NEP 2020 , Part II, HIGHER EDUCATION, Teacher Education

15. Teacher Education

15.1. Teacher education is vital in creating a pool of schoolteachers that will shape the next generation. Teacher preparation is an activity that requires multidisciplinary perspectives and knowledge, formation of dispositions and values, and development of practice under the best mentors. Teachers must be grounded in Indian values, languages, knowledge, ethos, and traditions including tribal traditions, while also being well-versed in the latest advances in education and pedagogy.

15.2. According to the Justice J. S. Verma Commission (2012) constituted by the Supreme Court, a majority of stand-alone TEIs - over 10,000 in number are not even attempting serious teacher education but are essentially selling degrees for a price. Regulatory efforts so far have neither been able to curb the malpractices in the system, nor enforce basic standards for quality, and in fact have had the negative effect of curbing the growth of excellence and innovation in the sector. The sector and its regulatory system are, therefore, in urgent need of revitalization through radical action, in order to raise standards and restore integrity, credibility, efficacy, and high quality to the teacher education system.

15.3. In order to improve and reach the levels of integrity and credibility required to restore the prestige of the teaching profession, the Regulatory System shall be empowered to take stringent action against substandard and dysfunctional teacher education institutions (TEIs) that do not meet basic educational criteria, after giving one year for remedy of the breaches. By 2030, only educationally sound, multidisciplinary, and integrated teacher education programmes shall be in force.

15.4. As teacher education requires multidisciplinary inputs, and education in high-quality content as well as pedagogy, all teacher education programmes must be conducted within composite multidisciplinary institutions. To this end, all multidisciplinary universities and colleges - will aim to establish, education departments which, besides carrying out cutting-edge research in various aspects of education, will also run B.Ed. programmes, in collaboration with other departments such as psychology, philosophy, sociology, neuroscience, Indian languages, arts, music, history, literature, physical education, science and mathematics. Moreover, all stand-alone TEIs will be required to convert to multidisciplinary institutions by 2030, since they will have to offer the 4-year integrated teacher preparation programme.

15.5. The 4-year integrated B.Ed. offered by such multidisciplinary HEIs will, by 2030, become the minimal degree qualification for school teachers. The 4-year integrated B.Ed. will be a dual-major holistic Bachelor’s degree, in Education as well as a specialized subject such as a language, history, music, mathematics, computer science, chemistry, economics, art, physical education, etc. Beyond

the teaching of cutting-edge pedagogy, the teacher education will include grounding in sociology, history, science, psychology, early childhood care and education, foundational literacy and numeracy, knowledge of India and its values/ethos/art/traditions, and more. The HEI offering the 4-year integrated B.Ed. may also run a 2-year B.Ed., for students who have already received a Bachelor’s degree in a specialized subject. A 1-year B.Ed. may also be offered for candidates who have received a 4-year undergraduate degree in a specialized subject. Scholarships for meritorious students will be established for the purpose of attracting outstanding candidates to the 4-year, 2-year, and 1-year B.Ed. programmes.

15.6. HEIs offering teacher education programmes will ensure the availability of a range of experts in education and related disciplines as well as specialized subjects. Each higher education institution will have a network of government and private schools to work closely with, where potential teachers will student-teach along with participating in other activities such as community service, adult and vocational education, etc.

15.7. In order to maintain uniform standards for teacher education, the admission to pre-service teacher preparation programmes shall be through suitable subject and aptitude tests conducted by the National Testing Agency, and shall be standardized keeping in view the linguistic and cultural diversity of the country.

15.8. The faculty profile in Departments of Education will necessarily aim to be diverse and but teaching/field/research experience will be highly valued. Faculty with training in areas of social sciences that are directly relevant to school education e.g., psychology, child development, linguistics, sociology, philosophy, economics, and political science as well as from science education, mathematics education, social science education, and language education programmes will be attracted and retained in teacher education institutions, to strengthen multidisciplinary education of teachers and provide rigour in conceptual development.

15.9. All fresh Ph.D. entrants, irrespective of discipline, will be required to take credit-based courses in teaching/education/pedagogy/writing related to their chosen Ph.D subject during their doctoral training period. Exposure to pedagogical practices, designing curriculum, credible evaluation systems, communication, and so on will be ensured since many research scholars will go on to become faculty or public representatives/communicators of their chosen disciplines. Ph.D students will also have a minimum number of hours of actual teaching experience gathered through teaching assistantships and other means. Ph.D. programmes at universities around the country will be re-oriented for this purpose.

15.10. In-service continuous professional development for college and university teachers will continue through the existing institutional arrangements and ongoing initiatives; these will be strengthened and substantially expanded to meet the needs of enriched teaching-learning processes for quality education. The use of technology platforms such as SWAYAM/DIKSHA for online training of teachers will be encouraged, so that standardized training programmes can be administered to large numbers of teachers within a short span of time.

15.11. A National Mission for Mentoring shall be established, with a large pool of outstanding senior/retired faculty – including those with the ability to teach in Indian languages – who would be willing to provide short and long-term mentoring/professional support to university/college teachers.

English Link

• NatNational Education Policy 2020ional 
• NEP 2020 ,Part I. SCHOOL EDUCATION
• NEP 2020 ,Part I. Curriculum and Pedagogy in Schools: Learning Should be Holistic, Integrated, Enjoyable, and Engaging
• NEP 2020 ,Part I. Teachers
• NEP 2020 ,Part I, Equitable and Inclusive Education: Learning for All
• NEP 2020 ,Part I, Efficient Resourcing and Effective Governance through School Complexes/Clusters
• NEP 2020 ,Part I,  Standard-setting and Accreditation for School Education
• NEP 2020 , Part II, HIGHER EDUCATION
• NEP 2020 , Part II,  HIGHER EDUCATION, Institutional Restructuring and Consolidation
• NEP 2020 , Part II,  HIGHER EDUCATION, Towards a More Holistic and Multidisciplinary Education
• NEP 2020 , Part II,  HIGHER EDUCATION, Optimal Learning Environments and Support for Students
• NEP 2020 , Part II,  HIGHER EDUCATION, Motivated, Energized, and Capable Faculty
• NEP 2020 , Part II,  HIGHER EDUCATION, Equity and Inclusion in Higher Education
• NEP 2020 , Part II, HIGHER EDUCATION, Teacher Education
• NEP 2020 , Part II,  HIGHER EDUCATION, Reimagining Vocational Education
• NEP 2020 , Part II,  HIGHER EDUCATION,  Catalysing Quality Academic Research in All Fields through a new National Research Foundation
• NEP 2020 , Part II,  HIGHER EDUCATION, Transforming the Regulatory System of Higher Education
• NEP 2020 , Part II,  HIGHER EDUCATION,  Effective Governance and Leadership for Higher Education Institutions
• NEP 2020, Part III, OTHER KEY AREAS OF FOCUS
• NEP 2020, Part III, Adult Education and Lifelong Learning
• NEP 2020, Part III, Promotion of Indian Languages, Arts, and Culture 
• NEP 2020, Part III, Technology Use and Integration
• NEP 2020, Part III, Online and Digital Education: Ensuring Equitable Use of Technology
• NEP 2020, Part IV, MAKING IT HAPPEN

हिंदी लिंक

• NatNational Education Policy 2020ional  (राष्ट्रीय शिक्षा नीति 2020)
• एनईपी 2020, भाग I। स्कूल शिक्षा
• एनईपी 2020, भाग I। स्कूलों में पाठ्यचर्या और शिक्षाशास्त्र: सीखना समग्र, एकीकृत, आनंददायक और आकर्षक होना चाहिए
• एनईपी 2020, भाग I। शिक्षक
• एनईपी 2020, भाग I, समान और समावेशी शिक्षा: सभी के लिए सीखना
• एनईपी 2020, भाग I, स्कूल परिसरों / समूहों के माध्यम से कुशल संसाधन और प्रभावी शासन
• एनईपी 2020, भाग I, स्कूली शिक्षा के लिए मानक-सेटिंग और प्रत्यायन
• एनईपी 2020, भाग II, उच्च शिक्षा
• एनईपी 2020, भाग II, उच्च शिक्षा, संस्थागत पुनर्गठन और समेकन
• NEP 2020, भाग II, उच्च शिक्षा, एक अधिक समग्र और बहुविषयक शिक्षा की ओर
• एनईपी 2020, भाग II, उच्च शिक्षा, इष्टतम शिक्षण वातावरण और छात्रों के लिए समर्थन
• एनईपी 2020, भाग II, उच्च शिक्षा, प्रेरित, ऊर्जावान और सक्षम संकाय
• NEP 2020, भाग II, उच्च शिक्षा, समानता और उच्च शिक्षा में समावेश
• एनईपी 2020, भाग II, उच्च शिक्षा, शिक्षक शिक्षा
• एनईपी 2020, भाग II, उच्च शिक्षा, व्यावसायिक शिक्षा की पुनर्कल्पना
• एनईपी 2020, भाग II, उच्च शिक्षा, एक नए राष्ट्रीय अनुसंधान फाउंडेशन के माध्यम से सभी क्षेत्रों में गुणवत्तापूर्ण शैक्षणिक अनुसंधान को उत्प्रेरित करना
• NEP 2020, भाग II, उच्च शिक्षा, उच्च शिक्षा की नियामक प्रणाली को बदलना
• NEP 2020, भाग II, उच्च शिक्षा, उच्च शिक्षा संस्थानों के लिए प्रभावी शासन और नेतृत्व
• एनईपी 2020, भाग III, फोकस के अन्य प्रमुख क्षेत्र
• एनईपी 2020, भाग III, प्रौढ़ शिक्षा और आजीवन शिक्षा
• एनईपी 2020, भाग III, भारतीय भाषाओं, कला और संस्कृति को बढ़ावा देना
• एनईपी 2020, भाग III, प्रौद्योगिकी उपयोग और एकीकरण
• एनईपी 2020, भाग III, ऑनलाइन और डिजिटल शिक्षा: प्रौद्योगिकी का समान उपयोग सुनिश्चित करना
• एनईपी 2020, भाग IV, इसे संभव बनाना