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Unit 8: Statutory Bodies in Teacher Educaion and their Functions—NCTE

in separate buildings or in the same building, but as separate entities. This policy has led to isolation Notes
within the system of teacher education as different programmes are run like parallel streams and
not as interlinked, inter-dependent and mutually reinforcing components of the same system. It is
also because of this policy that the needs of future expansion of an institution are not taken into
consideration at the time of granting recognition for the first course.
8.3.2 Innovative Programmes of Teacher Education
The National Curriculum Framework for Teacher Education (NCFTE), 2009 has recommended
different models of teacher education including integrated teacher education courses of four years’
duration. The NCERT has been running four year integrated programme leading to the B.A./B.Sc.
B.Ed. degree in its four Regional Institutes of Education (RIEs). The University of Delhi has been
offering B.El.Ed. programme in some of its constituent colleges for almost two decades. However,
if a large number of institutions are coming forward to offer the same programme, then the programme
obviously loses its innovative character and deserves to be brought to the mainstream of teacher
education. The NCTE has so far not laid down Norms and Standards for such programmes to be
followed by institutions other than RIEs and constituent Colleges of the University of Delhi.

In view of the ban imposed in many States in respect of one year B.Ed., two-year
D.El.Ed. and one year M.Ed. programmes, several entities have sensed an
opportunity in the so-called ‘innovative’ programmes to expand their
entrepreneurship in education.

8.3.4 Norms in Certain Subjects

Some subject-specific programmes are offered in different parts of the country or in specialized
institutions, such as B.Ed. (English), B.Ed. (Sanskrit), Pandit or Oriental training Courses in languages
like Hindi, Urdu, Tamil, Telugu, Sanskrit and Punjabi, Art and Craft teacher training courses.
preparation of teachers in languages, visual and performance arts, work experience, vocational
education. However, for preparation of teachers in languages, work experience, vocational education,
etc. the NCTE has neither prescribed qualifications for the appointment of teachers nor has laid
down Norms and Standards.

8.3.5 Implementation of Section 13 of the NCTE Act
The Council has the mandate to periodically inspect the recognised TEIs under section 13 of the
NCTE Act and provide necessary feedback enabling them to make up the deficiencies, if any, in
order to improve their functioning. The Council should have organized inspections in such a way
that every institution is inspected at least once every three to five years. However, due to absence of
a clear policy on inspections under section 13, only a small number of institutions are covered every
year. The Commission was informed that during 2010-11, only 168 (out of a total of approximately
13,000 institutions) could be inspected. The institutions to be inspected under section 13 are existing
institutions, and, therefore, the focus of the inspection should be appraisal of the process rather than
the inputs. The appraisal proforma developed in the year 1997 is still being used, though the Norms
and Standards have been revised several times since then.

8.3.6 Revision of Inspection Proformas
In respect of the existing TEIs, the focus of inspections, apart from the assessment of facilities, should
be on assessment of processes in transacting the teacher education programme, including (i) teachers’
and students’ attendance; (ii) organization of school internship programme; (iii) functioning and
utilization of library and other facilities; (iv) curriculum transaction; (v) organization of co-curricular
activities; (vi) learning material used by trainees and resources used by teacher educators; and (vii)
evaluation of students’ performance. Further, revision of inspection proformas needs to be undertaken
immediately after the revision of Norms and Standards for various programmes so that there is no

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