CURRENT AFFAIRS
CURRENT AFFAIRS
Description
The National Council for Teacher Education (NCTE) is currently revising its draft regulations for teacher training institutes, initially proposed in 2025. The revised framework is being developed after comprehensive consultations with the Ministry of Education, educationists, and key stakeholders. This overhaul seeks to bring teacher education in line with the National Education Policy (NEP) 2020, marking the first major revision since 2014. The draft is awaiting final clearance from the Ministry of Education and legal review by the Ministry of Law.
Background And Draft Progress
NCTE's proposed reforms aim to restructure how teacher education institutions are recognised and operated. The draft outlines a pathway for current programmes to evolve into formats compatible with NEP 2020. After receiving 6,774 public responses, the draft was approved internally by NCTE in March 2025, but the final notification is on hold to allow further deliberation and inputs.
Key Provisions In Draft Regulations
The draft recommends dividing teacher education into five distinct specialisations:
Foundation Stage (Pre-school to Grade 2)
Preparatory Stage (Grades 3 to 5, with dual subject specialisation)
Middle Stage (Grades 6 to 8)
Secondary Stage (Grades 9 and 10)
Subjects covered will include languages, mathematics, environmental science, physical education, and the arts. While the goal is to clarify teacher responsibilities and streamline qualifications, some educationists caution that such rigid segmentation might limit job flexibility.
Implementation Challenges
Critics highlight concerns that tightly defined specialisations could pose staffing challenges in rural and remote regions, where schools may need teachers to handle multiple subjects across grades. Private institutions may also struggle with hiring highly specialised staff. Additionally, some fear this model could hinder teacher mobility and career progression, potentially leading to wage inequality between categories.
Addressing Demand And Supply Issues
To assess feasibility, NCTE formed an expert panel with members from the Ministry of Education, NITI Aayog, NIEPA, Delhi University, and various State Education Councils. The committee is tasked with mapping teacher demand and availability, especially in underserved regions. A detailed report is anticipated within the next six months to inform future revisions.
Transition Deadline And Institutional Changes
India’s 13,000+ teacher training institutions are expected to transition into multidisciplinary education centres by 2030. These institutes must roll out Integrated Teacher Education Programmes (ITEP), which blend undergraduate degrees (BA, BSc, BCom) with B.Ed qualifications. To comply, institutions will need to upgrade infrastructure, faculty strength, curriculum offerings, and library resources. The implementation timeline has been extended to 2026–27.
Strengthening Quality Control And Accountability
In its recent assessment, NCTE derecognised 2,224 institutions for failing to submit appraisal reports. Most of these were located in Southern, Western, and Northern India. In response, NCTE has introduced digital monitoring systems, including GPS-enabled inspections and cross-verification of faculty PAN records, to curb fraudulent practices like fake salary records. These steps aim to raise accountability and maintain high standards across teacher training institutions.
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