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 and
colleges to meet their requirement.
• It extends the financial aid for the development of
Universities and maintenance.
• It provides a guide-line to Center and State Govt. for
giving grantto a University.
• It provides the grants for five years to establish as new
University in the state.
• It provides the grants for five years to start new
department or any academic programme in the University but now state concurrence
is essential.
• It encourages higher level research work and teaching
activities by providing financial assistance.
• It provides the grants for higher education and new
programmes in the Universities and colleges.
• It provides the fellowship for teachers and project work
for University and college teachers.
Teacher Education
Committees :
• To upgrade the standard of education Teacher-educationcommittees
were formed consisting of seven members for two years duration.
• It provides awareness of new innovations and research in teacher-education.
• The national fellowship and teacher fellowship are granted
for encouraging research and teaching work.
• UGC provides travel grants to the university lecturers for
attending international conferences and seminars.
• Visiting professors are appointed from among the
University professors for inter change programmes and delivering lectures.
• Residential facilities for university and college teachers
are also provided.
• Research associates are appointed for post doctor work. Research
:
• UGC is giving substantial grants to University teachers
for conducting their own researches. In 1953-54, Ministry of Education
initiated a scheme providing grants to teachers, colleges and departments of
education in the Universities in order to enable them to carry out research on
educational problems selected by them and approved by the central ministry.
• The main purpose of the scheme is to provide facilities
for research which, in many instances, has been held up owing to dearth of
funds. It is to be carried on by the staff of the training colleges assisted by
some research fellows assigned to them and some financial facilities. Equipment
is provided to facilitate the completion of the projects.
Centre for Advanced
Studies (CASE) :
• For the improvement of standards of teaching and research
in India.UGC has set up CASE in different branches of knowledge. It selected
the faculty of Education and Psychology, Baroda as the CASE in Education which
functions on an all India basis and aims at raising standards of teaching and
research in education. It has built up its programme in collaboration with
research workers from outside
National Institute of
Educational Planning and Administration: (NUEPA/ NIEPA) :
Functions :
As the highest organization of educational planning and Administration-
has the following functions to perform:
• Providing training of educational planning and
administration to develop the abilities and competencies in the educational administration
as the in-service program.
• Providing training facilities in educational planning and administration
at state level and regional level to develop efficiency at their level.
• Integrating educational studies and researches under the
area of educational planning and administration and make co ordinations in
these activities.
• Encouraging the teachers to solve the problems of
educational planning and administration by organizing seminars and workshops.
• Arranging extension programs for new developments and innovations
in the area of planning and administration.
• Establishing contact with other countries to understand
the developments and innovations of the developed countries.
• Providing guidance at National and State levels in the
area of planning and administration.
• Multi –dimensional activities- under extension programs–
journal on educational planning and administration and other books are published.
• Review of educational planning and administration of other
countries- used to develop our educational system and solve educational
problems.
• Orientation programs for educational administrators-
provide awareness of new developments in this area.
• Educational research reports are published. The
publication unitestablished the coordination between theory and practice.
• Seminars and workshops are organized and their discussions
and results are published.
• Training Institutions for special fields for school and
colleges these provide elementary in special fields like- computers, educational
technology and fine arts.
Language Institutions
:
• Kendriya Hindi Sanasthan.
• Central Institute of English, Hyderabad,
• Central Institute of Indian Languages, Mysore.
National Council of
Teacher Education (NCTE) :
Kothari commission Report (1964-66) criticized Teacher Education
Programme being conventional, rigid and away from reality. Therefore it
expressed the need of establishing National council of Teacher Education in order
to improve the standard of Teacher Education. In September 1972, Central
Advisory Board in Education accepted the said proposal which was supported by
fifth National plan. Thereafter by law, Indian Education Ministry established
NCTE on 21st May 1973. NCTE has got independent constitutional status since
1993.
Objectives :
• To work especially towards planned and coordinateddevelopment
of teacher-education.
• To improve the standard and functioning of
teacher-educators.
Functions :
According to the Act 1993, NCTE performs the following functions
:
• Undertake survey and studies relating to various aspects
of teacher-education and publish the results.
• Making recommendations to the center and State government Universities,
the U.G.C and other institutions in the preparation of plans and programmme’s
in the field of teacher education.
• Coordinating and monitoring teacher education and its development
in the country.
• Preparing a guideline with regard to minimum
qualifications for the candidates to be employed as teacher- educators at
different levels.
• Developing norms for any specified category of courses or training
in teacher-education, including minimum eligibility criterion for admission.
• Preparing a guideline and specified requirements for
starting new courses and programmes under teacher education.
• Developing a guideline for general teacher-education programme.
• To advise central government on matters like teacher –
education (in building pre-service / in-service training), evaluation of the curricula
for teacher -- education and periodical review with respect to revision of
curricula.
• To advise state governments on any matter of their
concern.
• To review the progress of plan of teacher- education,
submitted by central / state governments.
• To advise the government on ensuring adequate standards in
teacher - education.
• To give approval to teacher - education institutions.
• To lay down norms for maintaining standards of teachers - education.
• Promoting innovations and research studies and organize
them periodically or annually.
• Supervising the teacher education programmes and providing
financial assistance.
• Enforcing accountability of teacher development programmes
in the country.
• Preparing a programme for in-service teacher education for
orienting teachers for latest development.
NCTE functions
through the following standing committees :
• Pre – Primary, primary teachers’ education committee.
• Secondary college - teacher education committee.
• Special education - teacher education committee.
• In-service - teacher - education committee.
Activities of NCTE are with respect to :
• Research - Extension services.
• Development programmes.
• Training.
• Evaluations.
POSTED BY: AAKASH SINGH
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