School Leadership BED234

Course B.Ed Semester – 4

Unit -4

Sarva Shiksha Abhiyan (Education for All Movement),

SSA, is an Indian Government programme aimed at the universalization of elementary education
"in a time bound manner", the 86th Amendment to the Constitution of India making free and
compulsory education to children between the ages of 6 to 14(estimated to be 205 million
children in 2001) a fundamental right. The programme was pioneered by former Indian Prime
Minister Atal Bihari Vajpayee.

As an intervention programme, it started on 2002 and SSA has been operational since
2000-2001. However, its roots go back to 1993-1994, when the District Primary Education
Programme (DPEP) was launched, with an aim of achieving the objective of universal primary
education. DPEP, over several phases, covered 272 districts in 18 states of the country. The
expenditure on the programme was shared by the Central Government (85%) and the State
Governments. The Central share was funded by a number of external agencies, including the
World Bank, Department for International Development (DFID) and UNICEF. By 2001, more
than $1500 million had been committed to the programme, and 50 million children covered in its
ambit. In an impact assessment of Phase I of DPEP, the authors concluded that its net impact on
minority children was impressive, while there was little evidence of any impact on the enrolment
of girls. Nevertheless, they concluded that the investment in DPEP was not a waste, because it
introduced a new approach to primary school interventions in India.

The Right to Education Act (RTE) came into force on 1 April 2010. Some educationists
and policy makers believe that, with the passing of this act, SSA has acquired the necessary legal
force for its implementation.
Sarva Shiksha Abhiyan (SSA) is a programme for Universal Elementary Education. This
programme is also an attempt to provide an opportunity for improving human capabilities to all

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children through provision of community -owned quality education in a mission mode. It is a
response to the demand for quality basic education all over the country.

Main feature of SSA:

1) Programme with a clear time frame for universal elementary education.
2) A response to the demand for quality basic education all over the country.
3) An opportunity for promoting social justice through basic.
4) A expression of political will for universal elementary education across the country.
5) A partnership between the central, state and the local government.

2. Rashtriya Madhyamik Shiksha Abhiyan (RMSA)

The Rashtriya Madhyamik Shiksha Abhiyan is a flagship scheme of Government of India,
launched in March, 2009, to enhance access to secondary education and improve its quality. The
implementation of the scheme started from 2009-10 to generate human capital and provide
sufficient conditions for accelerating growth and development and equity as also quality of life
for everyone in India.

Objectives
 The scheme envisages to achieve a gross enrolment ratio of 75% from 52.26% in 2005-
06 for classes IX-X within 5 years of its implementation, by providing a secondary
school within reasonable distance of any habitation.
 Improve the quality of education imparted at secondary level by making all secondary
schools conform to prescribed norms.
 Remove gender, socio-economic and disability barriers.
 Provide universal access to secondary level education by 2017, i.e. by the end of the 12th
Five Year Plan
 Enhance and universalize retention by 2020

Physical Facilities
 Additional class rooms
 Laboratories
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  Libraries
 Art and crafts room
 Toilet blocks
 Drinking water provisions
 Residential Hostels for Teachers in remote areas.

Quality Interventions
 Appointment of additional teachers to reduce PTR to 30:1
 Focus on Science, Math and English education
 In-service training of teachers
 Science laboratories
 ICT enabled education
 Curriculum reforms; and
 Teaching learning reforms

Equity Interventions

• Special focus in micro planning

• Preference to Ashram schools for upgradation
• Preference to areas with concentration of SC/ST/Minority for opening of schools
• Special enrolment drive for the weaker section
• More female teachers in schools; and
• Separate toilet blocks for girls.

3. Schemes for Educational reform of Girl Child in India-

 Beti Bachao, Beti Padhao

After witnessing a sharp decline in the sex-ratio in some districts of India, the
Government of India introduced/put forward the ‘Beti Bachao, Beti Padhao’ programme
in October 2014.

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 This scheme aims to work in order to ensure survival, safety and education of girls. The
scheme celebrates the girl child and prevents any kind of gender bias. A major aspect of
the initiative is to ensure the protection of the girl child by preventing female foeticide. It
focuses on ensuring that education reaches the girl children of India. The broader aim of
the initiative is women empowerment.

 Kasturba Gandhi Balika Vidyalaya Yojna

Launched in August 2014, the Kasturba Gandhi Balika Vidyalaya (KGBV) scheme
provides quality education to girls and makes available to them facilities to widen their
scope of knowledge and learning.

The scheme has been implemented in 27 states and Union Territories. More than 3500
KGBV schools have been sanctioned to provide education to 3.6 lakh girls. These
schools also provide hostel facility for students. Save the Children NGO, together with its
NGO partners, has been doing a lot of work in several KGBVs set up in different districts
of Rajasthan and Jharkhand to enhance the learning capabilities of the girls, enhancing
schools’ infrastructure in order to provide them access to high-quality education.

 Mahila Samakhya Programme

“Education will be used as an agent of basic change in the status of woman. In order to
neutralise the accumulated distortions of the past, there will be a well-conceived edge in
favour of women.

The National Education System will play a positive, interventionist role in the
empowerment of women. It will foster the development of new values through
redesigned curricula, textbooks, the training and orientation of teachers, decision-makers
and administrators, and the active involvement of educational institutions. This will be an
act of faith and social engineering…” NPE, 1986.

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 The National Policy on Education, 1986 recognised that the empowerment of women is
possibly the most critical pre-condition for the participation of girls and women in the
educational process.

The Mahila Samakhya programme was launched in 1988 to pursue the objectives of the
National Policy on Education, 1986.

National Scheme of Incentives to Girls for Secondary Education

To promote enrolment of girl child in the age group of 14-18 at secondary stage, especially those
who passed Class VIII and to encourage the secondary education of such girls, the Centrally
Sponsored Scheme. National Scheme of Incentives to Girls for Secondary Education was
launched in May, 2008. The Scheme covers:
 All SC/ST girls who pass class VIII and
 Girls, who pass class VIII examination from Kastrurba Gandhi Balika Vidyalayas
(irrespective of whether they belong to Scheduled Castes or Tribes) and enroll for class
IX in State/UT Government, Government-aided or local body schools.
 Girls should be below 16 years of age ( as on 31st March) on joining class IX
Married girls, girls studying in private un-aided schools and enrolled in schools run by Central
Government like KVS, NVS and CBS affiliated Schools are excluded.

4. Reforms in Education –
Reforms in the education sector have been one of the top priorities of the governments in India.
Constant efforts have been taken continuously to effectively revamp the education system in
India to provide equitable access to education.

Schemes for Elementary Education

With the formulation of National Policy on Education, India initiated a wide range of
programmes for achieving the goal of UEE through several schematic and Programme
interventions, such as
 Sarva Shiksha Abhiyan

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  Mid Day Meal
 Mahila Samakhya
 Strengthening for providing quality Education in Madrassas ( SPQEM)

Sarva Shiksha Abhiyan (SSA) is implemented as India's main Programme for universalizing
elementary education. Its overall goals include universal access and retention, bridging of gender
and social category gaps in education and enhancement of learning levels of children.

Schemes for Secondary Education

Secondary Education is the most significant stage in the educational hierarchy as it prepares the
students for higher education and the world of work. The policy at present is to make secondary
education of good quality available, accessible and affordable to all young persons in the age
group of 14-18. At present, the following schemes targeted at secondary stage (i.e. class IX to
XII) are being implemented in the form of Centrally Sponsored Schemes:
 Rashtriya Madhyamik Shiksha Abhiyan
 Girls Hostel Scheme
 National Scheme of Incentives to Girls for Secondary Education
 Inclusive Education for Disabled at Secondary Stage
 Scheme of Vocational Education
 National Merit-cum-Means Scholarship Scheme
 Scheme for construction and running of Girls’ Hostel for students of secondary and
higher secondary schools
 Scholarship schemes for Minority students
 National Scholarships
 The National Council for Educational Research and Training (NCERT) promotes
educational development both in quantitative and qualitative terms and makes special
efforts to remove disparities and equalize educational opportunities for all students.
NCERT acknowledges and appreciates educational brilliance in students through the
National Talent Search Scheme. It also seeks to applaud artistic distinction through the
Chacha Nehru Scholarships - for artistic and innovative excellence. The National Bal

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 Bhawan has instituted a system of honouring talented children in different age groups in
the year 1995 through the Bal Shree scheme.

Schemes for Higher Education

Higher Education is the shared responsibility of both the Centre and the States. The coordination
and determination of standards in institutions is the constitutional obligation of the Central
Government. The Central Government provides grants to UGC and establishes Central
Universities in the country. Meritorious students, from families with or without necessary means,
need an incentive or encouragement to keep on working hard in their studies and go to the next
level of education in their academic career. This is where the scholarships and education loans
play a crucial role.

Following are some significant fellowship schemes/scholarships awarded by the various

institutions:
 Scheme of Apprenticeship Training
 National Scholarships
 Post-Doctoral Research Fellow (Scheme)
 Junior Research Fellowships for biomedical sciences
 All India Council for Technical Education Scholarships
 Department of Science and Technology grants and fellowships
 DST's Scholarship Scheme for Women Scientists and Technologists
 Biotechnology fellowships for doctoral and postdoctoral studies by DBT
 Scholarships /Awards at Undergraduate & Postgraduate level in various science courses
at the University of Delhi
 Fellowships/Scholarships/Awards by the Jawaharlal Nehru University
 Sports Authority of India promotional schemes
 Empowerment of Persons with Disabilities - Schemes/Programmes
 Scholarship Schemes for ST Students by Ministry of Tribal Affairs
 Post-matric Scholarships for SC /ST students
 Scholarships for Minority Students

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5. Preparing for and facilitating change in education through Teacher Education system as
prime mover-
Since the teacher is the pivot of the entire educational system and is the main catalytic agent for
introducing desirable changes in the teaching learning process, all attempts need be made for
motivating teachers to became innovative and creative. It goes without saying that a self
motivated and really industrious teacher can utilize his own resources to keep himself abreast of
new knowledge and skills. It has been recognized that teacher education program should be
structured and modified in a way that enables them to respond dynamically to the new problems
and challenges in the field of education, then only teacher can help in national development.

Best Practices must be used to enhance quality of Teacher Education

1) Lecture Practices - Effective ways to present new information orally to fit differences in
learners .At times information must be transmitted orally to a passive listening audience.
But research has shown that after 10 to 20 minutes of continuous lecture, assimilation
falls off rapidly. If the teacher must rely on the oral presentation of material, these
techniques enhance learner retention.
2) Group Discussion –By engaging students in a group in a discussion Awareness of
enhances understanding results when learners discuss the meaning of events with each
other. But to be successful, group need a common experience to draw them into
participation, establish a personal connection with the content, and provide a shared
referent from which to exemplify their ideas.
3) Thoughtful Questions - Formulate questions that foster engagement and confidence.
The right kind of questions helps to focus the learner’s attention upon applying their
current understanding to the content of current experience in a natural way.
4) Reflective Responses – Reflective thinking occurs when a learner contributes to the
discussion, asks questions, takes the initiative to learn, facilitate self-discovery, engage in
self-appropriated learning, and share their own information or perspective.
5) Active Learning Strategies - Activeness to learn and learn by doing is the constructing
process. The problem is selecting the type of activity to match the purpose the teacher has
in mind.

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 6) Cooperative Group Assignments - Assign Formal Cooperative Tasks One form of
active learning deserves special attention because beliefs of whole group construct
experiences and forces the achievement of a group goal. This also depends upon quality
of relationship among participants and psychosocial adjustment. Cooperative learning
groups embrace positive interaction, builds cooperative skills and enforcing group self-
assessment of them.
7) Double Loop Feedback - Promote the awareness of how one learns to learn. It is easier
to identify error and deficiencies in the actions of others than to communicate corrections
to them. Because people rarely produce actions that do not make sense to them (they act
intentionally), they naturally tend to become defensive, confused, or ashamed when
criticized or given advice. Yet individualized correction is often the key to improved
performance. An effective feedback procedure enables reflection and self-correction
without fostering hostility or defensiveness. Double loop feedback is a method of
providing correctives in a way that maintains the learner’s continued engagement in the
process of acquiring competence and self-confidence.
8) Climate Setting - To Regulate the physical and mental climate, teaching effectiveness
involves we have to Solve comfort issues first and the learning path is smoother.
Research shows that successful teachers spend 10% of classroom time optimizing the
arrangement of the physical setting as well as the psychological setting- a climate of
collaborativeness, supportiveness, openness, pleasure and humanness.

6. Functions of UGC (University Grants Commission)-

UGC Establishment - The first attempt to have an education system was made in the year 1944
with the Sargent Report. It was the Report of the Central Advisory Board of Education on Post-
War Educational Development in India. Through the recommendation, the University Grants
Committee was formed in 1945, which took upon the responsibility of supervision of three
Central Universities of Aligarh, Banaras, and Delhi. In the year 1947, the committee got the
responsibility to control all the universities.

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Roles & Responsibilities -
1. The main aim & role of UGC in higher education is to provide funds to universities and
coordinate, determine & maintain the ethics in institutions of higher education.
2. UGC has also set some standards for the universities for being UGC Approved
Universities.
3. To Promote and coordinate university education.
4. Frame rules on minimum standards of education.
5. Setting standards for examination like ICAR NET, UGC NET & CSIR UGC NET
6. Allow grants to the universities and colleges and supervise their progress.
7. Maintain connection between the Union and State Governments and institutions of higher
education.
8. Suggest mandatory procedures to Central and State governments to make positive
changes in University Education.

5. Functions of NCTE -
The National Council for Teacher Education, in its previous status since 1973, was an
advisory body for the Central and State Governments on all matters pertaining to teacher
education, with its Secretariat in the Department of Teacher Education of the National Council
of Educational Research and Training (NCERT). Despite its commendable work in the
academic fields, it could not perform essential regulatory functions, to ensure maintenance of
standards in teacher education and preventing proliferation of substandard teacher education
institutions.
It shall be the duty of the Council to take all such steps as it may think fit for ensuring
planned and co-ordinate development of teacher education and for the determination and
maintenance of standards for teacher education and for the purposes of performing its functions
under this Act, the Council may:
a) undertake surveys and studies relating to various aspects of teacher education and publish
the result thereof;

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 b) make recommendations to the Central and State Government, Universities, University
Grants Commission and recognised institutions in the matter of preparation of suitable
plans and programmes in the field of teacher education;
c) co-ordinate and monitor teacher education and its development in the country;
d) lay down guidelines in respect of minimum qualifications for a person to be employed as
a teacher in schools or in recognised institutions;
e) lay down norms for any specified category of courses or trainings in teacher education,
including the minimum eligibility criteria for admission thereof, and the method of
selection of candidates, duration of the course, course contents and mode of curriculum;
f) lay down guidelines for compliance by recognised institutions, for starting new courses
or training, and for providing physical and instructional facilities, staffing pattern and
staff qualification;
g) lay down standards in respect of examinations leading to teacher education qualifications,
criteria for admission to such examinations and schemes of courses or training;
h) lay down guidelines regarding tuition fees and other fees chargeable by recognised
institutions;
i) promote and conduct innovation and research in various areas of teacher education and
disseminate the results thereof;
j) examine and review periodically the implementation of the norms, guidelines and
standards laid down by the Council, and to suitably advise the recognised institution;
k) evolve suitable performance appraisal system, norms and mechanism for enforcing
accountability on recognised institutions;
l) formulate schemes for various levels of teacher education and identify recognised
institutions and set up new institutions for teacher development programmes;
m) take all necessary steps to prevent commercialisation of teacher education; and
n) perform such other functions as may be entrusted to it by the Central Government.

6. Functions of NCERT –
 To undertake, promote and disseminate research, innovation, and experimentation in
areas related to school education and teacher education

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  To develop (a) national curriculum framework, syllabi, textbooks, and other support
materials for students, and (b) training and reference materials for teachers, teacher
educators, policy planners, etc., in tune with contemporary concerns
 To develop and disseminate innovative materials (print and multi-media) and explore use
of new ICTs for school education
 To conduct innovative pre-service teacher education courses at regional levels across the
country
 To build capacities of teachers, teacher educators and state level key functionaries
 To work for bringing out reforms in the evaluation process/ examination system
 To work for promoting equity and inclusion in school education; recognizing diverse
capabilities and talents in children
 To act as a nodal agency for of universalization of elementary education and secondary
education and improving the quality of education
 To provide academic and technical support for achieving the national goal of vocational
education
 To conduct all India education survey to generate data base on different aspects of school
education
 To bring out newsletters, journals, research surveys and act as a clearing house for ideas
and information
 To collaborate and network with state education departments, universities, and other
educational institutions.

7. Functions of SCERT –
It undertake, assist, promote and co-ordinate research in all aspects of education so as to bring
about quality improvement.
1) To organize pre-service and in-service training at elementary, secondary & also at an
advanced level.
2) To organize and provide extension services for such institutions as are engaged in
educational research and training of teachers.

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3) To experiment, develop and/or to disseminate improved educational programmes,
techniques and practices in schools.
4) To develop the curriculum and instructional materials.
5) To undertake the preparation, evaluation, revision and production of teaching-learning
materials to improve the quality of education.
6) To develop materials through use of educational technology and other means for
improving the teaching-learning process.
7) To assist and advise the various agencies of mass media for the propagation of education.
8) To experiment and recommend for the implementation of scientific pupil evaluation of
pupils at all levels.
9) To advise the systems and approaches for efficient management, evaluation and
monitoring of educational institutions.
10) To suggest measures for the education for equality.
11) To frame the programmes and suggest the initiations of actions to achieve the
Universalisation of Elementary Education.
12) To suggest measures for ensuring qualitative education.
13) To select and suggest the techniques for distance education.
14) To identify the talented children and plan for nurturing of their talent.
15) To plan, execute and evaluate the educational programmes in the State of Delhi.
16) To develop the State/UT and District level Resource Centers in the State/UT in the
various fields of education.
17) To design the curriculum and learning materials of teacher education and workout the
process for enhancing the potentialities of the teachers.
18) To facilitate local bodies for Primary and Pre-primary education/middle/secondary/sr.
sec. education for Delhi and other State/Centre level institutions; organizations and
agencies in developing and implementing programmes for qualitative improvement of
education.
19) To collaborate and cooperate with national and other centre/state level institutions for the
furtherance of its objectives.
20) To establish, in any part of the State/UT, such institutions as may be necessary to realize
its objectives.

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 21) To act as clearing house for ideas and information on all matters relating to education.
22) To advise the Delhi Administration and other educational organizations and institutions
on matters relating to education.
23) To develop and manage the educational information system.
24) To develop and/or publish such books, materials, periodicals and other literature as may
be necessary for furtherance of its objectives.
25) To function as link organization between the National/State/UT and District level
institutions.
26) To acquire by gift, purchase, lease or otherwise any property, movable or immovable,
which may be necessary or convenient for the purposes of the Council and to construct,
alter and maintain any building or buildings for the purposes of the Council.
27) To draw, make, accept, endorse, discount and negotiate with the Administration of Delhi
the promissory notes, bills of exchanges, cheques or their negotiable instruments.
28) To invest the funds of the Council in such securities or in such manner as may from time
to time be determined by the Executive Committee and from time to time, to sell or
transfer such investment.
29) To sell, transfer lease or otherwise dispose of all or any property of the Council, and
30) To do all such things as the Council may consider necessary incidental or conducive to its
primary objectives of promoting educational research, advance professional training of
educational personnel and the provision of extension services to educational institutions.

8. Functions of NIEPA -
National Institute of Educational Planning and Administration (NIEPA) have been set up by the
Government of India in May, 1979. It is an autonomous body in the field of educational planning
and administration. It has been playing a significant role in training educational planners and
administrators. The programmes of the NIEPA cover a variety of education managers including
State Education Planning Officers, Directors of Education, District Education officers, Principals
of schools and colleges, University Vice Chancellors, Deans of Schools and Heads of
Departments etc. The programmes also deal with general financial management, adult education,
community relations etc.

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Functions of NIEPA:
1. To organize training programmes for educational functionaries for developing capacities
of educational planning and administration.
2. To strengthen capacities for training and research in the field of educational planning and
administration.
3. To provide consultancy services in the sphere of educational planning and administration
to Central as well as State Governments, Universities, Board and other similar
organizations in India and International organizations in abroad.
4. To disseminate information in relation to innovative experiences and new advancements
in the area of educational planning and administration.
5. To establish contacts and advance academic collaboration with sister-institutions in India
and abroad.

Accountability and Continuous Professional Development

Accountability
In layman's language accountability means an accounting of one's performance with respect to
the responsibility given to an individual. Accountability is thus- measurement of the assigned
responsibility actually performed by a person or a group. The term 'accountability' is concerned
with the total outcome of the task given. Every employee is directly accountable to his superiors
and organization.

Importance of Accountability-
Teaching is a profession like any other profession but the roles and responsibilities of a teacher
are more significant than in many other professions as he is regarded as an important source or
generator and transmitter of knowledge, a creator of values and a self-sacrificing nation builder.
Accountability has two aspects- moral and legal. Moral accountability is based on upon a sense
of responsibility, a feeling that one is responsible to one's clients (students and parents) to
colleagues and to oneself. Legal accountability is being responsible to one's employer only in
terms of fulfillment of terms of employment.

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For Accountability the following criteria may be considered to ensure teacher accountability
to their students, their parents, their community and their profession:
1. Regularity and punctuality of the teachers in performing their jobs.
2. Innovative methods of teaching evolved and or adopted for effective teaching, leading to
generating interest and motivation and independent thinking on the part of students.
3. The number of level of courses taught and developed, number and quality of research
papers published, research projects undertaken and Ph.D.'s guided.
4. Co-ordination and co-operation extended to colleagues and authorities.
5. Contribution to the construction of curriculum, design of evaluation methods, preparation
of learning/reading materials and role played in student counseling and remedial
teaching.
6. Seminars conferences and symposia organized at university level, and international level.
7. Contribution in resolving the social issues, international issues and issues related to
national concern and priorities.
8. Contribution to environment preservation, co-curricular activities and extension services.
9. Implementation of comprehensive objective evaluation system in overall evaluation
process of the institution.
10. Role played in enrichment of campus life, student welfare and ensuring quality education.

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ISSUES IN EDUCATIONAL AND SCHOOL REFORMER :
There are a variety of issues that have been identified in the context of educational and school
reform. Some of the key issues include:
1. Inequity: One of the most pressing issues in education today is the persistent inequity in
educational opportunities and outcomes for students from different socioeconomic and
cultural backgrounds. This can manifest in a variety of ways, including unequal funding
for schools in different areas, limited access to quality teachers and educational resources,
and disparities in achievement levels among different racial and ethnic groups.

2. Standardized Testing: Many critics argue that the focus on standardized testing has
created a culture of "teaching to the test" that narrows the curriculum and limits
opportunities for creative and critical thinking. Some also argue that the use of these tests
to evaluate teacher and school performance can lead to a narrowing of the curriculum and
an overemphasis on test preparation.

3. Teacher Training and Professional Development: Many experts argue that the quality of
teacher training and ongoing professional development is crucial to improving
educational outcomes for students. However, there are significant challenges in providing
effective training and support to teachers, particularly in high-need schools and districts.

4. Curriculum and Pedagogy: There is a growing recognition of the importance of creating

curriculum and pedagogical approaches that are engaging, relevant, and culturally
responsive to students from diverse backgrounds. However, there are challenges in
developing and implementing these approaches in a way that is effective and sustainable.

5. School Funding: Many experts argue that school funding is a critical issue in educational
reform, with many schools and districts facing significant budget shortfalls that can limit
their ability to provide high-quality educational opportunities for their students.

6. Parent and Community Involvement: There is a growing recognition of the importance of

engaging parents and community members in the education process. However, there are

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 significant challenges in creating effective partnerships between schools and
communities, particularly in high-poverty and high-need areas.

Overall, these issues represent significant challenges to educational reform efforts, and
addressing them will require a collaborative and sustained effort from educators, policymakers,
and community members.

SAMGRA SHIKSHA ABHIYAN ACCOUNTABILITY AND PROFESSIONAL ETHICS

Samagra Shiksha Abhiyan is a government initiative in India that aims to provide quality
education to all children from primary to higher secondary levels. Accountability and
professional ethics are important aspects of the program, as they ensure that the education system
is transparent, efficient, and effective.

Accountability in Samagra Shiksha Abhiyan refers to the responsibility of all stakeholders

involved in the education system, including teachers, school administrators, government
officials, and parents, to ensure that children receive a quality education. This includes
monitoring and evaluating the progress of the program, identifying and addressing issues, and
ensuring that resources are being used effectively.

Professional ethics in Samagra Shiksha Abhiyan refers to the ethical standards and principles
that guide the behavior of all professionals involved in the program, including teachers, school
administrators, and government officials. This includes maintaining integrity, honesty, and
transparency in all dealings, treating all students with respect and dignity, and ensuring that all
decisions are made in the best interest of the students.

To ensure accountability and professional ethics in Samagra Shiksha Abhiyan, the government
has established a number of mechanisms and guidelines, including regular monitoring and
evaluation, training programs for teachers and administrators, and codes of conduct and ethical
standards. These efforts aim to create a culture of accountability and professionalism in the
education system, which in turn will lead to better educational outcomes for all students

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IASEs
IASEs stands for International Association of Special Education. It is a non-profit organization
that was founded in 1964 to promote the education and welfare of individuals with special needs.
The association brings together professionals, researchers, educators, and parents from around
the world who are committed to advancing the field of special education.

The IASEs aims to promote the exchange of knowledge and ideas related to special education
and to enhance the quality of life of individuals with disabilities. The organization also strives to
advocate for the rights of individuals with special needs and to promote inclusive education
practices that ensure equal access to education for all students.

The IASEs organizes conferences, seminars, and workshops to facilitate the exchange of
information among its members. The organization also publishes journals and books that focus
on research, theory, and practice in the field of special education. The IASEs has a global
network of members and affiliates, with chapters in countries around the world.

DIETs
stands for District Institutes of Education and Training. They are government-funded institutions
in India that provide pre-service and in-service training to teachers and teacher educators. The
DIETs were established under the Education for All (EFA) program of the Government of India
in 1994.

The primary objective of the DIETs is to improve the quality of education at the grassroots level
by providing training and support to teachers. The DIETs offer various diploma and certificate
courses in elementary education, pre-service teacher education, and in-service teacher education.
The courses are designed to develop the skills and knowledge of teachers in various subjects,
teaching methods, pedagogy, and assessment.

In addition to training teachers, the DIETs also undertake research and evaluation studies,
develop instructional materials and resources, and provide technical support to schools and

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educational institutions. The DIETs play a crucial role in the implementation of various
educational programs and policies in the district.

Currently, there are around 600 DIETs in India, with at least one DIET in each district. The
DIETs are governed by the State Council of Educational Research and Training (SCERT) and
are funded by the Ministry of Human Resource Development, Government of India.

CTE
stands for Career and Technical Education. It is a type of education that prepares students for
careers in a specific trade, occupation, or vocation. CTE programs provide students with the
technical skills, academic knowledge, and practical experience necessary to succeed in the
workforce.

CTE programs are offered in high schools, community colleges, and technical schools. The
programs vary in length, ranging from a few weeks to several years, depending on the specific
career field. Some examples of CTE programs include automotive technology, healthcare,
culinary arts, construction, and cosmetology.

In addition to technical training, CTE programs often include academic courses in math, science,
and English to ensure that students have a well-rounded education. CTE programs also
incorporate work-based learning experiences, such as internships, apprenticeships, and job
shadowing, to give students hands-on experience in their chosen field.

CTE programs have become increasingly popular in recent years, as they provide students with a
direct pathway to the workforce and offer viable alternatives to traditional four-year college
degrees. Many CTE programs also offer industry-recognized certifications and credentials that
can lead to higher-paying jobs and increased job security

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