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Unit 31: Comparative Analysis of Curriculum Implemented by Government, Aided and Private Teacher Education Institutions

Aided Teacher Education Institutions: aided means government aided, it means despite a clearing Notes
takes fees from you the amount of fees is very less compared to same kind of other colleges
with same courses as they get a regular financial aid from the government from discuss I think
you will also get your answer about “unaided”
Private Teacher Education Institutions: are those set by individuals or societies which run the
colleges without any fincancial asistance from state or central government or from UGC. They
also do not get any financial grants from UGC nor do they get any benefit from UGC. Such an
institute finances itself through the fees paid by students who enroll for the courses and may get
private financing from other sources, such as a corporate house.

31.2 Teacher Education Curriculum at Present

During the last few decades teacher education curricula have come under severe criticism and
their weaknesses have been highlighted. Some educationists feel that they do not fully address
the needs of contemporary Indian schools and society and they do not prepare teachers who can
impart quality education in schools. The principals of some public schools hold the view that
there is hardly any difference between the performance of trained and untrained teachers because
of outdated teacher education curricula. These charges may appear to be exaggerated but some
of them compel us to rethink about the curricula and their transaction.
Professionalism requires knowledge, authority, skills, commitment, competency, mission, ability
to provide the exclusive expert service and adherence to a professional ethical code. In the
present curricula, a large number of activities - theoretical and practical, have to be carried out
and assiduously practised by prospective teachers for enhancing their professional competencies
and commitments. Teacher education associations need to prescribe a professional code, the
violation of which may debar a teacher from serving in school. It need not be emphasized that
without increasing the duration of teacher education programmes, these targets cannot be achieved.
Academic and professional skills are not independent of each other. Teacher education curricula
have to integrate and blend them into a composite whole. The revamping of teacher education
curricula has, thus, become a pressing need of the hour. The slant has to be towards a visible
shift from information-based to experience- based and from the traditional instruction domination
to newer constructiveness orientation.

For preparing teacher educators, the most popular programme is M.Ed, though a
few universities provide M.A. (Education). The M.Ed. programme by and large is
of general nature and does not train specialists in different areas. The same course
meets the requirements of schools, teacher education institutions and
administration, there being little differentiation . The standard of research, whether
at M.Phil., Ph.D. or Project level deserves greater attention.

31.3 Comparative Analysis of Teacher Edcuation Curriculum
Implemented by Government, Aided and Private Teacher
Education Programme
There are the following points on which we will analyse the curriculum implementation in the
Govt. private and aided institutions.
31.3.1 Affiliation and Admission Procedure
All the Govt. and Govt. aided institutiojns are financed by Govt. and state Govt. or UGC
respectively. They follow all the norms and eliggibiltiy criteria in admission procedure.

31.3.2 Curriculum Development
• In India, National Council of Teacher Education (NCTE), University Grant Commission
(UGC) and National Council of Educational Research and Training (NCERT) were responsible

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