Page 232 - DEDU501_DEVELOPMENT_OF_EDUCATION_SYSTEM_ENGLISH

Development of Education System

Notes goals, the directive principles of the state policy, the socio-economic problems and the growth
of knowledge, the emerging expectations and the changes operating in education, etc. call for
an appropriate response from a futuristic education system and provide the perspective within
which teacher education programmes need to be viewed.
When India attained freedom, the then existing educational system was accepted as such because
it was thought that an abrupt departure from the same would be disturbing and destabilising.
Thus a predisposition to retain the system acquired preponderance and all that was envisaged
by way of changes was its rearrangement.
25.1.1 Need of Teacher Education
The need for improved levels of educational participation for overall progress is well recognised.
The key role of educational institutions in realising it is reflected in a variety of initiatives
taken to transform the nature and function of education -- both formal as well as non-formal.
Universal accessibility to quality education is considered essential for development. This has
necessitated improvement in the system of teacher education so as to prepare quality teachers.

The National Council for Teacher Education (NCTE) as a non-statutory body (1973-
1993) took several steps as regards quality improvement in teacher education.

25.1.2 Objectives
The Constitution of India solemnly resolves "to constitute India into a sovereign, socialist,
secular and democratic republic and secure to all its citizens: justice-social, economic and political;
liberty of thought, expression, faith, belief and worship; equality of status and of opportunity;
and to promote among them all fraternity assuring the dignity of the individual and the integrity
of the nation." The main goals of teacher educaation are to make a nation which the nation
expects to be realised through education. Teacher preparation must not lose sight of this basic
thrust so as to empower teachers to inculcate the same among the students.
25.1.3 Characteristics of Curriculum Framework
An overview of the context and concerns as discussed earlier, teacher's profile and general and
specific objectives would define the boundaries of a curriculum framework. The perceived
characteristics of the envisaged curriculum framework would include the following:
• reflects the Indian heritage, acts as an instrument in the realisation of national goals and
fulfills aspirations of people.
• responds to the latest developments in the field of education.
• establishes integration of theory and practice of education.
• provides multiple educational experiences to teachers.
• enables teachers to experiment with new ideas.
• ensures inseparability of pre-service and in-service education of teachers.
• sets achievable goals for various stages of teacher education.
• provides for use of communication technology.

India has a large system of education. There are nearly 5.98 lakh Primary Schools,
1.76 lakh Elementary Schools and 98 thousand High / Higher Secondary Schools
in the country, about 1300 teacher education institutions for elementary teachers
and nearly 700 colleges of education / university departments preparing teachers
for secondary and higher secondary schools.

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