Write a note on the role of NCTE for the development of Teacher Education?

The Teacher Education Program was condemned in the Kothari Commission Report (1964-66) for being traditional, stiff, and disconnected from reality. Therefore, it said that a National Council of Teacher Education should be established in order to raise the bar for teacher education. The proposition in question was approved by the Central Advisory Board for Education in September 1972 and was made possible by the fifth National Plan. On May 21, 1973, the Indian Education Ministry formed NCTE by legislation. Since 1993, NCTE has had separate constitutional standing.

Organizational Structure of NCTE

The National Council for Teacher Education has its main office in New Delhi and four regional committees to handle its legal obligations in Bangalore, Bhopal, Bhuvaneshwar, and Jaipur.

The administrative and academic wings of the NCTE in New Delhi, as well as the four regional committees, deal with financial, establishment, and legal issues as well as research, policy planning, monitoring, curriculum innovations, coordination, library, and documentation. This allows the NCTE to carry out its mandate, which includes planned and coordinated development and initiation of innovations in teacher’s education.

Council: Under Section 3 of the NCTE Act, the Government of India established the National Council for Teacher Education. It serves as the NCTE’s top governing body. It establishes guidelines, creates rules, and renders judgments regarding many facets of the NCTE Act’s mandate.

Headquarters of NCTE: Headquarters of the NCTE: The NCTE is based in New Delhi. The chairperson is in charge of it. In order to handle the academic, statutory, and administrative issues, he is supported by the Vice-Chairperson, the Member Secretary, and many other offices.

Objectives of NCTE

  • To guide the Indian government on all issues relating to teacher education, such as pre-service and in-service training, curriculum evaluation for
  • Teacher education, and periodic reviews of curriculum revision progress.
  • To guide the state governments on any issue they refer to the council on.
  • To evaluate the status of national and state plan plans for teacher education.
  • To guide the government in establishing acceptable standards for teacher training.
  • To carry out any additional task given to the council by the Indian government.
    must put extra effort into the planned and unified growth of teacher education.
  • To raise the bar and enhance the performance of teachers and educators.