Impact of ncte on secondary teacher education in rajasthan

03/18/14
Paper presented in National Seminar
at
MS Univ. of Baroda, Vadodara 1
IMPACT OF NCTE ON SECONDARYIMPACT OF NCTE ON SECONDARY
TEACHER EDUCATION INTEACHER EDUCATION IN
RAJASTHANRAJASTHAN
Dr. J. D. Singh, Sen. Lecturer,
G.V. (PG) College of Education (CTE),
Sangaria-335 063 (Raj.)
09414577875 (M)
E-mail: jdsingh3@yahoo.co.in

03/18/14 Paper for National Seminar MS Univ. of Baroda, Vadodara 2
Introduction
 Improving teacher performance through more
effective teacher preparation is a step towards
solving most educational problems. The
responsibility for secondary teacher education
would continue to rest with colleges of teacher
Education affiliated to universities. The
universities in co-operation with NCTE exercise
responsibility for academic aspects such as
conduction of examinations, award of degrees
and ensuring quality of secondary teacher
education institutions. With the aim of
improving the conditions of teacher education
in the country as a whole, the Govt. of India
took many steps from time to time to bring
teacher education under the control of a strong
organization.

Introduction
 Ultimately, this objective was realized with the
creation of National Council of Teacher
Education Act. The NCTE was established in
May 1973 by a Govt. resolution to advise
central and state Governments on all matters
pertaining to teacher education, with its
secretariat located in New Delhi.
 The NCTE’s status and role till 1993 had been
advisory and it did not have statutory powers
to enforce its guidelines. As per the provision
laid down in the NPE-1986 and the programme
of Action for its implementation, the NCTE has
been conferred statutory status as per the
NCTE Act No.73 of 1993, passed by the
Parliament. It has come into existence with
effect from 17th August 1995.

Introduction
 The Act provides for establishment of the NCTE with a
view to achieving planned and coordinated development
of teacher education system though out the country,
regulation and proper maintenance of norms and
standards in the teacher education system and for
matters connected therewith. The initial spell of NCTE
that had influenced the working of the teachers colleges
positively did not last long.
 On account of the changes in the Government at the
Center, numberless changes in the setup of NCTE ensued.
Consequently it started declining gradually, more so
because the rope, which was gradually tightened against
the corrupt practices of teachers colleges, got loosened
on account of poor vision of the custodians of NCTE at all
levels. As a cumulative result of that looseness NCTE
started succumbing to the pressures of the high ups and
politicians. As a result it started compromising with the
corrupt practices forgetting its initial role, which was to
straighten the affairs of the teachers colleges at all levels.

03/18/14 5
NEED & SIGNIFICANCE OF THE STUDY
 No system of education can rise about the level of
its teachers. Teachers are undoubtedly the most
important component of our educational system
but the way they are being trained and educated
today leaves much more to be desired and
achieved.
 The report of Education commission (1964-66)
and NCTE on “Teacher Education curriculum” – A
framework (1978, 88) have lighted the
shortcomings of teacher education, suggesting
means to change and innovate. The challenge of
education 1986 has realized that teacher
performance is the most crucial input in the field
of education for social transformation.
Educational reforms depend largely on the quality
of teachers, which in turn, depends on the quality
of teacher education.

 To quote Education Commission (1964-66) - ‘For the
qualitative improvement of education a sound
programme of professional education of teachers is
essential: From this point of view, the country’s teacher
education system is still wanting, although concern for
quality and a sound programme of professional education
of teachers has been expressed by every group involved
with teacher education, directly or indirectly, and also by
various commissions, committees and governmental
reports.
 There is unprecedented quantitative growth in teacher
education in India since 2000. It is not surprising,
therefore, that teacher education institutions have very
often failed to attract quality teachers for lack of change.
In terms of the professional preparation that is offered,
a teacher education institution could be wholly out of
phase with the needs and aspirations of the schools.

 The national policy on education and the
programme of Action (1992) emphasizes
revamping of teacher education programme for
bringing qualitative improvement in school
education.
 What is the present state of affairs in our
colleges of education? What problems,
difficulties and barriers confront us today in the
task of improving teacher education? For
raising the quality of pre-service teacher
education programme, the council has
formulated norms and standards for teacher
education course and developed the ‘curriculum
frame work (2006) for quality Teacher
Education.’

 During the last few years, there was a
big increase in the number of schools and
eventually, there was a great demand for
a very large number of teachers. Keeping
in view, the NCTE was recognized more
than 400 teacher education colleges in
Rajasthan since 2007. Therefore it was
necessary to appraise the magnitude of
conformity of Teacher Education
Institutions of Rajasthan State to the
NCTE Norms.

03/18/14 9
OBJECTIVES
This study was an attempt to find out the
professional and organizational climate of
teacher education colleges of Rajasthan State.
The study was conducted with the following
specific major objectives-
1. To study whether any organizational
improvement has taken place ever since the
administrative control of the NCTE over the
teachers training colleges of Rajasthan.
2. To study whether the control of the NCTE has
succeeded in stopping the malpractices
prevailing in the teachers training colleges.
3. To study the professional growth of the
teachers training colleges in the state in such
areas as library, laboratory, staff and other
activities as a consequence to NCTE control
on them.

Research Methodology
In this study the investigator used survey
method. Data schedule and interview
schedule were used to collect the data. The
self-constructed tool was used consisting of
data schedule and observation. Data
schedule was divided into three parts like
(a) Organizational set up;
(b) Malpractices; and
(c) Professional growth.
The investigator also developed an interview
schedule with a view to know the teacher
educators’ opinion.

03/18/14
Paper for National Seminar MS Univ. of Baroda,
Vadodara
11
Population and sample
There were 414 teachers training
colleges approximately in Rajasthan in
which 02 Institutes of Advanced
Studies in Education (IASE’s), 09
College of Teacher Education (CTE’s)
and 401 ordinary B.Ed. Colleges. The
nature of management according to
which the teachers’ training colleges
divided into centrally Governed, State
Governed and privately managed.

03/18/14
Paper for National Seminar MS
Univ. of Baroda, Vadodara
12
Population and sample
The investigator selected only 260
teacher educators from two IASE’s, five
CTE’s and 50 ordinary teachers’ training
colleges of Rajasthan state. The study
was delimited to the teaching staff
(principals, professors, readers, and
lecturers) of selected IASE’s, CTE’s and
ordinary boys and girls’ institutions of
secondary teacher education in
Rajasthan.

03/18/14
Univ. of Baroda, Vadodra
13
Findings of the study
The findings of the present study are
reported below:
Data schedule was divided into three
parts like
(a) Organizational set up;
(b) Malpractices; and
(c) Professional growth.

03/18/14
14
PART-I Organizational Set-up
The data collected for amenities
available in 57 colleges have been
presented as given ahead according
to NCTE norms.

03/18/14
15
Accommodations available in the teachers’ training
colleges
(i) About 9% teachers training colleges under
study have assembly halls according to
NCTE norms.
(ii) 19.29 % and 15.78% T.T. colleges have well
equipped computer and ET laboratory
respectively.
(iii) About 46% and 28%T.T. Colleges have
furnished classrooms and staff rooms for the
sanctioned seats.
(iv) 12.28% T.T. colleges have psychology and
science laboratory respectively.

03/18/14
16
Accommodations available in
the teachers’ training colleges
(v) There was no music room and work
experience lab found in the colleges out of
fifty-seven under study.
(vi) There are six out fourteen T.T. colleges
under study have craft room as per NCTE
norms.
(vii) Playground was available in 14% teacher-
training colleges out of fifty-seven colleges.
(viii) Hostel building was found sufficient in 18%
colleges.
(ix) Better accommodation facility was found
IASE’s and CTE’s than ordinary T.T. colleges
under study.

03/18/14 Paper for National Seminar MS Univ. of Baroda, Vadodra 17
Human Resources/ Teaching Staff Position
(i) Merely 16% teachers training colleges
under study have qualified principals.
(ii) Professors were found only in four colleges
that were either IASE or CTE. Government
IASEs have two professors and privately
managed CTEs have two professors.
(iii) All the IASE’s and CTE’s under study have
Readers.
(iv) About 28% teachers training college have
sufficient lecturers as per NCTE norms.
(v) Only seven colleges have Director of
Physical Education (DPE) out of fifty-seven
T.T. Colleges under study.
(vi) No one teacher in work experience and
Craft/Music was found under study.

03/18/14
18
Mode of Appointment of Teaching Staff
(i) Permanent principal was found only in
five T.T. Colleges (8.77%) out of fifty-
seven.
(ii) All the professors (7.70%) and readers
(8.77%) were found permanent under
study.
(iii) About 11% and 18% colleges have
permanent and temporary lecturers.
Nobody was found on part time basis.

PART-II CONTROL OF THE NCTE
(i)   All the T.T. Colleges of Rajasthan were
found recognized by the About NCTE.
(ii)   94% respondents opine that staff was
not sufficient.
(iii)   About 10% of the respondents agree that
the appointment of teaching staff was
done as per NCTE norms and it was
observed that the staff was not sufficient
according to NCTE norms in the teachers’
training colleges of Rajasthan.
(iv)   83% of the respondents agree that NCTE
team comes to inspect the college.

Academic Performance of the Colleges
i- 51% of the respondents say that all the
teachers training colleges complete the
number of working days as per NCTE norms.
ii- 44% and 37% of the teacher educators feel
that all the teachers colleges utilize the
resources according to the NCTE norms and
work experience/SUPW activities are included
in practical work respectively.
iii- About 49% and 37% of the respondents feel
the psycho-fear and terror among students
due to staff members and among teaching
staff due to governing respectively.

03/18/14 Paper for National Seminar MS Univ. of Baroda, Vadodra 21
Academic Performance of the Colleges
iv- About 77% and 52% of the teacher educators
feel the malpractices in external practical
marks and in guidance & supervision of
practice teaching in T.T. colleges.
v- 43% of the respondents believe that
distribution of workload was given equal in the
staff members of T.T. Colleges.
vi- 51% & 41.54% of the teachers feel the
malpractices exist in the side of teaching staff
& governing body respectively.
vii- 61% of the teacher educators observe that
the length and duration of the B.Ed. training is
insufficient.

Co-Curricular Activities
organised in the Colleges
Item Yes RS (%)
 Morning Assembly 65.38
 Indoor games 22.30
 Outdoor games 24.61
 Micro teaching 54.61
 Open air session 22.00
 Block Teaching Practice 38.47
 Simulated teaching 24.62

03/18/14
23
Co-Curricular Activities
organised in the Colleges
Item Yes RS (%)
 Team teaching 34.62
 Instruction Television 23.84
 Computerized Instruction52.30
 Programmed Instruction 33.08
 Tutorials 31.53
 Braining Storming 5.39
 System Approach 3.85

03/18/14 24
Academic performance of the
colleges
Item Yes RS (%)
 Number of working days 51.16
 Utilization of resources 44.27
 SUPW activities 36.53
 Psycho-fear due to staff 48.84

Psycho-fear due to governing body 44.23
 External practical marks 77.30
 Supervision of practice teaching 51.92
 Distribution of work load 42.69
 Malpractices from side of staff 51.16
 Malpractices from side of
 governing body 41.54
 Duration of training 60.77

03/18/14
25
PART-III PROFESSIONAL GROWTH
Academic Growth of Teacher Educators
Item Yes RS %
Programme for Refresher/Orientation Course 10.40
Professional growth 22.00
Permission for professional growth 34.62
Study habit 93.84
Encouragement for research activities 13.85
Permission for higher studies 38.47

03/18/14 26
Academic Growth of Colleges
Item Yes RS (%)
 Programme for Professional growth 18.84
 Use of Audio visual aids 18.47
 Condition of A.V. aids 15.39
 Well planned library 19.23
 Purchasing of Books per norms
every year 6.92
 Electronic Publication 6.16
 UGC grants 10.40
 Use of Computer in Library 20.00
 Use of Science Lab. 34.62
 Condition of Lab. 10.00
 Quality in T.T. Colleges 24.61

Major findings of the study
1. In Govt. teachers training colleges (IASE’s)
and privately managed CTE’s found better
infrastructure than ordinary T.T. colleges.
2. 9% principals and 11% lecturers found
regular in job while 8% and 18% principals
and lecturers found temporary respectively.
3. Open-air session simulated teaching team
teaching, instruction through television;
tutorials, brain-storming, action research,
system approach etc. have not been
organized in many teachers training
colleges.

4. Library reading, annual function, other
cultural activities, psychological experiments,
demonstration and criticism lessons,
diagnosis and achievement test, orientation
programmes etc. co-curricular activities were
not exercised in majority of the teachers’
training colleges of Rajasthan.
5. Traditional co-curricular activities exercised in
majority of the colleges but innovations have
not been found in many of the colleges of
Rajasthan.
6. Refresher and orientation programmes
organized by the State Deptt./ SCERT/
NCERT/UGC/NCTE etc. have been attended by
the 10% of the teacher educators.

03/18/14
29
7. In opinion of about 6% of the teachers
electronic publications (CD-ROMs) are
available in college library. Library staff
uses the computer in below 20%
colleges for the library record & trading
to students.
8. Academic performance of teachers’
training colleges of Rajasthan has not been
found adequate.
9. Only 15% of the teacher-educators admit
that his/her articles/papers were
published in journals.

03/18/14
30
Norms introduced by NCTE in teacher education
   Number of working days
    Limited seats for B.Ed. course.
   Minimum marks for admission to B.Ed.
course
    Essential qualification for staff
    Pre-test for B.Ed. course
 Uniform fees schedule except hostel fees

Norms not introduced by NCTE in teacher
education
        Commercialization of teacher education
        Irregular session
        College building & hostel building
   Number of teacher educators or staff-
student ratio
        Subject wise teacher educators
       Service conditions of staff
        Traditional techniques of teaching
 Over emphasis on cognitive goals and
unscientific evaluation
   Craft/music teacher, director of physical
education, work experience teacher,
technical & Audio-visual operators

03/18/14
32
Norms not introduced by NCTE in teacher
education
    Research activities
 Uniform curriculum in all over India.
 Staff quarters or Residential
accommodation
   Refresher courses for teachers
    Practice of new approaches

03/18/14
33
Discussions and Conclusions
The NCTE has not controlled commercialization
of teacher education. The NCTE could not
control irregularity of B.Ed. admission. It can
be inferred that NCTE has neither achieved its
objectives in improving the quality of teacher
education in Rajasthan nor it has regularized
this professional course. Why has it not
achieved its objectives? What can be the
reasons of failure of the NCTE? There are
some points for further discussion in the field
of teacher education and NCTE.

03/18/14
Paper presented in National Seminar at MS
34
THE END
THANKS
Dr. J. D. Singh
E-mail: jdsingh3@yahoo.co.in

Impact of ncte on secondary teacher education in rajasthan

More Related Content

What's hot

Viewers also liked

Similar to Impact of ncte on secondary teacher education in rajasthan

Recently uploaded

Impact of ncte on secondary teacher education in rajasthan