Feasibilty Study for a Professional Degree Programme in Elementary Education

FEASIBILITY STUDY FOR

A PROFESSIONAL DEGREE PROGRAMME

IN ELEMENTARY TEACHER EDUCATION

AT DELHI UNIVERSITY

Maulana Azad Centre for Elementary and Social Education

Central Institute of Education, University of Delhi

February 1993

Feasibility Study for a Professional Degree Programme in Elementary Teacher

Education at Delhi University.

© MACESE, Central Institute of Education 2001

University of Delhi

ISBN 81-901362-1-6

This report has been prepared by Dr. Poonam Batra

with the assistance of Mr. Somnath Sen and Mr. Ranjan B. Verma.

Published by:

MACESE, Central Institute of Education

(Department of Education)

33, Chhatra Marg, University of Delhi, Delhi-110007

Tel : 7667434, 7666353, 7667509 Extri. 303

Telefax : 7667925

Email : [email protected]

[email protected]

Printed by:

SHYAM ENTERPRISES

B-76, lind Floor, Naraina Industrial Area,

Phase-IT, New Delhi-110028

Tel.: 9810005489, 5280552

Rs. 50/-

ACKNOWLEDGEMENTS

I take this opportunity to thank Professor Upendra Baxi, Vice Chancellor, University of Delhi,

who initiated the idea of conducting this feasibility study and gave us the necessary support to

commission it. I also thank Professor A.L. Nagar, Pro-Vice Chancellor, for this support in

commencing the study.

My gratitude is extended to Professor Nargis Panchapakesan, Head, Department of Education,

Delhi University, for her expert comments and continued encouragement and support provided

during the course of the study. I also thank Professor Krishna Kumar of the Department of

Education, for expert advice and help in structuring the study proposal.

I extend my thanks to Professor J.S. Rajput, Educational Advisor, MoHRD, whose

sharing of personal experiences in the field of Elementary Teacher Education gave

a positive direction to this endeavour.

I take the opportunity to thank administrators and decision makers met during the study : Dr.

A.K. Sharma, Joint Director, NCERT; Dr. G.L. Arora, Director, SCERT; Dr. Muralidharan,

Head, Department of Pre-School and Elementary Education, NCERT; Shri Shakti Sinha,

Director, Directorate of Education, Delhi Administration; Dr. N. Siddiqi, Ex-Principal, DIET

Rajendra Nagar, Dr. Shakti Kapoor, DIET Moti Bagh; Shri S.R. Arya, Commissioner, Delhi

Administration; Shri Mathur, Director, Education, NDMC; Shri Purushotam Goyal, Chairman,

Delhi Metropolitan Council and Ms. Swatantara Bala, AEO, Research and Extension, MCD, for

their valuable suggestions and advice.

I thank the primary school teachers and the students of education and pre-service teacher

education programmes that we met during the course of this study, whose personal feelings and

insights brought into focus the major problems facing primary education in Delhi.

I thank Somnath Sen and Ranjan B. Verma, consultants to this study, for their expertise and

professional help in the design, execution and analysis of data for this report. I sincerely thank

Sangeeta, Malavika, Shefali, Prabha, Tripta and Alka for their valuable assistance in conducting

most of the in-depth interviews.

And last but not the least; I thank Shri Chandra Mohan Verma, Shri Harjeet and Shri Baijeet for

their assistance in data and word processing.

Dr. Poonam Batra

Reader, MACESE

Central Institute of Education

University of Delhi,

Delhi - 110 007

EXECUTIVE SUMMARY

The Maulana Azad Centre for Elementary and Social Education (MACESE) had set out in its

Annual Plan 1992-93, the task of starting a degree programme (after + 2) in elementary teacher

education, proposed to be called the B.E1.Ed.

A feasibility study was commissioned to assess the demand and possibility of initiating a

B.El.Ed. programme in collaboration with undergraduate colleges of Delhi University. The

study, attempted to examine the aspirations, current status, socio-economic and psychographic

profiles of existing elementary school teachers, students of pre-service training programmes and

students opting for education in an undergraduate programme. It attempted to assess the status of

service rules which currently determine the career paths of elementary school teachers. This

study assessed the status of education in undergraduate colleges to determine the possibility of

initiating the B.El.Ed. programme in the 1993-94 academic year. The focus of the study was on

the qualitative patterns and processes influencing various actors involved in elementary teacher

education.

In-depth interviews with students and primary school teachers and administrators, were

undertaken. Group discussions were held with students of pre-service teacher education

programmes. Discussions were held with the Government officials and administrators of Delhi’s

elementary school system. Secondary data was also utilised, to assess the potential requirement

for primary school teachers over the decade.

The study found that the enrolment in primary schools in Delhi is expected to rise from 1.3

million in 1991 to slightly above 2 million in 2001. There were about 1,700 primary schools and

20,000 teachers to meet this requirement in 1987. The teacher- child ratio at present is over 1:45

which is considerably higher than the ‘acceptable” level of 1:30. To achieve this, over 2,350

additional primary school teachers will have to be trained annually over the coming decade.

There is therefore, a large gap in the availability of professionally trained primary

schoolteachers, as the present annual output of trained teachers is less than 400. As of now, only

the DIET/JBT courses cater specifically to the training needs of the primary teacher.

The study also found, that apart from the lack of a professional degree programme for primary

teachers, considerable professional and economic stagnation occurred at primary school level.

Primary school teachers for example, were found to continue to draw an Assistant Teachers

Grade (ATG) for 12 years even after acquiring a B.Ed. degree. Their counterparts in both

government and private schools, teaching at secondary and senior secondary level, received

considerable comparative economic advantage because they are eligible for TGT and PGT salary

scales. Hence, due to anomalies in the compensation structure and its linkage with “paper

qualifications”, most primary teachers acquire degrees from correspondence courses and “move

up” to teach higher grades. The proposed programme could fill this gap and enable a graded

system of career development within primary education. This in turn would considerably

improve educational quality.

Primary school teaching is currently not seen as a professional option, but rather as a means to

complement household incomes in a “socially acceptable” profession by female teachers or as a

Feasibility Study for a Degree Programme in Elementary Teacher Education MACESE, CIE, Delhi University (i)

“last-choice” option for unemployed male graduates. The most professionally oriented students

of elementary education were found to be from DIETs (who have clearly chosen teaching as a

profession). Hence, most have chosen to opt for a two year diploma because of the economic

pressure to acquire a job. Current B.Ed. students emerged as a group that was. seeking

“convenient, part-time” employment with an aspiration to teach at ‘higher levels’ within the

school system. The low salary and status accorded to primary education emerged as the most

important factor, that would determine the entry of motivated and talented candidates into the

proposed B.E1.Ed. programme. This will have to be remedied, if the quality of primary

education has to improve.

The overwhelming response of all sets of participants to the programme, was positive. Most

respondents felt that a professional programme, would fill an important gap in the present

system. DIET and B.A. (Pass) students were very positive and made a number of suggestions on

the content and professionalisation of the programme. Administrators and decision makers

expressed the need for “trained, qualified teachers from Delhi”, as most of the present posts

were filled from outside the Capital. They also felt that a long duration course (4 years) was

necessary for professional development of a teacher. The longer duration course would also

enable a case to be built for parity with the B.Ed. degree and entry at a TOT scale.

All the contacted Delhi University college principals were positive towards the proposed

programme. Two assured administrative and resource faculty support for the programme for the

1993-94 academic year.

Two models of programme management emerged from the study: the first located in

undergraduate colleges and supported by MACESE in the education and internship area; the

second would be based in MACESE and supported by college resource faculty. Two programme

options also emerged: a 4 year integrated programme (which was preferred) and a 3 year

Integrated programme.

The study demonstrated the imperative need for professionally qualified elementary school

teachers in Delhi. The high demand for teacher educators trained in elementary education,

emerged as a obvious corollary of this. The study has also shown the felt need for, and

importance of launching a degree programme of elementary teacher education at Delhi

University.

The major questions that therefore face the University are:

• its level of commitment towards universalising primary education, which is not only a

national objective, but priority area for government social development investment.

• its willingness to initiate and support a professional elementary teacher education

programme that could expand the current potential output of Delhi trained elementary

school teachers from less than 5% of total demand to a more acceptable figure over the

decade.

Feasibility Study for a Degree Programme in Elementary Teacher Education MACESE, CIE, Delhi University (ii)

• its choice of programme (4 or 3 years) and management options (college or MACESE

based) to initiate a pilot B.El.Ed. programme in the 1993-94 academic year.

• its support towards the professionalisation of elementary education by opening future

academic and career options to teachers through the proposed B.El.Ed.; M.El.Ed and

other options.

Feasibility Study for a Degree Programme in Elementary Teacher Education MACESE, CIE, Delhi University (iii)

CONTENTS

Acknowledgements

Executive Summary

i-iii

STUDY BACKGROUND

Introduction

Rationale

Objectives

Methodology

01

DEMAND FOR PRIMARY EDUCATION IN DELHI

Projected primary school enrollment

Present infrastructure for primary education

Availability of teachers

Requirement of primary school teachers

Teacher education

Professional development and mobility of primary school teachers

Perception of primary school teaching

04

PROFILE OF STUDY GROUPS

Primary school teachers

School administrators

Undergraduate students

DIET students

NTT students

B.Ed. students

16

REACTIONS TO THE PROPOSED B.El.Ed. PROGRAMME

Proposed B.El.Ed. Programme

Disposition towards B.El.Ed.

DIET students

NTT students

Undergraduate B.A. (Pass) students

Primary school teachers

B.Ed. students

Administrators and decision makers

Suggestions on content

Suggestions on programme administration

Skills and aptitudes required for primary teaching

21

Feasibility Study for a Degree Programme in Elementary Teacher Education MACESE, CIE, Delhi University (iv)

Reactions of Delhi University college principals

OPTIONS AND RECOMMENDATIONS

Faculty size

Option 1: Four year integrated programme (B.El.Ed.)

Option 2: Three year integrated programme (B.El.Ed.)

28

CONCLUSION 33

APPENDIX

IA. Guideline for in-depth interview (Teachers/Principals)

34

IB. Guideline for in-depth interview (Undergraduate Students of Education)

37

IC. Guideline for in-depth interview (Govt. Officials/Decision Makers)

39

IIA. List of administrative decision makers interviewed 41

IIB. List of Principals of colleges of the University of Delhi

Interviewed

42

III. Entry level conditions for admission into the proposed

B.El.Ed. programme

43

IV. A tentative curriculum framework for the proposed B.El.Ed.

programme

44

Feasibility Study for a Degree Programme in Elementary Teacher Education MACESE, CIE, Delhi University (v)

LIST OF FIGURES AND TABLES

FIGURES

I. Age Structure of Child Population in Delhi 4

II. Number of Schools in Delhi by Type 6

III. Schools by Type of Management in Delhi 6

IV. Teachers at Different Levels in Delhi Schools 7

V. Permanent Teachers at Different Levels of Delhi Schools 10

VI. Returns from Investment in Education 14

TABLES

1. Projected Delhi primary school going population 5

2. Teacher - student ratio in schools of various levels in Delhi 8

3. Projected requirement of primary teachers in Delhi 8

4. Projected annual additional requirement for primary

teachers in Delhi 9

5. Teacher education programmes in Delhi 11

6. Teacher’s salary scales in government schools in Delhi 13

7. Summary of characteristics of sampled groups 19

8. Proposed models of B.El.Ed. programme management 27

9. Projected faculty size for primary teacher educators in

Delhi for three years degree programme 29

10. Projected faculty size for elementary teacher educators in

Delhi for four year degree programme 30

Feasibility Study for a Degree Programme in Elementary Teacher Education MACESE, CIE, Delhi University (vi)

STUDY BACKGROUND

Introduction

The Maulana Azad Centre for Elementary and Social Education (MACESE) has set for itself the

mandate of (a) professionalising elementary education in the country; and (b) increasing the base

of University involvement in elementary school education (MACESE Perspective Paper, 1991).

In keeping with this, the task of starting a professional degree programme of Teacher Education

for elementary school teachers has been included in its Annual Plan of 1992-93.

This professional degree programme is proposed to be of three/four years duration and may be

called ‘Bachelor of Elementary Education’ (B.El.Ed.). The minimum eligibility criteria will

be qualifying the class XII examination (See Appendix III). This programme is proposed to be

introduced at the undergraduate level in collaboration with colleges of the University of Delhi

from the 1993-94 academic year.

The proposed programme will offer courses from two streams: liberal arts and sciences taught by

faculty of undergraduate colleges. The pedagogy and foundations of education and internship

with schools will be taught by the MACESE / Department of Education faculty.

Rationale

The rationale behind the introduction of a professional B.El.Ed. programme is as follows:

1. There is a large demand for primary school teachers from both Government and ‘private’

schools in Delhi. This demand is expected to grow with Delhi’s rapid population growth.

The bulk of the present supply of teachers appears to be met from outside the existing

teacher education system of the capital, due to a large gap between demand and supply.

The bulk of these teachers are educated through correspondence and other courses that

do not provide them with an adequate base to impart quality education at the primary

level.

2. The present B.Ed. programme (offered at Delhi University) focuses on secondary school

teaching and uses a subject-based focus in training teachers. It, therefore, does not cater

to the demands of teaching children at the elementary level. While secondary and higher

levels of school education, require a subject-based focus, primary school teaching

demands a focus on child learning and effective communication with children as well.

The proposed B.El.Ed. programme will therefore have the ‘child’ as an important focus.

The main thrust will be on understanding children and communicating effectively with

them, with the ultimate goal of ensuring effective learning. The programme, therefore,

shall seek to integrate knowledge of subject areas within the framework of pedagogy of

teaching young children, rather than merely that of teaching subjects.

3. Most existing elementary teacher education programmes offer either a Certificate or a

Diploma at the end of one or two years. Recognising the inadequacy of these

Feasibility Study for a Degree Programme in Elementary Teacher Education MACESE, CIE, Delhi University 1

programmes, the NPE (1986) makes a firm commitment: “as the first step, the system of

teacher education will be overhauled. The Programme of Action (POA) identifies three

areas in which the role of the teacher requires support: training in academic inputs,

training in psychological inputs and research and development.

The proposed B.El.Ed. programme will offer a professional degree at the end of three

years after class XII. Such an integrated programme will enable the professional and

psychological development of the elementary teacher.

4. This attempt at professionalizing elementary teacher education could help combat the

indiscriminate mushrooming of B.Ed. courses of inadequate quality. These courses have

not only reinforced the casual attitude towards elementary school teaching and

education, but are popularly believed to have contributed to its poor quality.

The proposed B.E1.Ed. programme will fulfil the requirement of adequately equipped

teachers at the elementary stage. At present, there is an obvious mismatch between the

demands of elementary school teaching and the skills imparted to trainees through ‘B.Ed.

like” private courses. Consequently, elementary school teachers are either mis qualified

or are unmotivated and unprepared in the pedagogy of teaching children.

5. Existing teacher education programmes have been found to be too short to allow any real

innovations or make an impact on the participants’s attitude.

An integrated teacher education programme that extends over three/four years will

provide the participants adequate opportunity to observe children and be in constant

touch with them. The internship in school teaching will, have the added advantage of

classroom exposure and probable assimilation of elementary education skills and

concepts over a relatively longer period than is presently available to B.Ed. students.

6. Administering the B.El.Ed. programme in an undergraduate college will provide students

with the necessary psychological space which a University department may not offer.

Moreover, involving the colleges will distribute the responsibility of contributing to

elementary school education to a larger number of institutions, than a specialised

University department of education. This may also help to increase the number of trained

primary teacher educators, as the proposed programme expands to a number of colleges

across the University.

7. At present, most elementary teacher educators are not trained in elementary education

and hence, the inputs and scope of innovation in training, is often limited.

MACESE also proposes to start an M.E1.Ed. programme of two years duration. This will

enable the recruitment of teacher educators (e.g. by DIETs) who are professionally

trained in elementary education. It will also open research and other academic options

for professionals in this area. The creation of such pathways for professional

development and research will enable the field of elementary education to develop and

possibly fulfill the requirements of primary teachers in Delhi over the decade.


Objectives

The specific objectives of the study were to:

1. Explore the aspirations, current status, socio-economic and psychographic profiles of

existing elementary school teachers; students of pre-service training programmes; and

students opting for Education in an under-graduate programme.

2. Assess the status of education in colleges to determine the possibility of starting the

B.El.Ed. programme.

3. Assess the status of rules that currently determine career paths of elementary school

teachers.

4. Explore the dimensions of admission procedure such as aptitude for teaching young

children.

Methodology

The study focussed on the qualitative pattern and processes influencing the various actors

involved in teacher education, planning, management and provision of elementary education.

The study in keeping with the objectives, focusses on uncovering aspirational, behavioural and

institutional parameters rather than establishing detailed quantitative estimates for the proposed

programme. The following process was utilized to undertake the study:

1. In-depth interviews were conducted with fifteen undergraduate students of Delhi

University who had offered education as one of their subjects. 17 primary school

teachers were also interviewed of whom 5 were from private/public’ schools and 6 each

from schools managed by MCD and Delhi Administration. Discussions were also held

with 7 Headmasters/Headmistresses/Principals from three private/public’ schools, two

MCD/NDMC schools and two schools managed by Delhi Administration. (Refer to

Appendix I for check list used for in-depth interviews and list of respondents in

Appendix II).

2. Three group discussions were conducted with students of DIET, B.Ed. and one nursery

teachers training course. These discussions were conducted to understand the

demographic and socio-economic backgrounds of the participants; their reasons for

having opted for the particular course; their hopes and aspirations; peer and family

reactions to their choice. Their suggestions and reactions to the idea of introducing the

proposed programme in elementary education, was probed in detail.

3. Discussions were also held with eleven government officials who are decision makers or

administrators in Delhi Administration, NDMC, MCD, NCERT and other bodies of the

Ministry of Education, Government of India. (See Appendix II for list of officials).


4. Secondary sources of data were used to assess the requirements of the proposed

programme in quantitative terms. These substantiated the information gathered from

administrative sources through interviews.

DEMAND FOR PRIMARY EDUCATION IN DELHI

Projected Primary School Enrollment

The quantum of demand for education in Delhi especially at the primary and nursery levels is

huge. The 1991 population of Delhi at 9.42 million people grew at a rate of 51% over the 1981-

91 decade. The city population is projected to rise to 13.3 million in 2001 if past growth trends

continue. The structure of child population in Delhi in 1987 is presented in Fig. I.


The rapid growth in both the total and child population of Delhi over the 1981-2001 period is

presented in Table (1). The population of children from the ages of 6 to 11 is expected to rise

over this period from 1.7 million to 2.6 million or nearly 20% of the total population. Given an

increase in enrolment rates in primary schools from 72% to 73% of the total child population (6-

11), it has been projected that the enrolment rate will rise to 80% by 2001. The total projected

enrolment in primary schools is expected to rise from 1.3 million (1991) to slightly above 2

million in 2001.

Table(1): PROJECTED DELHI PRIMARY SCHOOL GOING POPULATION (1981-2001)

Year Population Population

(6-11)

%(6-11) to

total

population

Enrollment in

Primary

Schools

% Enrollment

1981 6,220,000 1,06,000 17.1% 767,520 72.0%

1987 7,900,000 1,395,341 17.7% 1,020,047 73.1%

1991 9,370,475 1,733,538 18.5% 1,300,153 75.0%

2001 13,300,000 2,593,500 19.5% 2,074,800 80.0%

Source: Census of India, Planning & V Education Survey

Note: 1991 and 2001 figures are based on projected, fraction of child population and estimated and enrollment levels

Present Infrastructure for Primary Education

There are about 1,700 primary schools, 500 middle schools and 1,100 secondary and higher

secondary schools in Delhi (Selected Statistics in Education, MoHRD, 1992). This data is at

some variance with the statistics reported in the NCERT Educational Survey of 1987 (Fig. II).


Apart from the schools that have been promoted by the Delhi Administration, NDMC and MCD,

a large number of private / missionary / ‘public’ schools cater to the demand for “convent

education”. The distribution of schools by type of management shows that primary education

has been left largely to local bodies (MCD) and to the private schools, aided or unaided (Fig. III).

The slow growth in the number of Corporation schools and the rush for admission in “English

medium convent schools” has led to a mushrooming of private schools in Delhi, catering to

different levels of education. These are started and managed with varying infrastructure facilities


and investments. Running and managing these schools are found to be lucrative so much so that

these schools are found to be lucrative so much so that these may even be housed in residential

flats and run with one or two teachers.

Availability of Teachers

There are currently about 20,000 teachers at the primary level, 5,000 teachers at the middle and

about 40,000 teaching at the secondary and +2 level in Delhi. About 50,000 candidates appear

for the selection test for Assistant Teacher posts (for Corporation schools alone), of which 1500

to 2000 are recruited. Figure IV shows that there is a relatively high proportion of teachers at the

primary level (due to a larger number of schools) at the secondary and higher levels (due to

many subject specialized teachers). In comparison, the number of teachers teaching at the upper

primary (middle) levels is proportionately small.

Female teachers make up about 60% of the primary teachers in Delhi - which is seen as a “socially

acceptable” employment option. In contrast, the lack of employment opportunities has “driven” a large

number of men to offer their candidature for primary school teaching in hope of a secure job.

The teacher-student ratio in schools of various levels in Delhi as reported by the Fifth

Educational Survey (NCERT, 1992), is presented in Table (2). The reported teacher-student ratio

varies considerably from 1:34 in primary schools, to 1:11 in the relatively more privileged higher

secondary schools. The data of school enrolment and number of teachers from this survey, seems

to indicate that the teacher-student ratio is considerably higher and may even approach 1:44 for

primary schools in Delhi.


TABLE(2): TEACHER STUDENT RATIO IN SCHOOLS OF VARIOUS LEVELS IN DELHI

(1987)

Level Teacher-Student Ratio

Primary 34

Upper Primary 31

Secondary 18

Higher Secondary 11

Source: Fifth All India Educational Survey, 1992, NCERT

Requirement of Primary School Teachers (1991-2001)

The projected requirement of primary teachers is based on the projected enrolment in primary

schools over the 1981-2001 periods and is reported in Table (3). Three teacher-child ratios have

been examined to highlight the impact of this critical parameter on the requirement for primary

teachers. An “acceptable” teacher-child ratio of 1:30 implies the requirement of over 37,000

primary school teachers in Delhi in 1991 and over 59,000 teachers in 2001. At close to the

current teacher- student ratio of 1:44, the requirement of teachers is roughly 29,000 in 1991 and

46,000 in 2001. With a higher ratio of 1:50, the total number of teachers reduces to 26,000 in

1991 and 41,500 in 2001. A rate of 1:50, however, is acknowledged to be totally

unacceptable for any quality of primary child-centered education. All attempts will clearly

have to be made at policy, financial and teacher education levels to ensure that this

situation does not come to pass over the current decade.

TABLE(3) : PROJECTED REQUIREMENT

OF PRIMARY TEACHERS IN DELHI (1981-2001)

Year Teacher-Child Ratio(1:30) Teacher-Child Ratio(1:45) Teacher-Child

Ratio(1:45)

1981 21,929 17,056 15,350

1987 29,144 22,668 20,401

1991 37,147 28,892 26,003

2001 59,280 46,107 41,496

Source: Census of India, Planning Commission & V Education Survey


The projected annual additional requirement for primary teachers in Delhi over the 1991-2001

periods has been estimated in Table (4). A number of assumptions have been made to derive this

estimate including: the filling of all vacant posts at the primary level by 1991 (this has not

happened as yet); an attrition rate of 1% of the total number of serving teachers (due to

retirement, transfers, etc.) and an anticipated output of 450 trained primary teachers per year

from training institutions in Delhi (current output 350 per year).

To achieve an acceptable teacher-child ratio of 1:30, close to 2,350 primary teachers will

have to be trained every year over the present decade. This is the target that the

educational system would need to set for itself. However, if this is not possible, it will be

essential to at least maintain the present teacher-child ratio of 1:45. This implies a requirement of

1,700 trained teachers per year.

Even at a totally unacceptable ratio of 1:50 the total requirement of additional trained teachers

per year will exceed 1,500.

TABLE(4): PROJECTED ANNUAL ADDITIONALREQUIREMENT FOR

PRIMARY TEACHERS IN DELHI (1991-2001)

Year Teacher-Child

Ratio(1:30)

Teacher-Child

Ratio(1:45)

Teacher-Child

Ratio(1:50)

1991-2001 2,356 1,733 1,514

Source: Census of India, Planning Commission & V Education Survey

Note: Assuming filling of all vacant posts by 1991, attrition rate of 1% and output of 450 trained teachers

per year from Delhi

The number of permanent school teachers (1987) in Delhi is highest at the primary level as

presented in Fig. V. In view of the large demand that exists for primary education, it is not

surprising to find the highest number of permanent teaching positions at this level. The relative

security of primary school teaching compared with other levels is one major factor that

influences the entry of students into the JBT and DIET programmes. The potential for secure

employment of two years after completing school education is a major incentive to enter the

profession.

The scale of the requirement for primary teachers is itself, a clear justification of the requirement

for and the viability of a massive expansion in current teacher education programmes in Delhi.

The ‘social acceptability” of the profession (especially for women), and the unemployment

among young male graduates imply that the huge demand will be filled. The question that faces

the educational system in Delhi, is whether this “gap” will be filled by trained professionals


educated at Delhi University or by teachers who have “acquired” the relevant “paper

qualifications” through correspondence and other courses.

.

Teacher Education

The broad trends and processes involved in teacher education and selection are laid out in the

following section and Table (5).

a) There are six institutions which specifically train teachers for primary education in

Delhi: four District Institutes of Education and Training (DIET) and two Junior Basic

Training Institutes. These institutions train between 250 and 300 teachers each year.

Most of these teachers join Government schools. Two private JBT institutes have been

recently started. There are a large number of applicants for these courses. The DIETs

alone receive approximately 6,000 applications for admission, of which about 200 are

selected (a ratio of 1:30).

b) Private schools were found to absorb B.Eds at the primary level, even though they are

not specially trained to teach at that level. The current B.Ed. course is designed to

prepare teachers for middle, secondary and senior secondary school teaching. When the

nature of the educational institution is important to the aspirant (e.g. being employed in a

private/ ‘public’ / missionary school), B.Eds are ready to teach even at the primary level.

c) There are a large number of Nursery Teachers Training Institutes (NTT) of which some

are recognised by the Government. Students who have undergone this course are eligible

to teach at the nursery levels and up to Class II. They are not absorbed into Government

primary schools unless they have completed their graduation.


d) Public schools prefer to recruit teachers, who have done their B.Ed. They may also

absorb graduates who are trained in other courses, (e.g. NTT and DIETs), for early

primary teaching: Class I and II.

e) The rest of this large demand for teachers at primary and nursery levels is filled by

people who have done a “token” B.Ed. course (e.g. a correspondence B.Ed. from

Annamalai University) or from nearby States (e.g. Haryana). Graduate or even post-

graduate teachers were found to acquire a degree through correspondence, after

becoming a school teacher.

f) A number of courses are run by private/missionary institutions (such as St. Bede’s,

Shimla). Trainees from these institutions are taken into missionary/private schools for

early primary teaching (Class I and II) and may be given higher grades of Class III to V

only if they acquire a B,Ed. degree. Class III is seen as the change-over point to subject

teaching. From this stage onwards, teachers are expected to be qualified and holders of a

B.Ed. degree.

TABLE(5): TEACHER EDUCATION PROGRAMMES IN DELHI (1992)

Program

me

No. of

Institution

s

Duratio-

n (year)

Eligibili

ty

Award Level Career Options

NTT 25 2 +2 Certificate Teaching

nursery and

eligible for

Grade I & II

Nursery teaching in

Govt. & private

schools

JBT 2 2 +2 Certificate

/Diploma

Teaching

Grades I to

VIII

Primary (I to V)

Asst. Teacher in

Corporation Schools

DIET 4 2 +2 Diploma Teaching

Grades I to

VIII

Primary (I to V)

Asst. Teacher in

Corporation Schools

B.A. (Pass

with

Education)

3 3 +2 B.A.

(Pass)

degree

Eligible for

B.Ed.

Join B.Ed. for

pursue higher

education

B.Ed. 1 1 Graduati

-on

B.Ed.

degree

Teaching up

to graduation

X, can teach

+2 if post-

graduates

Join at the TGT

scale; at PGT scale if

post-graduates; or

join M.Ed. &

doctoral research

Source: The concerned institutions


The eligibility criterion for entry and career options of students of each of these courses are

presented below:

1. The Junior Basic Training (JBT) programme was the precursor of the newly introduced

DIET programme. JBT trainees are treated on par with DIET trainees for recruitment in

government schools. About 100 candidates are trained by the two JBT Institutes in Delhi

each year.

2. A Bachelors degree is necessary for DIET trainees to obtain a TGT scale which allows

them to teach at middle school (VI to VIII). The Delhi Administration prefers to recruit

DIET trainees at the primary level if they also have a graduate degree. Approximately

200 candidates are trained by the four DIETs each year.

3. Private schools recruit NTT trainees for teaching grades I and II, but corporation schools

do not. Teachers trained at recognised NTT institutes, largely cater to the demand of

teachers for private schools.

4. Students of B.A. (Pass with Education) do not have the option of joining a teaching job

after graduation. The only options open to them are continuing with higher education and

then academic positions in colleges or the University.

5. Five seats in the B .Ed. offered by the Delhi University are reserved for students of B.A.

(P) with Education as a subject. But this caters to less than 3% of the total output of this

course.

It is clear from this analysis that current teacher education programmes do not cater to

even a fifth of the demand for trained teachers. Moreover, there is no course apart from

the DIET/JBT which caters specifically to primary education. The B.Ed. course prepares

teachers for middle school and above but trained teachers prefer to teach in higher

classes, much to the neglect of middle schools which do not have any teacher education

course specifically catering to their needs.

Professional Development and Mobility of Primary School Teachers

A primary school teacher enters employment as an Assistant Teacher in the Government School

System. She continues in the ATG* scale for 12 years, after which she is given a higher scale

equivalent to the TGT scale as presented in Table (6). She continues to draw the ATG scale

over these 12 years that she teaches at primary level, even if she has acquired a B.Ed.

degree.

Only teachers with a B.Ed. degree, teaching at middle school level, are entitled to a TGT scale.

The probability of a primary school teacher to move up to a TOT position, on acquiring a B.Ed.

degree depends on the number of vacant posts at the middle school level. With the takeover of

middle schools by the Delhi Administration from the Municipal Corporation, 42% of the TGT

positions (of the Delhi Administration) have been reserved for primary school teacher applicants

of Corporation schools.


* Currently referred to as PRT

Acquiring a TGT position is competitive in the present system because of two reasons:

• middle school teaching demands subject specialisation and there exists a variation in the

demand for different subjects.

• the overall requirement for (upper primary) middle school teachers is less than that for

primary school teachers (probable reason for this could be the high dropout rate at the

primary stage itself).

Therefore, it is not surprising to find B.Ed. trainees from Delhi University getting absorbed as

Assistant Teachers to begin with, until vacancies at middle/senior levels come about.

Private schools prefer teachers with a B.Ed. degree even for primary level teaching. They usually

have a salary structure within which promotions are awarded to teachers by moving them from

lower classes to higher classes. Even within the primary level there is an ‘upward movement”

depending upon the qualification and proficiency of the concerned teacher. Subject-based

teaching is introduced at the later primary (Class III) stage and is seen to require higher

educational qualifications. This probably reinforces the belief that subject-based teacher training

is superior (even for primary levels) and hence be the focus of all teacher education programmes.

The scales followed for teachers in government schools are presented in Table (6) given below:

TABLE(6): TEACHER’S SALARY SCALES IN GOVERNMENT SCHOOLS IN DELHI

GRADE PRE-REVISED SCALE REVISED SCALE*

Assistant Teacher

Grade(ATG)

1200-30-1560-EB-40-2040 4500-125-7000

Trained Graduate

Teacher(TGT)

1400-40-1600-50-2300-EB-60-

2600

5500-175-9000

Post Graduate Teacher(PGT) 1640-60-2600-EB-75-2900 6500-200-10500

Source: Delhi Administration * As per V Pay Commission

To reiterate, primary school teachers enter employment in government schools at the Assistant

Teacher scale as presented in Fig. (VI). After 12 years she normally moves on to a higher scale

(equivalent to the TGT grade). Likewise, a middle school teacher may enter employment at the

TGT scale and expects to receive a higher scale (equivalent to PGT scale) only on completion of

12 years service.

After +2, instead of joining a two year pre-service programme (e.g. DIET), an additional

investment of 3 years in B.A. and a year for B.Ed. could place a teacher at the TGT scale to


begin with. This would enable her to be seven years ahead of her counterpart entering at

Assistant Teacher scale. It therefore makes economic sense for a large number of people to

acquire a B.Ed. degree, mostly by correspondence, after doing B.A. There are also cases of

people who join a two year pre-service programme after +2 and subsequently acquire a B.A.

degree through correspondence.

Similarly, candidates aspiring for PGT grades invest two years to acquire a post graduate degree.

This places them 6 years ahead of their TGT counterparts and 13 years ahead of their

counterparts teaching at primary levels (ATG).

In practice, most “private’ schools give at PGT scale to a teacher who has a few years

experience in teaching. In government schools, if a post-graduate with a B.Ed. qualifies the

selection test, she starts with a PGT scale.

Hence, there is a sound economic basis for primary school teachers, to aspire to B.A. and

B.Ed. degrees. Both these degrees are available by correspondence and hence can be

pursued while teaching.

The proposed B.El.Ed. programme can both fill this gap and simultaneously make an impact on

the quality of primary education in Delhi, by enabling the professionalisation of primary teacher

education.

In the context of a very high demand for `trained, qualified teachers, there is a tendency to aspire

for a combination of B.A. and B.Ed. degrees, and move up to higher grades. As a result,

RETURNS FROM INVESTMENT IN EDUCATION

PASS

10+ 2

2 YEAR PRE-SERVICE

TRAINING

3 YEAR BA DEGREE

3 YEAR BA DEGREE

PRT

1 YEAR

B.Ed.

2 YEAR MA

Degree

7 years ahead*

8 years ahead**

START AT Rs. 1200*/Rs. 4500**

TGT 2 YEAR MA

Degree

START AT Rs. 1400*/Rs. 5500**

6 years ahead*

5 years ahead**

1 YEAR

B.Ed. PGT

START AT

Rs. 1640*/ Rs.6500**


Elementary Education suffers not only for lack of adequate pre-service preparation, but also a

lack of motivation to

Stay on.

The findings of this study has to be seen in the context of the great need for primary teachers and

the fact that teaching at the primary level is seen to be more of a complement to domestic roles

than an independent career or profession.

Perception of Primary School Teaching

The perception of primary school training across all groups of respondents is as follows:

1. There seems to be an in-built hierarchy, not only by way of ascending scales of

remuneration (the higher the class a teacher teaches at, the better the remuneration) but

also an opportunity given to teach at higher levels with better qualifications.

2. There is a traditional justification of attributing ‘nobility’ to the teaching profession. The

image of the nursery and primary teacher is seen to be ‘inferior” requiring no skills and a

resort of people who prefer to teach at ‘higher’ levels of education in schools.

3. Teachers who enter teaching at nursery, primary and middle levels are clearly responding

to an economic need while attempting to balance complementary domestic roles.

4. Teaching is traditionally seen as appropriate for girls/women because it is perceived to

be “noble, secure, and non-threatening for unmarried girls”.

Teaching is seen as “convenient” because of lesser demands on time. Teaching is also seen as

an easy option to combine with various home-making roles. These two roles are sought to be

balanced and hence teaching is taken to be less as a profession, more of a vocation,

complementing household work.


PROFILE OF STUDY GROUPS

During the course of the study, in-depth interviews were conducted with primary school

teachers, heads of primary schools/sections and under-graduates studying education as a subject

in B.A. (Pass). Three group discussions were conducted with students of B.Ed., DIET trainees

and Nursery Teacher Trainees.

The primary purpose behind the interviews and discussions were to understand the demographic

and psychographic profiles of these sets of respondents. Varied patterns emerge with respect to,

the motives with which different groups come into the particular course or profession; their

situation in life and factors that deter them from seeking other academic and professional options

as presented in Table(7).

Primary School Teachers

The sample Primary School Teachers belong largely to service or trading families. The primary

teachers experience is that their social peers consider teaching a “noble” vocation. Within the

educational system, however, they are looked down upon by other (senior) teachers.

In general, they have chosen school teaching because it is “suitable for girls’; is ‘convenient”

and allows “enough timing flexibility” to complement domestic responsibility, especially after

marriage. Some of the teachers’ decision to become teachers has been influenced by other

teachers, in their ownlin-laws’ family. Most teachers adopted their profession for economic

reasons though a few were motivated to teach in schools for the satisfaction it gave them. There

is a small group, especially in ‘public’ schools who are sensitive to the concerns of elementary

education and for whom the economic need may not be compelling.

A large number of the respondent primary school teachers have a post-graduate degre through

crresponc1ence courses. Most have also done B.Ed. through correspondence. Others are either

enrolled in these courses or wish to do so. All except one have been through some kind of pre-

service training course.

‘Public’ school teachers seem to be more sensitive to the needs of children and their

development than their counterparts in government schools who are preoccupied with the ‘image

of the teacher’ in both social and economic terms. They all seem to articulate the need for

changes in the present educational system, but are not able to identify and focus on specific

interventions.

Most teachers betray a ‘role-stereotype’ of the “authoritarian-teacher” and have a strong gender

bias. They seem to have resigned themselves to the inferior social image of the primary school

teacher. Professional development programmes such as “in-service training” are hence seen as

ways to “move up” rather than to improve professional expertise and aid personal development.


School Administrators

The headmistress/headmaster/principal/incharge(s) sample came from relatively well-to-do

families. Out of the seven interviewed, all are post-graduates, three hold a B.Ed. degree, two are

JBT-certificate holders, while two do not have any educational pre-service training.

School administrators were not particularly interested in teaching, and held their jobs primarily

for economic reasons or convenience. Overtime, they seem to have distanced themselves from

teaching and are now pre-occupied with administrative matters.

Undergraduate Students

Undergraduate students studying education as a subject in B.A. (Pass) are largely from

trading/business families. Most of them have taken this course, hoping it would help them do a

B.Ed. Teaching in their view, is a respectable and ‘convenient job’ for girls. B.Ed. seems to be

the only avenue for there are limited academic options (such as M.A. in Education) available.

Other students are not clear of the motivation behind their choice of subject. They have taken up

Education as “any other subject” to be cleared to obtain a graduation.

DIET Students

The DIET students have joined the course primarily for economic reasons, i.e., doing a two year

“recognised” pre-service training programme with job assurance as opposed to a three-year BA

with an uncertain future. These students, exhibit a rare clarity of purpose and interest in teaching

at the primary level. Most of them belong to one-parent-teacher families and have come to know

of DIET from, and been encouraged to join by their parents.

In their peer group, their course is considered ‘unglamorous’ and even inferior to undergraduate

and other professional courses. Their parents and elders deem this course as practical,

appropriate and economically sound. The course increases girls’ credibility in matrimonial

alliances, but down-grades it, in case of boys. This probably explains the negligible enrolment of

boys.

This group seems to be aware of many issues related to quality primary education (e.g. methods

of teaching) and they feel positively about their siblings and friends in “better” courses (e.g.

B.Ed.) consulting them on these issues.

NTT Students

The NTT students come from trading / business families and have chosen the course for

economic reasons. Their parents have had a major role to play in their decision to join the course

and immediately seek employment. Compared to DIET trainees, the attention of NTT students

seemed to be on job opportunities ahead of them, rather than course content. The NTT course is

their final be after having failed to get admission in DIET and JBT courses.

There is a diffidence of NTT students in coming to terms with their ‘social status, especially

with their peer group, but they are aware (as their parents) that an NTT certificate would fetch


them a ‘job’ relatively easier than other courses. Compared to DIET students, this group seems

largely dissatisfied with their situation and had a suppressed preference for other professional

courses (e.g. joining the textile I fashion design) and would opt out given the opportunity.

NTT trainees are eligible to teach grades I and II in Government schools. In practice, however,

they only get to teach these grades in government schools if they are graduates. ‘Public’ / private

schools however, do absorb them in the early primary grades - which is another attraction for

them to join the course.

B.Ed. Students

B.Ed. student respondents come from economically sound, mixed family backgrounds and seem

to have arrived in the course after having failed to find other options after graduation. A few of

them have opted for this course mainly because of “convenient, respectable, part-time ‘job’ for

girls”. This minority clearly aspire to teach at higher levels in schools. An assurance of getting a

job seem to draw many participants to the course. This, however, was more of a “fall back”,

“safe” option than a formal career option. Many respondents, pointed out the desirability of a

B.Ed. degree after marriage when domestic roles can be supplemented with a “gainful”

occupation.

The summary of characteristics of the sampled groups as presented in Table (7) indicates that the

participants in teacher education programmes fall in two distinct categories. DIET and NTT

trainees appear not to be able to invest time (and money) on doing a graduation for three years

and then following through with B.Ed. (possibly through correspondence) degree. The profiles of

most current primary school teachers, matches with these two groups.

Current DIET trainees have a segment of economically better-off students who would be

interested in the proposed B.El.Ed. programme. The NTT trainees on the other hand, may not

form part of the

Prospective group for the B.El.Ed.

The B.Ed. and B.A. (Pass) students, follow similar career pathways in that they would like to

explore other professional avenues before finally opting for a job in education. Both these

groups, are not interested in entering or continuing in elementary education unless it is for lack

of any alternative occupation. Both these groups, would prefer to postpone their career decisions

to after graduation, and hence, would not form part of the prospective group for a B.El.Ed.

programme - unless it assures

them employment.

The duration of the proposed B.E1.Ed. programme, its contents and future employment

prospects, however, will make a significant difference to the preferences of DIET participants,

students doing B.A. (Pass) and other aspirants who have not been able to qualify for the limited

number of seats in the DIETs.

.


TABLE(7): SUMMARY OF CHARACTERISTICS OF SAMPLED GROUPS

Attribute Primary School

Teachers

NTT DIET B.A.(P) B.Ed.

Socio-

economic class

Middle Class

trading/service

Some well to do

Lower

middle/

Middle Class

trading/

service

Lower Middle/

Middle class

teaching/service

Lower

Middle/

Middle

Class

business

Middle class/

Upper

business

service

Economic

compulsion (to

find job as soon

as possible)

Balancing

domestic duties

and occupation

Very high High Low Medium

Merit (as

displayed in

clearing

entrance exams

for various

professional

courses)

Graduates with

B.Ed. through

correspondence

Low Medium Medium High

Concern and

involvement

with

elementary

education

Some wish to

continue teaching

children; some

consider it a waste

of energy without

any returns, fear

stagnation

Medium High Low Low

Circumstances

of being in this

course

Others

encouraged, like

teaching helps

earning while

managing

domestic duties

Parents

persuaded;

Tried other

options in

teaching ;

also

interested in

teaching

Parents

influenced;

Interested in

teaching young

children

Will help in

doing B.Ed.,

just another

course

Tried other

courses after

graduation;

B.Ed. last

preferred

option

Source: MACESE : Feasibility Study, December 92- January 93

The most crucial factor in determining the entry of candidates into the proposed B.El.Ed.

programme, is the lower present status accorded to primary education. The increase in


remuneration is high enough for students! primary school teachers to be drawn into an

educational trajectory to enable them to teach at a higher level, which would give them better

economic return. The lower social status of the primary school teachers in the school system is

reinforced because of the lower remuneration received. If the current salary scales are not

changed to equalize remunerations for primary school teachers, elementary education will

continue to suffer from a lack of motivated teachers

The proposed B.El.Ed. programme, will be able to attract motivated candidates, only if the above

scenario changes. Otherwise, it may become instrumental in increasing the volume of primary

teachers(perhaps better trained for primary levels) but not enable them to continue at primary

levels of teaching because of economic disparities with other groups. These options are discussed

in detail in the next chapter.


REACTIONS TO THE PROPOSED B.EL.ED. PROGRAMME

Proposed B.E1.Ed. Programme

The tentative features of the proposed programme have been set out as follows:

• The B.El.Ed. would be an undergraduate programme leading to a professional degree.

• The programme will be entitled BACHELOR OF ELEMENTARY EDUCATION

(B.EL.ED.)

• Students aspiring for this programme will be eligible on completion of their class XII

examination.

• Approximately 50 students will be admitted to the first year of the programme.

• The medium of instruction will be bilingual (English/Hindi).

• The total duration of the programme will be of three academic years. Its main

components will be:

a) Liberal Courses: Languages; Linguistics; Mathematics; Social and Natural

Sciences.

b) Foundations of Education: Philosophy; Psychology; Sociology; History and

Economics.

c) Pedagogy in teaching young children and in various subject areas.

d) Art, Music and Drama in Education, Health Education and other.

e) Internship in school teaching.

• The B.El.Ed. graduates will be trained to teach all elementary levels (Grades I to VIII).

Disposition towards B.E1.Ed.

Students of elementary and nursery teacher education programmes, at the DIET and NTT think

that a degree programme in elementary teacher education is much needed. Given the

opportunity, they would have certainly opted for it. Most undergraduate students of education,

primary school teachers and those incharge of primary schools/sections feel that such a

programme will cater to a growing need and would be a sound professional option for those who

really want to teach at the primary level.

B.Ed. students would rather not opt for such a programme since they would not like to confine

themselves to primary teaching. Besides, it would also force a career decision on them right after


school. In their opinion, the best way to cater to the present need for a good primary teacher

education programme would be to offer it as an elective in the present B.Ed. programme.

DIET Students

DIET students offered a series of arguments in favour of the proposed B.El.Ed. programme:

The present government and private system of elementary education prefers graduate trainees

even if

their degree is acquired through a correspondence course.

• DIET Diploma holders are permitted to teach only primary classes (I-V) even though

they are trained to teach across elementary grades (1-VITI). A diploma alone, does not

allow them to move up the professional ladder.

• A degree programme, in elementary education, is likelyto enhance the status of primary

school teachers. In their opinion, such a programme would carry a status, higher than an

ordinary B.A.

• At present, DIET students feel they do not have an adequate group of all subjects,

necessary for an integrated approach to primary teaching. A B.ELEd. programme will

enable them to become conceptually clearer and is likely to maintain a link with their

subject based knowledge acquired during their school education.

• A degree programme, is extremely desirable for those who wish to adopt elementary

teaching as a career. A professional degree programme will also accord more confidence

to the teacher trainee.

For want of better job opportunities (and occupational mobility) many DIET students aspire to

acquire a graduate degree (by correspondence) and then a B.Ed. However, the present B.Ed.

programmes do not have an adequate academic and professional input for primary level teaching.

NTT Students

NTT Students expressed awareness of the benefits of a degree programme. They do not

necessarily aspire to move up to higher levels of teaching in school education. Belonging to the

lowest rung of the hierarchy in school teaching, they have little faith in their own ability to ‘move

up” to higher levels of teaching.

Undergraduate B.A. (Pass) Students

Many undergraduate students of education said that they would have chosen to study such a

course, had there been an opportunity.

Doing a B.A. course, with no professional job options does not particularly appeal to them. In

their view, the system does not offer anything better. They would join a programme such as the

proposed B.El.Ed. because it would equip them for a teaching ‘job’. A degree programme, they

felt, will assure them of a job opportunity.


A B.El.Ed. in their view, will not only provide direction to the present education system, it will

also counter the mushrooming of substandard B.Ed. programmes of correspondence.

Primary School Teachers

Most Primary School Teachers feel that a degree programme is more likely to enhance the status

of primary school teaching. Present programmes of teacher education, do not provide an

adequate foundation for primary school teaching. A degree programme of a longer duration

should be able to do so.

Some enthusiastic primary school teachers and undergraduate students expressed the wish to join

such a professional programme even at this juncture.

B.Ed. Students

Students of B.Ed. are preparing to enter into middle, secondary and higher secondary levels of

teaching. They, therefore, see little scope in a degree programme specialising in primary

education. They are aware that the B.Ed. programme does not equip them to teach at primary

levels. Since, primary teaching is not their final aspiration, they do not mind teaching at primary

level with the aim to move up to higher level teaching in time.

They would, therefore, opt for an elective course specialising in primary education, which is part

of a B.Ed. programme. Even if a B.El.Ed. is offered after school, they would rather not opt for it

because of the same reasons. In their opinion, a professional course like the B.El.Ed. after the +2

level, tends to close all options for a student. Moreover they think that, +2 level students, are not

clear about what they want to do.

Administrators and Decision Makers

Decision makers and officials in elementary education recognise that most current primary

school teachers are either trained to teach at higher levels or have not been adequately trained

given the present elementary teacher education inputs and structures. They also recognise that

those who are trained for primary level teaching prefer to ‘move up” because of economic

benefits. They expressed the need for “trained, qualified” teachers from Delhi, as at present

they have to recruit the bulk

of primary teachers, trained outside Delhi.

Recognising the importance of an adequate teacher education programme for elementary

teaching, most point out that the present lack of primary teachers from Delhi, is because of the

complete lack of teacher educators in this area.

A degree programme offering professional development of elementary school teachers, in

their opinion, should be of a long duration (ideally 4 years) and within a professional

institute. Introducing a primary education component in an existing B.Ed. programme

would be a piece-meal effort and therefore of little use. A model of longer duration, one


which offers academic options of higher education and research in elementary education, is

particularly desirable.

Elementary Education in their view is a specialised area and one which should be handled by

trained teachers. Hence, the specific suggestion that B.El.Ed. graduates should be trained further

(say through an M.El.Ed.) and recruited as DIET faculty.

This demand for professional, good quality elementary teacher education programmes should be

met by MACESE simultaneously with a pressure to close down existing sub-standard teacher

education programmes. Research options open to B.El.Ed. graduates will also promote the

development of elementary education as a discipline.

These respondents felt that B.El.Ed. Graduates must also be recognised as eligible for other

options that are open to general graduates as well (e.g. UPSC examinations). They must also be

given a status equivalent to a B.A...B.Ed. This is an integrated teacher education programme

offered by a few Regional Training Colleges where students qualifying a B.A.-B.Ed. are eligible

for TGT scales. B.E1.Ed. trainees should be equipped with and given recognition to teach at both

primary and middle school levels.

It is clear from the response of all groups, that in spite of the financial implications of

introducing a B.El.Ed. programme, it is a “felt” need that must be met. A professional degree

programme would help combat the current casual approach towards elementary teaching and

build a case for demanding better remuneration for teachers.

Suggestions on Content

The tentative content of the proposed programme, as suggested by the respondents is as follows:

• Child psychology including an understanding of specific problems of children.

• Teaching methodology for example, literacy and numeracy skills.

• Practical training on developing teaching aids, designing activities and playway

methods.

Subject knowledge such as languages, history of education and Vedic education.

• Educational psychology, for example, psychology of learning.

• Effective teaching and communicative skills and teacher development, for example,

creating uninhibited teachers who can relate to children.

• Art, craft, music and physical education.

• Understanding of social issues, for example, gender and value education.

• Visits to rural and deprived schools.


The major emphasis suggested by DIET students was on communication skills, practical training

in developing teaching aids, designing activities, developing uninhibited teachers who can relate

to children and sound subject knowledge.

The NTT students largely focussed on those components that directly relate to the curriculum for

young children, such as games, play activities, physical education, stories and creative activities.

They, in particular, mentioned the need, to be in constant contact with children, during a teacher

education programme.

The major emphasis of primary school teachers was teaching methodology, a sound subject

knowledge and practical training in developing aids and activities including art, craft and music

and an understanding of the psychology of the child. A specific emphasis on better awareness of

teaching methodology was expressed by many primary school teachers.

Most officials stressed concerns such as pedagogy, curriculum transaction, attitude change and

development, constant contact with children, an increased pre-school component, child

psychology, community involvement and health and nutrition. In their opinion, present

elementary education programmes are often criticised for being dilute forms of a B.Ed.

programme. The proposed programme of elementary teacher education should therefore focus on

providing new inputs and a ‘perspective for elementary teaching.

Suggestions on Programme Administration

Students of B.A. (Pass) in education prefer that the programme be introduced in popular

undergraduate colleges. Both DIET and NTT students strongly felt that the programme should be

administered in a professional institute set up for the purpose. This would give professional

impetus to elementary teaching and counter the casual approach it is often associated with.

They felt that housing such a programme in an Institute, rather than in colleges, would enable the

generation of rigour and a professional attitude in students. In colleges, they argued there would

be a tendency to take the course as “just another” graduation subject and it would fall prey to the

world-view of B.A. programmes, which seem to prepare students more for academic teaching

jobs than for professions.

Skills and Aptitudes Required for Primary Teaching

All the groups regard “patience”, “physical and mental energy’ “self-control”, ability to enforce

discipline, “being loving and caring” towards children as the most important skills and aptitudes

required by a primary school teacher.

Both teachers and primary school incharges, place patience as the most important quality

necessary to teach young children.

Students, however, place a minor emphasis on the aptitude and skill of ‘understanding children’.

The teacher, in their view, must have enough understanding of child psychology to enable her to

attend to individual children’s interests and problems, to involve them in classroom activities, to


control and discipline children and relate to them in an uninhibited and facilitative manner.

Having patience is also considered necessary.

That primary school teachers should be ‘role models’ for children seems to be an important

quality in the opinion of students, but is not reflected in teachers’ responses. Very few teachers

expressed the need to develop the skill of using teaching aids effectively. They do agree that, this

is an important course component of a teacher education programme. Subject knowledge,

according to them, is an important skill and aptitude. This may be a reflection of the dominant

hierarchy within school education that sees subject based training as a high status job.

The dominant pattern emerging from each of the group reveals that primary school teachers are

likely to be successful teachers if they are loving, caring, patient, have abundant energy and are

committed.

Specific skills required to teach young children, such as teaching methodology, ability to design

teaching aids and activities, playway methods and communication skills are recognised as

important course components of the proposed B.El.Ed.

None of the respondents seem to reflect an understanding of the process by which these

pedagogical inputs can build teacher skills. They are inclined to believe that the ‘natural

qualities’ make a good primary school teacher, especially those, that fit the ‘mother-teacher’

image best.

Reactions of Delhi University College Principals

Principals of six Delhi University colleges located in different parts of the city were

met with the view to seek their reactions and dispositions towards the proposed B.El.Ed.

Programme. The colleges contacted were: Atma Ram Sanatan Dharm College; Gargi

College; Jesus and Mary College; Kirori Mal College; Lady Sri Ram College; St. Stephens

College.

All the principals, were extremely positive to the idea of a professional degree programme of

Elementary Teacher Education. Most were in particular open to the idea of collaboration with the

University Department (MACESE) on such an endeavour.

Two possible models of collaboration emerged from the discussions with principals and other

respondents as presented in Table (8). The options are as follows:

Option 1: The undergraduate college takes on the responsibility of administering the programme

in terms of student enrolment, organising course lectures and providing infrastructural facilities

and available resource faculty. MACESE faculty provides the educational support for the

programme in the colleges.

Option 2: The undergraduate college provides available resource faculty to teach specific

subject based courses as part of the programme on a visiting / guest lectureship basis. The

responsibility of administration, enrolment of students, providing infrastructural facilities,


academic inputs of pedagogy and foundations of education will be undertaken by MACESE in

collaboration with the University.

In both cases, the entry conditions and the conduction ofajoint entrance examination will be

undertaken by MACESE to maintain quality and uniformity across the programme.

Sr. (Dr.) Melba, Principal, Jesus and Mary College, and Dr. Hema V. Raghavan, Principal,

Gargi College, have, assured administrative and resource faculty support for the proposed

programme. They are willing to consider the option of starting the programme in their

respective colleges in the academic year 1993-94.

TABLE (8): PROPOSED MODELS OF B.EL.ED. PROGRAMME MANAGEMENT

Location Enrolment

Teaching

Infras-

tructure

Administ-

ration Liberal

Arts &

Sciences

Education Internship

College College College MACESE MACESE College/

MACESE

College

MACESE/

University

MACESE/

University

College

guest

lecturers/

MACESE

MACESE MACESE University/

MACESE

University/

MACESE

Source: Discussion with study respondents

Most of the respondent colleges offer a wide range of courses from social sciences and the

Natural/Live sciences and have fairly well-equipped departments. Wherever, a specific course is

currently not offered by the college, a system of guest/visiting lectures could be arranged, to

keep the additional faculty load to a minimum.

Where colleges, such as Lady Sri Ram, are willing to provide resource faculty, the programme

could be administered in the University, where the pedagogic and other education courses are

provided by the MACESE faculty. Both these arrangements, may be experimented with in the

first phase of the proposed programme, to establish the most effective institutional arrangement.


OPTIONS AND RECOMMENDATIONS

The study clearly demonstrates a high demand for elementary school teachers and, therefore, a

high demand for teacher educators trained in elementary education in Delhi. It shows, in

particular, the need for professionally qualified’ elementary school teachers.

It has demonstrated that acquiring a diploma in teacher education is not sufficient to enable the

professional development of elementary school teachers. The systemic demand for a degree

qualification drives many elementary school teachers to opt for such courses through

correspondence in the pursuit of occupational mobility. Thus most of the primary school teachers

are B.Ed.s and yet ‘misqualified’ or under prepared for teaching at primary levels.

A degree in elementary teacher education is shown to be imperative to the process of enhancing

elementary school teaching to a status at par with secondary school teaching.

It is only through a degree programme that both professional and academic options are possible.

Pursuing higher education in the field of elementary education will give it the necessary

professional impetus it requires.

In this context, the real issues that need to be addressed in the design of the proposed B.El.Ed.

programme are:

• an “acceptable” level of quality of both primary education and teacher education in the

city.

• determining the level of social responsibility and minimum contribution that the Delhi

University can make to the children of the Capital.

It is clear, that if we have to go beyond the current rhetoric of universalization of primary

education and operationalise the processes of child-centered education, the teacher-student ratio

in primary schools in Delhi will have to be kept below 1:45 and gradually reduced to 1:30 over

the decade.

This will certainly have financial implications. In keeping with the new education policy (NPE,

86) and the stated direction of the new economic policy (NEP, 92) (to maintain current real

investments in the social service sector and specifically increase investments in primary

education) these

Investments are more than justified.

The quality of future primary school teachers will therefore depend on the quality of the teacher

education programme that they have participated in. The current dissatisfaction and expressed

need (across all sets of respondents) for a professional programme for primary teacher education

is an expression of the:

• high teacher-student ratio that places considerable stress on teachers who wish to deliver

high quality primary education.


• fractional output of institutionally trained primary teachers in Delhi in comparison with

the overall requirement.

• limited focus of the current B.Ed. and other teacher education programmes on

professional issues that are specific to primary teaching.

The only pragmatic solution to these constraints is the professionalisation of primary teacher

education. This may also help teachers cope with the unacceptable but real problem of managing

and delivering high quality education in a classroom which has a large number of children in it.

It is also clear that the scale of professional teacher education programmes in Delhi has to be

expanded by an order of magnitude. The current trends, by which the bulk of the posts of

primary teachers are filled by candidates who have “per force” acquired B.Ed. degrees by

correspondence or come from adjoining universities in Haryana, Punjab or Uttar Pradesh is a

clear indicator of the need for a B.El.Ed. programme in Delhi University.

Faculty Size

The projected faculty size for a professional three-year primary teacher education programme of

scale in Delhi is presented in Table (9). This assumes that the programme will be undertaken and

managed by a single institution (e.g. MACESE). The current sanctioned faculty size at even the

most optimistic teacher educator- teacher ratio of 1:20 will be able to meet less than 5% of the

total additional requirement of primary school teachers over the next decade. The recommended

t3acher trainee: teacher educator ratio as stipulated by the National Council for Teacher

Education (NCTE) is 1:10.

TABLE(9): PROJECTED FACULTY SIZE FOR PRIMARY TEACHER EDUCATORS IN DELHI FOR

THREE YEAR DEGREE PROGRAMME(1991-2001)

% REQUIREMENT MET

BY DELHI UNIVERSITY

TEACHER EDUCATOR-

TEACHER RATIO(1:10)

TEACHER EDUCATOR-

TEACHER RATIO(1:15)

TEACHER EDUCATOR-

TEACHER RATIO(1:20)

1% 5 3 3

5% 26 17 13

10% 52 35 26

25% 130 87 65

50% 260 173 130

100% 520 347 260

Source: Census of India, Planning Commission and V Education survey.


In order that the University contribution to primary education rises to a token 10%, the size of

the present faculty will have to be at least doubled. To reach a target of 50% of the total

requirement of primary teachers the faculty size will have to expand to between 60 and 90.

The impact of a four-year professional degree programme for teachers is examined in Table (10).

The total faculty size would have to be between 35 and 50 to meet 10% of the requirement of

primary teachers over the decade. The faculty size would have to be increased from between 80

and 110 to meet 25% of future requirements and 175 to 230 to meet 50% of the total

requirement. This is clearly an increase of upto 33% on the faculty size for a three-year

programme.

However, the impact of the professionalisation of the proposed programme and an increase of

one year in programme length is expected to be substantial and catalyse major improvements in

the quality of primary school education. The major motivational impact that a four-year

programme could have is in its equivalence with a B.A.-B.Ed. This would imply an assured entry

into primary school teaching at the T.G.T. scale. This would clearly draw a more highly

committed and intellectually capable fraction of +2 students.

TABLE(10): PROJECTED FACULTY SIZE FOR ELEMENTARY TEACHER

EDUCATORS IN DELHI FOR FOUR YEAR DEGREE PROGRAMME (1991-2001)

% REQUIREMENT

MET BY DELHI

UNIVERSITY

TEACHER

EDUCATOR-

TEACHER

RATIO(1:10)

TEACHER

EDUCATOR-

TEACHER

RATIO(1:15)

TEACHER

EDUCATOR-

TEACHER

RATIO(1:20)

1% 7 5 3

5% 35 23 17

10% 69 46 35

25% 173 116 87

50% 347 231 173

100% 693 462 347

Source: Census of India, Planning Commission and V Education survey.

The growth in the size of the present faculty will have to be determined based on the graded

increase in the number of primary school teachers trained at Delhi University and the availability

of financial support. Given, the professional nature of the course a number of innovative

financing arrangements could be investigated.


A series of options and recommendations regarding the proposed B.El.Ed. programme have been

made in the subsequent section, based on the following considerations:

• Duration

• location and content

• future linkages

Option 1: Four Year Integrated Programme (B.El.Ed.)

• A four year integrated programme offering a degree in elementary education will give

professional impetus to teacher education as well as primary teaching.

• An Institute base will be desirable. However, in view of resource constraints in terms of

the current number of faculty members at MACESE, the involvement of a number of

undergraduate colleges would enable the programme to expand to a large scale if this

option is exercised.

• This programme will be a “high choice” for those specifically interested in

primary/elementary education and teacher education as a profession.

• A four year integrated professional programme is likely to be accepted for the grant

of a TGT scale on entry into elementary education. There is already a precedence of

offering a TGT scale to products of a B.A.B.Ed. programme offered by the State

Regional Training Colleges, for example at Bhopal.

• This programme will offer professional as well as academic avenues for the trainees. A

Masters level programme in Elementary Education (M.El.Ed.) and research options in

Elementary Education (M.Phil/Ph.D.) will also have to be visualised and programmed to

enable professional development.

Option 2: Three Year Integrated Programme (B.E1.Ed.)

• A professional three year programme in elementary teacher education will provide

differntiation from an ordinary B.A. Programme.

• An Institute base will be desirable. However, involving undergraduate colleges will

permit the preparation of elementary school teachers on a larger scale and thus possibly

cater to the demand in Delhi over the coming decade.

• This programme is likely to be a ‘low choice - safe option” for many, who may

nevertheless do a B.Ed. through correspondence if the problem of eligibility of a TGT or

equivalent scale is not addressed at elementary school education. However, for whatever

time they continue in teaching, trainees of such a programme will be more effective as

primary school teachers than the present B.Eds. who are in reality ‘mis qualified’ and

“unprepared” to teach primary school children.


• Considerable lobbying would be required to enable the recognition of B.El.Ed. graduates

for a TOT scale on entry into elementary education.

• Providing academic avenues for higher education and research will be more important

than in the case of a 4 year programme because of this problem.


CONCLUSION

The immediate steps that need to be taken to operationalise the proposed MACESE B.El.Ed.

programme at Delhi University are:

1. Choose between the above two options.

2. In either case, the programme should be positioned such that it provides future

professional and academic career options.

3. There is an immediate need to equalise the scales or at least reduce disparities between

an Assistant Teacher who has a degree in elementary education and a teacher with TGT

qualification.

4. Press for TGT scales for Primary school teachers prepared through the B.El.Ed.

programme. To begin with, try for TGT scales in select schools such as the Navyug and

Public schools.

5. After an appropriate time period, evaiuate the performance of B.El.Ed. teachers and

build a case for their preferential recruitment and better salary scales. The newly

recruited teachers in schools should be given continued support by MACESE faculty.

6. To begin with, set up a B.El.Ed. programme on a pilot basis in a centralised institute

(MACESE) and two-four undergraduate colleges for the coming three years. This would

enable the development of a graded programme to cater to large number in view of the

constraints of the MACESE faculty and space

7. Entry into the B.El.Ed. programme needs to be promoted through a network of school

teachers, in order to attract students who would be interested to join the profession,

rather than as a “last-choice” academic option.

8. Design the criteria for admission into the programme (See Appendix III) to enable the

above recommendations to be fulfilled. Ajoint admission test should be administered by

MACESE.

9. It may be worthwhile to explore the possibility of offering a short-term bridge course for

DIET Diploma holders, to acquire a B.El.Ed. degree, to promote the profession of

elementary school teaching.


APPENDIX: IA

GUIDELINE FOR IN-DEPTH INTERVIEW

(Teachers/Principals)

This is just a guideline and not a complete questionnaire. Hence frame your questions

accordingly.

I. Introduction

(Note Please introduce yourself as a part of a research group doing work on education and

also trying to assess the needs of elementary education by facilitating feedback from

interviewee’s)

A. Who you are?

B. What is the purpose of your visit/interview/discussion?

C. Name of the person

D. Sex (Male/Female)

E. Age (By observation)

II. Demographic Card

A. How did you arrive at choosing to teach in an elementary school? (Was it a forced

decision or self chosen?)

(Note : Elementary school starts from class 1 to class 5)

B. What are your educational qualifications?

(From school onwards - Type of school etc.)

C. When did you start teaching? (After what qualification and Year) and when did you

get into teaching elementary school children?

D. How would you describe your social background? (e.g. What do your parents do?)

E. Are you married?

If yes, then what work is your spouse involved in?

F. What do you aspire to become? (Ambitions in life)


IV. Career Card

A. What are your present career prospects?

What is the present salary scale?

What is the present increment system?

What is your career path?

What are the professional qualifications required for desired professional

development?

B. Does the present system offer any prospects for professional development?

III. Psychographic Card

(Note: Be sensitive towards picking up key points)

A. Do you feel that any specific aptitude is required to teach elementary

school children? If yes, then what are those?

B. Which class would you like to teach and why? Which class do you

teach? Have you ever taught higher classes? How?

C. What do you think your colleagues feel about the training they have

had?

D. What do they think are the professional development opportunities

available?

E. Does your job command respect/is held in esteem?

• by your family?

• your friends/peers?

• If they feel negatively, then, what do you feel that they (family

members, friends and peer) think that their feeling should be

about your job?

F. What is your perception about the present educational system as a

whole, and more specifically feelings on elementary education? (the

overall environment)

G. How economically rewarding is elementary education as a profession?

H. Is there any challenge or satisfaction in this profession? Please specify?

I. . Do you think that any modification/improvement is required in the

present elementary education system? How do you think this should be

undertaken?


• If yes, then what are these and how relevant are they?

• If not, then do you personally look for any such opportunities?

C. What do you feel about the existing in-service training programme and other

academic options?

D. What are the possibilities of developing teaching aids? What are the

prerequisites for this?

E. Have you had any training? Where? Do you consider this to be useful?

F. How relevant are these? What kind of training do you think should be given?

V. What do you think a course like B.El.Ed. can do? Does this cater to the present need?

(Please give brief introduction about B.El.Ed. course before asking this question)

A. What should be the contents of this course?


APPENDIX: lB


(U.G. Students of Education)


accordingly.

I. Introduction

(Note : Please introduce yourself as a part of a research group doing work on education

and also trying to assess the needs of elementary education by facilitating feedback from

interviewee’s)

A. Who you are?

B. What is the purpose of your visit/interview/discussion?

C. Name of the person

D. Sex (Male/Female)


II. Demographic Card

A. How did you arrive at choosing education as a subject? (Was it a forced decision or

self chosen?)

B. What are your educational qualifications?

(From school onwards - Type of school etc.)

C. How would you describe your social background?

(e.g. What do your parents do?)

D. What would you want to do after completing this course?

E. What do you aspire to become? (Ambitions in life)

III. Psychographic Card

(Note: Be sensitive towards picking up key points)

A. Do you like teaching? (Reasons for both positive and negative answers) Would you

like to take up teaching as a career? At what level?

B. If you prefer to take up school teaching, which type of schools would you prefer to

teach in? Which age-group of children would you like to teach and Why?

C. Do you feel that any specific aptitude is required to teach elementary level (1st to 8th

classes)? If yes, then what are those? If no, then why not?


D. How do your family members, friends and peers feel about your selecting education

as a subject?

• If negatively, then, what do you think that their family members, friends and

peer) feel should be done about this?

E. What is your perception about the present educational system as a whole, and more

specifically feelings on elementary education? (the overall environment)

F. How economically rewarding is elementary education as a profession?

G. Is there any challenge or satisfaction in this profession? What are these?

H. Do you think that any modification/improvement is required in the present

elementary education system? How do you think this should be undertaken?

IV. Career Card

A. What are your career paths? What are your present career prospects and how can you

go about achieving them?

B. Does the present system offer any prospects for professional development?

• If yes, then what are these and how relevant are they?

• If not, then do you personally look for any such opportunities?

C. What do you feel about the existing teacher education programmes and other

academic options available to students of Education?

V. What do you think a course like B.El.Ed. can do? Does this cater to the

present need?

(Please give brief introduction about B.El.Ed. course before asking this question)

A. What should be the contents of this course?

B. Given the choice of this course after 12th would you have chosen it?

(Reasons for positive or negative answers?)

C. How does the name B.El.Ed. i.e. Bachelor of Elementary Education sound to you?

Would you like to suggest some other name?


APPENDIX: IC


(Govt. Officials/Decision Makers)


accordingly.

I. Introduction

(Note : Please introduce yourself as a part of a research group doing work on education and

also trying to assess the needs of elementary education by facilitating feedback from

interviewee’s)

A. Who you are?

A. What is the purpose of your visit/interview/discussion?

B. Name of the person

C. Designation

D. Institution/Deptt.


III. Demographic Card

A. Area and scope of work (relevant to elementary education)

B. What are the present schemes for elementary educational (in detail)?

C. Factual data about

--Teachers at different levels

--Institutions catering to the training of teachers

--What are the present demand gaps

--How do you plan to fill this

D. What do you feel about the present system of elementary education? Does this need any

king of modificatioin /improvement? What can you suggest?

E. Do you feel that more emphasis needs to be given to elementary education? What are

your views about this?

F. Is there any difference between teacher education programmes for primary, secondary

school teachers and High school teachers (preservice)?

G. What scope is presently available for the professional development of elementary school

teachers?

H. What institutes (e.g. JBT/DIET/etc.) are presently available for preservice and in-service

school teachers? How adequate are they?


I. Do you see any gaps in training programmes for elementary school teachers? If so, how

can they be bridged?

J. What kind of changes do you suggest in the present system and at what level?

K. Do you think that a course like B.El.Ed. can bridge the present gaps and stand above or

does it need to be a part of other available programmes ? What in your opinion should be

the course components of such a programme?

L. Could you give us your estimate for the demand for Elementary School teachers

(Primary and Upper Primary)?

M. What are the financial implications of starting such a programme?


APPENDIX: II A

ADMINISTRATIVE DECISION MAKERS INTERVIEWED

1. Professor J.S. Rajput, Educational Advisor, Elementary Education, Ministry of Human

Resource Development, New Delhi.

2. Professor A.K. Sharma, Joint Director, NCERT, New Delhi.

3. Dr. G.L. Arora, Director, SCERT, New Delhi.

4. Dr. R. Murlidharan, Head, Department of Pre School and Elementary Education,

NCERT, New Delhi.

5. Shri Shakti Sinha, Director, Directorate of Education, Delhi Administration, Delhi.

6. Dr. N. Siddiqi, Ex-Principal, DIET, Rajinder Nagar, Delhi.

7. Dr. Shakti Kapoor, Principal, DIET, Moti Bagh, New Delhi.

8. Shri S.R. Arya, Commissioner-cum-Secretary (Education), Delhi

Administration.

9. Shri Mathur, Director, Education, New Delhi Municipal Corporation, Delhi.

10. Shri Purushotam Goyal, Chairman, Delhi Metropolitan Council, New Delhi.

11. Ms. S. Swatantra Bala,AEO, Research and Extension, Municipal Corporation of Delhi,

Delhi.


APPENDIX: II B

LIST OF PRINCIPALS OF COLLEGES OF THE UNIVERSITY OF DELHI,

INTERVIEWED

1. Dr. Arora, Acting Principal, Atma Ram Sanatan Dharm College, Dhaula Kuan, New

Delhi - 110 021.

2. Dr. Hema V. Raghavan, Principal, Gargi College, Sin Fort Road, New Delhi - 110 049.

3. Rev. Sr. (Dr.) Melba, Principal, Jesus and Mary College, Chanakyapuri, New Delhi -

110 021.

4. Dr. Kadian, Principal, Kirori Mal College, University of Delhi, North Campus, Delhi -

110 007.

5. Dr. Meenakshi Gopinath, Principal, Lady Sri Ram College, Lajpat Nagar, New Delhi -

110 024.

6. Dr. Anil Wilson, Principal, St. Stephens College, University of Delhi, North Campus,

Delhi-110 007.


APPENDIX: III

ENTRY LEVEL CONDITIONS FOR ADMISSION

INTO THE PROPOSED B.E1.Ed. PROGRAMME

The following criteria could be used for setting the entry level conditions for admission into the

proposed programme:

1. Proficiency of knowledge, skills and aptitude

Short-listing could be done at two levels :

Screening applications on the basis of stipulated eligibility criteria in class 12

examination; and comprehension, expression and seriousness of the pursuit of the

profession.

Assessment using a written objective test on the basis of reasoning skills; problem

solving skills and aptitude

2. Attitudes and Interest

The final selection could be made using a situational test of observing candidates in

real situations of dealing with children, for example in the classroom, playfield.


APPENDIX: IV

A TENTATIVE CURRICULUM FRAMEWORK

FOR THE PROPOSED B.E1.Ed. PROGRAMME

Courses should particularly focus on:

• Perspective on child development - Understanding children, how they think and learn

and their education and health status.

• Perspective on education - Major Indian and Western thoughts, history, philosophy,

sociology and Indian Policy.

• Pedagogical perspectives - Early literacy and numeracy and learning processes.

• Subject knowledge - Language/linguistics, social sciences, natural and life sciences and

mathematics.

• Human relationships and communication skills.

• Theatre and the arts - Drama, music, dance and craft in education.

• School management and organisation - Curriculum planning and coordination,

classroom management.

• Practicum - Obseving children, keeping records and internship in teaching.

Duration and Structure

The programme should be spread over six or eight semesters for three or four years as the case

may

be 18-25 courses could be covered in all.

The first four semesters could focus on exposing students to major knowledge areas of the

offered courses. The final year could be spent on consolidating the acquired knowledge and

building

connections with classroom teaching.

Each semester should have a practicum. Students in the first few semesters should be given

opportunities to observe children in various settings, experience in record- keeping and

interpretive analysis. This should be followed by project work in curriculum design and

evaluation. The final year practicum should focus on classroom teaching and management.

A tutor system could be evolved to help each student to build connections between observations,

theory and classroom teaching.


A Committee, under the Chairpersonship of Professor Krishna Kumar, appointed by Professor

Nargis Panchapakesan, Head, Department of Education, Delhi University, is already deliberating

on the curriculum framework for the proposed programme.

Somnath Sen, is an economist with a post-graduate degree in management from IRMA.

Ranjan Verma, has considerable professional experience in both private and voluntary sectors in

social and environmental research and rural marketing.


Documents

Feasibilty Study for a Professional Degree Programme in Elementary Education