Inadequacies in planning, regulation, and organisational structures in the teacher education system must be addressed, for aligning it with global standards. Discuss (200 Words)
Refer - The Indian Express
Enrich the answer from other sources, if the question demands
IAS Parliament 5 years
KEY POINTS
· India is dealing with a scenario of significant teacher vacancies, which are to the tune of almost 60-70 per cent in some states.
· Apart from this glaring quantitative aspect, let us consider the quality aspect. Not only are these Teacher Education Institutes generating a surplus supply of teachers, they are also producing poor-quality teachers.
· Perverted incentives, widespread corruption and commercialisation have resulted in a massive proliferation of sub-standard TEIs.
· These institutes function in isolation from the rest of the higher education system, and there is no system to assess and accredit them. Consequently, there is no systemic sieve to ensure the entry of only motivated and meritorious individuals into the teacher education space.
· Adding to the mix of challenges is an outdated teacher preparation curriculum framework that was last updated over a decade ago. Further, on the governance front, multiple agencies have oversight on teacher education.
· A common accreditation framework should be designed through a consultative process including all relevant stakeholders to facilitate its wider acceptability.
· A transparent and credible system of accreditation could form the bedrock for weeding out substandard TEIs and propelling quality improvements in the rest.
· Another core determinant of quality is the curriculum which must be regularly revamped and revised to ensure that our teacher education system is aligned to global standards.
· Finally, reforms must be driven by administrative will and executed through a well-established governance mechanism, clearly establishing ownership and accountability for set work streams across multiple agencies.
Shivangi 5 years
Please review.
IAS Parliament 5 years
Good attempt. Keep Writing.
IAS Parliament 5 years
KEY POINTS
· India is dealing with a scenario of significant teacher vacancies, which are to the tune of almost 60-70 per cent in some states.
· Apart from this glaring quantitative aspect, let us consider the quality aspect. Not only are these Teacher Education Institutes generating a surplus supply of teachers, they are also producing poor-quality teachers.
· Perverted incentives, widespread corruption and commercialisation have resulted in a massive proliferation of sub-standard TEIs.
· These institutes function in isolation from the rest of the higher education system, and there is no system to assess and accredit them. Consequently, there is no systemic sieve to ensure the entry of only motivated and meritorious individuals into the teacher education space.
· Adding to the mix of challenges is an outdated teacher preparation curriculum framework that was last updated over a decade ago. Further, on the governance front, multiple agencies have oversight on teacher education.
· A common accreditation framework should be designed through a consultative process including all relevant stakeholders to facilitate its wider acceptability.
· A transparent and credible system of accreditation could form the bedrock for weeding out substandard TEIs and propelling quality improvements in the rest.
· Another core determinant of quality is the curriculum which must be regularly revamped and revised to ensure that our teacher education system is aligned to global standards.
· Finally, reforms must be driven by administrative will and executed through a well-established governance mechanism, clearly establishing ownership and accountability for set work streams across multiple agencies.
