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Teacher Education

Notes 10.1 State Council of Educational Research and Training

10.1.1 Historical Background State Council of Educational Research and
Training
The National Policy on Education, 1986 & 1992 recommended the creation of State Councils of
Research and Training (SCERTs) as part of decentralization of teacher education. SCERTs were
created as part of the centrally sponsored scheme for re-organization of teacher education which
also includes creation of DIETs, CTEs and IASEs. Under the centrally sponsored scheme, the SCERTs
are to provide more focused leadership and support to educational endeavours in states, as state
partner institutions with NCERT.

10.1.2 Establishment of SCERTs
The SCERTs were set up in different states/union territories. At present, there are SCERTs in 25
states and State Institutes of Education (SIEs) in Assam, Arunachal Pradesh, Jammu and Kashmir (2),
Sikkim, Andaman & Nicobar Islands, Uttar Pradesh and Chandigarh.(NCERT, 2009). A large number
of SCERTs were created between 1988 through the early 1990s.
10.1.2 Reflections on the SCERTs 1988-to date
It took around 5-10 years for the SCERTs to become fully functional with the identity as envisaged
by policy. Several studies have pointed out that despite guidelines to the effect, very few states
envisaged SCERTs as a distinct institution and cadre. There was also lack of clarity in terms of
positioning SCERT Faculty and the various levels in the state directorate of education leading to
uneasy relationship between the school teachers, principals and SCERT faculty. SCERT faculty saw
themselves as post-secondary educators, and hence a level above senior secondary teachers. States,
however, under pressure from directorate of education, viewed SCERT faculty as interchangeable
with the school teaching cadre. Although the original guidelines made the parity between DIET
Principal with the district education officer, no similar equivalence was made for SCERT faculty
with educators with equivalent level in higher education This ambiguity extends to MHRD level, as
teacher education is attached to the Department of School Education and Literacy and not the
Department of Higher Education.

10.2 SCERT Structures as envisaged by states

The SCERT structures in states in are diverse, but nearly all are committed to planning,
implementation, evaluation of academic programs and teacher education at all levels of school
education. The departments/units/cells in SCERT are varied, a sample is given below:
SCERT, Kerala
• Curriculum, textbooks, evaluation
• Teacher Education (Pre-and In-service and extension)
• Educational Technology
• Art, Physical, Health and Vocational Education
• Non-formal, continuing education
• Special Education/Integrated Education for the Disabled
• Population Education
• National Talent Search Examination
• Research documentation and dissemination
SCERT, Odissa
• Pre-School and Elementary Education
• Teacher Education and In-Service Education.
• Extension services and school Management.

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