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Critical Analysis of the Present b.ed Curriculum

Critical Analysis of the Present b.ed Curriculum

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Published by Joy Kirt
CRITICAL ANALYSIS OF THE PRESENT B.ED CURRICULUM in INDIA

CRITICAL ANALYSIS OF THE PRESENT B.ED CURRICULUM in INDIA

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Published by: Joy Kirt on May 07, 2009
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CRITICAL ANALYSIS OF THE PRESENT B.ED CURRICULUM
JOY KIRT SIDHU PRINCIPALHIMALAYA COLLEGE OF EDUCATION RANWAR, KARNAL: 132001MOBILE: +91-9996020762 
 ABSTRACT 
Children are the basis for schools and without children, teachers and schools will become redundant. Teachers are trained professionals and their training and competence provide real education. Teaching and learning encompasses eachand every facet of human life. To leave out anything would be rendering it incomplete. As professionals it has become imperative that we see the changesin the very social structure we live in. The skills and competencies needed tosurvive have changed. The teacher is no longer ‘a repository of all wisdom’ because the very concept of wisdom has changed.Training the teacher to be able to meet the changing world order needs scientific vision and humane perception. The technological advances and the changesthey have brought about have affected the economic structure. The role of women and the expectations from the members of the modern society haschanged. The very basis of society, the family is undergoing a total change and this has to be kept foremost in mind before thinking of anything related toeducation both of the teacher and the taught. We have to work together todevelop the professional ethos and standards of teaching so that the demands of the new world order are met satisfactorily. Survival of the learners is at stake and the onus of empowering them is on the professional acumen of the teachers.Our first commitment and aim as teacher educators should be towards completeelimination of child labour through Universalisation of Education and similaburning issues in our country. Our training should be designed to sensitize our trainee teachers to know the impact of these challenges confronting our country and the methods to be employed for eliminating them.
 
We know that unflinching support of the community groups is needed to combat these challenges. The parents, community leaders, ward members, Panchayati presidents, youth, local  political leaders, Self Help Groups and TEACHERS all of us have to cometogether in a planned manner. The trainee teacher has to be trained to know theimportance of meeting these challenges and bringing together the community for effecting a positive social change. The evolution in teacher attitudes is needed since interactions with parents through extensive meetings are important for achieving universalisation of education. Trainee Teachers have to be trained tomeet every parent in the village and locality and motivate them to send their children to schools. They have to be trained to respect and welcome parentsand community members to schools which was not a part of the training schedule earlier. Teacher education has to become realistic and address theactual needs of the student teachers and the role they are expected to play in thechanging Indian scenario to be able to cater to the needs of the waking Indiangiant whose head was in the space age and the tail in the stone age.
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Access without Quality is Meaningless
India is a vast country with a population of over a billion people spread over morethan thirty states and centrally administered territories each of which has its ownsystem of education at every level, including Teacher Education. As such, it isimpracticable to present a representative picture of uniform teacher educationsystem in this context. India has made impressive strides in recent years in manyfields like communication and technology and this is reflected in a vibrant andfast growing economy. It is now an acknowledged world leader in the knowledgeindustry. However, in the Education sector, particularly the area of Teacher Education has lagged behind other sectors of the Indian economy in benefitingfrom the fruits of technological developments.
Requirements for Teaching Secondary Education
Most States require a secondary school teacher to have both a university degreein teacher education (1-year B.Ed.). While not all teachers are recruited fromteacher training colleges, to be considered a “professionally trained” teacher andreceive a commensurate salary grade, a would-be teacher must go throughtraining in a teachers’ training college. Teacher Training Colleges include about5,000 public, government-aided, and a rapidly growing number of unaided privateinstitutions, some of which are affiliated with universities.
Profile of Participants
There are thousands of teacher education institutions in the country with astudent population of hundreds of thousands. The exact figures are changingbecause of the recent explosive growth of such institutions in the private sector.The NCTE approved student intake for the elementary course is 50 per sectionand for the secondary course 100 per section. A large number of institutions havebeen permitted to run more than one section for each course.
Entry Qualification Requirements
For the secondary course entrants, the minimum requirement is a universitydegree in any school subject. Selection is usually made through a commonentrance examination conducted every year, generally at the state level. Thissituation is again different in every state and changing due to incongruousproportion of seats available to the candidates desirous of doing the course.
Participant Performance during Training
Student performance during training is evaluated through a combination of formative and summative evaluation procedures. The evaluation is partly internal,through a process of continuous comprehensive evaluation, and partly external,through an annual external examination.
Post-programme Certification
At the end of a one-year programme of secondary teacher training the successfulcandidates qualify for a Bachelor’s Degree in Education (B Ed) of the universityto which the concerned institution is affiliated.
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Employment Opportunities and Salaries
The NCTE has made these qualifications mandatory for all teachers. Candidateswith a master’s degree in a school subject and a degree in education canbecome teachers in higher secondary schools at both the state and centrallevels. Salaries paid to teachers and teacher educators vary widely from systemto system and even from state to state. Salaries payable to teacher educators,whether in the government or private sector, are governed by NCTE regulations.
Teacher Appraisal / On-the-job Performance
Mechanisms for appraisal of on-the-job performance of teachers and teacher educators do exist on paper but appear to be non-functional in practice. In effect,after the training phase, the performing teacher or teacher educator hardly ever gets evaluated in a regular and systematic manner. The system does little todiscriminate between the effective and ineffective performance.
The Context of Teacher Training Colleges in India
Quality standards are poor, the result of an inadequate accreditation andmonitoring system. Official NCTE guidelines focus more on inputs than onresults. Basic teaching, learning and reference materials are in short supply.There is limited exposure to modern or “progressiveteaching and learningmethods and practices. The output of graduates is poorly matched to thedemand for teachers, particularly by subject discipline. Equally important, fewpolicies are in place to provide incentives for teacher training colleges to improve.
Weak Accreditation and Monitoring
NCTE sets the norms and standards, and specifies required qualifications of teacher educators. NCTE lacks the manpower, resources, and capacity tomonitor compliance with these norms and standards or in providing necessarysupport for these teacher training colleges to become better qualitatively.Recognition of the need for independent assessment and accreditation of Teacher Training Colleges led to the establishment of the National Assessmentand Accreditation Council (NAAC) of University Grants Commission in 2002,which produced a manual for self-assessment so institutions can strengthen their programs on their own initiative. It is unknown how many institutions are engagedin this process, but it is safe to assume this effort needs to be strengthened andexpanded.
Shortage of Resources in Teacher Training Colleges
Many faculty vacancies, especially outside capital cities reflect “pressure groups”on teacher posting system. Average Class Size is of ninety five trainees.Learning materials are outdated and or in short supply; laboratory and ICTresources scarce and hardly ever used. Fifty percent teacher trainees surveyedstated they lacked necessary books while only thirty percent of Teacher TrainingCollege faculty had Internet connections or links to other educators or outsideresources. Where the material is made available the motivation is lacking.
Pedagogy of Teacher Education
Videotaped teaching sessions (> 150 minutes), made with lecturers’ consent in arange of Teacher Training Colleges, did not show good models of interaction or 
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