Page 106 - DEDU505_TEACHER_EDUCATION_ENGLISH

Teacher Education

Notes • Admission, curriculum construction, examination, certification of TE in ECCE and ETE,
SCERT, Mizoram:
• Teacher Education
• Guidance and Counselling
• Population and Adult Education
• Environment orientation to School Education
While these differences are indicative of the state’s priorities, the centrally sponsored scheme for
teacher education focuses mostly on the teacher education component of the SCERT role.
10.2.1 Centre-State perceptions of SCERTs
According to the EFC Memorandum, 2010 : Under section 29(1) of the RTE Act, the State Government
has to appoint an academic authority to lay down the curriculum and evaluation procedure which
would be followed by all schools in the elementary level.
The scope of its functioning must encompass curriculum development, preparation of proto type
teaching learning material and text books for all levels of school education and teacher education.
The existing curriculum and syllabus of the teacher education courses will have to be revised in
light of the National Curriculum Framework (NCF – 2005) and the National Curriculum Framework
for Teacher Education (NCFTE).
The SCERT should be the nodal agency in the state and establish proper coordination and
collaboration with various statutory bodies like Board of Textbooks, Board of Secondary Education
and Board of Elementary Education.

10.2.2 Bridging disparities in SCERT Structures
The NCERT Review (2009) points out that there is also wide variation in the status of SCERTs in
different states. In some states the SIEs are continued. In Karnataka SIE has been given the status of
a directorate within the state department of education and its functions are visualized as an
administrative wing of the directorate.

In SIE, Jammu a Joint Director is assisted by 6 Field Advisors and 13 Research Officers.
SCERT in Karnataka has 16 Deputy Directors besides the Director and Jt. Director.

10.2.3 Proposed Structure for SCERTs
State Governments to play a proactive role in revitalizing the functions of the SCERTs through
administrative and resource support. At the same time, the Central Government should provide
greater resource support to the State Governments in enabling them to revitalize the SCERTs.
In view of the proposed role of SCERT, details of functions of the divisions should be worked out in
such a way that discharging them will be necessarily in the context of the overall school and teacher
education. Staff requirement for these departments should be accordingly worked out. It is
recommended that adequate faculty positions be created with sufficient technical and support staff.
The technical staff should have capacity to provide support in organizing the activities related to
science, mathematics and language labs, art and craft, physical education and yoga, ICT etc. Each
state will have to assess its needs in terms of faculty and infrastructure depending upon actual
demand for various facilities and their current availability”.
10.2.4 Approving Mechanism for the Centrally Sponsored Scheme for
Teacher Education
The Project Approval Board on Teacher Education would approve the perspective plan for the
development of the SCERT during the 11th and 12th Five Year Plan periods. These approvals would
be based on specific proposals received under the aforementioned components from the State

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