ROLE OF NCTE IN TEACHER EDUCATION

 NCTE being a supreme body of Teacher education,
should play some proactive role in curriculum
designing and evaluation. It sets the norms and
standards for infrastructure, and specifies the
required qualifications of teacher educators, for all
teacher education colleges. But without effective
monitoring by the Council, which lacks the
manpower, resources, and capacity for this
purpose, teacher training colleges tend to depart
from these norms, with potentially serious
implications for the quality of teacher preparation
and thus for the professional skills of the teachers
and teacher educators.

 The National Council for Teacher Education, in
its previous status since 1973, was an advisory
body for the Central and State Governments on
all matters pertaining to teacher education,
with its Secretariat in the Department of
Teacher Education of the National Council of
Educational Research and Training (NCERT).
Despite its commendable work in the academic
fields, it could not perform essential regulatory
functions, to ensure maintenance of standards
in teacher education and preventing
proliferation of substandard teacher education
institutions.

 The National Policy on Education (NPE), 1986
and the Program me of Action there under,
envisaged a National Council for Teacher
Education with statutory status and necessary
resources as a first step for overhauling the
system of teacher education. The National
Council for Teacher Education as a statutory
body came into existence in pursuance of the
National Council for Teacher Education Act, 1993 (N
on the 17th August,1995.

 To achieve planned and coordinated development
of teacher education system throughout the
country.
 To regulate and properly maintain the Norms and
Standards in the teacher education system and for
matters connected therewith.
 It aims at training individuals for equipping them
to teach pre-primary, primary, secondary and
senior secondary stages in schools, non-formal and
part-time education, adult education
(correspondence) and distance education courses.

 • Eligibility of Institution
 • Procedure and Conditions
for Grant of Recognition
 • Norms for various courses
 • Power to relax norms

 Duration of course
 • Working days
 • Intake, Eligibility and Admission
procedures
 • Staff and their qualification
 • Terms and conditions of service
 • Facilities :Infrastructure, Amenities and
Instructional
 • Curriculum Transaction
 • Sharing of facilities and total intake

 • The Council
 • The Executive Committee
 • Regional Committees
 • Appeal Committee
 • Inspection Team
 • Visiting Team

 It shall be the duty of the Council to take all such steps as
it may think fit for ensuring planned and co-ordinated
development of teacher education and for the
determination and maintenance of standards for teacher
education and for the purposes of performing its
functions under this Act, the Council may:
 undertake surveys and studies relating to various
aspects of teacher education and publish the result there
of;
 make recommendations to the Central and State
Government, Universities, University Grants
Commission and recognized institutions in the matter of
preparation of suitable plans and programmer in the
field of teacher education;

 co-ordinate and monitor teacher education and its
development in the country;
 lay down guidelines in respect of minimum
qualifications for a person to be employed as a
teacher in schools or in recognized institutions;
 lay down norms for any specified category of
courses or trainings in teacher education, including
the minimum eligibility criteria for admission
thereof, and the method of selection of candidates,
duration of the course, course contents and mode
of curriculum;
 lay down guidelines for compliance by recognized
institutions, for starting new courses or training,
and for providing physical and instructional
facilities, staffing pattern and staff qualification;

 lay down standards in respect of examinations
leading to teacher education qualifications,
criteria for admission to such examinations and
schemes of courses or training;
 lay down guidelines regarding tuition fees and
other fees chargeable by recognized institutions;
 promote and conduct innovation and research in
various areas of teacher education and
disseminate the results thereof;
 examine and review periodically the
implementation of the norms, guidelines and
standards laid down by the Council, and to

 evolve suitable performance appraisal
system, norms and mechanism for enforcing
accountability on recognized institutions;
 formulate schemes for various levels of
teacher education and identify recognized
institutions and set up new institutions for
teacher development program mes;
 take all necessary steps to prevent
commercialization of teacher education; and
 perform such other functions as may be
entrusted to it by the Central Government.

 Diploma in early childhood education programme leading to
Diploma in Preschool Education (DPSE).
 Elementary teacher education programme leading to Diploma in
Elementary Education (D.El.Ed.).
 Bachelor of elementary teacher education programme leading to
Bachelor of Elementary Education (B.El.Ed.) degree.
 Bachelor of education programme leading to Bachelor of Education
(B.Ed.) degree.
 Master of education programme leading to Master of Education
(M.Ed.) degree.
 Diploma in physical education programme leading to Diploma in
Physical Education (D.P.Ed.).
 Bachelor of physical education programme leading to Bachelor of
Physical Education (B.P.Ed.) degree.

 Master of physical education programme leading to
Master of Physical Education (M. P. Ed.) degree.
 Diploma in elementary education program me through
Open and Distance Learning System leading to Diploma
in Elementary Education (D. El. Ed.).
 Bachelor of education program me through Open and
Distance Learning System leading to Bachelor of
Education (B.Ed.) degree.
 Diploma in arts education (Visual Arts) program me
leading to Diploma in Arts Education (Visual Arts).
 Diploma in arts education (Performing Arts) program
me leading to Diploma in Arts Education (Performing
Arts).

 4-year Integrated program me leading to
B.A.B.Ed./B.Sc.B.Ed. degree.
 Bachelor of education program me 3-year
(Part Time) leading to Bachelor of
Education (B.Ed) degree.
 3-year Integrated program me leading to
B.Ed., M.Ed (Integrated) degree.

ROLE OF NCTE IN TEACHER EDUCATION

Related slideshows

More Related Content

What's hot

What's hot (20)

Similar to ROLE OF NCTE IN TEACHER EDUCATION

Similar to ROLE OF NCTE IN TEACHER EDUCATION (20)

More from Dr. Parul Azad

More from Dr. Parul Azad (6)

Recently uploaded

Recently uploaded (20)

ROLE OF NCTE IN TEACHER EDUCATION