COMMITTEES AND COMMISSIONS RELATED TO Teacher Education in India
The journey of Teacher Education in independent India consists number of affords in the form of commissions, reports, organisations and policies. Read for more.
Secondary Education Commission (1952-53)
Secondary Education Commission (1952-53) was established under the chairmanship of Dr. A.L.Mudaliar. It recommended two types of institutions for teacher training. Training colleges should organise refresher courses, start intensive courses in special subjects, practical training in workshops. Teacher trainees should receive training in one or more of various extra-curricular activities. Commission suggesste suitable stipend by the state during the period of training for all student teachers in training colleges. Commission also suggested no fee criteria for the teacher training courses.
NCERT
The training institutions should advocate methods and training that are practicable and realistic. National Council of Educational Research and Training (NCERT) was established in 1961 for the development of school education. It also included teacher education.
The recommendations of NCERT were
- to revamp elementary and secondary teacher Education curriculum
- to reorganise student teaching and evaluation
- to focus on continuing education of teachers through establishments of centres of continuing education
- to provide a scheme of national awards to school teachers and teacher educators.
The Education Commission (1964-66)
The Education Commission (1964-66) was set up under the chairmanship of Prof. D.S. Kothari under whose name it was named as Kothari Commission. The commission studied various aspects of the Teacher education in details and observe that a sound programme of professional education of teachers is essential for quality improvement of eructation.
- To frame the training course as to prepare the students for the immediate work of teaching
- to introduce education as an independent discipline and an elective subject in courses for the first and second degrees
- to removing the existing isolation of teacher education from schools, to organise extension work as an essential function of a teacher training institution
- to organise alumni association to bring old students and faculty to discuss and plan programme and curricula
- to establish a state Board of Teacher Education to be responsible for all functions related to teacher education at all levels and in all fields.
- to improve the quality of teacher training institutions
- to select best and competent persons available for the faculty of training institutions
- to organise special courses for graduates entering primary teaching, Correspondence courses and liberal concessions for study leave were to made available to unqualified teachers in primary schools for improving their qualifications, Reorientation of subject knowledge of secondary teachers with competent university departments and with the arts and science colleges doing post-graduate work
- to maintain the standards of teacher education by establishing U.G.C at the National Level.
To make provision of funds in the centrally sponsored sector to assist State Governments to develop teacher education, to improve the working and service conditions of teachers, to provide adequate facilities for professional advancements to all teachers were the recommendations of the commission in regards of teacher education in country.
Indian Association of Teacher Education (IATE)
Indian Association of Teacher Education (IATE) was established in the year 1965. The major recommendations of this association regarding teacher education were
- Practice school – Every College of education should have one practice school attached to it
- Correspondence course – Introduced correspondence courses for reducing the backlog of untrained teachers
- Summer Institutes – Started Summer Institutes to increase the number of trained teachers
- Area Organisation- Integrate Area Organisation and supervise the training of teachers at all levels.
National Policy on Education (NPE), 1968
National Policy on Education (NPE), 1968 was presented under the chairmanship of Shri Ganga Sharan Sinha. The National Policy on Education formulated the suggestions regarding the status, emoluments and education of teachers. The emoluments and other service conditions of the teachers should be adequate and satisfactory with regard to their qualifications. protection to Academic freedom of teachers to pursue and publish independent studies and researches and to speak and write about significant national and international issues. Teacher education particularly in service education should receive due emphasis were the recommended suggestions.
The National Council for Teacher Education (NCTE)
The National Council for Teacher Education (NCTE) was established in 1973 to work as national advisory body for teacher education. Then, NCTE drafted a curriculum that envisaged the role of teacher as a leader inside and outside the classroom. To improve the administration of teacher education, to make the curriculum relevant to the needs of children, the needs of society and the needs of the country, gto improve the evaluation procedures and introduce grading and semester system, to enrich the methodology by self-learning, problem-solving and practical work, to prepare stage-wise objectives of teacher education and give special emphasis on working with community were task to NCTE.
National Commission on Teachers (1983-85)
National Commission on Teachers (1983-85) was established under the chairmanship of Prof. D.P. Chattopadhyaya. The commission made some valuable suggestions for Teacher education i.e. A four-year training course after senior secondary leading to graduation and training, to enlarge and improve the physical facilities of a four-year integrated college, to extend the duration of one year B.Ed course by two summer months ensuring an academic session of 220 days with longer working hours, to select teacher on the basis of some factors like, good physique, linguistic ability and communication skills, general awareness of the world, a positive outlook on life and capacity of good human relations.
National Policy on Teacher Education (1986)
Parliament adoptted National Policy on Teacher Education (1986) in May 1986. It recommended overhauling of the system of teacher education.
To upgrade selected secondary teacher training institutions, emphasizing inseparability of pre-service and in-service components of teacher education, to establish District Institutes of Education and Training (DIET) with the capability to organise pre-service and in-service courses for elementary school teachers and for the personnel working in non-formal and adult education sectors, to establish, the National Council for Teacher Education(NCTE) at the national level which will have the power to accredit institutions of teacher education, provide guidance regarding curriculum and methods, upgrading of selected teacher training colleges to complement the work of SCERTs were the recommendations.
Acharya Ram Murti Committee
Acharya Ram Murti Committee appointed by the Government of India in 1990 reviewed the National Policy on education (1986). The major suggestions regarding teacher education was the first degree course on teacher education should given on regular mode not in correspondence mode, more institutions were to encouraged to introduce four years integrated courses in the pattern of Regional Colleges of Education, and the practice of using teacher training Institutions as dumping ground for unwanted staff suggested to stop.
National Council of Teacher Education 1993
Meanwhile, the Government of India established the National Council of Teacher Education (NCTE), a statutory body by an Act of Parliament (NCTE Act, 73, 1993) in 1995. The objective of National Council of Teacher Education is achieving planned and coordinated development of the teacher education system in the country. This is the land mark in the history of teacher education in India. NCTE was undertaking several responsibilities.
To undertake surveys and studies relating to various aspects of teacher education and publish the result thereof, to make recommendations to the Central and State Governments, Universalities, UGC in the matter of preparation of suitable plans in the field of teacher education, to coordinate and monitor teacher education and its development in the country, to take all necessary steps to prevent commercialization of teacher education.
To lay down standards in respect of examinations leading to teacher education qualifications, criteria for admissions to such examinations and schemes of courses and to formulate schemes for various levels of teacher education and identify recognized Institutions and set up new Institutions for teacher development assigned as responsibilities to NCTE.
In 1998, NCTE proposed a curriculum Framework for Quality Teacher Education under the Chairmanship of Prof, J.S. Rajput that provided a comprehensive base development of various teacher education programmes in India.
Central Advisory Board of Education (CABE) Committee
Teacher Training and Innovation Report of the Central Advisory Board of Education (CABE) Committee, 2005 recommended that
- NCTE while laying down norms, standards and guidelines in respect of pre-service training programmes for elementary school teachers shall follow the principles laid down in Clause 28.
- The appropriate Government in respect of teachers in State schools/ fully aided schools, and managements in respect of teachers in unaided schools, shall take all necessary steps, to ensure suitable in-service training and regular academic support, including through ICT, enable them to implement the principles laid down in Clause 28.
National Curriculum Framework of Teacher
National Curriculum Framework of Teacher (2009) provides a new perspective and approach which for the first time has translated into model syllaby for elementary Teacher Education. Besides academic activities, NCTE has achieved some success by bringing a vast majority of teacher training institutions under its purview. In 2000, in Uttar Pradesh started few secondary teacher education institutions in self- financing mode by private initiators. The number of teacher education institutions in India rose up to 2679, the end of March, 2003. A total of 519 courses granted recognition during the session 2003-04. The total number of institutions increased up to 3489 at the end of the session.
The Scheme of Pandit Madan Mohan Malviya National Mission on teachers and Training (PMMMNMTT) (2015)
Further, The Scheme of Pandit Madan Mohan Malviya National Mission on teachers and Training (PMMMNMTT) (2015) is culmination of the government efforts in launching a comprehensive umbrella scheme aimed at improving the quality of education at all levels of infusing quality and excellence in our teachers and teaching. Teachers are the backbone and core of the education system.
In 2016, NCERT proposed to set up RIEs in every State to improve the Standards of education across the country. Director, NCERT, Senapati, H.K. said in RIE mysore visit that from now 50 acres instead of 100 acres (as per earlier norms) will be enough to establish RIE. Remaining 50 acres if for Model School (The Hindi, 21st Sep, 2016).
National Education Policy, 2020
National Education Policy, 2020 has also discussed Teacher Education. It again recommended four-year integrated course, more focus on training aspect of teacher education, integration between school education, Teacher education and Higher education, entry through entrance test in teacher education system and provision of stipend during the internship of teacher.
Must Read: Teacher Education in India (History vs present)
Rajni is an accomplished education professional who holds a PhD in Education and MPhil and MA degrees in Economics. She has extensive experience in research, having published over 16 research articles in peer-reviewed journals and contributed to articles in an edited book. Additionally, Rajni has authored a book in the field of education.
Rajni is passionate about making a difference in the field of education. She is an aspirant who is eager to do something innovative and valuable and is constantly striving towards creating a positive impact. She believes that education is a powerful tool which can change lives and that every student deserves access to quality education.
Rajni has a strong work ethic and a deep commitment to her profession. She is driven by her passion to learn, explore and contribute to the growth of the education sector. Her knowledge and experience in Economics and Education, combined with her intellectual curiosity and research skills, place her in a unique position to push the boundaries and creatively tackle complex challenges in the education field.
Overall, Rajni is an accomplished and driven professional who is poised to continue making a meaningful contribution in the field of education.