Page 84 - DEDU505_TEACHER_EDUCATION_ENGLISH

Teacher Education

Notes availability of the VT members; and (iv) difficulties of Regional Committee members to work on a
continuing basis. As a result, in several cases, the processing is carried over to the next academic
session which affects the timely processing of the new applications received in the current year,
besides delaying commencement of the new institution / course.
8.2.2 Appeals and Petitions Before Court
Institutions which are refused recognition/permission under sections 14 and 15, and whose
recognition is withdrawn under section 17 of the NCTE Act can prefer an appeal under section 18
before the Council. The appeals are heard by a Committee constituted for the purpose, and the
decision is communicated by the Council, after affording due opportunity to the appellant.
Legal remedies from the High Courts are also availed. During the past few years, especially after
the imposition of ban on opening new teacher education institutions (from academic session 2009-
10 onwards), large number of Writ Petitions (WPs) have been filed in various Courts. The Council
has engaged legal Counsels in different States on retainership basis; however, it has been noticed
that at times the decisions of the Council are not defended properly due to various reasons, including
lack of coordination among the NCTE Headquarters, Regional Offices and the legal Counsels
representing them.
8.2.3 Inspection Policy
For undertaking inspections, the NCTE Headquarters lays down inspection policy giving details
about the composition of an inspection team, eligibility for the appointment of an inspection team
member, format of the inspection report, duration of an inspection, procedure to be followed for
the inspection etc. Inspection of TEIs is conducted under the provisions of sections 13, 14, 15 and 17.
The NCTE Headquarters also causes inspection of TEIs in different regions every year under section
13 of the NCTE Act, which are selected on a random basis. The Council maintains a panel of experts
and appoints a team of two members out of the panel for the inspection of an identified institution.
In case the team finds that the institution needs to improve its functioning in academic aspects and
augment its facilities, it is advised to do the needful within a reasonable time frame. However, if
malpractices and contravention of norms of serious nature are reported by the inspection teams, the
matter is communicated to the concerned Regional Committee for initiating action under section 17
of the Act for withdrawal of recognition/permission.
8.2.4 Innovations in Teacher Education
In order to encourage innovations in teacher education and to provide opportunities to institutions
to explore alternative models of teacher education, the Council entertains proposals for innovative
programmes in teacher education. Such proposals are examined by the Council with the assistance
of a committee of experts and if found appropriate, these are sent to the Regional Committees for
further processing.

8.3 Powers and Functions of the NCTE

8.3.1 Performance of Regulatory Functions by the NCTE
Absence of an Institutional Mechanism to Review Norms and Standards: One of the important
functions of the NCTE Headquarters is to lay down Norms and Standards in respect of various
teacher education programmes. These norms have been amended several times. The process usually
followed is to constitute a Committee for the purpose, which submits its recommendations, based
on which revision is made in the Norms and Standards. However, no institutional mechanism has
been set up in the NCTE to obtain feedback and review the norms on a continuing basis.
8.3.2 Recognition of Courses Rather than Institutions
The NCTE specifies norms and standards separately for each course on teacher education and not for
a teacher education institution. This has led to growth of standalone institutions for a specific course
on teacher education. Managements accordingly run institutions separately for each course, either

78 LOVELY PROFESSIONAL UNIVERSITY