Annual Report 2014-15

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Annual Report
2014-15
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Centre for Cultural Resources and Training
Annual R epo rt 2 0 1 4 -1 5
Contents
Introduction.......................................................................................................................... 4
Training .............................................................................................................................. 10
Evaluation and Feedback..................................................................................................... 54
Extension Services and Community Feedback Programme..................................................... 54
Collection of Resources....................................................................................................... 58
Production of Educational Material...................................................................................... 60
Publications........................................................................................................................ 64
Cultural Talent Search Scholarship Scheme........................................................................... 66
Initiatives in the North-Eastern States.................................................................................. 72
Cultural Exchange Programme............................................................................................. 72
Annex................................................................................................................................. 76
Financial Statements and Audit Report................................................................................. 88
2014-15
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Introduction
stablished in 1979, pioneered by Smt. Kamaladevi Chattopadhyay and Dr. Kapila Vatsyayan, the Centre for Cultural Resources
and Training (CCRT) functions as an autonomous organization under the aegis of Ministry of Culture, Government of India. It is
one of the premier institutions working in the field of linking education with culture. CCRT conducts a range of training programmes
for in-service teachers, educators and administrators from across India to foster their creative potential. It also organizes special training
programmes for the physically and mentally challenged children. The training programmes provide an understanding and appreciation
of the philosophy, aesthetics and beauty inherent in Indian art and culture and focus on formulating methodologies for incorporating
a cultural component in curriculum teaching. The training programmes are tailored to introduce the participants to various art
forms and focus on development of their observational skills, enhance their writing and verbal skills and develop their powers
of deduction and conclusion. They help to make learning informative interesting and fun.
At the philosophical core of the CCRT lies a commitment to holistic education, encompassing the cognitive, emotional and spiritual development
of children. To this end the CCRT conducts education grounded in cultural knowledge and understanding as conducive to clarity, creativity,
independence of thought, tolerance and compassion. In sensitzing students, teachers and others to the arts and cultures of India, the CCRT
aims to encourage local communities to take the lead in the preservation of their cultural and natural heritage, promote respect for diversity and
reinforce cultural identity. The underlying emphasis is on imbibing architectural, aesthetic, historic, environmental, archaeological
and even spiritual and symbolic values embedded in our heritage.
The CCRT has its headquarters in New Delhi and three Regional Centres at Udaipur in the west, Hyderabad in the south and
Guwahati in the north-east to facilitate the widespread dissemination of Indian art and culture.
Main Functions
Organizes theoretical and theme based academic programmes on Indian art and culture for
teachers and students.
Conducts Workshops to provide practical training and knowledge in crafts to be incorporated

in school curriculum. Various art activities like drama, music, narrative art forms, classical
dances, etc. are organized to create an awareness of the regional variations and richness of
cultural expressions of our country.
Organizes various educational activities for school students, teachers and children belonging to
governmental and non-governmental organizations under its Extension Services and Community
Feedback Programme, to create an awareness of the need for conservation of the natural and
cultural heritage.
Collects and develops a library of resources in the form of scripts, digital photographs, audio
and video recordings and films with the objective of producing culturally-oriented educational
aids to encourage the art and craft forms of rural India and their revival.
Prepares publications and other audio-visual material which attempt to provide an

understanding and appreciation of the different aspects of Indian art and culture, such as,
architecture, music, drama, dance, painting, crafts etc. They explore many intertwining threads
of tradition, values and culture present in our rich heritage.
Implements Cultural Talent Search Scholarship Scheme for providing facilities to young
talented children in the 10-14 age group to study one or the other art form and Scheme
for Award of Scholarship to Young Artists in Different Cultural Fields for advance training of
various art forms.
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Brief account of activities conducted by CCRT during 2014-15

Training Programmes organised
Publications
Orientation Courses.............................. 18
Annual Report (2013-2014)
Workshops........................................... 44
Reprints
Short-term Workshops........................ 141

Short-term Programmes........................ 09
Seminars.............................................. 07
Refresher Courses................................. 08
Total No. of Teachers Trained........... 11976
Architecture of Delhi
Cultural History -1
Cultural History -2
Cultural History -3
Expressions in Lines
Extension Services and Community

Feedback Programme
Forts, Palaces and Havelis of Rajasthan
Workshops ......................................1144
Musical Instruments of India-2
Educational Tours.................................60
National Symbols
Students trained ...........................91,884
Odissi Dance
Other Educational Activities ..................04
Purulia Chhau Dance
Cultural Clubs.....................................358
Art of Puppetry-1
Production
Educational Kits distributed............... 1213
Cultural Talent Search Scholarship

Scheme
New Scholarships awarded................. 620
Kathakali Dance
Art of Puppetry-2
Traditional Theatre Forms of India-1
Traditional Theatre Forms of India-2
World Cultural Heritage Sites-1
Sattriya Dance
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9
Training
Centre for Cultural Resources and Training is one of the premier institutions working in the field of linking education with
Theculture.
In order to fulfil its aims and objectives and also to share and enlarge the scope of CCRTs work in the field of education, it
conducts a variety of in-service school teachers training programmes throughout the year, which are held in different parts
of the country. The emphasis of the training programmes organised for in-service school teachers, Heads of institutions and
teacher educators is on devising methodologies for development of the childs personality particularly in terms of helping the
child to discover his/her latent talent and to express it creatively. The thrust is on building up a pervasive consciousness of the
Indian Cultural Heritage through the utilization of local material and community interaction and also by involving students in
conservation of the natural and cultural heritage.
Each art is unique and essential in the curriculum because of the particular avenues of perception that it develops. Heightened
perception provides a stimulus for imagination and creativity. It also has an impact on all learning creative activities to inculcate
aesthetic sensibility and values incorporated in the programmes. To develop aesthetic values, the participants study the sensory,
intellectual, emotional and philosophic bases for understanding the artistic manifestations and cultural traditions.
Over the years, the CCRT has conducted action research and worked out methodologies for providing cultural components in
teaching learning processes, thereby to some extent, achieving the objectives of the integrated approach to education using a
culture base to understand the various school disciplines.
Orientation Course
Orientation Course (s) for in-service teachers
Orientation Course (s) for teacher educators
The Orientation Course is organised for in-service Middle/Secondary/Senior Secondary School teachers and Teacher Educators
(referred as teachers henceforth) from all parts of the country. It is approximately of three weeks duration and consists of a
variety of programmes such as lectures, lecture-demonstrations, practical classes and educational tours to places of natural
and cultural interest. The Training Programme introduces the participating teachers to the rich fabric of our artistic and cultural
heritage. It is designed to give the teachers an idea of the variety of creative expressions in India and how the school children can
be exposed to the beauty in nature and art. Members of the community and specially the younger generation need to understand
the cultural heritage and the variety of geo-physical features and racial, religious, linguistic groups that have contributed to the
aesthetic quality and richness of our culture. It is this awareness that fosters love for all mankind and helps in producing better
citizens.
Aims of the Orientation Course

Create an awareness of the fundamental principles underlying the development of Indian culture in order to foster a
spirit of national integration;
Provide an opportunity to formulate methodologies in which aspects of Indian culture and creative activities constitute
an integral part of the process of learning and teaching;
Provide teachers an occasion to interact with scholars and artists in order to devise ways of making education a total
experience;
Provide skills and training in creative activities in order to improve class-room teaching techniques and,
Provide an opportunity to the participants, teaching different disciplines from all parts of the country to work together.
10
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11
2014-15
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The Orientation Course comprises the following six major components:

(i) Theoretical Study of Art and Culture
(ii) Practical Training in Art and Culture
Learning of skills in traditional crafts
Practical training in learning of songs in Indian languages
Enhancing communication skills through movement and mime
(iii) Preparation of educational aids for cultural education and to support classroom teaching
(iv) Educational tours to museums, monuments, art galleries and nature parks
(v) Evaluation(s)
(vi) Other Educational Activities
Sl. No.
1.
Duration
June 10 to July 01, 2014
Venue
No. of
Participants
Udaipur, Rajasthan
35
2.
Hyderabad, Telangana
27
3.
July 08 to 28, 2014
Guwahati, Assam
61
4.
July 16 to August 05, 2014
New Delhi
87
5.
August 05 to 27, 2014
55
6.
August 07 to 28, 2014
Guwahati, Assam
74
7.
September 03 to 23, 2014
Udaipur, Rajasthan
135
8.
New Delhi
147
9.
October 27 to November 14, 2014 (Teacher Educators)
New Delhi
64
10.
November 10 to 25, 2014 (Teacher Educators)
Bhubaneswar, Odisha
39
11.
November 10 to December 01, 2014
72
12.
Udaipur, Rajasthan
98
13.
December 03 to 23, 2014
New Delhi
104
14.
December 15 , 2014 to January 03, 2015
16
15.
December 23, 2014 to January 13, 2015
Udaipur, Rajasthan
35
16.
January 07 to 20, 2015 (Teacher Educators)
New Delhi
48
17.
January 08 to 29, 2015
Guwahati, Assam
55
18.
February 04 to 25, 2015
New Delhi
92
Total
1244
Statewise participation of Teachers/Teacher Educators in Orientation Course(s) 2014-15
12
2014-15
vuqLFkkiu ikB~;e osQ varxZr ;s N% vo;o 'kkfey fd, x, gSa %
e la123456789101112131415161718-
vof/
10
11
08
16
05
07
03
10
27
10
10
17
03
15
23
07
08
04
twu ls 01 tqykbZ] 2014

ls 28 tqykbZ ] 2014
tqykbZ ls 05 vxLr] 2014
ls 27 vxLr] 2014
ls 28 vxLr] 2014
ls 23 flrEcj] 2014
ls 30 flrEcj] 2014
vDrwcj ls 14 uoEcj] 2014 (f'k{kd izf'k{kd)
ls 25 uoEcj] 2014 (f'k{kd izf'k{kd)
uoEcj ls 01 fnlEcj] 2014
uoEcj ls 06 fnlEcj] 2014
ls 23 fnlEcj] 2014
fnlEcj] 2014 ls 03 tuojh] 2015
ls 20 tuojh] 2015 (f'k{kd izf'k{kd)
ls 29 tuojh] 2015
ls 25 iQjojh] 2015
LFkku
mn;iqj] jktLFkku
gSnjkckn] rsyaxkuk
xqokgkVh] vle
ubZ fnYyh
gSnjkckn] rsyaxkuk
xqokgkVh] vle
mn;iqj] jktLFkku
ubZ fnYyh
ubZ fnYyh
Hkqous'oj] vksfM'kk
gSnjkckn] rsyaxkuk
mn;iqj] jktLFkku
ubZ fnYyh
gSnjkckn] rsyaxkuk
mn;iqj] jktLFkku
ubZ fnYyh
xqokgkVh] vle
ubZ fnYyh
oqQy
okf"kZd fooj.k
(i) dyk ,oa laLfr dk lSkafrd v;;u

(ii) dyk ,oa laLfr dk O;kogkfjd f'k{k.k

ikjaifjd f'kYidyk osQ dkS'ky dks lh[kuk

jk"Vh; Hkk"kkvksa osQ xhr lh[kus dk f'k{k.k

gkoHkko vkSj ewdkfHku; ukV~;dyk }kjk laizs"k.k dkS'ky dh mUufr
(iii) lkaLfrd f'k{kk vkSj d{kk laca/h f'k{k.k esa enn ossQ fy, 'kSf{kd lgk;d lkexzh rS;kj djuk
(iv) laxzgky;ksa] Lekjdksa] dykohfFk;ksa rFkk kfrd m|kuksa osQ 'kSf{kd nkSjs
(v) ewY;kadu
(vi) vU; 'kSf{kd xfrfof/;k
izfrHkkfx;ksa dh
la[;k
35
27
61
87
55
74
135
147
64
39
72
98
104
16
35
48
55
92
1244
vuqLFkkiu ikB~;e esa f'k{kd ,oa f'kf{kdkvksa@f'k{kkfonksa dh jkT;okj la[;k 2014&2015
13
Statewise participation of Teachers/Teacher Educators in Orientation Course 1979-2015
Lecture/Lecture-Demonstration Series
During the year 2014-15, a series of lectures/lecture demonstrations were organized and delivered by renowned artists, scholars
and educationists advocating the peacemaking potential of art and the use of experiential education techniques and practices to
help students make these vital connections...... Unity.. HarmonyPerspective.Values. The language of art has much
in common with the language of peace and this is no coincidence. Art gives us a way of communicating even when we share no
common languages. It provides a nonviolent means of expressing our outrage at unjust acts and it is through art that we come
to accept - and even appreciate - the unique ways in which people see and interpret the world. Participants learn about the life
and culture of the Indians including celebrations, customs, and the role of environment in shaping their lives. Also included are
descriptions and details of the native art forms and the ways in which art is helping to preserve traditional culture and lifestyles.
Some of the lectures were on the following topics:
Subject (s)
Name of the Speaker/Artist
Language Core of Culture
Dr. R.K. Tripathi*

Dr. Vijay Kulshrestha*
Culture in Education
Shri Partho Sanyal*
Role of Multimedia in Propagation of Culture
Dr. Pratapanand Jha*
Indian Paintings
Dr. B.N. Goswamy

Dr. Dipen Bezbaruah
Dr. Vijay Mathur
Dr. Kirtana Thangavelu*
Integrated Approach to Education
Shri Feisal Alkazi*

Dr. Shobita Punja*
Shri Sharad Gaur
* Speakers/Resource Persons introduced newly.

14
okf"kZd fooj.k
2014-15
vuqLFkkiu ikB~;e esa f'k{kd ,oa f'kf{kdkvksa@f'k{kkfonksa dh jkT;okj la[;k 1979&2015
O;k[;ku@O;k[;ku n'kZu kà[kyk
o"kZ 2014&15 osQ nkSjku O;k[;ku@O;k[;ku izn'kZuksa dh ka`[kykvksa dk vk;kstu fd;k x;k ftuesa iz[;kr dykdkjksa] fon~okuksa rFkk
f'k{kkfonksa }kjk O;k[;ku fn;s x,A ftUgksaus Nk=kksa dks ,drk] lfg".kqrk] ikjLifjdrk] ewY;ksa dk ego le>kus osQ fy, vius 'kSf{kd
vuqHkoksa rFkk rduhdksa dk mi;ksx fd;kA dyk dh Hkk"kk 'kkafr dh Hkk"kk ls lkE; j[krh gS vkSj ;g dksbZ ,d la;ksx ugha gSA dyk gesa
ml le; laisz"k.k dk ekxZ fn[kkrh gS tc ge vke Hkk"kkvksa dk iz;ksx ugha djrsA ;g gekjs vU;k;iw.kZ dk;ks ij jks"k izdV djus dk
,d vfgalkRed lk/u Hkh gS vkSj ;g dyk gh gS ftlosQ ek;e ls ge ,d u;k rjhdk Lohdkj djrs gSa rFkk iz'kalk Hkh djrs gSa
ftls yksx ns[krs gSa vkSj nqfu;k dks crkrs gSaA izfrHkkxh Hkkjrh;ksa dh laLfr vkSj thou osQ lkFk&lkFk muosQ mRloksa] jhfr&fjoktksa rFkk
thou fuekZ.k esa i;kZoj.k dh Hkwfedk vkfn osQ ckjs lh[krs gSasA O;k[;kuksa esa LFkkuh; dyk 'kSfy;ksa rFkk rjhdksa dk fooj.k rFkk C;kSjk
Hkh 'kkfey fd;k tkrk gS] ftuesa ;g of.kZr gksrk gS fd dyk fdl izdkj ikjEifjd laLfr rFkk thou'kSfy;ksa dk laj{k.k djrh gSA
oqQN O;k[;ku fuEufyf[kr fo"k;ksa ij vk;ksftr fd, x, %
fo"k;
Hkk"kk&laLfr dk dsanz
oDrk@dykdkj
MkW- vkj-ds- f=kikBh*
MkW- fot; dqyJs"B*
f'k{kk esa laLfr
Jh ikFkZ lU;ky*
laLfr ds izpkj&izlkj esa eYVhehfM;k dh

Hkwfedk
MkW- izrkikuan >k*
Hkkjrh; fp=kdyk
MkW- ch-,u- xksLokeh

MkW- nhisu cstc#vk
MkW- fot; ekFkqj
MkW- dhrZuk Fkaxkosyw*
f'k{kk ds izfr lesfdr n`f"Vdks.k
Jh iQSty vYdkth*
MkW- 'kksfHkrk iqatk*
Jh 'kjn xkSM+
* u, tksM+s x, oDrk@lzksr O;fDr

15
Subject (s)
Name of the Speaker/Artist
Environmental Education
Ms. Prarthana Borah*

Dr. S.N. Patro
Dr. Purushottam Reddy
Environmental Protection & Importance of
Dr. W.G. Prasanna Kumar
Rainwater Harvesting techniques in India
Dr. Mihir Deb*
Methodologies for Cultural Education
Dr. Nila Sharma*
The Land and People
Dr. Ghanshyam Sharma*
Gender and Culture
Dr. Purwa Bharadwaj*
Health Education & Yoga
Dr. Anil Sharma*

Shri Rajbir Tyagi*
Ms. Junali Dutta
Hindustani Music
Dr. Sudha Mathur

Dr. Mallika Banerjee
Dr.(Smt.) Sarita Pathak Yajurvedi*
Shri Debendranath Satapathy*
Carnatic Music
Dr. K. Vageesh
Dr. T.V. Manikandan
Prof. P. B. Kanna Kumar
Bharatnatyam Dance
Smt. Jayalakshmi Eshwar

Smt. Bala Vishwanath*
Odissi Dance
Ms. Kiran Segal

Ms. Kabita Dwibedi
Kathak Dance
Pt. Rajendra Gangani

Ms. Madhura Phatak
Kathakali Dance
Shri E.S. Rajendran Pillai
Sattriya Dance
Shri Jatin Goswami

Shri Bhabananda Barbayan*
Folk Songs of Rajasthan

16
Janab Bhungra Khan*
lqJh izkFkZuk cksjk*
2014-15
i;kZoj.k f'k{kk
MkW- ,l-,u-ik=k
Hkkjr esa i;kZoj.k laj{k.k ,oa o"kkZ ty lap;u rduhdksa

dk egRo
MkW- MCY;w-th- izlUu dqekj
lkaLfrd f'k{kk ds fy, izfof/;k
MkW- uhy 'kekZ*
/jk vkSj ekuoh; laLfr
MkW- ?ku';ke 'kekZ*
fyax vkSj laLfr
MkW- iwokZ Hkkj}kt*
LokLF; f'k{kk vkSj ;ksx
MkW- vfuy 'kekZ*
MkW- fefgj nso*
okf"kZd fooj.k
MkW- iq#"kksRre jsM~Mh
Jh j.kohj R;kxh*
lqJh tqukyh nRrk
fgUnqLrkuh laxhr
MkW- lq/k ekFkqj

MkW- efYydk cSuthZ
MkW- (Jherh) lfjrk ikBd ;tqosZnh*
Jh nsosUnzukFk lr~iFkh*
dukZVd laxhr
MkW- ds- okxh'k

MkW- Vh-oh- ef.kdanu
izks- ih-ch- d..k dqekj
HkjrukV~;e
Jherh t;y{eh bZ'oj

Jherh ckyk fo'oukFk*
vksfM'kh u`R;
lqJh fdj.k lSxy

lqJh dfork f}osnh
dFkd u`R;
ia- jktsUnz xaxkuh

lqJh e/qjk ikBd
dFkdyh u`R;
Jh bZ-,l- jktsUnzu fiYybZ
Lkf=k;k u`R;
Jh tfru xksLokeh
Jh Hkokuan ckjc;u*
jktLFkku ds yksd xhr
tukc Hkqaxjk [kku*

17 17
Folk Traditions of Hyderabad
Prof. C. Krishna Reddy

Shri Narendra Luther*
Indian Folk Traditions
Shri Sudhir K. Sharma*
Theatre Forms
Prof. Devendra Raj Ankur
Puppetry in Education
Shri Anil Yadav

Ms. Prakriti Kashyap*
Ms. Ranjana Pandey
Shri Shubhasish Banerjee
Understanding Tangible Heritage
Prof. Jebin Ghosh Dastedar

Shri Amitabh Divakar
Dr. Manas Das
Prof. Jonali Devi
Shri A.K. Khanna
Value Education
Dr. A.K. Merchant

Dr. P.C. Jain
Prof. T. Vijay Kumar
Prof. Annie Pothen
Dr. Tillutama Baruah*
Dr. Chakradhar Biswal*
Linking Education with Culture
Prof. Gayatree Goswamee

Dr. Nila Sarma
Dr. Manoj Nayak
Curriculum Framework for Teacher Education
Dr. Jyotsna Tiwari
Gandhian Philosophy in Education
Dr. Raghu Rama Raju

Dr. Nila Sharma*
Dr. M.P. Sharma
Dr. Dhananjay Joshi
Redefining Teaching
Shri G.V.N. Raju
Understanding Child Psychology relevant to Schools
Ms. Chandini Bhoopa*

Dr. Pradeep Paneri*
History & Evolution of Indian Cinema
Smt. Uma Magal*
History of Philosophical and Cultural Concepts
Prof. Bharat Gupt*

18
Hkkjrh; yksd ijEijk,a
Jh lq/hj ds- 'kekZ*
ukV~; dyk,
izks- nsosUnz jkt vadqj
f'k{kk esa iqryhdyk
Jh vfuy ;kno
lqJh izfr d';i*
lqJh jatuk ikaMs
Jh 'kqHkk'kh"k cSuthZ
ewrZ fojklr osQ izfr le>
izks- tsfcu ?kks"k nfLrnkj

Jh vferkHk fnokdj
MkW- ekul nkl
izks- tksukyh nsoh
Jh ,-ds [kUUkk
ewY; f'k{kk
MkWMkWizksizksMkWMkW-
f'k{kk dks laLfr ds lkFk tksM+uk
izks- xk;=kh xksLokeh
2014-15
izks- lh- ".kk jsM~Mh

Jh ujsUnz ywFkj
okf"kZd fooj.k
gSnjkckn dh yksd ijEijk,a
,-ds- epsZaV
ih-lh- tSu
Vh- fot; dqekj
,Uuh iksFksu
fryksRrek c#vk*
p/j fcLoky*
MkW- uhy 'kekZ

MkW- eukst uk;d
f'k{kd f'k{k.k ds fy, ikB~;e dk xBu
MkW- T;ksRLuk frokjh
f'k{kk esa xka/h n'kZu
MkWMkWMkWMkW-
f'k{k.k dh ubZ n`f"V
Jh th-oh-,u- jktw
Ldwyksa ls lacaf/r cPpksa dh euksn'kk dks le>uk
lqJh pkanuh Hkwik*
j?kq jke jktq

uhy 'kekZ*
,e-ih- 'kekZ
/uat; tks'kh
MkW- iznhi ikusjh*

Hkkjrh; flusek dk bfrgkl ,oa fodkl
Jherh mek ekxy*
n'kZu'kkL=k dk bfrgkl vkSj lkaLfrd vo/kj.kk,a
izks- Hkjr xqIr*

1919
Religious Pluralism in India (Panel Discussion)
Dr. A.K. Merchant

Shri Syed Shahid Mahdi*
Prof. S.C. Goswami
Dr. Amrit Kaur Basra*
Shri Rabbi Ezekiel I. Malekar*
Dr. M.D. Thomas
Swachh Bharat Mission Teachers Initiatives
Dr. P.K. Chakravarty, IAS*
Traditional Culture and Education
Shri Agni Kumar Acharya*
Tribal Culture
Dr. Muthukumaraswamy*
Shri Prakash Khandge*
Ms. Ananya*
Dr. Mahendra Bhanawat

20
MkW- ,-ds- epsZaV
2014-15
Hkkjr esa cgqy /kfeZdrk (iSuy ppkZ)
Jh lS;n 'kkfgn esgnh*

MkW- ve`r dkSj cljk*
Jh jCch btsfdy ekysdj*
MkW- ,e-Mh- FkkWel
LoPN Hkkjr vfHk;ku & f'k{kd igy
MkW- ih-ds- porhZ] vkbZ,,l
ikjEifjd laLfr vkSj f'k{kk
Jh vfXu dqekj vkpk;Z*
Tkutkrh; laLfr
MkW- eqRrqdqekjLokeh*
okf"kZd fooj.k
izks- ,l-lh- xksLokeh
Jh izdk'k [kkaM~xs*
lqJh vuU;k
MkW- egsUnz Hkkukor

2121
Workshops
The CCRT organizes Workshops for in-service teachers of schools from all parts of the country where innovations meet
traditions. A hands-on component is also available to reassure the students that every one has the capacity to do art and
encourage creativity and sensitivity in them. They are introduced to discipline based art education and engage in activities that
model successful implementation. These Workshops helps teachers to integrate the arts across the curriculum and provide
methodologies of cultural inputs in curriculum teaching. The various Workshops organized by the CCRT are as given below:

Role of Puppetry in Education

Role of Schools in Conservation of the Natural and Cultural Heritage
Integrating Craft Skills in School Education
Theatre Arts in Education
Other Workshops
General Activities:

Learning of Crafts
Selection and Completion of Projects
Preparation of Educational Aids
Learning of Songs in National Languages
Quiz, Educational Games and Slide Shows
Educational Visits
Interaction with Local School Students
Evaluation(s)

Puppetry has played an important role in disseminating knowledge in most parts of the world. Puppetry imbibes elements of
all art forms such as literature, painting, sculpture, music, dance, drama and enables students to develop their creative abilities.
Puppetry has been used traditionally in India as a popular and an inexpensive medium to transmit knowledge about Indian
myths and legends. Since Puppetry is a dynamic art form that appeals to all age groups, this medium of communication has been
selected to serve as an aid for imparting education in schools. The CCRT provides a comprehensive and an integrated training
in the preparation, manipulation and production of such puppet programmes which may be used in variety of formal and nonformal teaching situations.
Aims of the Workshop

To introduce puppetry as an aid to education

To teach preparation and manipulation of various forms of puppets
To prepare educational scripts and programmes for teaching curricular subjects through puppetry
To enable teachers to acquire knowledge about traditional puppet forms of India and to provide them with an
opportunity to interact with traditional puppeteers
To encourage teachers to improvise inexpensive teaching aids and to make creative activities for students an integral
part of classroom teaching
22
f'k{kk esa iqryh dyk dh Hkwfedk

kfrd ,oa lkaLfrd fojklr osQ laj{k.k esa fo|ky;ksa dh Hkwfedk
LowQyh f'k{kk esa gLrdyk dkS'ky dk lekos'k
f'k{kk esa ukV~; dyk,
vU; dk;Z'kkyk,
lkekU; xfrfofk;k%

f'kYidykvksa dks lh[kuk

ifj;kstuk dk p;u ,oa mUgsa iwjk djuk
'kSf{kd lgk;d lkexzh rS;kj djuk
jk"Vh; Hkk"kkvksa osQ xhr lh[kuk
iz'k~ukskjh] 'kSf{kd [ksy ,oa LykbM izn'kZu
'kSf{kd Hkze.k
LFkkuh; fo|ky;hu Nk=kksa ls ckrphr@esyfeyki@oSpkfjd
vknku iznku
ewY;kadu
f'k{kk esa iqryh dyk dh Hkwfedk

fo'o ds vf/dka'k Hkkxksa esa Kku ds izpkj&izlkj esa iqryh dyk us ,d egRoiw.kZ Hkwfedk fuHkkbZ gSA ;g iqryh dyk] lkfgR;] fp=kdyk]
f'kYi dyk] laxhr] u`R;] ukVd tSlh lHkh dyk 'kSfy;ksa ds rRoksa dks vkRelkr djrh gS vkSj Nk=kksa dh jpukRed {kerkvksa dks fodflr
djus esa l{ke cukrh gSA Hkkjr esa ikjaifjd :Ik ls iqryh dyk dks Hkkjrh; iqjk.kksa vkSj nar dFkkvksa ds ckjs esa tkudkjh izlkfjr djus
ds yksdfiz; o lLrs ek;e ds :Ik iz;ksx esa yk;k tkrk jgk gSA pwafd iqryh dyk ,d xfr'khy dyk 'kSyh gS] tks lHkh vk;q oxksZa
ds fy, mi;qDr gS] vr% bl lapkj ek/;e dks Ldwyksa esa f'k{kk iznku djus dh lgk;d lkexzh ds :Ik esa pquk x;k gSA lhlhvkjVh
fofo/ vkSipkfjd rFkk vukSipkfjd f'k{k.k ifjfLFkfr;ksa esa iz;qDr fd, tk ldus okys iqryh dk;Zeksa dks rS;kj djus] pykus vkSj
fufeZr djus esa O;kid rFkk lesfdr izf'k{k.k iznku djrk gSA
f'k{kk esa iqryh dyk ij dk;Z'kkyk osQ mn~ns';

iqryh dyk dks f'k{k.k esa lgk;d lkexzh osQ :i esa ifjfpr djkuk
fofo/ dkj dh iqrfy;k cukuk rFkk mUgsa pykus dk rjhdk fl[kkuk
iqryh dyk osQ ek;e ls f'k{k.k ikB~;e osQ fo"k;ksa osQ fy, 'kSf{kd vkys[kksa rFkk dk;Zeksa dks rS;kj djkuk
Hkkjr dh ijEijkxr iqryh dykvksa ls voxr djkuk rFkk iqryhdkjksa ls feyus dk volj iznku djuk ftlls fd izfrHkkxh
f'k{kd@f'kf{kdk,a Hkkjrh; iqryhdyk osQ Kku osQ vftZr djus esa l{ke gks losaQ
f'k{kd@f'kf{kdkvksa dks lLrh 'kSf{kd lkexzh osQ fuekZ.k fy, ksRlkfgr djuk rFkk muls Nk=kksa osQ fy, d{kk dh i<+kbZ osQ vfHk
Hkkx osQ :i esa jpukRed xfrfof/;k djokuk
23
2014-15
lkaLfrd lzkrs ,oa izf'k{k.k osQUnz] ns'k Hkj osQ fo|ky;kas esa lsokjr f'k{kdks@a f'kf{kdkvksa osQ fy, dk;Z'kkykvksa dk vk;kstu djrk gSA dk;Z'kkykvksa
esa Nk=kks@a Nk=kkvksa esa ;g fo'okl iSnk fd;k tkrk gS fd muesa izR;sd esa dyk {kerk ekStnw gSA mUgsa viuh dyk {kerkvksa dks fodflr djus dk
volj iznku fd;k tkrk gSA lkFk gh ladk; vk/kfjr d{kk dh i<+kbZ ls Hkh ifjfpr djk;k tkrk gS vkSj ,slh jpukRed xfrfof/;ksa esa lafyIr
fd;k tkrk gS]a ftUgsa os liQyrkiwod
Z iwjk dj ldrs gSAa bu dk;Z'kkykvksa osQ ek;e ls f'k{kdksa dks ikB~;e esa dykvksa dk lekos'k djus esa
Hkh lgk;rk feyrh gSA osQUnz }kjk vk;ksftr fofo/ dk;Z'kkyk, bl izdkj gS&a
okf"kZd fooj.k
dk;Z'kkyk,
SI. No.
Duration
Venue
No. of
Participants
1.
July 09 to 24, 2014
Udaipur, Rajasthan
50
2.
July 21 to August 07, 2014
35
3.
Guwahati, Assam
81
4.
October 27 to November 13, 2014
Udaipur, Rajasthan
88
5.
New Delhi
119
6.
Guwahati, Assam
108
7.
Udaipur, Rajasthan
74
8.
9.
March 10 to 25, 2015
New Delhi
Total
102
82
739
Statewise participation of Teachers in Workshops on Role of Puppetry in Education 2014-15
Statewise participation of Teachers in Workshops on Role of Puppetry in Education 1979-2015
24
LFkku
izfrHkkfx;ksa dh la[;k
1-
09 ls 24 tqykbZ] 2014
mn;iqj] jktLFkku
50
2-
21 tqykbZ ls 07 vxLr] 2014
gSnjkckn] rsyaxkuk
35
3-
15 ls 30 flrEcj] 2014
xqokgkVh] vle
81
4-
27 vDrwcj ls 13 uoEcj] 2014
mn;iqj] jktLFkku
88
5-
18 uoEcj ls 02 fnlEcj] 2014
ubZ fnYyh
119
6-
02 ls 17 fnlEcj] 2014
xqokgkVh] vle
108
7-
05 ls 20 iQjojh] 2015
mn;iqj] jktLFkku
74
8-
10 ls 25 iQjojh] 2015
gSnjkckn] rsyaxkuk
102
9-
10 ls 25 ekpZ] 2015
ubZ fnYyh
oqQy
2014-15
vof/
okf"kZd fooj.k
e la-
82
739
f'k{kk esa iqryhdyk dh Hkwfedk ij vk;ksftr dk;Z'kkykvksa esa f'k{kd@f'kf{kdkvksa dh jkT;okj frHkkfxrk 2014&15
f'k{kk esa iqryhdyk dh Hkwfedk ij vk;ksftr dk;Z'kkykvksa esa f'k{kd@f'kf{kdkvksa dh jkT;okj frHkkfxrk 1979&2015
25
Role of Schools in Conservation of the Natural and Cultural Heritage

The Centre for Cultural Resources and Training (CCRT) organises a variety of inservice teacher training
programmes to enable teachers from different regions to share knowledge of their culture with others and
sensitise them towards the diversity and richness of India's natural and cultural heritage. These programmes
provide teachers teaching various disciplines, an opportunity to interact with one another so that their
approach to education may become inter-related and the teaching-learning process less compartmentalised.
The Workshop concentrates on studying the Role of Schools in the Conservation of our Natural and
Cultural Heritage and involve students and teachers in such activities which enable them to understand
the cultural and biodiversity values of the site, the importance to preserve these values and the associated
threats. The Workshop also develops a practical 'plan of action' that may inspire students to appreciate
their natural and cultural heritage and feel responsible, to protect the environment as citizens of India.
The accelerated pace of development in our country has brought forth changes both in the physical environment and cultural
patterns, on an unprecedented scale. With the result. the familiar surroundings and the related cultural identities are being
lost. It must be realised that what is lost today due to ignorance, lack of awareness or concern or thoughtless planning
cannot be recovered, be it a plant species or a historical monument. The teachers are invited in Workshops to take up the
task of sensitising the students to their role as future guardians of the rich natural and cultural resources of our country.

To study simple conservation techniques by which students can be involved in looking after historical monuments and
natural and cultural heritage of their region
To develop a practical plan of action that may inspire students to take up cleanliness and beautification of local
historical sites and parks
To provide an opportunity to teachers from various parts of the country to stay together and interact with each other
and with local students, fostering a spirit of national integration
SI. No.
Duration
Venue
No. of
Participants
1.
Guwahati, Assam
22
2.
July 08 to 18, 2014
New Delhi
25
3.
Guwahati, Assam
122
109
4.
New Delhi
5.
October 08 to 18, 2014
Udaipur, Rajasthan
75
6.
October 27 to November 08, 2014
82
7.
60
8.
Udaipur, Rajasthan
100
9.
Goa
100
10.
New Delhi
62
11.
61
12.
Udaipur, Rajasthan
100
13.
February 25 to March 07, 2015
New Delhi
122
14.
March 10 to 20, 2015
Total
26
83
1123
dk;Z'kkykvksa osQ mn~n's ;

laj{k.k dh ,slh ljy rduhdksa dk v;;u djuk] ftuosQ }kjk Nk=kksa@Nk=kkvksa dks muosQ {ks=k esa vofLFkr ,sfrgkfld Lekjdksa rFkk vU;
kfrd rFkk lkaLfrd fojklr dh ns[kHkky esa 'kkfey fd;k tk lds
dk;kZUo;u gsrq ,slh O;kogkfjd ;kstuk fodflr djuk] ftlosQ }kjk Nk=kksa@Nk=kkvksa dks LFkkuh; ,sfrgkfld LFkyksa rFkk m|kuksa dks LoPN]
lqUnj ,oa vkd"kZd cukus gsrq mRsfjr fd;k tk losQ vkSj
jk"Vh; v[k.Mrk dh Hkkouk fodflr djus osQ mn~ns'; ls ns'k osQ fofHk Hkkxksa ls vk, gq, f'k{kd@f'kf{kdkvksa dks LFkkuh; Nk=kksa@Nk=kkvksa
osQ lkFk jgus@Bgjus rFkk fopkj djus dk lqvolj nku djuk
e la-
vof/
LFkku
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25
08
01
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08
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03
08
24
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05
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25
10
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ls 18 tqykbZ] 2014
ls 12 flrEcj] 2014
ls 12 flrEcj] 2014
ls 18 vDrwcj] 2014
vDrwcj ls 08 uoEcj] 2014
ls 13 fnlEcj] 2014
ls 18 fnlEcj] 2014
ls 15 tuojh] 2015
ls 30 tuojh] 2015
iQjojh ls 07 ekpZ] 2015
ls 20 ekpZ] 2015
oqQy
izfrHkkfx;ksa dh
la[;k
22
25
122
109
75
82
60
100
100
62
61
100
122
83
1123
27
2014-15
lkaLfrd lzksr ,oa izf'k{k.k osQU (lhlhvkjVh) dk;Zjr v;kidksa gsrq ^îzkfrd rFkk lkaLfrd fojklr osQ laj{k.k eas LowQyksa dh Hkwfedk**
fo"k; ij dk;Z'kkyk, vk;ksftr djrk gS] tks fd fHkUu&fHkUu Hkkxksa osQ v;kidksa dks viuh laLfr osQ vknku&iznku dk volj iznku djrh
gSa] rkfd izkfrd rFkk lkaLfrd kjksgj dh fofo/rk vkSj le`f osQ izfr os ljkguk dh Hkkouk mRiUu dj ldsaA bu izf'k{k.k dk;Z'kkykvksa
esa izfrHkkfx;ksa dks fofok fo"k;ksa ls voxr djk;k tkrk gS ftlls fd f'k{kk osQ fofHkUUk vk;keksa esa lg&lEcUk vkSj lh[kus&fl[kkus dh
izf;k dks lesfdr cuk dj fo|kfFkZ;ksa ds 'kSf{kd vuqHkoksa dks le` cuk;k tk ldsA
bu dk;Z'kkykvksa dk eq[; mn~ns'; izkfrd rFkk lkaLfrd fojklr osQ laj{k.k esa Ldwyksa dh Hkwfedk dk v/;;u djuk rFkk Nk=k ,oa
v;kidksa dks ,slh xfrfof/;k lq>kuk gS tks fojklr esa izkIr dyk :iksa osQ lja{k.k esa lgk;d gksaA bu dk;Z'kkykvksa esa f'k{kd@f'kf{kdk,
LFky osQ lkaLfrd ifjos'k ,oa tSo fofo/rk fo"k;d ewY;ksa ls ifjfpr gksrs gSaA buosQ laj{k.k osQ egRo rFkk pqukSfr;ksa osQ ckjs esa tkudkjh
nh tkrh gSA bu dk;Z'kkykvksa osQ nkSjku izfrHkkfx;ksa esa dk;kZUo;u dh ,slh f;kRed ;kstuk fodflr dh tkrh gS tks Nk=kksa dks ,d ftEesnkj
ukxfjd cuus vkSj Hkkjr dh izkfrd rFkk lakLfrd fojklr dh ljkguk o okrkoj.k dh lqj{kk djus gsrq izsfjr djrh gSA
gekjs ns'k esa rhoz xfr ls fodkl ds dkj.k HkkSfrd okrkoj.k rFkk lkaLfrd <kps esa cM+s iSekus ij vHkwriwoZ ifjorZu gq, gSaA blds
ifj.kkeLo:Ik ge ifjfpr ifjos'k vkSj blls lacaf/r lakLfrd igpku [kks jgs gSaA vr% vkt bl okLrfodrk dks tkuuk pkfg, fd geus
vKku] tkx:drk dh deh ,oa vfu;ksftr ;kstukvksa ls tks dqN [kks;k] mldh iqu% izkfIr vlaHko gS] pkgs ;g fdlh ikS/s dh iztkfr
;k ,sfrgkfld Lekjd gh gksA dk;Z'kkykvksa esa v;kidksa dks blfy, vkeaf=kr fd;k tkrk gS] ftlls fo|kFkhZ ns'k dh le` izkfrd ,oa
lkaLfrd lalkkuksa osQ laj{kd ds :Ik esa viuh Hkwfedk dh vuqHkwfr dj ldsaA
okf"kZd fooj.k
kfrd o lkaLfrd fojklr osQ laj{k.k esa fo|ky;ksa dh Hkwfedk
Integrating Craft Skills in School Education (ICSSE)

Education at all stages has been regarded as a powerful instrument for social transformation. The major task of education in
India today is to usher in a democratic, socialistic secular society which removes prejudices among people. The objectives of
introducing 'Integrating Craft Skills in School Education' (ICSSE) in the schools is to help in the realisation of these goals.
Therefore, not only does it form an integral part of the school curriculum, but has its ramifications into other subjects of the
school curriculum.
The National Policy on Education states that the basic emphasis in interlinking education and culture should be on helping
a child to discover his latent talent and to express it creatively. This can be achieved through a participative process, using
their immediate environment giving special emphasis to curriculum reorientation and motivating teachers to interact with the
students at different levels.
Handicrafts in this country are an important part of our rich cultural heritage, which serve to satisfy the aesthetic needs of man
and provide a vehicle for his urge for self expression. The real significance of handicrafts lies in the newness and utility of each
object.
Today we are losing not only an ancient heritage but an essential element in our social composition which has been a strong
cementing force. ICSSE in schools gives an opportunity to revive and keep alive the rich heritage and cultural traditions of
our country and encourages creativity among students. During the Workshop on ICSSE, the teachers get intensive training
in 3 to 4 crafts. The crafts generally taught are Pottery, Clay Modelling, Papier Machie, Mask Making, Tie & Dye, Rangoli,
Wall decoration, Cane work, Bamboo work, Book Binding, Paper toys, etc. Classes for Songs in National Languages are also
conducted to inculcate a spirit of communal harmony and a sense of respect for all the languages. Lecture-demonstrations
and slide-shows are arranged on a variety of topics related to Indian Handicrafts and Culture and sessions on use of CCRT's
educational material for creative activities in curriculum teaching are also organised.

To revive an interest in Indian Crafts and study their relevance to contemporary life
To help teachers to value and recognise the importance of local craft resources
To guide teachers to formulate a syllabus for teaching crafts/ ICSSE, in schools with the new awareness created during
the Workshops
To learn about the lifestyles of craftspersons and recognise their contribution in society
To instil in teachers, the importance of value and moral education, and to suggest projects that can be taken up while
working for the welfare of the community
To inculcate the value of dignity of labour
To develop an aesthetic sensibility pertinent to Indian culture
28
jk"Vh; f'k{kk uhfr] 1986 ds dk;Ze ds vuqlkj] f'k{kk dks laLfr ds lkFk tksM+us gsrq] fo'ks"k cy] cPpksa esa fufgr izfrHkk dks
[kkstuk ,oa mldks jpukRed :i ls vfHkO;Dr djuk gSA bldh izkfIr lh[kus&fl[kkus dh izf;k ,oa ikB~;e ds iqu% vuqLFkkiu
rFkk v;kidksa dks fofHkUu Lrjksa ij fo|kfFkZ;ksa ds lkFk laca/ LFkkfir djus dh vfHkizsj.kk }kjk gks ldrh gSA
gekjs ns'k dh gLrdyk,a gekjh lkaLfrd /jksgj dh vewY; nsu gSa] tks ekuo ds lkSUn;Z&cks/ dh vko';drk ,oa vfHkO;fDr dh
ftKklk dk ek;e gSA gLrdykvksa dk okLrfod ego izR;sd oLrq ds u;siu o vk'p;Z esa fufgr gSA
vkt ge u dsoy viuh izkphu /jksgj [kks jgs gSa] cfYd lkekftd lajpuk ds vko';d roksa dk Hkh gzkl gks jgk gS] tks lekt dks
tksM+us dk ,d l'kDr ek;e gSA fo|ky;ksa esa ^LowQyh f'k{kk esa gLrdyk dkS'ky dk lekos'k* ns'k dh le` /jksgj ,oa lkaLfrd
ijEijkvksa ds iquxZBu vkSj budks iqu% thfor djus ds voljksa dks iznku djrk gS rFkk fo|kfFkZ;ksa esa jpukRedrk dks Hkh izksRlkfgr
djrk gSA ^LowQyh f'k{kk esa gLrdyk dkS'ky dk lekos'k* dk;Z'kkyk ds nkSjku v;kid 3&4 f'kYidykvksa dks xgu :Ik ls lh[krs
gSaA lkekU;r% feV~Vh ds crZu cukuk] feV~Vh ds f[kykSus cukuk] isij es'kh] eq[kkSVs cukuk] cka/uh] jaxksyh] csar dk dk;Z] ftYnlkth]
dkxt ds f[kykSus cukuk vkfn f'kYidyk,a fl[kkbZ tkrh gSaA Hkkjrh; gLrf'kYi ,oa laLfr ls lacaf?kr fofHkUu fo"k;ksa ij O;k[;ku
rFkk LykbM&izn'kZu fd, tkrs gSa] f'kYi esa lkSUn;Z cks/ ij fo'ks"k cy fn;k tkrk gS rFkk ikB~;e f'k{k.k esa jpukRed xfrfof/;ksa
gsrq lhlhvkjVh dh 'kSf{kd lkexzh dk mi;ksx fd, tkus ij Hkh l=k vk;ksftr fd, tkrs gSaA
dk;Z'kkykvksa osQ mn~ns';

Hkkjrh; f'kYi&dykvksa osQ fr #fp tkx`r djuk vkSj ledkyhu thou esa mudh klafxdrk dk v;;u djuk
LFkkuh; f'kYidyk lalk/uksa osQ ego dks tkuus esa f'k{kd@f'kf{kdkvksa dh enn djuk
dk;Z'kkyk osQ nkSjku mRi ubZ tkx`fr osQ lkFk LowQyh f'k{kk esa gLrdyk dkS'ky dk lekos'k ikB~;e osQ friknu gsrq
f'k{kdksa@f'kf{kdkvksa dk ekxZn'kZu djuk
f'kYidkjksa dh thou&'kSyh osQ ckjs esa tkudkjh gkfly djuk vkSj lekt esa mudh Hkwfedk dh igpku LFkkfir djuk
f'k{kd@f'kf{kdkvksa osQ eu esa f'k{kk osQ ewY; dk ego fcBkuk] lkaLfrd f'k{kk nku djuk vkSj mUgsa ,slh ifj;kstuk, cukus osQ fy,
lq>ko nsuk] ftudk lkeqnkf;d dY;k.k osQ dk;Z osQ nkSjku mi;ksx gks losQ
Je dh egkk dks le>kuk vkSj
Hkkjrh; laLfr osQ fr lkSan;Zcks/ dh izklafxdrk tkx`r djuk
29
2014-15
f'k{kk dks lHkh Lrjksa ij lkekftd ifjoRkZuksa dk ,d 'kfDr'kkyh ek;e ekuk tkrk gSA vkt ns'k esa f'k{kk dk izeq[k mn~ns'; yksxksa dks
iztkrkaf=kd] lektoknh] loZ/eZ leHkko lekt ds fy, rS;kj djuk gSA fo|ky;ksa esa ^LowQyh f'k{kk esa gLrdyk dkS'ky dk lekos'k*
dk;kZfUor djus dk mn~ns'; blh y{; dh izkfIr djuk gSA blhfy, ;g fo|ky; ikB~;e dk ,d vfHkUu vax gh ugha gS] cfYd
vU; fo"k;ksa ls Hkh laca/ j[krk gSA
okf"kZd fooj.k
Ldwyh f'k{kk esa gLrdyk dkS'ky dk lekos'k
Workshop on Integrating Craft Skills in School Education (ICSSE) 2014-2015

SI. No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Duration
July 07-17, 2014
August 11 to 21, 2014
August 12 to 22, 2014
January 22 to February 03, 2015
March 04 to 14, 2015
March 11 to 21, 2015
Venue
New Delhi
Udaipur, Rajasthan
New Delhi
Gangtok, Sikkim
New Delhi
Guwahati, Assam
New Delhi
Guwahati, Assam
Guwahati, Assam
Udaipur, Rajasthan
No. of Participants
17
26
101
110
80
146
53
123
89
147
102
91
106
Total
1191
Other Workshops
CCRT organises Workshops on "Theatre Arts in Education" for teachers working with differently abled children with the
objective of developing learning strategies through theatre to teach areas of curriculum, social issues, life skills etc. Workshop
on photography " Creative Aspects of Photography Documentation" is organised to enhance the skills of the participants in
documenting the tangible and intangible heritage of India. The Workshop on "Enrichment on Music Teaching" is organised
specifically for music teachers with the aim to develop interlinkages between music and other art forms.
SI. No.
Duration
Programme
Venue
1.
2.
3.
4.
June 03 to 10, 2014


Photography Workshop
Enrichment on Music
Teaching
Kanhe, Maharashtra
Nasik, Maharashtra
New Delhi
Bhimtaal, Uttarakhand
Total
No. of
Participants
91
87
34
39
251
Workshop on "Our Cultural Diversity"

The Workshop on "Our Cultural Diversity" focusses on promotion of national integration among the school students and how it
can be made a part and parcel of their general ethos. The workshop is an initiative of CCRT, to generate awareness and enhance
understanding of rich culture of India. The Workshop aims to spread the message of universal brotherhood and respect for each
religion and region.
The teachers are invited in this Workshop to take up the task of sensitizing school students to their role as future guardians of
the rich natural and cultural resources of our country.
SI. No.
Duration
Venue
No. of Participants
1.
Gangtok, Sikkim
113
2.
November 17 to 27, 2014
Tura, Meghalaya
30
3.
Bhubaneswar, Odisha
141
4.
Nanded, Maharashtra
67
Total
30
351
vof/
23 twu ls 03 tqykbZ] 2014
07 ls 17 tqykbZ] 2014
11 ls 21 vxLr] 2014
12 ls 22 vxLr] 2014
09 ls 19 flrEcj] 2014
16 ls 26 flrEcj] 2014
07 ls 17 vDrwcj] 2014
08 ls 18 vDrwcj] 2014
26 fnlEcj] 2014 ls 06 tuojh] 2015
22 tuojh] ls 03 iQjojh] 2015
03 ls 13 iQjojh] 2015
04 ls 14 ekpZ] 2015
11 ls 21 ekpZ] 2015
LFkku
ubZ fnYyh
gSnjkckn] rsyaxkuk
mn;iqj] jktLFkku
ubZ fnYyh
gSnjkckn] rsyaxkuk
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gSnjkckn] rsyaxkuk
ubZ fnYyh
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ubZ fnYyh
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xqokgkVh] vle
mn;iqj] jktLFkku
oqQy
17
26
101
110
80
146
53
123
89
147
102
91
106
1191
okf"kZd fooj.k
e la12345678910111213-
2014-15
LowQyh&f'k{kk esa gLrdyk dkS'ky dk lekos'k ij dk;Z'kkyk (2014&15)
vU; dk;Z'kkyk,
osQUnz fo'ks"k :i ls l{ke cPpkas osQ lkFk dk;Zjr f'k{kdksa osQ fy, ukV~; osQ ek;e ls lkekftd eqn~nksa] #fp osQ dkS'kyksa bR;kfn osQ
{ks=k esa f'k{k.k j.kuhfr;ka fodflr djus osQ mn~ns'; ls ^^f'k{kk esa ukV~; dyk,** fo"k; ij dk;Z'kkyk, vk;ksftr djrk gSA osQUnz osQ
izfrHkkfx;ksa esa Hkkjr dh ewrZ ,oa vewrZ fojklr osQ izys[ku esa dkS'ky dh o`f djus gsrq ^îQksVksxzkiQh osQ jpukRed igyqvksa dk izys[ku**
fo"k; ij dk;Z'kkyk vkjaHk dh gSA laxhr vkSj vU; dyk 'kSfy;ksa esa vUr%lEcU/ fodflr djus osQ mn~ns'; ls laxhr f'k{kdksa osQ fy,
^^laxhr f'k{k.k ij dk;Z'kkyk** dk vk;kstu fd;k x;kA
e la1234-
vof/
03 ls 10
16 ls 23
13 ls 17
13 ls 17
twu] 2014
flrEcj] 2014
tuojh] 2015
iQjojh] 2015
dk;Ze
iQksVksxzkiQh dk;Z'kkyk
laxhr f'k{kk dk iYyou
LFkku
dkUgs] egkjk"V
ukfld] egkjk"V
ubZ fnYyh
Hkherky] mRrjk[kaM
oqQy
91
87
34
39
251
^^gekjh lkaLd`frd fofo/rk** fo"k; ij dk;Z'kkyk

^^gekjh lkaLd`frd fofo/rk** fo"k; ij vk;ksftr dk;Z'kkyk esa ;g crk;k tkrk gS fd fo|ky; Nk=kksa esa fdl izdkj jk"Vh; Hkkouk
iSnk djus esa enn dj ldrs gSa vkSj bls lkekU; yksdkpkj ds ,d Hkkx ds :i esa fdl izdkj cuk;k tk ldrk gSA dk;Z'kkyk dk
ms'; Hkkjr dh ekuo dY;k.kdkjh ,oa le` laLfr ds izfr tkx:drk ,oa le> dk izlkj djuk Hkh gSA dk;Z'kkyk dk ms'; fo'o
ca/qRo ,oa ,d&nwljs ds /eZ ds izfr lEeku dh Hkkouk dks ykuk Hkh gSA
bl dk;Z'kkyk esa Ldwyh Nk=kksa dks gekjs ns'k ds le` izkfrd ,oa lkaLfrd lzksrksa ds izfr tkx:d ,oa Hkkoh laj{kd cukus dk
dfBu dk;Z vius gkFk esa ysus osQ fy, leFkZ cukus gsrq f'k{kdksa dks vkeaf=kr fd;k tkrk gSA
e la-
vof/
LFkku
1234-
07 ls 17 vDrwcj] 2014
17 ls 27 uoEcj] 2014
17 ls 27 uoEcj] 2014
10 ls 20 iQjojh] 2015
xaxVksd] flfDde
rwjk] es?kky;
Hkqous'oj] vksfM'kk
ukansM+] egkjk"V
oqQy
113
30
141
67
351
31
Statewise participation of Teachers in Workshops 2014-15
Statewise participation of Teachers in Workshops 1979-2015
32
2014-15
okf"kZd fooj.k
dk;Z'kkykvksa esa f'k{kd@f'kf{kdkvksa dh jkT;okj izfrHkkfxrk 2014&2015
dk;Z'kkykvksa esa f'k{kd@f'kf{kdkvksa dh jkT;okj izfrHkkfxrk 1979&2015
33
Workshops for Teacher Trainers

The CCRT constantly in search of means and ways of broadening her base of work reinitiated the implementation of the
concept project of Teacher Trainers in the year 2003. The project proved to be a success venture and CCRT could reach to
the teachers working in the remote rural parts of the country through it. These Workshops stress on the need to present
India as a cultural entity. Various themes covered under these Workshops are architectural and sculptural heritage, folklore
and lifestyle of rural and tribal India, visual, oral and aural performing and other fine arts of India, etc. The stress is on the
need to go beyond the political and geographical boundaries and encourage the participants to share heritage and values.
The participants are trained to conduct short term workshops in the districts under the guidance of respective Principals and
District Education Authorities.
Workshops on "Cultural Inputs in Curriculum Teaching" for Teacher Trainers District Resource Persons (DRP's)
SI.No. Duration
Venue
No. of
Participants
1.
June 16 to 18, 2014
New Delhi
58
2.
July 24 to 26, 2014
20
3.
New Delhi
26
4.
New Delhi
07
5.
New Delhi
05
6.
New Delhi
06
Total
34
122
f'k{kd izf'k{kdks@a ftyk lzkrs O;fDr;ks@a (Mhvkjih) gsrq ^^f'k{k.k ikB~;e esa lkaLd`frd vo;o** fo"k; ij dk;Z'kkyk
e
la-
vof/
LFkku
izfrHkkfx;ksa dh
la[;k
1-
16 ls 18 twu] 2014
ubZ fnYyh
58
2-
24 ls 26 tqykbZ] 2014
gSnjkckn] rsyaxkuk
20
3-
24 ls 28 flrEcj] 2014
ubZ fnYyh
26
4-
26 ls 28 flrEcj] 2014
ubZ fnYyh
07
5-
01 ls 05 fnlEcj] 2014
ubZ fnYyh
05
6-
03 ls 05 fnlEcj] 2014
ubZ fnYyh
06
dqy
122
35
2014-15
osQUnz us vius {ks=k dks c<+kus osQ iz;kl esa o"kZ 2003 esa Hkh f'k{kd izf'k{kd dh ifj;kstuk dks iqu% nksgjk;kA bl ifj;kstuk ls ,d
pqukSrhiw.kZ dk;Z dks djus esa liQyrk izkIr gqbZ vkSj blosQ ek;e ls ns'k osQ nwj&njkt osQ xzkeh.k bykdksa esa Hkh dk;Zjr f'k{kd@f'kf{kdkvksa
rd igqpuk vklku gqvkA bu dk;Z'kkykvksa esa Hkkjr dks ,d lkaLfrd gLrh okys ns'k osQ :i esa izLrqr djus ij cy fn;k tkrk gSA
dk;Z'kkyk esa fofo/ fo"k;ksa dks 'kkfey fd;k tkrk gS tSls okLrqf'kYih; ,oa ewfrZdyk laca/h fojklr] yksd lkfgR; rFkk xzkeh.k ,oa
tu&tkrh; Hkkjr] Hkkjr dh n`';ijd] ekSf[kd rFkk Jo.kh; fu"iknu rFkk vU; yfyr dyk,a vkfnA dk;Z'kkyk eas cPpksa dks jktuSfrd
rFkk HkkSxksfyd lhekvksa ls ckgj tkus ij cy nsrs gq, lkaLfrd fojklr ,oa ewY;kas osQ ckjs esa tkudkjh izkIr djus gsrq izsfjr fd;k
trkk gSA izfrHkkfx;ksa dks lacaf/r iz/kukpk;ks rFkk ftyk f'k{kk vf/dkfj;ksa osQ ekxZfunsZ'ku esa vius ftyksa esa y?kq&vof/ dh dk;Z'kkyk,a
vk;ksftr djus osQ fy, izf'kf{kr fd;k tkrk gSA
okf"kZd fooj.k
f'k{kd izf'k{kdksa osQ fy, dk;Z'kkyk,
Short-term Workshops
The CCRT, in order to broaden its base at the grass root level and aiming larger number of training teachers, introduced Direct
Teacher Trainers Schemes. Under the scheme, previously trained teachers of the CCRT, doing good work in their areas, are
further trained and are made responsible for organizing Short-term Workshops for the teachers at the district level. Short-term
Workshops promote the development and nurturing of quality teachers.
Education is both a tool for and a reflection of cultural diversity. Education should raise awareness of the positive value of
cultural diversity and threats to it. The focus is on developing respect for ones native culture, traditions and language, promote
tolerance for other cultures and capacity for cross-cultural communication.
Statewise participation of Trainees of Short-term Workshops 2014-2015
Statewise participation of Trainees of Short-term Workshops 1979-2015
973
36
f'k{kk] lkaLfrd fofo/rk osQ fy, ,d ek;e dk dke djrh gSA f'k{kk dks lkaLfrd fofo/rk osQ ewY;ksa osQ izfr ldkjkRed ,oa
pqukSfr;ksa dk lkeuk djus esa l{ke gksuk pkfg,A dk;Z'kkyk esa Lons'kh lkaLfrd ijEijkvksa rFkk Hkk"kkvksa osQ izfr lEeku dh Hkkouk
fodflr djus ij izdk'k Mkyk tkrk gS o vU; laLfr;ksa osQ izfr lfg".kqrk dh Hkkouk rFkk fHkUu lkaLfrd laizs"k.k dh {kerk
fodflr dh tkrh gSA
y?kq&vof/ dk;Z'kkykvksa esa izf'k{k.kkfFkZ;ksa dh jkT;okj izfrHkkfxrk 2014&2015
y?kq&vof/ dk;Z'kkykvksa esa izf'k{k.kkfFkZ;ksa dh jkT;okj izfrHkkfxrk 1979&2015
37
2014-15
osQUnz us cM+h la[;k esa v;kidksa dks izf'kf{kr djus osQ ;s; dks izkIr djus rFkk muosQ f'k{k.k dh cqfu;kn dks vk/kjHkwr Lrj ij
foLrkj nsus osQ fy, izR;{k f'k{kd&izf'k{kd ;kstuk iqu% vkjaHk dhA bl ;kstuk osQ vUrxZr] osQU osQ vPNk dk;Z dj jgs iwoZ izf'kf{kr
f'k{kd@f'kf{kdkvksa dks iqu% izf'kf{kr fd;k tkrk gS vkSj mUgsa ftyk Lrj ij y?kq vof/ dk;Z'kkyk, vk;ksftr djus dh ftEesnkjh nh
tkrh gSA y?kq vof/ dh dk;Z'kkyk, f'k{kd dks ,d ;ksX; ,oa l{ke f'k{kd cukus esa lgk;rk iznku djrh gSaA
okf"kZd fooj.k
y?kq&vof/ dk;Z'kkyk,
Short-term Programmes
The Centre in order to augment her activities in the State/UT level, initiated a scheme of appointing senior level officers of
State Education Department(s) as CCRT Nodal Officer. These incumbents extend their help and guidance to trained teachers for
implementation of CCRTs mission at the grassroot level within the respective States/UTs.
The Nodal Officers forwarded a suggestion to register or to strengthen the presence of CCRT at the grassroot level by organizing
Short Term Programme in collaboration with State Education Departments with two pronged approach. These Short Term
Programmes would not only create an awareness about CCRTs work amongst teachers within the State/UT but also inspire the
participants to work more intensely in the area of introducing Cultural Education in Schools. In addition, the CCRT would also
get enriched in identifying Experts/Resources persons for various educational activities.
38
SI. NO.
Duration
Venue
No. of Participants
1.
June 23 to 27, 2014
Pune, Maharashtra
113
2.
July 21 to 25, 2014
Guwahati, Assam
14
3.
August 04 to 08, 2014
Gandhinagar, Gujarat
96
4.
August 19 to 23, 2014
Solan, Himachal Pradesh
95
5.
August 20 to 24, 2014
Srinagar, Jammu and Kashmir
6.
Allahabad, Uttar Pradesh
29
7.
Patna, Bihar
69
8.
Aurangabad, Maharashtra
9.
Gandhinagar, Gujarat
95
Total
736
121
104
;s uksMy vf/dkjh jkT; f'k{kk foHkkx dh lgHkkfxrk ls y?kq vof/ osQ dk;Zeksa ds ek;e ls lhlhvkjVh osQ lq>ko dks cy iznku
djsaxsA bu dk;Zeksa ls u dsoy jkT;@la?k 'kkflr izns'kksa osQ f'k{kdksa osQ e; lhlhvkjVh osQ dk;ks osQ izfr tkx:drk iSnk dh tk
ldsxh cfYd izfrHkkfx;ksa dks ^Ldwyksa esa lakLfrd f'k{kk* dks tksM+us@'kkfey djus ds {ks=k esa Hkh mUgsa xgu :i ls dk;Z djus ds fy,
izsfjr fd;k tk ldsxkA blds vykok dsUnz viuh fofo/ 'kSf{kd xfrfof/;ksa ds fy, fo'ks"kKksa] lzksr O;fDr;ksa dh igpku vPNh rjg
ls Hkh djus esa l{ke gksxkA
e la-
vof/
LFkku
1-
23 ls 27 twu] 2014
iq.ks] egkjk"V
2-
21 ls 25 tqykbZ] 2014
xqokgkVh] vle
14
3-
04 ls 08 vxLr] 2014
Xkka/huxj] xqtjkr
96
4-
19 ls 23 vxLr] 2014
Lkksyu] fgekpy izns'k
95
5-
20 ls 24] 2014
Jhuxj] tEew vkSj d'ehj
6-
13 ls 17 vDrwcj] 2014
bykgkckn] mRrj izns'k
29
7-
16 ls 20 vDrwcj] 2014
iVuk] fcgkj
69
8-
24 ls 28 uoEcj] 2014
vkSjaxkckn] egkjk"V
104
9-
20 ls 24 tuojh] 2014
Xkka/huxj] xqtjkr
95
113
oqQy
121
736
39
2014-15
osQUnz us jkT;@la?k 'kkflr izns'kksa esa viuh xfrfof/;ksa esa o`f djus osQ ms'; ls jkT; f'k{kk foHkkx@foHkkxksa osQ ofj"B vf/dkfj;ksa
dh fu;qfDr lhlhvkjVh uksMy vf/dkjh osQ :i esa djus dh ,d ;kstuk vkjEHk dh gS ;s vf/dkjh vius lacaf/r jkT;ksa@la?k 'kkflr
izns'kksa esa cqfu;knh Lrj ij lhlhvkjVh ds mn~ns';ksa dks dk;kZfUor djus ds fy, izf'kf{kr f'k{kdksa dh lgk;rk ,oa mUgsa ekxZ funsZ'ku
esa lgk;rk djrs gSaA
okf"kZd fooj.k
y?kq&vof/ dk;Ze
Training Programme for Tribal Teachers

During the period from April 2014 to March 2015, the CCRT organized 12 Training Programmes for Tribal Teachers
and 551 teachers participated in these Programmes as per the details given below:
SI. No.
Duration
Theme
Venue
No. of
Participants
1.
June 24 to 28, 2014
Cultural Education in
Schools
Dharamjaigarh, Chhattisgarh
2.
Short-term Programme for

Tribal Teachers
Purulia, West Bengal
43
3.
Cultural Education in
Schools
Bhubaneswar, Odisha
116
4.
February 24 to March, 03, 2015
Enhancing Understanding of Udaipur, Rajasthan

Indigenous Traditions
06
5.
Enhancing Understanding of Gandhinagar, Gujarat

29
6.
Enhancing Understanding of Gangtok, Sikkim

15
7.
March 09 to 14, 2015
Short-term Programme for

Tribal Teachers
46
8.
March 09 to 16, 2015

10
9.
March 16 to 23, 2015
Enhancing Understanding of Guwahati, Assam

53
10.
March 18 to 25, 2015
Enhancing Understanding of Tripura

47
11.
March 19 to 26, 2015
Enhancing Understanding of Gangtok, Sikkim

45
12.
March 23 to 30, 2015

41
Total
551
Balurghat, West Bengal
Statewise participation of Tribal Teachers in Training Programmes 2014-2015
40
100
e la- vof/
fo"k;
LFkku
1-
24 ls 28 twu] 2014
fon~;ky;ksa esa lkaLfrd f'k{kk
/jet;x<+] NRrhlx<+
2-
14 ls 18 uoEcj] 2014
tutkrh; f'k{kdksa osQ fy, y?kq vof/ osQ iq#fy;k] if'pe caxky
dk;Ze
3-
16 ls 20 iQjojh] 2015
fon~;ky;ksa esa lkaLfrd f'k{kk
Hkqous'oj] vksfM'kk
116
4-
24 iQjojh ls 03 ekpZ] 2015
ns'kt ijaijkvksa dh le> dk foLrkj
mn;iqj] jktLFkku
06
5-
Xkka/huxj] xqtjkr
29
6-
xaxVksd] flfDde
15
7-
09 ls 14 ekpZ] 2015
46
8-
09 ls 16 ekpZ] 2015
tutkrh; f'k{kdksa osQ fy, y?kq vof/ osQ Ckywj?kkV] if'pe

dk;Ze
caxky
mn;iqj] jktLFkku
9-
16 ls 23 ekpZ] 2015
xqokgkVh] vle
53
10-
18 ls 25 ekpZ] 2015
f=kiqjk
47
11-
19 ls 26 ekpZ] 2015
xaxVksd] flfDde
45
12-
23 ls 30 ekpZ] 2015
mn;iqj] jktLFkku
41
oqQy
okf"kZd fooj.k
vizSy] 2014 ls ekpZ] 2015 ds nkSjku lhlhvkjVh us tutkrh; f'k{kdksa gsrq 12 izf'k{k.k dk;Zeksa dk vk;kstu fd;k] ftuesa uhps fn,
x, C;kSjs ds vuqlkj 551 f'k{kdksa us Hkkx fy;kA
2014-15
tutkrh; f'k{kdksa gsrq izf'k{k.k dk;Ze
izfrHkkfx;ksa
dh la[;k
100
43
10
551
o"kZ 2014&2015 esa izf'k{k.k dk;Zeksa esa tutkrh; f'k{kdksa dh jkT;okj izfrHkkfxrk
41
Distance Learning Programme

The CCRT trains in-service teachers by organizing various training programmes. A constant need is felt to increase the number
of trained teachers. Distance Learning which provides access of learning when the source of information in the learning are
separate by time and distance or both seems to be an ideal solution.
CCRT mooted the idea of starting a Distance Learning Programme. After a detailed study, it was felt that CCRT may take the
help of Central Institute of Educational Technology (CIET) in recording the lectures/lecture demonstration/panel discussions by
scholars/artists.
The Centre has recorded around 10 lectures and has a plan of recording another 10 lectures on various subjects related to
various facets of arts so that these recordings can be used for the programmes conducted through Distance Learning mode.
The CCRT in the year 2014-15 organised one programme as a pilot project in Patna, Bihar.
Refresher Course
Integrated education is a tool for instilling students with pride and confidence in their unique and special backgrounds.
If delivered correctly, students will develop a positive perception of themselves by demonstrating knowledge about the culture,
history and contributions of diverse groups. Refresher Course is organised on regular basis to get feedback from the teachers
who have undergone training in the Orientation Course/ Workshop on Role of Puppetry in Education.
Aims of the Refresher Course

To get feedback regarding implementation of the training in the schools

To devise methodologies towards an integrated approach to education
To establish a dialogue with traditional artists/scholars and educationists
To share the innovative ideas in education and to discuss contemporary scenario in the field of puppetry
To prepare projects/work-schedule to use puppetry for various educational programmes
Statewise participation of Trained Teachers in Refresher Course (Puppetry for Education) 2014-2015
Statewise participation of Trained Teachers in Refresher Course (Orientation Course) 2014-2015
42
lhlhvkjVh }kjk lsokjr f'k{kdksa gsrq fofo/ izf'k{k.k dk;Zeksa dk vk;kstu fd;k tkrk gSA izf'kf{kr f'k{kdksa dh la[;k esa o`f djus
dh vko';drk yxkrkj eglwl dh xbZA nwjLFk f'k{k.k ds ek;e ls le; ,oa nwjh dh lhek dks yka?krs gq, f'k{k.k lzksr rd vklkuh
ls igqapk tk ldrk gSA
2014-15
lhlhvkjVh us nwjLFk f'k{k.k dk;Ze dh 'kq#vkr djus dk fopkj cuk;k gSA foLr`r v;;u ds i'pkr~ ;g eglwl fd;k x;k fd
fo}kuksa@dykdkjksa }kjk fn;s x, O;k[;kuksa@O;k[;ku izn'kZuksa esa lsaVy baLVhV~;wV vkWo~ ,T;qds'kuy VsDyksykWth (lhvkbZbZVh) dh lgk;rk
dsUnz ys ldrk gSA
okf"kZd fooj.k
nwjLFk f'k{k.k dk;Ze
dsUnz us djhc 10 O;k[;kuksa dh fjdkfMZax dh gS rFkk dyk ds fofo/ igyqvksa ls lacaf/r vU; fo"k;ksa ij fjdkfMZax djus dh ;kstuk
gS rkfd bu fjdkfMZaxksa dk mi;ksx nwjLFk dk;Ze esa fd;k tk ldsA
lhlhvkjVh us o"kZ 2014&15 ds nkSjku iVuk] fcgkj esa ekxZn'kZd ifj;kstuk ds :i esa ,d dk;Ze dk vk;kstu fd;kA
iqu'p;kZ ikB~;e
lesfdr f'k{kk izfrHkkoku Nk=kksa ds fy, ,d ,slk lk/u gS] ftlosQ ek;e ls os viuh cqfu;kn ,oa {ks=k&fo'ks"k esa xkSjo o
vkRe&fo'okl izkIr djrs gSaA ;fn laLfr] bfrgkl ,oa fHkUu lewgksa ds Kku dk izn'kZu lgh :i esa fd;k tk, rks Nk=kksa esa
ldkjkRed lksp dk fodkl gksxkA mu f'k{kdksa@f'kf{kdkvksa] ftUgsa vuqLFkkiu ikB~;e vFkok f'k{kk ds fy, iqryh dyk ikB~;e dk
f'k{k.k fn;k x;k Fkk] ls friqf"V kIr djus ds fy, fu;fer :i ls iqu'p;kZ ikB~;e vk;ksftr fd;s tkrs gSaA
iqu'p;kZ ikB~;e osQ eq[; mn~ns';

Ldwy esa f'k{k.k ds dk;kZUo;u ds laca/ esa friqf"V izkIr djuk
f'k{kk osQ fr lexz n`f"Vdks.k ds laca/ esa fof/;k vfHkdfYir djuk
ikjaifjd dykdkjksa@fo}kuksa rFkk f'k{kkfonksa ds lkFk laokn LFkkfir djuk
f'k{kk ds laca/ esa uokpkjh fopkjksa dk vknku&nku ,oa iqryhdyk ds {ks=k esa ledkyhu ifjn`'; ij ppkZ djuk
fofo/ 'kSf{kd dk;Zeksa ds fy, ,oa iqryhdyk ds 'kSf{kd mi;ksx gsrq ifj;kstuk,@dk;Zlwph rS;kj djuk
iqryhdyk ds iqu'p;kZ ikB~;eksa esa izf'k{k.kkfFkZ;ksa dh jkT;okj izfrHkkfxrk 2014&2015
osQjy
rfeyukMq
25
20
1 2
11 2
18 10
flfDde
jktLFkku
iatkc
es?kky;
9
rsyaxkuk
mkjk[kaM
if'pe caxky
vksfM'kk
egkjk"V
fgekpy izns'k
vle
NRrhlx<+
xksok
xqtjkr
10
>kj[kaM
gfj;k.kk
15
25
vuqLFkkiu ikB~;e ds iqu'p;kZ ikB~;eksa esa izf'k{k.kkfFkZ;ksa dh jkT;okj izfrHkkfxrk 2014&2015
43
Refresher Courses organised during 2014-2015

SI. No.
Duration
Venue
No. of
Participants
1.
July 03 to 08, 2014
New Delhi
20
2.
July 11 to 16, 2014
Maharashtra
58
3.
August 06 to 11, 2014
Delhi
08
4.
Gangtok, Sikkim
17
5.
Aurangabad, Maharashtra
46
6.
Udaipur, Rajasthan
30
7.
Guwahati, Assam
36
8.
Bhubaneswar, Odisha
68
Total
283
Cultural Club Scheme

The promotion, preservation and dissemination of information on Indias cultural heritage have been the prime concern of
this Centre (CCRT). With these objectives in mind, the CCRT has undertaken the task of setting up Cultural Clubs in schools.
The Cultural Clubs provide an avenue to the students to form a collective voice to raise awareness of prevalent concerns and
encourage active participation in fostering a welcoming, caring, celebrative community.
Aims of the Cultural Club

Motivate school students to acquire knowledge about Indias rich natural and cultural heritage
Sensitizing them towards appreciation of Indian Arts and Culture
Develop a sense of respect towards continuity of traditions
Empower children to undertake action-projects to conserve and preserve cultural ethos and become
custodians of our heritage.
Identify talented student(s) and encourage them to apply under Cultural Talent Search Scholarship Scheme
implemented by the CCRT.
Statewise break-up of Cultural Clubs in schools during 2014 - 2015
44
vof/
03 ls 08
11 ls 16
06 ls 11
08 ls 13
17 ls 22
01 ls 06
18 ls 23
09 ls 14
tqykbZ] 2014
tqykbZ] 2014
vxLr] 2014
flrEcj] 2014
uoEcj] 2014
fnlEcj] 2014
fnlEcj] 2014
iQjojh] 2015
LFkku
ubZ fnYyh
egkjk"V
fnYyh
xaxVksd] flfDde
vkSjaxkckn] egkjk"V
mn;iqj] jktLFkku
xqokgkVh] vle
Hkqous'oj] vksfM'kk
oqQy
20
58
08
17
46
30
36
68
283
lkaLfrd Dyc ;kstuk

Hkkjrh; lkaLfrd fojklr dk fodkl djuk] cuk, j[kuk rFkk lwpuk dk izpkj&izlkj djuk bl osQU dk eq[; ms'; gSA bl ms';
ds fy, lhlhvkjVh us laLfr ea=kky; ls Ldwyksa esa lkaLfrd Dyc LFkkfir djus dh ;kstuk vius gkFkksa esa yh gSA lkaLfrd Dyc]
fon~;kfFkZ;ksa esa izpfyr ljksdkjksa@leL;kvksa ds izfr tkx:drk mRiUu djus ds fy, ,d lkewfgd Loj iSnk djus dk eap miyC/ djkrs
gSa rFkk leqnk; dks lf; :i ls Hkkx ysus mudh ljkguk djus] ns[kHkky djus ,oa iksf"kr djus ds fy, izsfjr djrs gSaA
lkaLfrd Dyc osQ ms';

fo|kfFkZ;ksa dks Hkkjr dh le` lkaLfrd fojklr ds ckjs esa xgjkbZ ls tkuus ds fy, izsfjr djuk
mUgsa Hkkjrh; dyk vkSj laLfr dks tkuus vkSj le>us ds fy, mRizsfjr djuk
ijEijkvksa dh fujUrjrk ds izfr le> dk Hkko iSnk djuk
lkaLfrd yksdkpkj osQ laj{k.k gsrq cPpksa dks dk;Z;kstuk, gkFk esa ysus gsrq l{ke djuk ,oa mUgsa gekjh fojklr dk vfHkj{kd
cukuk
izfrHkk'kkyh cPpksa dh igpku djuk rFkk mUgsa lhlhvkjVh }kjk dk;kZfUor dh tk jgh lkaLfrd izfrHkk Nk=ko`fk ;kstuk esa
Hkkx ysus gsrq izsfjr djuk
o"kZ 2014&2015 osQ nkSjku fo|ky;ksa esa lkaLfrd Dyc dk jkT;okj C;kSjk
45
okf"kZd fooj.k
e la12345678-
2014-15
o"kZ 2014&15 ds nkSjku vk;ksftr iqu'p;kZ ikB~;e
This scheme also supports training in form of dance, music, theatre, and visual arts in schools of remote areas of the country. The
scheme provides Rs. 5000/- as financial assistance to the school to run the CCRTs Cultural Club.
During 2014-15, 204 new Cultural Clubs were opened in addition to the existing 154 Cultural Clubs. At present, 358 Cultural
Clubs are operative in 26 states/UTs in different schools.
Seminars
The CCRT organizes Seminars stressing the continuing need to train personnel in all areas of cultural and educational development
and advocating the existence of culturally well trained personnel for encouraging the participation of the people at large in
cultural sphere. The participants of the Seminars are mainly District Education Officers/CCRTs Nodal Officers/Principals and
Headmasters.
Aims of the Seminars

Provide participants with an understanding of CCRTs aims and objectives.
Create an understanding of the need for cultural education.
Discuss and develop methodologies for implementation of CCRT programmes.
Involve Administrators at the State level in the process of improving school education.
Create an awareness of the importance of cultural education for all round development of the students personality.
To get feedback regarding implementation of the training in the schools.
During the year 2014-15, the CCRT organized 07 Seminars on "Strengthening Cultural Education in Schools" for CCRTs Nodal
Officers and District Education Officers as per details given below :-
SI. No.
Duration
Venue
No. of Participants
1.
August 22 to 24, 2014
Udaipur, Rajasthan
45
2.
Udaipur, Rajasthan
21
3.
Gangtok, Sikkim
26
4.
Udaipur, Rajasthan
32
5.
Gangtok, Sikkim
34
6.
Udaipur, Rajasthan
32
7.
Agartala, Tripura
36
Total
46
226
ifjlaokn
lkaLfrd lzksr ,oa f'k{k.k dsU] lkaLfrd ,oa 'kSf{kd fodkl ds lHkh {ks=kksa ds dkfeZdksa ds lrr f'k{k.k dh vko';drk ij cy
nsrs gq,] lkaLfrd thou esa yksxksa dh Hkkxhnkjh dks ksRlkfgr djus ds fy, f'kf{kr dkfeZdksa ds fy, Ldwyksa esa lkaLfrd f'k{kk
fo"k; ij ifjlaokn vk;ksftr djrk gSA ifjlaokn esa eq[;r% ft+yk f'k{kk vf/dkjh] /kkukpk;Z rFkk gsMekLVj izfrHkkfxrk djrs gSaA
ifjlaoknksa dk mn~ns';
frHkkfx;ksa esa lkaLfrd lzksr ,oa f'k{k.k dsU ds y{; mn~ns';ksa dh le>nkjh fodflr djuk
lkaLfrd f'k{kk dh vko';drk ds fr le>nkjh iSnk djuk
lkaLfrd lzksr ,oa f'k{k.k dsU ds dk;Zeksa ds f;kUo;u gsrq fof/;ksa dk fodkl djuk
Ldwyh f'k{kk dh lq/kj f;k esa jkT; Lrj ij 'kkldksa dks lfEefyr djuk
Nk=kksa@Nk=kkvksa ds O;fDrRo ds lokxh.k fodkl osQ fy, f'k{kk dh egkk ds fo"k; esa tkx`fr mRiUu djuk
Ldwyksa esa f'k{k.k dk;kZUo;u gsrq friqf"V izkIr djuk
o"kZ 2014&15 osQ nkSjku osQUnz }kjk lhlhvkjVh ds uksMy vf/dkfj;ksa rFkk ftyk f'k{kk vf/dkfj;ksa osQ fy, uhps fn, x, C;kSjs osQ vuqlkj
Ldwyksa esa lkaLd`frd f'k{kk dk lqn<` h+ dj.k fo"k; ij 07 ifjlaoknksa dk vk;kstu fd;k %
e la-
vof/
LFkku
1-
22 ls 24 vxLr] 2014
mn;iqj] jktLFkku
45
2-
20 ls 22 flrEcj] 2014
mn;iqj] jktLFkku
21
3-
26 ls 28 vxLr] 2014
xaxVksd] flfDde
26
4-
20 ls 22 uoEcj] 2014
mn;iqj] jktLFkku
32
5-
05 ls 07 fnlEcj] 2014
xaxVksd] flfDde
34
6-
20 ls 22 fnlEcj] 2014
mn;iqj] jktLFkku
32
7-
31 tuojh ls 02 iQjojh] 2015
vxjryk] f=kiqjk
36
oqQy
226
47
2014-15
o"kZ 2014&15 ds nkSjku igys ls dk;Zjr 154 lkaLfrd Dyc ds vykok 204 u;s lkaLfrd Dyc [kksys x,A orZeku esa 26 jkT;ksa
esa fofHkUu Ldwyksa esa 358 lkaLfrd Dyc pyk, tk jgs gSaA
okf"kZd fooj.k
;g ;kstuk ns'k ds nwjLFk {ks=kksa ds fo|ky;ksa esa u`R;] laxhr] jaxeap o vU; n`';dykvksa esa nh xbZ tkudkjh ,oa izf'k{k.k dks Hkh lkFkZd
cukrh gSA ;kstuk ds vUrxZr p;fur fo|ky; dks lhlhvkjVh lkaLfrd Dyc pykus gsrq` 5000@& dh fokh; lgk;rk nh tkrh gSA
Know India Programme for Diaspora Youth

CCRT, on request of Ministry of Overseas Indian Affairs, Govt. of India organized two days programme for Diaspora Youth in the
age group of 18 to 25 years. The programme aimed to create awareness among the participants about the various aspects of life
and culture in India. The participants were given exposure to various facets of Indian society and some of its cultural traditions.
During the year 2014-15, the CCRT organized 04, two days programmes for Diaspora Youth.
SI. No.
Duration
1.
June 12 to 13, 2014
40
2.
36
3.
32
4.
43
48
Participants
e la-
vof/
1-
12 ls 13 twu] 2014
40
2-
02 ls 03 flrEcj] 2014
36
3-
09 ls 10 tuojh] 2015
32
4-
16 ls 17 tuojh] 2015
43
49
2014-15
lhlhvkjVh us izoklh Hkkjrh; dk;Z ea=kky;] Hkkjr ljdkj osQ vuqjks/ ij 18 ls 25 o"kZ dh vk;q oxZ ds izoklh ;qokvksa ds fy, nks fnolh;
dk;Zeksa dk vk;kstu fd;kA dk;Ze dk mn~n's ; izfrHkkfx;ksa osQ e; Hkkjrh; thou 'kSyh ds fofo/ igyqvksa rFkk laLfr osQ ckjs esa
tkx:drk iSnk djuk gSA izfrHkkfx;ksa dks Hkkjrh; lekt ds fofo/ i{kksa rFkk bldh dqN lkaLfrd ijEijkvksa dh >yd fn[kykbZ xbZA o"kZ
2014&15 ds nkSjku dsUnz us izoklh ;qokvksa ds fy, nks fnolh; 04 dk;Zeksa dk vk;kstu fd;kA
okf"kZd fooj.k
izoklh ;qokvksa ds fy, ^Hkkjr tkuks dk;Ze*
Project Sanskriti at Varanasi

Project Sanskriti is an initiative of Ministry of Culture in developing/establishing of interpretation Centres in Educational Institutions in Varanasi envisioned by Honble Prime Minister. In his speech in Varanasi on December 25, 2014 he stressed the need
for developing some schools and colleges in Varanasi in a way that they have mastery over any luminary of Varanasi or over any
theme regarding the heritage of Varanasi.
In this endeavour, CCRT was deputed as a Nodal agency to coordinate the initiative of Ministry of Culture in developing/establishing Interpretation Centres in Educational Institutions in Varanasi. The CCRT will work with its chosen institutions to work on
the themes of Mahamana Malviya, Jaishankar Prasad, Sampoornanand, Swami Karpatri ji, Kashi Naresh, Pt. Lal Bahadur Shastri
and Pt. Vidya Niwas Mishra. The chosen institutions will have a variety of activities ranging from developing museum corners,
debates, padyatras, literary competitions, recitation of writings of these literary figures, etc.
A three day Seminar on Culture Education in Schools was organized by CCRT from December 25 to 27, 2014 for the Principals
and in-service teachers of Varanasi during the Sanskriti Programme in which 43 principals and 29 teachers of government
schools of Varanasi participated. The CCRT has proposed to adopt 32 schools of Varanasi for streamlining and understanding
the ideational philosophy of various facets of Indian Culture. A Workshop was organised for 75 students from different schools
of Varanasi from December 25 to 27, 2014 at Department of Performing Arts, Banaras Hindu University. An exhibition IndiaContinuity and Change was visited by local people at Varanasi.
The CCRT conducted a meeting on February 05, 2015 of Principals of the educational institutions of Varanasi which was chaired
by Shri Pankaj Rag, Joint Secretary, MoC. The meeting was attended by 31 Principals and 47 Teachers of different intermediate
colleges of Varanasi alongwith the representative of the Banaras Hindu University.
CCRT has established 31 Cultural Clubs in selected designated schools for translating the initiative of the MoC based on Honble
Prime Ministers vision of bringing culture into school curriculum.
VIRASAT - CULTURAL FESTIVAL

A Cultural Festival-Virasat-Kamaladevi
was organised on
October 29 to 30, 2014. Founder of CCRT, Smt. Kamaladevi
Chattopadhyay pioneered a range of institutions and
approaches intended to empower artisans and to secure a lasting
position for craft in Indias culture and economy. The festival
commenced with the delivery of 5th Kamaladevi Chattopadhyay
Memorial Lecture (KCML) by Prof. Ashoke Chatterjee titled Can our
future be handmade? This paper explores dichotomies of
Indias craft experience. These reflect the centrality of hand
production to the Freedom struggle under Mahatma Gandhis
leadership, bold experiments in craft development as part of
national planning once India was free, and contrasting nations
today of what should represent modernity and progress. The need
of the hour is to ensure sustainability of the artisans and their crafts.
The lecture was followed by rendering of music by the Bauls of West Bengal by Dr. Swapan Mukherjee. Baul song is about love
for the Divine and celebrates celestial love. Bauls are bards, composer, musicians, dancers and actors all rolled into one, and
50
^^laLd`fr** uked ifj;kstuk ekuuh; iz/kuea=kh dh nwjn`f"V okyh laLfr ea=kky; dh ,d ,slh igy gS] ftlesa okjk.klh esa 'kSf{kd laLFkkuksa
ds laidZ dsUnz fodflr@LFkkfir djuk gSA ekuuh; iz/kuea=kh us okjk.klh esa vius Hkk"k.k esa Ldwyksa rFkk dkWyt
s ksa dks bl izdkj ls fodflr
,oa LFkkfir djus ij cy fn;k Fkk fd os okjk.klh ds fdlh ,d {ks=k vFkok fojklr ls lacfa /r fdlh fo"k; fo'ks"k esa fo'ks"kKrk j[ksAa
2014-15
bl y{; dh izkfIr ds fy, lhlhvkjVh dks okjk.klh esa 'kSf{kd laLFkkvksa dks fodflr@LFkkfir djus esa laLfr ea=kky; dh igy esa lg;ksx
djus gsrq ,d uksMy ,tsl
a h ds :i esa izfrfu;qDr fd;k gSA lhlhvkjVh egkeuk ekyoh;] t;'kadj izlkn] lai.w kkZuna ] Lokeh djik=kh th]
dk'kh ujs'k] ykycgknqj 'kkL=kh rFkk fo|kfuokl feJ dh fo"k; oLrqvksa ij dke djus gsrq viuh p;fur laLFkkvksa ds lkFk dke djsxkA
Pk;fur laLFkkvksa dh xfrfof/;ksa esa fodflr gks jgs laxgz ky;ks]a okn&fookn] in ;k=kk,a] lk{kjrk vfHk;ku rFkk lkfgR;dkjksa ds ys[kksa ds mj.k
vkfn gksxa As
okf"kZd fooj.k
okjk.klh esa ^^laLfr** uked ifj;kstuk
^^laLfr** dk;Ze ds nkSjku dsUnz }kjk 25 ls 27 fnlEcj] 2014 rd okjk.klh ds lsokjr iz/kukpk;ksaZ rFkk f'k{kdksa ds fy, Ldwyksa esa
lkaLfrd f'k{kk fo"k; ij ,d rhu fnolh; ifjlaokn dk vk;kstu fd;k x;k] ftlesa okjk.klh ds ljdkjh Ldwyksa ds 43 iz/kukpk;ksaZ rFkk 29
f'k{kdksa us Hkkx fy;kA dsUnz us bl dk;Ze esa 'kkfey djus gsrq rFkk Hkkjrh; laLfr ds fofo/ nk'kZfud igyqvksa ds izfr le> iSnk djus
gsrq okjk.klh ds 32 Ldwyksa dks xksn ysus dk izLrko j[kk gS! 25 ls 27 fnlEcj] 2014 dks fu"iknu dyk foHkkx] cukjl fgUnw fo'ofo|ky;
esa okjk.klh ds fofHkUu Ldwyksa ds 75 Nk=kksa ds fy, ,d dk;Z'kkyk dk vk;kstu fd;k x;kA Hkkjr dh fujarjrk vkSj ifjorZu fo"k; ij ,d
izn'kZuh yxkbZ xbZ] ftls okjk.klh ds LFkkuh; yksxksa }kjk ns[kk x;kA
dsUnz }kjk 05 iQjojh] 2015 dks okjk.klh ds 'kSf{kd laLFkkuksa ds iz/kukpk;ksaZ ds fy, ,d cSBd dk vk;kstu fd;k x;k] ftldh v;{krk
Jh iadt jkx] la;Dq r lfpo] laLfr ea=kky;] Hkkjr ljdkj us dhA blesa okjk.klh ds fofHkUu b.Vj ehfM,V dkWyt
s ksa ds 31 iz/kukpk;Z o
47 f'k{kdksa us dk'kh fganw fo'ofo|ky; ds izfrfuf/ ds lkFk Hkkx fy;kA Ldwyh ikB~;e esa laLfr dks 'kkfey djus dh ekuuh; iz/kuea=kh
dh n`f"V ij laLfr ea=kky; dh igy dks iwjk djus ds fy, p;fur Ldwyksa esa 31 lkaLfrd Dycksa dh LFkkiuk dhA
fojklr & lkaLfrd mRlo

29 ls 30 vDrwcj] 2014 rd ,d lkaLfrd mRlo& fojklr&deyknsoh dk
vk;kstu fd;k x;kA lhlhvkjVh dh laLFkkid Jherh deyknsoh pV~Vksik;k;
us dbZ lkaLfrd laLFkkvksa esa viuk ;ksxnku fn;k gSA mudk mn~n's ; dykdkjksa
dks l'kDr cukuk] Hkkjr dks vkfFkZd ,oa lkaLfrd {ks=k esa f'kYi ds fy,
LFkkbZ fLFkfr lqjf{kr djuk FkkA mRlo dk 'kqHkkjaHk izk-s v'kksd pVthZ }kjk ikposa
deyknsoh pV~Vksik;k; Le`fr O;k[;ku ls gqvk] ftldk 'kh"kZd Fkk &^D;k
gekjk Hkfo"; gLrfufeZfr esa gS \* ;g O;k[;ku Hkkjr osQ f'kYi&vuqHkoksa dk
vUos"k.k djrk gSA egkRek xka/h us dyk f'kYiksa dk fodkl djus ds mn~n's ;
ls vktknh dh yM+kbZ ds nkSjku bu dyk f'kYiksa dks ,d jk"Vh; ;kstuk ds
:i esa j[kk Fkk] vkt blh y{; dks ;ku esa j[kdj jk"Vkas dks vk/qfudrk
vkSj izxfr dk izfrfuf/Ro djuk pkfg,A vkt dh ;g vko';drk gS fd
dykdkjksa rFkk mudh f'kYiksa dh fujarjrk cjdjkj j[kh tk,A
O;k[;ku ds i'pkr MkW- LoIu eq[kthZ }kjk if'pe caxky ds ckmy laxhr dh izLrqfr nh xbZA ckmy xhr bZ'oj ds izfr izes vkSj LoxZ ds izfr
vkLFkk dks iznf'kZr djrk gSA ckmy xhrksa esa xk;d] la;kstd] laxhrdkj] urZd rFkk vfHkusrk% lHkh dh Hkwfedk ,d gh O;fDr }kjk fuHkkbZ tkrh
gSA mudk mn~n's ; euksjt
a u djuk gksrk gSA vius xhrks]a fojkeks]a ladrs ksa rFkk Hkko&Hkafxekvksa ds ek;e ls ;s ,d LFkku ls nwljs LFkku rd izes
51
their mission is to entertain. Through their songs, pauses, gestures, and postures, these nomadic mendicants spread the message
of love and ecstasy to lands far and wide. On second day of the festival Mohan Veena Vadan was rendered by Pandit Vishwa
Mohan Bhatt, creator of the Mohan Veena and the winner of the Grammy Award. Pandavani, a traditional performing art form
belonging to Chhattisgarh revolves around tales from the Mahabharata and involves enacting and singing with instrumental
accompaniment-an ektara or a tambura in one hand and sometimes a kartal in another. It was recited by Dr. Teejan Bai, Padma
Shri and Padma Bhushan awardee. The programmes received tremendous applause from the audience.
National Institute of Cultural and Heritage Management (NICHM)
The need for innovative cultural management within the cultural sector as well as conversations around cultural policy, the creative industries and their possible role in the cultural regeneration of cities amongst other things has become crucially important
in India today.
Under Centrally Sponsored New Plan Scheme, document of the Ministry of Culture for 12th Five Year Plan period, starting
of National Institute of Culture and Heritage Management (NICHM) had been recognised. The Ministry of Culture took this
initiative by assigning CCRT the task of carrying out this Project/Scheme by making it the Nodel Agency for implementation.
The Centre introduced a Short Course on Fundamentals in Arts Management in collaboration with ARThink South Asia
(ATSA) from November 11 to 15, 2014. The Course covered fundamental aspects of Arts Management: Strategic Planning,
Marketing and Fund Raising, Human Resources and Financial Planning. 18 candidates in leading positions from various
cultural organisations across the country participated. This Course inspired the participants to rejuvenate, redefine and
upskill themselves to plan and augment their managerial and leadership roles in an arts/ cultural organization.
A training programme entitled Management of Cultural Resources: Trends and Nascent Developments for the Librarians/
Library Professional was organised at CCRT headquarters, New Delhi from January 20 to 25, 2015 in which 46 Librarians/
Library Professionals participated.
The CCRT in collaboration with Centre for Heritage Management, Ahmedabad University organised a training programme
tilted Arts, Culture and Heritage: A Management Perspective at IIM Ahmedabad from January 26 to 31, 2015. The
Programme was attended by 33 cultural administrators representing various institutions of the country.
Cultural Heritage Youth Leadership Programme (CHYLP)
The objective of the Scheme is to enrich the awareness of culture amongst youth, thereby promoting mutual understanding
and respect, as also to develop a love for Indias rich heritage and with a view to developing appropriate leadership qualities
amongst youth. The focus of the programme will be on the less privileged children residing in backward areas. Usage of
vernacular languages for propagation is being made to the extent possible, for carrying out these activities.
The Centre organized a Workshop on Enriching Awareness in Creative Expressions for school children from the state of
Himachal Pradesh and Uttarakhand from February 03 to 05, 2015 at CCRT, New Delhi under Cultural Heritage Youth Leadership
Programme (CHYLP). In this programme various activities like theme based lectures, Craft activities and educational visits to
various places were conducted during the programme. In this workshop, total 80 students have been trained.
52
lkaLfrd rFkk fojklr izc/

a u dk jk"Vh; laLFkku
lkaLfrd {ks=kksa rFkk laLfr uhfr ds rgr laoknksa ds v/hu uokpkj lkaLfrd izc/
a u dh vko';drk dks ns[krs gq, Hkkjr esa lf; m|ksxksa
,oa 'kgjksa esa mudh laHkkO; Hkwfedk cgqr gh mi;ksxh gks xbZ gSA
bl dsUnzhr izk;ksftr ubZ ;kstuk ds rgr lkaLfrd rFkk fojklr izc/
a u ds jk"Vh; laLFkku ds 12oha iapo"khZ; vof/ ds fy, laLfr
ea=kky; ds nLrkostksa dks vfHkysf[kr djus ds fy, ekU;rk iznku dh xbZ FkhA laLfr ea=kky; us lkaLfrd lzkrs ,oa izf'k{k.k dsUnz dks uksMy
,tsl
a h ds :i esa 'kkfey djrs gq, ;g ifj;kstuk@dk;Z vius gkFk esa fy;k gSA

lhlhvkjVh us vkVZfFkad lkmFk ,f'k;k (,Vh,l,) dh lgHkkfxrk ls 11 ls 15 uoEcj] 2014 rFkk dyk izc/
a u esa ewyHkwr flkar fo"k;
ij ,d y?kq&vof/ dk dk;Ze vk;ksftr fd;kA bl dk;Ze esa dyk izc/
a u] j.kuhfrd ;kstuk] foi.ku rFkk fuf/&l`tu] ekuo
lalk/u rFkk fokh; ;kstuk dks 'kkfey fd;k x;kA bl dk;Ze ds }kjk izfrHkkxh dyk@lkaLfrd laLFkk esa izc/
a dh; Hkwfedk fuHkkus
rFkk usrR` o djus ds fy, Lo;a dks tkapus] ij[kus rFkk vkadus ds fy, mRizfs jr gq,A

lhlhvkjVh }kjk ubZ fnYyh fLFkr vius eq[;ky; esa 20 ls 25 tuojh] 2015 rd lkaLfrd lzkrs ksa dk izc/
a u % #>ku rFkk uo fodkl
fo"k; ij iqLrdky;k;{kks@a iqLrdky; O;kolkf;;ksa ds fy, ,d izf'k{k.k dk;Z'kkyk dk vk;kstu fd;k x;k] ftlesa 46 iqLrdky;k;{kks@a
iqLrdky; O;kolkf;;ksa us Hkkx fy;kA

lhlhvkjVh us fojklr izc/
a u dsUnz] vgenkckn fo'ofo|ky; dh lgHkkfxrk ls vkbZvkbZ,e] vgenkckn esa 26 ls 31 tuojh] 2015
rd dyk] laLfr ,oa fojklr&,d izc/
a dh; ifjiz{s ; fo"k; ij ,d izf'k{k.k dk;Ze dk vk;kstu fd;kA mDr dk;Ze esa ns'k ds
fofHkUu laLFkkuksa us 33 lkaLfrd iz'kkldksa us Hkkx fy;kA
lkaLfrd fojklr ;qok usrR` o dk;Ze
;kstuk dk mn~n's ; ;qokvksa esa laLfr ds izfr lEeku dh Hkkouk fodflr gks vkSj Hkkjr dh le` lkaLfrd fojklr ds izfr izes dh Hkkouk
mRiUu gks vkSj muesa usrR` o dh Hkkouk tkx`r gks ldsA dk;Ze esa fiNM+s bykdksa esa jgus okys lk/u foghu cPpksa ij fo'ks"k ;ku fn;k tkrk
gSA bu xfrfof/;ksa dks iwjk djus ds izpkj&izlkj gsrq tgka rd laHko gksrk gS] ns'kt Hkk"kk dk iz;ksx fd;k tkrk gSA
lhlhvkjVh us ^^lkaLfrd fojklr ;qok usrR` o dk;Ze** ds varxZr fnukad 03&05 iQjojh] 2015 rd ubZ fnYyh fLFkr vius eq[;ky; esa
fgekpy izn's k rFkk mRrjk[kaM jkT; ds Ldwyh cPpksa ds fy, jpukRed vfHkO;fDr;ksa esa lao/Zu ds fy, tkx`fr fo"k; ij ,d dk;Z'kkyk
dk vk;kstu fd;kA bl dk;Ze esa fofHkUu xfrfof/;ksa dk vk;kstu fd;k x;k] tSl&s fo"k;oLrq&vk/kfjr O;k[;ku] f'kYi xfrfof/;ka rFkk
fofHkUu LFkkuksa ds 'kSf{kd Hkze.k vkfnA bl dk;Z'kkyk esa dqy 80 Nk=kksa dks izf'kf{kr fd;k x;kA
53
2014-15
okf"kZd fooj.k
vkSj mYykl dk lan's k iQSykrs gSAa mRlo ds nwljs fnu eksgu oh.kk ds jpukdkj rFkk xsez h iqjLdkj fotsrk iafMr fo'oeksgu HkV~V }kjk eksgu
oh.kk oknu dh eueksgd izLrqfr nh xbZA blds vykok egkHkkjr dh dFkk ij vk/kfjr NRrhlx<+ dh ,d ikjEifjd fu"iknu dyk'kSyh dk
eapu ,drkjk vFkok ,d gkFk esa racjw k rFkk dHkh&dHkh djrky ysdj dyk eaMyh ds lkFk vfHku; rFkk xk;u }kjk fd;k x;kA bl izLrqfr
dk usrR` o ineJh rFkk in~eHkw"k.k iqjLdkjksa ls lEekfur MkW- rhtu ckbZ }kjk fd;k x;kA bl dk;Ze dh lHkh Jksrkvksa us [kwc iz'kalk dhA
Evaluation and Feedback

Evaluation is a process of assessing, measuring the effectiveness of the training programmes. The CCRT has been training school
teachers from all parts of the country both in the rural and urban areas. Evaluation is an essential component of each training
programme organised by the CCRT. In every training programme, two to four evaluation sessions are conducted. The participants
are given structured questionnaires so that they may express their views on different aspects of the course content. Various
techniques of formal and informal evaluations are applied to assess the knowledge during the training programmes.
The CCRT trains approximately 1700 in-service teachers in the various Orientation Courses and Workshops on Role of
Puppetry in Education organised from time to time in a year. A feedback programme has been designed to maintain regular
contact with trainees to study their follow-up work in schools and to evaluate the effectiveness of the programmes conducted
and use of educational material provided. The evaluations and suggestions from trainees working in the schools assist the CCRT
in revitalising and enriching its activities.
Extension Services and Community Feedback Programme

The CCRT believes in the fundamental value of enabling all children, young people and the community at large to experience
and access a diverse range of creative and cultural activities because this

brings intrinsic pleasure and benefits;

raises their aspirations;
improves their academic achievements and skills;
unlocks their imaginations, and
brings about lasting improvements in the quality of their lives.
The CCRT organises a variety of educational activities for school students and children studying in non-formal schools run by
voluntary organizations under its Extension Services and Community Feedback Programme. The activities include:

Educational tours to
Monuments

Museums

Workshops on learning crafts using low cost locally available resources;

Camps on Conservation of the Natural and Cultural Heritage;
Lectures and demonstrations by artists and experts on various art forms;
Demonstrations by artists and craft persons in schools and colleges;
Slide-presentation supplementing class-room teaching;
Workshops for children in resettlement and basti colonies;
Workshops for specially challenged students;
Workshops on Puppetry in Education.
Art Galleries

Zoological Parks/Gardens
Craft Centres
Theme based special exhibitions
A summer Workshop on Creating an Awareness of Art and Culture was organized in the premises of the CCRT at New Delhi
and Regional Centre Hyderabad from May 18-28, 2014.
Total 173 children participated at the CCRT Headquarter, New Delhi. Some of the creative activities such as Classical &
Folk Dances, Contemporary Dance, Theatre in Education, Learning Songs in Indian Languages, Creative Writing, Calligraphy,
aesthetics in Photography and Crafts like Tie and Dye, Book Binding, Mask Making, Waste Material, Wooden Toys, Macrame,
Sanjhi Painting, Doll Making and Pappier Machie, Beeds Work, Paper Craft, Rangoli, Pottery, Sikki Grass, Solapith, Phad Painting,
Bead Work etc. were taught during the Workshop.
Total 76 children participated at CCRT Regional Centre Hyderabad. Some of the Creative activities such as Classical & Folk
Dances, Theatre, Mime & Movement, Creative Puppetry and Crafts like Tie and Dye, Kalamkri, Nirmal Painting, Pottery etc. were
taught during the workshop.
During the year 2014-15 in the Extension Services and Community Feedback Programme a total number of 91884 students
have been trained at CCRT New Delhi and its Regional Centres i.e. Guwahati, Hyderabad and Udaipur respectively.
54
osQUnz ,d o"kZ esa le;≤ ij vk;ksftr fofHkUu vuqLFkkiu izf'k{k.k dk;Zeksa ,oa f'k{kk esa iqryhdyk dh Hkwfedk ij dk;Z'kkyk esa
djhc 1700 lsokjr f'k{kd@f'kf{kdkvksa dks izf'k{k.k nsrk gSA bu izfrHkkfx;ksa }kjk vius fo|ky;ksa esa vkxs tkdj fn, tkus okys dk;ks
ds v;;u] vk;ksftr dk;Zeksa vkSj nh xbZ 'kSf{kd lkexzh dh mi;ksfxrk rFkk izHkko ds ewY;kadu ds fy, izf'k{k.kkfFkZ;ksa ls fu;fer
laidZ cuk, j[kus osQ fy, ,d iqufuZos'ku dk;Ze rS;kj fd;k x;k gSA fo|ky;ksa esa dke dj jgs bu izf'k{k.kkfFkZ;ksa ls izkIr lq>ko
vkSj ewY;kadu dsUnz ds dk;Zdykiksa dks vkSj vfkd le` cukus rFkk bldks uothou iznku djus esa enn djrs gSaA
foLrkj lsok, rFkk leqnk; iqufuZos'k dk;Ze

lhlhvkjVh cqfu;knh ewY;ksa esa fo'okl j[krk gS vkSj blh lksp ds rgr cPpksa] ;qokvksa ,oa leqnk; ds yksxksa dks fofo/ jpukRed
xfrfof/;ksa ls ifjfpr djkus esa lgk;rk djrk gS] ftlds dkj.k &

mUgsa xgjk vkRe&lq[k ,oa ykHk izkIr gksrs gSaA

mudh egokdka{kk esa o`f gksrh gSA

mudh vdknfed miyfC/;ksa rFkk dkS'kyksa esa lq/kj gksrk gSA

mudh dYiukvksa dks ewrZ :i feyrk gSA

muds thou Lrj esa fpj LFkk;h lq/kj gksrk gSA
vukSipkfjd fo|ky;ksa esa i<+us okys cPpksa rFkk Ldwyh cPpksa ds fy, fofo/ 'kSf{kd xfrfof/;k vk;ksftr djrk gSA bu xfrfof/;ksa
dk fooj.k bl dkj gS %

'kSf{kd Hkze.k &

Lekjd

dyk ohfFk;k
f'kYi osQUnz

laxzgky;
kf.k&m|ku@cxhps
fo"k;&oLrq dsfUr fof'k"V n'kZfu;k

LFkkuh; :i ls de dher okys lalk/uksa dk mi;ksx djrs gq, f'kYi lh[kus ls lacaf/r dk;Z'kkykA

kfrd rFkk lkaLfrd fojklr ds laj{k.k ij f'kfojA

fofo/ dyk&:iksa ij dykdkjksa rFkk fo'ks"kKksa }kjk O;k[;ku rFkk n'kZuA

fo|ky;ksa vkSj dkWystksa esa dykdkjksa rFkk f'kfYi;ksa }kjk O;k[;ku&n'kZuA

d{kk&f'k{k.k ds iwjd :i esa LykbM&O;k[;kuA

iquokZl ,oa cLrh dkWyksuh ds cPpksa ds fy, dk;Z'kkyk,A

fo'ks"k :i ls l{ke Nk=kksa@Nk=kkvksa osQ fy, dk;Z'kkyk,A

f'k{kk esa iqryh dyk ij dk;Z'kkyk,A
18 ls 28 ebZ] 2014 rd lhlhvkjVh] eq[;ky;] ubZ fnYyh rFkk {ks=kh; dsUnz] gSnjkckn esa ^^dyk vkSj laLfr ds izfr tkx`fr iSnk
djuk** fo"k; ij ,d xzh"edkyhu dk;Z'kkyk dk vk;kstu fd;k x;kA
lhlhvkjVh eq[;ky;] ubZ fnYyh esa dqy 173 cPpksa us Hkkx fy;kA dk;Z'kkyk ds nkSjku dqN jpukRed xfrfof/;ksa ds ckjs esa tkudkjh
nh xbZ] tSls&'kkL=kh; ,oa yksd u`R;] ledkyhu u`R;] f'k{kk esa ukV~;] fofHkUu Hkk"kkvksa ds xhr lh[kuk] jpukRed ys[ku] lqys[k]
55
2014-15
ewY;kadu] izf'k{k.k dk;Zeksa dh ,d tkap ,oa leh{kk izf;k gSA lkaLfrd lzksr ,oa izf'k{k.k dsUnz ns'k Hkj ds lHkh xzkeh.k ,oa
'kgjh {ks=kksa ds f'k{kd@f'kf{kdkvksa dks izf'kf{kr djrk jgk gSA lkaLfrd lzksr ,oa f'k{k.k dsUnz }kjk vk;ksftr izR;sd izf'k{k.k
dk;Ze dk ,d vfuok;Z ?kVd gS & ewY;kaduA izR;sd izf'k{k.k dk;Ze ds nkSjku nks ls pkj ewY;kadu l=k vk;ksftr fd, tkrs gSaA
izf'k{k.kkfFkZ;ksa dks ,d lajpukRed iz'ukoyh nh tkrh gS] rkfd os izf'k{k.k dk;Ze dh fo"k;oLrq ds fofHkUu igyqvksa }kjk viuk
n`f"Vdks.k vfHkO;Dr dj ldsaA izf'k{k.k dk;Zeksa ds nkSjku Kku ds ewY;kadu ds fy, vkSipkfjd vkSj vukSipkfjd ewY;kadu dh
fofHkUu rduhdksa dks ykxw fd;k tkrk gSA
okf"kZd fooj.k
ewY;kadu rFkk iqufuZos'k
Statewise participation of no. of students trained in Extension Services and Community Feedback Programme/
Workshops 1979-2015
56
foLrkj lsok, rFkk leqnk; iqufuZos'k dk;Ze@dk;Z'kkykvkas esa izf'kf{kr Nk=kksa dh jkT;okj izfrHkkfxrk 1979&2015
57
2014-15
okf"kZd fooj.k
iQksVksxzkiQh esa lkSan;Z rFkk f'kYi tSls ckkuh] ftYnlkth] cqd ckbfUMax] eq[kkSVs cukuk] vif'k"V lkexzh] ydM+h ds f[kykSus cukuk] >kyj
cukuk] lka>h fp=kdkjh] xqfM+;k cukuk] isij es'kh] ekyk cukuk] isij kV] jaxksyh] feV~Vh dk dk;Z] flDdh xzkl] Vksih cukuk] iQwM
fp=kdkjh] eudk dk;Z vkfnA
lhlhvkjVh {ks=kh; dsUnz] gSnjkckn esa dqy 76 cPpksa us Hkkx fy;kA dk;Z'kkyk esa jpukRed xfrfof/;ka 'kkfey dh xbZa] buesa ls dqN
ds uke bl izdkj gSa tSls 'kkL=kh; rFkk yksd u`R;] ukV~;] ewdkfHku;] jpukRed iqRrydyk rFkk f'kYi] tSls& ck/uh] dyedkjh]
fueZy fp=kdkjh] feV~Vh ds crZu vkfnA
o"kZ 2014&15 ds nkSjku foLrkj lsok,a ,oa lkeqnkf;d iqufuZos'k dk;Ze esa lhlhvkjVh] ubZ fnYyh rFkk blds xqokgkVh] gSnjkckn rFkk
mn;iqj fLFkr rhuksa {ks=kh; osQUnzksa esa dqy 91884 Nk=kksa dks izf'kf{kr fd;k x;kA
Collection of Resources
The CCRT collects material on the arts and crafts of the country in the form of audio recordings, slides, photographs,
films and written texts in order to enrich the content of the Educational Kit and provide educational material to
teacher trainees and other research students on the arts of India.
The areas to be documented by CCRT are chosen with a view to create an interest among students in the culture
of various regions of the country and develop a sense of appreciation for the diversity and continuity of cultural
traditions.
The main objectives of CCRTs documentation team are:

Field work and research in various aspects of Cultural Heritage Sites, Monuments and the Living Arts;
Production of educational material on various aspects of Indian Culture:
Educational Kit which includes audio-visual materials and written texts;
Publications on Cultural Education.
Setting up of an Archive of Cultural Resources for research scholars;
Revival and preservation of rare art forms;
Distribution of materials on Cultural Education to schools from where teachers have been trained.
The following Audio-Visual programme were documented on video and still photographs during the year 2014-15 :
1.
Video and still documentation of 5th Kamaladevi Virasat Festival.
2.
Video and still photography documentation of RAHAS Chattisgarhs folk form of Krishnas Raas.
3.
Video and still documentation of dance drama Kamayani written by Shri Jayashankar Prasad was
accomplished.
4.

58
Video recording of the following lectures in collaboration with CIET, NCERT have been done with the aim
to develop resources for use in Distance Learning Programme in the period under report as per the
following details.:SI.
No.
Title
Delivered by
Date
1.
Religious Pluralism in India
Panel discussion by Dr. S.C. Goswami (Hindu), Fr. Dr. M.D.

Thomas (Christianity), Rabbi Ezekiel Issac Malekar (Jew/
Judaism), Sayed Shahid Mehdi (Islam), Dr. Amrit Kaur Basara
(Sikhism) and Dr. A.K. Merchant (Bahai Faith)
May 06, 2014
2.
Concepts of Indian Literature
Prof. I.N. Choudhury
July 2014
3.
Indian Miniature Painting
Prof. B.N. Goswamy
July 23, 2014
4.
Indian Cultural and

Philosophical Concepts I
Dr. Bharat Gupt
September 29,
2014
5.
Indian Cultural and

Philosophical Concepts II
Dr. Bharat Gupt
October 30,
2014
6.
Gender in Culture
Dr. Purwa Bhardwaj
February 13
and 24, 2015
5.
Photography workshop in Children Summer Camp "Aesthetics in Photography".
6.
Photography workshop "Creative Aspects of Photographic Documentation" for CCRT trained teachers.
7.
Documentation of Mohiniattam Dance.
lkaLfrd lzksr ,oa izf'k{k.k dsUnz }kjk izys[ku dk tks {ks=k pquk tkrk gS] og bl vk/kj ij gksrk gS fd mlls ns'k dh fofo/ {ks=kksa
dh laLfr ds ckjs esa fo|kfFkZ;ksa esa #fp mRiUu gks rFkk lkaLfrd ijaijkvksa dh fofokrk o lkrR; ds izfr dyk&foosd dk fodkl
laHko gks ldsA
osQU osQ ys[ku dk;Z osQ eq[k mn~ns'; %

lkaLfrd fojklr LFkyksa] Lekjdksa vkSj thoar dykvksa ds fofo/ igyqvksa ds laca/ esa {ks=kh; dk;Z vkSj vuqlakku djukA

Hkkjrh; laLfr ds fofo/ igyqvksa ij 'kSf{kd lkexzh dk mRiknuA

'kSf{kd fdV rS;kj djuk] ftlesa n`';&JO; lkexzh vkSj fyf[kr ikB 'kkfey gksrs gSaA

lkaLfrd f'k{kk ls lacaf/r dk'kuA

'kks/dkkZvksa ds fy, lkaLfrd lzksrksa dk vfHkys[kkxkj LFkkfir djukA

nqyZHk dyk&:iksa dk iqu#RFkku vkSj laj{k.k djukA

ftu fo|ky;ksa ds f'k{kdksa@f'kf{kdkvksa dks f'kf{kr fd;k tkrk gS] muesa dsU }kjk fufeZr lkaLfrd f'k{kk dh lkexzh dk forj.kA
o"kZ 2014&15 osQ nkSjku fuEufyf[kr n`'; ,oa JO; dk;Zeksa dk izys[ku o Nk;kadu fd;k x;k &
1234-
5oka fojklr & deyknsoh mRlo dk ohfM;ks izys[kuA

".k jkl dh NRrhlx<+ dh yksd'kSyh ^jgl* dh ohfM;ks ,oa vpy iQksVksxzkiQh izys[kuA
Jh t;'kadj izlkn }kjk fyf[kr dkek;uh ds u`R; ukV~; dk ohfM;ks izys[kuA
lhvkbZbZVh] ,ulhbZvkjVh dh lgHkkfxrk ls nwjLFk f'k{kk dk;Ze esa mi;ksx gsrq ^^lzksrksa** dk fodkl djus ds y{;
gsrq fuEufyf[kr O;k[;kuksa dh ohfM;ks fjdkfMZax dh xbZ &
e 'kh"kZd
la1- ^^Hkkjr esa /kfeZd cgqyrk**
23456-
^^Hkkjrh; lkfgR; dh
vo/kj.kk,a**
^^Hkkjrh; fHkfkfp=k fp=kdkjh**
^^Hkkjrh; lkaLfrd ,oa nk'kZfud
vo/kj.kk,a&,d**
^^Hkkjrh; lkaLfrd ,oa nk'kZfud
vo/kj.kk,a& f}rh;**
^^laLfr esa fyax**
O;k[;ku nkrk
fnukad
MkW- ,l-lh- xksLokeh (fgUnw)] MkW- ,e-Mh- FkkWel

06 ebZ] 2014
(blkbZ)] jCch bTtsfdy bLlkd ekysdj (;gwnh)]
lS;n esga nh (bLyke)] MkW- ve`r dkSj cljk (fl[k)
rFkk MkW- ,-ds- epsVaZ (cgkbZ) }kjk iSuy ppkZ
izk-s vkbZ-,u- pkS/jh
tqykbZ] 2014
izk-s ch-,u- xksLokeh
MkW- Hkjr xqIr
23 tqykbZ] 2014
29 flrEcj] 2014
MkW- Hkjr xqIr
30 vDrwcj] 2014
MkW- iwokZ Hkkj}kt
13 ls 24 iQjojh] 2015
5- ^^Nk;kadu esa lkSan;Z**% cky xzh"e f'kfoj esa Nk;kfp=k dk;Z'kkykA

6- ^^Nk;kadu izys[ku osQ jpukRed igyw**% Nk;kfp=k dk;Z'kkyk] lhlhvkjVh osQ izf'kf{kr f'k{kdksa osQ fy,A
7- eksfguhvV~Ve~ u`R; dk izys[kuA
59
2014-15
lkaLfrd lzksr ,oa izf'k{k.k dsUnz ns'k Hkj dh dyk o f'kYi ij JO; fjdkWfMZax] LykbM] iQksVksxzkl] fiQYe~l] fyf[kr ikB ds :i
esa lkexzh ,df=kr djrk gS] rkfd lhlhvkjVh }kjk ns'k ds fo|ky;ksa dks iznk 'kSf{kd fdV dh lkexzh le` gks lds rFkk izf'k{kq
f'k{kd@f'kf{kdk o vU; 'kks/drkZvksa dks Hkkjr dh dyk ij 'kSf{kd lkexzh Hkh nh tk ldsA
okf"kZd fooj.k
lzksrksa dk laxzg
Production of Educational Material

The CCRT has been preparing a variety of materials on Cultural Education in the form of audio visuals and printed material. The
material is given to schools from where teachers have been trained to use these in a variety of teaching and learning situations
in the school for curriculum teaching and extension work. Besides this, the material is now available on sale also at CCRT head
office and its Regional Centres.
Recognition
CCRT has produced a film Songs of the Blue Hills with a view to document oral narratives of Nagaland. The presentation of
folk songs, their preservation and influence of contemporary music has been skillfully depicted in this film. This film was screened
at 45th International Film Festival of India held at Panaji, Goa from November 20-30, 2014 and received acclaim from every
quarter.
National Cultural Audiovisual Archives (NCAA)
IGNCA has been entrusted by the Ministry of Culture for the setting up of National Cultural Audiovisual Archives (NCAA). The
primary objective of NCAA Project is to identify and preserve the cultural heritage of India available in audiovisual form in
governmental & non-governmental institutions across the country through a process of digitisation and making it accessible
to the people. The project is intended to be implemented through partnering Institutions whose select audiovisual holdings
will be included as a part of this project. It is envisaged that a dedicated website and a virtual network of the repositories
of all Partnering Institutions is created offering online access to their select audiovisual holdings. The genres to be covered
include oral traditions, crafts, dance, music and theatrical practices, cultural practices and traditional knowledge systems. Finally,
implementing outreach and awareness programmes and building capacity in conservation, cataloguing, digitisation and retrieval
of audiovisual materials is also a major thrust area of the project.
Collaborative Platform for School Education
National Repository of Open Educational Resources (NROER) is being developed as a collaborative platform for school education,
aimed at providing support to teachers and students by making available digital and digitisable resources; host activities
promoting improvement of teaching-learning practices and the ongoing professional development of teachers. Central Institute
of Educational Technology, (CIET) has been designated as the nodal agency for the design, development and management of the
NROER on behalf of the Department of School Education and Literacy, Ministry of Human Resource Development, Government
of India. CCRT will undertake activities in order to identify, suitably repurpose and host the digital resources on the NROER and
to enable teachers and students in making the best use of the digital resources on the NROER. They will also enable teachers
and students to become active collaborators on the NROER.
Educational Kit
The Educational Kit consisting of audio-visual materials and publications of CCRT is provided to the institutions from where the
teachers have been trained. The Kit is issued after evaluating the performance of the participating teacher(s) specifically in two
training programmes i.e. Orientation Course and the Workshop on Role of Puppetry in Education. The institutions which are
provided with an Educational Kit by CCRT are duly instructed to send regular half-yearly reports on the use of the material of
the Kit in their classrooms, in other institutions and for the community.
Audio-Visual material distributed to the teachers 2014-15
Audio-Visual Material
No. of Participants
Educational Kits
1213
Songs in National Languages
2437
My Pledge to Freedom
3190
Azadi ke Geet
3240
60
ekU;rk
lhlhvkjVh us ukxkySaM ds ekSf[kd vk[;kuksa dks izysf[kr djus ds mn~ns'; ls ^^lkaXl vkWiQ nh Cyww fgYl** uked ,d fiQYe cukbZ gSA
bl fiQYe esa yksd xhrksa dh izLrqfr rFkk ledkyhu laxhr dk izHkko rFkk mudk laj{k.k cgqr gh dkS'ky ds lkFk n'kkZ;k x;k gSA bl
fiQYe dks 20&30 uoEcj] 2014 esa i.kth] xksok esa vk;ksftr Hkkjr osQ 45osa varjjk"Vh; fiQYe mRlo esa Hkh fn[kk;k x;kA
jk"Vh; lkaLfrd JO;&n`'; vfHkys[kkxkj
jk"Vh; lkaLfrd JO;&n`'; vfHkys[kkxkj dk xBu djus ds mn~ns'; ls laLfr ea=kky; }kjk vkbZth,ulh, dks lkSaik x;kA jk"Vh;
lkaLfrd JO;&n`'; vfHkys[kkxkj dk eq[; mn~ns'; ns'k Hkj dh ljdkjh rFkk xSj ljdkjh laLFkkvksa esa JO; n`'; ds :i esa miyC/
lkexzh dk laxzg.k djuk] Hkkjr dh lkaLfrd /jksgj dh igpku djuk rFkk fMftVkbts'ku ds ek;e ls lajf{kr djuk rFkk yksxksa
rd mldh igqap vklku cukuk gSA bl ifj;kstuk dks Hkkxhnkj laLFkkvksa ds ek;e ls pykus ds mn~ns'; ls ,d osclkbV rFkk usVodZ
LFkkfir fd;k tk,xk rkfd muls gksfYMax ds fy, lkexzh dks vkWuykbu fy;k tk ldsA tks lkexzh yh tk,xh mlesa ekSf[kd ijEijk,a]
f'kYi] u`R;] laxhr] ukV~; f;k,a] lkaLfrd f;k,a rFkk ikjEifjd Kku iz.kkyh dks 'kkfey fd;k x;k gSA bl ifj;kstuk dk vafre
mn~ns'; JO; n`'; lkexzh dks lajf{kr ,oa fMftVy :i esa lwphc djuk rFkk tkx:drk iSnk djuk gSA
Ldwy f'k{kk gsrq lgHkkfxrk eap
[kqys 'kSf{kd lzksrksa ds jk"Vh; laxzg.k dsUnz dks Ldwy f'k{kk ds fy, ,d lgHkkxh eap ds :i esa fodflr fd;k tk jgk gS] ftldk
mn~ns'; f'k{kdksa rFkk Nk=kksa dks fMftVy rFkk fMftVkbt+scy lzksr miyC/ djkdj lgk;rk iznku djuk gS rkfd ckgjh xfrfof/;ksa ds
ek;e ls f'k{kdksa esa lh[kus dh vknr esa izxfr gks vkSj mudh O;kolkf;drk esa lao/Zu gks ldsA 'kSf{kd izkS|ksfxdh ds jk"Vh; laLFkku
dks Ldwy f'k{kk ,oa lk{kjrk foHkkx] ekuo lalk/u ea=kky;] Hkkjr ljdkj dh vksj ls uksMy ,tsalh ds :i esa ukfer fd;k x;k gSA
lkaLfrd lzksr ,oa izf'k{k.k dsUnz fMftVy lzksrksa dh igpku djds mUgsa iqu%mi;ksxh cukus rFkk fMftVy lzksrksa esa lajf{kr djus ds
mn~ns'; ls ,oa f'k{kdksa ,oa Nk=kksa ds fy, mi;ksxh cukus ds ms'; ls xfrfof/;ka vius gkFk esa ysxkA blds vykok og f'k{kdksa rFkk
Nk=kksa dks [kqys 'kSf{kd lzksrksa ds jk"Vh; laxzg.k dsUnz dh xfrfof/;ksa esa lf; Hkkxhnkjh ds fy, Hkh l{ke ,oa izsfjr djsxkA
'kSf{kd fdV
lhlhvkjVh dk n`';&JO; rFkk izdk'ku lkexzh ls ;qDr 'kSf{kd fdV mu laxBuksa dks iznku fd;k tkrk gS] tgka osQ f'k{kd izf'kf{kr gq, gSaA
ikB~;e esa izfrHkkxh f'k{kd@f'k{kdkvksa osQ dk;Z&fu"iknu ds ewY;kadu ds ckn] fo'ks"k:i ls nks izf'k{k.k dk;Zeksa vFkkZr vuqLFkkiu ikB~;e
,oa f'k{kk esa iqryhdyk dh Hkwfedk fo"k;d dk;Z'kkyk esa 'kSf{kd fdV fuxZr dh tkrh gSA lkaLfrd lzksr ,oa izf'k{k.k dsUnz }kjk ftu laLFkkvksa
dks 'kSf{kd fdV fn, tkrs gSa] mUgsa funsZ'k jgrk gS fd os viuh d{kkvksa] vU; laLFkkvksa o leqnk; ds fy, fdV lkexzh dk mi;ksx dj ml ij
v/Zokf"kZd fjiksVZ fu;fer :i ls Hkstrs jgsaA
f'k{kd@f'kf{kdkvksa dks forfjr n`';&JO; lkexzh 2014&15

n`';&JO; lkexzh
'kSf{kd fdV
1213
jk"Vh; Hkk"kkvksa osQ xhr
2437
ekbZ Iyst Vw hMe
3190
vkt+knh ds xhr
3240
61
2014-15
dsUnz n`';&JO; dk fyf[kr lkexzh ds :i esa] lkaLfrd f'k{kk ls lacaf/r fofo/ izdkj dh lkefxz;ka rS;kj djrk jgk gSA fo'ks"k :i
ls rS;kj dh xbZ ;g 'kSf{kd lkexzh mu fo|ky;ksa dks nh tkrh gS] tgka ds f'k{kdksa@f'kf{kdkvksa dks ikB~;e laca/h f'k{k.k vkSj foLrkj
dk;ksZa ds varxZr] fo|ky; esa i<+kbZ vkSj f'k{k.k dh fofHkUu voLFkkvksa vkSj Lrjksa ij bldk iz;ksx djus ds ckjs esa izf'kf{kr fd;k tkrk
gSA blds vykok ;g lkexzh lkaLfrd lzksr ,oa izf'k{k.k dsUnz rFkk blds {ks=kh; dsUnzksa ij fo; gsrq Hkh miyC/ gksrh gSA
okf"kZd fooj.k
'kSf{kd lkexzh dk mRiknu
Statewise break-up of Educational Kits distributed during 2014-15
Statewise break-up of Educational Kits distributed during 1979 - 2015
62
okf"kZd fooj.k
2014-15
2014&15 esa forfjr 'kSf{kd fdVksa dk jkT;okj C;kSjk
1979&2015 rd forfjr 'kSf{kd fdVksa dk jkT;okj C;kSjk
63
Publications
The CCRT publications aim at providing an understanding and appreciation of different aspects of Indian art and culture. They
also highlight the influence of nature on artistic expression so as to develop an understanding of the impact of environment on
cultural manifestations. On successful participation in the training programmes, the participants are issued these publications
for use in their institutions, nearby schools and public at large.
Due to ever growing demand of the cultural packages from the teachers all over India, the following cultural packages were
reprinted during the year 2014-15.

Architecture of Delhi
Fatehpur Sikri 1 and 2
Cultural History -1,2 and 3
Forts, Palaces and Havelies of Rajasthan
Forts and Palaces of Madhya Pradesh
Forts of Maharashtra
Bharatnatayam Dance
Manipuri Dance
Kathakali Dance
Kuchipudi Dance
Kathak Dance
Sattriya Dance
Traditional Toys of India
National Symbols
Purulia Chhau Dance
Art of Puppetry-1 and 2
Traditional Theatre Forms of India-1 and 2
World Cultural Heritage Sites-1, 2, 3 and 4
Printed : Annual Report (2013-2014)
New Publications
In order to develop resource material the Centre has prepared the manuscript of book Living Traditions Tribal and
Folk Paintings of India.
Two Volumes of Cultural Packages on Festivals of India are being prepared. Approximately 44 festivals of religious
significance and also National importance have been covered.
The CCRT feels that there is a felt need to devise a strategy that will motivate young people to explore and experience
their own heritage. Towards this end, the CCRT is conceptualizing a project called Celebrations, the creation of a new
manual for teachers, which will aim at creating awareness and conservation of our heritage and culture.
A book on Appreciation of Art mentored and authored by Shobita Punja and Feisal Alkazi is being written for teachers
and youth, to enable appreciation and joyful discovery in the various facets of Indian Art from the Indus civilization to
contemporary masters. The approach is to encourage readers to explore on their own the various facets of art appreciation
such as material, colour, form, line, symbols and story-telling.
The Centre is having a pictorial quiz book on Know the Architecture of Delhi, to carry forward this series it is
working on similar lines for Know the Architecture of Mumbai. Approximately 21 monuments/structures of historical
relevance and cultural significance shall be covered.
The bilingual manuscript of Cultural Package, World Cultural Heritage Sites, Volume V is near completion it
includes Bhimbetka Rock Shelters, Madhya Pradesh ; Mahabodhi Temple Complex, Bihar and Champaner Pavagadh
Archaeological Park, Gujarat.
64
lEiw.kZ Hkkjr ds f'k{kd&f'kf{kdkvksa ,oa 'kSf{kd laLFkkuksa esa lkaLfrd iSdstksa dh yxkrkj c<+rh ekx ds dkj.k o"kZ 2014&2015 ds
nkSjku fuEukafdr iSdstksa dks iqu% eqfr djk;k x;k%

fnYyh dh LFkkiR; dyk

iQrsgiqj lhdjh& 1 vkSj 2
lkaLfrd bfrgkl 1] 2 o 3
jktLFkku ds nqxZ] egy ,oa gosfy;ka
e; izns'k ds nqxZ vkSj egy
egkjk"V ds nqxZ
HkjrukV~;e u`R;
Ekf.kiqjh u`R;
dFkdyh u`R;
dqfpiqMh u`R;
dFkd u`R;
Lkf=k;k u`R;
Hkkjr ds ikjEifjd f[kykSus
jk"Vh; izrhd
iq#fy;k N u`R;
iqryh dyk 1 o 2
Hkkjr dh ikjEifjd ukV~; 'kSfy;ka 1 o 2
fo'o lkaLfrd laink LFky] 1] 2] 3 rFkk 4
eqnz.k% okf"kZd fooj.k (2013&14)
u, dk'ku
lzksr lkexzh dk fodkl djus dh n`f"V ls dsUnz us iqLrd dh ikaMqfyfi ^^thoar ijEijk,a&Hkkjr dh tutkrh; rFkk yksd fp=kdyk**
rS;kj dh gSA
Hkkjr ds ioks ij lkaLfrd iSdst ds nks Hkkx rS;kj fd, tk jgs gSaA buesa /kfeZd ekU;rkvksa rFkk jk"Vh; egRo ds Hkh yxHkx
44 mRloksa dks 'kkfey fd;k tk jgk gSA
lhlhvkjVh ;g vuqHko djrk gS fd ,d ,slh j.kuhfr cukbZ tk, ftlds }kjk ;qok yksxksa dks mudh viuh /jksgj dks [kkstus vkSj
mldk vuqHko izkIr djus ds fy, mUgsa izksRlkfgr fd;k tk,A bl mn~ns'; dh iwfrZ gsrq lhlhvkjVh us ,d ifj;kstuk dh ladYiuk
dh] ftls ^mRlo] f'k{kdksa gsrq ,d ubZ fu;ekoyh dk l`tu* 'kh"kZd fn;k x;kA bldk mn~ns'; gekjh /jksgj vkSj laLfr ds
izfr tkx:drk iSnk djuk vkSj mldk laj{k.k djuk vfHkdfYir fd;k x;k gSA
dyk dh ljkguk fo"k; ij MkW- 'kksfHkrk iqatk rFkk iQSty vydkth }kjk fyf[kr iqLrd dks f'k{kdksa rFkk ;qokvksa ds fy, rS;kj
fd;k tk jgk gSA bl iqLrd esa fla/q ?kkVh dh lH;rk ls ysdj Hkkjrh; ledkyhu dyk'kSyh ds fofHkUu igyqvksa ij izdk'k Mkyk
tk,xkA bldk mn~ns'; ikBdksa dks dyk&ljkguk osQ fofHkUu i{kksa ij Lo;a osQ vUos"k.k dks izksRlkfgr djuk gS] tSls&lkexzh] jax]
:i] js[kk] izrhd rFkk dFkk&dFkuA
dsUnz ds ikl ^fnYyh dh LFkkiR; dyk dks tkuks* fo"k; ij ,d lfp=k iz'ukskjh iqLrd gSA bl ka`[kyk dks vkxs c<+kus ds
mn~ns'; ls ,slh gh ,d vU; iqLrd êqEcbZ dh LFkkiR; dyk dks tkuks* ij dk;Z py jgk gSA blesa ,sfrgkfld ,oa lkaLfrd
egRo ds yxHkx 21 Lekjdksa@lajpukvksa dks 'kkfey fd;k x;k gSA
fo'o lkaLfrd /jksgj LFky&ikp ij f}Hkk"kh :i esa lkaLfrd iSdst Hkh yxHkx iwjk gksus okyk gSA blesa e; izns'k dh
HkhecsVdk xqiQk,a] fcgkj dk egkcksf/ eafnj ifjlj rFkk pEikusj] ikokx<+ vkfdZ;ksykWftdy ikdZ] xqtjkr 'kkfey gSaA
65
2014-15
dsU ds izdk'kuksa dk y{; Hkkjrh; laLfr ds fofHkUu i{kksa ds izfr jle;rk] le> o foosd mRiUu djuk gSA blds vUrxZr
dykRedrk o lkSan;Z ds lgt izR;;ksa ij izdk'k Mkyk tkrk gS] rkfd lkaLfrd :iksa dk vkR;afrd eeZ ,oa fof'k"Vrk, mn~?kkfVr gks
losaQA izf'k{k.k dk;Zeksa esa liQyrkiwoZd izfrHkkfxrk ds i'pkr~ izfrHkkfx;ksa dks muds laLFkku] vkl&ikl ds Ldwyksa rFkk tuleqnk; esa
iz;ksx gsrq izdk'ku lkexzh iznku dh tkrh gSA
okf"kZd fooj.k
dk'ku
Cultural Talent Search Scholarship Scheme

The Cultural Talent Search Scholarship Scheme aims at providing facilities to selected meritorious young children to develop their
talents in various artistic fields. Children in the age group of 10 to 14 years studying either in recognized schools or belonging
to families practicing traditional art forms, are selected for the scholarship.
The scholarship awarded under the Scheme is initially for two years and is renewable after every two years till the completion of
the first University degree stage of education or upto the age of 20 years whichever is earlier subject to the awardee maintaining
satisfactory progress.
The CCRT provides 620 new scholarships every year, out of which 100 scholarships are reserved for Tribal Culture. Special
emphasis is given to arts and crafts which are on the verge of extinction. 125 scholarships are reserved for the children of
families practicing traditional art forms. In addition to the 600 new scholarships awarded, 20 scholarships are being reserved
for differently abled children every year.
620 new scholarships were offered during the year 2014-15 on the basis of interviews/tests conducted by the Regional Selection
Committees consisting of eminent artists, scholars and educators in various parts of the country. Out of 620, 62 students were
from Schedule Tribe category.
Statewise break-up of Scholarships awarded under CTSSS 2014-15
66
bl ;kstuk osQ varxZr nh tkus okyh Nk=ko`fk] vkjaHk esa osQoy nks o"kks osQ fy, nh tkrh gS rFkk fo'ofo|ky; esa f'k{kk dh igyh
fMxzh dh voLFkk iwjh gksus vFkok 20 o"kZ dh vk;q rd (tks Hkh igys gks) f}o"khZ; vk/kj ij fr nwljs o"kZ uohuhr dh tkrh gS]
c'krsZ Nk=ko`fk ikus okys /kjd dh xfr larks"ktud gksA
dsUnz izfr o"kZ 620 ubZ Nk=ko`fRr;ka iznku djrk gS] ftuesa ls 100 Nk=ko`fRr;ka tutkrh; laLfr ds fy, vkjf{kr gSaA yqIr gksrh tk
jgh dyk'kSfy;ksa ds laj{k.k ij fo'ks"k cy fn;k tkrk gSA 125 Nk=ko`fRr;ka ikjEifjd dyk'kSfy;ksa ls tqM+s ifjokjksa ds cPpksa ds fy,
vkjf{kr gSaA bu 620 ubZ Nk=ko`fRr;ksa esa izfr o"kZ 20 Nk=ko`fRr;ka ^fo'ks"k :i ls l{ke* cPpksa ds fy, vkjf{kr gSaA
o"kZ 2014&15 ds nkSjku ns'k ds fofHkUu {ks=kksa ls dykdkjksa] f'k{kkfonksa dh lfefr }kjk lk{kkRdkj@tkap ijh{kk ds vk/kj ij 620 ubZ
Nk=ko`fRr;ka izLrkfor dh xbZ FkhaA 620 Nk=ko`fRr;ksa esa ls 62 Nk=k vuqlwfpr tutkfr Js.kh ls FksA
lkaLfrd frHkk [kkst Nk=ko`fk ;kstuk osQ varxZr Nk=ko`fk iznku fd, tkus dk jkT;okj C;kSjk 2014&2015
67
2014-15
lkaLfrd frHkk&[kkst Nk=ko`fk ;kstuk dk y{; frHkk'kkyh ;qok cPpksa dks fofHkUu dykRed {ks=kksa esa viuh frHkk fodflr djus
osQ fy, lqfo/k, miyC/ djkuk gSA bl Nk=ko`fk dh ik=krk&Js.kh esa os cPps vkrs gSa] ftudh vk;q 10 ls 14 o"kZ osQ chp gS vkSj tks
ekU;rkkIr fo|ky;ksa esa i<+ jgs gSa vFkok ikjaifjd dyk 'kSfy;ksa ij thou;kiu djus okys ifjokjksa ls lacaf/r gSaA
okf"kZd fooj.k
lkaLfrd frHkk&[kkst Nk=ko`fk ;kstuk
Statewise break-up of Scholarships awarded under CTSSS 1982-2015
Cultural Festival on Unity in Diversity for Scholarship Holders

The main objective of these festivals is to create an understanding of the aesthetic and cultural values in order to appreciate
and understand the creative expressions of mankind through the ages and promote experience of beauty through sensory
perceptions. In the Festivals, special efforts are made to involve the youth in cultural development, to inculcate in them a spirit
of harmony and togetherness and to channelize youthful energy in creative and productive pursuits.
The students interact with eminent Gurus and scholars and practice under them to give a synchronized presentation during the
Festival. They are also taken on educational tours to places of cultural and natural importance during these programmes to show
how nature has inspired the creative genius of the visual artist, poet, musician or dancer and to motivate them for making efforts
to conserve our heritage at regional levels.
Two National Cultural Festivals titled Unity in Diversity were organized. The first one was organised from September 27 to
October 03, 2014 at Guwahati, Assam in which 113 scholarship holders from 25 States /UTs alongwith escorts attended the
programme and the second festival was conducted from March 23 to 29, 2015 at Hyderabad, Telangana in which 77 scholarship
holders from 17 different States/UTs of the country participated.
68
okf"kZd fooj.k
2014-15
lkaLfrd frHkk [kkst Nk=ko`fk ;kstuk ds varxZr Nk=ko`fk iznku fd, tkus dk jkT;okj C;kSjk 1982&2015
Nk=ko`fk /kjdksa ds fy, ^^fofo/rk esa ,drk** fo"k; ij lkaLd`frd mRlo

bu mRloksa dk ms'; ekuotkfr dh ;qxksa ls pyh vk jgh lkSan;Zijd laosnukvksa] vfHkO;fDr;ksa vkSj lkaLfrd ewY;ksa ds fr le> iSnk
djus dh ps"Vk mRiUu djuk gSA mRloksa esa fo'ks"k :i ls ;qokvksa dks 'kkfey fd;k tkrk gS] rkfd muesa ,d lfg".kqrk rFkk ,dRo dh
Hkkouk iSnk dh tk, vkSj ;qok&'kfDr dks jpukRed rFkk mRiknd dk;ks dh vksj mUeq[k fd;k tk,A
mRloksa ds nkSjku [;kr xq#vksa ofj"B dykdkjksa] fo}kuksa ,oa fopkjdksa ls Nk=kksa dk esy feyki djk;k tkrk gSA muds fy, lkaLfrd
rFkk kfrd ego ds LFkyksa ds 'kSf{kd Hkze.kksa dk Hkh vk;kstu fd;k tkrk gS] rkfd os tku ldsa fd fr fdl dkj dykdkj]
dfo] laxhrdkj rFkk urZd@urZdh dks dYiukRed] jpukRed 'kfDr dh vksj sfjr djrh gS vkSj lkFk gh {ks=kh; Lrj ij gekjh fojklr
dk laj{k.k dSls laHko gSA
27 flrEcj ls 03 vDrwcj] 2014 rd xqokgkVh esa ^fofo/rk esa ,drk* fo"k; ij ,d lkaLfrd mRlo dk vk;kstu fd;k x;k]
ftlesa 25 jkT;ksa@la?k'kkflr izns'kksa ls ekxZnf'kZ;ksa lfgr 113 Nk=ko`fRr /kjdksa us Hkkx fy;kA ,slk gh nwljk dk;Ze 23 ls 29 ekpZ]
2015 rd gSnjkckn] rsyaxkuk esa vk;ksftr fd;k x;k] ftlesa 17 fofHkUu jkT;ksa@la?k'kkflr izns'kksa ds 77 Nk=ko`fRr /kjdksa us Hkkx fy;kA
69
Other Programmes
Workshop-cum-Seminar on Enhancing the Teaching Skills and Curriculum Development of Traditional Folk Art Forms of Jammu
& Kashmir and Theatre was organized at Patnitop, J&K from August 25 to 29, 2014 in which 37 Gurus participated. Another
Workshop-cum-Seminar on Enhancing the Teaching Skills and Curriculum Development of Traditional Folk Art Forms of NorthEastern States and Theatre was organized at Kohima, Nagaland from December 09 to 13, 2014 in which 45 Gurus participated.
Scheme of Award of Scholarships to Young Artistes in different Cultural fields
Recently the Scheme of Award of Scholarships to Young Artistes in different Cultural fields has been transferred to CCRT from
Ministry of Culture, under which 400 Scholarships are provided in the age group 18-25 years in the field of Indian Classical
Music, Classical Dances, Light Classical Music, Theatre, Visual Arts and Folk, Traditional and Indigenous Arts. Each scholar is
paid Rs. 5000/- per month for a period of two years to cover his/her living expenses on travelling, books, art material or other
equipment and tuition or training charges etc.
Fellowship Scheme for the Award of Fellowship to outstanding persons in the Field of Culture.
The Ministry of Culture, Govt. of India, transferred its scheme titled The Fellowship Scheme for the Award of Fellowship to
outstanding persons in the Field of Culture in the month of August 2014 to CCRT. Under this Scheme 200 Junior and Senior
Fellows each will be selected who will be paid grant money @ Rs. 10000/- and Rs. 20000/- per month respectively for a period
of two years. The focus will be on in-depth study/research in various facets of culture. These include New Emerging Areas of
Cultural Studies.
70
^^fofHkUu lkaLfrd {ks=kksa esa ;qok dykdkjksa dks Nk=ko`fRr** ;kstuk

gky gh esa fofHkUu lkaLfrd {ks=kksa esa ;qok dykdkjksa dks Nk=ko`fRr iznku djus dh ;kstuk laLfr ea=kky; ls lhlhvkjVh dks LFkkukarfjr
dh xbZ gS] ftlds rgr Hkkjrh; 'kkL=kh; laxhr] 'kkL=kh; u`R;] lqxe 'kkL=kh; laxhr] ukV~;] n`'; dyk,a rFkk yksd dyk] ikjEifjd
rFkk ns'kt dykvksa ds {ks=k esa 18 ls 25 o"kZ dh vk;q oxZ ds ;qok dykdkjksa dks Nk=ko`fRr;ka iznku dh xbZA izR;sd v;srk dks nSfud
[kpksZa] tSls& ;k=kk djus] iqLrdsa [kjhnus] dyk lkexzh vFkok vU; midj.k [kjhnus vFkok izf'k{k.k izHkkj vkfn ds fy, nks o"kksZa dh
vof/ ds fy, #- 5000@& izfr ekg fn, tkrs gSaA
^^laLfr ds {ks=k esa mR"V dk;Z djus okys O;fDr;ksa dks v;srko`fRr** ds fy, v;srko`fRr ;kstuk
laLfr ea=kky; us ^^laLfr ds {ks=k esa mR"V dk;Z djus okys mR"V O;fDr;ksa dks v;srko`fRr** iznku djus ds fy, viuh bl
;kstuk dks ekg vxLr] 2014 esa lhlhvkjVh dks LFkkukarfjr dh gSA blds varxZr 200 dfu rFkk ofj v;srkvksa dk p;u fd;k
tk,xk] ftUgsa nks o"kksZa dh vof/ ds fy, izfr ekg e'k% #-10]000@& rFkk #- 20]000@&dh nj ls vuqnku jkf'k nh tk,xhA eq[; cy
laLfr ds fofHkUu igyqvksa esa ^^xgu v;;u@vuqla/ku** ij fn;k tk,xkA buesa lkaLfrd v;;uksa ds u, mHkjrs {ks=k 'kkfey gSaA
71
okf"kZd fooj.k
25 ls 29 vxLr] 2014 rd iVuhVkWi] tEew vkSj d'ehj esa ^^f'k{k.k dkS'kyksa dk lao/Zu rFkk ikjEifjd yksd dyk'kSfy;ksa ,oa ukV~;
eapksa dk fodkl** fo"k; ij dk;Z'kkyk ,oa ifjlaokn dk vk;kstu fd;k x;k] ftlesa 37 xq#vksa us Hkkx fy;kA blh fo"k; ij nwljh
dk;Z'kkyk 09 ls 13 fnlEcj] 2014 rd dksfgek] ukxkySaM esa vk;ksftr dh xbZ] ftlesa 45 xq#vksa us Hkkx fy;kA
2014-15
vU; dk;Ze
Initiatives in the North-Eastern States

From ancient times, Indias North-East has been the meeting place of many communities, faith and cultures. In order to build up
a pervasive conciousness of the rich natural and cultural heritage of North-East region, including Sikkim through the utilization
of students in the conservation of our heritage, the CCRT organized Workshops in different North-Eastern States. The primary,
middle, secondary and senior secondary school teachers from all parts of the country were introduced to innovative methods in
classroom teaching using specific art forms and traditional crafts of this region.
SI.
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Duration
Programme
Role of Schools in Conservation of the

Natural and Cultural Heritage
July 08 to 28, 2014
Orientation Course
August 07 to 28, 2014
Orientation Course
Role of Schools in Conservation of the
Natural and Cultural Heritage
Refresher Course
Strengthening Cultural Education in
Schools
September 27 to October 03, 2014 Unity in Diversity
Our Cultural Diversity
Our Cultural Diversity
Schools
Enhancing the Teaching Skills and
Curriculum Development of Traditional Folk
Art Forms and Theatre
Refresher Course
December 26, 2014 to January 06, Integrating Craft Skills in School Education
2015
Orientation Course
Schools
March 04 to 14, 2015
March 16 to 23, 2015
Enhancing Understanding of Indigenous
Traditions
March 19 to 26, 2015
Enhancing Understanding of Indigenous
Traditions
Venue
Guwahati, Assam
No. of
Participants
22
Guwahati, Assam
Guwahati, Assam
Guwahati, Assam
61
74
122
Gangtok, Sikkim
Guwahati, Assam
Gangtok, Sikkim
Gangtok, Sikkim
17
81
146
26
Guwahati, Assam
Gangtok, Sikkim
Tura, Meghalaya
Guwahati, Assam
Gangtok, Sikkim
113
113
30
108
34
Kohima, Nagaland
45
Guwahati, Assam
Guwahati, Assam
36
89
Guwahati, Assam
Agartala, Tripura
55
36
Guwahati, Assam
Guwahati, Assam
Guwahati, Assam
102
91
53
Gangtok, Sikkim
45
Cultural Exchange Programme

Under the Cultural Exchange Programme with the countries that have an item of exchange with CCRT, the Centre receives
scholars, artists and other guests for exchanging views, dialogues and to express their views on educational dimensions
of culture. This is an ongoing process and few important CEPs under consideration are with Iceland, Mexico, Colombia,
Cuba and Cambodia.
72
vof/
la[;k
125 twu ls 5 tqykbZ] 2014
234-
08 ls 28 tqykbZ] 2014
07 ls 28 vxLr] 2014
01 ls 12 flrEcj] 2014
5678-
08
15
16
26
910111213-
27 flrEcj ls 03 vDrwcj]
2014
07 ls 17 vDrwcj] 2014
17 ls 27 uoEcj] 2014
02 ls 17 fnlEcj] 2014
05 ls 07 fnlEcj] 2014
14-
09 ls 13 fnlEcj] 2014
15161718-
18 ls 23 fnlEcj] 2014
26 fnlEcj] 2014 ls 06
tuojh] 2015
08 ls 29 tuojh] 2015
31 tuojh ls 02 iQjojh] 2015
192021-
03 ls 13 iQjojh] 2015
04 ls 14 ekpZ] 2015
16 ls 23 ekpZ] 2015
22-
19 ls 26 ekpZ] 2015
ls
ls
ls
ls
13
30
26
28
flrEcj]
flrEcj]
flrEcj]
flrEcj]
2014
2014
2014
2014
dk;Ze
LFkku
izkfrd ,oa lkaLfrd /jksgj ds

laj{k.k esa Ldwyksa dh Hkwfedk
vuqLFkkiu ikB~;e
vuqLFkkiu ikB~;e
izkfrd ,oa lkaLfrd /jksgj ds
laj{k.k esa Ldwyksa dh Hkwfedk
iqu'p;kZ ikB~;e
f'k{kk esa iqryhdyk dh Hkwfedk
Ldwy f'k{kk esa lesfdr f'kYi dkS'ky
Ldwyksa esa lkaLfrd f'k{kk dk
l'kDrhdj.k
fofo/rk esa ,drk
xqokgkVh] vle
izfrHkkfx;ksa
dh la[;k
22
xqokgkVh] vle
xqokgkVh] vle
xqokgkVh] vle
61
74
122
xaxVksd] flfDde
xqokgkVh] vle
xaxVksd] flfDde
xaxVksd] flfDde
17
81
146
26
xqokgkVh] vle
113
gekjh lkaLfrd fofo/rk

l'kDrhdj.k
f'k{k.k dkS'kyksa dk foLrkj.k ,oa
ikjEifjd yksd dyk'kSfy;ksa rFkk ukV~;
ds ikB~;e dk fodkl
iqu'p;kZ ikB~;e
Ldwy f'k{kk esa lesfdr f'kYi dkS'ky
xaxVksd] flfDde
rwjk] es?kky;
xqokgkVh] vle
xaxVksd] flfDde
113
30
108
34
dksfgek] ukxkySaM
45
xqokgkVh] vle
xqokgkVh] vle
36
89
vuqLFkkiu ikB~;e
l'kDrhdj.k
Ldwy f'k{kk esa lesfdr f'kYi
Ldwy f'k{kk esa lesfdr f'kYi
ns'kt ijEijkvksa ds izfr le>
foLrkj.k
ns'kt ijEijkvksa ds izfr le>
foLrkj.k
xqokgkVh] vle
vxjryk] f=kiqjk
55
36
dkS'ky
dkS'ky
dk
xqokgkVh] vle
xqokgkVh] vle
xqokgkVh] vle
102
91
53
dk
xaxVksd] flfDde
45
lkaLfrd fofue; dk;Ze
dsU] lkaLfrd fofue; dk;Ze ds varxZr fo}kuksa] dykdkjksa rFkk vU; vfrfFk;ksa ls lkaLfrd ,oe~ 'kSf{kd vk;keksa ij muds
fopkj tkuus ds fy, muls lEidZ djrk jgrk gSA dsUnz esa laLfr ds 'kSf{kd vk;keksa ij fopkj O;Dr djus rFkk ckrphr djus vkSj
fopkjksa dk vknku&iznku djus ds fy, fo'ks"kK] dykdkj rFkk vU; vfrfFk vkrs jgrs gSaA ;g izf;k lrr pyrh jgrh gSA dsU }kjk
lapkfyr lkaLfrd fofu;e dk;Ze ds vUrxZr fopkjk/hu egRoiw.kZ ns'k gSa% vkblySaM] eSfDldks] dksyfEc;k] D;wck vkSj dEcksfM;k A
73
2014-15
izkphu dky ls gh Hkkjr dk mkj&iwoZ fofHkUu leqnk;ksa] fo'oklksa rFkk laLfr;ksa dk ,d LFky jgk gSA gekjh fojklr ds laj{k.k esa
Nk=kksa ds mi;ksx }kjk flfDde lfgr mkj iwoZ {ks=k dh le` lkaLfrd kjksgj ds izfr lkSgknZiw.kZ vokkj.kk mRiUu djus dh n`f"V ls
lhlhvkjVh }kjk mkj iwoZ {ks=k ds fofHkUu jkT;ksa esa dk;Z'kkykvksa dk vk;kstu fd;k x;kA ns'k ds lHkh Hkkxksa ds izkFkfed] ek;fed
rFkk mPp ek;fed fo|ky;ksa ds f'k{kd@f'kf{kdkvksa dks bl {ks=k ds ikjEifjd f'kYiksa rFkk fof'k"V dyk :iksa dk d{kk dh i<+kbZ esa
mi;ksx djus gsrq uokpkjh ifr;ksa ls voxr djk;k x;kA
okf"kZd fooj.k
mkj&iwohZ jkT;ksa esa igy
Progress in the use of Hindi in the CCRT

In implementing the Official Language Policy, CCRT has taken specific steps to achieve the targets. Most of the work in the CCRT is done
bilingually. All correspondence related to Training, Evaluation, Cultural Talent Search Scholarship Scheme, Accounts, Publications
and Production Units is done bilingually. All the proforma, notes, reports, guide-books and educational material are bilingual.
The CCRT celebrated "Hindi Maah'' from 15 September to 15 October 2014 at headquarter, New Delhi. During the Hindi
Maah competitive programmes on various themes were organized for the staff. The winners were given prizes and certificates.
Hindi week was organized in Regional Centres Udaipur, Hyderabad and Guwahati. During the year 2014-15, 05 Hindi Workshops
were organised for the staff by the Centre in which three Workshops were organised at CCRT, New Delhi and 1 each at
Regional Centre Guwahati and Udaipur. 80 officers/employees participated in these Workshops. Besides, the Centre organized
a Rajbhasha Sammelan on December 20, 2014, in which 14 officers and 04 employees participated. Filming of the same was
also done.
During 2014-15 about 4737 teachers were acquainted with official language policy of the Union in different training
programmes by conducting a separate lecture in each training programme. 91884 students were acquainted with various
art forms through Hindi medium. A small booklet on the official language prepared by the Centre was also distributed to
the teachers for the purpose of propagation. On January 12, 2015 the Parliamentary Committee on Official Languages
reviewed the Rajbhasha Hindi work of CCRT for the first time since its inception. Four meetings of Rajbhasha Committee
were held on 17 June, 30 September, 17 December 2014 and 26 March, 2015 respectively.
E-Governance
CCRT's Website www.ccrtindia.gov.in is being upgraded regularly. Reading room section has been introduced in the website
which currently has selected articles from National Seminar on Culture and Development organized by CCRT. Work on Hindi
website is in progress. The CCRT has made its presence felt through facebook linked to its website www.ccrtindia.gov.in. It not
only showcases CCRTs activities and its achievements but also provides a platform for interaction with teaching community,
scholarship holders, public at large on a global basis.
Meetings
The 43rd meeting of the Finance Committee, CCRT was held on Wednesday, June 11, 2014 in CCRT, New Delhi.
The 37th meeting of Society, CCRT was held on Tuesday, June 24, 2014, in CCRT, New Delhi.
The 53rd Executive Committee, CCRT was held on Tuesday, November 18, 2014 in CCRT, New Delhi.
The 38th meeting of Society, CCRT was held on Tuesday, November 18, 2014 in CCRT, New Delhi.
Sub - Meetings
The Building Maintenance and Operation Meeting was held on Monday, June 09, 2014 in CCRT, New Delhi.
The Purchase Committee Meeting, CCRT was held on Monday, June 23, 2014, in CCRT, New Delhi.
The Building Maintenance and Operation Meeting was held on Tuesday, October 21, 2014 at CCRT, New Delhi.
74
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1.

2.

Smt. Neena Ranjan

Chairperson, CCRT
(w.e.f. February 06, 2013)
3.

Shri Pankaj Rag

Joint Secretary
Ministry of Culture
Shastri Bhavan
New Delhi
4.

Smt. Ira Pande

(Govt. Nominee)
Flat T5/03 Paravsnath Prestige 2
Srishti Sector 93A, NOIDA
Shri Raghav Chandra

Additional Secretary and Financial Adviser
I.F. Division
Ministry of Culture
Shastri Bhavan
New Delhi
5. Chairperson

CBSE, Shiksha Kendra

2, Community Centre, Preet Vihar
Delhi
6.

Dr. Sunil Kothari

(Govt. nominee)
94 Bakhtawar Singh Block
Asiad Village
New Delhi
7. Smt. Indira P.P. Bora

(Govt. nominee)
Kalabhumi

Sareboday Nagar, Zoo Road Bye Lane I

Guwahati, Assam
8.

Smt. Ritu Sethi

(Govt. nominee)
338 KP Thaker Block
Asiad Village
New Delhi
9.

Prof. B.K. Tripathi

Director, NCERT
Sri Aurobindo Marg
New Delhi
10. Shri Amrit Pal Singh

Dy. Director General, Films Division

CGO Complex, New Delhi
76
11. Representative of Handicrafts Board

12. Representative of Khadi Udyog Commission
13. Representative of Puducherry
14. Shri G.P. Upadhyay, IAS

Principal Secretary (Education)

Human Resources Development Department

Govt. of Sikkim, Tashiling Secretariat,
Gangtok

Representative of Sikkim
15. Representative of Maharashtra
16. Representative of Odisha
17. Representative of Rajasthan
18. Prof. B.N. Goswamy

Member (Co-opted)

171, Sector 19-A
Chandigarh
19. Shri A.R. Ramanathan

Member (Co-opted)

51, Nilgiri Apartments
Alaknanda

New Delhi
20.

Smt. Sudha Murthy

Member (Co-opted)
Infosys Foundation
Infosys Tower No.2
J.P. Nagar, 3rd Phase
Bannerghata, Main Road
Bengaluru, Karnataka
21. Shri Balan Nambiar

Member (Co-opted)

19/18, First Cross Main Road

Jayamahal Extn.,
Bengaluru
22. Shri G.C. Joshi

Director (Ad-hoc), CCRT

Member Secretary
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77
Members of Executive Committee

1.

2.

Smt. Neena Ranjan

Chairperson, CCRT
(w.e.f February 6, 2013)
3.

Shri Pankaj Rag

Joint Secretary
Ministry of Culture
Shastri Bhavan
New Delhi
5. Chairperson
CBSE, Shiksha Kendra
2, Community Centre, Preet Vihar
Delhi
Shri Raghav Chandra

I.F. Division
Ministry of Culture
Shastri Bhavan
New Delhi
6. Prof. B.N. Goswamy

Member
171, Sector 19-A
Chandigarh
7. Shri A.R. Ramanathan
Member
51, Nilgiri Apartments
Alaknanda
New Delhi
8. Shri G.C. Joshi
Member Secretary
4. Smt. Ira Pande

(Govt. nominee)
Flat T5/03 Paravsnath Prestige 2
Srishti Sector 93A
NOIDA
Members of Finance Committee
1.

Shri Raghav Chandra

I.F. Division
Ministry of Culture
Shastri Bhavan
New Delhi
2. Shri K.S. Lather

Director
Ministry of Culture
Shastri Bhavan
New Delhi
3.

78
Shri Amrit Pal Singh

Dy. Director General
Films Division, CGO Complex
Lodi Road
New Delhi
4.

Dr. Sunil Kothari

(Govt. nominee)
94, Bakhtawar Singh Block
Asiad Village, New Delhi
5. Shri Girish Joshi

Member Secretary
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79
Number of Teachers/Teacher Educators and Students of different States/UTs trained by CCRT during
April, 2014 to March, 2015
State/UTs
Orientation Refresher
Course
Course
Puppetry
Refresher
Workshops
Course
Course
(Teachers)
(Teachers) (Teachers) (Teachers)
(Teachers)
Workshops
(Teachers)
Seminars
Total
Extension
Programme (Teachers)
Short-term
No. of
Programme
Teachers
Students
(Teachers)
Andhra Pradesh
51
68
84
516
730
16301
Arunachal Pradesh
10
15
80
105
Assam
91
22
71
221
585
14
1009
10112
Bihar
50
40
120
69
291
Chhattisgarh*
45
46
154
231
486
12
20
Gujarat
38
31
90
191
26
379
Haryana
74
11
51
11
99
289
14
549
Himachal Pradesh
31
71
95
10
221
29
Jammu & Kashmir
48
45
215
130
121
566
Jharkhand*
41
14
31
105
Karnataka
106
24
110
475
726
18
18
91
116
251
12
38
363
12
429
202
74
151
10
695
1073
217
47
2469
17267
Manipur
Meghalaya
28
37
Mizoram
27
41
Nagaland
20
12
26
58
Odisha
24
13
105
367
532
Punjab
33
31
160
95
17
338
Rajasthan
29
14
65
353
15
481
12599
14
31
50
Tamil Nadu
200
78
25
332
206
10
851
Telangana*
40
61
Tripura
Uttarakhand*
87
29
108
165
15
410
51
Uttar Pradesh
20
29
206
29
304
West Bengal
13
15
291
326
A & N Island
Chandigarh
Dadra & Nagar Haveli
Daman & Diu
Delhi
43
56
35525
Lakshadweep
Puducherry
23
22
40
85
180
739
103
2843
5905
736
226
11976**
91884
Goa
Kerala
Madhya Pradesh
Maharashtra
Sikkim
Total
1244
* Number of teachers trained after these states came into existence

Short-term Workshops have been introduced in the year 2003 (April 1, 2003)
** Not Included 551 Tribal Teachers
80
Short-term
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16301
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10
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80
105
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22
71
221
585
14
1009
10112
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50
40
120
69
291
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45
46
154
231
486
12
20
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38
31
90
191
26
379
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74
11
51
11
99
289
14
549
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31
71
95
10
221
29
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48
45
215
130
121
566
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41
14
31
105
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106
24
110
475
726
18
18
91
116
251
12
38
363
12
429
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202
74
151
10
695
1073
217
47
2469
17267
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28
37
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27
41
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20
12
26
58
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24
13
105
367
532
Iaktkc
33
31
160
95
17
338
jktLFkku
29
14
65
353
15
481
12599
flfDde
14
31
50
rfeyukMq
200
78
25
332
206
10
851
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40
61
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87
29
108
165
15
410
51
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20
29
206
29
304
13
15
291
326
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43
56
35525
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23
22
40
85
180
739
103
2843
5905
736
226
11976**
91884
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1244
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81
Number of Teachers/Teacher Educators and Students of different States/UTs trained by CCRT upto March, 2015
State/UTs
Orientation
Refresher
Puppetry
Refresher
Workshops
Short term
Short term
Seminars
Total No. of
Extension
Course
Course
Course
Course
(Teachers)
Workshops
Programme
(Teachers)
Teachers
Programme
(Teachers)
(Teachers)
(Teachers)
(Teachers)
(Teachers)
(Teachers)
1961
157
1162
160
3939
2750
368
10497
137931
317
91
667
721
14
1818
270
Assam
1606
157
611
45
2108
3221
14
70
7832
24548
Bihar
835
95
290
29
1797
1222
334
118
4720
11
Chhattisgarh*
542
73
317
34
1264
983
135
13
3361
Goa
454
116
105
12
1008
613
85
66
2459
1704
Gujarat
1121
135
897
169
1933
2076
389
217
6937
2048
Haryana
627
53
271
28
758
786
139
74
2736
756
647
85
206
25
854
388
274
99
2578
189
730
14
413
1707
1128
306
33
4340
1367
Jharkhand*
277
28
47
273
31
672
Karnataka
2662
275
1426
181
4860
3706
428
13538
4774
Kerala
1396
78
1078
209
2995
1336
98
282
7472
337
1088
74
551
68
1345
2792
119
154
6191
552
3216
567
1703
277
8815
7956
305
489
23328
29821
Manipur
500
392
24
1403
98
46
2468
81
Meghalaya
216
275
14
843
270
28
1651
289
Mizoram
128
108
714
958
Nagaland
191
149
466
18
831
773
Odisha
1929
163
749
112
2894
2135
507
363
8852
310
Punjab
747
40
317
20
1171
377
69
2741
909
1939
201
1251
112
4927
2268
361
11062
138535
239
251
801
40
11
1349
44
Tamil Nadu
2967
293
975
189
3573
1240
454
9691
23628
Telangana*
40
61
Tripura
204
14
363
25
615
332
Uttarakhand*
670
62
172
17
868
973
482
24
3268
138
Uttar Pradesh
892
45
481
29
1188
474
29
154
3292
6560
West Bengal
835
107
378
61
902
1627
62
3972
376
A & N Island
60
22
231
321
Chandigarh
103
69
108
16
301
1066
52
59
18
23
715
87
1487
38
2050
83
368
4828
296121
23
118
154
Andhra Pradesh
Arunachal
Pradesh
Himachal
Pradesh
Jammu &
Kashmir
Madhya
Pradesh
Maharashtra
Rajasthan
Sikkim
Dadra & Nagar

Haveli
Daman & Diu
Delhi
Lakshadweep
Puducherry
Total
200
12
242
18
512
205
163
21
1373
35
30100
2955
16506
1916
57486
39441
3477
4468
156349**
673508
* Number of teachers trained after these states came into existence

Short-term workshops have been introduced in the year 2003 (April 1, 2003)
** Not Included 551 Tribal Teachers
82
Students
vuqLFkkiu
ikB~;e
(f'k{kd)
iqu'p;kZ
ikB~;e
(f'k{kd)
iqryhdyk
ikB~;e
(f'k{kd)
y?kq vof/
y?kq vof/
dk;Ze
(f'k{kd)
lsehukj
(f'k{kd)
dqy f'k{kd
1961
157
1162
160
3939
2750
368
10497
137931
317
91
667
721
14
1818
270
vle
1606
157
611
45
2108
3221
14
fcgkj
835
95
290
29
1797
1222
334
70
7832
24548
118
4720
11
NRrhlx<+*
542
73
317
34
1264
983
135
13
3361
Xkksok
454
116
105
12
1008
613
85
66
2459
1704
1121
135
897
169
1933
2076
389
217
6937
2048
gfj;k.kk
627
53
271
28
fgekpy izns'k
647
85
206
25
758
786
139
74
2736
756
854
388
274
99
2578
189
tEEkw vkSj d'ehj
730
14
413
1707
1128
306
33
4340
1367
>kj[kaM*
277
28
47
273
31
672
dukZVd
2662
275
1426
181
4860
3706
428
13538
4774
dsjy
1396
78
1078
209
2995
1336
98
282
7472
337
e; izns'k
1088
74
551
68
1345
2792
119
154
6191
552
egkjk"V
3216
567
1703
277
8815
7956
305
489
23328
29821
ef.kiqj
500
392
24
1403
98
46
2468
81
es?kky;
216
275
14
843
270
28
1651
289
fetksje
128
108
714
958
ukxkySaM
191
149
466
18
831
773
vksfM'kk
1929
163
749
112
2894
2135
507
363
8852
310
747
40
317
20
1171
377
69
2741
909
jktLFkku
1939
201
1251
112
4927
2268
361
11062
138535
flfDde
239
251
801
40
11
1349
44
rfeyukMq
2967
293
975
189
3573
1240
454
9691
23628
rsyaxkuk*
40
61
f=kiqjk
204
14
363
25
615
332
mRrjk[kaM*
670
62
172
17
868
973
482
24
3268
138
mRrj izns'k
892
45
481
29
1188
474
29
154
3292
6560
if'pe caxky
835
107
378
61
902
1627
62
3972
376
60
22
231
321
103
69
108
16
301
1066
52
59
18
23
fnYyh
715
87
1487
38
2050
83
368
4828
296121
Yk{k}hi
23
118
154
iqnqpsjh
200
12
242
18
512
205
163
21
1373
35
30100
2955
16506
1916
57486
39441
3477
4468
156349**
673508
vka/z izns'k
v#.kkpy izns'k
xqtjkr
Iaktkc
vaMeku ,oa fudksckj

}hi lewg
paMhx<+
nknjk ,oa uxj gosyh
neu ,oa nho
dqy
iqu'p;kZ
ikB~;e
(f'k{kd)
dk;Z'kkyk,
(f'k{kd)
dk;Z'kkyk,
(f'k{kd)
foLrkj dk;Ze
(Nk=k)
okf"kZd fooj.k
2014-15
ekpZ] 2015 rd lhlhvkjVh }kjk f'kf{kr fofHkUu jkT;ksa@la?k 'kkflr {ks=kksa osQ f'k{kd@f'kf{kdkvksa vkSj Nk=kksa dh la[;k
* jkT;ksa osQ vfLrRo esa vkus osQ ckn izf'kf{kr f'k{kd@f'kf{kdkvksa dh la[;k
y?kq&vof/ dk;Z'kkyk,a o"kZ 2003 (1vizSy] 2003) esa vkjaHk dh xb

* * blesa 551 tutkrh; f'k{kd 'kkfey ugha gaS
83
Statewise break-up of scholarships awarded under Cultural Talent Search Scholarship Scheme
from 1982-83 to 2013-2014 and during 2014-2015
State/UTs
Andhra Pradesh
1982-83 to
2013-2014
597
Total
35
632
59
02
61
Assam
1054
84
1138
Bihar
186
08
194
Chhattisgarh*
84
09
93
Goa
56
05
61
Gujarat
220
10
230
Haryana
115
05
120
Himachal Pradesh
38
01
39
Jammu & Kashmir
132
10
142
Jharkhand*
71
09
80
Karnataka
719
36
755
Kerala
945
31
976
Madhya Pradesh
375
21
396
Maharashtra
982
46
1028
Manipur
334
14
348
Meghalaya
74
08
82
Mizoram
31
00
31
Nagaland
58
13
71
Odisha
757
64
821
Punjab
110
06
116
Rajasthan
285
07
292
Sikkim
40
02
42
Tamil Nadu
598
36
634
Tripura
439
37
476
Uttarakhand*
47
03
50
Uttar Pradesh
319
14
333
West Bengal
830
47
877
A & N Island
41
03
44
Chandigarh
71
01
72
Delhi
847
33
880
Dadra & Nagar Haveli
Daman & Diu
Lakshadweep
10
13
23
Puducherry
105
07
112
10635
620
11255
Arunachal Pradesh
Total
* Number of Scholarships given after these states came into existence.
84
2014-2015
1982&83 ls 2013&2014
2014&2015
dqy
vkakz izns'k
597
35
632
v#.kkpy izns'k
59
02
61
vle
1054
84
1138
fcgkj
186
08
194
Nkhlx<+*
84
09
93
xksok
56
05
61
xqtjkr
220
10
230
gfj;k.kk
115
05
120
fgekpy izns'k
38
01
39
tEew vkSj d'ehj
132
10
142
>kj[kaM*
71
09
80
dukZVd
719
36
755
osQjy
945
31
976
e; izns'k
375
21
396
egkjk"V
982
46
1028
ef.kiqj
334
14
348
es?kky;
74
08
82
fetksje
31
00
31
ukxkySaM
58
13
71
vksfM+'kk
757
64
821
iatkc
110
06
116
jktLFkku
285
07
292
flfDde
40
02
42
rfeyukMq
598
36
634
f=kiqjk
439
37
476
mkjk[kaM*
47
03
50
mkj izns'k
319
14
333
if'pe caxky
830
47
877
v.Meku ,oa fudksckj }hi lewg
41
03
44
paMhx<+
71
01
72
fnYyh
847
33
880
nknjk ,oa uxj gosyh
neu vkSj nho
y{k}hi
10
13
23
iqnqpsjh
105
07
112
10635
620
11255
dqy
okf"kZd fooj.k
2014-15
o"kZ 1982&83 ls 2013&2014 rd rFkk 2014&2015 osQ nkSjku lkaLfrd frHkk [kkst Nk=ko`fk ;kstuk osQ vUrxZr
nku dh x;h Nk=ko`fk;ksa dk jkT;kuqlkj C;kSjk
* jkT;ksa osQ vfLrRo esa vkus osQ ckn nh xbZ Nk=ko`fk;ksa dh la[;k
85
Statewise break-up of distribution of Educational Kits during 2014-2015

State/UTs
Andhra Pradesh
Arunachal Pradesh
Total No. of Kits issued

upto March, 2013
1360
Total No. of Kits issued

upto March, 2015
1411
238
10
248
Assam
1187
90
1277
Bihar
728
49
777
Chhattisgarh*
431
40
471
Goa
322
04
326
Gujarat
844
38
882
Haryana
463
69
532
Himachal Pradesh
504
31
535
Jammu & Kashmir
497
47
544
Jharkhand*
183
41
224
Karnataka
2017
104
2121
Kerala
860
03
863
Madhya Pradesh
866
12
878
2595
199
2794
Manipur
366
366
Meghalaya
195
02
197
Mizoram
103
05
108
Nagaland
136
20
156
Odisha
1667
23
1690
Punjab
543
30
573
1494
28
1522
141
04
145
Tamil Nadu
2064
196
2260
Telangana*
Tripura
124
124
Uttarakhand*
461
85
546
Uttar Pradesh
607
08
615
West Bengal
763
12
775
A & N Island
Chandigarh
91
92
D&N Haveli
31
31
458
461
10
11
123
123
Maharashtra
Rajasthan
Sikkim
Daman & Diu

Delhi
Lakshadweep
Puducherry
Total
22482
* Number of Educational Kits distributed after these states came into existence
86
In the Year
2014-2015
51
1213
23695
ekpZ] 2013 rd fuxZr fdV
vka/z izns'k
o"kZ 2014&2015
ekpZ] 2015 rd dqy fuxZr fdV
1360
51
1411
238
10
248
vle
1187
90
1277
fcgkj
728
49
777
Nkhlx< +*
431
40
471
xksok
322
04
326
xqtjkr
844
38
882
gfj;k.kk
463
69
532
fgekpy izns'k
504
31
535
tEe w vkSj d'ehj
497
47
544
>kj[kaM*
183
41
224
dukZVd
2017
104
2121
osQjy
860
03
863
e; i nz 's k
866
12
878
egkjk"V
2595
199
2794
ef.kiqj
366
366
es? kky;
195
02
197
fetksje
103
05
108
ukxkyS Ma
136
20
156
vks fM + 'kk
1667
23
1690
543
30
573
jktLFkku
1494
28
1522
flfDde
141
04
145
rfeyukMq
2064
196
2260
rsy axkuk*
f=kiqjk
124
124
mkjk[kaM*
461
85
546
mkj ns'k
607
08
615
if'pe caxky
763
12
775
paMhx< +
91
92
nknjk ,oa uxj gosyh
31
31
fnYyh
458
461
y{k}hi
10
11
iqnpq js h
123
123
v#.kkpy i nz 's k
iatkc
v.Meku ,oa fudksckj }hi le gw
neu o nho
oqQy
22482
1213
okf"kZd fooj.k
jkT;@la? k 'kkflr {k =s k
2014-15
o"kZ 2014&2015 osQ nkSjku jkT;okj forfjr dh x;h 'kSf{kd fdVksa dk C;kSjk
23695
* jkT;ksa osQ vfLrRo esa vkus osQ ckn forfjr dh x;h 'kSf{kd fdV dh la[;k
87
Financial Statements
88

Annual Report 2014-15

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Copyright:

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Annual Report 2014-15

Hochgeladen von

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Verfügbare Formate

okf"kZd fooj.

lkaLfrd lzkrs ,oa f'k{k.k osQU

Centre for Cultural Resources and Training

Conducts Workshops to provide practical training and knowledge in crafts to be incorporated

Prepares publications and other audio-visual material which attempt to provide an

Brief account of activities conducted by CCRT during 2014-15

Annual Report (2013-2014)

Short-term Workshops........................ 141

Extension Services and Community

Forts, Palaces and Havelis of Rajasthan

Musical Instruments of India-2

Students trained ...........................91,884

Other Educational Activities ..................04

Purulia Chhau Dance

Cultural Talent Search Scholarship

vk;ksftr fd, x, f'k{k.k dk;Ze

okf"kZd fooj.k (2013&2014)

y?kq vofk dk;Ze

izf'kf{kr f'k{kdksa dh dqy la[;k 11976

vU; 'kSf{kd xfrfof/;ka

lkaLfrd frHkk [kkst Nk=ko`fk ;kstuk

Number of Teachers/Teacher Educators of different States/UTs trained by CCRT

vuqikr esa ugha gS

Aims of the Orientation Course

izf'k{k.k dk;Ze osQ y{;

The Orientation Course comprises the following six major components:

June 11 to July 02, 2014

July 08 to 28, 2014

July 16 to August 05, 2014

August 05 to 27, 2014

August 07 to 28, 2014

September 03 to 23, 2014

September 10 to 30, 2014

October 27 to November 14, 2014 (Teacher Educators)

November 10 to 25, 2014 (Teacher Educators)

November 10 to December 01, 2014

November 17 to December 06, 2014

December 03 to 23, 2014

December 15 , 2014 to January 03, 2015

December 23, 2014 to January 13, 2015

January 07 to 20, 2015 (Teacher Educators)

January 08 to 29, 2015

February 04 to 25, 2015

Statewise participation of Teachers/Teacher Educators in Orientation Course(s) 2014-15

vuqLFkkiu ikB~;e osQ varxZr ;s N% vo;o 'kkfey fd, x, gSa %

twu ls 01 tqykbZ] 2014

(i) dyk ,oa laLfr dk lSkafrd v;;u

vuqLFkkiu ikB~;e esa f'k{kd ,oa f'kf{kdkvksa@f'k{kkfonksa dh jkT;okj la[;k 2014&2015

Statewise participation of Teachers/Teacher Educators in Orientation Course 1979-2015

Name of the Speaker/Artist

Language Core of Culture

Dr. R.K. Tripathi*

Shri Partho Sanyal*

Role of Multimedia in Propagation of Culture

Dr. Pratapanand Jha*

Dr. B.N. Goswamy

Integrated Approach to Education

Shri Feisal Alkazi*

* Speakers/Resource Persons introduced newly.

vuqLFkkiu ikB~;e esa f'k{kd ,oa f'kf{kdkvksa@f'k{kkfonksa dh jkT;okj la[;k 1979&2015

O;k[;ku@O;k[;ku n'kZu k`a[kyk

f'k{kk esa laLfr

laLfr ds izpkj&izlkj esa eYVhehfM;k dh

MkW- izrkikuan >k*