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National Council of Educational Research and Training
National Council of Educational Research and Training
National Council of Educational Research and Training
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The National Council of Educational Research and Training (NCERT) (Hindi: राष्ट्रीय शैक्षिक अनुसंधान और प्रशिक्षण परिषद) is an autonomous organisation of Ministry of Education, the Government of India. Established in 1961, it is a literary, scientific and charitable Society under the Societies Registration Act.[a] Its headquarters are located on Sri Aurbindo Marg in New Delhi.[3] Dr. Dinesh Prasad Saklani is the director of NCERT since 2022.[2]

Key Information

In 2023, NCERT constituted a 19-member committee, including author and Infosys Foundation chair Sudha Murthy, singer Shankar Mahadevan, and Manjul Bhargava to finalize the curriculum, textbooks and learning material for classes 3 to 12.[4]

History

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The Indian Ministry of Education established the NCERT on 27 July 1961, and the council began formal operation on 1 September 1961. It was formed through the merger of seven government organisations:

  • Central Institute of Education
  • Central Bureau of Textbook Research
  • Central Bureau of Educational and Vocational Guidance
  • Directorate of Extension Programmes for Secondary Education
  • National Institute of Basic Education
  • National Fundamental Education Centre
  • National Institute of Audio-Visual Education[5]

It is a separate organization from the National Council for Teacher Education.

It is the objective of the NCERT to design and support a common system of education for the country that is national in character, as well as to enable and encourage the diverse cultural practices across the country as a whole. Based on the recommendations of the Education Commission (1964–66), the first national policy statement on education was issued in 1968. The policy endorsed the adoption of a uniform pattern of school education across the country consisting of 10 years of general education program followed by 2 years of diversified schooling.

The NCERT is also behind the formation of the National Science Talent Search Scheme (NTSS) in the year 1963. The program was aimed at identifying, nurturing the talented students in India, and rewarding them with scholarships. The National Science Talent Search Scheme (NTSS) underwent a major change in the year 1976 with the introduction of the 10+2+3 pattern of education. The program was renamed to National Talent Search Scheme with the NTSE examination now being conducted for classes X, XI, and XII. Currently, the NTSE exam is conducted only for 10th class students in India in two phases with subjects relating to Mental Ability Test and Scholastic Aptitude Test (SAT) for 100 marks each.[6][7]

The Curriculum for the Ten-year school

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This framework came in 1975.[8] It emphasized that a curriculum based on the principles laid out in the framework has to be developed on the basis of research. Thus for NCERT, the 1970s was a decade flushed with curriculum research and development activities to narrate the content and process of education to Indian realities.

National Curriculum for Elementary and Secondary Education

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This revised curriculum framework was implemented in 1988[8] following the 1986 National Policy on Education. It encompassed 12 years of school education and suggested a reorientation of curricular and instructional materials to make them more child-centered. It advocated returning out examination reforms and the implementation of CCE at all stages of education.

National Curriculum Framework for School Education

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Main article: National Curriculum Framework (NCF 2005)

This framework came in 2000.[8] It stressed the need for a healthful, agreeable, and stress-free adolescence and reduction of the curricular contents. Thus a multicultural thematic approach was recommended, environmental education was pronounced upon and language and mathematics got desegregated in the first two years of education.

National Curriculum Framework: The council came up with a new National Curriculum Framework in 2005, drafted by a National Steering Committee.[8] This exercise was based on 5 guiding principles:

  1. Connecting knowledge to life outside school.
  2. Shift from the rote method of learning.
  3. Enriching the curriculum for the overall development of children so that it goes beyond textbooks.
  4. Making examinations flexible and integrating them with classroom life. and,
  5. Nurturing an identity informed by caring concerns.[5]

In 2021, NCERT textbooks revision process was initiated by the Government of India by setting up a committee headed by former ISRO chief K Kasturirangan to prepare a document laying down various guidelines for changes in the curriculum of the council.[8]

NCERT campus entrance display with logo
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The NCERT logo was designed by Manubhai Chhaganlal Gajjar in 1961 at the National Institute of Design, Ahmedabad.[9][10] The design is taken from an Ashokan period relic of the 3rd century BCE which was found in excavations near Maski in Raichur district, Karnataka. The motto has been taken from the Isha Upanishad and means 'life eternal through learning'. The three intertwined swans symbolize the integration of the three aspects of the work of NCERT, namely research & development, training and extension.[5]

Textbooks

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Textbooks published by NCERT are prescribed by the Central Board of Secondary Education (CBSE)[8] from classes I to XII, with exceptions for a few subjects, especially for the Class 10 and 12 Board Examination. Around 19 school boards from 14 states have adopted or adapted the books.[11] Those who wish to adopt the textbooks are required to send a request to NCERT, upon which soft copies of the books are received. The material is press-ready and may be printed by paying a 5% royalty, and by acknowledging NCERT.[11]

The textbooks are in color-print and are among the least expensive books in Indian book stores.[11] Textbooks created by private publishers are priced higher than those of NCERT.[11] According to a government policy decision in 2017, the NCERT will have the exclusive task of publishing central textbooks from 2018, and the role of CBSE will be limited to conducting examinations.[12]

National Council of Educational Research and Training had designed the books digitally in the Indian Sign Language from year 2021 for students with hearing disabilities from classes 1 to 5.[13][14]

In 2022, the NCERT had undertaken the task of removing content from their textbooks and they called it "rationalisation". The official reason for the rationalisation of content in the textbook was to reduce stress on students after the COVID-19 pandemic. Contents of the textbook had been rationalised in the view of the following:
•Difficulty level
•Similar content included in lower or higher classes in the same subject
•Content, which is irrelevant in the present context
•Content, which is easily accessible to students without much intervention from teachers and can be learned by children through self-learning or peer-learning.
But the rationalisation has sparked some controversies. Teachers felt that the removal of the chapter on the Periodic table from the Class X Science textbook was unnecessary as it helps build foundation for Class XI. Also, the removal of the evolution part from the Chapter "Heredity and Evolution" from the Class X Science textbook faced backlash for the same reasons.[15][16]

Regional Institutes of Education

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Main article: Regional Institute of Education

The Regional Institute of Education (RIE, formerly known as Regional College of Education), is a constituent unit of the National Council of Educational Research and Training (NCERT), Delhi. The RIEs are set up in 1963 by the Government of India in different parts covering various regions. The Regional Institutes were started with the objective of qualitative improvement of school education through innovative pre-service and in-service teacher education programs and relevant research, development, and extension activities. The Regional Institutes of Education (RIEs) are located at Ajmer, Bhopal, Bhubaneswar, Mysore and Shillong.

Actions

[edit]

NCERT has a comprehensive extension program in which departments of the National Institute of Education, Regional Institute of Education, Central Institute of Vocational Education, and field coaches' offices in the states are engaged in activities. Several programs are organized in rural and backward areas to reach out to functionaries in these areas.

The council acts as the Secretariat of the National Development Group for Educational Innovations. It has been offering training facilities to education workers of other countries through attachment programs and workshops.[17] The council publishes textbooks[18] for school subjects from classes I to XII. NCERT publishes books & provides sample question papers that are used in government and private schools across India that follow the CBSE curriculum.[19]

An online system named ePathshala, a joint initiative of NCERT and Ministry of Education, has been developed for broadcasting educational e-schooling resources including textbooks, audio, video, publications, and a variety of other print and non-print elements,[20] ensuring their free access through mobile phones and tablets (as EPUB) and from the web through laptops and desktops.[21]

National Council of Educational Research and Training had launched a new Diploma course in Guidance and Counselling for a period of one year from 1 November 2021.[22][23][24][25][26]

National Council of Educational Research and Training had tied up with Microsoft's global training partner, Tech Avant-Garde (TAG) and facilitated a Connected Learning Community (CLC) for improving digital skills among its teachers.[27]

Controversies

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Main article: NCERT textbook controversies

Ever since its establishment, the organization has faced a great deal of controversy and continues to do so today. The disagreement centers around accusations of, on the one hand, the leftist bias of books pre-2014, and on the other of suppressing the cultural and heritage history of India and attempted saffronizing of Indian history post-2014. Allegations of historical revisionism with a Hindu nationalist plan arose in two terms: under the Janata Party government 1977 to 1980 and again under the Bharatiya Janata Party government from 1998 to 2004. In 2012, under Congress-led UPA government, the organization has been blamed for publishing 'undefensive' cartoons against B.R. Ambedkar, the architect of the Indian Constitution and thus lodging an insult to the Constitution, in its textbooks.[28] The controversy led to the resignation of NCERT chief advisors Yogendra Yadav and Suhas Palshikar and an apology from the government.[28][29] Again in 2022, a new controversy started when both CBSE and NCERT removed topics regarding Islamic Empires in the class 12 history textbook and chapters like "Challenges to Democracy" in the class 10 political science subject and many others, saying it is necessary to reduce syllabus to reduce examination pressure on students by removing repeated concepts and lessons learnt in middle school and high school classes.

See also

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Notes

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References

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[edit]
Revisions and contributorsEdit on WikipediaRead on Wikipedia

National Council of Educational Research and Training

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The National Council of Educational Research and Training (NCERT) is an autonomous organization established by the on 1 September 1961 under the Ministry of Education, headquartered in , with the mandate to assist and advise central and state governments on policies and programs for qualitative improvement in school education. Its core functions encompass conducting educational research, developing curricula and syllabi, publishing model textbooks and supplementary materials, and organizing training for teachers and educators. NCERT plays a central role in shaping India's school education system by formulating National Curriculum Frameworks that influence syllabi nationwide and providing resources adopted by the and many state boards. Key initiatives include digital platforms such as for e-learning content and contributions to the , emphasizing holistic development, vocational integration, and technology use in education. The organization operates through seven regional institutes to extend its research and training activities across diverse geographical and cultural contexts. While NCERT's efforts have standardized educational materials reaching over 250 million students, its periodic textbook revisions have generated controversy, particularly the 2022-2023 rationalizations that omitted topics like the , Mughal-era details, and references to Mahatma Gandhi's assassin, which the council justified as reducing post-pandemic but critics described as selective historical erasure influenced by ruling party ideology. These changes underscore ongoing tensions between curriculum streamlining and comprehensive historical coverage in Indian education.

History

Formation and Early Development (1961–1970s)

The National Council of Educational Research and Training (NCERT) was established on September 1, 1961, by the as an autonomous organization registered under the Societies Registration Act of 1860, functioning under the Ministry of Education to support the development of school education. It emerged from the merger of seven national institutions created in the decade following India's independence in , specifically the Central Institute of Education, Central Bureau of Textbook Research, Central Bureau of Educational and Vocational Guidance, Directorate of Extension Programmes for Secondary Education, National Institute of Basic Education, National Fundamental Education Centre, and National Institute of Audio-Visual Education. This consolidation aimed to centralize efforts in educational reform amid the challenges of transitioning from a colonial system to one suited for national development, including high illiteracy rates and uneven access to quality schooling. NCERT's foundational mandate focused on conducting , innovating teaching methods, preparing model textbooks and supplementary materials, and facilitating teacher training programs to enhance qualitative improvements in school curricula and . These objectives addressed post-independence priorities, such as standardizing content, reducing regional disparities in instructional quality, and integrating scientific and vocational elements into school programs to foster and technical competence. By pooling resources from the merged entities, NCERT positioned itself as a nodal agency for advising state governments on implementation strategies, emphasizing empirical evaluation of educational outcomes over inherited from prior systems. Key early developments included the initiation of research on elementary education patterns and the launch of the in 1963 to coordinate advanced studies in . A pivotal output was the 1975 publication of The Curriculum for the Ten-Year School – A Framework, which delineated stage-specific learning objectives, promoted an undifferentiated common curriculum for boys and girls, and stressed holistic development through integrated subject instruction up to the secondary level. This framework marked NCERT's initial foray into systematic curriculum standardization, influencing textbook design and teacher orientation programs during the decade.

Expansion and Curriculum Reforms (1980s–2000s)

During the 1980s and 1990s, the National Council of Educational Research and Training (NCERT) broadened its operational scope to address national priorities in school education, including the push for universal elementary enrollment under the (NPE) 1986, which targeted improved access and quality amid rising student numbers exceeding 100 million by the mid-1980s. This period saw NCERT expand its research divisions and establish specialized units, such as the Programme for Development of and the Institute of , to integrate practical skills training into curricula. Publication and distribution networks grew significantly, enabling wider dissemination of textbooks and supplementary materials to support state-level implementation of uniform standards. In 1988, NCERT released the National Curriculum for Elementary and Secondary Education: A Framework, a revised document aligned with NPE 1986, which outlined a common scheme of studies emphasizing integrated learning across subjects rather than isolated rote memorization, with recommended time allocations for core areas like language, mathematics, and social sciences at upper primary and secondary levels. The framework promoted holistic student development through activity-based methods and environmental awareness, critiquing overly examination-oriented approaches inherited from earlier systems, while advocating for vocational elements to link education with employability. Research efforts in the 1990s extended into , with studies exploring integration of technical skills across disciplines, and , adapting curricula to include value-based content on amid growing ecological concerns. NCERT's work supported universalization goals by developing guidelines for inclusive practices, though empirical data from the era indicated persistent challenges in retention rates, hovering around 50-60% at elementary completion. The National Curriculum Framework for School Education (2000) marked a further shift toward child-centered , organizing content across elementary, secondary, and higher secondary stages with emphasis on contextual , evaluation reforms, and system management to reduce rote learning's dominance. It incorporated critiques of colonial-era models by prioritizing and inclusive strategies, drawing from consultations with NCERT faculty to foster progressive, knowledge-integrated approaches.

Alignment with National Policies (2010s–Present)

In the early , NCERT contributed to the implementation of the Right of Children to Free and Compulsory Education Act, 2009, by developing supplementary learning materials, conducting surveys on out-of-school children, and preparing status reports on compliance across states and union territories. These efforts included monitoring age-appropriate admissions and neighborhood school access for children aged 6–14, aligning with the Act's mandates for universal elementary education. Following the adoption of the National Education Policy (NEP) 2020, NCERT developed the National Curriculum Framework for School Education (NCF-SE) 2023, which operationalizes NEP's emphasis on foundational and , multidisciplinary approaches, and a reduced load to promote holistic development for ages 3–18. The framework shifts from rote memorization to , integrating values and while addressing equity across diverse linguistic and regional contexts. To support NEP rollout, NCERT initiated phased textbook revisions: new for Classes 1–2 were introduced in 2023, followed by Classes 3 and 6 in 2024, with further expansions to Classes 4, 5, 7, and 8 planned for the 2025–26 . Concurrently, production capacity tripled from approximately 5 copies annually to 15 by 2025, enabling broader distribution and price reductions through for enhanced accessibility.

Organizational Structure

Headquarters and Governance

The headquarters of the National Council of Educational Research and Training (NCERT) is situated at Marg, , . The organization is led by its Director, Prof. Dinesh Prasad Saklani, who assumed the position on August 5, 2022. NCERT functions as an autonomous body registered under the Societies Registration Act, 1860, which grants it operational independence while operating under the oversight of the Ministry of Education. Its primary funding derives from government grants allocated by the Ministry of Education. Governance is primarily managed through the Executive Committee, which acts as the Governing Body. The Union Minister of Education serves as the ex-officio President, with the Minister of State for Education as Vice-President. This committee oversees administrative and policy decisions, supported by specialized advisory bodies such as the Finance Committee, Programme Advisory Committee, Establishment Committee, and Building and Works Committee. These mechanisms ensure alignment with national educational priorities while preserving autonomy in research and program execution.

Constituent Units

The National Council of Educational Research and Training (NCERT) maintains core constituent units in dedicated to advancing specialized and integrating into . These units operate from the NCERT headquarters in and focus on coordinating empirical studies, developing innovative tools, and supporting evidence-based improvements without overlapping into regional training or textbook production. National Institute of Education (NIE) coordinates overarching research efforts across educational domains. Established as part of NCERT's structure, NIE conducts developmental research on school education quality, advises on implementation, and fosters collaborations for data-driven enhancements in methodologies and learner outcomes. Its activities emphasize empirical analysis of educational practices, including evaluation and teacher efficacy studies, serving as a central node for NCERT's research ecosystem. Central Institute of Educational Technology (CIET) specializes in media and ICT applications for . Formed in , CIET designs and disseminates multimedia resources, such as digital kits and e-learning platforms, to integrate technology with core subjects. It trains educators on ICT tools, researches alternative delivery systems for remote areas, and coordinates with state institutes to standardize tech-enabled instruction, prioritizing scalable, evidence-tested innovations over unproven trends. The Pandit Sundarlal Sharma Central Institute of Vocational Education (PSSCIVE) addresses skill-oriented curricula, though headquartered in since its 1993 establishment. PSSCIVE develops vocational modules aligned with employability needs, conducts R&D on integrating practical skills into mainstream , and evaluates outcomes for labor market relevance, functioning as NCERT's focal point for competency-based vocational research.

Regional Institutes of Education

The Regional Institutes of Education (RIEs) comprise five constituent units of the National Council of Educational Research and Training, established primarily in 1963 to address region-specific educational challenges through decentralized teacher training and research. These institutes function as autonomous bodies under NCERT, focusing on adapting educational practices to local linguistic, cultural, and socio-economic contexts while supporting the council's mandate for qualitative improvement in school education. Originally designated as Regional Colleges of Education, they were renamed RIEs in the 1990s to reflect their expanded scope in professional development. The institutes are located at (serving northern states), (central region), (eastern states), Mysuru (southern region), and as the North-Eastern Regional Institute of Education (NERIE, established in 1995 to prioritize tribal and hilly area needs). Each RIE offers pre-service programs such as the integrated B.A./B.Sc.-B.Ed. and B.Sc.-B.Ed., alongside M.Ed. degrees, with enrollment capacities varying by institute—for instance, Mysuru admits around 100 students annually for its B.Ed. program. In-service includes short-term courses for practicing teachers, emphasizing subjects like , mathematics, and crafts tailored to multipurpose schools in their jurisdictions. These institutes conduct region-specific adaptations, such as incorporating tribal education modules at NERIE Shillong to address indigenous languages and community practices in North-Eastern states. They also develop localized teaching materials and extension programs, collaborating with state education departments to implement curriculum variations suited to diverse demographics. In alignment with the , RIEs have expanded to include initiatives like integrating health and well-being modules into teacher training curricula, as demonstrated by partnerships such as the 2025 UNESCO MoU with RIE Bhubaneswar. This supports NEP objectives for multidisciplinary and regionally relevant pedagogy, including the establishment of model schools for .

Mandate and Functions

Research and Innovation in Education

The National Council of Educational Research and Training (NCERT) undertakes to analyze causal factors influencing learning outcomes, such as teacher-student interactions, resource availability, and regional disparities in school settings. These studies prioritize verifiable data from field experiments and longitudinal tracking over anecdotal or ideologically driven interpretations, enabling identification of effective interventions. For example, NCERT coordinates large-scale assessments to measure pedagogical impacts, revealing correlations between instructional methods and student proficiency in core competencies like and comprehension. A of NCERT's is the National Achievement Survey (NAS), conducted periodically to assess learning levels in classes 3, 5, 8, and 10 across over 1.1 million students in 2021, covering urban and rural samples stratified by socioeconomic factors. The NAS employs standardized tools to quantify achievement gaps, providing causal insights into factors like instructional quality and home environment, with 2021 results indicating persistent deficits in skills attributable to rote-heavy practices rather than conceptual mastery. This data-driven approach informs reforms by highlighting evidence-based alternatives, such as activity-oriented methods that demonstrate improved causal links to retention and problem-solving abilities in controlled trials. NCERT funds and disseminates studies on assessment reforms, including applications to reduce bias in evaluations and promote competency-aligned testing over . Research on inclusivity targets disadvantaged groups, such as scheduled castes and tribal students, examining interventions like to address causal barriers like language mismatches and access inequities, with empirical findings from district-level pilots showing modest gains in enrollment-to-achievement pipelines. Outputs include peer-reviewed journals like the Indian Educational Review and Journal of Indian Education, which publish quantitative analyses prioritizing statistical rigor and replicability. These publications critique inefficient practices, such as over-reliance on summative exams, based on regression models linking formative feedback to outcome variances. Ongoing initiatives under NCERT's mandate extend to in digital tools for causal impact , with studies evaluating edtech in remote areas to isolate variables like connectivity from content delivery effects. The 2024 PARAKH Rashtriya Sarvekshan builds on by targeting grades 3, 6, and 9 for refined metrics on pedagogical shifts, emphasizing first-principles evaluation of what drives skill acquisition over policy mandates. This body of work underscores NCERT's role in fostering evidence-centric advancements, though implementation gaps persist due to varying state-level adoption of findings.

Curriculum Framework Development

The National Council of Educational Research and Training (NCERT) initiated the development of the National Curriculum Framework (NCF) in 1975, following recommendations from the 1968 , with subsequent revisions in 1988, 2000, and 2005 to adapt to evolving educational needs and policy shifts. The 2023 iteration, known as the National Curriculum Framework for School Education (NCF-SE), represents the latest comprehensive update, released on August 23, 2023, after incorporating public feedback on a draft circulated in April 2023. These frameworks establish guidelines for curriculum design across school stages, emphasizing alignment with cognitive development stages and learning outcomes derived from national assessments like the National Achievement Survey (NAS). The iterative development process employs a bottom-up consultative mechanism, commencing with district-level inputs, progressing to state-level synthesis, and culminating in national-level integration under a National Steering Committee. This includes over 600 position papers on 25 thematic areas contributed by state and groups, alongside empirical inputs from field studies on practices and . Frameworks incorporate international benchmarks from and research, such as those on play-based learning in early stages, while prioritizing evidence from Indian contexts like ASER reports highlighting rote memorization dominance and skill gaps. Such -driven refinements aim to mitigate causal factors of underperformance, including overloaded syllabi that correlate with high dropout rates and low comprehension in foundational and . Successive NCFs have focused on reducing content overload to foster deeper understanding over superficial coverage, with the 2023 NCF-SE explicitly directing a rationalization of material—achieving up to 30% reduction in select subjects through consultations—to prioritize core competencies and experiential . It promotes via multidisciplinary integration, such as embedding vocational skills and Indian knowledge traditions (e.g., ancient mathematical texts alongside modern ), balanced against enrollment data showing disparities in access for rural and disadvantaged groups. This approach uses longitudinal learning assessment metrics to ensure frameworks support equitable quality improvements, avoiding transient ideological impositions in favor of verifiable outcomes like enhanced problem-solving proficiency.

Teacher Training and Capacity Building

The National Council of Educational Research and Training (NCERT) coordinates in-service teacher training programs through its Regional Institutes of Education (RIEs) and internal departments, such as the (NIE), focusing on enhancing pedagogical skills and classroom implementation nationwide. These efforts include short-term workshops, long-term courses, and training for key resource persons, with over 100 programs conducted in 2023–2024 alone, emphasizing practical application in diverse regional contexts. Annual targets reach millions of educators, leveraging face-to-face sessions at RIEs in locations like , , , Mysuru, and , alongside centralized modules from NCERT headquarters. A cornerstone initiative is the National Initiative for School Heads' and Teachers' Holistic Advancement (), launched in 2018 to equip elementary and secondary educators with foundational competencies in pedagogy, inclusive practices, and subject-specific methods. By 2021, NISHTHA 1.0 targeted 4.2 million teachers across classes 1–8 via integrated training, expanding to NISHTHA 2.0 for secondary levels and specialized variants like NISHTHA 3.0 for foundational literacy under NIPUN Bharat. Post-2020, the program incorporated technology integration, offering 18 online courses in 11 languages across 30 states and union territories, reaching approximately 2.4 million participants through platforms like for self-paced modules on digital lesson design and assessment tools. Program is assessed using pre- and post-training tests to quantify improvements in teacher knowledge and subsequent practices, alongside feedback mechanisms to evaluate shifts in instructional behaviors. These metrics, administered at the start and conclusion of sessions, help isolate training impacts from baseline skills, with reports indicating measurable gains in areas like activity-based learning and learner-centered approaches. Such evaluations underpin iterative refinements, ensuring programs address verifiable gaps in rather than untested assumptions.

Publications and Textbooks

Development and Review Process

The development of NCERT textbooks involves a structured, multi-stage process beginning with the formation of subject-specific committees comprising academic experts, educators, and domain specialists, who draft content aligned with the National Curriculum Framework (NCF). These drafts incorporate empirical data and primary sources, emphasizing fact-based narratives while avoiding unsubstantiated interpretations, and are informed by consultations with state education departments to ensure contextual relevance across India's diverse regions. Field trials are conducted in select schools to validate pedagogical effectiveness and student comprehension, with feedback from teachers and learners integrated iteratively to refine materials for clarity and empirical grounding. Review and revision occur through periodic cycles, historically spanning several years but directed toward annual updates since 2024 to incorporate emerging educational research and maintain currency. Adherence to NCF guidelines ensures that revisions prioritize core competencies, diverse historical viewpoints supported by verifiable evidence, and the exclusion of redundant or ideologically driven content lacking causal substantiation. In the 2020s, rationalization efforts, initiated around 2021–2022 in line with the National Education Policy 2020, focused on streamlining syllabi to reduce cognitive load, eliminate overlaps, and enhance relevance by emphasizing foundational skills over extraneous details, as validated through expert committee evaluations. This process underscores a commitment to causal realism in curriculum design, where content modifications are driven by assessments of learning outcomes rather than external pressures.

Content Standards and Adoption

NCERT textbooks adhere to content standards outlined in the National Curriculum Framework (NCF), which mandate alignment with constitutional principles including equity, , and , while ensuring scientific accuracy and empirical grounding in subject matter. These standards emphasize rigorous factual content, logical progression of concepts, and the integration of values that promote national cohesion, such as mutual respect across diverse communities, without oversimplifying multifaceted historical narratives. Development processes incorporate by subject experts to verify accuracy and relevance, drawing from primary sources and updated to avoid unsubstantiated claims. Adoption of NCERT textbooks is widespread, mandated for all CBSE-affiliated schools covering classes I to XII, which include over 27,000 institutions nationwide as of 2024. More than 23 states, including , , , and recently and , have incorporated NCERT books into their state curricula, particularly for and subjects, influencing government schools serving millions of students. This extends to a substantial share of private schools aligned with CBSE, promoting curricular consistency across urban and rural divides. Free digital versions are accessible via the platform, available on web, mobile apps, and QR-linked resources, enabling equitable access without physical distribution costs. The standards facilitate cost-effective standardization by centralizing production, reducing discrepancies in teaching materials and enabling that lower per-unit costs compared to diverse state-specific texts. Empirical advantages include enhanced uniformity in foundational skills, as evidenced by NCERT's periodic learning assessments showing correlated improvements in conceptual understanding among users versus non-adopters, though regional adaptations are permitted to address linguistic diversity. However, the uniform framework can impose rigidity in culturally heterogeneous areas, potentially limiting localized pedagogical flexibility despite overall gains in national exam performance metrics.

Recent Revisions and Updates (2020–2025)

In 2022, NCERT undertook a rationalization exercise, reducing approximately 30% of the content across classes 6 to 12 by deleting redundant, repetitive, and outdated topics to alleviate on students, particularly in response to learning disruptions from the . This included removals such as overlapping historical narratives and advanced subtopics in subjects like and , aimed at streamlining the without altering core concepts. Subsequent updates incorporated contemporary events for factual accuracy, such as the addition of the 2019 abrogation of Article 370 in the Class 12 Political Science textbook, reflecting changes in Jammu and Kashmir's status under the Jammu and Kashmir Reorganisation Act. These revisions aligned with the National Curriculum Framework for School Education (NCF-SE) 2023, which emphasizes and reduced content volume to foster deeper understanding over rote memorization. The rollout of new textbooks proceeded in phases starting with foundational stages: books for Classes 3 and 6 were introduced for the 2024–25 , with further releases for Classes 4, 5, 7, and 8 delayed due to printing and production challenges, reaching students by April to July 2025 in some cases or postponed to the 2025–26 session. NCERT ramped up production to ensure affordability, printing millions of copies at subsidized rates for government schools.

Key Initiatives and Programs

National Educational Programs

The National Council of Educational Research and Training (NCERT) spearheads national programs targeting systemic challenges such as high dropout rates, estimated at 1.5% at the primary level and rising to 10.9% at the secondary level based on 2021-22 , and persistent skill gaps in foundational competencies like and . These initiatives emphasize assessment-driven reforms and integration to enhance retention and without relying on external technological or collaborative frameworks. A core effort is the Performance Assessment, Review, and Analysis of Knowledge for Holistic Development (PARAKH), operationalized as NCERT's National Assessment Centre since February 8, 2023, to establish uniform standards for pupil evaluation across states and boards as mandated by paragraph 4.4.1. PARAKH conducts competency-based surveys, including the Rashtriya Sarvekshan 2024, which sampled over 8.5 million students to diagnose deficiencies in core subjects and recommend district-level interventions for closing learning gaps that contribute to early exits from schooling. This replaces prior National Achievement Survey cycles, focusing on percentile-based diagnostics to prioritize remedial actions in underperforming areas, with goals tied to elevating average achievement scores through inputs. To address skill deficiencies, NCERT integrates into mainstream curricula at the secondary stage, developing modules that link academic learning to practical trades as a strategy to curb dropouts linked to perceived irrelevance of studies. These programs, aligned with Samagra Shiksha Abhiyan, target barriers by incorporating hands-on in sectors like and services, where reviews indicate vocational exposure reduces attrition by up to 20-30% in vulnerable cohorts through improved and post-school transitions. Recent PARAKH findings from 2024 highlight that only 47% of surveyed schools deliver such skill-oriented courses, underscoring NCERT's push for expanded adoption to meet NEP targets for 50% vocational exposure by upper secondary levels. NCERT also supports value-oriented interventions like the SAMVAD lecture series, organized through its Department of Education in Languages since at least 2021, to instill ethical and cultural awareness via expert discourses on and psychosocial , aiming to bolster student resilience against disengagement factors. Complementing broader schemes, NCERT contributes on nutritional impacts, such as studies on Mid-Day Meal Scheme efficacy in boosting attendance by addressing hunger-related absenteeism, with findings from primary teacher surveys informing menu and implementation refinements for sustained enrollment gains. These efforts collectively set measurable benchmarks, including progressive uplifts in assessment metrics, to track reductions in dropout vulnerabilities and skill mismatches.

Technological and Supplementary Resources

The Central Institute of Educational Technology (CIET), a constituent unit of NCERT established in , develops digital educational resources including content, apps, and videos to support modern . CIET contributes to platforms such as , a national digital infrastructure for school education focused on knowledge sharing via open-source technology, hosting e-content, teacher resources, and assessment tools. Additionally, NCERT offers massive open online courses (MOOCs) on the platform tailored for school-level learning, covering subjects through interactive modules developed under CIET's oversight. NCERT produces supplementary audio-visual materials, including educational videos and animations, to aid comprehension across curricula, with CIET managing production for broadcast and online dissemination. These resources encompass apps for mobile learning and digital kits integrating text, graphics, and interactivity for classroom use. For inclusive education, NCERT develops tactile books with embossed maps and diagrams for visually impaired students, alongside audio formats of textbooks to enable access without visual reliance. Following the onset of the in 2020, NCERT accelerated edtech initiatives through CIET, including the integration of 200 DTH TV channels under PM eVIDYA for multi-mode delivery of video lessons, aiming to extend reach amid disruptions. This expansion emphasized supplementary digital workbooks and e-resources compatible with low-bandwidth environments to address accessibility gaps between urban and rural areas. CIET's efforts also include scripting and editing training for creation, supporting scalable production of videos and interactive aids.

International and Collaborative Efforts

NCERT engages in international collaborations to facilitate knowledge exchange in and practices, often emphasizing scalable Indian models adapted to local contexts rather than wholesale adoption of foreign frameworks. A notable partnership involves , with which NCERT has collaborated on initiatives like the expansion of the School Health and Wellness Programme to 30,000 schools, announced on July 25, 2025, in coordination with the (CBSE). This effort builds on historical ties, including a 1960s collaboration with and to reform methods in Indian schools, shifting from rote to experimental approaches. In foundational learning domains, NCERT participates in the Global Coalition for Foundational Learning, engaging with entities such as , the World Bank, USAID, , and the Bill & Melinda Gates Foundation. Dialogues held in September 2025 focused on teacher and innovations, allowing NCERT to share insights from India's large-scale implementation of competency-based curricula while incorporating comparative data from global assessments. Similarly, NCERT co-developed the comic book Let’s Move Forward with New Delhi in 2023, launched by the Ministry of Education on August 30, aimed at promoting inclusive education themes through culturally relevant narratives. NCERT hosts international seminars and conferences to disseminate on metrics, prioritizing empirical evaluations of homegrown innovations over Western-centric paradigms. The Central Institute of Educational Technology (CIET), a NCERT constituent, organizes the International ICT Conference, which convenes global experts to discuss in , highlighting India's e-learning platforms like . In September 2024, NCERT preceded International Literacy Day with a conference on the 'Spectrum of Literacy,' fostering cross-border discussions on metrics while underscoring culturally rooted strategies from India's National Education Policy. These efforts underscore NCERT's role in regional engagements, including comparative studies with SAARC counterparts, though direct shared curricula development remains limited to advisory exchanges via platforms like SAARC education workshops.

Impact and Achievements

Contributions to Standardization and Quality

The National Council of Educational Research and Training (NCERT) has advanced in India's school education by formulating national curriculum frameworks that guide syllabi development, ensuring alignment across central and state boards despite regional linguistic and cultural variations. These frameworks emphasize core competencies in subjects like , , and languages, promoting uniformity in learning objectives and reducing content fragmentation that previously hindered national coherence. NCERT textbooks, designed as model resources, are mandated for use in CBSE-affiliated institutions and adopted or adapted by over schools nationwide, including many state board systems, which facilitates consistent pedagogical approaches and equitable access to quality materials. This widespread adoption has streamlined teacher preparation and student evaluation, minimizing discrepancies in foundational knowledge across urban and rural divides. In parallel, NCERT's in-service teacher training initiatives, conducted via its headquarters and five Regional Institutes of Education, have equipped educators with skills to implement standardized curricula effectively, contributing to improved instructional quality and syllabus fidelity. The organization's development of assessment guidelines and tools, such as those underpinning national benchmarks, further supports quality assurance by enabling comparable evaluations of learning outcomes. These efforts have underpinned systemic improvements, correlating with national literacy rate increases from 64.84% in 2001 to 74.04% in 2011 as per census enumerations.

Empirical Evidence of Educational Outcomes

The National Achievement Survey (NAS) 2021, administered by NCERT across 1.18 schools and involving 3.4 million students in classes 3, 5, 8, and 10, reported national average scores of 29% to 52% across core subjects like , , , and , reflecting widespread deficiencies in foundational competencies despite NCERT's role in shaping curricula for government and affiliated schools. These results indicated a decline from the 2017 NAS, with progressive drops in higher classes, underscoring challenges in translating frameworks into measurable skill acquisition. Rural schools, which predominantly implement NCERT-aligned materials through state adaptations, scored significantly lower than urban counterparts—often by 10-20 percentage points in key domains—highlighting persistent implementation gaps in resource-poor settings. Empirical assessments like the Annual Status of Education Report (ASER) 2023 complement findings, revealing that only 25-30% of rural class 5 students could perform basic division or read class 2-level texts, outcomes unchanged or minimally improved post-NCERT's competency-based shifts introduced via alignments. While NCERT's recent revisions emphasize application over memorization—reducing content volume by up to 30% in some subjects to foster inquiry—these changes lack longitudinal studies isolating their causal effects from confounders such as teacher absenteeism or infrastructure deficits. States with stronger NCERT adoption, including CBSE-affiliated institutions, exhibit marginally higher proficiency in national benchmarks, yet ASER data attributes variances more to enrollment patterns and private schooling prevalence than curriculum fidelity alone. Causal analysis of NCERT's influence requires disentangling policy design from execution: frameworks promote structured progression from rote to conceptual understanding, but NAS 2021 contextual factors—like 20-30% lower qualification rates in rural areas—diminish efficacy, sustaining urban-rural disparities despite nationwide rollout. Rigorous, peer-reviewed evaluations remain scarce, with available data suggesting NCERT standards correlate with baseline improvements in aligned urban cohorts but fail to bridge systemic inequities without complementary interventions.

Recognition and Long-Term Influence

The National Council of and Training (NCERT) received significant institutional recognition in September 2023 when the University Grants Commission granted it deemed-to-be-university status, empowering it to independently confer graduate, postgraduate, and doctoral degrees in and related disciplines. This elevation, formalized under the UGC Act, affirms NCERT's stature as a premier research body, allowing expanded academic autonomy beyond its traditional role. Over its six-decade legacy since establishment in 1961, NCERT has laid the foundational architecture for standardized school curricula, with its textbooks and frameworks directly underpinning the (CBSE) syllabus and serving as a template for adaptation by over two-thirds of state boards. This pervasive adoption has fostered nationwide consistency in core subjects, enabling scalable dissemination of educational materials to millions and bolstering formation essential to India's through enhanced foundational and skills. NCERT's approaches have been lauded for their in resource-constrained settings, permitting efficient replication of quality content across diverse geographies without proportional cost escalation. Yet, this centralized model has drawn measured critique for instances of over-centralization, where uniform national prescriptions may insufficiently accommodate regional variations in and context, prompting calls for greater federal flexibility in implementation.

Controversies and Criticisms

Textbook Content and Historical Revisions

In the rationalisation exercise for the 2022-23 , NCERT deleted the Class 12 chapter "Kings and Chronicles: The Mughal Courts (c. sixteenth-seventeenth centuries)," which previously detailed administrative and cultural aspects of Mughal rule, citing content overlap and syllabus reduction to address learning gaps. Similar omissions occurred in Class 7 textbooks by April 2025, removing sections on the and Mughal periods to streamline the narrative toward British colonial and emphasize pre-medieval Indian developments. References to the Partition of India were also shortened or excised in revised Class 12 political science textbooks during the 2023 updates, eliminating descriptions of associated violence and mass displacement that had stated "millions lost their lives" and detailed communal riots, as part of broader content pruning deemed repetitive or advanced for the level. NCERT justified these changes as reducing factual redundancies and aligning with National Education Policy (NEP) 2020 goals for lighter curricula, though critics argued it minimized documented historical casualties estimated at 1-2 million deaths and 14-18 million displaced based on contemporary records. Post-NEP 2020 revisions introduced inclusions highlighting indigenous knowledge, such as techniques in mathematics textbooks for Classes 6-8 starting from the 2025-26 session in aligned state implementations, and references to Ayurvedic concepts alongside ancient units like angula in the new Class 6 science textbook released in 2024. These additions draw from primary Vedic texts to illustrate mathematical and measurement principles, contrasting with pre-2014 editions that focused more on medieval Islamic contributions without equivalent emphasis on ancient Indian systems. Prior to 2014, under the government, NCERT textbooks reflected a Nehruvian historiographical framework that emphasized syncretic Mughal legacies and downplayed invasion-related disruptions, as seen in detailed portrayals of rulers like without parallel scrutiny of temple destructions documented in Persian chronicles like the . Post-2014, under the , four major revision cycles occurred, including 2017 updates and the 2022-23 rationalisation, aiming to incorporate archaeological evidence for Vedic-era continuity and reduce perceived overemphasis on foreign dynasties, with NCERT panels citing primary sources like Rigvedic hymns for cultural assertions. Left-leaning historians have critiqued post-2014 omissions as historical erasure that distorts medieval India's multicultural fabric, potentially biasing students against Islamic heritage. Proponents of the revisions, including some educationists, contend they correct earlier imbalances from the 1960s-2000s editions, which allegedly prioritized Marxist interpretations over empirical data from inscriptions and showing indigenous resistance and contributions. These debates underscore ongoing tensions between chronological comprehensiveness and thematic focus on verifiable causal sequences in India's past.

Allegations of Ideological Bias

Allegations of ideological bias in NCERT's have surfaced across political regimes, reflecting broader debates on historical interpretation and . During the 1960s to 1980s, under Congress-led governments, some observers criticized textbooks for embedding socialist and Nehruvian frameworks that emphasized state interventionism and , often through Marxist lenses that marginalized pre-colonial Hindu contributions and framed struggles in class-based terms rather than cultural continuity. These claims, though less amplified in contemporary mainstream , highlighted a perceived alignment with the era's dominant left-leaning , which prioritized over empirical assessments of indigenous agency. Post-2014, following the BJP's ascent, accusations intensified regarding "saffronisation," with critics alleging systematic infusion of perspectives via revisions that incorporated episodes from epics like the , elevated Vedic scientific claims, and excised references to events such as the 2002 Gujarat riots or demolition. Opposition figures and academics, including those from institutions like the Indian History Congress, described these as distortions advancing a Hindu nationalist agenda, potentially eroding by prioritizing cultural revival over factual neutrality. Defenders, including NCERT leadership and BJP affiliates, counter that such revisions rectify longstanding imbalances from prior eras' overemphasis on Islamic and Marxist narratives, which often romanticized invaders while understating temple destructions or indigenous resistance based on selective primary sourcing. NCERT Director Saklani has dismissed saffronisation charges as misguided, arguing deletions target divisive or pedagogically irrelevant material to cultivate constructive civic values, not ideological conformity. Empirical evaluations through textual audits demonstrate quantifiable shifts, such as reduced coverage of medieval Islamic rulers (e.g., omissions in Mughal chapters) alongside amplified ancient Indian motifs, but interpretations diverge: detractors see partisan rewriting, while proponents cite alignment with archaeological and scriptural primaries over secondary colonial or leftist constructs, framing changes as causal corrections to historical causation rather than . Critics' sources often stem from academia and outlets with documented progressive tilts, potentially heightening sensitivity to rightward adjustments while normalizing earlier left-inflected content. This pattern underscores NCERT's vulnerability to ruling ideologies, yet lacks consensus on metrics for "" beyond partisan claims.

Implementation Challenges and Quality Concerns

The National Council of Educational Research and Training (NCERT) has encountered recurrent delays in textbook printing and distribution, exacerbating access issues for students. In April 2025, revised textbooks for Classes 4, 5, 7, and 8 faced production setbacks, with books for Classes 4 and 7 not available until late April and those for Classes 5 and 8 delayed into May, forcing schools to rely on bridge courses or prior editions at the academic session's start. By 2025, students in regions like still lacked deliveries despite advance payments, highlighting logistical bottlenecks in bulk printing and supply chains. Quality concerns have persisted through factual inaccuracies in NCERT publications. A review identified over 1,300 errors across textbooks, prompting commitments to , though implementation has been uneven. In 2018, despite a directive, only four of 17 acknowledged errors in textbooks for Classes 11 and 12 were rectified. More recently, the 2025 Class 8 history textbook drew criticism for inaccuracies on the , underscoring ongoing vetting gaps. Implementation faces structural hurdles from India's federal education framework, where states often customize or resist full NCERT adoption to align with local needs, resulting in fragmented curricula application. As of 2022, only 23 states fully followed NCERT books through authorized agencies, limiting uniform rollout. Content has been critiqued for urban-centric assumptions, such as English-medium orientations that overlook rural linguistic and contextual realities, hindering relevance in diverse settings. Digital initiatives like and PDF availability have partially offset physical delays by enabling online access, yet rural infrastructure gaps—evident in ASER surveys showing uneven digital penetration—curtail their reach. Annual Status of Education Report (ASER) data reveals persistent low foundational learning outcomes, with rural youth struggling in basic reading and arithmetic despite NCERT's standardized frameworks, as 2024 findings indicated only marginal post-pandemic recovery amid broader efficacy doubts. These metrics question the practical translation of NCERT materials into measurable skill gains, particularly in under-resourced areas.

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