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Teacher Education

Notes • As per the provisions of the NCTE Regulations, 2009, applications are invited between 1st
August and 30th September of a year for recognition permission of teacher education
programmes to be offered in the academic session of the following year. Immediately after
the last date, the applications are processed, involving the following steps:
(i) Scrutiny of the applications in the Regional Offices to ascertain the deficiencies, if any,
and communicating the same to the concerned institutions.
(ii) Summary rejection of the application under certain conditions
(iii) Requesting the State Government to give its recommendations within 45 days.
• One of the important functions of the NCTE Headquarters is to lay down Norms and Standards
in respect of various teacher education programmes.
• 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.
• 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).
• 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.
• Section 29(2) of the RTE Act, 2009 enumerates certain principles that should guide the
development of the curriculum.
• The NCTE has already notified the qualification for elementary school teachers in pursuance
of the RTE Act, 2009. Nevertheless, teacher education programmes should enable teacher
trainees to develop sound understanding of the principles laid down under section 29(2),
including the system of continuous and comprehensive evaluation.
• at present the process of development and revision of Norms and Standards is characterised by
a lack of respect for objectivity. There is a need to constitute a Standing Committee for periodic
revision of the Norms and Standards for various teacher education programmes. An Academic
Cell should be created in the NCTE which would provide secretarial assistance to the Standing
Committee.
(i) Collection, compilation and analysis of the feedback on the Norms and Standards from
various stakeholders.
(ii) Planning and execution of research/surveys concerning implementation of the existing
norms.
• Section 17 of the Act empowers the Regional Committee to withdraw recognition/permission
granted to an institution. The Regional Committee takes action under this section after receiving
any information/complaint in respect of an institution from various sources - State
Government, affiliating body, inspection caused by the Council under section13, individuals,
other organizations, etc., regarding violation by the institution of the Norms and Standards
specified by the NCTE.
• The NCTE needs to evolve a system of assessment and accreditation of teacher education
institutions, results of which should be placed in public domain for transparency, informed
decision making by students and others concerned, push institutions to improve quality, and
provide the NCTE credible information regarding the performance of an institution.

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