CRITIQUE ON CONTEMPRORY TEACHER EDUCATION PROGRAMME IN INDIA AND SRI LANKA

1. CRITIQUE ON CONTEMPRORY TEACHER EDUCATION
PROGRAMME IN INDIA AND SRI LANKA
Dr. Omprakash H M1 , Dr. Bharathi N Reshmi 2
Sri Murugha Rajendra Swamiji B.Ed and M.Ed College
Reshmi Vidya Bhavan, Sarswatipur
Behind GUK, Kusnoor Road
Gulbarga-585 106, Karnataka, India
E-mail: dr.omprakash322017@gmail.com

2. The comparative study on contemporary Teacher Education in India and Sri
Lanka is an endeavor to promote and develop a broad understanding about the
objectives, forms & features, administrations , managements & finances ,
organizational patterns, modern trends and emerging issues in neighboring
country of this zone in respect of a crucial sector of education that is secondary
teacher education particularly within a time frame when all the developing
countries are trying to accept the reality of globalization.
Objectives of the Study:
 To illustrate and narrate the objectives of pre-service secondary teacher
education programmes in India and Sri Lanka and to make a comparative
study.
 To trace the various forms and features of pre-service secondary teacher
education programmes in India and Sri Lanka and to present a comparison.

3.  To analyze the systems of administration, management and finance, working
behind the pre-service secondary teacher education programmes.
 To find out the organizational patterns of pre-service secondary teacher
education with special reference to India and Sri Lanka and to make a
comparative analysis.
 To evaluate the recent issues & trends of secondary teacher education systems
in India and Sri Lanka and to present a comparison.
 To find out the present status of Indian pre-service secondary teacher
education in the light of secondary teacher education programmes in Sri
Lanka.
Delimitation of the Study:
The investigation is restricted to the study of present objectives, various forms
and features, administrations, managements & finances, organizational patterns,
recent trends and issues of secondary pre-service teacher education programmes
in India and Sri Lanka.

4. Research Design:
 Methodology Used
 It is largely a qualitative research.
 It is also a comparative and document-based analytical study.
 The study has the chief characteristics of recent document-based analytical
research.
Research Materials:
 Some Government documents,
 Books, journals, magazines,
 Interviewing distinguished personalities of concerned High Commissions and
Consulates in India,
 On-line documents from some relevant and reliable internet sources.

5. Data Collection Process:
Multiple procedures have been used including studying national and
international journals, library consultation, accessing Ministries of Education of
India and Sri Lanka through surfing internet, interviewing distinguished
personalities of High Commission and Consulates of concerned countries in India for
data collection.
Data Analysis:
The researcher has employed a current document-based analytical approach for
data analysis. Historical and sociological approaches have also been adopted for
analyzing the collected data. No statistical analysis has been furnished.
Significance of the Study:
The study provides an insight into the different types of secondary teacher education
programmes prevalent in India and Sri Lanka. Accordingly the main task of this
work is to focus on the present developmental conditions of secondary pre-service
teacher education system in India in the light of the present state of the sector in Sri
Lanka.

6. India:
 Teacher education of two years duration after graduation. This is because one
year is too short to create the knowledge based pedagogy.
 To provide enough exposure to teachers in pre-service training programmes so
that they can fully make use of information and communication technologies.
 The focus of teacher education will be more on school based. Teacher education
programmes will offer inputs so that the teachers become more commitment
oriented.
 To enable the student-teachers to develop thinking capacities by modifying
present trend of rote learning.
 To develop in teachers a new insight about plurality of perspectives.
 To develop collaborative programmes of teacher education jointly with the
National Council of Educational Research and Training, National Institute of
Educational Planning and Administration, State Council of Educational
Research and Training and District Institute of Education and Training.

7. Sri Lanka:
National Institute of Education (NIE) is the foremost institute in Sri Lanka
which led the way to development of general education with quality, equity and
relevance in a pluralistic society. It is authorized to design and develop curricula for
general and teacher education and responsible for professional development of
educational community. Pre-service secondary teacher education programme in Sri
Lanka has following objectives:
 To develop professional and general competence of personnel involved in
secondary education system,
 To assure quality education through a balanced curriculum for the development
of productive student teachers competent to face local and global demands,
 To build professionalism and to promote leadership among the student teachers
for proper development of secondary teacher education,
 To develop student friendly, teacher friendly schools where democracy and
human values are achieved and sustained.

8.  Naturally, the key target fixed by all the authorities of India and Sri Lanka
secondary teacher education is to promote quality education of teachers which
includes an acceptable level of subject knowledge, computer & English literacy,
experience to deliver need-based learning method.
 Improvement in the courses structure and curricula in secondary level of teacher
education is a common objective. A quality teacher education programme can
make quality teachers who can spread awareness on National Development and
national prosperity among their students.
 India and Sri Lanka have set up objectives of their secondary teacher education
programmes in a modern way to cope up with recent trends and issues of global
secondary teacher education programmes. Educationists of both the countries
have adopted new practices and technologies to achieve desirable attributes like
creativity and innovation in students.

9.  The basic objectives of secondary teacher education of India are to prepare
good human being, skillful human resources, responsible citizens and to
improve teaching learning system. In the Sri Lankan secondary teacher
education system more emphasis has been given on improving teaching-
learning system, community development and development of their nation.
References:
1. Central Bank of Sri Lanka (2009), Annual Report, Colombo, Central Bank of
Sri Lanka.
2. The World Bank (2006), World Development Report, 2007. Development and
the Next
3. Generation. Washington, DC…. Available in http://.www-
wds.worldbank.org.pdf... retrieved Sept, 2014.
4. Bereiter, C., & Scardamalia, M., (2005): Beyond Bloom’s Taxonomy: Rethinking
knowledge for the knowledge age, M. Fullan (Ed.), Fundamental change.
International Handbook of Educational Change Series (pp. 5–23). Netherlands:
Springer.