to be nominated by the President, NCERT (vii) Two representatives, one each from the regular academic and Non- academic staff of the council elected from amongst their category in the manner prescribed in appendix to the Regulations of the Council Department of Education in Arts and Aesthetics, National Council of Educational Research and Training (NCERT) Sri Aurobindo Marg, New Delhi–110016 (w.e.f.

07-07-2021) 10.
07-07-2021) 10.

Harish Kumar Meena (Elected representative Academic Staff) DESS, NCERT New Delhi (viii) Financial Adviser NCERT (ix) Secretary, NCERT Member-convenor 11.

Dinesh Kumar Meena (Elected representative Non-Academic Staff) NCERT, New Delhi 12.

JS and Financial Adviser Ministry of Education (Department of School Education and Literacy) Shastri Bhawan, New Delhi–110 001 13.
Harsh Kumar Secretary NCERT New Delhi–110016 252 Annual Report 2021–22 NCERT buildinG And Works Committee (i) Director, NCERT Chairman (ex-officio) (ii) Joint Director, NCERT Vice Chairman, (ex-officio) (iii) Chief Engineer, CPWD or his nominee (Member) (iv) A representative of Ministry of Urban Development (Works) (v) The Consulting Architect of NCERT (vi) Financial Adviser of the Council or his nominee (vii) A nominee of the Ministry of Education (i) Dinesh Prasad Saklani Director w.e.f.
14.02.2022 NCERT,New Delhi–110016 (ii) Sridhar Srivastava In-charge Director up to 13.02.2022 NCERT,New Delhi–110016 Sridhar Srivastava Joint Director NCERT New Delhi–110016 Superintending Engineer Delhi Circle-6-CPWD C Wing, 4th Floor IP Bhawan, ITO New Delhi Director (IFD) Ministry of Urban Development Finance Division Nirman Bhawan, New Delhi–110001 Chief Architect (NDR) C.P.W.D.
303, ‘A’ Wing Nirman Bhawan Maulana Azad Road New Delhi–110011 JS and Financial Adviser Ministry of Education (Department of School Education and Literacy) Shastri Bhawan New Delhi–110001 Lamchonghoi Sweety Changsan Joint Secretary (Institutions) Ministry of Education (Department of School Education and Literacy) Shastri Bhawan New Delhi–110001 Appendices 253 Annual Report 2021–2022 (viii) A Civil Engineer of standing (nominated by the President) (ix) An Electrical Engineer of standing (nominated by the President) (x) A Member of Executive Committee (nominated by the President) (xi) Secretary, NCERT (Member-convenor) Mukul Chandra Bora Director Dibrugarh University Institute of Engineering and Technology Dibrugarh University Assam, India (w.e.f.
07-07-2021) Ashok Kumar Sharma Associate Professor and Former HOD Department of Electrical Engineering University College of Engineering Rajasthan Technical University Kota–324010 (w.e.f.

07-07-2021) B.R.

Kukreti Faculty of Education and Allied Science, MJP Rohilkhand University, Bareilly (UP) (w.e.f.
07-07-2021) Harsh Kumar Secretary NCERT New Delhi–110016 254 Annual Report 2021–22 NCERT proGrAmme AdVisory Committee (i) Dinesh Prasad Saklani Director, NCERT (ii) Sridhar Srivastava Joint Director, NCERT (iii) Harsh Kumar Secretary, NCERT Five Members Nominated by the President, NCERT (i) Joy Sen Professor Architecture and Regional Planning IIT, Kharagpur (ii) K. Ramasubramanian Professor Cell for Indian Sciences and Technologies in Sanskrit IIT, Mumbai Chairperson Vice-Chairperson Member Member Member (iii) Viroopaksha V. Jaddipal Member Secretary Maharshi Sandipani Rashtriya Veda Vidyapratishthan Ujjain (iv) Khemsingh Daheriya Indira Gandhi National Tribal University Amarkantak Madhya Pradesh (v) Rishi Goel Director State Council of Educational Research and Training SCERT, Haryana Member Member Five Directors of SIEs and SCERTs and Nominated by the President, NCERT as Members (i) Sarvendra Vikram Bahadur Singh Member Director State Council of Educational Research and Training (SCERT), Uttar Pradesh (ii) T.S.
Joshi Director Gujarat Council of Educational Research and Training (GCERT), Gujarat Member Appendices 255 Annual Report 2021–2022 (iii) Nirada Devi Director State Council of Educational Research and Training (SCERT), Assam (iv) M.R.

Maruthi Director State Council of Educational Research and Training (SCERT), Karnataka (v) Veena Pandit Director State Council of Educational Research and Training (SCERT), Jammu and Kashmir Members from the NCERT (i) A.P.
Behera Joint Director CIET NCERT, New Delhi (ii) Indu Kumar Professor CIET NCERT, New Delhi (iii) Rajesh P. Khambayat Joint Director PSSCIVE Shyamla Hills Bhopal–462013 Madhya Pradesh (iv) V.S.

Mehrotra Professor PSSCIVE Shyamla Hills Bhopal–462013 Madhya Pradesh (v) S.V.

Sharma Principal Regional Institute of Education Capt.

D.P.

Choudhary Marg Ajmer–305004 Rajasthan (vi) Rajesh Misra Dean of Instructions Regional Institute of Education Capt.

D.P.
D.P.

Choudhary Marg Ajmer–305004 Rajasthan Member Member Member Member Member Member Member Member Member 256 Annual Report 2021–22 NCERT (vii) V. K. Kakaria I/c Principal Regional Institute of Education Shyamla Hills Bhopal–462013 Madhya Pradesh Member (viii) Ramesh Babu Member Dean of Research Regional Institute of Education Shyamla Hills Bhopal–462013 Madhya Pradesh (ix) P.C.
Agarwal Principal Regional Institute of Education Sachivalaya Marg Bhubaneswar–751007 Odisha (x) Sandhya Rani Sahoo Dean of Instructions Regional Institute of Education Sachivalaya Marg Bhubaneswar–751007 Odisha (xi) Y. Sreekanth Principal Regional Institute of Education Manas Gangotri Mysuru–57006 Karnataka Member Member Member (xii) Padmaja Member Head of Extension Education Regional Institute of Education Manas Gangotri Mysuru–57006 Karnataka (xiii) B. Barathakur Principal North East Regional Institute of Education Umiam (Ri-Bhoi), Barapani Meghalaya (xiv) Shatarupa Palit Dean of Instructions North East Regional Institute of Education Umiam (Ri-Bhoi), Barapani Meghalaya Member Member Appendices 257 Annual Report 2021–2022 (xv) Suniti Sanwal Head Department of Elementary Education (DEE) NCERT, New Delhi (xvi) Usha Sharma Professor Department of Elementary Education (DEE) NCERT, New Delhi (xvii) Sandhya Singh Head Department of Education in Languages (DEL) NCERT, New Delhi (xviii) K.C.
Tripathi Professor Department of Education in Languages (DEL) NCERT, New Delhi (xix) S.C. Chauhan Head Department of Education in Groups with Special Needs (DEGSN) NCERT New Delhi Member Member Member Member Member (xx) Vinay Kumar Singh Member Professor Department of Education in Groups with Special Needs (DEGSN) NCERT, New Delhi (xxi) Jyotsna Tiwari Head Department of Gender Studies (DGS) NCERT, New Delhi (xxii) Mily Roy Anand Professor Department of Gender Studies (DGS) NCERT, New Delhi (xxiii) Gauri Srivastava Head Department of Education in Social Sciences (DESS) NCERT, New Delhi (xxiv) Neeraja Rashmi Professor Department of Education in Social Sciences (DESS) NCERT, New Delhi Member Member Member Member 258 Annual Report 2021–22 NCERT (xxv) Sunita Farkya Head Department of Education in Science and Mathematics (DESM) NCERT, New Delhi (xxvi) Dinesh Kumar Professor Department of Education in Science and Mathematics (DESM) NCERT, New Delhi (xxvii) Ranjana Arora Head Department of Curriculum Studies and Development (DCS&D) NCERT, New Delhi (xxviii) R.R.
Koireng Associate Professor Department of Curriculum Studies and Development (DCS&D) NCERT, New Delhi (xxix) Pawan Sudhir Head Department of Education in Arts and Aesthetics (DEAA) NCERT, New Delhi (xxx) Jyotsna Tiwari Professor Department of Education in Arts and Aesthetics (DEAA) NCERT, New Delhi (xxxi) V.P.

Singh Head Division of Educational Kits (DEK) NCERT, New Delhi (xxxii) A.K.
Wazalwar Professor Division of Educational Kits (DEK) NCERT, New Delhi (xxxiii) Prabhat K. Misra Head Department of Educational Psychology and Foundations of Education (DEPFE) NCERT, New Delhi Member Member Member Member Member Member Member Member Member Appendices 259 Annual Report 2021–2022 (xxxiv) Anjum Sibia Dean Academic and Professor Department of Educational Psychology and Foundations of Education (DEPFE) NCERT, New Delhi (xxxv) Ashok K. Srivastava Head Division of Educational Research (DER) NCERT, New Delhi (xxxvi) Sharad Sinha Head Department of Teacher Education (DTE) NCERT, New Delhi (xxxvii) B.P.
Bhardwaj Professor Department of Teacher Education (DTE) Division of Educational Research (DER) NCERT, New Delhi (xxxviii) Indrani Bhadhuri Head Educational Survey Division (ESD) NCERT, New Delhi (xxxix) Sukhvinder Associate Professor Educational Survey Division (ESD) NCERT, New Delhi (xl) Anupam Ahuja Head International Relations Division (IRD) NCERT, New Delhi (xli) Satya Bhusan, Assistant Professor International Relations Division (IRD) NCERT, New Delhi (xlii) Shipra Vaidya Head Library and Documentation Division (LDD) NCERT, New Delhi (xlii) M. Samantaray Deputy Librarian Library and Documentation Division (LDD) NCERT, New Delhi Member Member Member Member Member Member Member Member Member Member 260 Annual Report 2021–22 NCERT Member Member Member (ix) Ashita Raveendran Head Planning and Monitoring Division (PMD) NCERT, New Delhi (x) P.D.
Subhash Associate Professor Planning and Monitoring Division (PMD) NCERT, New Delhi (xi) Anup Rajput Head Publication Division (PD) NCERT, New Delhi Special Invitees (i) Joint Secretary (Sch.–4) Department of School Education and Literacy MoE, Shastri Bhawan New Delhi–110001 (ii) Dean (Academic) NCERT, New Delhi (iii) Dean (Research) NCERT, New Delhi (iv) Dean (Coordination) NCERT, New Delhi (v) Chief Accounts Officer (CAO) NCERT, New Delhi Appendices 261 Annual Report 2021–2022 eduCAtionAl reseArCh And innoVAtions Committee Chairperson Co-Chairperson (i) Dinesh Prasad Saklani Director, NCERT (ii) Sridhar Srivastava Joint Director, NCERT (iii) A.P.
Behera Joint Director, CIET (iv) Rajesh P. Khambayat Joint Director, PSSCIVE External Members (i) J.V.
Madhusudan Professor University of Hyderabad Hyderabad, Telangana (ii) Bharat Dhokai Niyamak, Kutch Kalyan Sangh Gandhidham, District Kutch Gujarat (iii) Renu Nanda Professor Department of Education University of Jammu Jammu and Kashmir (iv) Babli Choudhury Professor Department of Teacher Education Gauhati University, Guwahati Assam (v) Prem Narayan Singh Professor Head, Department of Education Sampurnanand Sanskrit University Varanasi, Uttar Pradesh (vi) R. Prabhakara Raya Professor Department of Management Studies Pondicherry University, Puducherry (vii) Harmeet Singh Department of Political Science Guru Nanak Dev University Amritsar (viii) Umesh Ashok Kadam Professor School of Social Sciences Jawaharlal Nehru University New Delhi 262 Annual Report 2021–22 NCERT Representatives of State Council of Educational Research and Training (i) M. Radha Reddy Director, SCERT Telangana Opp: LB Stadium E-Gate, Basheerbagh, Hyderabad–500 001 (ii) Nirada Devi Director SCERT, Kahilipara, Guwahati–781019 District-Kamrup Metro, Assam NCERT Faculty (i) Anjum Sibia Dean, Academic (ii) A.K.
Srivastava Dean, Research (iii) Prakash Chandra Agarwal Principal, RIE Bhubneshwar Sachivalaya Marg (Near BDA NICCO Park) Bhubaneswar–751022 Odisha (iv) B. Barthakur Principal, NERIE Shillong Umiam Ri-Bhoi District Meghalaya–793 103 (v) Sharad Sinha Head, DTE NCERT, New Delhi (vi) Indrani Bhaduri Head, ESD NCERT, New Delhi (vii) Sunita Farakya Head, DESM NCERT, New Delhi (viii) Gouri Srivastava Head, DESS NCERT, New Delhi (ix) Jyotsna Tiwari Head, DGS NCERT, New Delhi (x) B.P.
Bhardwaj Head, DER NCERT, New Delhi Convener Appendices 263 Annual Report 2021–2022 ACAdemiC Committee oF nAtionAl institute oF eduCAtion (i) Chairperson Anjum Sibia (ii) External Experts (a) Purnima Singh Dean (Academic) Professor Department of Humanities and Social Science IIT, Delhi, Hauz Khas, New Delhi–110016 (b) T.K.

Venkatasubramanian Professor (Retd.)


University of Delhi T-150 EMAAR, Sector-65 Gurugram–122101 (c) S. M. Sungoh Professor Department of Education NEHU, Shillong Meghalaya–793022 (d) R.K. Kunwar Director SCERT, Uttarakhand (e) Sanjay Kumar Gupta Professor Children University Sector-20, Gandhinagar Gujarat–382021 (iii) Joint Directors of CIET, NCERT, and PSSCIVE-Bhopal (a) A.P.
Behera Joint Director CIET NCERT, New Delhi (b) Rajesh Khambayat Joint Director PSSCIVE, Bhopal (iv) Head of NIE Department/Division/Cell (a) A.K.
Srivastava, Dean (Research) and Head, Division of Educational Research (DER) (b) Gouri Srivastava, Dean (Coordination) and Head, Department Of Education in Social Sciences (DESS) (c) Suniti Sanwal, Head, Department of Elementary Education (DEE) (d) Sandhya Singh, Head, Department of Education in Languages (DEL) 264 Annual Report 2021–22 NCERT (e) S.C. Chauhan, Head, Department of Education in Groups with Special Needs (DEGSN) (f) Jyotsna Tiwari, Head, Department of Gender Studies (DGS) (g) Sunita Farkya, Head, Department of Education in Science and Mathematics (DESM) (h) Ranjana Arora, Head, Department of Curriculum Studies and Development (DCS&D) (i) Pawan Sudhir, Head, Department of Education in Arts and Aesthetics (DEAA) (j) V. P. Singh, Head, Division of Educational Kits (DEK) (k) Prabhat Kumar Mishra, Head, Department of Educational Psychology and Foundations of Education (DEPFE) (l) Sharad Sinha, Head, Department of Teacher Education (DTE) (m) Indrani Bhaduri, Head, Educational Survey Division (ESD) (n) Anupam Ahuja, Head, International Relations Division (IRD) (o) Shipra Vaidya, Head, Library and Documentation Division (LDD) (p) Ashita Raveendran, Head, Planning and Monitoring Division (PMD) (q) Anup Kumar Rajput, Head, Publication Division (PD) (v) Faculty from NIE, CIET and PSSCIVE (a) Usha Sharma, Professor, DEE and In charge National Centre for Literacy (NCL) (b) Kirti Kapur, Professor, DEL (c) Vinay Kumar Singh, Professor, DEGSN (d) Mily Roy Anand, Professor, DGS (e) Shipra Vaidya, Professor, DESS (f) Dinesh Kumar, Professor, DESM (g) B.P.
Bhardwaj, Professor, DTE and DER (h) Jyotsna Tiwari, Professor, DEAA (i) A.K.

Wazalwar, Professor, DEK (j) Shradha Dhiwal, Assistant Professor, DEPFE (k) Sukhwinder, Professor, ESD (l) Satya Bhusan, Professor, IRD (m) Moortimatee Samantaray, Deputy Librarian, LDD (n) P.D.

Subhash, Associate Professor, PMD (o) K.V.

Sridevi, Assistant Professor, DCS & D (p) Indu Kumar, Professor, CIET (q) V.S.
Mehrotra, Professor, PSSCIVE, Bhopal Appendices 265 Annual Report 2021–2022 mAnAGinG Committee oF the reGionAl institute oF eduCAtion, Ajmer (i) Vice Chancellor M.D.S University Ajmer (ii) Principal Regional Institute of Education Ajmer Chairman Vice-Chairman A Nominee from the Education Department of each of the States and UTs (i) The Director SPD Samagra Shiksha Abhiyan Rajasthan (ii) The Director SCERT, Delhi (iii) The Director Jammu and Kashmir Board of Secondary Education (iv) The Director SCERT Nishant Ganj Lucknow, U.P.
Member Member Member Member (v) The Joint Director of Higher Education Member (C-1), Himachal Pradesh (vi) The Director SCERT Uttrakhand (vii) The Director SCERT Punjab (viii) The Director Secondary Education Government of Haryana Panchkula, Haryana (ix) The Director SCERT Chandigarh Member Member Member Member 266 Annual Report 2021–22 NCERT Two Experts Nominated by the President, NCERT as Members (i) Pradeep Rao Principal Maharana P.G.
College Gorakhpur (ii) Dinesh Prasad Saklani Member Member Professor Department of History Hemwati Nandan Bahuguna Garhwal University Uttarakhand Nominee of the Director, NCERT (i) To be decided on receipt of the scheduled date of meeting of Managing Committee from the Principal Member Two Heads of the Departments of the RIE Nominated by the Director (i) Head, DESM RIE, Ajmer (ii) Head, DE RIE, Ajmer Member Member Such other member as are required to be included by the stipulation of the University to which the Institute is affiliated (i) Nominee of Vice Chancellor Member M.D.S.
University Ajmer Appendices 267 Annual Report 2021–2022 mAnAGinG Committee oF the reGionAl institute oF eduCAtion, bhopAl (i) Vice Chancellor Barkatulla University Bhopal (ii) Principal Regional Institute of Education Bhopal Chairman Vice-Chairman A Nominee from the Education Department of Each of the States and UTs (i) The Director SCERT Bhopal, Madhya Pradesh (ii) The Director SCERT Raipur, Chhattisgarh (iii) The Director MSCERT Pune, Maharastra (iv) The Director SCERT Goa (v) The Director GCERT Gandhinagar, Gujarat Member Member Member Member Member (vi) Assistant Director of Education Member U.T.
of Daman and Diu Daman (vii) Assistant Director of Education U.T.
of Dadar and Nagar Haveli Silvassa Two experts nominated by the President, NCERT (i) Bipin Bihari Beohar Ex-Chairman Madhya Pradesh Public Service Commission (ii) Vrashabh Prasad Jain Professor Hindi Department Mahatama Gandhi International Hindi University Vardha Member Member Member 268 Annual Report 2021–22 NCERT Nominee of the Director, NCERT (i) To be decided on receipt of the scheduled date of meeting of Managing Committee from the Principal Member Two Heads of the Departments of RIE Nominated by the Director (i) Head, DESM RIE, Bhopal (ii) Head, DEE RIE, Bhopal Member Member Such other member as are required to be included by the stipulation of the University to which the institute is affiliated (i) Nominee of Vice Chancellor Barkatulla University, Bhopal Member Appendices 269 Annual Report 2021–2022 mAnAGinG Committee oF the reGionAl institute oF eduCAtion, bhubAnesWAr (i) Vice Chancellor Utkal University, Bhubaneswar (ii) Principal Regional Institute of Education Bhubaneswar Chairman Vice-Chairman A Nominee from the Education Department of Each of the States and UTs (i) The Director T.E.
and SCERT (ii) President West Bengal Board of Primary Education Salt Lake, Kolkata–91 (iii) Principal State Institute of Education Port Blair, Andaman and Nicobar Islands (iv) The Deputy Director Directorate of Primary Education Department of Human Resources Development Government of Jharkhand, Ranchi Member Member Member Member (v) Assistant Director Member Directorate of Research and Training Department of Education Bihar, Patna Two Experts Nominated by the President, NCERT as Members (i) Narendra Kumar Singh Member Professor (Retd.)
Magadh University Bodh Gaya, Bihar (ii) Hemlata S. Mohan Chairman Cultural Source and Training Centre Ministry of Culture, Government of India Nominee of the Director, NCERT (i) To be decided on receipt of the scheduled date of meeting of Managing Committee from the Principal Member Member 270 Annual Report 2021–22 NCERT Two Heads of the Departments of RIE Nominated by the Director (i) Head, DESSH RIE, Bhubaneswar (ii) Head, DE RIE, Bhubaneswar Member Member Such other member as are required to be included by the stipulation of the University to which the Institute is affiliated (i) Nominee of Vice Chancellor Utkal University, Bhubaneswar Member Appendices 271 Annual Report 2021–2022 mAnAGinG Committee oF the reGionAl institute oF eduCAtion, mysore (i) Vice Chancellor Mysore University, Mysore (ii) Principal Regional Institute of Education, Mysore Chairman Vice-Chairman A Nominee of the Education Departments of Each of the States and UTs.
(i) The Director DSERT Bangalore–560085 Karnataka (ii) The Director SCERT Opp.

L.B.

Stadium E-Gate, Hyderabad–500001 Andhra Pradesh (iii) The Director SCERT Opp.

L.B.

Stadium, E-Gate O/othe Commission of Agriculture, Hyderabad Telangana (iv) The Director SCERT College Road DPI Campus, Chennai–600006 Tamil Nadu (v) The Director SCERT Vidyabhavan Poojappura, P.O.
Thiruvanthapuram Kerela–695012 Member Member Member Member Member Two Experts Nominated by the President, NCERT as Members (i) Satyanarayana Academic Dean Post Graduate Centre Sarada Vilasa College, Mysore (ii) K.N.
Madhusudan Pillai Ex-Academic Consultant NAAC, Bangalore and Academic Dean Bhartiya Vichar Kendram Research Thiruvanthapuram, Kerela Member Member 272 Annual Report 2021–22 NCERT Nominee of the Director, NCERT (i) To be decided on receipt of the scheduled date of meeting of Managing Committee from the Principal Member Two Heads of the Departments of the RIE Nominated by the Director (i) Head Department of Education (ii) Head Department of Education in Science and Mathematics Member Member Such other member as are required to be included by the stipulation of the University to which the Institute is affiliated.
(i) Nominee of Vice Chancellor Mysore University, Mysore Member Appendices 273 Annual Report 2021–2022 mAnAGinG Committee oF the north-eAst reGionAl institute oF eduCAtion, umiAm (meGhAlAyA) (i) Vice Chancellor North East Hill University, Shillong (ii) Principal North East Regional Institute of Education, Shillong Chairman Vice-Chairman A Nominee from the Education Department of Each of the States UTs.
(i) The Director DHRT Shillong (ii) The Director School Education Itanagar, Utter Pradesh (iii) The Director SCERT Assam (iv) The Director HRDD (School Education), Sikkim (v) The Director of School Education Tripura (vi) The Director of School Education Mizoram (vii) The Director SCERT Manipur (viii) The Director SCERT Nagaland Member Member Member Member Member Member Member Member Two Experts Nominated by the President, NCERT as Members (i) Babli Choudhury Professor Department of Education Guwahati University, Assam (ii) Tana Showren Professor Department of History Rajiv Gandhi University, Arunachal Pradesh Member Member 274 Annual Report 2021–22 NCERT Nominee of the Director, NCERT (i) To be decided on receipt of the Member scheduled date of meeting of Managing Committee from the Principal Two Heads of the Departments of RIE Nominated by the Director (i) Head, DEE NERIE, Shillong (ii) Head, DELSS NERIE, Shillong Member Member Such other member as are required to be included by the stipulation of the University to which the institute is affiliated (i) Nominee of Vice Chancellor North East Hill University, Shillong Member Appendices 275 Annual Report 2021–2022 ’ T R E C N n o i t i s o P n o i t a v r e s e R H P f o % y l l a c i s y h P C B O f o % % d e l u d e h c S C S f o % d e l u d e h c S f o .
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1 2 9 5 2 1 8 1 1 3 3 8 2 l a t o T 276 Annual Report 2021–22 NCERT i V x i d n e p p A 1 2 – 0 2 0 2 2 2 – 1 2 0 2 1 2 – 0 2 0 2 2 2 – – – – – ) f ( 7 2 2 , 6 0 , 7 7 , 9 0 , 2 5 2 3 , 6 5 3 8 , 9 1 , 2 3 9 6 , 6 8 , 5 5 , 3 6 , 1 1 2 3 , 8 7 , 4 0 , 6 7 , 1 t n e m h s i l b a t s E ) a ( s e s n e p x E s e s n e p x E c i m e d a c A ) b ( s e s n e p x E .
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7 s d n u f t n e m w o d n E / d e k r a m r a E ) a ( 278 Annual Report 2021–22 NCERT y r o t u t a t s g n d u l c n i i 3 6 6 , 1 9 , 5 2 , 0 8 2 3 7 , 4 7 , 6 2 , 5 7 s t n e m y a P r e h t O .

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1 1 ) e m o c n i d o i r e P r o i r P 5 7 0 , 8 1 6 7 0 , 8 1 s t n u o c c A t i s o p e D n I 6 9 4 , 0 7 , 3 9 , 4 1 , 1 1 3 9 , 0 2 , 6 8 , 5 5 s t n u o c c A s g n i v a S n I 4 7 8 , 2 9 , 3 9 9 1 0 , 9 3 , 5 3 , 3 s e c n a v d A d n a s t i s o p e D .

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, 5 8 , 9 8 , 5 3 , 3 2 2 5 8 , 7 7 , 2 5 , 6 1 , 7 2 l a t o T 4 3 3 , 5 8 , 9 8 , 5 3 , 3 2 2 5 8 , 7 7 , 2 5 , 6 1 , 7 2 l a t o T 1 4 3 , 2 2 , 6 1 , 0 3 , 3 3 2 6 , 0 2 , 7 5 , 2 0 , 5 s t p i e c e R r e h t O y n A .
4 1 Appendices – / d S y r a t e r c e S 6 1 0 0 1 1 – i h l e D w e N , T R E C N – / d S r e c fi f O s t n u o c c A f e i h C 6 1 0 0 1 1 – i h l e D w e N , T R E C N 279 Annual Report 2021–2022 Separate Audit Report of the Comptroller and Auditor General of India on the Accounts of the National Council of Educational Research and Training (NCERT) for the year ended 31 March 2022 1.
We have audited the attached Balance Sheet of National Council of Educational Research and Training (NCERT) as at 31 March 2022, Income and Expenditure Account and Receipts and Payments Account for the year ended on that date under Section 20(1) of the Comptroller and Auditor General’s (Duties, Powers and Conditions of Service) Act, 1971.

The audit has been entrusted for the period up to 2022–23.

This financial statement includes the accounts of 12 units of the Council.
Out of these, accounts of four units were audited and comments included in the report.

These financial statements are the responsibility of the NCERT’s management.

Our responsibility is to express an opinion on these financial statements based on our audit.

2.
2.

This Separate Audit Report contains the comments of the Comptroller and Auditor General of India (CAG) on the accounting treatment only with regard to classification, conformity with the best accounting practices, accounting standards and disclosure norms, etc.
Audit observations on financial transactions with regard to compliance with the Law, Rules and Regulations (Propriety and Regularity) and efficiency-cum-performance aspects, etc., if any, are reported through Inspection Reports/CAG’s Audit Reports separately.

3.

We have conducted our audit in accordance with auditing standards generally accepted in India.
These standards require that we plan and perform the audit to obtain reasonable assurance about whether the financial statements are free from material misstatements.

An audit includes examining, on a test basis, evidences supporting the amount and disclosure in the financial statements.

An audit also includes assessing the accounting principles used and significant estimates made by management, as well as evaluating the overall presentation of financial statements.
We believe that our audit provides a reasonable basis for our opinion.

4.

Based on our audit, we report that: (i) We have obtained all the information and explanations, subject to observations in the report, which to the best of our knowledge and belief were necessary for the purpose of our audit.
(ii) The Balance Sheet, Income and Expenditure Account and Receipts and Payments Account dealt with by this report have been broadly drawn up in the format prescribed by the Ministry of Education, Government of India.

(iii) I our opinion, proper books of accounts and other relevant records, subject to observations in the report, have been maintained by NCERT in so far as it appears from our examination of such books.

280 Annual Report 2021–22 NCERT 5.


We further report that: Balance Sheet Liabilities A. A.1 A.1.1 Current Liabilities and Provision (Schedule 3) — ` 2069.52 crore (i) The above includes minus figures of sundry creditors of ` 19.40 lakh.

As per Format of Accounts prescribed by Ministry of Education, these balances should be shown under Current Assets.

It has resulted in understatement of Current Liabilities and Provisions and Current Assets by ` 19.40 lakh.
This is being pointed out since 2017–18 but no action was taken by Management.

(ii) Statutory Liabilities includes minus balances of ` 109.85 lakh (` 79.41 lakh others ` 17.53 lakh GPF Remittances, ` 3.73 lakh GIS, ` 2.09 lakh NPS, ` 7.09 lakh-TDS on GST) under the several heads.

As per Format of Accounts prescribed by Ministry of Education, these balances should be shown under Current Assets.

It has resulted in understatement f Current Liabilities and Provisions and Current Assets by ` 109.85 lakh.
This is being pointed out since 2018–l9 but no action was taken by Management.

A.2 Assets A.2.1 Fixed Assets (Schedule 4) — ` 190.38 crore (i) The above does not include the cost of land and building owned by Regional Production and Distribution Centre (RPDC), Bengaluru, a unit of NCERT.

Details/Records are not available with NCERT.


In the absence of details, the land and Building has been got evaluated by CPWD and has been valued by CPWD as ` 64.68 crore (Net Value of Building after Depreciation: ` 3.28 crore and Land: ` 61.40 crore).

Land should be taken in the accounts at nominal value of ` 1 or the valuation done by CPWD with necessary disclosure in the Notes to Accounts.
(ii) In RIE-Bhubaneswar against total deposit of ` 15.06 crore with CPWD for two works (C/O New Girls Hostel and C/O Open Auditorium) there was an expenditure of ` 3.99 crore (Form 65/ December 2021).

However the above expenditure was not shown under capital work in progress in schedule 4(a).

This resulted in understatement of Capital work in progress by ` 3.99 crore.
The head under which the amount has been booked in the accounts was not provided to audit due to which the second impact of the comment could not be identified.

A.2.2 Loan, Advances and Deposits (Schedule 8) — ` 207.57 crore (i) The Loans and Advances includes debit balances in sponsored projects amounting to ` 1.49 crore whereas as per the details of sponsored projects placed in the accounts the amount was ` 0.86 crore.
The difference of ` 63.47 lakh which pertains to 2015–16 Appendices 281 Annual Report 2021–2022 needs to be reconciled.

This is being pointed out since 2016–17 but remedial action had not been taken by NCERT.

(ii) Loans and Advances includes deposit with DAVP of ` 11.42 lakh in respect of Regional Institute of Educationa], Bhopal details of which are not available with NCERT.

In the absence of details audit could not verify the amount.
This is being pointed out since 2019–20 but remedial action has not been taken by the Council.

(iii) The above does not includes advances of ` 10.38 crore from Sponsored Projects as detailed below.
The same have been treated as expenditure from sponsored projects in the accounts: Particulars Payment to NICSI for NCF Tech Platform Development of Resources material (print) for children and teachers for Literacy and Numeracy Academics Payment to EdCIL for setting up TSG for development and formulation of National Curriculum Framework Total Amount 10,00,00,000 3,44,000 35,00,000 10,38,44,000 This has resulted in understatement of Loans, Advances and Deposits and understatement of Current Liabilities-Sponsored Projects by ` 10.38 crore.
Income and Expenditure Accounts B. B.1 Expenditure B.1.1 Other Expenses (Schedule 21) — ` Nil C. C.1 Sundry debtors included ` 36.60 lakh which were outstanding since 2004–05.

As the realisation from these sundry debtors seems bleak, the provision for doubtful debts should have been made in accounts.

Failure to do so has resulted in understatement of Other Expenses (Provisions of Doubtful Debts) and overstatement of Sundry Debtors by ` 36.60 lakh.
This is being pointed out since 2012–13 but no action has been taken by NCERT.

GPF/CPF Accounts Investment (Schedule 6) — ` 150.93 crore The above includes investment of ` 1.60 crore in bonds of Punjab Financial Corporation (PFC) which have matured on 1/12/2016.

The amount has neither been received nor was any provision made for the same.

This has resulted in overstatement of Investment and understatement of Expenditure by ` 1.60 crore.
The issue has been pointed out in last five years however, no action has been taken in this regard.

The matter was also not disclosed in Notes to Accounts.

C.2 Accrued interest — ` 5.51 crore The above includes accrued interest of ` 1.07 crore for the period from December 2016 to March 2022 on investment of ` l.60 crore made in PFC bonds.
Although principal amount of the bond which matured on 01 282 Annual Report 2021–22 NCERT December 2016 has not been received, the Council kept on recognising interest for the same.

No provision for the same has been made in the accounts.

This has resulted in overstatement of Accrued Interest and under statement of Expenditure (Provision for doubtful debt) by ` 1.07 crore each.
The issue has been pointed out in last five years however, no action has been taken in this regard.The matter was also not disclosed in Notes to Accounts.

General D. D.1 Consolidation of accounts E. All the constituent units of NCERT are preparing Receipts and Payment Accounts every month and forwarding the same to the NCERT Hqrs for consolidation.
On the basis of Receipts and Payment Accounts received from all the units, at the end of the financial year, consolidated Receipts and Payment Accounts, Balance Sheet and Income and Expenditure accounts are prepared at NCERT Hqrs.
All the constituents units should prepare the complete set of accounts at the end of the financial year, i.e., Receipts and Payments Account, Income and Expenditure Account and Balance Sheet from which the consolidated accounts should be prepared at NCERT Hqrs for better reporting of the accounts of NCERT.

This is being repeatedly pointed out since 2014–15 but no remedial action has been taken by NCERT except an assurance that compliance will be done next year.
Grant-in-aid During the year 2021–22, NCERT received grant-in-aid of ` 407.89 crore (Capital: ` 40.00 crore and Revenue: ` 367.89 crore) out of which grant of ` 33.30 crore (Capital: ` Nil and Revenue: ` 33.30 crore) was received in the month of March 2022.

It had an opening balance of ` 43.11 crore (Capital: ` Nil and Revenue: ` 43.11 crore) as on 1 April 2021 and Internal Receipts of ` 0.31 crore.
Out of total available fund of ` 451.31 crore it utilised ` 338.41 crore (Capital: ` 18.67 crore and Revenue: ` 319.74 crore).

NCERT surrendered ` 88.15 crore on 3 l.03.2022 leaving an unspent balance of ` 24.76 crore as on 31st March 2022.

It also received grant of ` 68.04 crore for sponsored/specific projects from Ministry of Education and other agencies during the year and had an opening balance of ` 27.94 crore in these projects.
Out of the total grant of ` 95.98 crore, an expenditure of ` 85.57 crore was incurred by the Council during the year on these projects leaving a balance of ` 10.41 crore as on 31st March 2022.

F. Management Letter Deficiencies which have not been included in the Audit Report have been brought to the notice of the Director, NCERT through a Management Letter issued separately for remedial/corrective action.
(i) Subject to our observations in the preceding paragraphs, we report that the Balance Sheet, Income and Expenditure Account and Receipts and Payments Account dealt with by this report are in agreement with the books of accounts.
Appendices 283 Annual Report 2021–2022 (ii) In our opinion and to the best of our information and according to the explanations given to us, the said financial statements read together with the Accounting Policies and Notes on Accounts, and subject to the significant matters stated aboveand other matters mentioned in Annexure to this Audit Report, give a true and fair view in conformity with accounting principles generally accepted in India.
(a) in so far as it relates to the Balance Sheet, of the state of affairs of the National Council for Educational Research and Training, Delhi as at 31 March 2022; and (b) and in so far as it relates to Income and Expenditure Account of the surplus for the year ended on that date.

For and on behalf of the C and AG of India Place: New Delhi Date: Director General of Audit (Central Expenditure) 284 Annual Report 2021–22 NCERT Annexure to the Audit Report 1.
Adequacy of internal audit system NCERT has an internal audit wing.

However, the internal audit system of NCERT, needs strengthening as: • All 12 units were planned for internal audit during the year 2021–22 but only 05 unit were audited.

• Internal audit of NCERT HQ has not been conducted till date.

• Proper follow up action was not taken to get the objections settled as 486 internal audit paras were outstanding as on 31.03.2022.

2.
2.

Adequacy of internal control System The Internal control system of NCERT is not adequate as: • Non-maintenance of Expenditure Control Register and Register of Contracts.

• No activity in some sponsored projects for last three years.

• Huge un-reconciled amounts in the bank reconciliation statement of the Publication Divison Account No.

10137881342 and NCERT Hqrs Account No.

10137881331.

3.
10137881331.

3.

System of physical verification of fixed assets • The physical verification of Land and Buildings of NCERT (Hqrs.)

has been conducted up to March 2022.

· • The physical verification of other Fixed Assets of NCERT (Hqrs.)

has been conducted up to 2016-17.

• The physical verification of Library of NCERT (Hqrs.)

has been conducted up to March 2022 and 178 lost books are reported.
• The Physical Verification of Fixed Assets of CIET, RIE-Bhubneshwar and RIE-Ajmer was not done for the year 2021–22.

• Information in respect of the Physical verification of the remaining 09 units of NCERT was not furnished to audit.

4.

System of physical verification of inventory • The physical verification of stationery and consumables of NCERT (Hqrs.)

have been conducted up to August 202l and of RIE-Bhubneshwar was done for the year 2021–22.
• The physical verification of NCERT (Publications) was conducted up to September 2021 where 41 copies of books were found short and 29 copies were found in excess.

• Physical Verification of inventory of RIE-Ajmer was not done for the year 2021–22.

5.

Regularity in payment of statutory due As per accounts, payment of ` 43618 pertaining to Income Tax over six months in respect of statutory dues was outstanding on 31.03.2022.

However, it was deposited in April-2022.
Appendices 285 Annual Report 2021–2022 Publications released during the Year 2021–22 Appendix Vii TexTbooks Class I • Rimjhim 1 • Math-Magic 1 • Ganit Ka Jadu I • Marigold I • Raindrops Book-I (Special Series) Class II • Rimjhim 2 • Math-Magic 2 • Ganit Ka Jadu 2 • Marigold II • Raindrops Book-II (Special Series) Class III • Rimjhim 3 • Math-Magic 3 • Ganit Ka Jadu 3 • Marigold III • Ass-Pass (EVS) • Looking Around I Class IV • Rimjhim 4 • Marigold IV • Math-Magic 4 • Ganit Ka Jadu 4 • Ass-Pass (EVS) • Looking Around (EVS) Class V • Rimjhim 5 • Marigold V • Math-Magic 5 • Ganit Ka Jadu 5 • Ass-Pass (EVS) • Looking Around (EVS) Class VI • Vasant 1 • Doorva I 286 • Ruchira Bhag I • Bal Ram Katha (Hindi Supplementary Reader) • Mathematics • Ganit • Science • Vigyan • Honeysuckle (English Reader) • A Pact with the Sun (English Supplementary Reader) • The Earth: Our Habitat • Prithvi: Hamara Aavas • Social and Political Life • Samajik Evam Rajnitik Jeevan • Our Pasts I • Hamare Ateet 1 Class VII • Vasant 2 • Bal Mahabharat Katha (Hindi Supplementary Reader) • Doorva 2 (Dwitiya Bhasha) • Ruchira Bhag 2 • Honeycomb (English Textbook) • An Alien Hand (English Supplementary Reader) • Mathematics • Ganit • Science • Vigyan • Our Pasts II • Hamare Ateet 2 • Our Environment • Hamara Paryavaran • Social and Political Life II • Samajik Evam Rajnitik Jeevan 2 Class VIII • Vasant 3 • Bharat Ki Khoj (Hindi Supplementary Reader) Annual Report 2021–22 NCERT • Doorva 3 • Ruchira 3 • Honeydew • It so Happened (English Supplementary Reader) • Mathematics • Ganit • Science • Vigyan • Resources and Development • Sansadhan Aur Vikas • Social and Political Life III • Samajik Evam Rajnitik Jeevan 3 • Our Pasts III • Hamare Ateet 3 Class IX • Kshitij Bhag-1 (Hindi Core Course) • Kritika Bhag-1 (Hindi Core Course) • Sparsh Bhag-1 (Hindi Elective Course) • Sanchayan Bhag-1 (Hindi Elective Course) • Beehive (English Textbook, Elective Course) • Moments (English Supplementary Reader) • Shemushi Bhag-1 • Abhyasvaan bhav abhyaspustika •
 Mathematics • Ganit • Science • Vigyan • Economics • Arthashastra • Democratic Politics • Loktantrik Rajniti • India and the Contemporary World I • Bharat Aur Samkaleen Vishwa I • Contemporary India I • Samkaleen Bharat I • Word and Expressions 1 (Work Book in English) • Health and Physical Education • Information and Communication Technology Class X • Kshitij Bhag-2 (Hindi Core Course) • Kritika Bhag-2 (Hindi Core Course) • Sparsh Bhag-2 (Hindi Elective Course) • Sanchayan Bhag-2 (Hindi Elective Course) • First Flight (English Textbook, Elective Course) • Footprints Without Feet (English Supplementary Reader Elective Course) • Shemushi Bhag-2 • Vyakranvidi (9 to 10 Sanskrit vyakaran) • Mathematics • Ganit • Science • Vigyan • India and the Contemporary World II • Bharat Aur Samkaleen Vishwa II • Democratic Politics II • Loktantrik Rajniti II • Contemporary India II • Samkaleen Bharat II • Understanding Economic Development • Arthik Vikas Ki Samajh • Word and Expression • Health and Physical Education • Information and Communication Technology Class XI • Aaroh Bhag-1 (Hindi Core Course) Appendices 287 Annual Report 2021–2022 • Vitaan Bhag-1 (Hindi Core Course) • Antra Bhag-1 (Hindi Elective Course) • Antral Bhag-1 (Hindi Elective Course) • Woven Words (English Elective Course) • Bhashwati Bhag-1 • Shashwati Bhag-1 • Abhyasvaan bhav abhyaspustika • Mathematics • Ganit • Biology • JeevVigyan • Chemistry Part-I • Chemistry Part-II • Rasayan Vigyan Bhag-1 • Rasayan Vigyan Bhag-2 • Physics Part-I • Physics Part-II • Bhautiki Bhag-1 • Bhautiki Bhag-2 • Themes of World History • Vishwa Itihas Ke Kuch Vishay • Fundamental of Physical Geography • Bhautik Bhugol Ke Mool Siddhant • India: Physical Environment • Bharat: Bhautik Paryavaran • Practical Work in Geography Part-I • Rajniti Siddhant 2 • Introducing Sociology • Samajshastra ka Parichay • Understanding Society • Samaj Ka Bodh • Business Studies • Vyavasaik Adhayan • Accountancy Part-I • Lekhashastra Bhag-I •
 Accountancy Part-II • Lekhashastra Bhag-2 • Abhivyakti Aur Madhyam • Psychology • Manovigyan Ka Parichay • Srijan – I (Textbook in creative writing and translation ) • Living Craft Tradition of India (Textbook in Heritage Crafts) • The Story of Graphic Design • Bharatiya Hastakala Ki Paramparayen • Exploring the Craft Tradition in India • Graphic Design Ekkahani • Bharatiya Hastakala Paramparaon ki Khoj • An Introduction to Indian Art • Human Ecology and Family Sciences Part – I • Human Ecology and Family Sciences Part – II • Bhugol Mein Prayogatmak Karya • Manav Paristhitiki evam Parivar Bhag-1 • Statistics to Economics • Arthashastra Mein Sankhyiki • Indian Economic Development • Bhartiya Arthvyavastha Ka Vikas Indian Constitution at Work • • Bharat Ka Samvidhan: Siddhant Aur Viyavhar • Political Theory II Vigyan Bhag – I • Manav Paristhitiki evam Parivar Vigyan Bhag – II Information Practices, Class XI • • Biotechnology, Class XI • Computer Science, Class XI • Health and Physical Education, Class-XI • Sangeet tabla evam pakhawaj Class XI 288 Annual Report 2021–22 NCERT Class XII • Aaroh Bhag-2 (Hindi Core Course) • Vitaan Bhag-2 (Hindi Core Course) • Antra Bhag-2 (Hindi Elective Course) • Bhugol Mein Prayogatmak Karya Bhag-2 Introductory Microeconomics • • Vyashti Arthashastra: Ek Parichay Introductory Macroeconomics • • Samashti Arthashastra: Ek • Antral Bhag-2 (Hindi Elective Parichay Course) • Flamingo (English Core Course) • Vistas (English Core Course) • Kaleidoscope (English Elective Course) • Bhashwati Bhag-2 • Shashwati Bhag-2 • Mathematics Part-I • Mathematics Part-II • Ganit Bhag-I • Ganit Bhag-II • Biology • Jeev Vigyan • Chemistry Part-I • Chemistry Part-II • Rasayan Vigyan Bhag-1 • Rasayan Vigyan Bhag-2 • Physics Part-I • Physics Part-II • Bhautiki Bhag-1 • Bhautiki Bhag-2 • Themes in Indian History Part-I • Themes in Indian History Part-II • Themes in Indian History Part-III • Bharatiya Itihas Ke Kuch Vishay Bhag-1 • Bharatiya Itihas Ke Kuch Vishay
 Bhag-2 • Bharatiya Itihas Ke Kuch Vishay Bhag-3 • Contemporary World Politics • Samkaleen Vishwa Rajniti • Politics in India Since Independence • Swatantra Bharat Mein Rajniti • Social Change and Development in India • Bharat Mein Samajik Parivartan Aur Vikas Indian Society • • Bhartiya Samaj • Business Studies Part-I • Business Studies Part-II • Vyavasaik Adhayan Bhag-1 • Vyavasaik Adhayan Bhag-2 • Accountancy I: Not-for-Profit Organisation and Partnership Accounts • Lekhashastra 1: Alabhkari Sansthayen Evam Sanjhedari Khatey • Accountancy II: Company Accounts and Analysis of Financial Statements • Lekhashastra 2: Company Khate Evam Vittiya Vivronon Ka Vishleshan • Psychology • Manovigyan Ka Prichay • Accountancy – Computerised Accounting System • Fundamentals of Physical • Craft Tradition of India Textbook Geography in Heritage Craft • Manav Bhugol Ke Mool Siddhant • Practical Work in Geography • Graphic Design • Srijan – 2 Textbook in Creative Part-II Writing and Translation Appendices 289 Annual Report 2021–2022 • Towards a New Age of Graphic Design • Human Ecology and Family Sciences Part – I • Human Ecology and Family Sciences Part – II • Manav Paristhitiki evam Parivar Vigyan Bhag – I • Manav Paristhiti evam Parivar Vigyan, Bhag-II • Suksham Rasayan Pryogshala Kit Nirdeshika • Computer Science, Class-XII • An Introduction of Indian Art-II Class –XII Informatics Practices Class XII • UrdU TexTbooks Class I • Riyazee Ka Jadoo 1 Ibtedai Urdu 1 • Class II • Riyazee Ka Jadoo 2 Ibtedai Urdu 2 • Class III • Riyazee Ka Jadoo 3 • Aas Pass (EVS) Ibtedai Urdu 3 • Class IV • Riyazee Ka Jadoo 4 • Ibtedai Urdu 4 • Aas Pass (EVS) Class V • Riyazee Ka Jadoo 5 • Ibtedai Urdu 5 • Aas Pass (EVS) Class VI • Apni Zaban I • Urdu Guldasta (Supplementary Reader) • Hisab • Science • Zameen Hamara Maskan • Hamare Maazee I • Samaji Aur Siyasi Zindgi I • Jaan Pehchan (Second Language) Class VII • Apni Zaban 2 • Urdu Guldasta (Supplementary Reader) • Hisab • Science • Hamare Maazee II •
 Samaj Aur Siyasi Zindgi • Jaan Pehchan, Second Language Urdu Textbook • Door – Pass (III language) Class VIII • Apni Zaban • Urdu Guldasta (Supplementary Reader) • Science • Hisab • Wasail Aur Taraqqui (Geography) • Samaji Aur Siyasi Zindgi • Hamare Maazee 3 Part-I • Hamare Maazee 3 Part-II • Jaan Pehchan (Second Language) • Door Pass (Third Language) Class IX • Nawa-e-Urdu • Gulzar-e-Urdu (Supplementary Reader) • Riyazee • Science • Jamhoori Siyasat I • Asri Hindustan I • Hindustan Aur Asri Duniya I • Ilm-e-Maashiyat (Economics) • Jaan Pehchan (Second Language) • Door Pass (Third Language) • Sub Rang 290 Annual Report 2021–22 NCERT Class X • Nawa-e-Urdu • Gulzar-e-Urdu (Supplementary Reader) • Riyazee • Science • Hindustan Aur Asri Duniya II • Jamhoori Siyasat II • Maashi Taraqqui Ki Samajh • Jaan Pehchan (Second Language) • Door Pass (Third Language) • Sub Rang Class XI • Gulistan-e-Adab • Khyaban-e-Urdu (Supplementary Reader) • Riyazee • Tabiyat Part-I • Tabiyat Part-II • Shumariyaat Barai Mashiyat • Hindustani Tabai Mahaul • Hindustan Ki Maashi Taraqqui • Samajiyat Ka Taruf • Hindustani Aain-Usool Aur Kam • Siyasi Nazaryah • Karobari Uloom • Nafsiyat Ka Taruf • Tabai Jugraphiya Ke Mubodiyat • Jugraphiya Mein Amli Kam • Tareekh-e-Alam per Mabni Mauzuaat (History) • Samajiyat Ka Taruf • Mutala-e-Muashira • Keemiya Part-I • Keemiya Part-II • Hayatiyat Part-I • Hayatiyat Part-II • Khatadari Part-I • Khatadari Part-II • Dhanak (Supplementary Reader) • Nai Awaz ( Core Urdu Textbook) Class XII • Gulistan-e-Adab • Khyaban-e-Urdu (Supplementary Reader) • Riyazee Part-I • Riyazee Part-II • Tabiyat Part-I • Tabiyat Part-II • Keemiya Part-I • Keemiya Part-II • Hayatiyat • Tareekh-e-Hind Ke Mouzuat Part-I • Tareekh-e-Hind Ke Mouzuat Part-II • Tareekh-e-Hind Ke Mouzuat Part-III • Khatadari Part-I • Khatadari Part-II • Kulli Mashiyat Ka Taruf • Juzvi Mashiyat Ka Taruf • Dhanak (Supplementary Reader) Insani Jughrafiya Ke Bunyadi • Usool • Jughrafiya Mein Amli Kam • Hindustan
 Avam Aur Mashiyat • Hindustan Mein Samaji Tabdili Aur Taraqqui Insani Jugrafia Ke Mubadiyat • • Asri Alami Siyasat • Azadi Ke bad Hindustani Siyasat • Hindustani Samaj • Karobari Uloom Part-I • Karobari Uloom Part-II • Nafsiyaat • Nai Awaz (Core Urdu Textbook) • Urdu Qawaid aur Insha for Sec.
and Sr. Sec.

Stage • Urdu Zaban-wo Adab ki Tareekh for Sec.

and Sr. Sec Stage • Urdu ki Adabi Asnaf for Sec.

and Higher Sec.
Stage Appendices 291 Annual Report 2021–2022 • Urdu Qwaid Aur Insha for Secondary and Senior Secondary Stages • Urdu ki Adabi Asnaf for Secondary and Senior Secondary Stages bArkhA series (sAnskriT) • Rani Api • Munmun: Munnu: ch • Shuk: • Mishtannam • Gulli Dand: ch • Gopnagopnam • Harsh: Jat: • Milya: Vayulunam • Madhurani Gulgulani • Fullita Rotika • Uransya Golkam • Hik-Hik Hikka • Moni • Keshansadshikaya: Pushpam • Jeetsay Pipnika • Nirgat: • Asmak Patingka • Prapankam • Patrlam • Oadnam • Matrswasu: Padavarkam • Maadrshi • Kudramaane Padavarke • Sarovartate Aamod: • Bablya: Vadayam • Dola • Milya: keshaa: • Tosiyaya: Swapan: • Chayam • Golgappakam • Pilva: Gulli • Matamahya: Upnetram • Chunni Munni ch • Mimya: Krite ki Nayani ?
• Pipnika Rachyem • Tabal: • Milya: Dwichakrika • Pakvam • Godhuma: • Bhuttakam VocATionAl edUcATion books • Floriculturist (Job Role), Class XII • Domestic Biometric Data Operator, Class XI • Solanaceous Crop Cultivator, Class X • Baking Technician, Class IX • Dairy Worker (Job Role), Class X • Domestic Data Entry Operator (Job Role), Class IX • Assistant Beauty Therapist, Class-X • Food and Beverage Service Trainee, Class X • Field Technician (Other Home Appliances), Class IX • Unarmed Security Guard (Job Role) Class X • Housekeeping Attendant Manual Cleaning, Class X • Trainee Associate (Job Role) bridge coUrse book • Navarambh, Bhag-2, Star-1 • Navarambh, Bhag-2, Star-1 • Vigyan (Star-4) Pathyakram • Udaan, Aadarsh Setu ke sanchaalan hetu Hastapustika exemplAr problems And lAborATory mAnUAls • Manual of Mathematics Teaching Aids for Primary Schools • Laboratory Manual (Biology) • Laboratory Manual, (Science) Class VI-VIII • Laboratory Manual Mathematics Elementary Stage, Class I to VII 292 Annual Report 2021–22 NCERT • Laboratory Manual Mathematics • Mathematics Exemplar Problems, Class X • Science Exemplar Problems, Class X • Laboratory Manual Mathematics, Secondary Stage • Biology Exemplar Problems • Laboratory Manual Physics, Class XII • Ganit Prashn Pradarshika, Kaksha XII • Vigyaan Prashn Pradarshika, Kaksha XII • Vigyaan Prayogashaala Pustika Kaksha IX • Rasaayan Prayogashaala Pustika Kaksha XII • Laboratory Manual Chemistry Class XI • Bhautikee Prashn Pradarshika, Kaksha XII • Rasaayan Prayogashaala Pustika Kaksha XI • Bhautikee Prayogashaala Pustika Kaksha XII • Mathematics Exemplar Problems • Vigyaan Prashn Pradarshika, Kaksha IX • Biology, Laboratory Manual, Class XI • Jeev Vigyaan Prashn Pradarshika, Kaksha XI • Ganit Prashn Pradarshika, Kaksha VI • Vigyaan Prashn Pradarshika, Kaksha X • Manual for Geography kit Class VI–X • Ganit Prashn Pradarshika, Kaksha X sUpplemenTAry reAder • Bulbul, the Weaver Bird and Friends • What is Earth is Energy?
• The Romance of Teaching • Naee Naee Kahaaniyaan • Legends of India, A supplementary Reader • Contours of Courage • Sangeet Ka Laharaata Saagar Vishnu Digambar Pulasakar • Annie Besant • Homoeopathy (An Introduction for Children) • Hamaara Bhaaratavarsh • Saur Urja Aur Uske Upyog • Svapnadarshee Engineer Visvesvaraya • Kaale Saagar Ka Gora Desh Romaaniya • Madhyakaaleen Bhaarateey Ganit Kee Etihaasikav Sanskrt Jhalakiyaan children liTerATUre • Lazy Juju • The Kite • Water-Every Drop Counts (Activity Book) • Jal-Har Bund Hai Anmol (Karya Kalap Pustak) reseArch reporTs/ monogrAphs • The Preschool Curriculum • Children’s Literature, I-V • National Achievement Survey 2017, Class III,V and VIII • Resource material for Mathematics club Activities • Learner and Learning, B.ed • What is RTE?
Appendices 293 Annual Report 2021–2022 • Early Childhood care and Education • Saamaajik Vigyaan Star-4 • Samajh Ka Maadhyam, • Sourcebook on Assessment Secondary Stage (Social Science) Raashtriy Parisanvaad 2008- 2010 Par Aadhaarit • Module 4 Career Development • Module-1 Introduction to Guidance • Learning Achievement of Students, Class X • Rastriya Pathyacharya Ki Rooprekha 2005 Vigyan Shikshan 1.1 Adhar Patra • Bhartiya Bhasao Ka Shikshan Adhar Patra 1.3 • Rastriya Fokus Samooh 2.3 Adhaar Patra • Hastshilpon Ki Dharohar Adhaar Patra 1.8 • Source Book on Assessment for Class I-V • Kala, Sangit, Nritya Aur Rangmanch Rastriya Fokus Samooh ka Adhaar Patra 1.7 • Awas Aur Shikhna Rastriya Fokus Samooh ka Adhaar Patra 1.6 • Prarambhik Balyavastha Shikshan Rastriya Fokus Samooh ka Adhaar Patra 3.6 • Shanti ke Liye Shiksha, Rastriya Fokus Samhooh ka Adhaar Patra 3.4 • Likhne dh Suruaat Ek Samvad Uttar Purvi Bharat, Log, Itihas Aur Sanskriti • Let us Read and Understand • Ganit Shikshan Rastriya Fukus Samooh ka Adhaar Patra 1.2 • Aaklan Shraut Pustika Prathamik Star ki Kakshao ke Liye • Paryaavaran Shiksha Seekhen, Karen Aur Bataen kaksha 9 • Paryaavaran Shiksha Seekhen, Karen Aur Bataen kaksha 10 • Aalok Kendr Hai Shikshak • Svaasthay Aur Shaareerik Shiksha Raashtreey Focus Samooh Ka Aadhaar Patr 3.5 • Saamaajik Vigyaan Ka Shikshan Raashtreey Focus Samooh Ka Aadhaar Patr 1.5 • Conclave on School Education in 21 Century under the NEP 2020 A Report • The Roles of Begums of Bhopal in Girls Education • Social Thinker of Modern India, Contemporaries of Swami Vivekananda • A Report on NCERT’s Session Under Shikshak Parv-2020 • Padhane Kee Dahaleej Par • Khel Khel Mein • Pustakon Se Pare Hamaara Paryaavaran Kaksha 3 se 5 • Sarjanaatmaka ke Lie Shiksha • Maatrbhaasha Hindi Shikshan • Dictionary of sociology for Schools • On the Threshhold of Reading • Raashtreey Paathyacharya Kee Rooparekha 2005 Angrejee Shikshan Raashtreey focus Samooh • Reading for Meaning • Shikshak Parishikshakon Ke Lie Gender Samaanata Evam Sashaktikaran Sambandhee Prashikshan Saamagree (Khand-1) • Shikshak Parishikshakon Ke Lie Gender Samaanata Evam Sashaktikaran Sambandhee Prashikshan Saamagree (Khand-2) 294 Annual Report 2021–22 NCERT • Shikshak Parishikshakon Ke Lie Gender Samaanata Evam Sashaktikaran Sambandhee Prashikshan Saamagree (Khand-3) • The Counselling Process and Strategies, Module-2 • Urdu Tadrisiyaat, Pt.-II for B.Ed, Urdu Pedagogy-2 • Amali Tahqeeq, B.Ed • Organic Farming 6 to 8 • Educational for Values in Schools TeAchers gUide • Art Education Teacher’s Handbook for Class VII-VIII A Framework Index for Inclusive Schools • Basics Education B.Ed.
• • Curriculum of health and Wellness of School-going Adolescents.

• Training and Resource Material (Health and Wellness of School – going Children) • Art Education, Teacher Handbook, Class VI • Art Education, Teacher’s Handbook, Class IV • Teacher’s handbook in English on Exemplars based on Learning Outcomes.
• Kaise Padhaye Rimjhim Bhag 2, Class 2 se 4 • Learning Outcomes at the • Environmental Studies, Teacher’s Secondary Stage Guide Class II • Assessment and Appraisal in Guidance and Counselling, Module-6 • Teacher’s Handbook on Environmental Education for the Higher Secondary Stage.
• Special Concerns for Counselling, • Manual of Mathematics Teaching Module-9 • Career Development-I Module-4 • Basic Statistics in Guidance and Counselling-II Module-14 • Assessment and Appraisal in Guidance and Counselling,-II Module-13 • Guidance for Human Development and Adjustment, Module-3 • Career Information in Guidance and Counselling-I, Module-5 Introduction to Guidance, Module-I • • Padhn hai Samajhana • Developing mental Health and Copying Skills, Module-8 • Guidance for Action, Module-8 • Career Development-II, Module-II • Career Information in Guidance and Counselling-II, Module-I2 Aids for Primary Schools • Urdu Zabaan ki Tadrees-I • Reflective Teaching Handbook • Mananshil Shikshak • Prashikshan Sandrshika JoUrnAls • Prathmik Shikshak ank-2 April 2020 • Prathmik Shikshak ank-3 April 2020 • Prathmik Shikshak ank-4 October 2017 • Prathmik Shikshak ank-1 January 2021 • Prathmik Shikshak ank-2 April 2021 • The Primary Teacher Vol.
XLII January 2017 • School Science, Vol.54, No.1 March 2016 Appendices 295 Annual Report 2021–2022 • School Science Vol.

54, No.

2 and • Journal of Indian Education 3 June-September 2016 • School Science Vol.54, No.4 December 2016 • The Primary Teacher Vol.

XLII No.

4 October 2017 • The Primary Teacher, Vol.


XLII No.3 July 2017 • Bhaarateey Aadhunik Shiksha ank 4 April 2020 • Bhaarateey Aadhunik Shiksha, July 2020 • Bhaarateey Aadhunik Shiksha, October 2020 • Bhaarateey Aadhunik ShikshaAnk-3 January 2021 • Bhaarateey Aadhunik Shiksha-4 • April 2021 Indian Educational Review Vol.

58, January 2020 Vol.

XLVI, May 2020 • Journals of Indian Education Vol.

XLVI, No.

3, November 2020 • Journals of Indian Education Vol.

XLVI, No.
XLVI, No.

2, August 2020 • Journal of Indian Education, February 2021 • Phirakee bachcho kee ank -1, June 2021 • Phirakee bachcho kee ank -2, June 2021 Un priced pUblicATion • 2019-20 Varshik Lekha • Annual Account 2019-20 • Annual Account 2020-21 • NCERT Annual Report 2020-21 • NCERT Varshik Report 2020-21 296 Annual Report 2021–22 NCERT Publication Division and its Regional Production-cum- Distribution Centres Appendix Viii Name of the Centre Regions Covered S.No.

1.
1.

Publication Division NCERT Campus, Sri Aurobindo Marg New Delhi 110016 Phone: 011-26562708 Fax: 011-26851070 email: cbm.ncert@nic.in 2.

3.

4.

5.

Regional Production-cum-Distribution Centre Publication Division, NCERT C/o Navjivan Trust Building P.O.
Navjivan, Ahmedabad-380 014 Phone: 079-27541446 Regional Production-cum-Distribution Centre Publication Division, NCERT 108, 100 Ft. Road Hoskere Halli Extension Banashankari 3rd Stage Bengaluru-560 085 Phone: 080-26725740 Regional Production-cum-Distribution Centre Publication Division, NCERT CWC Campus (1st Floor) Kishori Mohan Banerjee Road Opp.

Dhankal Bus Stop, P.O.
Panihati Kolkata-700 114 Phone: 033-25530454 Regional Distribution Centre NCERT, CWC Godown Maligaon, Guwahati-781 011 Phone: 0361-2674869 Foreign Countries, Delhi, Parts of Rajasthan, Jammu and Kashmir, Uttarakhand, Haryana, Uttar Pradesh, Punjab, Chandigarh, Himachal Pradesh and Urdu Academy, Delhi Gujarat, Madhya Pradesh, Chhattisgarh, Maharashtra and Parts of Rajasthan Tamil Nadu, Puducherry, Kerala, Andhra Pradesh, Karnataka, Lakshadweep Minicoy and Amindivi Islands West Bengal, Bihar, Jharkhand, Odisha, Andaman and Nicobar Islands and Sikkim North Eastern States Appendices 297 Annual Report 2021–2022 Appendix ix NCERT’s Constituents and Faculty A. nATionAl insTiTUTe of edUcATion (nie) depArTmenT of edUcATion in ArTs And AesTheTics (deAA) Professors (i) Pawan Sudhir, Head (ii) Jyotsna Tiwari Assistant Professor (iii) Sarvari Banerjee depArTmenT of elemenTAry edUcATion (dee) Professors (i) Suniti Sanwal, (Head) (ii) Usha Sharma (iii) Virender Pratap Singh (iv) A.K.
Rajput (v) Sandhya Sangai (vi) Padma Yadav (vii) Kavita Sharma (viii) Varada Mohan Nikalje Associate Professors (i) Ramesh Kumar (ii) Romila Soni Assistant Professors (i) Reetu Chandra (on deputation in MoE) (ii) Sarla Kumari Verma Headmistress (i) Jyoti Kant Prasad Nursery Teachers (i) Poonam (ii) Sunayna Mittal depArTmenT of edUcATion of groUps WiTh speciAl needs (degsn) Professors (i) S. C. Chauhan (Head) (ii) Mona Yadav (iii) Vinay Kumar Singh 298 Annual Report 2021–22 NCERT Associate Professor (i) Ranjan Biswas depArTmenT of edUcATion psychology And foUndATions of edUcATion (depfe) Professors (i) Prabhat Kumar Mishra (Head) (ii) Anjum Sibia, (Dean Academic) Assistant Professors (iii) Shraddha Dhiwal (iv) Sushmita Chakraborty (v) Ruchi Shukla (vi) Deepmala depArTmenT of edUcATion in science And mAThemATics (desm) Professors (i) Sunita Farkya (Head) (ii) B. K. Tripathi (iii) Dinesh Kumar (iv) A.K.
Wazalwar (v) R.K. Parashar (vi) Anjani Kaul (vii) Rachna Garg (viii) Ruchi Verma (ix) Til Prasad Sarma Associate Professors (x) Gagan Gupta (xi) Chochang V. Shimray (xii) Pramila Tanwar (xiii) Pushplata Verma depArTmenT of edUcATion in sociAl science (dess) Professors (i) Gouri Srivastava (Head) (ii) Neeraja Rashmi (iii) Shipra Vaidya (iv) Pratyusa Kumar Mandal (v) Aparna Pandey (vi) Shankar Sharan (vii) Seema Shukla Ojha (viii) Tannu Malik Appendices 299 Annual Report 2021–2022 (ix) Jaya Singh (x) M.V.
Srinivasan Associate Professors (xi) Pratima Kumari (xii) Bijay Kumar Malik Assistant Professor (xiii) Harish Kumar Meena depArTmenT of edUcATion in lAngUAges (del) Professors (i) Sandhya Singh (Head) (ii) K. C. Tripathi (iii) Mohd.

Faruq Ansari (iv) Lalchand Ram (v) Mohd.
Moazzamuddin (vi) Sanjay Kumar Suman (vii) Diwan Hannan Khan (viii) Kirti Kapur (ix) Jatindra Mohan Mishra (x) Pramod Kumar Dubey (xi) R. Meganathan Associate Professors (xii) Chaman Ara Khan (xiii) Naresh Kohli (xiv) Meenakshi Khar depArTmenT of gender sTUdies (dgs) Professors (i) Jyotsna Tiwari (Head) (ii) Mily Roy Anand depArTmenT of TeAcher edUcATion (dTe) Professors (i) Sharad Sinha (Head) (ii) Braham Prakash Bharadwaj (iii) Kiran Walia (iv) Madhulika S. Patel Assistant Professors (v) Vijayan K. (vi) Jitender Kumar Patidar 300 Annual Report 2021–22 NCERT depArTmenT of cUrricUlUm sTUdies And deVelopmenT (dcs&d) Professor (i) Ranjana Arora (Head) Associate Professors (ii) Sharad Kumar Pandey (iii) R. R. Koireng Assistant Professor (iv) K. V. Sridevi pUblicATion diVision (pd) (i) Anup Kumar Rajput, Professor and Head, (in addition to duty in DEE) (ii) Arun Chitkara (Chief Production Officer) (iii) Vipin Dewan (Chief Business Manager) (iv) Bijnan Sutar (In charge Chief Editor) librAry And docUmenTATion diVision (ldd) Professor (i) Shipra Vaidya (Head) (in addition to duty in DESS) Deputy Librarian (ii) Moortimatti Samantaray Assistant Librarian (iii) Pooja Jain inTernATionAl relATion diVision (ird) Professor (i) Anupam Ahuja (in addition to duty in DEGSN) Associate Professor (ii) Satya Bhushan (in addition to duty in ESD) plAnning And moniToring diVision (pmd) Associate Professors (i) Ashita Raveendran (Head) (ii) P.D.
Subhash depArTmenT of edUcATionAl reseArch (der) Professors (i) A.K.

Srivastava (Head and Dean Research) (ii) B.P.
Bhardwaj (in addition to duty in DESS) (iii) Anita Nuna Appendices 301 Annual Report 2021–2022 edUcATionAl sUrVey diVision (esd) Professor (i) Indrani Bhaduri (Head) Associate Professor (ii) Sukhvinder Assistant Professors (iii) Vishal D. Pajankar (iv) Satya Bhushan (v) Gulfam diVision of edUcATionAl kiTs (dek) Professor (i) Vijay Pal Singh (Head) Assistant Professor (ii) Ashish K. Srivastava cell for nATionAl cenTre for liTerAcy (cncl) Professor (i) Usha Sharma, (In-charge) (in addition to duty in DEE) Associate professor (ii) Chamanara Khan (in addition to duty in DEL) b. cenTrAl insTiTUTe of edUcATionAl Technology (cieT) (i) A.P.
Behera, (Joint Director) Professors (ii) Poonam Agrawal (iii) Rajendra Pal (iv) Indu Kumar (v) Shashi Prabha Associate Professors (vi) Rajesh Kumar Nimesh (vii) Bharti Assistant Professors (viii) Angel Rathnabai (ix) Abhay Kumar (x) Neelkanth Kumar (xi) Rejaul Karim Barbhuiya (xii) Amit Ranjan (xiii) Rizvanul Haque 302 Annual Report 2021–22 NCERT c. pss cenTrAl insTiTUTe of VocATionAl edUcATion (pssciVe), bhopAl Professors (i) Rajesh P. Khambayat (Joint Director) (ii) Saurabh Prakash (iii) Rajiv Pathak (iv) V.S.
Mehrotra (v) Abhijit Nayak (vi) Pinki Khanna (vii) P. Veeraiah (viii) Deepak Shudhalwar Associate Professors (ix) Vipin Kumar Jain (x) A. Palanivel (xi) R. Ravichandran d. regionAl insTiTUTe of edUcATion AJmer (rie), AJmer Professors (i) S.V.
Sharma (Principal) (ii) Nagendra Singh (iii) Saryug Yadav (iv) Rajesh Mishra (v) Praveen Kumar Chaurasia (vi) Konduru Chandra Sekhar (vii) Ayushman Goswami (viii) Ram Babu Pareek Associate Professors (ix) Ram Niwas (x) Albert Horo (xi) Anand Kumar Arya (xii) Anil Kumar Nainawat Assistant Professors (xiii) Ashwani Kumar Gupta (xiv) Meenakshi Meena (xv) Ved Prakash Arya (xvi) Jai Prakash Narayan (xvii) Om Prakash Meena (xviii) Rana Pratap (xix) Rajendra Kumar Sharma (xx) Muzammil Hasan (xxi) Patanjali Sharma Appendices 303 Annual Report 2021–2022 (xxii) Rajiv Ranjan (xxiii) SnehSudha (xxiv) Ranjana Nagar Deputy Librarian (xxv) Balendu Kumar Jha regionAl insTiTUTe of edUcATion bhopAl (rie), bhopAl Professors (i) V.K.
Kakaria (I/c Principal) (ii) Lallan Kumar Tiwary (iii) Jaydip Mandal (iv) Chitra Singh (v) Rashmi Singhai (vi) Ratnamala Arya (vii) B. Ramesh Babu (viii) Nidhi Tiwari (ix) I.B.

Chughtai (x) Praveen Kulshreshtha Associate Professors (xi) Sanjay Kumar Pandagale (xii) Sarika C. Saju (xiii) Ashwini Kumar Garg (xiv) R.P.
Prajapati (xv) Rashmi Sharma (xvi) N.C. Ojha Assistant Professors (xvii) Daksha M. Parmar (xviii) Aji Thomas (xix) Kalpana Maski (xx) Lokendra Singh Chauhan (xxi) Shivalika Sarkar (xxii) Saurabh Kumar (xxiii) Suresh Makwana (xxiv) Vanthangpui Khobung (xxv) Shruti Tripathi (xxvi) Soyhunlo Sebu (xxvii) Sangeeta Pethia (xxviii) Arunabh Saurabh (xxix) Ganga Mahto Deputy Librarian (xxx) P.K.

Tripathy 304 Annual Report 2021–22 NCERT regionAl insTiTUTe of edUcATion (rie), bhUbAnesWAr Professors (i) P.C.
Agarwal (Principal) (ii) M.K.

Satapathy (iii) Sandya Rani Sahoo (iv) H.K.

Senapaty (v) Mansi Goswami (vi) B.N.

Panda (vii) A.K.

Mohapatra (viii) P.C.

Acharya (ix) S.K.

Dash (x) Dhanalaxmi Das (xi) A. Ramulu (xii) Ritanjali Dash (xiii) I.P.

Gowramma (xiv) S.P.
Gowramma (xiv) S.P.

Mishra (xv) Laxmidhar Behera (xvi) R.K. Mohalik Associate Professors (xvii) Kumar Parag (xviii) Sampa Das (xix) Elizabeth Gangmei (xx) Rasmirekha Sethy Assistant Professors (xxi) Kalinga Ketaki (xxii) Arup Kumar Saha (xxiii) Saurabh Kapoor (xxiv) Dhanya Krishnan (xxv) Debrata Bhagui Deputy Librarian (xxvi) P.L.

Negi regionAl insTiTiTUe of edUcATion (rie), mysUrU Professors (i) Y. Sreekanth (Principal) (ii) C.G.

Venkatesha Murthy (iii) G.V.


Gopal (iv) Malli Gandhi (v) Geeta G. Nair (vi) A. Sukumar (vii) C. Padmaja (viii) Ramadas V. (ix) K. Anil Kumar (x) Kalpana Venugopal (xi) V.S.

Prasad Appendices 305 Annual Report 2021–2022 (xii) P.R.

Harinath (xiii) G. Vishwanathappa Associate Professors (xiv) M.S.

Srimathi (xv) V. Prasad (xvi) P. Tamil Selvan (xvii) V. Chandranna Assistant Professors (xviii) Vareishang Tangpui (xix) Karunakaran B. Shaji (xx) Shivanand Chinnappanvar (xxi) T.V.
Somashekar (xxii) Raniprameela Vinagolu (xxiii) Sujata B. Hanchinalkar (xxiv) Raman Namboodiri C. K. (xxv) Santosh Kumar (xxvi) Madhu B.
(xxvii) K. Suresh Kumar (xxviii) Sarvesh Mourya Deputy Librarian (xxix) S. Nagaraja nerie Professors (i) B. Barthakur (Principal) (ii) Subhas Chandra Roy (iii) Nityananda Pradhan (iv) Balaiada R. Dkhar (v) Flourette G. Dkhar Associate Professors (vi) Shatarupa Palit (vii) Brajayanti Devi (viii) Tulika Dey (ix) Sima Saigal (x) Chanambam Sarajubala Devi (xi) Melissa Gracil Wallang (xii) Basansy Kharlukhi Assistant Professors (xiii) Anand Valmiki (xiv) Ram Avdhesh Singh (xv) Tasongwi Newmei (xvi) Prachi Gildyal (xvii) Arnab Sen (xviii) Umesh Kumar Sharma (xix) Seema R. 306 Annual Report 2021–22 NCERT