Year: 2017 | Month: December | Volume 8 | Issue 3
Teacher Education: Implications to Address Quality Crisis
Abstract:
The central core of the successive progression of any nation depends of its socioeconomic development which in turn depends on value based quality education keeping in view to transform and enrich learners to adjust, sustain and perform democratically in modern time for creating beautiful niche and live life aesthetically. It is indispensable to imbibe 21st century skills, professional and vocational awareness, scientific aptitudes with application edge of technology and modern gadgets and soft –wares in addition to fundamental linguistic, mathematical and other competencies. It is pertinent to point out that all this knowledge, skill and affective domain based development depends on competence, merit, potential, skills and multifaceted quality of prospective teachers. Further, teachers play important role to develop human resource potential which is backbone of knowledge based economy extremely significant for developing country like India which believes in notion to be superpower by 2030. The quality of teacher education depends on programmes, policies and practices of teacher education Institutes. Further, it also depends on norms and regulations recommended by NCTE Delhi, UGC, Delhi and respective universities, SCERTs and educational Boards in states. The quality also gets affected by levels, quality and effectiveness of governance, systems and how well teacher education Institutes abide the norms laid down by NCTE and other regulating bodies. Resent paper investigates the scenario of private teacher education players in Haryana and the drastic conditions leading to depletion of quality in teacher education in varied areas. Present study may be implicated to address the perpetuating quality and the steps needed to be taken to reform, restructure and rejuvenate the quality crisis in India in general and Haryana in particular where only 2.5 to 3 per cent prospective teachers pass in CTET conducted by CBSE Delhi almost above than 90 percent belonging to private teacher education colleges, questioning the reliability of degrees and diplomas possessed by them bearing nomenclature of B.Ed., D.Ed. and so forth given by reputed universities at state and central level.
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