MASVAR AYOJAN STD 9 TO 12

 

Current teacher-training situation The unprecedented increase in the number of teacher-training institutes and branches in the last few years is a feature of the current teacher-training.  Demand for teachers has increased due to the growing number of students in schools and national primary education reform programs such as the Sarva Shiksha Abhiyan Operation Black Board and the District Primary Education Program set up for the purpose of universal primary education.  

 

 

 

 

In addition, the proportion of untrained teachers already serving in schools and the need for them and degrees for appointment have put a lot of pressure on current institutional capacity.  Market factors have led to a sharp increase in the number of teacher training institutes in most parts of the country due to increasing demand over supply.  

 

 

Teacher-training has become a lucrative business as certification of teacher training provides a safety net in the face of growing demand and potential future unemployment.  Due to this a large number of teacher training institutes have sprung up

 

The low appeal of students to become school teachers and the significant decline in financial allocations for teacher elementary education since the 1990s have led to the recruitment of low-qualified or unqualified teachers in formal school education.  

 

 

Even teachers recruited under the Vidya-Sahayak scheme pose many challenges to the implementation of free and compulsory education for all children.  The practice of imparting training courses at various intervals during the initial teacher training and subsequent service period has been adopted by the States.  This has also led to the deterioration of the status of the school teacher and the identity of the teacher as a professional.  

 

Since the mid-nineties, measures such as panchayat primary education programs have only given importance to the idea of ​​training serving teachers.  Because of this, there is a difference between an in-service training teacher and a pre-service training teacher.  The school teacher seems to be isolated from the center of higher education and his need for professional development has not been addressed.

 

Teacher training is a major concern as pre-service and in-service training is either inadequate or poorly planned in most states.  Service – Pre-training needs to be improved and regulated differently in private and government schools.  

 

 

While in-service training needs to be expanded and improved to bring more independence, there are huge differences in the status and needs of teachers in different parts of the country.  A comprehensive curriculum framework should be developed to help address important issues that arise at different stages of teacher-training and to enable states to address issues arising in their local context.  

 

There are also various needs in the school education system of alternative schools, government and private schools that need to be addressed