Impact of ncte on secondary teacher education in rajasthan

04/10/23

Paper presented in National Seminar at

MS Univ. of Baroda, Vadodara 1

IMPACT OF NCTE ON SECONDARY IMPACT OF NCTE ON SECONDARY TEACHER EDUCATION IN RAJASTHANTEACHER EDUCATION IN RAJASTHAN

Dr. J. D. Singh, Sen. Lecturer, G.V. (PG) College of Education (CTE),

Sangaria-335 063 (Raj.)09414577875 (M)

E-mail: [email protected]

04/10/23 Paper for National Seminar MS Univ. of Baroda, Vadodara 2

Introduction Improving teacher performance through more

effective teacher preparation is a step towards solving most educational problems. The responsibility for secondary teacher education would continue to rest with colleges of teacher Education affiliated to universities. The universities in co-operation with NCTE exercise responsibility for academic aspects such as conduction of examinations, award of degrees and ensuring quality of secondary teacher education institutions. With the aim of improving the conditions of teacher education in the country as a whole, the Govt. of India took many steps from time to time to bring teacher education under the control of a strong organization.


Introduction

Ultimately, this objective was realized with the creation of National Council of Teacher Education Act. The NCTE was established in May 1973 by a Govt. resolution to advise central and state Governments on all matters pertaining to teacher education, with its secretariat located in New Delhi.

The NCTE’s status and role till 1993 had been advisory and it did not have statutory powers to enforce its guidelines. As per the provision laid down in the NPE-1986 and the programme of Action for its implementation, the NCTE has been conferred statutory status as per the NCTE Act No.73 of 1993, passed by the Parliament. It has come into existence with effect from 17th August 1995.


Introduction

The Act provides for establishment of the NCTE with a view to achieving planned and coordinated development of teacher education system though out the country, regulation and proper maintenance of norms and standards in the teacher education system and for matters connected therewith. The initial spell of NCTE that had influenced the working of the teachers colleges positively did not last long.

On account of the changes in the Government at the Center, numberless changes in the setup of NCTE ensued. Consequently it started declining gradually, more so because the rope, which was gradually tightened against the corrupt practices of teachers colleges, got loosened on account of poor vision of the custodians of NCTE at all levels. As a cumulative result of that looseness NCTE started succumbing to the pressures of the high ups and politicians. As a result it started compromising with the corrupt practices forgetting its initial role, which was to straighten the affairs of the teachers colleges at all levels.

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NEED & SIGNIFICANCE OF THE STUDY No system of education can rise about the level of

its teachers. Teachers are undoubtedly the most important component of our educational system but the way they are being trained and educated today leaves much more to be desired and achieved.

The report of Education commission (1964-66) and NCTE on “Teacher Education curriculum” – A framework (1978, 88) have lighted the shortcomings of teacher education, suggesting means to change and innovate. The challenge of education 1986 has realized that teacher performance is the most crucial input in the field of education for social transformation. Educational reforms depend largely on the quality of teachers, which in turn, depends on the quality of teacher education.


NEED & SIGNIFICANCE OF THE STUDY

To quote Education Commission (1964-66) - ‘For the qualitative improvement of education a sound programme of professional education of teachers is essential: From this point of view, the country’s teacher education system is still wanting, although concern for quality and a sound programme of professional education of teachers has been expressed by every group involved with teacher education, directly or indirectly, and also by various commissions, committees and governmental reports.

There is unprecedented quantitative growth in teacher education in India since 2000. It is not surprising, therefore, that teacher education institutions have very often failed to attract quality teachers for lack of change. In terms of the professional preparation that is offered, a teacher education institution could be wholly out of phase with the needs and aspirations of the schools.



The national policy on education and the programme of Action (1992) emphasizes revamping of teacher education programme for bringing qualitative improvement in school education.

What is the present state of affairs in our colleges of education? What problems, difficulties and barriers confront us today in the task of improving teacher education? For raising the quality of pre-service teacher education programme, the council has formulated norms and standards for teacher education course and developed the ‘curriculum frame work (2006) for quality Teacher Education.’



During the last few years, there was a big increase in the number of schools and eventually, there was a great demand for a very large number of teachers. Keeping in view, the NCTE was recognized more than 400 teacher education colleges in Rajasthan since 2007. Therefore it was necessary to appraise the magnitude of conformity of Teacher Education Institutions of Rajasthan State to the NCTE Norms.

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OBJECTIVES

This study was an attempt to find out the professional and organizational climate of teacher education colleges of Rajasthan State. The study was conducted with the following specific major objectives-

1. To study whether any organizational improvement has taken place ever since the administrative control of the NCTE over the teachers training colleges of Rajasthan.

2. To study whether the control of the NCTE has succeeded in stopping the malpractices prevailing in the teachers training colleges.

3. To study the professional growth of the teachers training colleges in the state in such areas as library, laboratory, staff and other activities as a consequence to NCTE control on them.


Research Methodology In this study the investigator used survey

method. Data schedule and interview schedule were used to collect the data. The self-constructed tool was used consisting of data schedule and observation. Data schedule was divided into three parts like

(a) Organizational set up; (b) Malpractices; and (c) Professional growth.The investigator also developed an interview

schedule with a view to know the teacher educators’ opinion.

04/10/23Paper for National Seminar MS Univ. of Baroda,

Vadodara11

Population and sample

There were 414 teachers training colleges approximately in Rajasthan in which 02 Institutes of Advanced Studies in Education (IASE’s), 09 College of Teacher Education (CTE’s) and 401 ordinary B.Ed. Colleges. The nature of management according to which the teachers’ training colleges divided into centrally Governed, State Governed and privately managed.

04/10/23Paper for National Seminar MS

Univ. of Baroda, Vadodara12

Population and sample

The investigator selected only 260 teacher educators from two IASE’s, five CTE’s and 50 ordinary teachers’ training colleges of Rajasthan state. The study was delimited to the teaching staff (principals, professors, readers, and lecturers) of selected IASE’s, CTE’s and ordinary boys and girls’ institutions of secondary teacher education in Rajasthan.


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Findings of the study

The findings of the present study are reported below:Data schedule was divided into three parts like

(a) Organizational set up; (b) Malpractices; and (c) Professional growth.



PART-I Organizational Set-up

The data collected for amenities available in 57 colleges have been presented as given ahead according to NCTE norms.



Accommodations available in the teachers’ training colleges

(i) About 9% teachers training colleges under study have assembly halls according to NCTE norms.

(ii) 19.29 % and 15.78% T.T. colleges have well equipped computer and ET laboratory

respectively.(iii) About 46% and 28%T.T. Colleges have

furnished classrooms and staff rooms for the sanctioned seats.

(iv) 12.28% T.T. colleges have psychology and science laboratory respectively.



Accommodations available in the teachers’ training colleges

(v) There was no music room and work experience lab found in the colleges out of fifty-seven under study.

(vi) There are six out fourteen T.T. colleges under study have craft room as per NCTE norms.

(vii) Playground was available in 14% teacher-training colleges out of fifty-seven colleges.

(viii) Hostel building was found sufficient in 18% colleges.

(ix) Better accommodation facility was found IASE’s and CTE’s than ordinary T.T. colleges under study.

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Human Resources/ Teaching Staff Position

(i) Merely 16% teachers training colleges under study have qualified principals.

(ii) Professors were found only in four colleges that were either IASE or CTE. Government IASEs have two professors and privately managed CTEs have two professors.

(iii) All the IASE’s and CTE’s under study have Readers.

(iv) About 28% teachers training college have sufficient lecturers as per NCTE norms.

(v) Only seven colleges have Director of Physical Education (DPE) out of fifty-seven T.T. Colleges under study.

(vi) No one teacher in work experience and Craft/Music was found under study.



Mode of Appointment of Teaching Staff

(i) Permanent principal was found only in five T.T. Colleges (8.77%) out of fifty- seven.

(ii) All the professors (7.70%) and readers (8.77%) were found permanent under study.

(iii) About 11% and 18% colleges have permanent and temporary lecturers. Nobody was found on part time basis.


PART-II CONTROL OF THE NCTE

(i) All the T.T. Colleges of Rajasthan were found recognized by the About NCTE.

(ii) 94% respondents opine that staff was not sufficient.

(iii) About 10% of the respondents agree that the appointment of teaching staff was

done as per NCTE norms and it was observed that the staff was not

sufficient according to NCTE norms in the teachers’ training colleges of Rajasthan.

(iv) 83% of the respondents agree that NCTE team comes to inspect the college.


Academic Performance of the Colleges

i- 51% of the respondents say that all the teachers training colleges complete the number of working days as per NCTE norms.

ii- 44% and 37% of the teacher educators feel that all the teachers colleges utilize the resources according to the NCTE norms and work experience/SUPW activities are included in practical work respectively.

iii- About 49% and 37% of the respondents feel the psycho-fear and terror among students due to staff members and among teaching staff due to governing respectively.

04/10/23 Paper for National Seminar MS Univ. of Baroda, Vadodra 21

Academic Performance of the Colleges

iv- About 77% and 52% of the teacher educators feel the malpractices in external practical marks and in guidance & supervision of

practice teaching in T.T. colleges.v- 43% of the respondents believe that

distribution of workload was given equal in the staff members of T.T. Colleges.

vi- 51% & 41.54% of the teachers feel the malpractices exist in the side of teaching staff & governing body respectively.

vii- 61% of the teacher educators observe that the length and duration of the B.Ed. training

is insufficient.


Co-Curricular Activities organised in the Colleges Item Yes RS (%) Morning Assembly 65.38 Indoor games 22.30 Outdoor games 24.61 Micro teaching 54.61 Open air session 22.00 Block Teaching Practice 38.47 Simulated teaching 24.62



Co-Curricular Activities organised in the Colleges

Item Yes RS (%) Team teaching 34.62 Instruction Television 23.84 Computerized Instruction 52.30 Programmed Instruction 33.08 Tutorials 31.53 Braining Storming 5.39 System Approach 3.85

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Academic performance of the colleges Item Yes RS (%) Number of working days 51.16 Utilization of resources 44.27 SUPW activities 36.53 Psycho-fear due to staff 48.84 Psycho-fear due to governing body 44.23 External practical marks 77.30 Supervision of practice teaching 51.92 Distribution of work load 42.69 Malpractices from side of staff 51.16 Malpractices from side of governing body 41.54 Duration of training 60.77



PART-III PROFESSIONAL GROWTH

Academic Growth of Teacher Educators Item Yes RS

%Programme for Refresher/Orientation Course 10.40Professional growth 22.00Permission for professional growth 34.62Study habit 93.84Encouragement for research activities 13.85

Permission for higher studies 38.47

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Academic Growth of Colleges

Item Yes RS (%) Programme for Professional growth 18.84 Use of Audio visual aids 18.47 Condition of A.V. aids 15.39 Well planned library 19.23 Purchasing of Books per norms

every year 6.92 Electronic Publication 6.16 UGC grants 10.40 Use of Computer in Library 20.00 Use of Science Lab. 34.62 Condition of Lab. 10.00 Quality in T.T. Colleges 24.61


Major findings of the study

1. In Govt. teachers training colleges (IASE’s) and privately managed CTE’s found better infrastructure than ordinary T.T. colleges.

2. 9% principals and 11% lecturers found regular in job while 8% and 18% principals and lecturers found temporary respectively.

3. Open-air session simulated teaching team teaching, instruction through television; tutorials, brain-storming, action research, system approach etc. have not been organized in many teachers training colleges.


Major findings of the study4. Library reading, annual function, other

cultural activities, psychological experiments, demonstration and criticism lessons, diagnosis and achievement test, orientation programmes etc. co-curricular activities were not exercised in majority of the teachers’ training colleges of Rajasthan.

5. Traditional co-curricular activities exercised in majority of the colleges but innovations have not been found in many of the colleges of Rajasthan.

6. Refresher and orientation programmes organized by the State Deptt./ SCERT/ NCERT/UGC/NCTE etc. have been attended by the 10% of the teacher educators.



Major findings of the study

7. In opinion of about 6% of the teachers electronic publications (CD-ROMs) are available in college library. Library staff uses the computer in below 20%

colleges for the library record & trading to students.

8. Academic performance of teachers’ training colleges of Rajasthan has not been found adequate.

9. Only 15% of the teacher-educators admit that his/her articles/papers were published in journals.



Norms introduced by NCTE in teacher education

Number of working days

Limited seats for B.Ed. course. Minimum marks for admission to B.Ed.

course Essential qualification for staff Pre-test for B.Ed. course Uniform fees schedule except hostel fees


Norms not introduced by NCTE in teacher education

Commercialization of teacher education Irregular session College building & hostel building Number of teacher educators or staff-

student ratio Subject wise teacher educators Service conditions of staff Traditional techniques of teaching Over emphasis on cognitive goals and

unscientific evaluation Craft/music teacher, director of physical

education, work experience teacher, technical & Audio-visual operators



Norms not introduced by NCTE in teacher education

Research activities Uniform curriculum in all over India. Staff quarters or Residential

accommodation Refresher courses for teachers Practice of new approaches



Discussions and Conclusions The NCTE has not controlled commercialization of teacher education. The NCTE could not control irregularity of B.Ed. admission. It can be inferred that NCTE has neither achieved its objectives in improving the quality of teacher education in Rajasthan nor it has regularized this professional course. Why has it not achieved its objectives? What can be the reasons of failure of the NCTE? There are some points for further discussion in the field of teacher education and NCTE.

04/10/23Paper presented in National Seminar at MS


THE END

THANKS

Dr. J. D. SinghE-mail: [email protected]