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Report of The Committee on Faculty Requirements & Qualifications for B.EI.Ed. and D.EI.Ed. Programmes. May,2014 National Council for Teacher Education Wing, II ,HansBhawan NewDelhi-ll0002 1
Report of
The Committee on Faculty Requirements
&
Qualifications for B.EI.Ed. and D.EI.Ed. Programmes.
May, 2014
National Council for Teacher EducationWing, II ,Hans Bhawan NewDelhi-ll0002
1
Preface
National Curriculum Framework 2005 and NCFTE 2009 have changed the focus fromteacher to the learner. Teacher role has been redefined as a facilitator to createconducive learning environment. Learner is in focus. In order to place the learner in thecenter, teacher education programs need to be reviewed and redesigned. Efforts havebeen directed towards this end with full endorsement by Justice Verma Commission.
The enabling recommendations of the Justice Verma Commission are beingoperationalized by a Committee with extremely limited grounding in education. TheNCTE constituted another more balanced Committee with due representation ofeducational professionals to workout qualifications for B.EI.Ed. and D.EI.Ed. program.
I express my deep appreciation to all Members of the Committee for makingcontribution in the best way they considered appropriate. I also appreciate the excellenthuman and infrastructural support provided to the Committee by NCTE which havebeen very helpful in completing the task within the specified deadline.
13th May, 2014
NK JangiraChairperson
2
Acknowledgements
The Committee places on record its grateful thanks to the following:
(i) The NCTE for providing support to the Committee in organizing meetingsand preparing the report.
(ii) Prof. Parvin Sinclair Director NCERT for Deputing Head, Department ofTeacher Education for presentation of Integrated Teacher EducationProgrammes in the Regional Institutions of Education.
(iii) Head, Department of Education, Delhi University for presentation ofB.EI.Ed Program.
(iv) Dr. Shrikant Chauhan, Under Secretary, and Ms. Kanika Dhillon, PersonalAssistant, NCTE for continuous support for completing the task.
3
B.A
B.Sc.
B.Ed.
B.EI.Ed.
CWSN
D.EI.Ed.
DIET
JVC
ICT
M.A.
M.Ed.
NCERT
NCF
NCFTE
NCTE
PWDA
NPE
NUEPA
RIE
RTE
TOR
List of Abbreviations and Acronyms
Bachelor of Arts
Bachelor of Science
Bachelor of Education
Bachelor of Elementary Education
Children with Special Needs
Diploma in Elementary Education
District Institute of Education and Training
Justice Verma Commission
Information and Communication Technology
Master of Arts
Master of Education
National Council of Educational Research and Training
National Curriculum Framework
National Curriculum Framework for Teacher Education
National Council for Teacher Education
Persons with Disability Act
National Policy on Education
National University of Educational Planning and Administration
Regional Institute of Education
Right of Children to Free and Compulsory Education Act
Terms of Reference
4
Contents• Preface.• Acknowledgements.• List of Abbreviations and Acronyms.
Chapter -1: The Committee Perspective
Chapter- 2: Issues and Concerns
Chapter -3: Professionalization of Teacher Educators: Centrality of M.Ed.
Chapter- 4: B.EI.Ed Faculty Requirements and Qualifications.
Chapter -5: D.EI.Ed Faculty Requirements and Qualifications.
Chapter -6: Recommendations.
Annexures:(i) Terms of Reference.(ii) Participation of Experts.
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Chapter -1
The Committee Perspective
The 33rd and 34th meeting of the Council held on 8th Nov, 2013 and 20th and 21stNov, 2013 decided to refer the matter to a Committee of Experts to work out the facultyrequirements for both B.EI.Ed and D.EI.Ed programmes. In pursuance of the abovedecision, a Committee was constituted with the following composition:
1. Prof. N.K. Jangira2. Prof. Poonam Batra3. Prof. S.K. Yadav4. Prof. Shyam Menon5. Prof. K. Subramanian6. Prof. Padma Sarangapani7. Prof. V.D. Bhatt8. Prof. Krishna Kumar9. Prof. Farida Khan10. Prof. Rajinder Singh
The Terms of Reference
ChairpersonMemberMemberMemberMemberMemberMemberMemberMemberMember
The Terms of Reference of the Committee is as follows:
"The Committee will work out faculty requirements and qualifications for B.EI.Ed.and D.EI.Ed. programmes and make its suggestions in tune with the presentscenario of teacher education in the country with reference to demand ofteachers and availability thereof'(Annexure-1).
Participation
Most of the Committee members participated in the meetings and the report wasprepared based on the deliberations in meetings and comments and observationsreceived from the members from time to time.
Methodology
The methodology involved the following:
Analysis of the TOR: The TOR was analyzed in the context of teachereducation scenario in the country keeping in view the recommendations ofJustice Verma Committee, especially recommendations No. 1,4,10 and 11( p.95-96).
6
Desk Study of the Documents: The Committee examined the Justice VermaCommission Report 2012, RTE Act 2009, PWD Act, NCF 2005, NCFTE 2009,Restructuring and Reorganization of Centrally Sponsored Scheme on TeacherEducation, Minutes of 33rd and 34th Council Meeting of the NCTE of November2013, norms and standards proposed by Prof. Poonam Batra Committee onB.EI.Ed. and D.EI.Ed. Programmes and the Bachelor of Elementary EducationProgram (B.EI.Ed. Review Report, July, 2013.
Meetings Conducted: Four meetings were conducted on 7th, 12 and 24th April,8th May, 2014 at NCTE Hqrs. to discuss various issues related to B.EI.Ed. andD.EI.Ed. programmes and formulated faculty requirements and qualifications forthese courses. The Minutes of all the four meetings were prepared based on thedeliberations of the meetings and circulated to all the members of the Committee.The Comments and observations received from the members who could notattend the meetings were considered by the Committee for preparing the report.The draft report for requirements and qualifications of B.EI.Ed. and D.EI.Ed.programs was also emailed to all the Members on 1ih April, 2014 and revisedone on 6th May, 2014. The final report is based on the deliberations of meetingon 8th May, 2014 and comments and observations received from the memberwho could not attend.
Presentation: Two leading institutions, namely, Delhi University (Central Instituteof Education) and NCERT (Department of Teacher Education) were invited tomake presentations on Four Year Integrated Courses to fine tune the report. Thestrength and weaknesses of these programs were discussed during thepresentations. The presentations were arranged to get a clear idea about thecontext of B.EI.Ed. program since knowledgeable persons regarding the programdid not participate in the meetings.
Observations from Stakeholders: The Communications received from thestakeholders by NCTE and its committees were also considered. Thepresentations, observations by the Members and interaction in the meeting wereimmensely helpful in finalizing the report. Opinion from B.EI.Ed. graduatesworking in govt. and non-govt. sectors was also sought.
********
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Chapter -2
Issues and Concerns
The faculty requirements and qualifications of B.EI.Ed. and D.EI.Ed. program can bespelt out in the context of curriculum/courses of studies but these were not available.Therefore it was decided to consider the faculty norms and standards for B.EI.Ed. andD.EI.Ed. courses provided as extracts from draft Poonam Batra Committee Report. Theissues and concerns emerged from the interactions in the meetings, observationsreceived from the members and presentations made by the two Institutions.
Operationalization of JVC recommendations: The Justice Verma Commissionrecommendations are accepted by MHRD and being implemented under thesupervision of Hon'ble Supreme Court of India. These enablingrecommendations are being translated in operational terms by the Expertprofessional with full grounding in education complimented by cross disciplineprofessionals.
Contextualization of proven TE models: The country has a vast diversityhaving variety of geographical, demographic and socio-cultural situations. Socalled single proven model is not the only alternative in a vast country like ourswith so varied contexts. For example, in North-Eastern states namely, Assam,Meghalaya, Tripura, Nagaland, Manipur, Sikkim, Arunachal Pradesh, there arefew Colleges which can serve as location for establishing integrated programslike B.EI.Ed. and meet the entire needs of training teachers. Such areas willcontinue to be deprived of trained teachers for long since the lag in trainingteachers is bound to rise. Therefore, the programs like D.EI.Ed. and B.Ed. needto be continued in stand-alone institutions as well in specific areas withincentivization to convert them into multi course institutions.
Scaling of proven innovative models: Scaling of models is a costly enterprise.One has to be very clear about the efficacy of proven models and phasing ofscaling to make optimal use of scarce resources. Another issue about scaling isthe criteria for selecting the proven model. In our country, innovative programs inlimited institutions in a small area lose their efficacy as they are scaled up. Thisresults in huge loss of resources. Cost efficiency studies could be an integral partof the model development program. B.E1.Ed. has been selected without definingthe criteria of efficacy. It appears that some competing models like 4 yearintegrated courses being run in Regional Institutes of Education, NCERT alsoneed to be considered.
Balance between education and liberal education: Striking a balancebetween full grounding in education discipline and liberal education professionalsis another debatable issue. Education is central in the broad base line and otherrelated disciplines revolve around the centrality of education. Education is to betreated as a discipline and should not be marginalized by other disciplines. In
8
faculty requirements and qualifications therefore, professionals with fullgrounding in education with Post Graduation degrees like Masters, M.Phil. andPh.D. should receive priority. The education professional background is to bepre-dominant in teacher education institutions in the cross discipline mix.Marginalization of education discipline needs to be avoided. Similarly, otherdiscipline professionals will be dominant in liberal courses while educationprofessional would compliment it. Teacher education for liberal discipline facultyis now emerging as significant area even in higher education globally.
Accountability for selection and scaling of proven model: Accountability forselection and scaling of proven model is an essential condition for optimalutilization of resources. Those who select proven model(s) of teacher educationfor scaling should be held accountable since large resources are expended in theenterprise. For example, questionable selection of the proven model in B.EI.Ed.During the last two decades, it could be implemented only in 8 colleges of DelhiUniversity. No other university in Delhi opted for this course. It was alsoattempted in RIE, Mysore under the leadership of the then Director, NCERT inthe year 2008-09 and 2009-10 and discontinued subsequently due to the lack ofopportunity to pursue post graduation in education and also in liberal disciplines.The content was found insufficient to teach in classes VI-VIII. Only 4 studentsopted for this course.
The above issues have been taken into account to work out requirements andqualifications for D.EI.Ed. and B.EI.Ed. faculty. Specific issues to the concernedprograms will also be spelt out in the chapters to follow.
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Chapter- 3
Professionalization of Teacher Educators; Centrality of M.Ed.
Most of the Members were of the view that M.Ed. degrees to be made essentialqualification for both B.EI.Ed. and D.EI.Ed. along with another Master's degree of anyother discipline to become a teacher educator. The synoptic viewpoints of the memberson this issue are given below:
"I agree with the formulation that the Committee has arrived at as regard thequalifications for the faculty positions for the two teacher education programmes.I am happy to learn that the Committee has kept M.Ed. as part of the essentialqualifications for the variable quality, and it is imperative that NCTE must ensurethat the requisite standards of quality is maintained in the curriculum structure ofthe M.Ed. program and the manner in which it is transacted. NCTE has alreadyput together a Committee to recommend curriculum revision of M.Ed. I amassociated with this Committee. This Committee is visualizing a longer and amuch more intense initial professional preparation for teacher educators throughthis curriculum revision."
Prof. Shyam Menon
"It is essential to retain M.Ed. as a route for becoming teacher educators. Thecurrent formulation has the danger of rendering the degree irrelevant. A directconsequence of this would be the cessation of enrolments in M.Ed. and nomotivation for states which do not have adequate M.Ed. courses from startingthem. The need to emphasize acquiring a higher degree in education must beemphasized. In states where there are not enough M.Eds, we may be required toget this degree within Three years of their appointment."
Prof. Padma Sarangapani
"The M.A.(Education) or M.Ed. degrees are valuable training grounds for thedevelopment of understanding of the discipline and due recognition must begiven that these can provide for specialization- students emerging with M.Ed. andM.A. (Education) degrees with specialization should be eligible to apply of therelevant teacher education position."
Prof. Padma Sarangapani
"While agreeing generally with the qualification of Master of Education for ateacher educator, I do believe that the existing program of M.Ed. needs toprepare teacher educators with diverse specializations. A post graduation in anyfoundation or cognate area is inappropriate since they are not designed with theobjective of preparing teacher educators, unlike in M.Ed. I am sure that theCommittee constituted by the NCTE on 2 year M.Ed. as per JVC would look intothe issue of restructuring M.Ed. for preparing quality teacher educators."
Prof. V,D. Bhat
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"For teacher educators, M.Ed. degree should be essential. If person withoutB.Ed. and M.Ed. degree is permitted to be teacher educators, how will they learnpedagogy to teach? The B.Ed. program has built-in school experience and inother disciplines there is no such provision."
Prof. Rajinder Singh
"We should not dilute the quality of teacher education programme. M.Ed. degreeto be made essential qualifications for teacher educators including D.EI.Ed. andB.EI.Ed. programmes. Besides, the innovative programmes should also beencouraged."
Prof. S.K Yadav
"Here too we need to think of how to reduce the double Master's requirement.Which Master's do we consider to be essential- the subject area or education? Inmy view, we could allow either. For example, for mathematics pedagogy, itwould be sufficient to have a Bachelor's level degree in mathematics/appliedmathematics/physics combined with a Master's level program in education withspecialized courses in mathematics education at least to the extent of three one-semester courses. The mathematics education courses are more important thanadditional qualifications in mathematics as usually offered at Universities."
Por. K. Subramaniam
"Master's degree is a subject relevant to teacher education and at least onedegree in Education at any level may be considered as being sufficient foreligibility for recruitment of faculty."
Prof. Krishna Kumar
"Education is not a separate discipline. It is an area of study based on differentdisciplines. Therefore, candidate without B.Ed. and M.Ed. degree should bemade eligible as teacher educators."
Prof. Farida Khan
"The NCTE would need to develop broad based norms for qualification of teachereducators to enable induction of persons with post graduation degrees ineducation science, social sciences, languages and mathematics, along with aprofessional degree in teacher education or a research degree in education, asteacher educators. JVC also shown concern that M.Ed. degree holder are less innumbers. Therefore, candidate without M.Ed. should be permitted."
Prof. Poonam Batra
The above discussion reveals that B.Ed and M.Ed. qualifications are to be madeessential to become teacher educator at the B.EI.Ed. and D.EI.Ed. program. If thecandidates without B.Ed. are permitted, they will be without school experience and willbe deprived of the opportunity to practice pedagogy. There is a little evidence to reducethe M.Ed. qualifications for becoming teacher educators. The recommendations ofJustice Verma Committee are enabling that can be translated into action by the Experts.
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Therefore, M.Ed. degree will assume centrality for becoming professional teachereducators and ground reality also support this argument. The area where there are alarge number of untrained teachers, they may be permitted to complete M.Ed. degreewithin some specified period of three years and the norms should be relaxed in theseareas.
It also appears from the quotes cited on page 10-11 that most of the members werevery positive about the relevance of M.Ed for teacher educator but some membersseems to be inconsistent in their observations and argumentations. Therefore, facultyrequirements and qualification of B.EI.Ed. and D.EI.Ed. in chapter 4 and 5 have beenworked out within centrality of M.Ed.
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Chapter- 4
B.EI.Ed Faculty Requirements and Qualifications
The Bachelor of Elementary Education(B.EI.Ed.), an innovative venture, was initiated in1994. It was reviewed internally in 1996,1998 and 2012. The earlier two review reportswere not available. It is not clear whether the suggested structural and course changesresulted in course revision or not. As the B.EI.Ed. curriculum was not revised accordingto NCFTE 2009, the current B.EI.Ed. course of studies was considered for therequirements and qualifications of B.EI.Ed. program.
The internal review report of 2012 however is available as public document. Analyticstudy of the document, presentation of the B.EI.Ed. program by the Department ofEducation, Delhi University and interaction with B.EI.Ed. graduates indicated thefollowing:
• This is the only longer duration integrated 4 year course at the elementary stagein Delhi University.
• It is interdisciplinary course involving both liberal and professional educationcourses.
• Liberal arts and science faculty acts as cooperative faculty to cover liberalcourses while education courses are provided by the Faculty of Education. Thereis an attempt to harness knowledge and skills from both type of faculty.
• The internal review (2012), however points to the following areas of concern:The course is limited to only 8 colleges of Delhi University. Theexperience and efficacy outside Delhi is yet to be established. Even inDelhi the course has not made inroad in other colleges and universities.There are some omissions for example the issue of inclusion, specialeducation for children with disability is very inadequate and needs tobe strengthen (p 7) along with computer education. ICT as such doesnot find a place in the courses.Psychological labeling is positioned away from the child (p 8).Literacy should have more space in the course implying, thereby, thatthis important area had been neglected for long (p 11).Lack of dialogue among faculty ends in negative feedback by teachereducators (p 12).
- Vertical linkage with liberal post graduate courses in social sciences isavailable mostly in Delhi University and a couple of other universities.But in science education this opportunity is not available even in DelhiUniversity due to low weightage in B.EI.Ed. science courses {200
13
marks against the required 300 marks} (p 27). B.EI.Ed. graduates arealso not considered eligible in M.Ed. course in most of the universities.Innovative school project is not being implemented in almost allcolleges (p 24).In science courses where two or more faculty are teaching they areteaching without connections (p 27).
• The linguistic course was not considered relevant to language acquisitioncourses in the B.EI.Ed. program.
• B.EI.Ed. graduates found NCERT books difficult to transact. Is it a reflection onNCERT text books or the responsiveness of the B.EI.Ed. course which has notbeen revised in the light of NCFTE 2009.
• Many of the B.EI.Ed. graduates will become school heads after completing thecourse. The prevalent course does not have a leadership impact.
• Since the curriculum and syllabus of B.EI.Ed. was developed during 1994, twodecades ago, still it is not sure how and when this course will be revised in thelight of NCFTE 2009. It is strongly felt that the course is yet evolving as aninnovation. Caution therefore needs to be taken in scaling up this innovation tillthe course stabilizes in order to avoid loss of scant resources.
• Internal review of B.EI.Ed. program was undertaken. It would have been betterto built in evaluation, both internal and external, to make it more transparent andauthentic. Still there is time to supplement the internal review with third partyreview.
• After doing this course, B.EI.Ed. graduates are appointed as primary teachersnot as trained graduate teachers. For upward mobility, they are forced toundergo B.Ed. Programme again and post graduation degree. The studentsseeking admission are not aware of this fact because this is not explicitly statedin prospectus of the course.
• The liberal courses are transacted by subject faculty of the college who havereservation due to lack of motivation in this course. The quality thereforeremains a question mark.
• The duration of B.EI.Ed. is four years in three years under graduate program ofthe university. It implies an additional year to the regular liberal undergraduateprogram. What is going to be the duration of B.EI.Ed. program in 4 year undergraduate program of Delhi University. Will the B.EI.Ed. program now be of 4 or5 years? This question remains unanswered. This has implications for facultyrequirements.
The above points have emerged from the internal review report 2012 and presentationswhich forms the context of the course specified in the TOR.
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Proposed Requirements and Qualifications of B.EI.Ed. and D.EI.Ed. program
The details of courses alongwith faculty requirements and qualifications have beengiven below as per areas specified in Table- 1 (NCFTE, p 43). The areas arefoundation of education (learner studies, contemporary studies, educational studies)and curriculum and pedagogy (curriculum studies, pedagogic studies, assessmentand evaluation studies). Master degree in education is considered an essentialdegree for this course of teacher education.
Academic Faculty Full-Time'
Co-operative Faculty (Liberal Artsand Sciences, Physical Education)2
Specialized Faculty (Resource Professionalsfrom outside the University System) 3
12
02
01
For an intake of 35 students per unit, the Faculty-Student Ratio for a four yearprogramme shall be 1:10
Additional intake, if desired, shall be in multiples of thirty-five students. The number offull time faculty shall increase proportionately as per the norms indicated above.Additional faculty shall be appointed by the College/Institute subject to the provisionsthat the faculty requirements for the subject areas mentioned below are fulfilled.
The following table stipulates norms with regard to the minimum number andqualifications of faculty and the course areas to be taught:
I The Head of the Department /Faculty-in-charge shall be from within the Faculty of Education the basis of seniorityand rotation as per norms of the concerned University.2 Equivalent to two full time faculty.
3 Equivalent to one full time faculty.
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Table 4.1: Profiles of Facult)' Required for tbe n.EI.Ed. Programme
Area Post No. of. Essential Desirable: Course Areaspost(s) Qualification Qualifications,
Special Interestsand DemonstratedExperience
Foundation Learner One Post-Graduate degree Ph.D(Education) Child Development;Courses Studies in Psychology with Cognition and
developmental Learning; Relatedpsychology/Child Practicum DiversityDevelopment/Human including caste,Development gender, social class,Childhood Studies religion, community,IEducational language. region.psychology/ Special Inclusion andEducation and M.EdI SchoolingM.A.(Edn.)
Contemporary One Post -Graduate degree Ph.D(Education) Core Social Science;Studies in Social Sciences Contemporary India;
with sociology/social Diversity includingtheory/development caste, gender, socialstudies/political class, religion.economy /political community,and economic language. region,systems/philosophy of Inclusion andsocial sciences) and SchoolingM.Ed/ M.A.(Edn.)
Pedagogy Language One Post-Graduate degree Ph.D(Education) Language across theCourses Pedagogy in English! Curriculum;
Comparative Pedagogy ofLiterature and M.Ed. Language; Related
Practicum
One Ph.D(Education) Language across thePost-Graduate degree Curriculum;in Regional Language Pedagogy ofandM.Ed. Language; Related
Practicum
16
Table 4.1: Profiles of Faculty Required for the B.EI.Ed. Programme
Area Post No. of Essential Desirable: Course Areaspost(s) Qualification Qualifications.
Special Interestsand DemonstratedExperience
Social Science One Post.Graduate degree Ph.D(Education) Pedagogy ofPedagogy in Social Sciences Environmental
(History/ Political Studies; pedagogy ofScience /Geography) Social Science;andM.Ed.
Diversity includingcaste, gender. socialclass, religion.community,
language, region,Inclusion andSchooling
Science One Post Graduate degree Ph.D(Education) Core Natural Science;Pedagogy in Physical Sciences Pedagogy of
and M.Ed. Environmental
Studies; RelatedPracticum
Post-Graduate degree Core Natural Science;
Onein Life Sciences
Ph.D(Education) Pedagogy of NaturalEnvironmental Science RelatedScience and M.Ed Practicum
Mathematics Two Post-Graduate degree Ph.D(Education) Core Mathematics;Pedagogy in Mathematics and Logico- Mathematics;
M.Ed Pedagogy ofMathematics; RelatedPracticum;
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Table ~.I: Profiles of Faculty Required for the B.EI.Ed. Programme
Area Post No. of Essential Desirable: Course Areaspost(s) Qualification Qualifications,
Special Interestsand DemonstratedExperience
Educational Two M.EdlM.A. Ph.D(Education) Basic Concepts inStudies (Education) Education;
Curriculum andAssessment, Studies;School Planning andManagement; Genderand Schooling
Qualifications and Experience of Co-operative Faculty and Specialised Faculty
Optional Courses in Cooperative Post-Graduate Inter-d isci plinary Courses offered inCourses Liberal Arts Faculty degree in the perspectives Liberal Arts and
and Sciences4 relevant subject and Sciencesas per norms of theconcernedUniversity
Practicum Theatre Guest Certificate in Capacity to use Performing and(these would Creative Drama! theatre for self. Fine Arts; Theatrebe specialised Theatre in development and in in Educationresource Education and a Educationpersonnel minimumfrom outside experience of 2the yearsInstitution)
Craft Guest Certificate in Skills Skill in craft making Craft, Participatoryof craft/art and a and capacity to train Workminimum in groupsexperience of2years
4 Liberal Option Courses include the following: English. Hindi. Mathematics. Physics. Chemistry. Biology. History. PoliticalScience. Geography, Economics. A college shall ofTera minimum of four Liberal Options for a given batch. The faculty wouldbe dra\\TIfrom cooperating depanments of the Collegellnstitution.
18
Table 4.1: I'rofiles of Faculty Required for the B.EI.Ed. Programme
Area Post No. of Essential Desirable: Course Areaspost(s) Qualificatiou Qualifications,
Special Interestsand DemonstratedExperience
Self. Guest Certificate in Ability to conduct Self. DevelopmentDevelopmentS Counseling workshops in Workshops
Practice/Experience personal growthof work with /counselingcommunity for aminimum period of2 years
Physical Cooperative Master Degree in Capaci ty to integrate Physical EducationFaculty Physical Education varying forms of
Education and as per nOnTIS of Physical movements,the concerned games and playUniversity
Special Cooperative Master Degree in Ph.D. (Special Curriculum andEducation* IGuest Special Education Education) Assessment
accommodatingCWSN
*Equivalent to one faculty
Note: It is essential for a candidate to have obtained at least 55% in the Post Graduate degrees to be eligible for afaculty position.
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5 The self-development resource person would work in tandem with Faculty in Psychology
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Chapter - 5
D.EI.Ed Faculty Requirements and Qualifications
The primary teacher education programs with different nomenclature were beingorganized by Gov!. and non Govt. agencies prior to NPE 1986. The NPErecommended the establishment of DIETs with 2 year Diploma in Education forpreparing the elementary teachers. The norms and standards with qualifications andrequirements were specified in the DIET guidelines. At present about 600 DIETs areoperational besides other institutions. Many studies were conducted to assessimplementation of D.EI.Ed. program. NCERT and NUEPA also conducted studies onfunctions of DIETs. These studies revealed that DIET guidelines were not fully followedby different State Govts. Even the qualifications of faculty were also not followed.Therefore, most of the members of the Committee were of opinion that M.Ed. shouldbe the essential qualification for improving the quality of D.EI.Ed. program as has beensuggested in B.EI.Ed. in the box in the previous chapter.
Proposed Requirements and Qualifications of B.EI.Ed. and D.EI.Ed. program
The D.EI.Ed. faculty requirements and qualifications have been proposed in the light ofNCFTE 2009, as has been recommended in JVC (Recommendation NO.5 p. 95). Thedetails of courses alongwith faculty requirements and qualifications have been givenbelow as per areas specified in Table- 1 (NCFTE, p 43). The areas are foundation ofeducation (learner studies, contemporary studies, educational studies) and curriculumand pedagogy (curriculum studies, pedagogic studies, assessment and evaluationstudies). Master degree in education (M.Ed.) is considered an essential degree for thiscourse of teacher education.
Academic Faculty Full-Time 12
For an intake of up to two units, the faculty-student ratio for a two year programme shallbe 1:15, Guest faculty in areas not covered like special education to be used.
Additional intake, if desired, shall be in multiples of thirty-five students. The number of fulltime faculty shall increase by four (as per needs and requirements of the Programme)and proportionately thereafter, as per norms indicated above. Additional faculty shall beappointed by the Teacher Education Institute subject to the provisions that the facultyrequirements for below mentioned subject areas are fulfilled.
The following table stipulates norms with regard to the minimum number andqualifications of faculty and the course areas to be taught:
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The principal/head of the D.EI.Ed. institution will be with Postgraduate degree inEducation(M.Ed. and Ph.D.). Head of the education institution/principal should be fromthe discipline of education just like the practice in engineering, medical and lawinstitutions.
Table 5.1: Profiles of Faculty Required for the D.EI.Ed. Programme
Area/ Nature Post No. of No. of Essential Qualification Desirable: Courseof Post(s) fo Post(s) fo Qualifications, AreasAppointmen intake of intake of Special
35 70 Interests andstudents students Demonstrated
Experience
Principal One One MNM.Sc and M.Ed / Ph.D.M.A.(Edn.) Experience: I
HOD years of teaching Iresearch ( Education)
experience of which atleast 5 years of teaching inElementary TeacherEducation Institute.
Foundation Leamer Studies One One Post.Graduate degree in Ph.D.( Childhood.Courses Psychology with Education) Child and
developmentalpsychology/Educational AdolescentPsychology/Child
DevelopmDevelopment /HumanDevelopmentiCh iIdhood ent
Studies/Special Educationand M.EdI M.A.(Edn.)
Contemporary One One Post-Graduate degree in Ph.D. TeacherSocial Science (with (Education)
and LearnerStudies sociology/ social theory/development in Society;studies/political economy/ Diversity,sociology of Gender andeducation/political and InclusionM.Ed
Curriculum One One Post.Graduate degree in Ph.D. Aims ofStudies and Social (Education) Education,Educational Knowledge
It is essential for a candidate to have obtained at least 55% in the Post Graduate degrees to be eligible for a facultyposition.
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Table 5.1: Profiles of Faculty Required for the D.E1.Ed. Programme
Areal Nature Post No. of No. of Essential Qualification6 Desirable: Courseof Post(s) fo Post(s) fo Qualifications, AreasAppointmen intake of intake of Special
35 70 Interests andstudents students Demonstrated
Experience
Studies Sciences/Languages/ and Values;Curriculum
Humanities/Sciences and Studies;M.Ed Perspecti yes
and Practiceof LearnerAssessment
Language Pedagogy, Two Two (i) Post-Graduate degree i Ph.D. LanguageLanguage Proficienc English and M.Ed (Education) Proficiency
Pedagogy Courses (Regional & andStudies English languages) Communica
(ii) Post.Graduate degreeion;Pedagogicin Regional Language andStudies in
M.EdLanguage
Pedagogy of Social One One Post-Graduate degree in Ph.D. PedagogicScience and History/Political Science (Education) Studies inEnvironmental /Geography and M.Ed SocialScience/Studies Sciences
Pedagogy of Science One One Post-Graduate degree in PhD. PedagogicLife Sciences/Physical (Education) Studies inSciences/Environmental ScienceSciences and M.Ed
Mathematics One Two Post.Graduate degree in Ph.D. PedagogicPedagogy Mathematics and M.Ed (Education) Studies in
Mathematic
Specialised Self-Development One One Post Graduate Degree Demonstrable Developingand \Vork and in Social work ability to the selfand
Areas Education conduct aspirations(appointmen as a teacher,of faculty ca workshops inbe part time) personal growth Work and
and skills in am
22
•
Table 5.1: Profiles of Faculty Required for Ibe D.EI.Ed. Programme
Area/ Nalure Posl No. of No. of Essential Qualificationb Desirable: Courseof Posl(s) fo Posl(s) fo Qualifications, AreasAppoinlmen intake of inlake of Special
35 70 Interests andstudents students Demonstrated
Experience
one area of Educationwork andeducation
Theatre. Art and Cra One One Degree in Creative Capacity to Theatre,Drama! Theatre in use theatre for Fine Arts.Education and a self. Craftminimum experience of development2 years and in
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23
Chapter -6
Recommendations
• The M.Ed. degree should assume centrality of teacher educator qualification.The proposed requirements and qualifications of B.EI.Ed. and D.EI.Ed. programsshould be revised and implemented as specified in Chapter 4 and 5. Similarexercise of working out requirements and qualifications for other teachereducation programs (for example RIEs, NCERT) should also be undertaken.
• All teacher education courses should be revised in the light of NCFTE 2009 andas recommended in JVC report.
• The leadership course should be introduced in the B.EI.Ed. and DEI.Ed. coursesto meet the needs of elementary school heads.
• The NCTE should take effective measures to enforce norms and standards aboutfaculty requirements and qualifications in all institutions to arrest decline in thequality of teacher education.
• The country has a vast diversity having variety of geographical, demographic andsocio-cultural situations. So called single proven model is not the only alternativein a vast country like ours with so varied contexts. Therefore, the programs likeD.EI.Ed. and BEd. need to be continued in stand-alone institutions to meet theacute shortage of trained teachers and also achieve the goals of RTE.
• Education is central in the broad base line and other related disciplines revolvearound the centrality of education. Education is to be treated as a discipline andshould not be down sized by other disciplines in the teacher education program.In faculty requirements and qualifications therefore, professionals in fullgrounding in education with degrees like M.Ed., M.Phil. and Ph.D. should receivepriority. The education professional background is to be pre-dominant in teachereducation institutions in the cross discipline mix.
• Accountability for selection and scaling of proven model is an essential conditionfor optimal utilization of resources. Those who select proven model(s) of teachereducation for scaling should be held accountable since large resources areexpended in the enterprise. Criteria for selecting courses for up scaling shouldbe defined to ensure transparency and authenticity.
• Self promotion should be discouraged. Selected universities, departments andinstitutions should not be specified except as example in national norms.Especially in the absence of research base. It promotes bias.
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Annexure - 2
Participation in Committee Meetings
Participation in Meetings
1. Prof. N.K. Jangira,{Former Head and Dean(C), DTTE, NCERT},5, Park View Apartments, Sector - 15, Part II, Gurgaon
2. Prof. Krishan Kumar,Faculty of Education, University of Delhi
3. Prof. Farida Khan68, Friends Colony, New Delhi
4. Prof. S.K. Yadav,{Former Professor and Head, Department of Teacher Education, NCERT},House No. 70, Sector - 15, Part 1, Gurgaon,
5. Prof. Rajinder Singh,Dept!. of Education, Kurukshetra University,Kurukshetra, Haryana.
6. Prof. V.D. Bhatt,Regional Institute of Education, Mansagangotri, Mysore
7. Prof. Poonam Batra,Faculty of Education, University of Delhi, Delhi
8. Prof. Shyam Menon,Vice-Chancellor, Dr. B.R. Ambedkar University,Lothian Khan, Kashmeri Gate, Delhi
9. Dr. K. Subramanian,Homi Bhabha Centre for Science Education,Tata Institute of Fundamental Research, V.N. Purav Marg, Mankhurd, Mumbai
10. Prof. Padma Sarangpani,Institute for Social and Economic Change,Dr. V.K.R.V. Rao Road, Nagarbhavi, Bangalore
Presentation
1. Prof. Rama Mathew, Head, Department of Education, Delhi University2. Prof. Shobha Sinha, CIE, Delhi University3. Prof. B.P. Bhardwaj, Head, Department of Teacher Education, NCERT
