Report Teacher Training)

COPP/SS/2/1964 REPORT ON TEACHER TRAINING) GOVERNMENT OF INDIA COMMITTEE ON PLAN PROJECTS (Study Team for Selected Educational Schemes) New Delhi May 1964 ^ CJnh» 9 * . I * * - i v r lacatioBil N atio: i i. v' . ■•! r; -tl P la n ;- . <hi-nooii 17-B" l i t ? ....... ‘ D C v , O ' Pd-h* ...IhiJdL I L - ____ _ CONTENTS Paras Pages C hapter I—INTRODUCTION . 1.01-1.09 1—3 C hapter II—OBJECTIVES OF TEACHER EDUCATION AND TRENDS OF DEVELOPMENT 2.01-2.05 4—6 C hapter in—PROCEDURE AND PREPARATION . 7—13 Procedure of work . 3.01-3.04 7_ Collection of d a t a ......................................... 3.05-3.07 7—8 Recent S t u d i e s ......................................... 3.08-3.10 8—9 Recommendations of the Secondary Edu cation Com m ission......................................... 3.11-3.24 9—12 Report of a Study by an International Team . 3.25-3.26 12—13 Qther Documents . 3.27-3.31 13 Chapter IV—PRESENT POSITION .... 14—53 I. Analysis o f D ata . 4.01-4.18 14—19 (a) Confusion in Nomenclature 4.02 14 (b) Trained and Untrained Teachers 4.03-4.07 14—15 (c) Training Institutions and their Intake Capacity . 4.08-4.09 15—16 (d) Types of Training .... 4.10-4.13 16—17 (e) Women Teachers .... 4.14-4.16 17—18 (/) Financial Provision .... 4.17-4.18 18—19. II. Position in the States & Union Territories 19—53 Chapter V—SOME ASPECTS OF TEACHER EDUCATION 54—69 Staff of Training Schools and Training Colleges . 5.01-5.06 54—55 Selection P r o c e d u r e s ......................................... 5.07-5.16 5 5 -5 7 Courses of Studies and Examinations 5.17-5.19 58—60 Duration of Courses • ......................................... 5 20-5.21 60—61 Size of Training Institutions . 5.22-5.24 61—62 Cost Pattern in Training Colleges & Training Schools . .................................................... 5.25-5.29 62—63 EQuipment and A id s ......................................... 5.30-5.33 63—64 Workshops and Craft Training 5.34-5.37 64—65 Libraries and Training Institutions . 5.38 65 Training Schools or Colleges attached to High Schools or Arts and Science Colleges 5.39-5.40 65—66 Post-Graduate Training and Research 5.41-5.44 66—67 Extension Programmes and Refresher Courses . 5.45-5.51 67—69 Chapter VI—PROBLEMS OF TEACHER EDUCATION 70—73 Number to be t r a i n e d ......................................... 6.01-6.02 70 Teaching as a Profession or Liberal Education . 6.03-6.06 70—71 Trained and Untrained Teachers and Salary S c a l e s .............................................................. 6 07 6.09 71 Morale of Teacher Trainees .... 6.10 72 Training Schools and Academic Status 6.11 77—73 Deficiencies in Training Programmes 6.12 73 , C h a p te r VII—TEACHER EDUCATION—SUGGESTIONS P a r a s P ages FOR ADMINISTRATION AND ORGANI SATION .................................................... 74—86 Qualified, trained and untrained Teachers . 7.02-7.10 74—77 Programmes of Teacher Training and Leadership of Universities ...... 7.11-7.14 77—78 Administrative‘Machinery—Area Training Orga nisation . ....................................................7.15-7.25 78—82 Comprehensive Training Institutes . 7.26-7.27 !82—83 ■ Training of Teachers through Correspondence C o u r s e s ....................................................• 7.28-7.35 ,'83—85 Inservice Training through Evening and Vaca tion Courses . .>7.36 185—86 Graduate Teachers in Primary and Middle Schools . .7.37 186 C h a p te r VIII—SUMMARY OF CONCLUSIONS AND RECOMMENDATIONS .... 87—96 Select Bibliography ...... 203—206 List of Appendices • A ppen d ix I Problems and Objectives of Study . 1.03 97—98 II List of Training Institutions visited by the Team and the Panel ......... 3.01 99—108 *111 Proforma for collecting information on Teacher Training Programme from State Governments . 3.02 *IV Proforma for collecting information from training colleges and training schools . 3.02 Institutions V Nomenclature of Training Institutions .... 4.02 1109—110 VI (i) Training Institutions and their Intake Capacity . 3.05 11111— 112 (ii) Training Institutions for ‘Men’, ‘Co-educational’ and ‘Women Only’ . 4.15 3113 Trainees VII Selection Procedures for admission to— (0 Teacher Training Colleges . ^ jj 114— 121 (ii) Teacher Training Schools . J VIII (a) Trained Teachers—Men and Women (Primary) ") (b) Trained Teachers—Men and Women (Middle) . > 2.05 1122—123 (c) Trained Teachers—Men and Women (Secondary) J IX General Education and Professional Training of Teachers along with average salary per teacher per year (1954-59) . 2.05 1124-125 X State-wise distribution of pupils, total number of teachers and trained t e a c h e r s ....................................................4.07 126—127 (a) Primary; (b) Middle & (c) Secondary. ♦Not printed. (iii) A p p e n d ix P ara P age XI Statement showing number and the Quality (divisions) of trainees admitted to B.T./L.T./B.Ed. classes in selected training colleges (1 9 6 2 -6 3 ) ............................................ 5.11 128—130 XII Statement giving details about the number and Quality, of trainees in (i) training colleges and (ii) training schools 5.13 131— 134 Curricula , X ni Various types and courses of Teacher Training— ' (a) For graduates ~) (b) For matriculates and undergraduates > 4.10 135— 139 (c) For special teachers J XIV Ph.D. and M.Ed. facilities in Indian Universities . 5.42 140—141 XV Distribution of Theory papers in different Universities and Training Colleges . 5.18 142—150 XVI Courses in Methodology in different Universities . 5.18 151—153 XVII Allocation of Marks for Theory and Practice . 5.18 154—163 S ta ff o f the Training Institutions XVIII Teaching staff, salaries, Qualifications and experience . 5.03 164—^181 XIX (a) What teachers are paid in England and Wales . 7.03 182—184 (b) Head teachers’ salaries in the United States . 7.03 184 Provision for Teacher Training Programmes XX Provision for teacher training programmes in Second and Third P l a n s ........................................................................4.09 185 XXI Provision for a basic training college for undergraduates and g r a d u a t e s ..............................................................5.25 186—189 Cost Pattern and other items XXII Cost per pupil and range of expenditure in teacher training schools and c o l l e g e s .........................................5.28 190—191 XXIII Results, enrolment, teacher-pupil ratio and cost per capita in selected training institutions.........................................5.22 192— 193 XXIV Size of training college/school with cost per capita . 5.23 194— 197 XXV Facilities available in training schools (percentages only) 3.31 198 XXVI Basic reQuirements for a post-graduate teacher training institution as recommended by the All India Association of Training C o l l e g e s ................................................... 5.29 199—202 CHAPTER I INTRODUCTION 1.01. The expansion of education in compliance with the Constitutional Directive for free and compulsory education has brought in its wake seve ral problems. One of these is the provision of adequate number of pro perly trained teachers at various levels of education. The Committee on Plan Projects in the Planning Commission, which has been organising studies in various fields, therefore, with the concurrence of the Planning Commission and the Ministry of Education, set up a Study Team for Selected Educational Schemes in May, 1961 with the following composi tion and entrusted to it the detailed examination, inter alia, of the pro grammes relating to teacher training at various levels in the country: — 1. Shri B. N. Jha, Ex-Vice-Chancellor, University of Gorakhpur, (later Vice-Chancellor, Univer sity of Jodhpur). Leader *2. Shri K. L. Joshi, Chief, Education Division, Planning Commission. Member f3. Prof. T. K. N. Menon, Director, Extension Programmes for Secondary Education and Principal, Central Institute of Education, Delhi. Member 4. Shri I. N. Menon, Retd. Director of Public Instruction, Travancore-Cochin. Member 5. Shri Jagdish Singh, Committee on Plan Pro jects. Member-Secretary 1.02. The Team was directed to conduct pilot studies, in the first ins tance, in various States to identify problems and formulate issues for detailed studies on the basis of which the Terms of Reference were to be decided upon. The Team, accordingly, conducted preliminary studies in vtrious States during the months of June to September, 1961 and held dis cissions with the State Governments, their officers at various levels and otier connected organisations. The Team also visited a number of insti- titions belonging both to the Government as well as to the voluntary orga nisations at various places and made on-the-spot study of their working. A statement showing the details of discussions held and institutions visited may be seen in Appendix II. 1.03» As a result of pilot studies, the Terms of Reference (given below), Problems and Objectives of Study [Appendix I (a) & (b)] were drawn up. Tiese were approved by the Ministry of Education and the Planning Com mission in October, 1961: — Tirms of Reference “(a) To enquire into and report on the present position of various tjpes of programmes undertaken at the Centre and in the States in the fdlowing sectors of Education: — (i) Teacher Training, (ii) Social Education, (iii) Rural Institutes. ♦Now Secretary, University Grants Commission, New Delhi. fNow on a UNESCO assignment in Bangkok. 2 (b) Make suggestions on any aspect of the programme with a view to: — (i) effecting economy and efficiency in the utilisation of resources; and (ii) expediting the working of the programmes. (c) The teacher training programmes may be studied particularly from the point of view of the requirements for: — (i) enforcement of compulsory education for the age-group 6—111; (ii) expansion of middle/junior, high/senior basic education fo>r the age-group 11—14; and (iii) expansion of secondary e4ucation.

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