Organizing professional aspects

of teacher preparation
programs
Persented by:- Ms Manpreet kaur
MSc nursing student
INTRODUCTION
“The quality of a nation depends
upon the quality of its citizens. The
quality of its citizens depends not
exclusively, but in critical measure
upon the quality of their education,
the quality of their education
depends more than upon any single
factor, upon the quality of their
teacher
OBJECTIVES

• State various agencies of Teacher

Education Programme at
State,National and International
Level
• Explain the role of functions of
various agencies of
TeacherEducation Programme at
State, National and International
Level.
AGENCIES OF TEACHER EDUCATION
AT STATE LEVEL
 To enhance quality of education and
quality of educational institutions, to
update educational methodology and to
offer publicity to educational innovations
by conducting various types of
educational research every state
establishes some institutes
 State agencies such as
 StateInstitute of Education (SIE)
 State Council of Educational Research and

Training (SCERT)
 State Board of Teacher Education (SBTE)
State Institute of Education (SIE)
 Training, preparation of teaching aids and
evaluation needs continuity to achieve quality
education.
 Maharashtra state has established “State

Institute of Education”(SIE). Initially, SIE

looked after primary education only.
 Later on, its scope is widened to pre-primary,

secondary and higher secondary education.

State Council of Educational Research and
Training(SCERT):

It was upgrade and renamed as

Maharashtra State Council of
Education Research and Training in
1984.
(MSCERT) carries the
responsibility of teacher education,
research and evaluation.
Objectives

 To enhance quality of education.

 To improve teacher education.
 To enhance quality of educational institutions
 To upgrade educational methodology
 To offer publicity to educational innovations.
Role and Functions

• Planning
• Management
• Research
• Evaluation and
• Training
Its functions are as under
• To improve school - education,
continuing education, non-formal
education and special education.
• To impart in service - training to the
inspectors of preprimary to higher
secondary education.
• To make available extension -
services to teacher - education
-institutions and co-ordinate the
same.
• To motivate teachers .
MSCERT functions through following
departments
 Teacher - education department.
 Extension services department.
 Research department
 Evaluation department

 Curriculum development department
 Population Education department.
 Publicity Department
State Board of Teacher Education
(SBTE)
. State boards were established
in M.P in 1967, and Maharashtra,
Jammu and Kashmir and Tamil
Nadu in 1973.
Ministry of education forced states
to have SBTE suggestions NCERT
such boards almost all states
established
Functions
 Determine the standards
 Modifying and improving the curriculum
 Organizing the guidance facility
 Developing the criterion for the
recognition
 Developing the criteria for admission
 Preparing the plan for the qualitative

development
 Providing guidance to the Universities
Contin…..
 Determining the physical conditions of
the education institutions for affiliations.
 Developing the sense of cooperation.
 Providing financial assistance
 Provide suggestions for the development

of state teacher educators.

University Departments of Education
(UDE)
Education is now considered an
independent field of study; UGC
provides the grants to the
University Department of
education. Higher level training
is essential for teachers for their
development.
Functions
 Develop the post graduate studies.
 Organize training for school teachers.
 Starting and organize some programmes

for post graduate Teachers.

 Encouraging the interdisciplinary courses
 Providing awareness of new methodology
 Developing the effective procedure of
evaluation
NATIONAL LEVEL AGENCIES OF TEACHER
EDUCATION PROGRAMME

University Grants Commission

(UGC) :
Established on 28th December,
1953, at New Delhi. UGC was
given autonomy by govt. of
India in 1956
Functions
 It provides financial assistance to
universities
 It provides a guide-line to Center and

State Govt.
 It encourages higher level research work

and teaching activities

 It provides the grants for higher education

and new programmes

National Institute of Educational Planning and
Administration

Functions:
 Providing training of educational planning and

administration
 Providing training facilities
 Integrating educational studies
 Encouraging the teachers to solve the

problems
 Arranging extension programs for new

developments
National Council of Teacher
Education (NCTE)
 Kothari commission Report (1964-66)
criticized Teacher Education Programme
being conventional, rigid and away from
reality.
 Indian Education Ministry established

NCTE on 21st May 1973.

Objectives

To work especially towards planned and
coordinated development of teacher-
education.
 To improve the standard and functioning

of teacher-educators.
 Functions
 Making recommendations to the center and
State government Universities, the U.G.C and
other institutions in the preparation of plans
and programmer's in the field of teacher
education.
 Coordinating and monitoring teacher
education
 Preparing a guideline
National Council of Educational Research and Training

 Objectives :
 To launch, organize and strengthen research

works
 To arrange for pre-service and in-service

training
 To publish necessary textbooks, journals and

other literature
 To organize extension centers
Major function of NCERT
 To undertake aid, promote and co-ordinate
research in all branches of education
 To organize pre-service and in-service

education programmes for teachers

 To prepare and publish study material
 To search talented students for the award

of scholarship
Central institute of Educational
Technology (CIET)
Functions
• To encourage the use of Educational
technology in the spread of education.
• To organize training programmes in
connection with school broadcasting and
Educational Television.
• To develop learning aids based on Educational
technology.
AGENCIES AT THE INTERNATIONAL
LEVEL

UNESCO :
UNESCO facilitates the development of
evidence-based policies in response to new
trends and developments in this field
emphasizing its role in achieving the Millennium
Development Goals and particularly poverty
eradication.
ROLE AND FUNCTIONS


Emphasizing the essential role teacher
training and education policy
 Producing and disseminating policy
guidelines on open and distance learning
 Advocacy to improve the training and

status of teachers worldwide.

 Integrating international standards
regarding HIV/AIDS and life skills
CONCLUSION
 Every community should have a talented
and dedicated teacher in every classroom.
We have enormous opportunity for
ensuring teacher quality well into the 21st
century if we recruit promising people
into teaching and give them the highest
quality preparation and training.