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Teacher Education Kulwinder Pal, Lovely Professional University

Notes Unit 16: Policy Perspectives on Teacher Education

National Policy on Education—1986 and POA 1992

CONTENTS
Objectives
Introduction
16.1 Historical Background of NPE-1986 and its POA-1992
16.2 Objectives of NPE-1986 and its POA-1992
16.3 Recommendations of NPE and its POA about Teacher Education
16.4 Programme of Action
16.5 Summary
16.6 Keywords
16.7 Review Questions
16.8 Further Readings

Objectives

After reading this unit, students will be able to:
• to describe about historical background of NPE—1986.
• to explain about the objectives of NPE-1986 and its POA—192
• to discuss about the recommendations of NPE and its POA about teacher Education
programme of Action.

Introduction

In a democratic country, there is need of democratization of education. In order to achieve
education for all, so many initiatives and attempts have been made by the Government of India.
Through policy formulation, the government lays down directives for the future course of action
towards realizing some perceived goals. In a democratic society, the goal lies in the various
aspects of the welfare of the people. For the wellbeing of the Indian nation and the Indian society
at the national and local level, definite thrust has been laid down on education. Even in early
Indian history, education figured in the administrative policies of the government. The modern
trend of development can be fruitfully traced to the British colonial government about which we
have already discussed in the previous units. We have already come to know that such efforts
and measures are being continued in the post independence time in India. In this unit, we shall
focus on one of the important initiatives of the government of India towards democratizing
education. This is reflected in the National Policy of Education, 1986 and its Modified Policy, 1992
which is known as Programme of Action.

16.1 Historical Background of NPE—1986 and its POA—1992

In 1986, when the National Policy of Education was formulated for improving the educational
scenario in our country, there it was envisaged that it would be followed by a 'five yearly review
to progress and working out of new policies and programmes.' Regarding this statement, at the
time of formulation of every new Five-Year plan, a review has been made to assess the drawbacks
or shortcomings as well as achievements of education and finally to decide on some plans or
programmes for the coming Five Years. It is through making the policies and programmes that

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