Teacher Education

A Centrally Sponsored Scheme on Teacher Education The Right of Children to Free and Compulsory Education (RTE) Act, 2009 poses major challenges for improving the quality of teachers and for expanding institutional capacity in States to prepare professionally trained persons for becoming school teachers. Government has initiated steps to revise the existing Centrally Sponsored Scheme of Restructuring and Reorganisation of Teacher Education. This Scheme was initiated in 1987 pursuant to the formulation of the National Policy on Education, 1986 which emphasised the significance and need for a decentralised system for the professional preparation of teachers, and it was in this context that District Institutes of Teacher Education (DIETs), Colleges of Teacher Education (CTEs) and Institutes of Advanced Study in Education (IASEs) were established.

The Scheme is being revised in order to meet the exceptional challenges for the Teacher Education system arising from the massive spatial and numerical expansion of schooling facilities at the elementary and secondary levels, the corresponding increase in the demand for teachers and to fulfill the statutory obligations of the Government with regard to teacher preparation and teacher training under the Right of Children to Free and Compulsory Education (RTE) Act, 2009. Modification of the scheme is also critical in the context of the need for training requirements of teachers at the secondary level under the Rashtriya Madhyamik Shiksha Abhiyan. Analysis shows that there are 5.23 lakh vacancies of school teachers at the elementary level and the provisions under the RTE Act would lead to additional requirement of around 5.1 lakh teachers. Moreover, around 7.74 lakh teachers are untrained, i.e. they do not possess the prescribed qualification. Further, there are large inter-state variations in terms of percentage of untrained teachers, vacancy of teacher posts, additional requirement of teachers under the RTE and the capacity of teacher education institutions to prepare professionally trained teachers. Assam, Bihar, Chhattisgarh, J&K, Jharkhand, Orissa, Uttar Pradesh and West Bengal together account for 6.06 lakh untrained teachers and a requirement of 9.73 lakh teachers. These States also have inadequate capacity for teacher preparation.

The main components of the revised Scheme are as under

: (i) Strengthening and up-gradation of State Councils for Educational Research and 2 Training/State Institutes of Education

(ii) Strengthening of existing IASEs and up-gradation of Departments of Education of Universities into IASEs :

(iii) Strengthening of CTEs and establishment of new CTEs (iv) Strengthening of existing DIETs and extending their mandate for training of teachers at the secondary level.

(v) Establishment of Block Institutes of Teacher Education (BITEs) in 196 identified SC/ST/ Minority concentration districts as elementary pre-service teacher education institutions

(vi) Identification of 50 lead institutions, including Departments of Education in Universities, NUEPA, NCERT, Academic Staff Colleges and other institutions in the non-Government sector to conduct refresher courses for teacher educators.

(vii) Provide hardware support, namely provisioning of satellite transmission facilities in the DIETs and provisioning of software support for developing content for orientation of teacher educators and teachers.
(viii) Giving SCERTs and DIETs the mandate to involve not-for-profit organizations for conducting innovative field based programmes relating to teacher education, collaboration in in-service and pre-service teacher education, undertaking impact assessment studies and designing & developing locally relevant material for teachers and student-teachers of teacher education institutions.

(ix) Developing and putting in place a comprehensive monitoring mechanism. The Ministry has received approval of the Department of Expenditure, Ministry of Finance and would be shortly placing the matter before the CCEA for its consideration. B National Council for Teacher Education (NCTE) In July, 2011, the Central Government superseded the General Council of the NCTE and constituted a six-Member Committee to exercise the powers and functions of the Council. Since then the Committee has taken several steps to initiate reforms in the functioning of the organization. Some of the important developments since the constitution of the Committee are summarized as under :

(i) The Four Regional Committees were re-constituted on 23rd September, 2011. These Committees have held several meetings and disposal of pending cases has been expedited;

(ii) The Appeal Committee was re-constituted on 16th September, 2011 which has since held several meetings and cleared the backlog of pending appeals;

(iii) The Committee has undertaken the task of streamlining the personnel in the NCTE and effected transfer and postings of several officers for its improved functioning. Work has been expedited for filling up the vacant posts and promotion of officers at various levels;

(iv) With a view to prepare a long-term reform agenda for the NCTE, the Committee
four sub-Committees have been constituted on (a) Regulatory functions; (b) Teacher Education Curriculum and Norms & Standards, Innovative programmes in teacher education, accreditation norms for teacher education institutions; (c) Programmes for preparation of teacher educators; and (d) Distance education and ICT in Teacher Education. The recommendations of these Committees would be used in developing a new Regulation of the NCTE, both with regard to the procedures for grant of recognition as also the norms and standards for the various teacher education courses.

 
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