Structure of Teacher Education System in India by Garima Tandon

Structure of Teacher Education System in India by Garima Tandon

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  By, Garima Tandon B.Sc., B.Ed.,M.Ed. Banaras Hindu University Structure of Teacher Education System in India Due to explosion of knowledge, there is a spread of education not only in India, but all over the world. Due to this change, social needs are changed accordingly. A teacher is expected to face the new changes by undergoing through training for new trends in education. The overall structure of teacher education system in India can be understand under 2 broad categories: 1. Structural organization of Agencies related to Teacher Education 2. Programmes related to Teacher Education 1. Structural organization of Agencies related to Teacher Education Keeping in mind the promotion of education throughout the world and proper implementation of policies and programmes, different academic support structures are set up at different levels. Such needs are satisfied by different agencies at different levels as pointed below: * • International Level * • National Level * • State Level * • Local Level
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  There are variousagencies at each level to satisfy the need of teacher training. Agencies related to teacher education system with special reference to India are described below: National Level Agencies A.NCTE (National Council for Teacher Education)- Kothari commission Report (1964-66) criticized Teacher Education Programme being conventional, rigid and away from reality. Therefore it expressed the need of establishing National council of Teacher Education in order to improve the standard of Teacher Education. In September 1972, Central Advisory Board in Education accepted the said proposal which was supported by fifth National plan. Thereafter by law, Indian Education Ministry established NCTE on 21st May 1973. NCTE has got independent constitutional status since 1995 under the National Council for Teacher Education Act, 1993. Agencies of Teacher Education in India at different levels National Level State Level Local Level  NCTE  UGC  NAAC  NCERT  NUEPA  SIE/ SCERT  SBTE  UDE  DIET  BRC  CRC
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  Headquarter- New Delhi Chairperson-Dr, Satbir Bedi Affiliations- Department of Higher Education, MHRD Organizational Set-up-  The Council  The Executive Committee  Regional Committee  Appeal Committee  Inspection Team  Visiting Team NCTE functions through the following standing committees: Pre – Primary, primary teachers’ education committee. Secondary college - teacher education committee. Special education - teacher education committee. In-service - teacher - education committee. Programs Recognized-  D.E.C.Ed. (Diploma in Early Childhood Education)  D.El.ED. (Diploma in Elementary Education)  B.El.ED. (Bachelor of Elementary Education)  B.Ed. (Bachelor of Education)  M.Ed. (Master of Education)  B.P.Ed. (Bachelor of Physical Education)  M.P.Ed. (Master of Physical Education)  D.V.A.Ed. (Diploma in Visual Arts Education)  D.P.A.Ed. (Diploma in Performing Arts Education etc.
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  B.UGC (University GrantsCommission)- Established on 28th December, 1953, at New Delhi. UGC was given autonomy by govt. of India in 1956 by an Act of Parliament. It get decentralized in 1994-95. Headquarter- New Delhi Chairman- Dr. D.P. Singh Regional Centres- It have 6 regional centres in:  Pune  Bhopal  Kolkata  Hyderabad  Guwahati  Bangalore. Major committees, centres working under UGC- A. Teacher Education Committees- To upgrade the standard of education, Teacher-education Committees were formed consisting of seven members for two years duration. It provides awareness of new innovations and research in teacher-education. The national fellowship and teacher fellowship are granted for encouraging research and teaching work. B. Centre for Advanced Studies (CASE): For the improvement of standards of teaching and research in India, UGC has set up CASE in different branches of knowledge. It selected the faculty of Education and Psychology, Baroda as the CASE in Education which functions on an all India basis and aims at raising standards of teaching and research in education. It has built up its programme in collaboration with research workers from outside.
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  C.NCERT (National Councilof Educational Research and Trainaing)- NCERT is an autonomous - organization, working as an academic wing of the Ministry of Education. It is registered under the societies Registration Act, 1960 and function as the academic advisor to the Ministry of Education and Social Welfare. It is wholly financed by the Department of School Education and Literacy, MHRD, Government of India. It assists the said ministry in the formulation and implementation of its policies and programmes in the field of Education. It is expected to encourage student teachers and teacher educators to conduct educational research. Established on- September 1, 1961 Headquarter- New Delhi President- Ramesh Pokhriyal (Nishank) Director- Dr. Hrushikesh Senapaty Chairman- Prof. Mrinal Miri Organizational Structure- NCERT General Body Executive Committee
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  A. General Body-The Union Ministry for Education and Youth Services is the President of the General body of the council. The Chairman of UGC and the secretary or the secretary of the H.R.D. Ministry and Social Welfare are its Ex-Officio members. Four vice-chancellor of universities in different zones of the country are nominated to the membership of the council. All the above member constitute the General body of NCERT. B. Executive Committee- The Administration of NCERT is in the hands of executive committee which comprised of Director, Joint Director, Dean Academic and Research, Dean Co-ordination and Secretary. Constituent units–  National Institute of Education (NIE);  Central Institute of Educational Technology (CIET), New Delhi,  Five Regional Colleges of Education at Ajmer, Bhopal, Bhubaneswar, Mysore and Shillong;  Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE), Bhopal; and  Field Advisers’ officers in the States. NIE and CIET are elaborated below:  NIE (National Institute of Education)- In order to fulfil the objectives of NCERT, NIE Functions through 9 departments, 7 units and 2 cells as under: Departments of NIE- i. Academic Department ii. Production Department iii. Department of Maths Education
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  iv. Department oftextbooks v. Department of Teacher education vi. Department of Teaching Aids vii. Department of Educational Psychology Publication Department viii. Department of Educational Psychology Workshop Department ix. Department of Text - books. Different unit under NIE- i. National Talent Search unit ii. Survey and Data processing Unit iii. Policy, planning and Evaluation Unit iv. Library and Documentation Unit v. Vocationalization of Education Unit vi. Examination Reform unit vii. Examination Research unit Different Cells under NIE- i. Primary Curriculum ii. Journals cell Courses under NIE-  B.Ed.  4 year integrated B.Sc. B.Ed. & B.A. B.Ed.  M.Ed.  CIET- It is here to encourage the use of Educational technology in the spread of education, Organize training programmes in connection with school-
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  broadcasting and EducationalTelevision, and to develop learning aids based on Educational technology. D.NIEPA/NUEPA (National Institute of Educational Planning and Administration/ National University of Educational Planning and Administration - The NUEPA is the national apex institution in the field of educational planning and administration. The national university has its origin dating back in 1962 when the UNESCO established the Asian Regional Centre for Educational Planners and Administrators (ARCEPA) which later go through following stages and finally established as NUEPA in 2006. NUEPA is an autonomous body established by the ministry of Human Resource Development, Government of India. It is a prime organization dealing with capacity building and research in planning and management of education not only in India, but also in South Asia. The Government of India has empowered it to award its own degree by way of conferring on it the Status of 1962 • Asian Regional Centre for Educational Planners and Administrators (ARCEPA) 1965 • Asian Institute of Education Planning and Administration (AIEPA) 1969 • National Staff for Educational Planners and Administrators (NSEPA) 1979 • National Institute of Educational Planning and Administration (NIEPA) 2006 • National University of Educational Planning and Administration (NUEPA)
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  deemed university inAugust 2006. Like any other Central university NUEPA is fully maintained by Government of India. State Level Agencies A.SIE (State Institute of Education )/SCERT (State Council of Education Research and Training)- The first step taken in the direction of the setting of SCERT’s on the pattern of NCERT in all the states and union territories of India was the D.O.No.F. 19-17/78-SCH-5 dated 23.3.79 from Mrs. J. Anjani Dayanand, the Joint Secretary, Department of Education, Ministry of Education and S.W., Government of India, addressed to the State Secretaries. This Magna Carta of qualitative improvement programme is an important document. Most of the SIEs were established in 1964 with their functions of training, extension, research and Publication limited to elementary education. After some time functions related to secondary and higher secondary education were included in the domain of SIE in some states. SIEs in some states took the responsibility of Science education, teaching of English, audio-visual education, teacher training and vocational guidance, etc. Later on, SIEs were renamed as SCERT.SCERT is in fact a counterpart of NCERT in the State. It has been given the responsibility of overseeing the work done in the academic wing of the School Education Board in the area of curriculum renewal and development of textbooks. Structure- It is headed by Director of education. It‘s various departments are looked after by second class gazetted officer. It has an advisory Board presided by Education Minister of the State.
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  Major units ofSCERT- Department of Curriculum Development Department of Training and Extension and Department of Educational Technology Teacher - education department Extension services department Research department Evaluation department Population Education department Publicity Department etc. SBTE (State Board of Teacher Education)- Kothari Commission for the first time in 1966 recommended for establishing SBTE, whose main function was to develop teacher education in the state to be administered by the state board. State boards were established in M.P in 1967, and Maharashtra, Jammu and Kashmir and Tamil Nadu in 1973. Ministry of education forced states to have SBTE suggestions NCERT such boards almost all states established. B.UDE (University Departments of Education)- In 1917, first education department was started at Calcutta University. At present there are departments of education in all the Indian Universities for M.Ed. and Ph.D. Degrees. UGC provides the grants to the University Department of education. Local Level Agencies A. DIET (District Institute of Education and Training)-
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  The agency whichis responsible for providing pre-service, in-service education to elementary school teachers, non-formal and adult-education is termed as DIET. Between 1987-88 and 1991-92 central assistance was extended to set-up 287 DIETs. DIET is the third district level support system for the qualitative improvement of education in addition to National and state level agencies like NCERT, NUEPA and SCERTs. It also caters to qualitative improvement as the teacher are closer to the field and, thus, more sensitive to their problems and needs. The mission of a DIET is to provide academic and resource support at the grass root level for the success of various strategies and programmes being undertaken in the area of elementary and adult education, with special reference to (1) universalization of elementary education; (2) National Literacy Mission target in regards to functional literacy in the age group 1535 years. Special Target Group of DIETs- 1. Elementary school teachers, both pre-service and in-service. 2. Headmasters, head of school complexes, educational officers. 3. Instructors, supervisors for non-formal and adult education. 4. Members of District Boards of Education (DBEs) and Village Education Committees (VECs), Community Teachers, Youth and other Volunteers 5. Resource person who will conduct suitable programmes for the target groups, i.e. girls and women, SC/ST, minorities and Handicapped, other educationally disadvantaged groups, e.g. working children, slum dwellers, inhabitants of hilly areas, etc. Different Branches under DIET- In order to effectively carry out its function the DIET have seven branches as pointed below:
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  i. Pre-service TeacherEducation (PSTE) ii. Work Experience (WE) iii. District Resource Unit (DRU) iv. In-Service programmes, Field Interaction & Innovation Coordination (IFIC) v. Curriculum Material Development and Evolution (CMDE) vi. Educational Technology (ET) and vii. Planning and Management Branch. Throughout the country, linkage among important agencies of teacher education at different levels and their association with Teacher Training institutions can be understand by following diagram: MHRD NCTE RCs TEIs NCERT 5 RIEs Centrally sponsored scheme for Re- structuring & Re- organization of Teacher Education SCERT UGC IASE Colleges of Teacher Education NUEPA
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  [Where, MHRD- Ministryof Human Resource and Development; NCTE- National Council for Teacher Education; RCs- Regional Committees; TEIs- Teacher Education Institutions; NCERT- National Council of Educational Research and Training; RIEs- Regional Institutes of Education; SCERT- State Council of Educational Research and Training; UGC- University Grants Commission; IASE- Institute of Advanced Studies (Deemed University); NUEPA- National University of Educational Planning and Management.] 2. Programmes related to Teacher Education These are categorized below: Level Programme Eligibility Pre Primary TEP NTT (Nursery Teacher Traning) 10+2 MTT (Montessori Teacher Training) 10+2 KTT (Kindergarten Teacher Training) 10+2 Elementary TEP BTC (Basic Training Certificate 10+2+Graduation D.El.Ed. (Diploma in Elementary Education) 10+2+Graduation Teacher Education Programmes (TEP) Pre- Primary Elementary Secondary & Senior Secondary Advance Courses Special Programmes Vocational Courses
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  B.El.Ed. (Bachelor inElementary Education) 10+2+Graduation PTC (Primary Teacher Certificate) 10+2+Graduation TTC (Teacher Training Certificate) 10+2+Graduation Secondary & Senior Secondary TEP B. (Bachelor of Education) 10+2+Graduation B.Sc.-B.Ed. 10+2 B.A.-B.Ed. 10+2 Advance Courses M.Ed. (Master of Education) 10+2+Graduation M.A. in Education 10+2+Graduation Ph.D. 10+2+Graduation+B.Ed. +M.Ed./M.A. in Education Special Programme B.Ed. Special 10+2+Graduation M.Ed. Special 10+2+Graduation+B.Ed. Special B.Ed.-M.Ed. Special 10+2 Vocational Courses Diploma and Certificates As per the level of Course Merits and Limitations of Teacher Education System in India- Merits and limitation of Indian Teacher Education Stem has been described under some broad criterias of judgment as: 1. Number of Teacher Training Institution 2. Different Modes of Training 3. Online Courses (e.g. MOOC) 4. Privatization
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  5. Duration ofProgramme 6. Semester System 7. Course Content 8. Internship 9. Mentoring All these areas are critically analyzed below with special reference to Teacher Education Programmes of India: 1. Number of Teacher Training Institution- Day by day number of teacher education institutions have been increased and got approval and certificate for accreditation by agencies related to approval and quality control (e.g. NCTE, NAAC etc.). Merit- We have quantitatively equal supply to demand. Limitation- There is mushrooming of Teacher Training Institution without quality considerations. Enhancement in quantity resulted in compromization with quality of institution due to corruption involved in procedure of providing recognition to Teacher Training Colleges. Without recommended infrastructure and parameters many Teacher Education Institution have got recognition by controlling organizations. Along with this, nepotism and corruption incorporated in system also diminished the quality of teacher training institutions. 2. Different Modes of Training- Now various flexible and alternative modes are available for teacher training such as distance mode, open and distance mode etc. Merit- It provide alternative options of training to those who have problem of access such as students of rural areas, working women and men etc.
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  Limitation- This limitthe teacher education programmes as source for degree collection. 3. Online Courses- Now various online courses are also available to trained the teachers of area where there is access issue such as MOOC etc. Merit- This provides an alternative mode for training. Limitation- There is problem of access due to internet problem and inaccessibility of device for e-learning. There is also an issue regarding face to face training. 4. Privatization- There is transfer of activities, assets and responsibility from Government, Public Institutions and Organizations to Private individual and agencies. Merit- It helps to provide execution power to local bodies. Limitation- It has considered only as source of more profit rather than democratic involvement for quality improvement. 5. Duration of Programme- Duration of Teacher Education Programmes (B.Ed. and M.Ed.) has been increased from 1 year to 2 year programme Merit- Increase in duration of programme is helpful in quality improvement. Limitation- Due to involvement and order of bureaucrats, there is experimentation with duration of Teacher Education Programmes. From 1 year programme, it has been converted to 2 year programme and now there is planning to convert it in 4 year integrated programme.
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  6. Semester System-In place of yearly system of training, semester system has been introduced. Merit- It is helpful in continuous evaluation practices. Limitation- The pitfall regarding failure of this system is lack of punctuality. 7. Course Content and number of papers- There has been change in course content and enhancement in paper along with change in duration of Teacher Education Programme from one year to two year. Merit- It helps to enrich the knowledge of teacher internee in various dimensions related to teacher education. Limitation- This resulted in additional burden of curriculum, hegemony of knowledge, repetition of content. Course content has also been dominated by sociology due to more people specialist from that area and lack of content from technology, microskills of teaching etc. 8. Internship- There is provision of Internship of 20 weeks divided into 2+2+16 year sequentially in 1st , 2nd and 3rd semester of B.Ed. programme. Previously it was of very short duration. Merit- This large duration internship helps in quality control and provide appropriate time for practice the theory. Limitation- Enhancement in duration of internship resulted in unappropriated supervision due to overburden on teacher educators. This is so because duration of programme has been increased and now they have to take classes of 1st year students along with mentoring final years students that was not an issue in case of internship of 1 year B.Ed. programme. Along with this, there is lack of
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  sufficient number ofattached laboratory schools that is also a barrier for proper internship practice. 9. Mentoring- There is provision of mentoring regarding that internees are divided into few small groups and each small group of internees have to work under mentorship of different teacher educators as allotted. Merit- It helps to provide individualized supervision to internee. Limitation- Supervision is inappropriate and there is no involvement of M.Ed. students for supervising B.Ed. students. Conclusion- The main aim of establishing these academic support structure is to implement all the educational policies and programmes regarding promotion of education smoothly throughout the country. Although there are various limitations but even then benefits of these programmes cannot be ignored. In this way, in endeavour of promotion of education all these organizations are playing complementary roles.