Privatization of Teacher Education Programmes: Bane or Boon

Privatization of Teacher Education Programmes: Bane or Boon

Chaman Lal BangaAssistant Professor

Department of EducationICDEOL, Himachal Pradesh University, Shimla – 171005

Email : [email protected]; [email protected]

Abstract

Teacher education has to become more sensitive to the emerging

demands from the school system. Teacher education programmes are

essentially institution-based. Their students need to be exposed

more and more to the realities of school and community. Internship,

practice of teaching, practical activities and supplementary

educational activities need to be better planned and organized more

systematically. Privatization is the transfer of activities, assets

and responsibilities from Government and Public institutions and

organizations to private individuals and agencies. There are many

challenges before the teaching profession. Privatization of

education has the potential to improve the quality of education as

well as to reduce the cost.

Key words: Privatization, Teacher Education, Programme.

Introduction

Recent concerted efforts of government and business to

privatize public education are well documented, but less

attention has been paid to what these trends are likely to

mean for the future of teaching and teacher education. At the

time of independence India declared itself as a socialist

democratic state. Public sector undertakings were initiated

and developed to provide for all and usher India towards

development. But the nineteen eighties witnessed disillusion

with socialist economies which led to dissatisfaction with the

public sectors. Education too was considered as a public good

and the government set up institutions just as other public

enterprises, which provided education to the masses. With

passage of time these institutions became inefficient. As a

reaction to the inefficient working of the state owned

enterprises, the wave of privatization has spread all over the

world, including India. India too could not remain unaffected

and the wave of privatization has influenced education sector.

Educational quality means, ‘the achievement of desired

learning at the level of mastery’. It refers to the

development of knowledge and understanding, application and

problem solving, creative thinking, principal and productive

skills, attitudes and values at a high level of proficiency

and having command over what is learnt. India witnessed rapid

expansion of education in the post-independence era in terms

of students and staff, schools, colleges and Universities.

Teacher Education: A Glance            

"Education has continued to evolve, diversify and extend its coverage since the dawn

of history. Every country develops its system of education to express and promote its

unique socio-cultural identity and also to meet the challenges of time".

India has a large number of teachers and needs many more. All

processes of teacher recruitment, training, motivation,

incentives, retention and feedback therefore have to be

planned on a large scale. Further the ultimate goal of in-

service teacher development should be to ensure that optimal

learning takes place in the classrooms.

To enhance the institutional capacity available at

present for ensuring the adequate supply of trained

teachers for all levels of school education.

To utilize all possible kinds of institutions, including

university departments of education and teacher training

institutions in the private sector, for in-service

training of the existing cadre at all levels, in addition

to State institutions, including CTEs;

To recognize teacher education (for all levels of

school education, from pre-school to senior secondary) as

a sector of higher education and to facilitate co-

operation and collaboration between institutes of teacher

training and colleges of general education or

universities with a view to enabling interaction between

different departments of a local college (or university)

(e.g. sciences, languages, social sciences) and the

institute of teacher training.

To envision a comprehensive model of teacher education,

utilizing the Chattopadhayay Commission Report and

updating its perspective, and ensuring that progress

towards a new, comprehensive model is paralleled by

necessary modifications in policies of teacher

recruitment, deployment and service conditions, including

emoluments;

To prepare a curriculum policy and framework for

teacher education which is consistent with the vision of

the NCF, 2005,and to translate it into imaginative

syllabi and textbooks for pre-service courses and sets of

in-service training material suited to diverse conditions

and needs; and

To bring about synergy between institutional structures

operating at different levels, e.g. NCERT and NCTE at

national level, SCERTs and boards of education at State

level, DIETs and undergraduate colleges at the district

level and so on.

Meaning of Teacher Education

The National Council for Teacher Education has defined

teacher education as A programme of education, research

and training of persons to teach from pre-primary to

higher education level.

According to Goods Dictionary of Education Teacher

education means, ―all the formal and non -formal

activities and experiences that help to qualify a person

to assume responsibilities of a member of the educational

profession or to discharge his responsibilities more

effectively. Teacher education is a continuous process

and its pre -service and in-service components are

complimentary to each other.

According to the International Encyclopaedia of Teaching

and Teacher education (1987), ―Teacher education can be

considered in three phases: Pre -service, Induction and

in service. The three phases are considered as parts of a

continuous process

Vision of teacher education

Teacher education has to become more sensitive to the emerging

demands from the school system. For this, it has to prepare

teachers for a dual role of; Encouraging , supportive and

humane facilitator in teaching learning situations who

enables learners (students) to discover their talents, to

realize their physical and intellectual potentialities to the

fullest, to develop character and desirable social and human

values to function as responsible citizens; and, An active

member of the group of persons who make conscious effort to

contribute towards the process of renewal of school

curriculum to maintain its relevance to the changing societal

needs and personal needs of learners, keeping in view the

experiences gained in the past and the concerns and

imperatives that have emerged in the light of changing

national development goals and educational priorities.

Education of teachers not only facilitates improvement of

school education by preparing competent, committed and

professionally well qualified teachers who can meet the demand

of the system, but also functions as a bridge between

schooling and higher education. It has to meet twin demands:

(a) challenges of the education system including higher

education, and (b) the ever-changing demands of the social

system. Teacher education in India has a long past but a short

history.

Gurukul-centered tradition of the Vedic period was somewhat

modified and enriched under the influence of Budhistic vihara-

based system. This continued till the 11th century A.D. The

arrival of the Muslims witnessed the rise of a parallel

Maktab-based tradition and the two traditions thrived side by

side till the coming of the British. Both the traditions

underwent some modification during this period. Historical

records of the decisions taken, the finances made available

and their implementation and later evaluation became

relatively more systematically organized because of the

documentation by the British. Teacher education has to become

more sensitive to the emerging demands from the school system.

For this it has to prepare teachers for a dual role of

encouraging, supportive and humane facilitator in teaching-

learning situations who enables. earners (students) to

discover their talents, torealise their physical and

intellectual potentialities to the fullest, to develop

character and desirable social and human values to function as

responsible citizens; and, As we engage in the act of

envisioning the role of the teacher and the shape of teacher

education unfolding in the coming years, it would do us well

to take note of the movement of ideas, globally, that have

led to current thinking on teacher education. While the search

for a philosophy of teacher education that satisfies the needs

of our times continues, we seem to be converging on certain

broad principles that should inform the enterprise. First, our

thinking on teacher education is integrative and eclectic.

It is free from the hold of ‘schools’ of philosophy and

psychology. We also do not think of teacher education as a

prescriptive endeavour; we want it to be open and flexible.

Teacher Education: Current Status

Education is the key social activity by which society

reproduces the traditions and forms of life it considers

desirable, and produces new traditions and forms of life it

considers preferable to realise its aspirations for humanity

(Australian Curriculum Studies Association, 2001). India has

one of the largest systems of teacher education in the world.

Besides the university departments of education and their

affiliated colleges, government and government aided

institutions; private and self-financing colleges and open

universities are also engaged in teacher education. Though

most teacher education programmes are nearly identical yet

their standard varies across institutions and universities. In

certain areas, the supply of teachers far exceeds the demand

while in others there is an acute shortage as qualified

teachers which results in the appointment of under-qualified

and unqualified persons. In the situation as it obtains

manpower planning becomes an imperative. Teacher education

programmes are essentially institution-based. Their students

need to be exposed more and more to the realities of school

and community. Internship, practice of teaching, practical

activities and supplementary educational activities need to be

better planned and organized more systematically. The

curriculum, pedagogy and evaluation of teacher education

programmes need to be made more objective as well as

comprehensive. Despite improvement of service conditions and

perks, the profession is yet to attract the best talent.

Scenario of Teacher Education

The need for improved levels of educational participation for

overall progress is well recognised. The key role of

educational institutions in realising it is reflected in a

variety of initiatives taken to transform the nature and

function of education -- both formal as well as non-formal.

Universal accessibility to quality education is considered

essential for development. This has necessitated improvement

in the system of teacher education so as to prepare quality

teachers. Various Commissions and Committees appointed by the

Central and the State Governments in recent decades have

invariably emphasised the need for quality teacher education

suited to the needs of the educational system. The Secondary

Education Commission (1953) observed that a major factor

responsible for the educational reconstruction at the

secondary stage is teachers' professional training. The

Education Commission (1964-66) stressed that in a world based

on science and technology it is education that determines the

level of prosperity, welfare and security of the people' and

that 'a sound programme of professional education of teachers

is essential for the qualitative improvement of education.

Teacher Education Reform Perspectives: Past and Present

At the heart of teacher education is the question ‘What value

does teacher education add to the prospective teacher’s

ability to face challenges of facilitating the development of

critical and creative students and subsequently adults?’

Reform of teacher education has been one of the abiding

concerns in the reports of major Education Commissions and

Committees on education. The Education Commission (1964-66)

discussed at length various issues related to teacher

education. It recommended professionalization of teacher

education, development of integrated programmes, comprehensive

colleges of education and internship. The National Commission

on Teachers (1983-85) recommended five-year integrated courses

and internship. The National Policy on Education (NPE) (1986)

recommended the overhaul of teacher education to impart it a

professional orientation and referred to the same concerns

voiced by the earlier Committees. Its recommendations led to

the launch of the Centrally Sponsored Scheme of Teacher

Education incorporating the establishment of DIETs, CTEs and

IASEs. The NPE Review Committee (1990) and the National

Advisory Committee on Learning without Burden (1993) have also

drawn attention to the need for qualitative reform of teacher

education and suggested various measures. The Review Committee

recommended adoption of the internship model for teacher

education involving a brief theoretical orientation followed

by a 3 to 5 year period of supervised teaching in a school

under mentor teachers. The Advisory Committee in its report

learning without Burden drew attention to the need for the

involvement of teachers in curriculum and textbook preparation

and training teachers in fostering learning through activity,

discovery, observation and understanding.

Privatization of Education

The term Privatization is an umbrella term referring o many

different educational programmes and policies. Privatization

is the transfer of activities, assets and responsibilities

from Government and Public institutions and organizations to

private individuals and agencies.( Levin,2001). Privatization

involves a change in the ownership of enterprise from the

public or government, to the private sector or individual

private companies (Aggarwal,2007). Privatization is of the

hottest currently being debated in the education sector, it is

fast becoming a widespread trend when considering education

reform, as it eases the pressure on government to meet

immersing demand and relieves them of exclusive costs in

developing countries, the issues at hands are provision and

accountability there ,privatization can be advantageous to

parents who are given more freedom and choice when deciding on

schools for their children and greater control over the way

their children are educated

Concept of PrivatizationPrivatization connotes a wide range of ideas. Privatization

implies induction of private ownership, management and control

of organizations. Privatization c an imply deregulation

meaning thereby lesser control of the government. It refers

to expansion of private sector and reduction of public sector.

It also means that areas reserved for the public sector will

be opened to the private sector. The shift towards

privatization reduces the role of the government and increases

the role of the private, cooperative and local government. The

areas of shift are mainly decision making and responsibility

of money and administration.

Teacher Education and Privatisation

Education is recognized as an engine of social and economic

development. Investment in education enhances labour

productivity, income generation, poverty reduction, human

resource development etc. India is in the forefront among the

developing nations and its major challenges are unemployment,

inequality and poverty. All these obstacles are largely due to

low level of public expenditure on education in India. These

can be reduced with the help of providing better education

facilities. Since the attitude of Male and Female Teacher

Educators did not differ, we can say that both male and female

educators think alike with regard to the Privatization of

Teacher Education sincerely. On the basis of experience and

locality also there are no significant differences in

attitude. Privatization of the Teacher Education is the one of

the most recent changes that has acquired in the field of

education with the mushrooming of self-financing Teacher

training institutions where there is plenty of scope for

teachers. All the Privatized institutes provide good

facilities to the staff in order to compete in education

markets. Privatization is management by private sector with

total absence of government intervention. Such institutions

generate their own funds through higher fees, user charges and

full use of resources.

INDIA: Private Education at a Glance

            India is in catch-22 situation as far as

privatization of education is concerned. In Public Funded

Universities, AICTE has slashed seats as most of these

Institutes are run by the help of Visiting Faculties. And the

Student-Teacher ratio is not in accord with the guidelines. In

such scenario, shouldn’t there be an independent body to

monitor the real contributors, irrespective of their public or

private affiliations? There are many Private Universities that

have achieved success in all spheres like- maintaining quality

education, good infrastructure, placement of students etc. in

less than 10 years what most of the Public funded Universities

have not achieved in even 50 years. There are many Private

Universities like ICFAI, AMITY that are popularizing Brand

India by their contribution to Business and Technical case

studies to reputed bodies like ECCH (European Case Clearing

House), which are even referred by the students of leading B-

Schools like Harvard etc. Such Universities are publishing

Text books, Workbooks, Derivatives, Journals, and Magazines on

various subjects customized for Indian Students, Scholars and

Experts with Indian and International illustrations. This has

helped the students to increase the basic understanding of

various subjects and also helping in enhancing their level of

knowledge. Again Scholarship for merit holders is improving

the competitive spirit among the students. So taking quality

higher education throughout the country to bridge the gap in

grabbing job opportunity and worthiness of candidates hailing

from a small town to that of a metro is only possible when

more and more Private Institutes are allowed to operate by

opening Colleges even at District level. But Private higher

education is seldom totally private. The private sector is

intervened by the State Govt. in many ways. Accreditation and

evaluation bodies are established by State Govt. Authorities

to control the expanding private sector. In India, which has

one of the largest private higher education sectors in the

World, Government funding is available for students for the

large proportion of their fees. This dependence is a defining

characteristic of private higher education worldwide and means

that Private institutions must be sensitive towards student’s

interest, the employment market of graduates and pattern of

pricing. The rapidly expanding world of private education is

quite diverse. The diversity is among Private Institutions

across India and Worldwide Private Institutions. A vast

improvement can be seen but only at the bottom level of the

academic hierarchy. So it is important to understand the

complexities of the reality of private higher education. The

efforts to privatize higher education in India by encouraging

private agencies to set up institutions of higher learning

have enjoyed limited success in general education. In spite of

such a big network and large number of statutory bodies

functioning in this field, the quality of higher education in

India is still poor and is facing enormous challenges in

today’s global world. The challenges are;   Quantitative

Growth, Quality Assurance, Research Work, Accountability,

Curriculum, Examination Pattern, Lack of Governance

Globalization has created ample avenues for the

integration of our views and knowledge in different spheres

and providing greater opportunities for services, goods and

exchange of ideas. So this may be achieved with strategic

planning like

a. Raising the Standard of higher education

b. Liberalizing the rules for formation of Private

Universities

c. Encouraging Open Learning

Privatization: Need of Today                    Presently, in World economy, tremendous changes are

taking place. Earlier, there was monopoly in this game of

economy. The Manufacturer shot and the Consumer was at the

receiving end. Now the concepts of Liberalization,

Privatization and Globalization have taken important places in

the World economy. Due to mutual agreements between countries,

the World has become a single market that is running to

survive.

            Again due to idea of privatization, developing

countries like India and China are coming up in the forefront

of economic activities and the new generation of Entrepreneurs

has emerged. Earlier, in countries like India, common man

could not even thought of having a cell phone, his own home,

car etc in his younger age. All this is possible now, only due

to privatization which has created competitive customer

centric market. Education contributes its vital input in the

growth and prosperity of a nation. In fact it is the backbone

of all national endeavours. It has the power to transform

human beings into human resources. Higher education has an

omnipotent role of preparing leaders in different walks of

like-societal, politics, culture, science, technology etc.

According to a survey of 120 countries, the World Bank has

reported that human capital accounts for 64% of total wealth

whereas physical and natural resources account for only 16%

and 20% of total wealth respectively. Hence, economic

prosperity and human capital have direct relationship with

each other.

Advantages of Privatization

Privatization will enhance

1. Decentralization and debureaucratization of educational

institutions.

2. Initiatives in educational reforms.

3. Innovativeness in teaching and evaluation.

4. Tailor made services and provision of

5. Wide choice of courses and subjects to students.

6. Competition.

7. Quality education and training.

8. Shaping of the curriculum according to global, national

and local needs.

9. Availability and better maintenance of resources

transparency in all procedures.

10. Fulfil the need of the country in liberalization,

privatization, and globalization.

11. Utility of human and physical resources in proper

way

Fears in Privatization Privatizing education

1. Will badly affect the poor.

2. Undermine equity, diversity and openness

3. Does not address issues of equality, fairness and

responsibility

4. Exorbitant fees will deprive many of availing education

5. Accountability problem will arise

6. Courses in humanities and social sciences will be

sidelined due to no economic gain

7. Civic and democratic values may not get passed down

8. Apprehensions about job security and retrenchment of

staff

9. Cost saving will lead cost cutting

10. Collected funds may be misused by the owners

11. Favoritismtowards family members and friends

12. Benefits remain un proven

Merits and demerits of privatization of education

For starters it puts teacher education in the hands of people

who can easily hire and fire teachers or raise their pay based

upon results more easily than public educators. On the other

hand public educators must educate all including special needs

students or felons thus raising the costs. And public

institutions rely on taxes and people may not raise taxes on

themselves if they don't have kids in school or don't see

public education as effecting them. private entities can

contribute to political candidates so they have a power to get

government help (texts, school bus service and lunches) while

the public institutions are restricted in what they can do by

way of lobbying or political contributions.

Professionalizing the Teacher and Teacher Education for GlobalWorld

There are many challenges before the teaching profession.

Firstly, teachers need to radically adapt to the new skills,

techniques, methods and demands and secondly a change in the

mind set to take up new responsibilities. It is only then that

the teacher can be professionalized. Teaching is a profession

with competing demands. In spite of a high demand for teachers

the profession has not attracted the best with adequate

qualifications, training and desire the world over.

Globalization is the integration of economic, political and

cultural systems and trends across the world for economic

growth, prosperity and democratic freedom. It pursues liberal

or free market policies in world economy for economic

liberalization. Acceleration in this trend can be

characterized by three essential factors, economic activity

spreading worldwide, increase in technological innovations

especially in the areas of communication and transportation

and interdependence between people and nations. Globalization

can be associated with three aspects, deterritorization,

interconnectedness and speed and velocity. Globalization has

also resulted in the emergence of two contradictory phenomena,

standardization and diversification.

Brand Inequity

There is public private dichotomy in teacher education. There

is a pathetic indifference in public sector institutions and

rampant commercialization in private sector. The teacher

education degrees conferred by the various universities and

institutions are non-comparable. Are TETs, SETs and NETs the

solutions? If the input and process norms are grossly wanting,

then how can the quality be ensured. What could be greater

loss than educational institutions questioning the legitimacy

of their own products? There is evident variation at all

levels of input, process and output.

The study conducted by Madhavi (2009) reveals that research

aptitude, educational management aptitude, adjustment capacity

and teacher education disciplinary profile have been found to

be significant predictors of teacher education proficiency in

the western region of India. Research aptitude, adjustment

capacity and teacher education disciplinary profile have been

found to be predicting in a positive and significant manner,

whereas, educational management aptitude has impacted in a

negative manner. Living competencies and techno-pedagogic

competencies have not been found to be significant predictors.

There is a need to find out how teacher education has failed

to correlate significantly with these variables. Also, there

is a need to find out how the educational management aptitude

has been found to be contributing inversely. None of the six

variables have been found to be significant predictor of

teacher education proficiency in the northern, eastern and the

southern regions of India. Enrolment in teacher education

programmes varies from region to region. There are some areas

in India where the enrolment in Teacher Education is near

full, but, the physical presence in the face to face mode is

nearly nil. These are exclusively commercial centres than

educational. There should be immediate ban on these

institutions, whether, these institutions are under the

purview of the NCTE or not. There are well specified teacher

education curricula by the NCTE. Even then in significant

number of institutions there is under coverage. The quality of

product and placement criteria for teacher education

programmes varies from university to university. There is

evident disregard with respect to the NCTE Norms and

Regulations. The question is whether to revise the norms or

the parameters or both.

Over Activism of Distance /Open Universities

Some of the distance and open universities have become over

activists in the context of teacher education. These have a

notion that they can open their teacher education extension

centres anywhere. To give birth to infinite is their right,

but who will rear their babies. Such distance and open

universities have resulted into the dilution of teacher

education.

Invalid Recognition and Accreditation

There are questions on recognition of teacher education

institutions. There are questions on inputs & processes of

teacher education. There are questions even on Accreditation

of teacher education institutions. Escola Normal of Goa was

much better established during Portuguese period than the most

recent modern teacher education institutions in India. Nalanda

was having a much better profile and grade than the highest

graded modern universities.

No Teacher Education Policy

There is no Teacher Education Policy in India. But, who will

formulate Teacher Education Policy? To preserve the identity

and sanctity of education, it is high time that we introduce

Indian educational services. It is unfortunate that education

is not even considered as an entity. Irrespective of

geographical and cultural context, education is needed for all

and therefore, it should be a national priority instead of

leaving the subject in the domain of States. For this

education should be shifted to the central list of the

constitution from the concurrent list. In order to make it

locally relevant, the financial and administrative arrangement

be jointly shared, both, by the Centre and States. This would

hopefully loose the chains of political interference in the

university system. Every fault of Teacher Education is

attributed to the National Council of Teacher Education.

Rather than finding faults let us try to meet the gaps between

our policies and programmes, vision and mission, wish and

will. The foregoing analysis highlights the malaise plaguing

the Indian Teacher Education System. It calls for

revolutionary changes. There should be open forums and public

debates on Teacher Education Policy, rather than leaving it to

some selected committees, and commissions.

Teacher education programmes

The programme should help teachers or potential teachers to

develop social sensitivity and consciousness and finer human

sensibilities. Teacher education programmes need to broaden

the curriculum (both school and teacher education) to include

different traditions of knowledge; educate teachers to connect

school knowledge with community knowledge and life outside the

school. Teacher education programmes need to help teachers

appreciate the potential of hands-on experience as a pedagogic

medium both inside and outside the classroom; and work as

integral to the process of education. Teachers need to re-

conceptualize citizenship education in terms of human rights

and approaches of critical pedagogy; emphasize environment and

its protection, living in harmony within oneself and with

natural and social environment; promote peace, democratic way

of life, constitutional values of equality, justice, liberty,

fraternity and secularism, and caring values. In view of the

many-sided objectives of teacher education the evaluation

protocol needs to be comprehensive and provide due place for

the evaluation of attitudes, values, dispositions, habits and

hobbies, in addition to the conceptual and pedagogical aspects

through appropriate quantitative as well as qualitative

parameters.

Conclusion

            It is high time now to wear the thinking cap and

to think rationally about the Institute as a whole

irrespective of its affiliation whether it is Public or

Private. So it should be case to case basis instead of “One

Size Fits All” attitude. Such an education will ignite the

minds of young citizens which in turn will contribute towards

building of a healthy nation. In order to provide education to

these huge population of India privatization of education is

necessary. Also the quality of education that students get

from these private institutes are much higher in comparison to

that of the government institutes. Privatization of teacher

education programme has both good and bad. Good is that

because in pvt. Colleges of Teacher Education every faculty

have not a permanent authority. So, They teach their students

properly to got a better result. If they not, They can be

expelled out. And bad is that Pvt. Colleges has more fees

which is not affordable by every person. Privatization is

nothing but making our India back because not only rich people

but also lower class and middle class families also have

intelligent children and they want to study further in good

institutions but financial problems create much stress upon

them and students get a lot of stress and sometimes it make

them so desperate that they think to commit suicide thus who

lose the talent, our community, our country.

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