4 Education in search of identity

Chhaya Goel and Devraj Goel

Table of Contents

1. Introduction

2. Learning outcome

3. To develop our understanding about human resource development

4. Education: Identity Crisis

5. Observations from NCFTE (2009-PREFACE)

6. NCFTE (2009) & NCF (2005): Achievement So Far

7. Challenges & Reality

8. Teacher Education: Quality Concerns

1. Introduction: Some of the Universities in India, both, old and new, such as, University of Mumbai, Maharashtra and Ravenshaw University in Odisha are conferring Doctoral Degrees in Education under the Faculty of Arts. Education is not even considered by them an entity and faculty. So, there is a question of identity. Education which is unconditional greatest Service in Society has not been recognized by the Service Sector in India. UPSC in India has failed to include Education as a discipline. There is a false notion that Education has only a little core, but, more of periphery. Education suffers from the missing elements of unique discipline which are non replicable in other disciplines. It seems that such thinking has failed to appreciate that Education is the core of every discipline. Education is interdisciplinary. All the disciplines emerge from Education and merge into Education. Education does have a unique body of knowledge, a repertoire of unique skills and attitudes and a code of conduct. The code of conduct of doctors is- serving the humanity without considering comfort or discomfort, whereas, the code of conduct of Teachers is- Eternal Learning & Teaching. The soul of a gardener resides in the seeds, the soul of philosopher resides in the mind, the soul of piper resides in the pipe, the soul of a singer resides in the voice, the soul of a dancer resides in each & everybod y cell, the soul of a poet wanders in the nature, the soul of a sculpturist resides in the stone, the soul of a Governor resides with the public, the soul of the creator resides with the universe, the soul of a teacher wanders with the learners. Dancing crops, flowing wisdom, enchanting music, touching songs, resonating dance, immersing verses, speaking sculptures, and enlightened learners are the wonderful springs of nature. Education is a most comprehensive interdisciplinary discipline which educates the universe on what has gone by, where we are, where we want to go, and what we like to create, observing healthy, meaningful and full life.

Can we estimate the energy, purity and strength of the Soul of Education? Warriors may conquer at times physically, geographically, materially, it is only Education which through knowledge can bewitch the minds and liberate the souls. We always feel proud of the teachers who taught us and who are teaching us. Their text is its own testimony. They do not require testimonials. The globe strives to emulate Indian Teachers & Learners. The following poem tries to depict Indian Teachers.

Since ages the universe has been concern of Education. All were having access to Education for sharing their states. Teachers and Educationists were universally respected. Now the scenario is changing. Why Education is losing its identity? All of us have largely failed in realizing identity of Education. Ratherthan others seeking guidance from Education, Education is being invited to receive dictations from State & Judiciary. Arbitrary policies & Judicial over activism are likely to damage Education. There is evident identity crisis of Education. It is high time for Education to realize its Identity. The question is why the identity crisis? There is crisis of character. Soul of Education is being killed through ruthless expansion and privatization leading to marketization of Education. Market is being perceived as the arbiter of the morality. Blind ultra modernization has resulted into the corrosio n of Eastern Values. We have lost our sensitivity to the basic values & SANSKARAS. The soul provides energy, whereas, the SANSKARAS provide modus operandi, but, the unbridled marketization of Education has reduced Education to a commodity to be brought & sold mechanistically in the market. Expression without essence and laughter without resonance are worthless. Convocation without invocation is useless. Graduates & Post-Graduates, degrees of a degree are of little value. Degrees do not guarantee achievement. Achievement is a function of variety of factors in which Knowledge, not merely Degree, is one of the elements. What use is the humanity degree which does not develop decency, decorum and discipline and fails to process us as human beings? What use is the Science degree which does not reconstruct in us open minded scientific outlook? What use are the law degrees if there is lawlessness. What use are the Political Science Degrees if we fail to develop Statesmen? What use is that Art which fails to manifest thematic creative expression? Mathematical formulas are empty & mechanistic if these fail to represent the reality. Social Science degrees which fail to produce Social & Civic Personalities and Citizens are gross wastage. What use is a Doctor of Philosophy Degree if we fail to philosophize the field? What use are the elections if we fail to find & elect Rajrishis?

2. Learning outcome

1. To learn about the strength of prevailing education system in India

2. To know about the crises being faced by education in India

3. To provide the information regarding the achievement in education so far

4. To know about the challenges and realities faced by education system in India

3. To develop our understanding about human resource development.

Education which is unconditional greatest Service in Society has not been recognized by the Service Sector in India. UPSC in India has failed to include Education as a discipline. There is a false notion that Education has only a little core, but, more of periphery. Education suffers from the missing elements of unique discipline which are non replicable in other disciplines. It seems that such thinking has failed to appreciate that Education is the core of every discipline. Education is interdisciplinary. All the disciplines emerge from Education and merge into Education. Education does have a unique body of knowledge, a repertoire of unique skills and attitudes and a code of conduct.
The code of conduct of doctors is- serving the humanity without considering comfort or discomfort, whereas, the code of conduct of Teachers is- Eternal Learning & Teaching.
The soul of a gardener resides in the seeds, the soul of philosopher resides in the mind, the soul of piper resides in the pipe, the soul of a singer resides in the voice, the soul of a dancer resides in each & everybody cell, the soul of a poet wanders in the nature, the soul of a sculpturist resides in the stone, the soul of a Governor resides with the public, the soul of the creator resides with the universe, the soul of a teacher wanders with the learners.
Dancing crops, flowing wisdom, enchanting music, touching songs, resonating dance, immersing verses, speaking sculptures, and enlightened learners are the wonderful springs of nature. Education is a most comprehensive interdisciplinary discipline which educates the universe on what has gone by, where we are, where we want to go, and what we like to create, observing healthy, meaningful and full life.

4. Education: Identity Crisis

a) Since ages the universe has been concern of Education. All were having access to Education for sharing their states. Teachers and Educationists were universally respected. Now the scenario is changing. Why Education is losing its identity? All of us have largely failed in realizing identity of Education. Rather than others seeking guidance from Education, Education is being invited to receive dictations from State & Judiciary. Arbitrary policies & Judicial over activism are likely to damage Education. There is evident identity crisis of Education. It is high time for Education to realize its Identity. The question is why the identity crisis?

b) There is crisis of character. Soul of Education is being killed through ruthless expansion and privatization leading to marketization of Education. Market is being perceived as the arbiter of the morality. Blind ultra-modernization has resulted into the corrosion of Eastern Values. We have lost our sensitivity to the basic values.

c) The soul provides energy, whereas, the SANSKARAS provide modus operandi, but, the unbridled marketization of Education has reduced Education to a commodity to be brought & sold mechanistically in the market. Expression without essence and laughter without resonance are worthless. Convocation without invocation is useless. Graduates & Post-Graduates, degrees of a degree are of little value.

d) Degree is one of the elements. What use is the humanity degree which does not develop decency, decorum and discipline and fails to process us as human beings? What use is the Science degree which does not reconstruct in us open minded scientific outlook? What use are the law degrees if there is lawlessness. What use are the Political Science Degrees if we fail to develop Statesmen?

e) What use is that Art which fails to manifest thematic creative expression? Mathematical formulas are empty & mechanistic if these fail to represent the reality. Social Science degrees which fail to produce Social & Civic Personalities and Citizens are gross wastage. Soul provides energy, whereas, the SANSKARAS provide modus operandi, but, the unbridled marketization of Education has reduced Education to a commodity to be brought & sold mechanistically in the market. Expression without essence and laughter without resonance are worthless. Convocation without invocation is useless. Graduates & Post-Graduates, degrees of a degree are of little value wastage. What use is a Doctor of Philosophy Degree if we fail to philosophize the field? What use are the elections if we fail to find & elect Rajrishis?

f) Let us recall integral humanism of Sri Aurobindo & Wholistic Man of Vedic Period where the emphasis has been on wholistic education for man making-Physical, Mental, Social, Spiritual, Environmental, and finally universal being. Here we recall the efforts of Prof. T.N. Kapoor Former Vice Chancellor, Punjab University, Chandigarh, who insisted that Principles & Philosophies of Education be taught even to the Commerce students. The altruistic purpose of Teacher Education has been significantly lost. There is a need to strengthen Teacher Education at all levels.

5. Observations from NCFTE (2009-PREFACE)

a) People in this country have been slow to recognize that education is a profession for which intensive preparation is necessary as it is in any other profession.

b) The Education Commission (1964-66) professed, “The destiny of India is now being shaped in her classrooms.

c) The status of the teacher reflects the socio-cultural ethos of the society; it is said that no people can rise above the level of its teachers

d) The teacher’s personality, in being humane to the learners, is the core foundational issue on which this Framework is based.

e) Issues related to inclusive education, perspectives for equitable and sustainable development, gender perspectives, role of community knowledge in education and ICT in schooling as well as e- learning become the centre-stage in the Framework.

f) The curriculum of teacher education is broadly dealt with under foundations of education, curriculum and pedagogy and school internship.

g) The foundations of education include learner studies, contemporary studies, and educational studies. Curriculum and pedagogy deal with curriculum studies, pedagogic studies and assessment and evaluation studies.

h) The school internship is visualized by situating the practice of teaching in the broader context of vision and the role of teacher and sustained engagement with learners and schools.

i) In a departure from the existing approaches, the rationale of each major area along with curricular provisions, both in theory and practicum, have been indicated, leaving scope for individual reflection on the part of the institutions offering teacher education and the academics associated with them.

j) Transaction of the curriculum and evaluating the developing teacher determine the extent to which the ideas conceptualized are put into practice. The focus on process-based teacher education has been attempted as models for practicing teachers to adopt/adapt. The suggestion to establish Teaching Learning Centers to act as laboratories for the theory and practice of teacher training has been emphasized.

k) An appropriate focus on continuous and comprehensive evaluation of developing teachers has been drawn up through an evaluation protocol and suggestions given for designing instruments for assessment and evaluation.

l) The conventional models of teacher education may continue though the Framework does provide directions towards change in the structural aspects of teacher education at elementary, secondary and post-graduate levels.

m) One reform that could achieve a breakthrough to vitalize teacher education and through it the process of learning and teaching is to break the isolation of teacher education institutions from the university life, from the schools and from one another.

6. NCFTE (2009) & NCF (2005): Achievement So Far

a) There is added focus on Multiple Intelligence & Life Skills.

b) Rarely attempts have been made to motivate children from marginalized sections of society for expression of their knowledge & skills related to work and to have cumulative human experience along with children from other sections.

c) The private school students may have higher academic achievement, but, they may have ethos related limitations. Very often a non-native language is barrier in constructing knowledge.

d) Even now the children are deprived of the learning opportunities that occur in classroom with children from diverse Socio-Economic & Cultural Backgrounds.

e) A large number of Public Schools still suffer from shortage of facility of infrastructure. It affects adversely not only academic learning but also overall health of the children.

f) There are rare teachers who have both teaching competencies & teaching attitude. Humane & Professional Teachers, both, in one are rarely found.

g) There is a need to redesign Teacher Education Curricula and modes of transaction, as well as, approaches to inculcate universal values, namely, truthfulness, compassion & forbearance.

h) Our School Education has to be strong enough to appreciate the preamble of Constitution of India which demands determination & action to constitute, sustain and strengthen India into a Sovereign, Socialistic, Secular, Democratic, Republic State.

7. Challenges & Reality

a) Manpower Planning is relatively absent in Teacher Education. There is remarkable increase in the number of Teacher Education Institutions.

b) There are mismatches between the Teaching Degrees & Levels Taught.

c) Some of the States filled new vacancies with Para-Teachers, while trained teachers remained unemployed.

d) There are problems of Education right from pre- natal stage to old age

e) Children are losing their beauties of childhood.

f) Children are interested in fast & junk food than homemade food.

g) Children are going far away from nature, because, we have failed in sustaining the beauties of nature.

h) The eastern ethos & sensitivity to the basic values are fading.

i) The entire School Education- History, Civics, Language, Mathematics, Science are losing their essence.

j) There are problems of cell phones & face books.

k) Adolescents are bewildered. It seems that the Sociologists, Psychologists and Counselors have largely gone defunct.

l) There is little convergence amongst State, Society, Education & Judiciary.

m) More than Solutions, there are Problems of all sorts of Education-School Education, Teacher Education, Medical Education, Engineering Education, Law Education, Art Education, and Science Education.

n) Education, Research & Development are the least priority as is evident through the investment by the State.

o) Health Education & Environmental Education are the most neglected areas.

p) Public at large is indifferent towards Education.

q) Corporate Social responsibility finds rare expression.

r) Rather than wholistic, what we have is fragmented Education.

s) The identity of Education as highest interdisciplinary is rarely recognized & respected.

t) Teacher Education on Life Skills, such as, lateral & critical thinking, innovativeness, problem solving needs to be strengthened.

u) We need thorough preparation for Teacher Education at all levels, from Pre-Primary through Higher.

8. Teacher Education: Quality Concerns

a) Manpowe r Planning

9. Total Teacher Education Courses Recognized and Intake Approved

b) Multi-Mode Teacher Education

It is highly desirable that the first Professional Degrees/Diploma in Teacher Education be offered only in Face to Face (F2F) mode. But, F2F mode of Teacher Education is not that credible as it used to be.
Even in the F2F mode, it is publicly evident that there are Teacher Education Degrees, such as, D.El.Ed, B.Ed, particularly, in the Private Sector with & without attendance.
A large number of Teacher Education Institutions are understaffed. Infrastructural facilities are inadequate. There are innumerous problems.
Further, Open & Distance Learning (ODL) mode can also provide very good platform. Many a web Tools, Social Networking Sites, like, Edu blogs, Blackboard, Twitter, Groups in Facebook, Skype, WhatsApp are very good, where, teachers can interact in synchronous as well as asynchronous mode.
There are many Open Education Resources for Teacher Educators, Teachers & Learners, namely, GeoGebra, Google Earth, Hot Potato, C-map, R-campus, Mahara, Moodle and Wikispaces, Visual Field Trip, In-Service Training Program, Academic Association, Collaboration & Forum, Journals & other Resources, Statistical Tools, and Web Conferencing.
There are many a mass media, such as, Educational radio, ETV, along with Satellites.

c) Dedicated Teacher Education Programs

Dedicated Teacher Education Programs ought to be tried at the laboratory level, such as, B.A./B.Sc./B.Tech/B.Com B.Ed. (10+2+4),M.A./M.Sc./M.Tech./M.Com/M.Ed. (10+2+7), M.A./M.Sc./M.Tech./M.Com. Ph.D. (10+2+7+3). These Programs be offered as Innovative Programs.
Will increase in Time Duration of Teacher Education Programs assure and Ensure Quality Teacher Education? There ought to be added focus on In-Service Professional Development of the Teachers. Rather than issuing life LongTeaching Licenses, these could be renewed periodically.

d) B.Ed. integrate d or B.Ed. Sequential

The nation has decided to offer B.A. Ed. in all the Central Universities of India. Though it is an arbitrary National policy decision, but, it does not mean that B.A. Ed. Integrated has supremacy over B.A. B.Ed. Sequential. Both have their due place in the realm of Teacher Education. The face validity of both the programs reveals that both these ought to have separate norms.

e) Innovative Teacher education

Innovative Teacher Education, such as, Personalized Teacher Education, Holistic Teacher Education, Technology Integrated Teacher education, Bachelor of Computer in Education (B.C.Ed.), Master of Computer in Education (M.C.Ed.), Integrated Teacher Education, e-Teacher Education ought to be promoted.

f) Specialized Teacher Education

Teacher Education ought to specialize in many areas, such as, Art Education, Health Education, CSR & Education, ICT in Education, Yoga Education, Value Education, Inclusive education, Social Networking, Taxonomy of Educational Skills, Taxonomy of Educational Research. There is a need to offer programs, such as, B.El.Ed., M.El.Ed., B.C.Ed., M.C.Ed., Bachelor of Management Education (B.M.Ed.), M.M.Ed.

g) Quality Indicators

Curriculum Design
Curriculum transaction & Evaluation
Research, development & Extension
Infrastructure & Learning resource
Student support & Progression
Organization & Management

How to observe quality ought to be spelt very analytically & comprehensively. There should be Teacher Education Quality Assurance.

h) JNTU, IGNOU and Faculty Development Programs for Teacher Educators

It is a welcome movement that the Nation is thinking of Professional Development of Teacher Educators through the JNTU and IGNOU.
It is a happy moment to learn that IGNOU which is ensuring the Compatible and Quality Teacher Education is expected to offer Faculty Development Programs.
The JNTU being an established Technology University is also expected to intervene Teacher Education.

The roles expected of these two Universities with respect to Professional Development of Teacher Educators and Teachers need to be delineated scientifically.

i) Capacity Building Courses in Teache r Education

ICT in Education
Social Networking
Info-Savvy Skills
Techno-pedagogic Skills
Teacher in the Digital age
Open Education Resources
Taxonomy of Educational Skills
Taxonomy of Educational Research
Educational Research Thrust in India
Collective Wisdom of India
Researching Pioneer Competency
Teacher Competency: Mapping & Management
Researcher Competency: Mapping & Management
Health Education in India
Corporate Social Responsibility & Education
Vocational & Occupational Skills
Management Skills
Life Skills & Attitude
Management Skills
Adjustment Skills
Special Education Skills
Human Development Skills
Accountability & Adaptability
Communication Skills
Self Direction Skills
Social responsibility Skills
Human Relations Skills
Emotional Skills
Spiritual Intelligence Skills
Innovation, Creation & Construction Skills
Development of Tools & Techniques for Educational Research
Shifting Paradigms of Teacher Education
Quality Indicators of Teacher Education
Ensuring quality of Teacher Education
Education Skills
Interdisciplinary Skills
Value Integrated Education
Yoga Education Skills
Qualitative Research in Education
Employing Mixed Research Methodology
Identity of Education
Cultural, Moral & Religious Heritage of India
Developmental Challenges & Educational Determinism
Status of Educational Predicaments & Constitutional Right To Education
Status of Human Development Index in India
Universal Happiness Index
Status of Teacher Education in India
Establishing Equivalence of Teacher Education Modes
Formulating Teacher Education Policy
Establishing Norms for Teacher Education Parameters
Education for the Disadvantaged Groups
Inclusive Education
Continuous Professional development of Teachers
Career Advancement in Teacher Education
Re-visiting Teacher Education Curricula
Re-Visiting Act, Norms & Regulations of Teacher education
Establishment of Inter-University Consortia in Teacher education
Exploring the Possible Roles of State, Society, Education & Judiciary in Teacher Education
Research Agenda for Teacher Education
Developing Competencies of Teacher Educators for Enhancing Creative Writing Abilities of the Learners
ICT Aided Constructivist Approach for Professional Development of Teachers
Reflections on the Academic Performance Indicators
Indian Consortium of Research in Education & Strengthening Educational Research
Action Research as “ My Research”
Research Synthesis &Meta Analysis
Educational Philosophy of India
Quality of Indian Teacher Education
Manpower Planning in Teacher Education
Digital Lesson Designing & Implementation
Developing Professional & Humane Teachers
School Curriculum Framework & Teacher Education Curriculum Framework
Teacher Education: Public & Private
Multiple Intelligence
Policies & Programs
Assessment through Rubrics
Portfolio Assessment
Working With Community
Symbiosis
Participatory Approach of Problem Solving
Cooperative Learning
E-Learning Packages on various Methods
Specialized Teacher Education Programs
Pedagogy: Critical, Reflective & Constructive
Teacher Education for Disadvantaged & Differently Able Groups
Physical Education
Education for Skill Development
Education for Parenting
Development of Skills for Food Processing
Psychology of Infant, Child, Adolescent, Young, Adult & Ripe
Education of Eastern & Western Values

j) Human Resource Development & Capacity Building Centres (HRDCBC) Four types of programs are proposed to be launched for the Faculty:

Orientation Programs focused on conceptual understanding of allied subjects to promote cross discipline education and research
Subject specific or group of allied subject specific courses at advanced level
Advanced level Workshops/Summer schools for emerging trends and areas of research
Besides the above, need based capacity building programs for non-academic staffs are also proposed to be launched mainly by Advanced Centres.

k) Unique ID of every Teacher Educator & Teache r Education Institution

Time & Again there is a suggestion that the NCTE should provide unique ID to every Teacher Educator and Teacher Education Institution. How can NCTE provide unique identity? If unique identity is a number, certainly a centrally established agency can provide it. But in reality the unique ID is acquired through peer review and evaluation over a period of time. Unique Identity is earned through dedication, innovation, continuous struggle and identification with Education & Teacher Education. Therefore we need to clear which shade of identity we are referring to as a goal.

l) Career Advance ment of Teache r Educators

Let the Professionals have Career in Teacher Education. Do not upgrade us or downgrade us through the questionable scales. Career Advancement in Higher Education has become more of a matter of Whims and Fancies of, so called, Expert Committees.

m) Teacher Educators for D. El. Ed are not Qualified

Most of the Teacher Educator at the D. El. Ed. are not qualified for the Elementary Level. Most of them have M.Ed. or Masters Degree in any School Teaching Subject & Diploma in Education. M.Ed. (Elementary) or degree & Diploma in Elementary is highly desirable, but, rarely available. A foundation course in Elementary Education ought to be mandatory for their confirmation as Teacher Educators at the D. El. Ed. Level.

10. Summary of Recommendations of Justice Verma Commission

10.1. Quality of Pre-service Teacher Education

Around 90% of pre-service teacher education institutions are in the non-Government sector, and most of the States of the Eastern and North- Eastern Region of the country are facing acute shortage of institutional capacity of teacher preparation in relation to the demand. The Commission recommends that the Government should increase its investment for establishing teacher education institutions and increase institutional capacity of teacher preparation, especially in the deficit States.
Government may explore the possibility of instituting a transparent procedure of pre-entry testing of candidates to the pre-service teacher education programmes, keeping in view the variation in local conditions.
Teacher education should be a part of the higher education system. The duration of programme of teacher education needs to be enhanced, in keeping with the recommendations of the Education Commission (1966), the impleme ntation of which is long overdue.
It is desirable that new teacher education institutions are located in multi- and inter-disciplinary academic environment. This will have significant implications for the redesigning of norms and standards of various teacher education courses specified by the NCTE. This will also have implications for employment and career progression of prospective teachers. Existing teacher education institutions may be encouraged to take necessary steps towards attaining academic parity with the new institutions.
Current teacher education programmes may be re-designed keeping in view the recommendations in the National Curriculum Framework for Teacher Education (NCFTE, 2009) and other relevant material.
In keeping with the recommendations of the Education Commission (1966), every pre-service teacher education institution may have a dedicated school attached to it as a laboratory where student teachers get opportunities to experiment with new ideas and hone their capacities and skills to become reflective practitioners.
There is a need to establish a national level academic body for continual reflection and analysis of teacher education programmes, their norms and standards, development of reading material and faculty development of teacher educators.
As a matter of policy, the first professional degree/diploma in teacher education should be offered only in face-to- face mode. Distance Learning programmes and the use of blended learning material may be developed and used for continuing professional development of school teachers and teacher educators.
The institutional capacity should be increased for preparation of teacher educators. There is a need to make the Masters in Education programme of 2 –year duration with the provision to branch out for specialization in curriculum and pedagogic studies, foundation studies, management, policy and finance, and other areas of emerging concerns in education.
The NCTE would need to develop broad-based norms for qualification of teacher educators to enable induction of persons with post-graduation degrees in education science, social sciences, languages and mathematics, along with a professional degree in teacher education or a research degree in education, as teacher educators.
The idea of creating opportunities for teaching practitioners to teach in teacher education institutions, as visiting faculty, may be explored. Similarly, teacher educators could be considered as visiting faculty in schools.
Faculty development programmes for teacher educators should be institutionalized.
There is need for enhanced investment in promotion of research in education in general, and in teacher education in particular in the universities; creation of an Inter-University Centre in Teacher Education could play a significant role in this regard.

10.2. Quality of In-service Teache r Education

The Government is required to appoint an Expert Group to develop a policy framework for in-service teacher education in consultation with national and State level institutions, including institutions of higher education, representatives of the State Governments and teacher organizations, while taking into account the principles suggested in this Report, and also develop a National Action Plan for implementation of the policy and guidelines for formulation of Station Action Plans.
All existing teacher training institutions imparting in-service teacher education need to be strengthened. In particular, the decentralized structures of BRCs and CRCs be strengthened with provisions for human and physical resources to enable them to perform effectively. Similarly, the DIETs and SCERTs also require strengthening.
There is an urgent need to develop comprehensive programmes for continuing professional development of secondary school teachers. Towards this, existing institutional arrangements have to be significantly enhanced, along with strengthening of CTEs and IASEs. Besides, some post-graduate colleges and Department of Universities may also function as training centres, especially for secondary school teachers, as well as for educational planners and administrators.

10.3. Teacher Performance and Teacher Audit

The Central Government, in consultation with the State Governments and other stakeholders, may develop a framework for assessment of teacher performance, keeping in view the guidelines suggested in this Report.

10.4. Strengthening the Regulatory functions of the NCTE

The NCTE needs to review the existing norms and standards for the various teacher education programmes and create a Standing Committee for periodic review of curriculum and the norms and standards of the programmes.
The NCTE should develop comprehensive guidelines for innovative teacher education programme for grant of recognition.
The NCTE should develop a new framework for undertaking inspection of the recognized institutions, with enhanced focus on process parameters, to ascertain the quality of the institutions, and take appropriate action to improve the overall quality of the teacher education system.
The NCTE should formulate appropriate regulations for implementing section 17, of the NCTE Act, 1993 taking into consideration the guidelines incorporated in this Report.
The NCTE should set up a Teacher Education Assessment and Accreditation Centre (NEAAC), and constitute a Committee to prepare a comprehensive framework of accreditation, as suggested in this Report.
The NCTE should set up an institutional platform in close coordination and collaboration with State Governments, Universities, UGC, Distance Education Council (DEC), etc. and take decisions on standards , procedures and quality parameters, concerning teacher education.
The NCTE should notify Regulations to govern inspections of teacher education institutions. These should include eligibility conditions for empanelment as inspection team members, composition of an inspection team, time required for conducting inspection, format for obtaining the required information from the concerned institution and submission of the inspection report.
In order to ensure accountability, it is essential to establish a Vigilance Cell in the NCTE, on priority, which would investigate into any act of misbehaviour and misconduct on part of the various functionaries associated with the NCTE.
The tenure of the office of the Chairperson and the Vice-Chairperson of the NCTE should be raised from 4 years to 5 years and the upper age limit should be raised from 60 years to 65 years.
The Central Government should develop guidelines regarding the manner of appointment of members of the Council. Further, members of the Regional Committee should be appointed by the Council.
The Commission examined the implications of the ruling of the Supreme Court in the case of NCTE vs Vaishnav Institute of Technology and Management, dated 12t h April, 2012 and the consequent difficulties in causing inspection under section 17 of the NCTE Act. The Commission proposes that section 17 of the NCTE Act be suitably amended to enable inspection of institutions, unless the Supreme Court reconsiders its decision.
Appropriate amendments be made in the Act to provide for the following:

a. Empower the Council to issue directions to the Regional Committees on matters of policy and for effective implementation of the Act, which shall Be binding on the Regional Committees;

b. Empower the Regional Committee to review its order to rectify a mistake apparent from Record; and

c. Enable the Council to revise an order passed by the Regional Committee under sections 14 and 15 of the Act, either on its own motion or on the basis of information made available, where the Council is satisfied, for reasons to be recorded in writing that the Regional Committee has granted recognition/permission in contravention of the provisions of the Act, or the Rules and Regulations made there under, and pass appropriate orders, after affording reasonable opportunity to the institution.

13. The NCTE should appoint a Task Force to undertake organizational restructuring of the NCTE, and to work out its human resource requirement, as suggested in this Report.

10.5 Action Plan for Quality Teache r Education

The Teacher Educators at any level of Teacher Education should be essentially Master Degree in Education.
Teacher Education should be mandatory for Teaching at Higher Education level also in all the disciplines. Education for Teaching Higher Education is gaining momentum globally.
The Constitution of the present Council (General Body) of the NCTE needs to be examined.
The thinking that Integrated Teacher Education is more effective than the Consecutive Teacher Education needs to be re examined. There is little evidence of its efficiency and cost effectiveness.
Instead of increasing the duration of Teacher Education Programs, the emphasis should be on multi- modes of learning. The nation cannot afford to offer Teacher Education degrees to millions through Face to Face mode only. All the modes of Teacher Education should be strengthened. In-Service Modes of Teacher Education ought to be strengthened.
Teacher Education should be offered under the Faculty of Education. All those universities in India which are offering Teacher Education Degrees under the Faculty of Arts should be directed to establish the Faculty of Education.
Integrated Teacher Education Programs, such as, B.A.Ed., B. Sc. Ed., B. Com. Ed. (10+2+4), M.A.Ed., M.Sc. Ed., M.Com.Ed. (10+2+5), Ph.D. in Education (10+2+5+minimum 3), be offered in Education.
Programs, such as, Bachelor of Educational Management, Master of Educational Management, Bachelor of Computer in Education, Master of Computer in Education, Bachelor of Elementary Education and Master of Elementary Education ought to be introduced.
There should be added focus on practicum in all the teaching modalities. There is a wide scope for integration of numerous skills. More complex skills in a variety of learning situations is a need of the hour. Taxonomy of Educational Skills be introduced at the National level.
Decision to change the size of an intake Unit at any level of Teacher Education should be taken on scientific bases.
ASCs and DIETs should offer dedicated in-service programs for the Professional Development of Teacher Educators & Teachers.
Blanket YES or Blanket NO with respect to a Teacher Education Program by any State should not be acceptable by the NCTE. The State Governments be advised to provide NOC application-wise. Also, applications be invited by the State Governments to establish Teacher Education Institutions as per requirement, area-wise and level-wise.
Teacher Education should be open to all the disciplines, such as, Arts, Commerce, Science, Technology, and Inter-disciplinary.
Teacher Education should offer areas, such as, Health Education, Corporate Social Responsibility & Education, Constructivism & Connectionism.
There has been added focus on Teacher Education at Secondary School level, whereas, Elementary Education has been relatively neglected. We have not yet ventured into Teacher Education at Higher Education level.
It is high time for India to revive the NCTE, with full respect, to regulate the Teacher Education.
A Central University of Technology Integrated Teacher Education (TITE) ought to be established with satellite campuses in all the regions.
All the emerging paradigms of Teacher Education ought to observe their ethos, such as, O & D Teacher Education , Integrated Teacher Education, e-Teacher Education, and of course, the F2F Teacher Education.
Content-Pedagogy-Technology integrated modes of Teacher Education need to be strengthened.
Innovative Programs offered by some of the Universities ought to be further deployed.
Indian Consortium of Research in Education (ICORE) has been launched at CASE, Vadodara, and Gujarat, India. It should be further strengthened to share Educational Research all over globe (www.icorecase.org).
Programmatic research should be encouraged.
Taxonomy of Educational Research ought to be arrived at. There ought to be due focus on positivism & logical positivism, Interpretative & hermeneutic, as well as, critical reality paradigms.
The course work made mandatory by the UGC for Ph.D. in various disciplines, including Education has resulted into mechanization of Research in India. Attempts should be made to de- mechanize research leading to innovative, creative and constructive research.
There should be dedicated composite PG programs in Education, say, M.Ed. after +2 or dedicated Ph.D. in Education (B.Ed. M.Ed. & Ph.D.).
The apex agencies & institutions, such as, CASE, CIIL, HBCSE, ICSSR, NCERT, NCTE, NUEPA, and UGC should decide the Research Agenda for the Nation.
The NCERT should sustain its Research Heritage of Educational Surveys. The Nation is expecting the next Educational Survey. It is high time that the NCERT brings out the Educational Survey in e- form, also.
There should be a countrywide debate on Teacher Education Policy. We ought to have Teacher Education Policy.

Summary

Educationists must think of Education in a holistic manner and not from the perspective of narrow specialization which obliterates the big picture. Too much of respect for compartmentalized domains of Education defeats the basic goal of developing integrated personality. Perhaps the biggest error of Kothari Commission on Education is to consider the Education in compartmentalized fashion. There is a need of doing thorough functional analysis for realizing the identity of Education & Teacher Education.

Web Links:

University Education Commission (Radhakrishnan Commission – 1948) http://www.academicsindia.com/Radhakrishnan%20Commission%20Report%20of%201948-49.pdf
Secondary Education Commission (Mudaliar Commission-1952)
http://www.teindia.nic.in/Files/Reports/CCR/Secondary_Education_Commission_Report.pdf
EDUCATION AND NATIONAL DEVELOPMENT REPORT OF THE EDUCATION COMMISSION, 1964-66
http://www.teindia.nic.in/files/reports/ccr/KC/KC_V1.pdf
National Policy on Education 1968
http://mhrd.gov.in/sites/upload_files/mhrd/files/document-reports/NPE-1968.pdf
THE TEACHER AND SOCIETY REPORT OF THE NATIONAL COMMISSION ON TEACHERS-I
http://www.teindia.nic.in/Files/TEVikram/The_Teacher_and_Society_Report_of_National_Commission_on_Teachers.pdf
REPORT OF THE COMMITTEE FOR REVIEW OF NATIONAL POLICY ON EDUCATION 1986
http://www.teindia.nic.in/files/reports/ccr/ramamurti-committee-report.pdf
NATIONAL CURRICULUM FRAMEWORK 2005
http://www.ncert.nic.in/rightside/links/pdf/framework/english/nf2005.pdf
National Curriculum Framework for Teacher Education: Towards Preparing Professional and Humane Teacher 2009 http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf
Justice Verma Commission Report on Teacher Education 2012

http://www.teindia.nic.in/Files/TE-India-Report/JVC-Vol-1.pdf