Decoding India’s Education Delivery Machinery: Ideation to Implementation

India’s government controlled education delivery machinery can be broken across 6 key levels: central, state, district, block, cluster, and school. At each level, the government has set-up some key mechanisms and functionaries to drive and implement its mandate under the Constitution of India, the National Education Policy, 2020 and other allied instruments.

Central Level

Ministry of Education (MoE)

The Ministry of Education (MoE) works through two departments: (i) Department of School Education & Literacy which is responsible for development of school education and literacy in the country, and has its eyes set on the “universalisation of education” and making better citizens out of our young brigade; and (ii) Department of Higher Education which is engaged in bringing world class opportunities of higher education and research to the country so that Indian students can compete on an international level. The main objectives of the MoE include: (i) Formulating the National Policy on Education and to ensure that it is implemented in letter and spirit; (ii) Planned development, including expanding access and improving quality of the educational institutions throughout the country; (iii) Paying special attention to disadvantaged groups like the poor, females and the minorities; (iv) Provide financial help in the form of scholarships, loan subsidy, etc to deserving students from deprived sections of the society and (v) Encouraging international cooperation in the field of education to enhance the educational opportunities in the country.
Read More

National Council of Educational Research and Training (NCERT) is an autonomous organisation set up by the Government of India to assist and advise the Central and State Governments on policies and programmes for qualitative improvement in school education. The major objectives of NCERT and its constituent units are to: (i) undertake, promote and coordinate research in areas related to school education; prepare and publish model textbooks, supplementary material, newsletters, journals and develop educational kits, multimedia digital materials, etc; (ii) organise pre-service and in-service training of teachers; develop and disseminate innovative educational techniques and practices; (iii) collaborate and network with state educational departments, universities, NGOs and other educational institutions; (iv) act as a clearing house for ideas and information in matters related to school education; and (v) act as a nodal agency for achieving the goals of Universalisation of Elementary Education.
Read More

National Assessment Centre- PARAKH (Performance Assessment, Review and Analysis of Knowledge for Holistic Development) was set up in National Council of Educational Research and Training (NCERT) as an independent constituent unit, to fulfil the basic objectives of setting norms, standards, guidelines and implement activities related to student assessment.
Read More

National Council for Teacher Education (NCTE), is a statutory body set up with the mandate to achieve planned and coordinated development of teacher education throughout the country and to govern the regulation and proper maintenance of norms and standards for teacher education. The gamut of functions performed by NCTE include (i) key national initiatives such as the Integrated Teacher Education Programme (ITEP), National Professional Standards for Teachers (NPST) and National Mission for Mentoring (NMM); (ii) research and training of students-teachers for equipping them to teach at foundational, preparatory, middle and secondary level of the new school system; and (iii) revision of other teacher education programmes i.e. regulation, curricula and digital architecture.
Read More

National Educational Technology Forum (NETF) is an autonomous body set up to provide a platform for free exchange of ideas on the use of technology to enhance learning, assessment, planning, administration and so on, both for School and Higher Education. The NETF will help facilitate decision making on the induction, deployment and use of technology by providing relevant knowledge and research in this domain (including best practices) to the leadership of education institutions, State and Central Governments. Their ultimate purpose is to identify and strategically drive meaningful use of technology in education.
Read More

Central Advisory Board of Education (CABE) is the highest advisory body to advise the Central and State Governments in the field of education. It is tasked with the mandate of reviewing the progress of education and implementation of education policies and to advise regarding educational development in the country. The CABE also acts as a forum for coordination and exchange of views between Central & State Governments and non-governmental agencies and eminent persons on education policy and progress.
Read More

Central Board of Secondary Education (CBSE) is committed to provide quality education to promote intellectual, social and cultural vivacity among its learners. It works towards evolving a learning process and environment, which empowers the future citizens to become global leaders in the emerging knowledge society. It works on ensuring that educational standards meet the national and global needs through the process of affiliating schools and conducting key examinations such as those for classes X and XII.
Read More

Kendriya Vidyalaya Sangathan (KVS) is responsible to provide, establish, support, maintain, control and manage schools, commonly called ‘Kendriya Vidyalayas’, for the children of transferable employees of the Government of India, temporary population and others including those residing in remote and underdeveloped places in the country and to do all acts and things necessary to promote such schools. It also works with bodies like Central Board of Secondary Education (CBSE) and National Council of Educational Research and Training (NCERT) to initiate and promote experimentation and innovations in education.
Read More

Navodaya Vidyalaya Samiti (NVS) works to establish, endow, maintain, control, and manage schools commonly called Navodaya Vidyalaya’s and to do all acts and things necessary for, or conducive to the promotion of such schools. These Navodaya Vidyalaya’s are located primarily in rural areas, and their students are chosen from an entrance exam currently administered by the Central Board of Secondary Education (CBSE).
Read More

National Institute of Open Schooling (NIOS) was set up to cater to the needs of a heterogeneous group of learners up to pre-degree level. It has the mandate of providing relevant continuing education at school stage, up to pre-degree level through an open learning system as an alternative to the formal education system.
Read More

Central Institute of Educational Technology (CIET) is a constituent unit of the National Council of Educational Research and Training (NCERT), an autonomous organization under the Ministry of Education (MoE) which has the primary aim of promoting educational technology especially mass media singly or in combinations (multimedia packages) to extend educational opportunities and improve quality of educational processes at the school level.
Read More

National Bal Bhavan is an autonomous body under the Ministry of Education (MoE), which aims at enhancing the creative potential of children (between the age of 5-16 years) by providing them various activities, opportunities and common platform to interact, experiment, create and perform according to their age, aptitude and ability in a barrier-free environment.
Read More

National Institute of Educational Planning and Administration (NIEPA) is a deemed university tasked with capacity building and research in planning and management of education. The core activities of the NIEPA include providing technical support to Central and State Governments in educational policy and planning; organizing professional development programmes in educational planning and administration for educational professionals of the country; developing capacity building activities; building meaningful thought leadership in the education policy space; functioning as a clearing house for dissemination of knowledge and information; and providing a forum for exchange of ideas and experiences among policy makers, planners, administrators and academics.
Read More

University Grants Commission (UGC) is mandated with (i) promoting and coordinating university education, (ii) determining and maintaining standards of teaching, examination and research in universities, (iii) framing regulations on minimum standards of education, (iv) monitoring developments in the field of collegiate and university education; disbursing grants to the universities and colleges, (v) serving as a vital link between the State/ Union Territory governments and institutions of higher learning, and (vi) advising the Central and State governments on the measures necessary for improvement of university education.
Read More

State Level

State Departments/Ministries of Education

The State Education Department is the apex authority responsible for steering education policy, planning, and administration at the State/UT level (as the counterparts of the Ministry of Education). They are mandated to provide policy direction and monitoring at their respective state level; prepare concrete, time-bound implementation plans, and participate in relevant implementation committees.

State Councils of Educational Research and Training (SCERTs) are the state counterparts of the NCERT and are set up by the respective states/ union territories themselves as autonomous bodies. Their mandate covers the entire remit of school education in their respective state, including (i) working towards empowering teachers and other educational functionaries to enable them to effectively address the problems of students (ii) creating a framework for parameters to be used by the SSSA’s to put in place standards (for their respective states) that are based on global parameters and reflect best practices in education and (iii) guiding and overseeing the District Institution of Education and Training (DIETs).

The State School Standard Authority (SSSA) is an independent autonomous regulatory body established by each State and Union Territory (UT) to ensure the effective quality self-regulation and accreditation of schools within its jurisdiction which operates with the aim of maintaining and enhancing educational standards across the region, aligning with global best practices and parameters. It was set up to ensure quality education across all stages, to drive an effective self-regulation or accreditation system for schools, including pre-schools, whether private, public, or philanthropic. The SSSA will collaborate with the National Assessment Centre- PARAKH (Performance Assessment, Review and Analysis of Knowledge for Holistic Development) to establish a minimal set of standards for schools.

State Higher Education Councils are set up by states for the promotion and coordination of higher education efforts at the respective state level. They coordinate efforts within the state with those of programmes/initiatives under the aegis of the University Grants Commission (UGC) and the Department of Higher Education.

State Boards of Education are state level counterparts set up by states as their own examination boards to offer state specific syllabi which they have tailored to the specific needs of their states. They are responsible to promote and coordinate secondary education across schools located in the territory of their state including in relation to examinations such as those for classes X and XII.

Directorate of Public Instruction (DPI) is a department set up by respective state governments and is responsible for managing and regulating education within a specific region or state. The DPI is a government body set up to administer, supervise, and implement the state’s policies related to public education and translating government policy into action at the ground level.

State Institute of Educational Technology (SIET) is the state level counterpart of the Central Institute of Education Technology (CIET).

State Textbook Development and Production Corporations are set up by state governments to coordinate and manage preparation and printing of textbooks but work closely with the State Councils of Educational Research and Training (SCERTs) and the National Council of Educational Research and Training (NCERT).

District Level

District Education Officers (DEOs)

District Education Officers (DEOs) are the primary liaisons across the different Government agencies/departments in a district for proper implementation of different policies and programmes in their district. DEOs have a broad mandate including administrative, academic, and financial duties, including budget management and support for teachers.

District Institutes of Education and Training (DIETs) were created by the Government to strengthen elementary education and support the decentralization of education to the district level. They are mandated to look into continuous teacher professional development (including pre-service and in-service teacher education), school improvement programmes, annual academic planning and review.

District Planning Committees are constitutionally mandated committees set up in every State at the district level to consolidate the plans prepared by the Panchayats and the Municipalities in the district and to prepare a draft development plan for the district as a whole (including education).

Block Level

Block Education Officers (BEOs)

Block Education Officers (BEOs) are block level counterparts of District Education Officers (DEOs). They are responsible for monitoring and supervising schools and centers and managing education-related projects at the block level. Their authority stems from their role in the educational administration structure at the sub-district level. Their role involves a direct interlinkage with other institutions, as they are responsible for conducting meetings with Block Resource Centre Coordinators (BRCCs) and Cluster Resource Centre Coordinator (CRCCs), and their work is under the administrative authority of the DEOs.

Block Resource Centres (BRCs) are block level counterparts of Cluster Resource Centres (CRCs). The primary mandates of BRCs are to provide in-service teacher training, offer academic support to teachers and schools, and facilitate community mobilization. BRCs are also responsible for designing and monitoring a Quality Improvement Plan for their block and for providing continuous support and resources to teachers and schools. Their role is a mix of academic, supervisory, managerial, and creative activities aimed at the professional growth of teachers and strengthening school-community ties.

Block Resource Centre Coordinators (BRCCs) are persons responsible for operating and managing their respective Block Resource Centres (BRCs). The BRC Coordinator is essentially an academic coordinator / facilitator at block level who is also responsible for in-service training of teachers and providing guidance to the Cluster Resource Centre Coordinator (CRCCs). They also support with organising and implementing the special training programs pursuant to the RTE Act in their blocks.

Block Resource Persons (BRPs) work with Block Resource Centres (BRCs) and Block Resource Centre Coordinators (BRCCs) to provide academic support to teachers in the block and support the BRCC in the management of the BRCs.

Cluster Level

Cluster Resource Centres (CRCs)

Cluster Resource Centres (CRCs) are set up as central hubs to provide academic, administrative, and technical support to government schools at the cluster level. The jurisdiction of a CRC is typically a cluster of 5-10 schools.

The Cluster Resource Centre Coordinator (CRCC) is an individual who serves as the coordinator for a Cluster Resource Centre (CRC). The CRCC is responsible for preparing the annual work plan, assessing the needs and requirements of their cluster, planning, implementing and monitoring relevant programmes through their CRC.

School complexes/clusters aim to drive greater resource efficiency (including through cross school resource sharing) and more effective functioning, coordination, leadership, governance, and management of schools in the cluster. The School Complex prepares a School Complex Development Plan by consolidating the individual School Development Plans (SDPs) of its constituent schools, with representation from each school through teachers, principals, and members of the School Management Committee (SMC). Typically, a school complex consists of a group of elementary schools, secondary schools and senior secondary schools.

School Level

School Management Committees (SMCs)

A School Management Committee (SMC) is a committee set up with local representation (i.e., elected representatives of the local authority, parents or guardians of children admitted in such school, and teachers) to (a) monitor the working of the school; (b) prepare and recommend school development plan; (c) monitor the utilisation of the grants received from the appropriate Government or local authority or any other source. They will work with schools when building their respective School Development Plans (SDPs).

Teachers and principals are key in shaping the future of our children – and, therefore teaching is also considered as one of the most noble professions. They are also in effect the last mile delivery units as they are responsible for carrying forward the vision of all of our education policies.

Students are individuals attending an institution to secure education. The term ‘parent’ includes the natural, step, or adoptive father or mother of the child, as well as any natural or court-appointed guardian, being the person responsible for the care and custody of that child.

  • MoE
    Ministry of Education (MoE)
    The Ministry of Education (MoE) works through two departments: (i) Department of School Education & Literacy which is responsible for development of school education and literacy in the country, and has its eyes set on the “universalisation of education” and making better citizens out of our young brigade; and (ii) Department of Higher Education which is engaged in bringing world class opportunities of higher education and research to the country so that Indian students can compete on an international level. The main objectives of the MoE include: (i) Formulating the National Policy on Education and to ensure that it is implemented in letter and spirit; (ii) Planned development, including expanding access and improving quality of the educational institutions throughout the country; (iii) Paying special attention to disadvantaged groups like the poor, females and the minorities; (iv) Provide financial help in the form of scholarships, loan subsidy, etc to deserving students from deprived sections of the society and (v) Encouraging international cooperation in the field of education to enhance the educational opportunities in the country.
    Read More
  • NCERT
    National Council of Educational Research and Training (NCERT)
    National Council of Educational Research and Training (NCERT) is an autonomous organisation set up by the Government of India to assist and advise the Central and State Governments on policies and programmes for qualitative improvement in school education. The major objectives of NCERT and its constituent units are to: (i) undertake, promote and coordinate research in areas related to school education; prepare and publish model textbooks, supplementary material, newsletters, journals and develop educational kits, multimedia digital materials, etc; (ii) organise pre-service and in-service training of teachers; develop and disseminate innovative educational techniques and practices; (iii) collaborate and network with state educational departments, universities, NGOs and other educational institutions; (iv) act as a clearing house for ideas and information in matters related to school education; and (v) act as a nodal agency for achieving the goals of Universalisation of Elementary Education.
    Read More
  • PARAKH
    National Assessment Centre (PARAKH)
    National Assessment Centre- PARAKH (Performance Assessment, Review and Analysis of Knowledge for Holistic Development) was set up in National Council of Educational Research and Training (NCERT) as an independent constituent unit, to fulfil the basic objectives of setting norms, standards, guidelines and implement activities related to student assessment.
    Read More
  • NCTE
    National Council for Teacher Education (NCTE)
    National Council for Teacher Education (NCTE), is a statutory body set up with the mandate to achieve planned and coordinated development of teacher education throughout the country and to govern the regulation and proper maintenance of norms and standards for teacher education. The gamut of functions performed by NCTE include (i) key national initiatives such as the Integrated Teacher Education Programme (ITEP), National Professional Standards for Teachers (NPST) and National Mission for Mentoring (NMM); (ii) research and training of students-teachers for equipping them to teach at foundational, preparatory, middle and secondary level of the new school system; and (iii) revision of other teacher education programmes i.e. regulation, curricula and digital architecture.
    Read More
  • NETF
    National Educational Technology Forum (NETF)
    National Educational Technology Forum (NETF) is an autonomous body set up to provide a platform for free exchange of ideas on the use of technology to enhance learning, assessment, planning, administration and so on, both for School and Higher Education. The NETF will help facilitate decision making on the induction, deployment and use of technology by providing relevant knowledge and research in this domain (including best practices) to the leadership of education institutions, State and Central Governments. Their ultimate purpose is to identify and strategically drive meaningful use of technology in education.
    Read More
  • CABE
    Central Advisory Board of Education (CABE)
    Central Advisory Board of Education (CABE) is the highest advisory body to advise the Central and State Governments in the field of education. It is tasked with the mandate of reviewing the progress of education and implementation of education policies and to advise regarding educational development in the country. The CABE also acts as a forum for coordination and exchange of views between Central & State Governments and non-governmental agencies and eminent persons on education policy and progress.
    Read More
  • CBSE
    Central Board of Secondary Education (CBSE)
    Central Board of Secondary Education (CBSE) is committed to provide quality education to promote intellectual, social and cultural vivacity among its learners. It works towards evolving a learning process and environment, which empowers the future citizens to become global leaders in the emerging knowledge society. It works on ensuring that educational standards meet the national and global needs through the process of affiliating schools and conducting key examinations such as those for classes X and XII.
    Read More
  • KVS
    Kendriya Vidyalaya Sangathan (KVS)
    Kendriya Vidyalaya Sangathan (KVS) is responsible to provide, establish, support, maintain, control and manage schools, commonly called 'Kendriya Vidyalayas', for the children of transferable employees of the Government of India, temporary population and others including those residing in remote and underdeveloped places in the country and to do all acts and things necessary to promote such schools. It also works with bodies like Central Board of Secondary Education (CBSE) and National Council of Educational Research and Training (NCERT) to initiate and promote experimentation and innovations in education.
    Read More
  • NVS
    Navodaya Vidyalaya Samiti (NVS)
    Navodaya Vidyalaya Samiti (NVS) works to establish, endow, maintain, control, and manage schools commonly called Navodaya Vidyalaya’s and to do all acts and things necessary for, or conducive to the promotion of such schools. These Navodaya Vidyalaya’s are located primarily in rural areas, and their students are chosen from an entrance exam currently administered by the Central Board of Secondary Education (CBSE).
    Read More
  • NIOS
    National Institute of Open Schooling (NIOS)
    National Institute of Open Schooling (NIOS) was set up to cater to the needs of a heterogeneous group of learners up to pre-degree level. It has the mandate of providing relevant continuing education at school stage, up to pre-degree level through an open learning system as an alternative to the formal education system.
    Read More
  • CIET
    Central Institute of Education Technology (CIET)
    Central Institute of Educational Technology (CIET) is a constituent unit of the National Council of Educational Research and Training (NCERT), an autonomous organization under the Ministry of Education (MoE) which has the primary aim of promoting educational technology especially mass media singly or in combinations (multimedia packages) to extend educational opportunities and improve quality of educational processes at the school level.
    Read More
  • National Bal Bhawan
    National Bal Bhawan
    National Bal Bhavan is an autonomous body under the Ministry of Education (MoE), which aims at enhancing the creative potential of children (between the age of 5-16 years) by providing them various activities, opportunities and common platform to interact, experiment, create and perform according to their age, aptitude and ability in a barrier-free environment.
    Read More
  • NIEPA
    National Institute of Educational Planning and Administration (NIEPA)
    National Institute of Educational Planning and Administration (NIEPA) is a deemed university tasked with capacity building and research in planning and management of education. The core activities of the NIEPA include providing technical support to Central and State Governments in educational policy and planning; organizing professional development programmes in educational planning and administration for educational professionals of the country; developing capacity building activities; building meaningful thought leadership in the education policy space; functioning as a clearing house for dissemination of knowledge and information; and providing a forum for exchange of ideas and experiences among policy makers, planners, administrators and academics.
    Read More
  • UGC
    University Grants Commission (UGC)
    University Grants Commission (UGC) is mandated with (i) promoting and coordinating university education, (ii) determining and maintaining standards of teaching, examination and research in universities, (iii) framing regulations on minimum standards of education, (iv) monitoring developments in the field of collegiate and university education; disbursing grants to the universities and colleges, (v) serving as a vital link between the State/ Union Territory governments and institutions of higher learning, and (vi) advising the Central and State governments on the measures necessary for improvement of university education.
    Read More
  • State Departments/Ministries of Education
    State Departments/Ministries of Education
    The State Education Department is the apex authority responsible for steering education policy, planning, and administration at the State/UT level (as the counterparts of the Ministry of Education). They are mandated to provide policy direction and monitoring at their respective state level; prepare concrete, time-bound implementation plans, and participate in relevant implementation committees.
  • SCERTs
    State Councils of Educational Research and Training (SCERTs)State Councils of Educational Research and Training (SCERTs) are the state counterparts of the NCERT and are set up by the respective states/ union territories themselves as autonomous bodies. Their mandate covers the entire remit of school education in their respective state, including (i) working towards empowering teachers and other educational functionaries to enable them to effectively address the problems of students (ii) creating a framework for parameters to be used by the SSSA’s to put in place standards (for their respective states) that are based on global parameters and reflect best practices in education and (iii) guiding and overseeing the District Institution of Education and Training (DIETs).
  • SSSA
    State School Standards Authority (SSSA)
    The State School Standard Authority (SSSA) is an independent autonomous regulatory body established by each State and Union Territory (UT) to ensure the effective quality self-regulation and accreditation of schools within its jurisdiction which operates with the aim of maintaining and enhancing educational standards across the region, aligning with global best practices and parameters. It was set up to ensure quality education across all stages, to drive an effective self-regulation or accreditation system for schools, including pre-schools, whether private, public, or philanthropic. The SSSA will collaborate with the National Assessment Centre- PARAKH (Performance Assessment, Review and Analysis of Knowledge for Holistic Development) to establish a minimal set of standards for schools.
  • State Higher Education Councils
    State Higher Education Councils
    State Higher Education Councils are set up by states for the promotion and coordination of higher education efforts at the respective state level. They coordinate efforts within the state with those of programmes/initiatives under the aegis of the University Grants Commission (UGC) and the Department of Higher Education.
  • State Boards of Education
    State Boards of Education
    State Boards of Education are state level counterparts set up by states as their own examination boards to offer state specific syllabi which they have tailored to the specific needs of their states. They are responsible to promote and coordinate secondary education across schools located in the territory of their state including in relation to examinations such as those for classes X and XII.
  • DPI
    Directorate of Public Instruction (DPI)
    Directorate of Public Instruction (DPI) is a department set up by respective state governments and is responsible for managing and regulating education within a specific region or state. The DPI is a government body set up to administer, supervise, and implement the state’s policies related to public education and translating government policy into action at the ground level.
  • SIET
    State Institute of Educational Technology (SIET)
    State Institute of Educational Technology (SIET) is the state level counterpart of the Central Institute of Education Technology (CIET).
  • State Textbook Development and Production Corporations
    State Textbook Development and Production Corporations
    State Textbook Development and Production Corporations are set up by state governments to coordinate and manage preparation and printing of textbooks but work closely with the State Councils of Educational Research and Training (SCERTs) and the National Council of Educational Research and Training (NCERT).
  • District Education Officers (DEOs)
    District Education Officers (DEOs)
    District Education Officers (DEOs) are the primary liaisons across the different Government agencies/departments in a district for proper implementation of different policies and programmes in their district. DEOs have a broad mandate including administrative, academic, and financial duties, including budget management and support for teachers.
  • District Institutes of Education and Training (DIETs)
    District Institutes of Education and Training (DIETs)
    District Institutes of Education and Training (DIETs) were created by the Government to strengthen elementary education and support the decentralization of education to the district level. They are mandated to look into continuous teacher professional development (including pre-service and in-service teacher education), school improvement programmes, annual academic planning and review.
  • District Planning Committees
    District Planning Committees
    District Planning Committees are constitutionally mandated committees set up in every State at the district level to consolidate the plans prepared by the Panchayats and the Municipalities in the district and to prepare a draft development plan for the district as a whole (including education).
  • BEOs
    Block Education Officers (BEOs)
    Block Education Officers (BEOs) are block level counterparts of District Education Officers (DEOs). They are responsible for monitoring and supervising schools and centers and managing education-related projects at the block level. Their authority stems from their role in the educational administration structure at the sub-district level. Their role involves a direct interlinkage with other institutions, as they are responsible for conducting meetings with Block Resource Centre Coordinators (BRCCs) and Cluster Resource Centre Coordinator (CRCCs), and their work is under the administrative authority of the DEOs.
  • BRCs
    Block Resource Centres (BRCs)
    Block Resource Centres (BRCs) are block level counterparts of Cluster Resource Centres (CRCs). The primary mandates of BRCs are to provide in-service teacher training, offer academic support to teachers and schools, and facilitate community mobilization. BRCs are also responsible for designing and monitoring a Quality Improvement Plan for their block and for providing continuous support and resources to teachers and schools. Their role is a mix of academic, supervisory, managerial, and creative activities aimed at the professional growth of teachers and strengthening school-community ties.
  • BRCCs
    Block Resource Centre Coordinators (BRCCs)
    Block Resource Centre Coordinators (BRCCs) are persons responsible for operating and managing their respective Block Resource Centres (BRCs). The BRC Coordinator is essentially an academic coordinator / facilitator at block level who is also responsible for in-service training of teachers and providing guidance to the Cluster Resource Centre Coordinator (CRCCs). They also support with organising and implementing the special training programs pursuant to the RTE Act in their blocks.
  • BRPs
    Block Resource Persons (BRPs)
    Block Resource Persons (BRPs) work with Block Resource Centres (BRCs) and Block Resource Centre Coordinators (BRCCs) to provide academic support to teachers in the block and support the BRCC in the management of the BRCs.
  • CRCs
    Cluster Resource Centres (CRCs)
    Cluster Resource Centres (CRCs) are set up as central hubs to provide academic, administrative, and technical support to government schools at the cluster level. The jurisdiction of a CRC is typically a cluster of 5-10 schools.
  • CRCCs
    Cluster Resource Centre Coordinator (CRCCs)
    The Cluster Resource Centre Coordinator (CRCC) is an individual who serves as the coordinator for a Cluster Resource Centre (CRC). The CRCC is responsible for preparing the annual work plan, assessing the needs and requirements of their cluster, planning, implementing and monitoring relevant programmes through their CRC.
  • School Complexes/ Cluster
    School Complexes/ Cluster
    School complexes/clusters aim to drive greater resource efficiency (including through cross school resource sharing) and more effective functioning, coordination, leadership, governance, and management of schools in the cluster. The School Complex prepares a School Complex Development Plan by consolidating the individual School Development Plans (SDPs) of its constituent schools, with representation from each school through teachers, principals, and members of the School Management Committee (SMC). Typically, a school complex consists of a group of elementary schools, secondary schools and senior secondary schools.
  • SMCs
    School Management Committees (SMCs)
    A School Management Committee (SMC) is a committee set up with local representation (i.e., elected representatives of the local authority, parents or guardians of children admitted in such school, and teachers) to (a) monitor the working of the school; (b) prepare and recommend school development plan; (c) monitor the utilisation of the grants received from the appropriate Government or local authority or any other source. They will work with schools when building their respective School Development Plans (SDPs).
  • Teachers & Principals
    Teachers & Principals
    Teachers and principals are key in shaping the future of our children - and, therefore teaching is also considered as one of the most noble professions. They are also in effect the last mile delivery units as they are responsible for carrying forward the vision of all of our education policies.
  • Students & Parents
    Students & Parents
    Students are individuals attending an institution to secure education. The term 'parent' includes the natural, step, or adoptive father or mother of the child, as well as any natural or court-appointed guardian, being the person responsible for the care and custody of that child.