 TEACHERS AND THEIR TRAINING

THE PRESENT SITUATION

Traditionally teachers have enjoyed a position of great respect in our country. The religious leaders and social reformers have been addressed as teachers of the people. Hundreds of thousands of teachers are still held in esteem by their pupils and the community. However, on the whole the status of teachers has diminished during the last few decades. The reasons for this are not difficult to find: deterioration in their service conditions, the isolation in which teachers work, phenomenal expansion of the educational system, lowering of standards of teacher training, a general impression that a very large number of teachers do not perform their duty properly, changes in the value system in society, etc. The status of teachers has had a direct bearing on the quality of education, and many of the ills of the latter can be ascribed to the indifferent manner in which society has looked upon the teacher and the manner in which many teachers have performed their functions.

THE POLICY, IMPLEMENTATION STRATEGIES AND OPERATIONAL PREREQUISITES

2. The NPE places complete trust in the teaching community. It calls for a substantial improvement in the conditions of work and the quality of teachers' education. The Policy also emphasises the teachers' accountability to the pupils, their parents, the community and to their own profession.

3. The strategy of implementation of NPE in regard to teachers and teacher education will consist of a variety of measures for improvement in the status of teachers, along with effective teacher accountability and a substantial upgradation in the quality of teacher education.

In specific terms, the main aspects of the strategy of implementation would be the following:

(a) Introduction of reforms in the system of selection of teachers;

(b ) Improvement in the living and working/service conditions of teachers;

(d) Involvement of teachers in the planning and management of education;

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(e) Involvement of teachers' associations in upholding the dignity of teachers, their professional integrity and curbing professional misconduct-

(f) Preparation of a code of professional ethics for teachers and ensuring that teachers perform their duties in accordance with acceptable norms;

(g) Willingness to take hard decisions with regard to the observance of (e) and (f) above;

(h) Creation of opportunities and atmosphere to promote autonomy and innovation among teachers.

Operationalisation of this strategy will call for strong determination, meticulous planning, innovative and participatory methods of programme Implementation, and a considerable amount of financial resources.

THE ROLE OF THE TEACHER

4. The teacher is the principal means for implementing educational programmes and of the organisation of education. While speaking of teachers we include heads of educational institutions, whole-time teachers in institutions of formal education, instructors of non- formal and adult education centres, teachers engaged in instruction through the various techniques of distance learning and also voluntary and part-time- workers who maybe engaged for playing a specific role for a specific period of time. As far as the whole-time teachers in educational institutions are concerned, their principal role is, and will always be, teaching and guidance of their pupils, not only through classroom instruction and tutorials but by personal contact and numerous other ways teachers have always employed for building the character of their pupils. Teachers at all stages have to be expected to undertake or promote research, experimentation and innovation. Teachers have an indispensable role in extension and social service. They have also to participate in the management of a variety of services and activities which educational institutions undertake to implement their programme.

TEACHERS IN HIGHER AND TECHNICAL AND MANAGEMENT EDUCATION

5. In Higher Education and Technical and Management Education the programmes of action already visualize preservice training and orientation of teachers, and providing them further opportunities for professional growth through continuing education recurring every five years. opportunities to undertake research are being expanded and the infrastructure of institutions improved. Freedom to innovate in teaching, course design and evaluation is to be ensured through greater autonomy of colleges and departments in the institutions of higher education. Linkages with research agencies and industry or other productive sectors are to be promoted so that the opportunity of creative work is vastly

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expanded, and teachers will be able to work in other agencies for short periods, and in the event of their selection to posts in other agencies they may be able to transfer their service benefits from one institution to another. New management structures for higher educational institutions are also to be evolved to ensure greater participation of teachers in all relevant spheres of work.

Under these conditions it would be natural to expect that the teachers will be able to give of their best to the students and the community, and would perform their duties conscientiously and with discipline. Institutions will be helped to set up a system of teacher evaluation, based on the multiple tasks which a teacher may perform; an evaluation which would be open, participative and data based. This concrete record would be used when a teacher is to be assessed for career advancement. Poor performance of a teacher would also call for remedial steps.

GRIEVANCE REMOVAL (HIGHER EDUCATION)

6. Removal of grievances will be effected by the creation of a suitable machinery which could take speedy action. Grievances pertaining to pay scales, or service conditions etc. which relate to many colleges or institutions cannot be resolved at the institutional level. Hence an inter institution or state level machinery will be created to examine such grievances within limited time. Unfortunately in our institutions numerous individual grievances accumulate over time and lead to good deal of discontent. Steps will be taken to examine if an ombudsman type of senior person could be appointed at the Pro-Vice-Chancellor's level in every university Only to 'Look into all the records, in the case of individual grievances, and tender his advice to the Vice-Chancellor and the Executive Council/Syndicate for remedial action.

GRIEVANCE REMOVAL (SCHOOL LEVEL TEACHERS)

7. Arrangements will be made to ensure that legitimate grievances are promptly attended to. The most important thing is to ensure that teachers get what is due to them - timely disbursement of pay, reimbursement of travel and medical bills, annual increments, decisions regarding crossing of E.Bs, seniority lists, postings and transfers in accordance with rules, promotions as prescribed etc. It is also necessary that disaffection among teachers is taken note of promptly. Joint Consultative Committees will be formed at District and State levels to examine such grievances; and officers may be designated to particularly examine individual grievances. It will be examined if this activity can he undertaken by a standing committee of the State Advisory Board of Education.

LIVING AND WORKING CONDITIONS OF TEACHERS

8. The most important factor affecting the status of teachers is their living and working conditions. Some of the directions in

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which action will be taken are as follows:

(a) Pay & allowances - Eventually, we have to move towards providing pay and allowances to teachers at all levels which are in keeping with their educational qualifications, professional responsibilities and the expected status in society. As far as teachers in higher, technical and management education are concerned the matter is under active consideration and a decision will be taken soon. Compatibility of pay structures with those in other agencies will be kept in mind. For school teachers it is expected that the State Governments will examine the question. The anomaly of providing lower scales of pay to some categories of teachers ( e.g. teachers of physical education, fine arts and craft teachers) and librarians will be done away with.

(b) It is intended to link career advancement with professional growth. The data based comprehensive appraisal would therefore, be necessary at suitable intervals.

(c) Retirement and old-age benefits and medical-care- All teachers in Government, local bodies and in institutions created by Government or by Acts of Parliament/State Legislatures will be eligible for retirement and medical benefits identical with Government servants. Teachers in aided and private institutions will also be eligible for such benefits in accordance with such directions as may be issued by the Government from time to time.

B(d) Housing- Special measures will be taken to provide housing facilities for teachers in urban as well as in rural areas. In addition to budgetary resources, funds from various corporations and housing agencies will be attracted for this purpose. Variety of financial resources will be used for construction of houses in desert, hilly, tribal and remote rural areas.

(e) Study Leave- All teachers will be entitled on full pay, one long-term study leave. It will be necessary for them to give an, account of their having optimally utilised the period of study leave. Other opportunities of continuing education will also be provided to teachers and they would be encouraged to avail of them.

(f) Special provisions for women teachers - All women teachers desirous of being posted with their spouses will be posted as such provided that the latter are working in desert, hilly, tribal or remote rural areas. Placement of women teachers will be made keeping in view their domestic obligations. Every effort will be made to provide the facility of creches to women teachers. They will also be provided convenience of long leave, if necessary, for bringing up their children. Possiblility of providing them part-time

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work will be explored.

(g) Uniformity of service conditions - It is desirable that there should be uniformity of service conditions for all teachers of the same category throughout the country, and efforts will be made to reach that goal. Specific directions in this respect would be worked out in consultation with State Governments.

(h) Postings and transfers of teachers - It is essential that postings and transfers of teachers are made in accordance with certain norms. By and large, a teacher should not be moved for three years after his first appointment and we should move towards a situation where by and large a teacher does not get transferred till he/she is promoted or there are some unavoidable exigencies.

(i) National Foundation for Teachers' Welfare - The activities of the Foundation will be enlarged, the eligibility of teachers widened and necessary organisational support provided to make the Foundation an effective instrument of teachers' welfare.

TEACHERS' PARTICIPATION

9. It is only through their active participation at all levels of management that the principal responsibility of educational transformation can be entrusted to the teachers. The main features of teachers' participation would be the following:

(a) Involvement of teachers in implementation of NPE, in laying down of rules, procedures and norms therefor and in monitoring of Policy implementation;

(b ) Participation of teachers in the policy'-making and management forums such as CABE, State Advisory Boards of Education, District Boards of Education, Village Education Committee, etc.;

(c) Provision of Executive Committee/Syndicate and Academic Council level consultative bodies with teachers, in fairly large numbers, to discuss 'specific or general issues of improving the institutional system.

TEACHERS' ASSOCIATIONS

10. Strong, unified and responsible teachers' associations are necessary for the protection of the dignity and rights of teachers as also for ensuring proper professional conduct of teachers. It would be advisable to encourage development of such associations. Professional associations of teachers will be encouraged to develop awareness of teachers towards their professional growth and development. It is necessary to stress the need for democratic functioning of all these organisations in the absence of which

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they tend to break into small groups and their credibility and capacity to serve the cause sufferers.

RECRUITMENT OF TEACHERS

11. Methods of recruitment of teachers will be reorganised to ensure objectivity, merit and conformity with spatial and functional requirements. Discussions will soon be Initiated with State Governments, and agencies such as the UGC/AICTE etc. to evolve such a method of recruitment. The need to reduce ad hoc and temporary appointments and fill vacancies speedily will be kept in view.

12. Every effort will be made to make teaching an attractive profession to which young persons of talent and commitment may feel motivated to join. Apart from improvement in working and living conditions, the procedures of selection of teachers will also be reorganised. Persons who have given evidence of interest in teaching, love for children, of a spirit of adventure and creativity, and commitment for social upliftment will be preferred. In addition to these qualities, at the level of higher education due attention would be given to the quality of intellect and capability to provide leadership to the youth. For selection of professors, readers and lecturers, persons from all parts of the country would be made eligible and effort made to ensure that at least one-fourth of the teachers at the university/college level in a State come from outside it.

13. In the school system, particularly at the elementary level, the desert, hill, tribal and remote rural areas have always had difficulty in regard to placement of teachers. A systematic and phased programme will be prepared to deal with this problem, the main components of which will be as follows:

(a) Teachers who are willing to live permanently in such areas, particularly those whose wives can also be teachers, will be assured long-term postings in the rural areas of their choice, and scholarships provided for their children's education.

(b) A large programme of construction of houses will be taken up. These houses will be close to the habitations and would be built in clusters so that apart from teachers, other functionaries who are required to stay in the villages stay there. Special RLEGP projects will be prepared for this purpose. These funds will be supplemented by allocations for this purpose from the Finance Commission, Tribal Sub;-Plans, Desert Development Programme, Hill Area Development Programme, etc.

(d) Integrated condensed courses will be organised for upgrada-

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tion of educational qualifications and teacher training of local village women to prepare them as teachers and nonformal/adult education instructors.

(e) Village youth who may not fulfill the prescribed qualifications 'for the post of teacher may be appointed as volunteer teachers for two to three hours a day to run a primary school, and also to function as non- formal/adult education instructors in the evenings. These volunteer teachers may be appointed only in areas where arrangements can be made for training of good quality. It would generally be possible to take up such programmes in cooperation with SCERTs, DIETs, suitable voluntary agencies and with full cooperation of the panchayati raj institutions and the local community.

14. Keeping in view the importance of non-formal education in universalisation of elementary education and of adult education in the strategy of educational development envisaged in NPE, special arrangements will be made for training of instructors. Apart from what has been mentioned in this regard in the relevant Sections, it may be their role as community workers. Special arrangements will be made for upgradation of their professional competence through systematic programmes of continuing education. Finally these instructors would also be given appropriate recognition and reward.

TEACHER EDUCATION*

15. Professional training of teachers to be employed in elementary and secondary schools is a pre-requisite in all parts of the country. The requirement is waived only in areas or among groups where there is a severe shortage of teachers. There are at present about 1200 institutions for training of elementary school teachers and about 360 colleges for preparing secondary teachers. A large number of these institutions suffer from inadequate facilities human, physical and academic to provide good professional education. Curricula remain unrevised for years, reading lists out of date and practices adopted by teacher educators in direct contradiction to ones being prescribed to prospective teachers.