National Council of Educational Research and Training

The National Council of Educational Research and Training (NCERT) is the national organisation that supports improvements in school education through research, curriculum guidance, textbooks and teacher education. Its institutional mandate is to assist and advise the Union and State governments on policies and programmes for the qualitative improvement of school education, rather than to regulate every school or prescribe a single compulsory curriculum nationwide.

Institutional position and mandate

Established in 1961, NCERT is an autonomous organisation under the Ministry of Education. Its curriculum and textbook work forms part of a broader academic and advisory mandate.

• It undertakes, promotes and coordinates research in school education.
• It prepares educational materials, supports teacher training and develops innovative educational practices.
• It works with State educational departments, universities and other educational institutions to improve school education.

Developing curriculum frameworks and syllabi

NCERT develops the National Curriculum Framework, which provides broad guidance on educational aims, subject organisation, teaching approaches and assessment. A framework guides curriculum development; it is not itself a complete syllabus or a set of textbooks.

• A syllabus specifies the content and learning expectations for a subject or stage, while a textbook is one resource for teaching that syllabus.
• Curriculum development draws on educational research and consultation with subject experts, teachers and other stakeholders.
• NCERT's curriculum guidance emphasises connecting learning with children's experiences and moving beyond rote memorisation.
• National guidance allows scope for local knowledge, languages and differing social and cultural contexts.

Preparing textbooks and learning materials

NCERT prepares and publishes model textbooks, supplementary materials and other educational resources. Textbook development translates curricular aims into explanations, activities and exercises appropriate to learners' stages of development.

• Textbooks should support conceptual understanding and inquiry rather than merely supply information for recall.
• The National Curriculum Framework 2005 treats textbooks as one component of learning, not as the sole source of classroom knowledge.
• Educational materials should address diversity and avoid reinforcing social prejudice or exclusion.

Adoption and institutional boundaries

NCERT's academic role is distinct from the functions of school examination boards and State education authorities. Its frameworks and textbooks influence school education, but their adoption and implementation depend on the relevant authorities.

• States can develop their own curricula and textbooks, drawing on national guidance while addressing regional needs.
• NCERT does not conduct school-leaving board examinations or award their certificates.
• Classroom implementation also requires teacher preparation, suitable learning resources and assessment aligned with curricular aims.