Role of National Council for Teacher Education

Role of National Council for Teacher
Education (NCTE) in Teacher Education
Dr. Rajesh Kumar
Assistant Professor
Teacher Education Programme (M.Ed. Course)
L.N. Mishra College of Business Management
Muzaffarpur, Bihar (India)- 842001

About NCTE
NCTE being a supreme body of Teacher education,
should play some proactive role in curriculum
designing and evaluation. It sets the norms and
standards for infrastructure, and specifies the required
qualifications of teacher educators, for all teacher
education institutions. But without effective
monitoring by the Council, which lacks the manpower,
resources, and capacity for this purpose, teacher
training institutions tend to depart from these norms,
with potentially serious implications for the quality of
teacher preparation and thus for the professional skills
of the teachers and teacher educators.

History of NCTE
The National Council for Teacher Education, in its previous status since
1973, was an advisory body for the Central and State Governments on all
matters pertaining to teacher education, with its Secretariat in the
Department of Teacher Education of the National Council of Educational
Research and Training (NCERT). Despite its commendable work in the
academic fields, it could not perform essential regulatory functions, to
ensure maintenance of standards in teacher education and preventing
proliferation of substandard teacher education institutions. The National
Policy on Education (NPE), 1986 and the Programme of Action there
under, envisaged a National Council for Teacher Education with statutory
status and necessary resources as a first step for overhauling the system
of teacher education.
The National Council for Teacher Education as a statutory body came
into existence in pursuance of the National Council for Teacher
Education Act, 1993 (No. 73 of 1993) on the 17th August,1995.

Objectives of NCTE
To achieve planned and coordinated development
of teacher education system throughout the country.
To regulate and properly maintain the Norms and
Standards in the teacher education system and for
matters connected therewith.
It aims at training individuals for equipping them
to teach pre-primary, primary, secondary and senior
secondary stages in schools, non-formal and part-time
education, adult education (correspondence) and
distance education courses.

Headquarter & Regional offices
HQ
New
Delhi
NRC
(Territorial Jurisdiction)
Haryana, HP, Punjab, UP,
Uttarakhand, Chandigarh,
Delhi, J&K and Ladakh
ERC
AP, Assam, Bihar,
Jharkhand, Manipur,
Meghalaya, Mizoram,
Nagaland, Odisha,
Sikkim, Tripura and
West Bengal
WRC
Chhattisgarh, Goa,
Gujarat, MP,
Maharashtra, Rajasthan,
Dadar & Nagar Haveli
and Daman & Diu
SRC
AP, Karnataka, Kerala,
Tamil Nadu, Telangana,
Andaman & Nicobar
Islands, Lakshadweep and
Puducherry

NCTE Regulation 2014
Eligibility of Institution
Procedure and Conditions for Grant of Recognition
Norms for various courses
Power to relax norms
Duration of course
Working days
Intake, Eligibility and Admission procedures
Staff and their qualification
Terms and conditions of service
Facilities :Infrastructure, Amenities and Instructional
Curriculum Transaction
Sharing of facilities and total intake

Organizational Set-Up
The Council
The Executive Committee
Regional Committees
Appeal Committee
Inspection Team
Visiting Team

Function of NCTE
It shall be the duty of the Council to take all such steps as it may think
fit for ensuring planned and co-ordinated development of teacher
education and for the determination and maintenance of standards for
teacher education and for the purposes of performing its functions under
this Act, the Council may:
undertake surveys and studies relating to various aspects of teacher
education and publish the result there of;
make recommendations to the Central and State Government,
Universities, University Grants Commission and recognized institutions
in the matter of preparation of suitable plans and programmer in the field
of teacher education;
co-ordinate and monitor teacher education and its development in the
country;

Continues…….
lay down guidelines in respect of minimum qualifications for a person
to be employed as a teacher in schools or in recognized institutions;
lay down norms for any specified category of courses or trainings in
teacher education, including the minimum eligibility criteria for
admission thereof, and the method of selection of candidates, duration of
the course, course contents and mode of curriculum;
lay down guidelines for compliance by recognized institutions, for
starting new courses or training, and for providing physical and
instructional facilities, staffing pattern and staff qualification;
lay down standards in respect of examinations leading to teacher
education qualifications, criteria for admission to such examinations and
schemes of courses or training;
lay down guidelines regarding tuition fees and other fees chargeable by
recognized institutions;

Continues…….
promote and conduct innovation and research in various areas of
teacher education and disseminate the results thereof;
examine and review periodically the implementation of the norms,
guidelines and standards laid down by the Council, and to suitably advise
the recognized institution;
evolve suitable performance appraisal system, norms and mechanism
for enforcing accountability on recognized institutions;
formulate schemes for various levels of teacher education and identify
recognized institutions and set up new institutions for teacher
development program mes;
take all necessary steps to prevent commercialization of teacher
education; and
perform such other functions as may be entrusted to it by the Central
Government.

Programmes Recognized by NCTE
1. Diploma in early childhood education programme leading to
Diploma in Preschool Education (DPSE).
2. Elementary teacher education programme leading to Diploma in
Elementary Education (D.El.Ed.).
3. Bachelor of elementary teacher education programme leading to
Bachelor of Elementary Education (B.El.Ed.) degree.
4. Bachelor of education programme leading to Bachelor of Education
(B.Ed.) degree.
5. Master of education programme leading to Master of Education
(M.Ed.) degree.
6. Diploma in physical education programme leading to Diploma in
Physical Education (D.P.Ed.).
7. Bachelor of physical education programme leading to Bachelor of
Physical Education (B.P.Ed.) degree

8. Master of physical education programme leading to Master of
Physical Education (M. P. Ed.) degree.
9. Diploma in elementary education program me through Open and
Distance Learning System leading to Diploma in Elementary
Education (D.El.Ed.).
10. Bachelor of education program me through Open and Distance
Learning System leading to Bachelor of Education (B.Ed.) degree.
11. Diploma in arts education (Visual Arts) program me leading to
Diploma in Arts Education (Visual Arts).
12. Diploma in arts education (Performing Arts) program me leading to
Diploma in Arts Education (Performing Arts).
13. 4-year Integrated program me leading to B.A.B.Ed./B.Sc.B.Ed.
degree.
14. Bachelor of education program me 3-year (Part Time) leading to
Bachelor of Education (B.Ed.) degree.

15. B.Ed. M.Ed. (3 years integrated) programme leading to B.Ed. M.Ed.
(Integrated) Degree.
16. Four years Integrated Teacher Education Programme (Pre-Primary to
Primary)
17. Four years Integrated Teacher Education Programme (Upper-Primary
to Secondary)

Publication by NCTE
Swami Vivekananda and EducationSwami Vivekananda.pdf
Anweshika Anweshika.pdf
Indian Journal of Teacher Education (IJTE)IJTE.pdf
National Curriculum Framework for Teacher Education
(NCFTE- 2009)NCFTE-2009.pdf
Teacher SupportTeacher Support.pdf

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