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Teacher Education Institutes



Teacher Education Institutes 

The Central Government is working on a pilot programme to involve retired government teachers and others to conduct co-scholastic activities in schools. 


The Central Government is in the process of developing guidelines in collaboration with State Governments. In a meeting of State Education Ministers on ‘Teacher Education’ held in New Delhi on 8th February 2016, representatives of 19 States, namely, Assam, Chhattisgarh, Haryana, Gujarat, Karnataka, Odisha, Punjab, Madhya Pradesh, Manipur, Telangana, Rajasthan, Uttarakhand, Andhra Pradesh, Bihar, Himachal Pradesh, Tripura, Goa, Uttar Pradesh and Delhi have expressed their willingness to participate in the first phase. 

In the same meeting of Education Ministers on Teacher Education, several steps for improvement of the quality of education were discussed. These include: internship for Teacher Education Programmes in Government Schools; conduct of Regional workshop for Education Administrators by UGC with modules developed by IIMs; and to constitute a committee to develop an accreditation framework for Teacher Education Institutions. 

This information was given by the Union Human Resource Development Minister, Smt. Smriti Zubin Irani today in a written reply to a Lok Sabha question. 

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Schemes for Educational Development of Students from Economically Weaker Sections 



The Central Government is implementing the Central Sector Plan Scheme titled “Scheme on Interest Subsidy on Educational Loans from scheduled Banks for professional education of students from economically weaker sections” for providing full interest subsidy during the period of moratorium (i.e. duration of a recognised professional course plus one year) on educational loans availed by students belonging to economically weaker sections whose annual income is not more than Rs.4.5 lakhs. The Government has also recently notified the Credit Guarantee Fund Scheme for Education Loans (CGFSEL) to mitigate the risks and provide guarantee for educational loans taken under the Indian Bank’s Association (IBA) Model Educational Loan Scheme.

The Central Government is also implementing the Central Sector Scheme of Merit-cum-Means based Scholarship for College and University Students for providing financial assistance to meritorious students with annual family income less than Rs.6.00 lakhs to meet their day-to-day expenses while pursuing higher studies. Another Central Sector Scheme viz. Special Scholarship Scheme for Jammu & Kashmir supports students from the State having parental annual income less than Rs.6.00 lakhs for pursuing higher studies. The UGC is also implementing the Ishan Uday scholarship scheme for the North East Region under which scholarships are given to meritorious children with annual family income less than Rs.4.50 lakhs to meet their day-to-day expenses.

Also, the UGC is implementing the scheme of Community Colleges in Universities and Colleges in the country. The main objective of the scheme is to offer low cost, high quality education locally, which encompasses both traditional skill development as well as traditional course work, thereby providing opportunities to the learner to move directly to employment sector or to move to the Higher Education Sector.

The funds allocated and amounts utilized under these schemes, during the current year, upto 29th February, 2016 is the following:

Name of scheme
Amount allocated during 2015-16 (Rs. in crores)
Amount utilized (upto 29thFebruary, 2016) (Rs. in crores)
Scheme on Interest Subsidy on Educational Loans from scheduled Banks for professional education of students from economically weaker sections
1960.00

1587.64
Credit Guarantee Fund Scheme for Educational Loans
362.50
Central Sector Scheme of Merit-cum-Means based Scholarship for College and University Students
270.00

100.62
Special Scholarship Scheme for Jammu & Kashmir
74.77
Ishan Uday Scheme
71.54
63.61
Community Colleges (approved by the UGC)
106.66
29.59

This information was given by the Union Human Resource Development Minister, Smt. Smriti Zubin Irani today in a written reply to a Lok Sabha question.


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Making Higher Education Relevant to the Needs of Society and Industry 

The UGC has informed that it has launched the following schemes for making higher education relevant to the needs of the society and industry, namely: Career Oriented Courses (COC), Community Colleges (CC), introduction of degrees in vocational subjects and Pandit Deen Dayal Upadhyaya Knowledge Acquisition and Upgradation of Skilled Human Abilities and Livelihood (KAUSHAL) centres in line with National Skills Qualifications Framework (NSQF). The UGC, through collaboration with National Mission on Education thought ICT (NMEICT), has undertaken e-content development of post graduate programmes called e-PG Pathashala. 

The University Grants Commission (UGC) undertakes maintenance of standards in teaching and research and quality assurance in Universities, Deemed to be Universities and Colleges through the following mechanisms, namely: framing regulations and schemes and; disbursing grants to the eligible institutions. The UGC has notified several regulations with the objective of sustenance and improvement in the quality of higher education and for undertaking academic reforms. The regulations are available at http://www.ugc.ac.in/page/UGC-Regulations.aspx. In order to encourage research and development in the country, UGC has laid out schemes, awards, fellowships, chairs and programmes under which financial assistance is provided to institutions of higher education as well as faculty members working therein to undertake quality research covering areas of knowledge across disciplines including revival & promotion of indigenous languages. These schemes are at http://www.ugc.ac.in/page/XII-Plan-Guidelines.aspx . 

The Central Government has launched several initiatives viz. National Institutional Ranking Framework (NIRF), Impacting Research, Innovation & Technology (IMPRINT), Uchchtar Avishkar Yojna (UAY), Global Initiative of Academic Networks (GIAN) in the field of education for the qualitative development of education in the country. Under the NIRF, Educational Institutions will be ranked by an independent ranking Agency for which objective criteria has been developed. They shall be ranked separately in fields such as Engineering, Management, Pharma, Architecture etc. Under the IMPRINT initiative, the Government has taken the initiative to address major engineering challenges through the collaborative efforts of the Indian Institutes of Technology (IITs) and Indian Institute of Science (IISc). Under this, a roadmap is finalised to pursue engineering challenges in ten technology domains that have large social impact. The objectives of UAY scheme are to promote innovation in IITs addressing issues of manufacturing industries; to spur innovative mindset; to co-ordinate action between academia & industry and to strengthen labs & research facilities. GIAN scheme is for facilitating partnership between Higher Educational Institutions of the country and other countries. The scheme is aimed at tapping international talent pool of scientists and entrepreneurs. 

The Central Government is also implementing the Centrally Sponsored Scheme of Rashtriya Uchchatar Shiksha Abhiyan (RUSA) for strategic funding and reforms in the State Higher Education sector. 

This information was given by the Union Human Resource Development Minister, Smt. Smriti Zubin Irani today in a written reply to a Lok Sabha question. 

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Bridging Gender Gap in Education 

Bridging gender and social category gaps in elementary education is one of the major goals of Sarva Shiksha Abhiyan (SSA). Consequently, SSA attempts to reach out to girls and children belonging to Scheduled Caste (SC), Scheduled Tribes (ST), Muslims and other marginalised communities. SSA has also given attention to urban deprived children, children affected by periodic migration, and children living in remote and scattered habitations.

Under the SSA, the districts with high concentration of population of SCs, STs and Muslims have been identified as Special Focus Districts (SFDs). The criteria for identifying the SFDs in case of SCs and STs is a population of 25% and above, while for Muslims, it is 20% and above population. SFDs also include 121 districts identified by Ministry of Minority Affairs to monitor implementation of SSA as part of Prime Minister’s 15 Point Programme and 88 districts identified by Ministry of Home Affairs as districts affected with Left Wing Extremism (LWE).

Through the interventions made under SSA in SFDs, at the national level the enrolment share of SC children as per District Information System for Education (DISE), 2013-14, at elementary level is 19.72%, whereas their share in population is 16.6% (as per Census 2011). Similarly, the enrolment share of ST children at elementary level as per DISE 2013-14, is 10.63%, whereas their share in population is 8.6% (as per Census 2011). The enrolment of girls also shows considerable improvement over the years and it increased to 48.20% in 2013-14 from 47.79% in 2005-06 at primary level and at upper primary level it increased to 48.66% in 2013-14 from 48.20% in 2005-06.

Participation of students at school has an impact on their learning outcomes. Four rounds of National Achievement Surveys (NAS) have been conducted so far by the National Council of Educational Research & Training for class V whereas three rounds have been conducted for classes III & VIII. These reveal that SC/ST children have performed better than the national average in Language, Maths, Science and Social Science, in many of the States.

The drop-out rate in respect of ST children has come down to 10.16% in 2013-14 from 11.77% in 2012-13 at primary level. Similarly, in case of Muslim children the drop-out rate has decreased to 7.03% in 2013-14 from 10.70% in 2012-13 at primary level.

A total of 323 districts under one or more of the above categories have been identified as SFDs. Under SSA, since its inception upto 31.12.2015, 92021 primary schools, 54623 upper primary schools and 851473 additional classrooms have been constructed in SFDs. Besides, Kasturba Gandhi Balika Vidyalayas (KGBVs) has played an important role in furthering the goal of girls’ education in educationally backward blocks of the country. A total of 330 KGBVs, which are upper primary residential schools for girls, have been sanctioned in the SC SFDs, out of which 326 are operational. Similarly, 508 KGBVs have been sanctioned in ST SFDs, out of which 507 are operational. In ST SFDs, 106 residential schools and 190 hostels have been sanctioned. In LWE SFDs, 66 residential schools, 93 hostels and 913 KGBVs have been sanctioned.

This information was given by the Union Human Resource Development Minister, Smt. Smriti Zubin Irani today in a written reply to a Lok Sabha question.

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RUSA for Achieving Equity, Access and Quality in Higher Education 

The Government is implementing the Centrally Sponsored Scheme of Rashtriya Uchchatar Shiksha Abhiyan (RUSA) for providing financial support to proposals contained in State Higher Education Plan (SHEP) approved by the State Higher Education Councils (SHECs) in order to achieve the objectives of equity, access and quality. 

A total of 115 Universities and 1218 colleges have been approved by RUSA PAB for infrastructure grants. These approvals were accorded to the proposals included in the respective State Higher Education Plans (SHEPs). 

The States have furnished proposals for construction of Model Degree Colleges and upgradation of Colleges to Model Degree Colleges in excess of the approved target for the 12th Plan. The RUSA Project Approval Board (PAB) has already accorded approvals under these components and exhausted the sanctioned targets. Further, 1218 Colleges out of a target of 3500 colleges and 115 Universities out of a target of 150 universities during 12th Plan have been approved for funding support from RUSA. 

Only seven proposals from the states under the component of creation of universities through upgradation of autonomous colleges and eight proposals of states under the component of creation of universities through clustering of colleges have been approved by the PAB of RUSA as other proposals could not meet the prescribed norms. 

The participating States have already given a commitment to lift the ban, if earlier imposed, by them on faculty recruitments in State Government and Government aided Higher Educational Institutions (HEIs). 

This information was given by the Union Human Resource Development Minister, Smt. Smriti Zubin Irani today in a written reply to a Lok Sabha question. 

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Steps Taken Towards Vocational Education 

The Government has brought out several initiatives for achieving the objectives of access, equity and equality in the field of Higher Education. Initiatives such as: expansion of premier institutions like IITs/IIMs, provision of scholarships/fellowships to socially backward students, the SWAYAM project for providing online learning, the ranking framework for assessing the quality of institutions, the accreditation of the institutions after verification of the educational outcomes, promoting research through the IMPRINT and Uchhatar Avishakar Yojana- are being undertaken in this direction. 

As far as skilling and vocationalisation is concerned, there is a separate Ministry which is spearheading the initiative. Working in tandem with the Ministry for Skill Development and Entrepreneurship, this Ministry has launched the Skills Assessment Matrix for Vocational Advancement of Youth (SAMVAY) that provides seamless movement from education to skill. 

A scheme for skilling the unemployed youth in engineering skills using the facility of the technical institutions has been launched as a part of the PM Kaushal Vikas Yojana(PMKVY). This initiative is being led by the AICTE in all the technical institutions and is expected to impart skills for about 10 lakh youth in the next three years. 

This information was given by the Union Human Resource Development Minister, Smt. Smriti Zubin Irani today in a written reply to a Lok Sabha question. 

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