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Evaluation Report Pandit Madan Mohan Malviya National Mission on Teachers

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Technical Report · January 2017

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Evaluation Report

Pandit Madan Mohan Malviya National Mission on Teachers and

Teaching (PMMMNMTT) Scheme: An Evaluation

N.V.Varghese
Anupam Pachauri
Sayantan Mandal

Centre for Policy Research in Higher Education (CPRHE)

National University of Educational Planning and Administration
17-B, Sri Aurobindo Marg
New Delhi- 110016
http://cprhe.nuepa.org

January 2017
 Acknowledgements
This evaluation study on Pandit Madan Mohan Malviya National Mission on Teachers and
Teaching (PMMMNMTT) scheme is under taken by the CPRHE/NUEPA at the request of
MHRD. We have benefitted from the interactions with various colleagues and functionaries
while preparing the report. We gratefully acknowledge all those who helped us shape the report
in this form.
We would like to thank Mr. Rakesh Ranjan, Joint Secretary, Higher Education, MHRD and
Mission Director, PMMMNMTT for giving CPRHE/NUEPA the opportunity to carry out the
study. We thank Dr. Shakila Shamsu, OSD (NEP), Higher Education, MHRD (PMMMNMTT)
for her guidance, support and keen interest at every stage in the progress of the study.
We remain grateful to Professor J.B.G. Tilak, Vice Chancellor, National University of
Educational Planning and Administration (NUEPA) for his encouragement and advice. We
would also like to thank Shri Basavaraj Swamy, Registrar and his team for their support in
facilitating the study and the report.
The study is based on the information collected from various sources. The institutions
implementing the scheme were very cooperative and helpful to send back the filled in
questionnaire and to provide information during our visits.
The MHRD officials and the consultants provided us with all the help required to carry out and
complete the study. Two of them, namely, Dr. Sajjad and Ms. Ameesha Oberoi were closely
interacting with us on a regularly during the study period. Ms. Nivedita Sarkar and Ms. Anubha
Rohatgi (Junior Consultants, CPRHE/NUEPA) helped us in data compilation and analysis. We
would like to gratefully acknowledge their support.
Ms. Anjali Arora extended all support to facilitate the carrying out of the study. Ms. Monica
Joshi extended help for formatting the report. We gratefully acknowledge her support to the
efforts to prepare this report.

30 January 2017 N.V. Varghese

Anupam Pachauri
Sayantan Mandal

i
 Executive Summary
The Pandit Madan Mohan Malviya National Mission on Teachers and Teaching (PMMMNMTT)
is a scheme addressing issues related to teaching and teacher development to improve quality of
higher education in India. The scheme was introduced during the Twelfth Five Year Plan
(2012-17) and was formally launched by the Hon‟ble Prime Minister on 25th December, 2014.
The Scheme is now under implementation in 42 institutions. The sunset date for the scheme is
March 2020. The continuation of the scheme beyond March 2017, however, is subject to a third
party evaluation. At the request of MHRD, the CPRHE/NUEPA undertook the evaluation study.
The PMMMNMTT is a major reform initiative and it plays a crucial role in enhancing learning
outcomes and improving the quality of higher education. The scheme in its implementation has
succeeded in mobilizing a large number of high quality academics and top ranking institutions of
India to lead academic changes in higher education. It is important that such a scheme is
supported, continued and made regular programme in the higher education sector.
The implementation of this scheme is guided by the guidelines prepared by the MHRD. The
guidelines are comprehensive and respect the autonomy of institutions to innovate and design
programmes under various components. The institutions implementing the scheme are very
happy with the MHRD team for their support and prompt responses.
The transfer of financial resources from MHRD to the implementing institutions seems to be fast
process. However, delays take place in the transfer of resources within the institution from the
university to the project. The institutional procedures and processes, in fact, delayed
implementation in many instances. The MHRD may transfer funds to the project account directly
with some degree of freedom for the project coordinator to withdraw the amount, utilize it as
per the budgeted heads, re-appropriate the funds in limited cases.
The uncertainty regarding continuity of the scheme beyond March 2017 acts constraint to plan
for various programmes which need long term commitment. One of the reasons for slow
progress of implementation of components such as SOEs is this uncertainty. A related issue is
engaging the staff on contract basis to implement the scheme. The rules and regulations in the
institutions delay staff engagement even on a temporary basis and implementation of the scheme.
Another factor delaying staff engagement is the uncertainty regarding the duration of
appointment and security of jobs. The programme can attract good candidates only when there is
a guarantee regarding job security. The programme envisages mobilization resource persons
from outside the implementing institutions. It may be useful to prepare a list of experts which
will help widen the involvement of larger pool of experts in the design, review and overall
implementation of programmes under this scheme. Similarly, there is scope for revising the
remuneration indicated for the resource persons since some of the institutions feel that the
remuneration is inadequate to attract highly qualified resource persons.
It is reported that getting participants for many of the programmes is a difficult task. Many
universities are not keen to nominate faculty members to participate in the programme since they
are not prescribed by the UGC or government. The participants are not keen to attend

ii
programmes since they do not get the API scores by attending the programmes under this
scheme. There is a need for getting the programmes under the scheme prescribed the by
regulators to get nominations and also to ensure that API scores are awarded to the participants.
Another related issue is the cost of participation. There is a need to ensure that the cost of travel
and stay of participants are borne by the organizing institution.
The MHRD has been organizing workshops to exchange experiences of the implementation of
the scheme under different components. These workshops are found to be very useful. Such
workshops and provision for regular interactions and networking among institutions
implementing the programme may be organized on a regular basis. This will also help avoiding
duplication of programmes under the same component.
MHRD may take necessary steps to disseminate the information regarding various programmes
organized under different components. Developing a common portal where all components are
represented will be a good idea to experiment with.

iii
 List of Abbreviation
AICTE All India Council for Technical Education
AMU Aligarh Muslim University
API Academic Performance Indicator
ASCI Administrative Staff College
BHU Banaras Hindu University
BOAT Board of Apprenticeship Training
C&AG Comptroller and Auditor General
CABE Central Advisory Board Of Education
CALEM Centre for Academic Leadership and Education Management
CESME Centre for Excellence in Science and Mathematics Education
CIM Chartered Institute of Marketing
CIT Central Institute Of Technology
CNC Computerized Numeric Control
CPRHE Centre for Policy Research in Higher Education
CREATES Centre for Research in Advanced Technology for Education in Sciences
CU Central University
DEC Distance Education Council
EC Executive Committee
EdCIL Educational Consultants of India Ltd
EFC Expenditure Finance Committee
FDC Faculty Development Centres
GER Gross Enrolment Ratio
HRDC Human Resource Development Centre
ICT Information and Communication Technology
IGNOU Indira Gandhi National Open University
IGNTU Indira Gandhi National Tribal University
IIITDM Indian Institute of Information Technology, Design and Manufacturing
IIM Indian Institute of Management
IISc Indian Institute of Science
IISER Indian Institute of Science Education and Research
IIT Indian Institute of Technology
IoT Internet of Things
ISMU Indian School of Mines University
MA Master of Arts
MHRD Ministry of Human Resource and Development
MMDC minority managed degree colleges
MOOC Massive Open Online Course
NCERT National Council of Educational Research and Training
NCTE National Council for Teacher education

iv
NERIST North Eastern Regional Institute of Science and Technology
NET National Eligibility Test
NGO Non-Government Organization
NIFFT National Institute of Foundry and Forge Technology
NIT National Institute of Technology
NITTR National Institute of Technical Teacher Training and Research
NUEPA National University of Educational Planning and Administration
OLS Open Learning Systems
OSD Officer on Special Duty
PAB Project Approval Board
PFMS Public Fund Management System
PMMMNMTT Pandit Madan Mohan Malviya National Mission on Teachers and Teaching
RA Research Associate
RF Radio Frequency
SC Screening Committee
SLIET Sant Longowal Institute of Engineering & Technology
SOE School of Education
SPA School of Planning and Architecture
TA/DA Travelling Allowance/Dearness Allowance
TEMPT Technology Enabled Modular Proactive Teaching
TLC Teaching Learning Centre
ToR Terms of Reference
TSG Technical Support Group
UC Utilization Certificate
UG Under Graduate
UGC University grants Commission
VC Vice Chancellor

v
 List of Tables and Pictures
Table 1: Components of the Scheme
Table 2a: Number of Institutions Expected and Approved Under Different Components of the
Scheme
Table 2b: Proposals Examined in Eight PABs of the PMMMNMTT Scheme
Table 3: List of Institutions by Different Components under PMMMNMTT
Table 4a: Financial Achievements
Table 4b: Fund Release under PMMMNMTT for the F.Y. 2016-17 (01.04.2016 to 31.12.2016)
Table 4c: Fund Release under PMMMNMTT for the F.Y. 2015-16Table 5: Fund Utilization
under PMMMNMTT
Picture 1: Map showing geographical distribution of approved institutions- PMMMNMTT

vi
 Contents
Acknowledgements ...................................................................................................................................... i
Executive Summary .................................................................................................................................... ii
List of Abbreviation ................................................................................................................................... iv
List of Tables and Pictures ........................................................................................................................ vi
1. Introduction ............................................................................................................................................ 1
2. Higher education and the teaching-learning context in India ............................................................ 2
2.1 Massification of Higher Education ..................................................................................................... 2
2.2 Massification and teaching-learning process in higher education ...................................................... 2
2.3 Teachers for improving quality in higher education ........................................................................... 3
3. The Scheme: Pandit Madan Mohan Malviya National Mission on Teachers and Teaching
(PMMMNMTT) ..................................................................................................................................... 5
3.1 The objectives of the scheme .............................................................................................................. 5
3.2 The components of the scheme ........................................................................................................... 6
3.3 Application and approval processes .................................................................................................... 7
3.4 The management structure of the scheme ........................................................................................... 7
3.5 Geographical distribution of schemes and implementing institutions .............................................. 10
4. Methodology and Sources of Information .......................................................................................... 13
5. Implementation of the Scheme: A Quick Assessment of Various Components .............................. 15
5.1 Component 1: Schools of Education (SOE) ..................................................................................... 15
5.2 Component 2: Centres of Excellence for Curriculum and Pedagogy ............................................... 17
5.3 Component 3: Teaching Learning Centres ....................................................................................... 19
5.4 Component 4: Faculty Development Centres ................................................................................... 23
5.5 Inter-University Centres for Teacher Education ............................................................................... 24
5.6 Innovations, Awards, Teaching Resource Grant including Workshops and Seminars ..................... 24
5.7 Subject Networks for Curricular Renewal and Reforms................................................................... 27
5.8 National Resource Centre for Education /Higher Education Academy ............................................ 28
5.9 Academic Leadership: Institutes of Academic Leadership and Education Management (5 Nos.) ... 28
6. An Assessment of the Management Structure and Fund Flow at the Institutional Level .............. 30
6.1 The Governance Structure of the Projects at the Institutional Level ................................................ 30
6.2 Allocation and Utilization of Funds .................................................................................................. 31
7. Overall Assessment of Implementation of the Scheme ...................................................................... 36
Annexure.................................................................................................................................................... 43
References .................................................................................................................................................. 49
 Pandit Madan Mohan Malviya National Mission on Teachers and Teaching
(PMMMNMTT) Scheme: An Evaluation

1. Introduction
The Pandit Madan Mohan Malviya National Mission on Teachers and Teaching (PMMMNMTT)
is a scheme designed to reinforce teacher competencies and teaching learning practices to
improve quality of higher education in India. It comprehensively address all issues related to
teachers, teaching, teacher preparation, professional development, curriculum design,
developing student assessment and evaluation methodology, research in pedagogy and
developing effective pedagogy.
The scheme was approved and implemented during the Twelfth Five Year Plan (2012-17). The
scheme was approved by the Expenditure Finance Committee (EFC) in its meeting on 18
December 2014 and was formally launched by the Hon‟ble Prime Minister on 25th December,
2014. The Scheme is now under implementation in 42 institutions.
The PMMMNMTT scheme is implemented and monitored through an institutional structure,
which comprises of Executive Committee, Project Approval Board, Screening Committee,
National Project Directorate and Technical Support Group at the central level. The Mission
Secretariat, headed by the Joint Secretary and supported by the OSD, is located within the
MHRD and it supports and coordinates all the activities of the scheme. The Mission Secretariat
is assisted by the Technical Support Group (TSG) in managing the implementation of the
scheme.
The Twelfth Plan is coming to an end by the end of March 2017. The sunset date for the scheme
is March 2020. However, continuation of the scheme beyond March 2017 is subject to an
evaluation of the scheme. The ministry of Finance stipulated that the evaluation should be done
by a third party. The MHRD requested NUEPA to undertake the evaluation exercise. The
CPRHE/NUEPA undertook the study. The scheme is at its initial stages of evaluation and
therefore, it is too early to evaluate the implementation of the scheme. The time provided for the
evaluation is just over a month. These two limitations may be kept in mind while reading the
evaluation report.
The plan of presentation of the report is as follows. The next section discusses the higher
education context and the role of teachers and teaching learning process in enhancing quality of
higher education. Section 2 presents the scheme and its various components, management
structure to implement the scheme and geographical spread of institutions implementing the
scheme. Section 3 discusses the methodology and sources of information relied on to prepare this
evaluation report. Section 4 examines the implementation of the scheme in each of the
institutions. Section 5 provides an overall assessment of the implementation of the scheme.
Section 6 concludes the Evaluation report by specifying the possible intervention points to take
actions for further improvement of the scheme.

1
 2. Higher education and the teaching-learning context in India
2.1 Massification of Higher Education
After decades of slow growth and low enrolment ratios, the higher education sector in India
experienced accelerated growth and fastest expansion in this century. Higher education
enrolment increased from 8.8 million in 2001-02 to around 34.0 millions in 2014-15 and the
gross enrolment ratio (GER) increased from 8.1 to 23.6 per cent. India entered a stage of
massification of higher education in this century (Varghese, 2015a; Varghese and Jinusha, 2015).
Further, with around 800 universities, 40 thousand colleges, 1.4 million teachers and 34.0 million
students, India has the second largest higher education system in the world.
The massive expansion is also accompanied by a high degree of diversification of the system.
The institutional diversification is reflected in terms of central and state universities in the public
sector and government colleges, aided colleges and unaided colleges in the collegiate segment.
The growth of private universities which also adds to the diversification process is a very recent
phenomenon. As of now, a major share of institutions and student enrolment is in private higher
education institutions.
The open learning systems (OLS) also helped expanding the higher education sector in India.
The establishment of Indira Gandhi National Open University (IGNOU) in Delhi followed by
similar efforts by many state governments, increased OLS share in student enrolment in higher
education in India. The latest to enter the scene is MOOCs, which provide access to many
courses, mostly free of cost. India at present enrolls the second largest number of students in the
MOOC courses after the USA. The MHRD has launched a web portal SWAYAM where MOOC
courses are available. The initiatives by MHRD, no doubt, will increase the demand for and
enrolment in MOOC courses by Indian students.
The massification process also resulted in the diversification of student body. The students
belonging to different religious orientations and caste groups, from poor families in rural areas,
and speaking minority languages co-exist with students from the traditional elite backgrounds.
The new group of entrants bring along with them varying socio-economic and cultural
experiences, pre-college credentials and aspiration levels. Even when public policy promotes
diversity, the institutional structures and processes are rooted in traditional forms of response
centred around prejudices and exclusionary behaviour leading to contestations in the campuses
(Sabharwal and Malish, 2016a; 2016b).
2.2 Massification and teaching-learning process in higher education
The massification of the system and diversification of the student body pose challenges for
enhancing quality of higher education in India. The role of teachers and teaching learning
process are crucial factors influencing quality of higher education. The quality of an education
system is limited by the quality of its teachers. The good teachers know what to teach, how to
teach and how to improve student learning. Teachers need to hold core values in their
commitment to the profession and in their response to diversity and integrity, need to enhance

2
core competencies (communication skills), functional competencies, and technical knowledge
and skills.
For an effective teaching learning process the system needs teachers who are grounded in content
knowledge, pedagogic knowledge and technical knowledge. In the class room situation the
teacher is no longer just a pedagogue but also a good manager of the classroom and a facilitator
of learning. The students expect teaching to become more flexible. The teacher needs to address
the concerns of each student and their varying levels of socialization and differences in abilities
to learn.
The context and nature of teaching and learning is changing. „Teaching is not talking and
learning is not listening‟ (Darling-Hammond, 1995). Teaching in the present context requires
deeper knowledge in the domain and a wide repertoire of teaching strategies to suit the learning
requirements of varying social milieu of students, coming from diverse background. The
diversity in the classrooms makes the traditional „whole class instruction‟ less practical as a
dominant mode of teaching.
Diversity demands flexibility in instructional methods in the class rooms. In massified situations,
the responsibilities of teachers demand them to recognize diversity of students to provide equity
in learning opportunities to achieve enhanced learning outcomes. The teacher becomes more of a
manager and facilitator of the learning process than the teaching process. The role of the teacher
needed to change from information providers to learning facilitators. There are no effective
formal national systems and institutional mechanisms to support teaching faculty development in
India (British Council, 2014).
The technology has revolutionized teaching learning processes. Teaching used to be seen in
terms of a dyadic relationship in a synchronic fashion at a time and in a place. The technology
has changed this notion of teaching and learning. The teaching and learning process has become
asynchronous, anonymous and invisible (Varghese and Mandal 2016; Mandal, 2016). Teachers
and students need not have to see each other face-to-face, may not need a class room either. The
teachers and students now have access to on-line resources to supplement, if not substitute, the
traditional class room teaching-learning processes.
2.3 Teachers for improving quality in higher education
Improvement in quality of teachers is critical to improving quality and learning outcomes in
higher education. Unfortunately, Indian higher education faces shortage of teachers. This
shortage of teachers has two dimensions, namely, quantitative and qualitative. The recruitment of
teachers has not kept pace with the massive expansion of the sector. Further, a good share of the
sanctioned teaching positions are lying vacant in many colleges and universities. Given the
expansion trends, the problem of quantitative shortages of teachers may aggravate in the coming
years unless large scale recruitments take place.

3
The problem of shortage of quality teachers has been a challenge in India (Sen, 2011). The
Committees and Commissions appointed in independent India articulated the central role of
teachers in higher education (Mathew, 2016), shaping minds of students and fulfillment of higher
education objectives. The National Commission on Teachers (1985) recommended a rigorous
merit-based selection of higher education teachers. The National Policy on Education (1986)
reiterated the emphasis on recruitment of competent teachers and in-service training of teachers.
The academic staff colleges were established following the recommendation of the NPE 1986.
The concerns for teacher development in school education have also been addressed. The
National Curriculum Framework for Teacher Education 2009 was developed by the National
Council for Teacher Education (NCTE) in view of the National Curriculum Framework (NCF)
2005 and the Right to Education Act 2009. Following this, NCTE has revised regulations for
grant of recognition and norms and standards for various teacher education courses.
The University Grants Commission constituted a Committee under the Chairmanship of
Professor R.C. Mehrotra which submitted its report in 1986. The Committee recommended for
qualifying at the national test to become eligible to be recruited as teachers in higher education
institutions. The Committee also prescribed minimum qualifications to ensure the quality of
those recruited as teachers. Subsequently a test - National Eligibility Test (NET) was introduced
in 1989. It has become compulsory to have NET and/or a doctoral degree to become a higher
education teacher in India (Mitra, 1993).
The CABE Committee on Autonomy of Higher Education Institutions (2005) recommended that
NET examination be made compulsory for those without a Ph.D. degree and that periodic in-
service training of teachers must be made compulsory. The Yashpal Committee (2009) also
highlighted the importance of teacher education. In its report, the Committee emphasised on the
necessity to enhance the quality of teacher education within higher education and recommended
for full-fledged orientation programmes for teachers in colleges and universities.
Although there have been criticisms against NET examinations, it is generally agreed that NET
has served a useful purpose by ensuring standards for recruiting teachers in higher education
(Ahmad, 2008; Sharma, 2008; Verma, 2007). The CPRHE at the request of the UGC carried out
a study on the NET (Varghese, Malik and Gautam, 2015) which shows that the NET
examination is highly competitive and the pass per cent is invariably below 5 per cent. The
introduction of API scores indicates the importance of higher education teachers attending in-
service programmes to keep abreast with developments in their respective domains of
specialisation.
The selection of highly qualified teachers need not necessarily translate into effective classroom
transactions and improved quality unless they are oriented to pedagogical practices and to better
managing of students and class rooms. The role of the teacher changed from that of a provider
of information to that of a facilitator and manager for enhancing the knowledge levels and
analytical capacities of students. Therefore, there is a need for programmes for teacher

4
development, improving learning conditions in the class rooms and increase opportunities for
continuous professional development.
This forms the context for the Government of India to launch special and focused programme for
teacher development. The Scheme titled Pandit Madan Mohan Malviya National Mission on
Teachers & Teaching (PMMMNMTT) was launched during the XII Plan with an outlay of INR
900 crore. The Mission envisages to comprehensively address all issues related to teachers,
teaching, teacher preparation and professional development. It is expected to result in developing
a strong professional cadre of teachers by setting performance standards and creating top class
institutional facilities for innovative teaching and professional development of teachers.
3. The Scheme: Pandit Madan Mohan Malviya National Mission on Teachers and
Teaching (PMMMNMTT)
3.1 The objectives of the scheme
The Twelfth Plan envisaged that, in recognition of the central role of teachers in improving
academic quality, a National Mission on Teachers and Teaching would be launched. The 274 th
Report of the Departmental Parliamentary Standing Committee felt that the national mission is a
step in the right direction and requested MHRD to take immediate steps to establish the national
mission. The Pandit Madan Mohan Malviya National Mission on Teachers & Teaching
(PMMMNMTT) was apprised and approved by the Expenditure Finance Committee (EFC) in its
meeting on 18 December 2014. The Scheme was formally launched by the Hon‟ble Prime
Minister on 25th December, 2014.
The PMMMNMTT will be an umbrella scheme which will create synergies among the various
ongoing initiatives on Teachers and Teaching under Ministry of HRD and other autonomous
institutions dealing with all levels of education. It will comprehensively address all issues
related to teachers, teaching, teacher preparation, professional development, curriculum design,
developing assessment & evaluation methodology, research in pedagogy and developing
effective pedagogy. The approach of the mission will be holistic to deal with the whole sector of
education at all India level.
The objectives of the Mission include:
i. Coordinated approach to holistically address issues related to teachers, teaching and
research on pedagogical issues.
ii. Strengthen institutional mechanisms for augmenting training and domain knowledge
development of faculty and their periodic assessment for excellence.
iii. Empower teachers through training to develop generic skills, pedagogical skills, ICT and
technology skills.

5
The mission is expected to achieve:
a) Orientation and training of one lakh teachers covering school and higher education
sectors.
b) Creating good base for teacher educators and create excellence in faculty for academic
leadership positions.
c) Create around 88 institutional structures and subject based networks.
3.2 The components of the scheme
The Scheme envisages to focus on the following seven components: i) 30 Schools of
Education (in Central Universities); ii) 50 Centres of Excellence for Curriculum and
Pedagogy(these include Centres of Excellence in Science and Mathematics Education (CESME),
Teaching Learning Centres (TLCs) and Faculty Development Centres (FDCs); iii) 2 Inter-
University Centres for Teachers‟ Education; (iv) one National Resource Centre for Education;
(v) 5 Centres for Academic Leadership and Education Management (vi) Innovations, Awards,
Teaching Resource Grant, including Workshop & Seminar (vii) Subject Networks for Curricular
Renewal and Reforms.
While the components such as Schools of Education, Centres of Excellence and Inter University
Centres are institution based, components such as innovations, awards and teacher resource
grants are individual oriented, components such as subject networks and national resource centre
are network based and others are academic leadership oriented.
Table 1: Components of the Scheme
Cost Estimates
S. No Details of the components
(INR In crore)
1 30 Schools of Education 350.00
2 50 Centres of Excellence for Curriculum and Pedagogy to be
selected on Competitive basis (with necessary emphasis on 330.00
science and mathematics)
3 2 Inter-University Centres for Teacher education 40.00
4 National Resource Centre 45.00
5 5 Centres for Academic Leadership and Education
45.00
Management
6 Innovation, Awards, Teaching Resource Grant including
40.00
Workshop & seminar
7 Subject Networks for Curricular Renewal and Reforms 5.00
8 Administration and incidental Expenses @ 5% 45.00
Total 900.00

6
3.3 Application and approval processes
The implementing agency of the scheme is the Ministry of Human Resource Development,
Department of Higher Education. Therefore, the notification of the scheme and the approval
process is facilitated by the MHRD.
After the formal launch of the Scheme „Pandit Madan Mohan Malaviya National Mission on
Teachers and Teaching‟ on 25th December 2014 by the Hon‟ble Prime Minister of India, the
scheme was widely disseminated. To provide information and facilitate circulation on a wider
scale a letter (F.No.3-1/2015-PN.II) dated 15th may 2015 was sent to all the directors of centrally
funded institutes such as IITs, IIMs, IISERs, NITs, IIITMs, NITTRs, ISMU, NIFFT, NITIE,
SPAs, SLIET, NERIST, CIT and BOATs). Along with them, in order to attract proposals from
the central, state and the supported private institutions, the letter was circulated to the Chairman
of UGC, AICTE, Director, NCERT and NUEPA to disseminate the information to the concerned
institutions at pan-India level.
The scheme is notified to the central universities and is posted on the MHRD website. The
guidelines of the scheme were made available on the MHRD website. The institutions submit
their proposal to the MHRD which are reviewed by a Screening Committee and forwarded to the
PAB, if found suitable. The institutions are then invited to present the proposal in the subsequent
PAB meeting. Based on the quality of the proposal, the PAB may reject/ accept or suggest
changes in the project proposal. The revised proposals are to be discussed during the following
PAB for final approval. There have been eight PAB meetings till date (see Annexure).
3.4 The management structure of the scheme
The PMMMNMTT scheme is implemented and monitored through an institutional structure,
which comprises of Executive Committee, Project Approval Board, Screening Committee,
National Project Directorate and Technical Support Group at the central level.
Executive Committee (EC): The Executive Committee is the highest body setting the contours
of operation within and the MHRD and coordination with the other allied Ministries of the
Government of India. The Union Minister of HRD chairs the EC. The members of the EC
include Secretaries of the MHRD Departments of Higher Education, School Education and
Literacy and other allied departments as members such as Planning and Expenditure. It also
includes representatives from the UGC, AICTE, NCTE, DEC, NCERT and NUEPA along with
some experts from the area of university and school education sector.
The Terms of Reference (ToR) for the EC are the following:
 Provide directions for programme formulation and implementation framework for the
Mission.
 Periodic review of the outcomes and general monitoring of the Mission as a whole.

7
  Coordination between various central ministries and between the Centre, States and
NGOs etc.
 Addition/alteration of powers and functions of any committee under the Mission.
 Decisions regarding delegation of powers to various committee/ authorities/functionaries
involved in the Mission.
Project Approval Board (PAB): A project approval board (PAB) under the EC was formed on
February 27, 2015. The PAB have the full authority for sanctioning Projects to the state level and
other bodies for implementing the new programs to be initiated under the Mission. The PAB is
directly responsible to review and approve the proposals received from different institutions. The
PAB is also responsible for sanctioning new proposals and evaluate the progress of the projects
in different institutions. Creating a feedback system among the ongoing and new projects and
make recommendations to the EC on matters of importance is also on the PAB mandate.
The PAB is co-chaired by the secretary (HE) and the secretary (SE&L) and the members also
include renowned experts from academia and administration, apart from the representatives from
Department of Expenditure, Planning Commission, UGC, AICTE and other allied departments.
The Terms of Reference (ToR) of the PAB are:
i) To sanction new proposals, under different component of the scheme and to evaluate the
progress in components being implemented by different institutions.
ii) Coordination to ensure smooth flow of resources.
iii) To enable execution and integration of deliverables
iv) To facilitate coordinated implementation of new proposals with the existing/ongoing
Schemes and Projects.
v) To create a feedback system among ongoing and new proposals under the Mission.
vi) To make recommendations to the Executive Committee on matters of importance.
vii) Any other matter identified by the Executive Committee.
The PAB met eight times between 2015 and January 2017. The eighth meeting was held on 24
January 2017. The MHRD has received a total of 96 proposals till date. The PAB has approved
42 proposals. (See the Table 2a and 2b for details)
Screening Committee (SC): During the 2nd PAB meeting held in August 2015, it was observed
that MHRD is receiving a large number of proposals from different institutions across the
country. To facilitate the process, and to ensure quality, a Screening Committee (SC) was
constituted to further examine the proposals in the light of the guidelines. The scrutiny by the
SC is at the initial stages to examine the proposals for its quality. The proposals go to the PAB
after screening by the committee.

8
The SC is constituted with the representatives from the MHRD, UGC, NUEPA, NCTE and
NCERT. The committee examines the proposals as per its mandate. Those proposals found
suitable are referred to the PAB. For example, it can be seen from Table 2b that the MHRD
received a total of 107 proposals and only 42 proposals were approved by the PAB.
Table 2a: Number of Institutions Expected and Approved Under Different Components of
the Scheme
Total institutes limit as per Total approved
Name of the Component Difference (A-B)
guidelines (A) institutes (B)
School of Education 30 8 22
Centre for Excellence in
5 3 2
Science and Mathematics
Teaching Learning Centres 25 16 9
Faculty Development Centre
20 4 16
(20 Nos.)
Innovations, Awards and
(Scheme Total Limit: As
Teaching Resource Grant/ 5
Support for faculty including decided by the PAB)
Workshops and Seminars
Subject Networks for
(Scheme Total Limit: As
Curricular Renewal and 2
decided by the PAB)
Reforms (SBN)
Institutes of Academic
Leadership and Education 5 4 1
Management
Total 88 42 50
The proposals under Innovations & Awards component and SBN are decided by the PAB and there is no set
target of numbers. Therefore, for calculating the difference in the target, we have not considered the number of
proposals approved under these two components.

Table 2b: Proposals Examined in Eight PABs of the PMMMNMTT Scheme

Total No. of Proposals Examined in Seven PABs Approved Not Approved
99+8= 107 42 63*
* Two institutes were advised to develop and resubmit a joint proposal.

Mission Secretariat: The Mission secretariat is located within the MHRD and supports and
coordinates all the activities under the Mission‟s purview including the ongoing and new
schemes/projects. The Mission Secretariat is responsible for organizing the meetings and
activities of the EC and the PAB. The Mission Secretariat is headed by the Mission Director who
is the Joint Secretary (Planning) in the Department of Higher Education. The Mission Director is
assisted by the Technical Support Group (TSG) in managing the affairs of the proposed mission.

9
Mission Director: As stated previously, the Joint Secretary (Planning) in the Department of
Higher Education, MHRD is designated as National Mission Director for the PMMMNMTT
scheme. The Mission Director takes all the necessary action, under the guidance of the Mission
Authority and PAB to create necessary institutional structures and support mechanisms to
administer the scheme.
Officer on Special Duty - OSD (PMMMNMTT): The OSD (NEP) is heading the
PMMMNMTT scheme at the national level and serves as a central coordinating officer for the
implementation of the programme.
Technical Support Group: The administration of the scheme is through a Technical Support
Group (TSG) set up by the MHRD through the Educational Consultants of India Ltd. (EdCIL).
The responsibilities of the EdCIL include providing support on various aspects which include
coordinating activities, organising meetings, seminars, workshops, studies, visits, managing
media outreach activities and any other logistic support as may be required in connection with
the monitoring & implementation of the PMMMNMTT scheme. The TSG also provides strategic
support to the concerned stakeholders for implementing the Mission and to conduct research and
evaluation of the scheme.
The TSG consists of one Program Coordinator, Junior, Senior and Chief Consultants along with
the office staff for effective and smooth implementation of the scheme. To reiterate, the TSG
provides evidence based support to the National Mission Directorate, MHRD, in the
implementation of the scheme. It serves as a think tank by providing support to the Ministry by
Ensuring robust monitoring and oversight of the scheme; Monitoring flow of funds and
information; Conducting evaluation studies.
3.5 Geographical distribution of schemes and implementing institutions
The map below (Picture 1) gives the geographical distribution of the institutions approved to
implement different component of the programme. Table 3 gives details about the institutions
implementing each of the components of the programme. It can be seen from the map and from
Table 3 indicating that the scheme is implemented by the institutions located across geographical
regions of the country.

10
 Picture 1: Map showing geographical distribution of approved institutions- PMMMNMTT1

1
The map reflects the distribution of the institutions with approved proposals across the components of the
PMMMNMTT scheme till 7th PAB.

11
 Table 3: List of Institutions by Different Components under PMMMNMTT
Components Institutions Implementing
School of Education Jamia Millia Islamia, New Delhi
Assam University, Assam
Dr. Harisingh GourVishwavidyalaya, Sagar, M.P.
Central University of Kerala, Kerala
Central University of South Bihar, Bihar
Central University of Jammu, Jammu &Kashmir
Banaras Hindu University, Banaras
Central University of Haryana, Haryana
Centres for Excellence in Science and
Indian Institute of Science, Bangalore
Mathematics Education
Indian Institute of Science Education and Research (IISER) Pune
IIT Guwahati
Mahatma Gandhi Antrarashtriya Hindi Vishwavidyalaya, Wardha,
Teaching Learning Centre
Maharashtra
NIT Warrangal, Hyderabad
IIT Kanpur, UP
Indian Institute of Technology (IIT), Hyderabad
Indian Institute of Science Education and Research (IISER) Bhopal, MP
IIT (BHU), UP
Indira Gandhi National Tribal University (IGNTU), MP
Tezpur University, Assam
Indian Institute of Information Technology, Design and Manufacturing
(IITDM)Kancheepuram, Tamil Nadu
Sri Guru Tegh Bahadur Khalsa College, Delhi
Indian Institute of Technology, Kharagpur
University of Calicut, Kerala
IIT Panta, IIT Indore, IIT Kanpur, IIT Kharagpur (combined proposal)
IIT Madras
IIT Bombay
Dr Hari Singh Gour Vishwavidyalaya, Sagar, M.P
Faculty Development Centre Indian School of Mines, Dhanbad
Banasthali University, Rajasthan
Hemvati Nandan Bahuguna Garhwal University, Srinagar
Tripura University, Tripura
Innovations, Awards and Teaching
Resource Grant/ Support for Faculty Indira Gandhi National Tribal University (IGNTU), MP
Including Workshops and Seminars
National Institute of Technology (NIT), Silchar
ASCI, Hyderabad
NIT, Goa
NIT, Tamil Nadu
Subject Networks for Curricular
National Centre for Biological Sciences (NCBS), Bangalore
Renewal and Reforms
Banaras Hindu University (BHU), Banaras
Institutes of Academic Leadership and
Aligarh Muslim University (AMU), Aligarh
Education Management
Tata Institute of Social Sciences (TISS), Maharashtra
National University of Educational Planning and Administration
(NUEPA),New Delhi

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 4. Methodology and Sources of Information
The evaluation of the PMMMNMTT scheme has been carried out by the Centre for Policy
Research in Higher Education (CPRHE) of the National University of Educational Planning and
Administration (NUEPA), New Delhi at the request of the MHRD. The CPRHE/NUEPA agreed
to undertake the exercise by mid-December 2016 and the report has been prepared within a
period of one and a half months. The evaluation report is based on the information gathered from
different sources and a close analysis of the reports and several rounds of discussions which the
evaluation team had with the people implementing different components of the scheme. This
evaluation by the CPRHE/NUEPA being the third party evaluator of the scheme, those who are
involved in the implementation of the schemes including representatives from the MHRD were
not party to the evaluation. However, the study could not have been completed without active
support from the MHRD, EdCIL and the implementing institutions. While we gratefully
acknowledge their role in facilitating the conduct of the study, any opinions or views expressed
in this report should not be attributed to them. The Evaluation team at the CPRHE/NUEPA
assumes full responsibility for the views expressed in this evaluation report.
The sources of information to prepare the evaluation report are many and they are discussed
below.
i) Review of Documents: a) The evaluation team reviewed the minutes of the Project
Advisory Board (PAB) meetings; b) review of the minutes of the EFC meeting;
c) detailed examination of the project proposals submitted under various headings to
understand the design of the proposed and approved projects.
ii) Review of Progress Reports: PMMMNMTT scheme management unit seeks regular
project progress reports along with fund utilisation details from the institutions/project
coordinators. These reports were helpful to analyse the progress of the respective
projects and issues, if any, raised by the programme coordinator.
iii) Analysis of Field Visit Reports by the PMMMNMTT team of consultants: A team
of consultants works with the PMMMNMTT scheme. Each consultant has been
assigned certain institution which they visit as the MHRD representative for the
purpose of monitoring project progress and report issues emerging from the field. The
consultants‟ reports focus on the progress of the implementation of the components.
The visit reports were made available and were a good source to assess the progress in
the implementation of the different components of the scheme.
iv) Group Discussion Meeting with the PMMMNMTT Team of Consultants, MHRD
PMU: A meeting of all the consultants engaged with the PMMMNMTT scheme was
held in January 2017. The patterns of project implementation and design; financial
flows to the projects and their utilisation issues at the institutional level, infrastructure
for the projects, process of implementation of the project, problems faced by the project

13
 teams and what can be done to improve the scheme and implementation of the scheme
were discussed with the PMMMNMTT consultants.
v) Group Discussion with the Members from MHRD and EdCIL was organized in
January 2017 to understand the role of EdCIL and MHRD in the implementation of the
programme. This meeting was very helpful to understand the division of labour
between the MHRD and EdCIL and their views regarding the process of
implementation of the scheme and problems involved in the financial allocations and
flow of funds to the institutions.
vi) Meeting with the Nodal Officers participating in the Workshop in Delhi: In
addition to these reports the collective meetings of the groups of components were held
in October 2016 in the Jamia Milia Islamia, New Delhi and December 2016 at SGTB
Khalsa College, Delhi University, Delhi. The presentations made by the respective
programme/ project coordinators were also made available to us by the PMMMNMTT
team.
vii) Field visits by the Evaluation Team: Two members of the evaluation team visited the
selected institutions under the various components of the scheme. The visits were
undertaken in the third week of January 2017 to explore the process of project
implementation, innovative elements of the projects, difficulties in implementation of
the projects, suggestions for improvement and sustainability of the project/programme.
The institutional visits were carried out and discussions were held with the nodal
officers of the programme components implemented in Jamia Milia Islamia (JMI) on
SOE; ASCI, Hyderabad on Innovations & Awards; Aligarh Muslim University (AMU)
on CALEM; IISER, Pune on CESME, Khalasa College, Delhi University, on TLC and
Banasthali Vidyapith on FDC. These visits were very useful to see and understand the
efforts put in and work completed by the implementing institutions.
viii) Administration of Questionnaire by the Evaluation Team: The evaluation team
developed a questionnaire which was sent in January 2017 to all the implementing
institutions/nodal officer/coordinators of the approved programmes. The questionnaire
comprised of 24 items. Items on the date of programme approval, nature of the
project/programme, processes of implementation, guidelines of MHRD on the
PMMMNMTT scheme, reasons for the lag of implementation, difficulties while
implementing the programme, availability of funds to the coordinator for implementing
the programme, reasons for low rate of fund utilisation, linkages of the programme with
other institutions, curricula, other components of the PMMMNMTT scheme,
availability of the process documentation, dissemination of the project materials,
feedback and follow up with the participants were included as closed end questions.
Three items were open ended inviting suggestions for the improvement of the
PMMMNMTT guidelines, PMMMNMTT scheme and any other information for the
improvement of the scheme. The coordinators were also asked to describe the

14
 governance structure of their project as a diagram and provide a detailed list of
participants /stakeholders of their programme to explore the inclusive dimension of the
project.
These formal sources of information are in addition to several informal and telephonic
conversations we had with several functionaries associated with the implementation of the
scheme.
5. Implementation of the Scheme: A Quick Assessment of Various Components
The following paragraphs provide a quick assessment of implementation of each of the
components of the scheme by different institutions. This section is based on the document
analysis, discussions with those implementing the scheme and field visits. These descriptions are
not exhaustive and based on the following criteria;
a) The institutions have shared their progress report
b) The institutions have been visited by the consultants or the members of the evaluation team.
5.1 Component 1: Schools of Education (SOE)
The objectives of schools of education are:
a) To conduct various academic programmes.
b) To establish Centres and conduct research in curriculum development, pedagogy, special
education, language teaching.
c) To develop as model institutions for teacher education.
d) To ensure integrated and inter-sectoral linkages.
Assam Central University is implementing the SOE component of the scheme. The initial
financial allocation of INR4.15 crore (3.15 crore non-recurring, and 1 crore recurring) was
released. The implementation has been slowed down for several reasons including absence of a
full time VC (now the VC is appointed) and no Finance officer has been specified to deal with
the funds under the scheme. The staff required for implementing the scheme has not yet been
recruited. The only concrete activity accomplished by the university under this scheme seems to
be the three weeks program organised for the university teachers in February 2016. It seems that
the implementation plan of SOE needs to be closely examined.
Dr. Harisingh Gour Vishwavidyalaya, Sagar is implementing the SOE component of the
scheme. The effort seems to be in converting the existing department of education (which has
four departments) into a SOE. However, there seems to be hesitation to move away from the
department structure to SOE structure since they are not clear about the future of SOE after the
12th five year plan period. They have proposed two centres under the SOE, namely, „Centre for
Pre-service Teacher Education‟ and „Centre for Professional Development of Teacher Educator‟.
It seems they are not clear about the norms for operationalising these two centres. Faculty
positions and staff appointments have not yet taken place.
15
They have started the construction of the building. They plan to start an M.Phil.- Ph.D. integrated
programme under the „Centre for Professional Development of Teacher Educator‟ from the
academic session of 2017-18. They had planned to organize a national workshop on „Lesson
Planning and Teaching Skills‟ from 17 to 23 November, 2016. They are also planning to conduct
2-3 days Seminar in January 2017 on „Gender School and Society- issues and challenges‟ for
teacher educators, research scholars and students.
Jamia Milia Islamia, New Delhi: The approved proposal at the Jamia Milia Islamia is for the
upgradation of the faculty of education and IASE to the school of education (SOE) by setting up
six centres namely, i) Centre for Pre-service Teacher Education, ii) Centre for Curriculum
Research, Policy and Educational Development, iii) Centre for Learning and Pedagogic Studies,
iv) Centre for Assessment and Evaluation, v) Centre for Professional Development of Teacher
Educators and vi) Centre for Teacher Resource and Academic Support. The proposal is in line
with the vision of the scheme to see teacher education in a holistic manner. However, the focus
has been largely on school education related aspects.
Land has been allocated for the project. After soil testing, costing has been done and architect
appointed. MHRD has transferred 50% of the non-recurring funds. The building plan is being
prepared as per NCTE norms.
In the first year of the project of upgradation to SOE, lot of groundwork is being done in terms of
devising guidelines for various aspects of the project. The faculty members have taken up nine
research projects. Survey of researches in Teacher Education is under the pipeline. The focus of
SOE is largely on school education even the teacher education aspect focuses on teachers and
teacher educators only in the area of school education. The plan is to launch 3 years integrated
BEd/MEd programme with focus on research based teacher education.
Material for MOOCs is under preparation. Modules /credit based courses on Academic
Leadership; Learning with Digital Technology; Academic Writing; and Course for teacher
educators on how to supervise practice teaching and how to give feedback to student teachers.
Glossary of concepts in teacher education and a manual for learning Braille for teacher educators
is also planned. Seven programmes where around 200 participants were benefited have been
organised in the first year of the project.
The project funds have been transferred to the account of school of education budget head. No
purchase committee has been set up for the project. P&I Control Organisation of the university is
responsible for purchase payments. The requisition for material is sent to the Administration for
approval. The materials procured from an identified list of sellers. The seller takes direct
payment from the accounts.

16
Progress made: There is delay in the civil work even after the financial transfer has taken place.
This is mostly due to procedural issues at the institutional level. Similarly uncertainty regarding
continuation of the scheme beyond 2017 is acting as a constraint to restructure the existing
departments of education or starting of new SOEs, The implementation of this component seems
to be rather slow.
Comments: The objectives of the component clearly state that research in curriculum
development, pedagogy, special education and language teaching needs to be carried out. It
seems that in the process of implementation, the focus on research is not adequately reflected.
Therefore, the SOEs need to focus more on research on pedagogical issues. As of now most of
the SOEs are proposing different short duration programmes and long duration programmes
leading to a degree. While these elements are important it should also initiate steps to strengthen
research in teaching and learning processes in higher education.
Unlike other components, this component of the scheme has some visible variation between the
design and practical realities. SOEs are new arrangements created either by upgrading the
existing departments of education or through creation of new institutional arrangement. In both
cases, it involves a long term commitment since the programmes suggested such as the Masters
degree and doctoral level studies will take longer duration to fruition. However, the funding for
the programme is uncertain beyond March 2017 and even if renewed the uncertainty after 2020
is deemed to continue. This will act as a serious constraint at the institutional level to design new
study programmes or recruiting the required additional academic faculty members on a regular
basis. In view of the uncertainty, the institutions may not be able to attract faculty at associate
and professor level further undermining the ambition of SOE.
This component is now confined to the central universities. This provision may be extended to
the state universities as well. It will help some of the state universities to grow into important
centres of research in higher education.
One gets the feeling that all the courses started are traditional courses and no new thinking is
taking place in terms of offering innovative courses. Further, when compared with other
components of the scheme, implementations of SOEs are moving rather slowly.
5.2 Component 2: Centres of Excellence for Curriculum and Pedagogy
There are three subcomponents under this component of PMMMNMTT.
i) Centre for Excellence in Science and Mathematics Education:
The objectives of this sub-component are to
a) Accelerate science and mathematics education by way of promoting independent,
critical and creative thinking.
b) Hand hold the scientific teaching community in facilitating teaching and research for
subject specific growth

17
 c) Enable the development of skills engaging latest technological devices as aids to
teaching-learning process.
d) Help teachers in capacity building for curriculum designing and scientific assessment
and evaluation.
e) Develop innovative programmes that will strengthen the inclusive nature of higher
education by bringing in the disadvantaged and marginalized sections of the society.
IISER Pune is implementing the CESME component. This is one of the earliest projects
approved (sanctioned on 30/09/2015) by the PAB. The CESME is expected to promote Science
and Mathematics Education through interactive model of learning basic scientific concepts for
science teachers, and school and college students. IISER-Pune organised workshops, National
Teachers‟ Science Congress, internships, teacher trainings, educational camps, conferences and
seminars, student visits, curricula development brainstorming session and annual retreat.
The workshops organized by the Centre are of varying duration between 2 and 9 days and are
organized in IISER-Pune. The internship programme is for the duration of 4 to 6 weeks and
follows a more hands-on approach where participants, in the presence of the mentors, get a rich
lab experience. The camps are organised for the duration of 3 to 7 days and they focus more on
the innovative solution of problems pertinent to the participants.
IISER-Pune also collaborated with a few renowned national and international organisations to
conduct the programmes. The Centre has already conducted several workshops and more than
6000 teachers have been trained so far which is way more than promised in the proposal. Other
activities are continuing. A Science Exploratorium - a Science Museum for teachers, students
and general public is yet to start; a Hall for CESME activities has been built in the premises and
a computer lab is being developed and lab equipments such as computers, printers have already
been purchased.
The IISER-Pune believes in „enquiry based approach‟ to teaching and learning in schools and
institutions of higher education. IISER-Pune attempts to build a pool of trainers and master-
trainers, who will then go and expand the practice of enquiry based teaching-learning further.
Therefore, the programmes in IISER-Pune, under the PMMMNMTT scheme are designed to
focus on the process of problem formulation, observation rather than the end results. The
institute extends its reach to communities and invites participants from rural/ suburban areas to
join and solve problem(s) pertinent to them/ their locality/ lives, with the help of mentors from/
assigned by IISER-Pune. IISER-Pune also plans to design a degree course based on the new
pedagogy (enquiry based teaching-learning).
It is observed through the studies and implementation of the courses at IISER-Pune that a
programme is more successful if it is not limited only to a particular department. It should be a
programme of the entire institute and active participation of the all the stakeholders are necessary
for the success of the scheme. The IISER-Pune has put an active effort to disseminate the
information regarding the training, workshops and other programmes to all the faculty members

18
and concerned persons in and outside the institute. This, combined with a pro-active participation
of the recipients of the information (through mails, web broadcast, and reports) helped bringing
new ideas into the programmes.
Indian Institute of Science, Chitradurga, Bangalore: The Centre has organised training
programmes to train higher education teachers using experimental pedagogic methods. The
Centre has already trained 2793 teachers from the states of Karnataka, Maharashtra, Manipur,
Tamilnadu, Andhra Pradesh, Uttar Pradesh, West Bengal and Assam. The Centre also conducts
Pre-test and post-test evaluation of trainees to evaluate the impact of the training. These test
results are documented. The Centre has constructed an experimental hall which can
accommodate 60 participants and is fully functional; a multimedia lecture hall, research
laboratory and general laboratory.
There was a concern that the training programme should be made a refresher course for API
purposes. It was suggested that the refresher courses conducted by academic staff colleges can
adopt the training module developed by the centre. Since the Karnataka government does not
organise any training programmes from January to the end of the school year, the Centre is not in
a position to organise programmes as proposed. There seems to be clash with the training
programmes organised by the state government.
Progress made: The implementation of this component is progressing well and as per schedule.
The civil work component is also moving fast and the implementing institutions have succeeded
in organizing several programmes under this component. The programmes implemented are
innovative in nature. They have exceeded the target number of participants attending
programmes.
Comments: IISER and IISc are premier institutes with the best teachers and researchers in the
country. It also has the expertise to collaborate with other national and international institutes
and other forms of intellectual expertise. The programmes which they are organising are
innovative. The effort needs to focus also on to disseminate the initiatives of these institutions to
other less endowed institutions.
The IISER-Pune has plans to set up a Science-Centre where interactive learning through science
exhibits and technology will be possible for all. There should be mechanisms by which the
benefits of this programme are spread to more people.
5.3 Component 3: Teaching Learning Centres
The objectives of this sub-component are to:
a) Develop discipline-specific curricular framework and evaluation methods for
incorporation into workshops and short-term professional development programmes of;
b) Outline and recommend pedagogy and schemes of assessment appropriate for the
curricular framework;

19
 c) Develop learning materials, including textbooks and handbooks and to organize their
translation into regional languages;
d) Be repositories of resources, including reference services and electronic data bases, for
promoting research on issues relating to teaching and learning practices.
Tezpur University: Tezpur University is implementing the TLC component. The TLC activities
are being implemented by the department of education. They also have proposed to construct a
building for TLC activities. While they organised workshops, unlike in other institutions
implementing the scheme, it was on a partial cost recovery basis. They levied a registration fee
and did not provide TA to the participants of the workshop.
Concerns were raised by the implementing institution about the continuity of the Scheme and
locational disadvantage for the participants to come to participate in the programmes. Similarly,
use of „English‟ as a medium of instruction in the workshop is a disincentive to integrate local
government school teachers in the programme.
Indian Institute of Technology (IIT), Hyderabad (TLC): Indian institute of Technology,
Hyderabad implements the TLC component of the scheme. The land for TLC building is already
allocated and the construction is yet to begin. The TLC started functioning only from February,
2016. The TLC has already conducted 30 one-day workshops against the target of 12 workshops
and trained 550 teachers against the target number of 480. Teachers from all branches of
engineering are participating in the programme to write the proposal for content development.
Some of the workshops organised by the TLC is through institutions located in other states. The
TLC programme has prepared kits for training of teachers across EE, CS, ECE, IT branches of
engineering.
The selection of project staff on contractual basis is delayed and the programme is run with the
help of ad hoc staff mostly drawn from other programmes. . It seems allocation of funds under
different heads is a constraining factor and they wanted to know the flexibility in changing the
heads of accounts while the programme is being implemented. Similarly, unless the fund flow is
regular and on time the temporary staff cannot be retained.
National Institute of Technology, Warangal (TLC): Although the infrastructural facilities are
yet to be created, the TLC has organized pre-conference workshops on „Technology for
education‟ for teachers. More than 350 teachers participated. Similarly a GIAN programme
workshop was organized in collaboration with TLC.
The response to the announcement of the programmes is not very encouraging. It seems the
teachers would like to participate in those programmes which will be accounted for their API
scores. The programmes organized by the TLC are for one or two day duration only. Teachers
prefer to join workshops which are of duration of more than 6 days which will enable them to get
API scores.

20
The Centre feels that re-appropriation of budget among the sub-heads within allocated budget
may be permitted to improve the efficiency in implementing the component. Similarly, they also
feel that there is a need to prepare a list of experts on various topics connected to Teaching
Learning in Higher education to draw into the programme as resource persons.
IISER Bhopal (Teaching Learning Centre-TLC): IISER has established the Centre for
Research in Advanced Technology for Education in Sciences (CREATES) as a Teaching–
Learning Centre under PMMMNMTT. A temporary space in a classroom has been established as
development centre for the CREATES. The separate building for the TLC is nearing its
completion. It has three types of facilities: namely, a Studio AIR for facilitating Adaptive,
Immersive and Reactive learning; a DEMO Lab for demonstrations, education media and
outreach and a classroom facility to explore new methods of teaching.
TLC has organised an internship program for development activities like software development,
e-content development, graphic design and graphic library from April 2016 to August 2016 in
which 8 interns participated. The interns in Physics, Chemistry and Mathematics at the TLC
developed about 500 micro e-content, in the form of multiple choice questions. Currently three
software developers are working towards the beta that was released on 21st October, 2016.
Interviews are conducted to hire more software developers for further development of the core
technology and the backbone framework.
A pool of e-content is prepared by the experts on various topics and will be share with others
very soon. They are expecting that in next two years this facility will reach out to about 1000
authors/educators in the country and about 40000 learners or students. More features are
continuously being added to improve the services and facilitate new type of micro content
development. The TLC is working on Technology Enabled Modular Proactive Teaching
(TEMPT).
IISER, Bhopal is also planning to conduct 2-3 day long workshop for IISER professors/authors
to learn how to create e-content. They are also working towards outreach and education media
development.
IIT Patna: The Teaching Learning Centre for Internet of Things (TLC-IoT) has been in
operation since July 2016. The IIT Patna has allotted 1300 sq. ft. to develop two labs and an
office for TLC. The TLC-IoT is in the process of procuring office and lab furniture and the
equipment for the laboratories and engagement of staff on contractual basis. The first course
under TLC-IoT on “Smartgrid: Cyber Physical Energy System” has been organized.
Indian Institute of Information Technology, Design and Manufacturing: The proposal of
IITD&M was approved in the 3rd PAB meeting and the budget amount has been transferred to
the institution in October 2015. The major objective is to establish TLC for design &
manufacturing education and to Disseminate developed technologies and pedagogical materials;
develop discipline specific D&M education technologies; and Innovative and creative teaching
and learning materials.

21
The TLC has established a Recording Studio in the lecture hall and has purchased prototyping
and 3D printers and developed D&M education modules. The TLC has designed the low cost
CNCs (Computerized Numeric Control) which can be used by the teachers as well as the
students of the engineering across the three broader domains i.e., electronics, computer and
mechanical. As of now, they have developed five low cost CNC machines namely CNC Mill,
CNC Laser Cutter, TLC Custom developed Quadeopter, TLC CIM system and 3D Printer
Building Workshops for teachers.
The TLC staff has also collaborated with the community and schools nearby and has visited
schools for demo of high tech projects. The school children are exposed to the robots in the real
life. A TLC website has been created for displaying materials of the TLC online for benefit of
the faculty as well as the students. The TLC has also developed some online course management
tools. They are currently working on to design low cost portable, automated biometric fingerprint
attendance system for Moodle. They have also developed some projects on the concept of
humanitarian technology and low cost mosquito sensor machines and robots for Swachh Bharat
Abhiyan and so on. They are also planning to launch virtual labs for the teachers and planning to
conduct a workshop with the teachers in December, 2016.
Five workshops have been conducted by the TLC during this period:
 Android Mobile App Development Workshop - Feb 13-14 and 20-21, 2016 - Participants
100 UG and PG students
 Beginners Arduino Workshop - Oct 17, 2015 - 40 UG students
 Arduino Day Workshop - April 02, 2016 - 20 local school students
 Beginners Arduino Workshop - August, 2016 - 40 I year UG students
 Hands-on Raspberry Pi Workshop - Sept, 2016 - 30 UG students
They are writing manuals for the development of low cost equipments. They also plan to conduct
workshop for teachers of universities, colleges and polytechnics.
Sri Guru Tegh Bahadur Khalsa College, New Delhi: The SGTB Khalsa College of the University
of Delhi is implementing the TLC component of the programme. The focus of the TLC in SGTB
is on development and dissemination of e-content and is deeply involved in the MOOCS and
SWAYAM initiatives. Given the emphasis on e-learning, the TLC programmes of the College is
ICT based and situated at the Centre for e-Learning. The TLC focuses on improving the qualities
of teachers and teaching in the subjects of Chemistry, Commerce and Economics.
The college organizes workshops on preparation of learning material, workshops/training,
knowledge dissemination through website and portals and developing small website/ mobile app.
The workshops follow a mix of conventional approach of training with the practical sessions,
where the participants learn to use the software and other tools pertinent to that area. The
programme develops learning materials which are uploaded online once finalized. The

22
workshops are organized in house where participants come to attend. It is important to mention
that SGTB Khalsa College does not provide any TA to the participants, only local hospitality is
provided.
The SGTB Khalsa College has also developed a website (www.tlckhalsa.in), which is provides
interactive platform, tools and material, both focusing subject content and teaching.
Progress made: There is variation in implementation of the scheme by the participating
institutions. Some of the institutions have organized several programmes while others have not
succeeded to that extent. Some of the institutions reported that response to the notification of the
programmes under the scheme is not encouraging. In some instances the participants are not paid
money for their travel and stay to participate in the programme.
Comments: Two issues that came up especially in the context Tezpur University are locational
disadvantage and language disadvantage. Because of difficulties of access both participants and
resource persons are hesitant to come to Tezpur University. „English‟ as a medium of instruction
in the workshop is a constraint for teachers, especially school teachers to participate in the
workshops.
A comparison among institutions implementing TLC component shows that they vary in terms
of programmes and the way in which they are organizing the programmes. Sometimes there are
less innovative components in the programmes organized by the TLCs.
5.4 Component 4: Faculty Development Centres
The objectives of this sub-component are:
a) to promote organizational strategies for faculty development so as to incentivise
teachers to grow professionally and enable the institutions to
b) Faculty development is expected to result in improved teaching performance and better
learning outcomes for students and teachers.
c) Promotes new ways of thinking about the student-teacher relationship, and increased
commitment to educational scholarship.
d) Developing all round skills are a prominent aspect for faculty development.
Banasthali Vidyapith, Rajasthan: Banasthali Vidyapith is implementing the component on
Faculty development of Higher Education and Teacher Education. The Faculty Development
Centre (FDC) aims to achieve institutional effectiveness and professional growth and scientific
temper among faculty members.
The University had proposed long term (3-6 months), mid-term (3 weeks) and short term (up to
1 week) programmes in the proposal. The FDC attempts to organise short term programs for
developing interpersonal skills, online guidance programme for career development and
discipline specific workshops for course design and development.

23
The ground floor construction of the FDC is complete. The FDC has already organised three
programmes and another five are expected to be completed by March 2017. The library is
enriched by purchase of new books and journals. The University successfully managed to create
a network of experts and renowned academics, which they are expanding further. The
academics/ experts come to the institute as resource persons. In this regard, it seems important to
mention that the University not only invites senior faculty/ experts, but also welcomes junior
faculties with contributions in the field.
Hemavati Nandana Bahuguna Garhwal University, Srinagar, Uttarakhand: The Hemvati
Nandana Bahuguna Garhwal University is running the Faculty Development Centre (FDC) under
PMMMNMTT. The FDC has conducted a short-term course for Teacher Educators in Higher
Education in September, 2016 for a week and 26 participants from the Uttarakhand state
participated in the programme. The FDC is collaborating with the State Institute and Azeem
Premji Foundation for preparation of modules for the in-service training needs of the school
teachers at the senior secondary level. The construction work is in progress.
Progress made: The implementation seems to be slow. The civil work is in progress. There is a
need to give more attention to planning of the programmes under this component.
Comments: There seems to be overlap between the programmes organised by TLCs and FDCs.
The faculty development is seen more as participation in workshops than in orienting to research
in pedagogical dimensions.
5.5 Inter-University Centres for Teacher Education
The objectives of the Inter-university Centre are the following:
 Provide common advanced centralized facilities/services for universities not available
within individual stand alone institutions.
 Bring convergence among the various activities of Schools of Education in CUs.
 Offer the best expertise in teacher education
 Continuous upgradation of teacher education curricula.
 Publish advanced research studies relating to teachers' education.
Note: No institutional proposal has been approved so far under this component.
5.6 Innovations, Awards, Teaching Resource Grant including Workshops and Seminars
The objectives are:
 Innovations could be in curriculum, pedagogy, evaluation, technology, promoting
inclusion, funding, collaborations.
 Promote innovations through the resource grant to the teachers.

24
  Recognize and identify talent among the teachers and reward the teachers at the
institutional, state and national level
 Workshops and seminars to evolve strategies for faculty matters.
Administrative Staff College of India (ASCI), Hyderabad: The ASCI is implementing the
Innovations and Awards component which is the individual oriented component of the
PMMMNMTT scheme. The programme focuses on awarding the teachers for innovations in
teaching. The process of programme implementation involved setting up a three member team of
experts to evolve guidelines for the teaching innovator award. The programme has changed over
the time since its conceptualisation.
The selection process involves a three-stage process for the award. The first stage consists of
inviting applications from teachers through online submission of self-nominations based on the
eligibility conditions stipulated in the announcement itself. ASCI received around 230
applications. In the second stage, the applications are screened by a team of three Research
Associates (RAs), who are MA Education graduates from TISS Mumbai. The broad criteria for
screening at the first stage are: novelty, relevance, scalability, social impact, sustainability.
Institutional endorsements are invited in the third stage. ASCI is planning to develop case studies
of innovations. After the selection of individuals, the ASCI had planned to organize a conference
along with awards ceremony. However, the plan for the conference has been dropped due to the
funding cap of INR 50 lakh by the ministry and therefore only awards ceremony will be
organised.
The programme implementation got delayed. One of the reasons for the delay is the difficulty to
conceptualise and define „innovation‟ in teaching to develop relevant guidelines. Second the
target group of the programme changed from the teachers in public institutions, especially state
universities to that of those in the private universities. It is felt that the award would have
attracted more attention and credibility among teachers in higher education if the award was
announced by the MHRD similar to the Prime Minister‟s Awards for Excellence in Public
Administration.
NIT, Silchar is implementing the component Innovations, Awards and Teaching, Resource
Grant/Support for Faculty. They organized one workshop of one week duration on „Fuzzy Logic‟
for teachers and scholars to promote and showcase imaginative ideas in science and technology.
It was attended by 200 faculty members, 10 resource persons and 2600 students including 2500
from NIT. Another workshop on pedagogy was in December 2016 for digital content
development. To organize a meeting on the „Rashtriya Avishkar Abhiyan‟ they identified three
schools with one KV and two Assam government schools and organized a fair for schools and
lectures in various disciplines in schools. NIT is collaborating with IIT Bombay in MOOCs.
The major constraint NIT Silchar faces is the availability of good resource persons. The solutions
suggested are either organizing the programmes outside Silchar or rely more and more on ICT
based programmes only.

25
NIT Goa: NIT Goa is implementing the component of Innovation, Awards and Teaching
Resource Grant including Seminars and Workshops (IATRG). The NIT organized three
workshops. The workshops are named as Three Fold Encouragement Program (TFFEP) and two
workshops have already been conducted. NIT Goa is running in a rented place and no dedicated
place for conducting workshops is assigned.
National Institute of Technology, Tiruchirappalli is implementing the component on
Application of ICT Tools for Pedagogy Development to Engineering Teachers. The NITT
conducted a one week workshop on application of ICT Tools for pedagogy development to
technical education teachers. A total of 52 participants from twenty two institutions attended the
workshop. Resource persons were invited from IIT Kharagpur, IIT Bombay, IIT Madras and
NITTR. Common themes discussed during the workshops were related to outcome based
education pedagogy, need for pedagogy in Engineering Education, Assessment and Evaluation,
planning for effective pedagogy tools, e-content, integration of technology into education and
learning objectives and active learning strategies. The participants got hands on opportunity after
each and every session and also delivered lectures using the ICT tools on the last day of the
workshop.
The participants were trained on some of the commonly used open sources for effective teaching
and learning such as MOODLE which can be used by the teachers to create lesson plans. The
participants were also trained in CLICKER which is like an online poll to the students. It is the
e-learning system software and CLICKERS can communicate through wireless medium and RF.
The participants were also given training on MOOCs and how to use flash to generate e-content.
The participants were also provided with the information on application of Wiki space. Wiki
space classrooms can be used for collaborative writing, social newsfeed, organizing classrooms
and monitoring student progress. The participants were trained on using the tools for designing
their own lectures, courses and materials. All the sessions of the workshop were recorded and a
web link provided to all the participants.
Progress made: There is a need to define clearly the definition of innovations in teaching. A
lack of clarity in this respect is delaying the process of identification of individuals for award. It
seems budgetary provisions act as a constraint to organize international seminars planned under
the component. The programmes organized are mostly re-packaging of existing programmes
rather than any innovative programmes. There is a need for added focus on innovations in the
sector. Although this component is the individual based component of the scheme, there have not
been many applications from the higher education institutions under the component.
Comments: Several new ideas are being tried under this project which may be welcome because
those ideas have not been implemented in Indian higher education institutions so far. Though the
newness of the ideas and new contexts should be encouraged there is still dearth of innovations
under this component.

26
5.7 Subject Networks for Curricular Renewal and Reforms
The objectives are:
 Electronic network for the teachers and researchers of specific domain areas in higher
education.
 Create a website and other appropriate tools to support information exchange and
dissemination.
 Pooling / sharing subject based resources -teachers & professionals.
 Help members of the network on subject specific problems
 Share & analyze research findings to help fresh researchers
National Centre for Biological Science (NCBS) Bangalore (establishment of Subject
Network for Curricular Renewal and Reforms in life sciences): National Centre for
Biological Science (NCBS), Bangalore is implementing subject network component. NCBS
conducted a workshop on Meaningful pedagogical techniques in Biology classroom attended by
12 participants from 5 institutes. Similar workshops are being repeated in Bangalore and Pune.
They have regular online networking through social media accounts and newsletters. They have
also increased their academic discourse activities through „online discussion board‟ on
IndiaBioscience website. They interact through „Wiki Edit-a-thons‟ with the undergraduate
teachers and women scientists. The same is also being planned for Jaipur and Mumbai. The
centre is working for creating comprehensive database of science education institutions across
the country which will be incorporated as a part of IndiaBioscience website. The centre has
created online discussion forum through google groups for undergraduate teachers to have
interaction with education professionals (Scientists, Teachers and Researchers). The centre is
involved in contributing and increasing education related content on IndiaBioscience website.
Progress made: The initiative seems to be good and innovative. The workshops are planned in
other cities also. The online networking and discussion forum are progressing well. The reasons
behind less number of participants, is not very clear. There were only 12 participants in the
workshop they organized. The Centre may be encouraged to continue with these initiatives.
Comments: The website is not yet functional due to funding delays both at the institutional level
as well as MHRD level. Therefore networking aspect of the project is facing setback.
The programme approved under the scheme is largely an extension of what the NCBS has
already been doing. The project has scope of benefiting large number of scientists, teachers and
researchers through online networking when the website portal becomes functional. More
institutions may be encouraged to put proposals under this component.

27
5.8 National Resource Centre for Education /Higher Education Academy
 Create a database for all teachers in higher education
 Develop an electronic network for the teachers and researchers in higher education.
 Assemble all support material in electronic form
 Disseminate material to all registered subscribers of HE.
 Organize workshops, seminars and short term courses in HE
 Strengthen the resource base for the faculty in HE
Note: No institutional proposal has been approved so far under this component.
5.9 Academic Leadership: Institutes of Academic Leadership and Education Management (5
Nos.)
 Evolve a programme on the training needs of academicians in leadership positions.
 Provide entry-level orientation on requisite functional proficiency and attitude
orientation.
 Create a pool of academic managers in school education
 Develop training resources for academic managers of DIETs, SCERTs, other teacher
education institutions
 Develop educational managers who are able to coordinate the efforts of all stakeholders
to improve effectiveness of an organization.
CALEM Human Resource Development Centre (HRDC), Aligarh Muslim University
(AMU): HRDC had proposed for two components under the PMMMNMTT scheme. One
proposal was for the Faculty Development Centre and the other was for CALEM. The proposals
for conducting workshops under both the components are very similar. The approved proposal
for CALEM proposed to conduct workshops which are the capsule version of the workshops that
were proposed under FDC. HRDC had already been running a project titled „NALANDA‟ on
similar lines, supported by the Minority Commission.
The mode of delivery of the programme is also different from the faculty development
workshops usually conducted by the HRDC. The programme is conducted all over India at the
minority managed degree colleges (MMDCs). HRDC conducts regional workshops for the
principals of MMDCs and from them seeks the expression of interest for conducting week long
workshops on the proposed themes. The institutions which have been beneficiaries of the UGC
schemes are selected. The interested college/institution hosts the workshop in their premises for a
group of around 40 faculty members. The faculty members are mostly from the host college but
may also be drawn from other colleges in the area. Local TA/DA is paid to the workshop
participants. Thus, even the colleges located in remote locations are able to organise workshop

28
for the benefit of their faculty with the support of HRDC. A budget of INR 400 per participant
per day is available to the host institution of which 200 per day is given to the participants to
cover local travel and 200 is spent on food.
HRDC had conducted a survey of MMDCs in 1990. The information is further being updated on
MMDCs. The network and information on MMDCs is built through asking participants/faculty
attending the courses for details on the MMDC institutions in their area. The information is
verified by the HRDC team.
The resource persons for the course travel to the host institution for conducting the workshops
enabling them to understand the context of the institutions and the participants. The course
coordinator is appointed three months in advance. The course for each institution is customised
and designed according to the need of the institution and the participants. So far 41 courses for
2000 participants have been conducted by the HRDC. The first course was conducted at the
Mallapuram Centre of the AMU.
National University of Educational Planning and Administration, New Delhi (CALEM):
NUEPA has proposed Online Programme on School Leadership and Management with focus on
School Heads. The Programme design is based on the National Curriculum for School
Leadership Development and divided into 7 Key Areas and units. Each key area will include
e-content in the form of reading material or modules; Reference reading material with active
links, videos, you tube presentations; Self learning material with practice exercise and activities;
and Assessment through multiple choice questions (MCQs), assignments, practice exercises,
discussion forums and portfolios.
The programme covers the entire journey from school leadership to school-based transformation
and is envisioned in three levels: Basic, Intermediate /moderate and advanced- supported by
moodle platform. In the first year of the programme NUEPA is initiating „Basic‟ level only.
Space on website has been allotted and a person to put the materials online has been appointed.
State level workshops with the resource persons are being conducted. Pilot is complete in
Gujarat and Haryana.
Tata Institute of Social Sciences (TISS), Mumbai (CALEM): The CALEM at TISS has been
built on the experience of administering HE Leadership Programs under HELA (RUSA) and
Obama Singh Knowledge Initiative. School Leadership Needs Assessment consultations have
been undertaken, three Higher Education Leadership Programmes conducted with total 150
participants. Leadership training programmes for School and Higher Education with 250
participants for each area have been planned.
Progress made: One notices two modes of organizing programmes under this component. AMU
sends a team to different places to organize workshops and programmes. TISS invites
participants to their campus. One needs to assess the cost effectiveness and reach out through
these two modes. AMU and TISS are making fast progress. The programme for school education
to be implemented by NUEPA is conceived well and it is expected to be implemented soon.

29
Comments: Trained faculty members are necessary for the quality of teaching learning. The
programmes have been built on the previous programmes, which the institutions had already
been conducting. New mode of delivery and format is undertaken in the programme. These
programmes of academic leadership are contributing through training faculty as good teachers
and good administrators.

6. An Assessment of the Management Structure and Fund Flow at the Institutional Level
6.1 The Governance Structure of the Projects at the Institutional Level
There are two broad categories of institutions which have the projects approved under the
PMMMNMTT scheme. The first category is that of Universities (Central, state and deemed) and
the second category is that of Autonomous institutions. The autonomy of the project/programme
coordinator for the smooth implementation of the project is reflected in the governance structure
of the project at the institutional level.
The governance structure could be very simple with more control to the nodal officer for taking
financial and academic decisions. The other form of structure could be a more complex one
consisting of either a long chain of decision making authorities above the project coordinator.
An analysis of the governance structure of the approved proposals shows that both of the
governance structures have their advantages and limitations.
We analysed the questionnaire based responses on the governance structure of the project shared
by the project coordinators. Limitation of this analysis is that it is difficult to understand the
actual process and hierarchy of decision making and implementation works in certain
institutions. This needs to be further elaborated.
In some instances the simple structure is more effective for quick decision making (University of
Jammu) but in some other instances where many decisions related to infrastructure development
and purchases need to be undertaken and where the programme coordinator does not have
financial decision making autonomy, a simple structure may become problem due to the lack of a
proper finance committee, purchase committee or infrastructure development committee (NIT
Warangal; Tezpur University, Assam). However, in autonomous institutions the simple structure
is more effective as the decision making authority is with the programme coordinator (HRDC,
AMU, Aligarh; IISER Pune; IITD Kancheepuram; IIT Patna). There is a direct linkage with the
top management/administration which expedites smooth operation.
Complex governance structures are more organised from an administrative point of view and
could be efficient (IIT BHU, Varanasi; Khalsa College, University of Delhi). Complex structure
can also be more cumbersome and lead to delays in implementation due to long chain of decision
making process. In our analysis we observed that both instances are present. Universities are
more likely to have complex governance structures as compared to the autonomous institutions.
We also found that deemed universities though have complex structure compared to those at the
autonomous institutions, the decision making is faster. Further exploration reveals that this
could be due to the involvement of the top management of the institution into the project

30
management unit (Banasthali Vidyapith). It could be part of the strategic design to include the
top management in the project PMU which has limitations since the smooth operation become
subject to the interest of the incorporated individual.
Overall analysis found that project works in more efficient way when coordinator has more
autonomy in decision making vis a vis financial aspects, and is in direct communication with the
top management. This also amounts to the fact that there are clear institutional guidelines to
support the coordinator for financial and other decision making processes.
6.2 Allocation and Utilization of Funds
The total outlay of the scheme (PMMMNMTT) proposed in the XII Finance Commission (2012-
17) was INR 1700 crore. This was reduced to INR 900 crore in the year 2014. The allocations
are based on the approval by the PAB. The funds are released only after the review of the
proposal and approval of the same by the PAB. The MHRD is responsible for the release of
funds based on the recommendations of the PAB indicating both the amount to be released and
the schedule of release.
The funds are transferred to the institutions in the name of the Vice-Chancellors/ Registrars/
Directors, whose account number are registered with the Public Fund Management System
(PFMS) in the MHRD. This is done to avoid delay in the release of funds, and, early functioning
of the centre located in the University/institutions. The University/institutions are expected to
release the fund to the respective account, opened specifically for the allocated component under
the scheme. However, in some cases, (e.g. Central University of Haryana), the fund was directly
transferred to the account opened for the component (school of education) under the scheme.
This became feasible in case of the Central University of Haryana (CUH), as the coordinator,
after opening of a separate account in the name of the component, got it registered with PFMS in
the ministry. Actually, the process of getting the account registered with PFMS is a longer
process, and, usually takes 3-4 months. Therefore, when the project is approved, the fund is
usually released directly to the University. These allocated institutions, in turn, are responsible
for the delivery of outcomes stated against the release of funds.
The funds allocated to the institutions are under recurring and non-recurring expenditure heads
and are as per the budgeted amount in the proposal. In case of the component of Innovations,
Awards and Teaching Resource Grant, including workshops and seminars, only recurring
amount are applicable for conducting workshops/seminars/conferences. Recurring expenditure of
each component includes expenditure towards salary/fee for coordinators, faculty/consultants,
whereas, the non-recurring expenditure includes creation of infrastructure in various central/state
universities/ other higher education institutes.
The money is released to the institutions on advance basis in two installments. The first
installment is released immediately after the approval of the project. Disbursement of released
fund usually takes two to three months. The second installment of the approved fund is usually
released after the submission of Utilization Certificate (UC) and the Progress Report by the

31
institutions. The grantee institutions are expected to submit a „Statement of Accounts‟ duly
audited by a chartered accountant, stating out the expenditure incurred on the approved project
and the utilization of the grant in the preceding years to the Government of India along with the
progress reports. If the UC is not submitted within the prescribed period with the Form
(GFR19A), the grantee shall arrange to refund, immediately, the whole amount of the grant
received together with interest thereon, at the prevailing borrowing rate of the Government of
India, unless, specially exempted by the Government. The balance amount is similarly released
to the institutions after receiving the request from them along with the Utilization Certificate and
detailed Statement of Expenditure.
The decisions regarding sanctioning and disbursing of the money to the institutions are taken by
the PAB. The MHRD used to provide an advance of fifty percent for both- recurring and non-
recurring grants till the3rd PAB (held on 9th September, 2015). However, in the following PAB
meeting the Board decided to grant the full amount for the recurring expenditure and fifty
percent for non-recurring expenditure.
It is also envisaged that the centre would become self-sustaining over a period of time, and,
would not require any recurring cost after the closure of the Mission. However, it has been
informed to the respective institutions that, at any given point of time, the accounts of the grantee
organization can be reviewed by the Comptroller and Auditor General of India or his nominee at
his discretion. The grantee organization will remain open to a review by the Government of
India, MHRD by appointing a committee or, in any other manner decided by the Government of
India, as and when, deemed necessary.
The flow of funds are governed by the relevant provisions contained in Rule 209 to Rule 212 of
GFRs, 2005, which inter-alia, prescribe the procedure for release of Grant-in-Aid; Accounts of
the Grantee Institutions; Audit of Accounts of Grant-in-aid by the grant sanctioning authority
and C&AG and submission of UCs [Form GFR 19-A] by the grantee Institutions.

Table 4a: Financial Achievements

Year (INR in crore)approx.
2014-15 1.25
2015-16 59.95
2016-17 59.99

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 Table 4b: Fund Release under PMMMNMTT for the F.Y. 2016-17
(01.04.2016 to 31.12.2016)
Total Releases
Sr. No. Agency Name
(in INR lakh) approx.
1 Aligarh Muslim University 445.00
2 Banaras Hindu University 458.00
3 Banasthali Vidyapith 210.26
4 Central University of Haryana 462.00
5 Central University of Jammu 575.00
6 Central University of Kerala 562.50
7 Central University of South Bihar 575.00
8 Dr. Harisingh Gour University 274.00
9 EdCIL 94.02
10 Indian Institute of Science, Bangalore 155.27
Indian Institute of Science Education & Research,
11 75.39
Bhopal
Indian Institute of Science Education and Research,
12 137.08
Pune
13 Indian Institute of Technology, Bombay 322.00
14 Indian Institute of Technology, Kanpur 198.58
15 Indian Institute of Technology, Patna 267.50
16 National Institute of Technology, Warangal 272.00
National University of Educational Planning and
17 445.00
Administration
18 Sri Guru Tegh Bahadur Khalsa College, Delhi 95.23
19 Tripura University 314.00
20 EdCIL 62.00
Grand Total 5999.83

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 Table 4c: Fund Release under PMMMNMTT for the F.Y. 2015-16

Total Releases
Sr. No. Agency Name
(in INR lakh) approx.
1 Administrative Staff College of India 65.00
2 Aligarh Muslim University 445.00
3 Assam University 415.00
4 Banasthali Vidyapith (Tonk) 258.00
5 Dr. Harisingh Gour University, Sagar 438.00
6 EdCIL (India) Ltd 54.96
7 HNBGU Srinagar Garhwal (A Central University) 264.00
Indian Institute of Information Technology Design and 150.00
8
Manufacturing Kancheepuram
9 Indian Institute of Science Bangalore 232.00
10 Indian Institute of Science Education & Research, Bhopal 268.75
11 Indian Institute of Science Education and Research, Pune 282.00
Indian Institute of Technology (Banaras Hindu University), 269.00
12
Varanasi
13 Indian Institute of Technology, Chennai 55.00
14 Indian Institute of Technology, Kanpur 264.00
15 Indian Institute of Technology, Kharagpur 210.00
16 Indian Institute of Technology, Guwahati 95.00
17 Indian Institute of Technology, Hyderabad 162.00
18 Indian School of Mines University, Dhanbad 269.00
19 Indira Gandhi National Tribal University 98.00
20 Jamia Millia Islamia 475.00
21 Mahatma Gandhi Antarrashtriya Hindi Vishwavidyalaya 269.00
22 National Centre for Biological Sciences 12.50
23 National Institute of Technology, Goa 8.00
24 National Institute of Technology, Silchar 22.00
25 National Institute of Technology, Warangal 263.00
26 National Institute of Technology, Tiruchirappalli 12.00
27 Sri Guru Tegh Bahadur Khalsa College, Delhi 133.00
28 Tata Institute of Social Sciences 199.00
29 Tezpur University 252.00
30 University of Calicut 52.50
Grand Total 5992.71

34
 Table 5: Fund Allocation and Utilization under PMMMNMTT2
Financial aspects
Name of the Institutions Recurring Non-recurring
Allocated Transferred Utilized Allocated Transferred Utilized
(in INR crore) (in per cent) (in per cent) (in INR crore) (in per cent) (in per cent)
School of Education
not not
Central University of Kerala intimated
2 crore 13.26 intimated
3.6crore Nil

under
Central University of Jammu 2.00 100.00 process
7.50 50.00 70

Centres for Excellence in Science and Mathematics Education

IISc, Bangalore 3.00 61.44 65.00 4.64 65.29 70.00
IISER, Pune 5.06 29.45 81.20 4.50 59.78 84.70
Teaching Learning Centre
NIT Warangal 5.38 20.45 12.00 4.25 100.00 52.30
IISER, Bhopal 3.00 2.656 88.54 3.60 0.97 26.91
IIT BHU 3.30 16.67 60.00 3.90 54.87 100.00
IGNTU 1.10 50.00 100.00 0.18 BOOKED 100.00
Tezpur Univ 0.49 100.00 46.00 2.03 100.00 2.00
IITDM, Tamil Nadu 0.45 100.00 64.90 1.05 100.00 96.60
SGTB Khalsa 3.16 40.84 44.86 1.65 60.10 71.98
IIT, Kharagpur 0.59 11.60 86.00 0.42 50.00 71.00
IIT Patna, IIT Indore, IIT
Kanpur, IIT Kharagpur 1.04 19.50 74.83 2.22 50.00 99.67
(Combined proposal)
IIT Madras 0.97 20.71 3.53 9.93 92.00
Faculty Development Centre
Banasthali University 2.87 15.33 100 4.28 50.00 100.00
Hemvati Nandan Bahuguna
1.10 50 10 4.18 50.00 Nil
Garhwal University
Tripura University 1.00 100.00 1.00 2.14 100.00
Innovations, Awards and Teaching Resource Grant/ Support for Faculty including workshops and
seminars
IGNTU 0.50 50.00 100
ASCI, Hyderabad 1.30 50.00 75.00
Subject Networks for Circular Renewal and Reforms (SBN)
NCBS 0.95 10.526 0.50 50.00
Institute of Academic Leadership and Education management
AMU 2.80 100.00 80.00 6.10 100.00 90.00
NUEPA 1.40 100.00 3.05 100.00

2
The analysis is based on the twenty three responses received to the evaluation team‟s questionnaire from the
institutions implementing PMMMNMTT components.

35
It is found that there is variation in the fund allocation and utilization between institutions
implementing the same component of the scheme. For example, under the TLC component, NIT
Warrangal is allocated INR 5.38 crores while Tezpur University and IITDM gets only 0.49 and
0.45 crores under the recurring budget head. It is not clear how such variations in cost can be
justified, especially under the recurring budget head. The institutions budgeted higher amounts
also do not indicate high utilization rates of the transferred amount.
In general the utilization rates are higher under the non-recurring category than under recurring
category. This may imply that the programme implementation is at a slower rate than the
infrastructure development. Some of the institutions, such as Tezpur, have utilized only 2 per
cent of their non-recurring expenditure (Table 5).
Many of the nodal officers pointed to the fact that resource transfer from MHRD to the
institution implementing the components was fast. However, delay took place to transfer the
amount from the institution to the nodal officer to implement programmes under the component.
Therefore, it is advisable to have the amount transferred to a project specific account with an
element of operation freedom to the nodal officer even if the budgeted amount is initially
transferred to the institutional budget.
7. Overall Assessment of Implementation of the Scheme
The PMMMNMTT is a major initiative by the MHRD. The scheme is in recognition of the
crucial role played by the teacher in influencing learning outcomes. The scheme is very
comprehensive and covers most of the distinct but related aspects of teaching -learning process.
One of the success elements of the scheme is its ability to mobilise a large number of top ranking
and high quality higher education institutions of India. This helps in establishing an academic
leadership role of these institutions in leading academic changes in higher education. Needless to
add, the programme has succeeded in attracting some of the best minds from these top ranking
institutions and from other institutions.
MHRD guidelines and institutional autonomy to design programmes: The implementation of
this scheme is guided by the guidelines prepared by the MHRD. Most of the implementing teams
are, in general, happy with the guidelines and their reliability while designing the programmes
under various components. However, some of the teams implementing the scheme felt that the
guidelines are not sufficiently detailed about the specifics of the actions to be undertaken at the
institutional level. This is a point which needs further discussion. Very detailed guidelines will
be restrictive and will be a constraint to promote individual and institutional initiatives. Such
restrictive guidelines do not give any autonomy to the institutions and they will eventually
become merely implementers of the scheme.
The Scheme envisages to channel innovative ideas and to promote institutional autonomy in
designing programmes and in implementing the scheme. In fact, one of the reasons for the
success for the program is the autonomy and freedom it provides to the institutions regarding

36
designing its programmes and implementing it. This approach, in our view, is better than an
approach where all the details are decided and stipulated by the MHRD. The same component
and its implementation may vary among institutions implementing the component. Such
variations may not be a sign of weakness in implementation of the programme. The success of
the scheme will depend on designing the programme by taking into account the contextual
variations. The guidelines may reiterate the commitment to promote innovations and highlight
the envisaged aspect of institutional autonomy and advice the institutions to device the
guidelines according to their respective institutional frameworks.
One of the suggestions can be that while institutional autonomy in designing the programme is
respected the financial part of the guidelines can be more detailed so that the institutions
implementing the scheme can transfer funds without much procedural difficulty. This may help
avoiding delays in the transfer of money from the institution to the project.
Overlap between programmes under some of the components: It seems there are concerns
specific to some of the components such as TLC and FDC. There is a feeling that there is
similarity, if not overlap, between different programmes implemented under both the
components. This may be partly due to the lack of clarity in the guidelines or the way the
guidelines are understood by the institutions. In any case, clarifications are necessary in such
situations to avoid duplication of efforts.
Some of the institutions implementing the programme felt that their initial proposal has
limitations. The limitations stem from the fact that the proposals were prepared within short time
and the challenges of implementation became clear only when the implementation process
started. In other words, the limitations are becoming clearer while the programme is being
implemented. Some of nodal officers expressed the view that they should be permitted to revise
the proposals after the first year of the implementation of the programme. This seems to be a
good idea to make the proposal more realistic and implementable.
The idea of having yearly meetings of those implementing same components and related
components may be helpful. The MHRD organized similar workshops in 2016. Such exercises
may be repeated as an annual event.
Transfer of funds: The institutions implementing the scheme faced various constraints and
consequent delay in the implementation of the scheme. They were very happy with the MHRD
team for their prompt responses and swift actions. It seems the transfer of financial resources
from MHRD to the concerned institutions was a reasonable faster process than the transfer of
resources from the university to the project coordinator. The institutional procedures and
processes, in fact, delayed implementation in many instances. The MHRD may consider
possibilities of transferring funds to the project account directly with some degree of freedom for
the project coordinator to withdraw the amount, utilize as per the budgeted heads, re-appropriate
the funds in limited cases.

37
Notification of the Scheme: One of the limitations noticed is that the number of institutions
applying for the scheme and getting approval is less than expected. The slow institutional
response results in limited number of the components being implemented. There is a possibility
of getting better response if the scheme is more widely notified.
The process adopted for notifying the programme was mostly among the central universities and
institutions. It is expected that SOEs will be opened in Central universities. This provision may
be extended to the state universities as well. It will help some of the state universities to grow
into important centres of research in higher education. It seems there is a need for much wider
circulation of invitations. No doubt the MHRD has notified the programme, the guidelines and
other details on its website. It seems there is a need to announce these programmes more widely.
A letter from the UGC or MHRD to all the universities may be helpful in addition to the efforts
already made.
Uncertainty Regarding Continuation of the Scheme: One of the difficulties faced by the
institutions implementing the scheme is uncertainty regarding its continuity beyond March 2017
– the end period of 12th Five Year Plan. Many of the institutions are not willing to plan for the
programme due to this uncertainty. The element of uncertainty is acting as a severe constraint,
especially in components such as SOEs since the expectation is to upgrade the existing
department of education into SOE or start a new SOE. In both cases the efforts and activities are
of long duration. Unless the continuation of the programme and fund flow is ensured, it becomes
difficult to implement some of the programme elements. Therefore, it is important that an
assurance on the continuity of the scheme is given to the institutions implementing the scheme.
Given the nature of processes and procedures required at the MHRD level, it may not be
possible for it to issue such an assurance till the programme is renewed for the period beyond
12 th five year plan period.
This uncertainty affects implementation of the component of SOEs the most. SOEs are new
arrangements created either by upgrading the existing departments of education or through
creation of new institutional arrangements. In both cases, it involves a long term commitment,
since the programmes suggested such as the Masters degree and doctoral level studies will take
longer duration to see fruition. However, the funding for the programme is uncertain beyond
March 2017 and even if renewed the uncertainty after 2020 will continue. This will act as a
serious constraint at the institutional level to design new study programmes or recruiting
additional academic faculty members on a regular basis.
Staff engagement: An assessment of the process of implementation indicates that institutions
where engagement of contractual staff was necessary to implement the programme, in many
instances, the rules and regulations in the institutions made it difficult for fast appointment.
Therefore, the staff deployment did not take place and programme could not be implemented.
There is a need to interact with the universities concerned so that temporary engagement of staff
on contractual basis is facilitated without delay due to procedural and administrative issues.

38
Another issue related to staff engagement under the scheme is the duration of the appointment.
This is a general issue pertaining to any new scheme. What will happen to the staff engaged on a
contractual basis once the project period is completed? Getting Resource Persons: An effective
implementation of the programme depends on the institutions‟ capacity to mobilize resource
persons from outside. Some of the institutions implementing the scheme are well endowed with
high quality resource persons. That is not the case with some other institutions. Therefore, it may
be useful both in the short run and in the long run to prepare a list of experts in the most of the
areas of intervention by the scheme. This list may be jointly prepared by the institutions and
finalized by the MHRD. All institutions implementing the project may be in a position to invite
these experts. This will help widen the involvement of larger pool of experts in the design,
review and overall implementation of programmes under this scheme. However, the expectation
is not to confine only to those resource persons listed for organizing programmes.
The issue of cost of organising programme came up for discussions in many institutions. Some
of the institutions felt that the remuneration indicated for the resource persons is rather
inadequate, especially to invite high profile resource persons from prestigious institutions.
Another difficulty is the condition to travel by Air India only. In some instances, the connections
are difficult and it takes a lot of travel time. Moreover, the cost of travel goes up because tickets
are available, at times, in other air lines at a cheaper rate.
Attracting Participants: The visits and discussions with the institutions implementing different
components, under the scheme, indicate that getting participants for many of the programmes is a
difficult task. The difficulties arise for different reasons. First, institutions are not keen to
nominate or sponsor faculty members to participate in the programme since they do not see these
programmes are essential and prescribed by the UGC or government. They give priority to the
programmes notified by the higher education authorities. Second, the participants are keen to
attend programmes for which they get API scores. Since these programs are not in the approved
list of programmes notified by the UGC, the university/college teachers are less enthusiastic to
participate in the programme. Third, many of the programmes organized under the scheme is of
short duration (less than 6 days) which by definition will not qualify for API scores. Fourth, the
cost of participating (travel cost etc.) is not met by the organizers in some instances. The
programme may be notified on the MHRD portal. This will give visibility and legitimacy to the
programme.
Financial Aspects: One also notices that different patterns emerge in respect to payment of
cost of travel and stay to participants. In some instances the organizing institutions pay travel
allowance and hospitality. In other instances the travel cost is borne by the participants and the
organizing institution extends only hospitality. In limited number of instances the organizing
institutions engage in partial cost recovery by levying an amount for participation in the
programme. It is felt that the financial implications of attending a programme should be totally
on the organizing institution since they receive budgetary allocations from the MHRD. After the
programme has been through a substantial phase of implementation and stabilised, the

39
implementing institutions may think about the possibilities of cost recovery. However, this may
be avoided in the initial stages.
There is scope for some form of interventions by MHRD to get the programmes under the
scheme notified by the regulators to ensure API scores are awarded to the participants It may
also be desirable to discuss this issue with UGC so that the programmes of at least one week
duration may be included in the approved list of programmes to award API scores. However, it
may not be desirable to extent the duration of programmes to only make them eligible for API
scores.
Management Structure: We were closely examining the management structure and
implementation arrangements at the institutional level. The management structure varies among
different institutions. In many instances the institutional hierarchy rather than the compulsions
of implementation influence the structure. There is a need to strengthen the position of the nodal
officer for effective implementation of the scheme at the institutional level. It may, perhaps, be a
good idea to specify the management structure at the institutional level to implement the
programme.
Meetings to Exchanges Experiences: Many of the institutions implementing the scheme felt
that there should be provisions for exchanging experiences among those implementing different
components of the programme. MHRD has organized workshops to discuss the implementation
of the programmes. Such efforts may be continued in the future also since many of the
participating institutions found such meetings very useful. Further, there is a provision for
regular interaction and networking among institutions implementing the programme.
Wider dissemination of programmes under different components: MHRD can also take a
necessary step in this direction by developing a system of disseminating the information (about
seminars, workshops, new sub-schemes under PMMMNMTT), reports and other resources to a
wider level. A common portal where all components are represented will be a good idea to
experiment with. This would not only help spreading the news about PMMMNMTT, but also
facilitates in creating an environment of adopting new and more effective pedagogies in teaching
and learning across the Indian educational institutes as well as enabling institutions to develop
inter-component linkages.

8. Suggestions for Interventions to Improve Implementation

i) The PMMMNMTT is a major reform initiative in India focusing on the crucial role
played by the teachers in improving teaching learning processes and learning
outcomes. It is important that such a scheme is implemented uninterruptedly and be
made regular programmes of the higher education sector.

40
ii) The scheme mobilises top ranking institutions and high quality academics to provide
academic leadership in higher education in India. Such efforts in the programme need
to be further strengthened and continued.
iii) The guidelines prepared by the MHRD are comprehensive and provides good scope
for institutional autonomy to design the programmes under various components.
These aspects of the guidelines may be reinforced.
iv) The guidelines may also indicate the need for encouraging participants from the
disadvantaged groups and locations.
v) It is also felt that the financial part of the guidelines can be more detailed to reduce
the procedural delay in transferring resources within the institution – from the
institution to the project.
vi) The transfer of financial resources from MHRD to the implementing institutions was
fast. However, the institutional procedures and processes delayed transfer of
resources from the institution to the project. The MHRD may consider possibilities of
transferring funds to the project account directly with some degree of freedom for the
project coordinator to withdraw the amount.
vii) All those contacted for this evaluation were highly appreciative of the role of MHRD
in facilitating implementation of the scheme. The responses from MHRD have been
prompt and they helped in the fast implementation of the scheme. These mechanisms
of communication and responses should be retained.
viii) At times the programmes under some of the components seem like re-packaging of
the existing programmes with minor modifications. There is a need to examine the
innovativeness of the programmes and the MHRD may request the implementing
institutions to report it under a separate heading.
ix) It seems there are overlaps between programmes suggested under different
components. If these results into duplication of efforts, they may be closely examined
and corrected.
x) The limitations of the initial proposals and the design of the programmes become
clear while the programme is implemented. The implementing institutions may be
permitted to revise the proposals after the first year of the implementation. This may
make the proposal more realistic and implementable.
xi) It is a good idea to have yearly meetings of those implementing same components and
related components. The MHRD organized similar workshops in 2016. Such
workshops may be continued as an annual event.
xii) The number of institutions applying for the scheme and getting approval is less than
expected. There is a need for the scheme to be widely notified. A letter from the UGC
or MHRD to all the universities may be helpful in addition to the efforts already

41
 made.
xiii) Institutions implementing the scheme are concerned about the uncertainty regarding
its continuity. There is a need to have a reassurance to institutions on the continuity
of the scheme and the scheme becoming a regular feature of higher education
development in the country
xiv) The staff to implement the programme is recruited on a project basis. The programme
can attract good candidates only when there is a guarantee regarding job security.
Therefore, a part of the staff may be recruited as regular staff members of the
institution.
xv) The implementation of the programme envisages mobilization resource persons from
outside the implementing institutions. It may be useful to prepare a list of experts
jointly with the implementing institutions and the MHRD. This will help widen the
involvement of larger pool of experts in the design, review and overall
implementation of programmes under this scheme.
xvi) Some of the institutions felt that the remuneration indicated for the resource persons
is rather inadequate. They also felt that the condition to travel by Air India only is a
constraining factor. MHRD may look into the possibilities of facilitating a faster and
cheaper process.
xvii) At times it is difficult to get participants. There is a need to get nominations from the
institutions. Another difficulty is the disincentive for faculty members to participate
in the programme since it is not included in the list of programmes awarding API
scores. MHRD may initiate steps so that regulators such as UGC may prescribe the
programmes under the scheme as part of faculty improvement and include these
programmes under those notified to award API scores
xviii) All participants may be provided travel cost and accommodation arrangements.
xix) The management structure at the institutional level may be made simple and the role
of the nodal officer may be strengthened.

42
 Annexure
List of Documents Referred
i. PMMMNMTT Guideline
Department of Higher Education, Ministry of Human Resource Development, (2015). Scheme
of Pandit Madan Mohan Malaviya National Mission on Teachers and Teaching
(PMMMNMTT) Guidelines . New Delhi: Government of India.
ii. Proposals
Component: School of Education (SoE)
Jamia Millia Islamia
Assam Central University
Dr. Harisingh Gour Vishwavidyalaya, Sagar (M.P.)
Central University of Kerala
Central University of South Bihar
Central University of Jammu
Banaras Hindu University
Central University of Haryana
Component: Centres for Excellence in Science and Mathematics Education (CESME)
IISc, Banglore
Indian Institute of Science Education and Research (IISER), Pune
IIT Guwahati
Component Teaching Learning Centre (TLC)
Mahatma Gandhi Antrarashtriya Hindi Vishwavidyalaya, Wardha
NIT, Warrangal
IIT, Kanpur
Indian Institute of Technology (IIT), Hyderabad
Indian Institute of Science Education and Research (IISER) Bhopal
IIT, (BHU)
Indira Gandhi National Tribal University (IGNTU), MP
Tezpur University, Assam

43
Indian Institute of Information Technology, Design and Manufacturing
(IITDM)Kancheepuram, Tamil Nadu
Sri Guru Tegh Bahadur Khalsa College, Delhi
Indian Institute of Technology, Kharagpur
University of Calicut, Kerala
IIT Panta, IIT Indore, IIT Kanpur, IIT Kharagpur (combined proposal)
IIT, Madras
IIT, Bombay
Dr.Harisingh Gour Vishwavidyalaya, Sagar
Component: Faculty Development Centre (FDC)
Indian School of Mines, Dhanbad
Banasthali University, Rajastan
Hemvati Nandan Bahuguna Garhwal University, Srinagar
Tripura University
Component: Innovations, Awards and Teaching Resource Grant/ Support for Faculty
Including Workshops and Seminars
Indira Gandhi National Tribal University (IGNTU), MP
National Institute of Technology (NIT), Silchar
ASCI, Hyderabad
NIT, Goa
NIT Tamil Nadu
Component: Subject Based Networks for Curricular Renewal and Reforms (SBN)
National Centre for Biological Sciences (NCBS), Bangalore
Banaras Hindu University (BHU)
Component: Institutes of Academic Leadership and Education Management
Aligarh Muslim University (AMU)
Tata Institute of Social Sciences (TISS), Maharashtra
NUEPA, New Delhi

44
iii. Progress Report
Component: School of Education (SoE)
Jamia Millia Islamia
Assam Central University
Central University of Kerala
Component: Centres for Excellence in Science and Mathematics Education (CESME)
IISc, Banglore
Indian Institute of Science Education and Research (IISER) Pune
IIT Guwahati
Component Teaching Learning Centre (TLC)
Mahatma Gandhi Antrarashtriya Hindi Vishwavidyalaya, Wardha
NIT Warrangal
IIT Kanpur
Indian Institute of Technology (IIT), Hyderabad
Indian Institute of Science Education and Research (IISER) Bhopal
Indira Gandhi National Tribal University (IGNTU), MP
Tezpur University, Assam
Indian Institute of Information Technology, Design and Manufacturing
(IITDM)Kancheepuram, Tamil Nadu
Sri Guru Tegh Bahadur Khalsa College, Delhi
Indian Institute of Technology, Kharagpur
University of Calicut, Kerala
Component: Faculty Development Centre (FDC)
Indian School of Mines, Dhanbad
Banasthali University, Rajastan
Hemvati Nandan Bahuguna Garhwal University, Srinagar

45
 Component: Innovations, Awards and Teaching Resource Grant/ Support For Faculty
Including Workshops And Seminars
Indira Gandhi National Tribal University (IGNTU), MP
ASCI, Hyderabad
NIT, Goa
NIT, Tamil Nadu
Component: Subject Based Networks for Curricular Renewal and Reforms (SBN)
National Centre for Biological Sciences (NCBS), Bangalore
Component: Institutes of Academic Leadership and Education Management
Aligarh Muslim University (AMU)
Tata Institute of Social Sciences (TISS), Maharashtra
NUEPA, New Dehi
iv. Field Visit Reports
Component: School of Education (SoE)
Jamia Millia Islamia
Dr. Harisingh Gour Vishwavidyalaya, Sagar (M.P.)
Component: Centres for Excellence in Science and Mathematics Education (CESME)
IISc, Bangalore
Indian Institute of Science Education and Research (IISER) Pune
NIT, Warrangal
Component Teaching Learning Centre (TLC)
IIT, Kanpur
Indian Institute of Technology (IIT), Hyderabad
Indian Institute of Science Education and Research (IISER), Bhopal
IIT, (BHU)
Indira Gandhi National Tribal University (IGNTU), MP
Tezpur University
Indian Institute of Information Technology, Design and Manufacturing
(IITDM)Kancheepuram, Tamil Nadu
Sri Guru Tegh Bahadur Khalsa College, Delhi

46
 Indian Institute of Technology, Kharagpur
University of Calicut, Kerala
IIT Panta, IIT Indore, IIT Kanpur, IIT Kharagpur (combined proposal)
Component: Faculty Development Centre (FDC)
Banasthali University, Rajastan
Hemvati Nandan Bahuguna Garhwal University, Srinagar
Component: Innovations, Awards and Teaching Resource Grant/ Support For Faculty
Including Workshops And Seminars
National Institute of Technology (NIT), Silchar
ASCI, Hyderabad
NIT, Goa
NIT, Tamil Nadu
Component: Subject Based Networks for Curricular Renewal and Reforms (SBN)
National Centre for Biological Sciences (NCBS), Bangalore
Banaras Hindu University (BHU)
Component: Institutes of Academic Leadership and Education Management
Aligarh Muslim University (AMU)
v. Questionnaire
Centre for Policy Research in Higher Education/ NUEPA. (2017). PMMMNMTT Evaluation
Questionnaire. New Delhi: National University of Educational Planning and Administration
(NUEPA)
vi. PAB Meetings
PAB 1 meeting report- Date of the meeting- 13.03.2015
PAB 2 meeting report- Date of the meeting- 10.07.2015
PAB 3 meeting report- Date of the meeting- 09.09.2015
PAB 4 meeting report- Date of the meeting- 15.12.2015
PAB 5 meeting report- Date of the meeting- 23.02.2016
PAB 6 meeting report- Date of the meeting- 13.07.2016
PAB 7 meeting report- Date of the meeting- 28.11.2016
PAB 8 meeting report- Date of the meeting- 24.01.2017

47
vii. Workshops
MHRD Workshop on PMMMNMTT Scheme on Schools of Education, Subject Networks for
Curricular Renewal and Reforms, Innovations, Awards and Teaching Resource Grant/Support for
faculty including Workshops and Seminars, Institutes of Academic Leadership and Education
Management – Dated 20-21.10.2016

MHRD Workshop on PMMMNMTT Scheme on Centres Of Excellence In Science And

Mathematics Education, Teaching Learning Centres , Faculty Development Centre – Dated 16-
17.12.2016

viii. PMMMNMTT Consultants and Officials interacted with

Ameesha Oberoi, Consultant
Dharma Rakshit Gautam, Consultant
Mithlesh Mishra, Consultant
Sajjad Ahmad, Consultant
Uzma Naz Ansari, Consultant
Vandana Indoria, Consultant
Sonia Wadhwa, Project Coordinator, PMMMNMTT, EdCIL

Amandeep Singh, MHRD

Padam Singh, MHRD

48
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