The Government of India established the National Council for Teacher Education (NCTE) in 1973 as an advisory body to the government at the Center and the State on issues pertaining to teacher education. But, in 1986, the government drafted a National Policy on Education (NPE), which emphasized the importance of establishing a statutory body to oversee teacher education in the nation as an initial step toward creating quality teaching experts in the country. The National Council for Teacher Education (NCTE) was granted the status of a statutory body on August 17, 1995, in accordance with the National Council for Teacher Education Act, 1993.
When it comes to understanding the functions of the National Council for Teacher Education it is essential to know that NCTE establishes norms and standards for teacher education ranging from pre-school to post-graduate level teacher education. Aside from that, the council plans to collaborate and enforce novel methods of teacher education. For the efficient conduct of its responsibilities, the Council has its headquarters in New Delhi and four Regional Committees in Bangalore, Bhopal, Bhubaneshwar, and Jaipur. A Chairperson leads the NCTE, and the Regional Committee of NCTE is led by the committee's Regional Director. The NCTE also contributes to the Government of India's goal of achieving planned and organized advancement of the teacher education system all through the nation.
What are the Objectives of NCTE
It is the main organization that actively contributes to the evolution of teacher education. In addition, it is essential for the creation of the education system and the assessment of the teacher's education system. Besides this, it develops and establishes the standard norms for infrastructure development as well as the minimum qualification needed to become a teacher in schools and colleges.
The primary objective of NCTE is to accomplish planned and organized advancement of the teacher education system all across the country, as well as the regulation and right and efficient maintenance of norms and standards in the teacher education system, and for other matters related thereto. Some other objectives of the National Council for Teacher Education are:-
- Teachers' education should be established and coordinated uniformly across the country.
- It also enables easy regulation of the plans and maintains the norms and vital standards in teacher education.
- To consider applications for recognition from institutions planning to offer a teacher education training course.
- This allows training individual teachers for the pre-primary, primary, secondary, and senior secondary levels of education.
- In addition, for teaching part-time education, adult education, non-formal education, and students pursuing education through distance education.
- To consider applications from established recognized institutions for permission to begin any new teacher education program.
- To identify potential cooperation and synergy among educators and CRC/BRC staff in order to sustain teacher support.
- To identify the key steps required to build and strengthen teachers' capacity. This ultimately improves and develops the classroom transaction.
Functions of NCTE
Certain functions are performed by NCTE with the goal of achieving planned and organized advancement of the teacher education system all through the nation, such as:-
- NCTE conducts studies and surveys on teacher education at specific times and in specific situations and reports the results.
- Prior to implementing plans and fine-tuning the program of teacher education. The NCTE seeks permission from the central and state governments, as well as other recognized Indian authorities.
- Offer suggestions to the central and state governments, universities, the UGC, and its recognition institutes on the development of teacher education plans and programs.
- It also establishes and specifies the minimum educational requirements for becoming a teacher in schools, colleges, and other recognized institutions throughout the country.
- It also provides standard guidelines for admission, schemes, courses, and training via an examination process.
- It verifies, analyses, and investigates the guidelines. If there is room for improvement, it will be implemented.
- Specifies the minimum eligibility requirements for admission to any specified category of courses or training in teacher education, as well as the method of candidate selection, duration of the course, course contents, and mode of the curriculum.
- Establishes instructions for compliance by recognized institutions, the start of new courses or training, the provision of physical and instructional facilities, the staffing pattern, and the qualification of staff.
NCTE Organizational Structure
The National Council for Teacher Education comprises of the following bodies for the efficient performance of the functions:-
- The head of the council.
- The Executive Committee - The committee is responsible for ensuring that the norms and standard guidelines are followed.
- The Regional Committee - The committee is in charge of putting the rules into action in the four regions, or on the ground.
- The Appeal Committee - If some norms are not working properly, this committee gives or sends the necessary information to the council.
- The Inspection Committee - Here is the committee that inspects whether or not the norms and guidelines are being followed correctly, as well as whether or not there is any problem encountered by the teacher during the training or program, as well as whether or not there is any requirement of the things in the program.
- The Visiting Committee - Finally, the committee visits all teacher education training or programs to see if everything is going well or not.
Educating all the students well requires the teachers to not only have the necessary skills and knowledge to perform their duties but also that they take accountability for ensuring that all children achieve high levels of learning and act appropriately, which is why teacher education is critical. The National Council for Teacher Education is critical to achieving planned and organized development of the teacher education system throughout the nation, as well as to improve the standard and functioning of teacher education.
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