Page 40 - DEDU505_TEACHER_EDUCATION_ENGLISH

Teacher Education

Notes efficiently managed, well proportioned with regard to its components and the trainer should conduct
himself admirable to set living examples for the trainees.
Tasks and Training Needs of Personnel: To convergence of view with regard to training tasks,
training-needs and training types that were achieved during the first five years of the 1980s. The
topic referred to above gives us a collective world opinion about this convergence. This world
opinion affirms the convergence in the strongest possible words, but suggests, without any ambiguity,
that is convergence cannot be operationalized yet. As against this stand, what we intend to say is
that this convergence has alraeady been operationalised, and is being operationalised at the IGNOU
centre.

3.3.5 The B.Ed. Programme through Correspondence Education
Teaching in India has gotten upraded over the years' gone are the days, when we only had an
induction into the school and one could become a teacher. Today it is mendatory that a teacher is a
cartified as a B.Ed. before she or he can even enter the teaching arena. In B.Ed. certificate programme,
teachers have to break their routine life to get the course done. And without it,, it is not possible to
move ahead, hence B.Ed through distance education and correspondence is been to be getting to be
a teacher.
• Punjabi University: Duration: 2 years Eligibility: graduation with 45% marks. Should also
have 3 years teaching experience.
• Kakatiya University: 14 months Eligibility: Bachelor's degree plus 2 years teaching experience.
• Bangalore University: Duration: 2 years Eligibility: Graduate teachers who are un service
with 3 years experience.
• Karnataka State Open University: Duration: 2 years Eligibility: In-service graduate teachers.
• Dr. Babasaheb Ambedkar Open University: Duration: 1 year Eligibility: Graduate in-service
teachers are eligible.

3.3.6 The UGC and the National Council of Teacher Education (NCTE)
Besides the States Ministries of Education, the Ministry of Human Resource Development,
Government of India, the University Grants Commission, the National Council of Educational
Research and Training and the National Council of Teacher Education are the agencies which
influence the policy and practice of teacher education in India.
(1) Concerns of Government of India: Keeping in view the facts that the Government of India has
established a national University not only to run various courses/programmes through the distance
mode but also to promote and determine standards therein, that efforts are on the establish a
network of distanc education institutions to make the system more responsive to social needs and
more cost efficient and that substantial sums have been contributed to international bodies like the
COL (Canada) for the promotion of distance education, our firm belief is that the Government of
India.
(i) strongly believes in the effectiveness of distance education,
(ii) makes all the efforts to promote it both nationally and internationally, and
(iii) is determined to use this system to improve the existing state of educational affairs in the
country.
A limpse of the concern is evident in one of their communications to the NCTE, and we quote it:
(i) One of the important aspects of B.Ed. Correspondence programme, which needs consideratioin
B.Ed. correspondence courses should also be made available to nursery and elemetary school
teachers who want to improve their qualifiations and thereby career prospects and if yes,
what should be the eligibility criteria for this category of candidates.
(ii) It would be helpful, if up-to-date state of norms and guidelines could be evolved for B.Ed.
correspondence courses keeping in view (a) the developments since 1980 (especially, the NPE
and POA) and (b) the fact run for quite a few years to come.

34 LOVELY PROFESSIONAL UNIVERSITY