Autonomous Bodies for School Education

Autonomous Bodies for School Education 1

There are many number of institution for school education in India. Which are known as autonomous bodies. These are

  1. Kendriya Vidyalaya Sangathan 
  2. Navodaya Vidyalaya Samiti 
  3. National Council of Educational Research and Training
  4. Central Tibetan Schools Administration
  5. National Bal Bhawan
  6. Central Board of Secondary Education
  7. National Institute of Open Schooling
  8. National Council for Teacher Education
School Education
Kendriya Vidyalaya Sangathan

The Kendriya Vidyalaya Sangathan has a total of 1225 schools in India, and 3 abroad. It is one of world’s largest chains of schools. The main objective of the KVS is to cater to the educational needs of the children of transferable Central Government employees including Defence and Para-Military personnel by providing a common programme of education.

Navodaya Vidyalaya Samiti

Navodaya Vidyalayas are coeducational residential schools established by the Navodaya Vidyalaya Samiti, an autonomous organization under the Ministry of Human Resource Development, Government of India, to provide quality modern education-including strong component of culture, values, environmental awareness, adventure activities, sports training, physical education and National Integration, to the talented children predominantly from rural area, free of cost, without regard to their socio-economic background.

National Council of Educational Research and Training

The National Council of Educational Research and Training (NCERT) is an autonomous organisation set up in 1961 by the Government of India to assist and advise the Central and State Governments on policies and programmes for qualitative improvement in school education.

Central Tibetan Schools Administration

CTSA is an autonomous organization under the Ministry of Human Resource Development with the main objective to run, manage and assist educational institutions set up for the education of Tibetan children living in India while preserving and promoting their culture. It has 67 schools under its control which are located in the places of concentration of Tibetan population.

National Bal Bhawan

The National Bal Bhavan is an Autonomous Body under the Ministry of H.R.D. fully funded by the Government of India. The Head Quarter of National Bal Bhavan is located at New Delhi. Jawahar Bal Bhavan at Mandi village and 54 Bal Bhavan Kendras located all over Delhi are under the administrative control of National Bal Bhavan.

Central Board of Secondary Education

CBSE envisions a robust, vibrant and holistic school education that will engender excellence in every sphere of human endeavour. The Board is committed to provide quality education to promote intellectual, social and cultural vivacity among its learners. It works toward evolving a learning process and environment, which empowers the future citizens to become global leaders in the emerging knowledge society. The Board emphasis on holistic development of learners by providing a stress-free learning environment that will develop competent, confident and enterprising citizens who will promote harmony and peace.

National Institute of Open Schooling

National Institute of Open Schooling (NIOS) is the largest open school in the world Providing relevant, continuing and holistic education up to pre-degree level through Open and Distance Learning System. NIOS is contributing to the Universalisation of School Education and is catering to the educational needs of the prioritised target groups for equity and social justice.

National Council for Teacher Education

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. The National Policy on Education (NPE), 1986 and the Programme of Action thereunder, envisaged a National Council for Teacher Education with statutory status and necessary resources as a first step for overhauling the system of teacher education.

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