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 Programme of Action thereunder, 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 (No. 73 of 1993) on the 17th August,1995.
The main objective of the NCTE is to achieve planned and coordinated development of the teacher education system throughout the country, the regulation and proper maintenance of Norms and Standards in the teacher education system and for matters connected therewith. The mandate given to the NCTE is very broad and covers the whole gamut of teacher education programmes including research and training of persons for equipping them to teach at pre-primary, primary, secondary and senior secondary stages in schools, and non-formal education, part-time education, adult education and distance (correspondence) education courses.
Functions of Council
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 thereof;
- make recommendations to the Central and State Government, Universities, University Grants Commission and recognised institutions in the matter of preparation of suitable plans and programmes 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 recognised 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 recognised 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 recognised 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 suitably advise the recognised institution;
- evolve suitable performance appraisal system, norms and mechanism for enforcing accountability on recognised institutions;
- formulate schemes for various levels of teacher education and identify recognised institutions and set up new institutions for teacher development programmes;
- take all necessary steps to prevent commercialisation of teacher education; and
- perform such other functions as may be entrusted to it by the Central Government.
Programmes Recognised by NCTE
NCTE notified revised Regulations and Norms and Standards on November 28, 2014 for the following Teacher Education Programmes:
- 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 programme through Open and Distance Learning System leading to Diploma in Elementary Education (D.El.Ed.).
- Bachelor of education programme through Open and Distance Learning System leading to Bachelor of Education (B.Ed.) degree.
- Diploma in arts education (Visual Arts) programme leading to Diploma in Arts Education (Visual Arts).
- Diploma in arts education (Performing Arts) programme leading to Diploma in Arts Education (Performing Arts).
- 4-year Integrated programme leading to B.A.B.Ed./B.Sc.B.Ed. degree.
- Bachelor of education programme 3-year (Part Time) leading to Bachelor of Education (B.Ed) degree.
- 3-year Integrated programme leading to B.Ed., M.Ed (Integrated) degree.
NCTE Regulations 2014: Highlights
NCTE completed and notified the revised Regulations 2014, along with Norms and Standards for 15 programmes on November 28, 2014 under Government of India Gazette Notification No.346 (F.No. 51-1/2014/NCTE/N&S) by following the recommendations of the Justice Verma Commission (JVC) appointed by the Government at the instance of the Hon’ble Supreme Court of India. The JVC had suggested wide range reforms in Teacher Education which the new Regulations 2014 have addressed. The new Regulations are an outcome of wider consultations with stakeholders undertaken by NCTE.
The important highlights of Regulations 2014 are as under:
- A wide basket with 15 programmes is on offer, recognising for the first time three new programmes – 4-year B.A/B.Sc.B.Ed., 3-year B.Ed. (Part-time), and 3-year B.Ed.-M.Ed. programme.
- The duration of three programmes – B.Ed., B.P.Ed., M.Ed. – has been increased to two years, providing more professional rigour and at par with best international standards.
- Henceforth, in place of stand-alone institutions, teacher education shall be established in composite institutions (multi-disciplinary or multi-teacher education programmes).
- Each programme curriculum comprises three components – theory, practicum, internship; and at least 25% of the programme is developed to school-based activities and internship.
- ICT, Yoga Education, Gender and Disability/Inclusive Education are integral part of each programme curriculum.
- More integrated teacher education programmes are encouraged.
- The teacher educator M.Ed. Degree comes with specialization in either Elementary Education or in Secondary/Senior Secondary Education.
- Open and Distance Learning (ODL) has become more rigorous with built-in quality assurance mechanisms.
- In-service teachers have more option to acquire higher TE qualifications—DElEd (ODL), B.Ed. (ODL), B.Ed. (Part-Time).
- NOC from affiliating university/body is mandatory while making an application.
- Provision of application, payment of fees, visiting team reports, etc. online. Centralized computerized visiting team for transparent use by both HQs and Regional Committees for inspection/monitoring.
- Each teacher education institution to have compulsory accreditation in every 5 years from an accrediting agency recognized by NCTE. (An MoU has already been signed with NAAC in this regard).