THE STATUS OF THE TEACHING STAFF
The role of the teacher has been well recognised in the traditional Indian thought through the centuries. The 'Guru' (teacher) was to be revered as an imparter of knowledge and a guide. In the present context, the role of the teacher remains as critical as ever.
The teacher plays a major role in implementing the policies and schemes formulated to achieve a breakthrough in the quantitative expansion and qualitative improvement of education. Reflecting the crucial role of teachers in national development, the NPE 1986 called for a substantial improvement in the conditions of work and quality of teacher education.
The important determinants of the status of teachers could be identified as follows:
* The academic and professional requirements for entry into the profession
* The financial and other economic benefit
* The freedom of teachers to take part in public affairs
* The professional responsibility assumed
* The degree of public recognition.
Growth of the teaching profession The teaching profession has the largest number of members as compared to other professions in India. During 1994-95, about 4.3 million teachers were working in different levels of schools. Of these, 2.7 million [66 per cent] were engaged in primary and upper primary schools [grades I to VIII] of which 2,01 8,050 teachers were in government schools. Of the 1.5 million [34 per cent] in high/higher secondary schools [grades IX to XII] 609,121 were in government schools.
During the period 1990-95, the total strength of teachers at different levels of school education increased from 4.0 million to nearly 4.3 million, marking an increase of 6.5 per cent. If this trend continues, the number of teachers, particularly primary and upper primary teach- ers, will grow significantly over the next decade.
A sex-wise analysis of the teacher force indicates that there are 3 times more male teachers than female teachers at all levels of school education. Although the number of female teachers has increased, yet, their share in the total teaching force is very small, particularly, in rural, remote and educationally backward areas. The number of women teachers in schools increased from 1,141,015 in 1987-88 (29.4 per cent) to 1,343,667 in 1993-94 (32.08 per cent).
System of teacher education The NPE 1986, called for an over-haul of the Teacher Education System in the country. It emphasised the need for continuing education
PROGRESS ON TEACHER EDUCATION SCHEMES
Progress (As on 31st March, 96)
Sl. No. Item Target Achievement
1. Programme for Mass Orientation of 2.0 million 1.76 million
School Teachers(1986-90) teachers teachers
2. Establishment of DIETs 425 by the end 424
of VII plan
3. Upgradation of Secondary Teacher Education
Institute into CTEs/IASEs 135 107
4. Strengthening of SCERTs All SCERTs 8
5. Special Orientation Programme of 1.8 million 0.3 million
Primary Teachers during 1993-97 teachers teachers
for teachers to meet the thrust envisaged in the policy. A new Centrally Sponsored Scheme of Restructuring and Reorganisation of Teacher Education was launched in 1987-88 which primarily envisages establishment of DIETs to provide pre-service and in-service training to elementary school teachers and to AE and NFE personnel. In addition, upgradation of Secondary Teacher Education Institutions into Colleges of Teacher Education (CTEs), establishment of Institutes of Advanced Studies in Education (IASE), strengthening of SCERTs and University Departments of Education through the University Grants Commission are components of this restructuring which has the basic objective of providing training and resource support to elementary and secondary education at the grassroots level.
Central assistance is meant for the construction of buildings, procurement of books and equipments, additional expenditure on staff
FINANCIAL OUTLAYS FOR TEACHER EDUCATION
Year Item Amount
1987 to 1995-96 Financial Assistance Released for
DIETs 2,263.60
1995-96 Total Grant by MHRD 1,080.00
salaries and training programmes. In view of the high priority accorded to the achievement of the target of UEE, emphasis under the Teacher Education Scheme has so for been on setting up of DIETs. It was proposed to establish DIETs in 425 districts in the country (as per 1987-88 configuration when there were 451 districts in total) by the end of the VIII Five Year Plan. Against this target, 424 DIETs have been sanctioned as on 31st March, 96. Seventy three CTEs and 34 IASEs have also been sanctioned. Eighteen SCERTs have been assisted under strengthening of SCERT component of the scheme.
A Special Orientation Programme for Primary Teachers (SOPT) has also been taken up during the VIII Plan period (1992-97). Started in late 1993, this programme is aimed at orienting an estimated 1.8 million primary teachers in the country in the use of Operation Blackboard material and MILLs strategy. The NCERT is the apex body implementing this programme through state nodal agencies which are mostly SCERTs. Ministry of Human Resource Development releases grants to the NCERT based on the needs. Within the provision of the Centrally Sponsored Scheme of Restructuring and Reorganisation of Teacher Education, so far about Rs. 450 million has been released to the NCERT for the purpose. According to the NCERT, State Governments have reported training of about 0.3 million primary teachers under the SOPT. Details on the implementation of Teacher Education Scheme have been presented earlier.
Qualifications and training The minimum general qualification prescribed by some states for the recruitment of primary school teachers (teaching grades I-V) is 10 years of formal education (matriculation/ secondary), whereas, it is senior secondary or 12 years of education prescribed in certain states (e.g., Haryana, Maharashtra, Tamil Nadu, Uttar Pradesh and Delhi). The minimum qualification prescribed by most states for the appointment of upper primary school teachers (teaching grades VI-VIII) is graduation (second level diploma) whereas in some states it is matriculation/senior secondary (first level diploma). The educational qualifications of teachers have been gradually increasing. According to the Fifth All India Educational Survey in 1986 (NCERT, 1990), as many as 2.1 million (77 per cent) primary and upper primary school teachers had been trained through first level diploma (under- graduation), 0.5 million (18 per cent) through second level diploma (graduation) and 0.1 million (5 per cent) through third level diploma (post graduation and above) (Table 6.1).
All states in India require at least a graduation degree (second level diploma) for secondary school teachers (grades VI-X and post-gradua- tion degree (third level diploma) for higher/ senior secondary school teachers (grades XIXII). As many as 58 per cent teachers teaching at the secondary and higher secondary levels had second level diploma, 33 per cent had third level diploma and only about 9 per cent had first level diploma (under-graduation).
The above data indicates that a good percentage of teachers at all levels of school have attained the required level of general educa- tional qualification.
Pre-service teacher training The Fifth All India Educational Survey (NCERT, 1990) indicates that about 87 per cent primary and upper primary teachers are trained, that is, they have acquired a primary or el-
Table 6.1 Number of Teachers at Different Levels of Education According to the Level and Type of Qualification* (1986)
Figures in Million
Level of Type of First Level Diploma Second Level Diploma Third Level Diploma Total
Education
Total Those having Total Those having Total Those having 1+2+3
1 received teacher 2 received teacher 3 received teacher
training training
Pre-primary Data not available
Education
Primary MF F MF F MF F MF F MF F MF F MF F
Education
(grades 1-8) 2.1081 0.645 1.855 0.578 0.500 0.146 0.410 0.199 0.122 0.09 0.104 0.032 2072 0.831
Secondary MF F MF F MF F MF F MF F MF F MF F
Education
(grades 9-12) 0.081 0.026 0.074 0.024 0.258 0.158 0.473 0.143 0.305 0.079 0.27 0.072 0.914 0.264
a) General Data not available
Education
b) Technical and Data not available
Vocational
Education
c) Teacher Data not available
Training
*The levels of education are on the vertical axis and the level of teacher qualification on the horizontal axis.
Source: NCERT(1990), Fifth All India Educational Survey, New Delhi, India
MF = Male and Female
F = Female
ementary teacher training certificate of one or two years' duration or bachelors degree in education. There are, however, significant regional variations. The percentage of trained teachers at primary and upper primary level is more than 99 per cent in the states of Haryana, Tamil Nadu, Chandigarh and Delhi. It is less than 50 per cent in Arunachal Pradesh, Meghalaya, Sikkim, Nagaland and Tripura.
The Centrally Sponsored Scheme of Restructuring and Reorganisation of Teacher Education taken up in 1987-88 in pursuance of NPE 1986 envisages, on the one hand, strengthening of institutional base of teacher training and on the other, takes up special programmes for training of teachers in specified areas and other non-institutional programmes of orientation for teachers. The Scheme provides for the setting up of DIETs to provide training and resource support to elementary education (both formal and non-formal) and AE systems at the grassroots level.
The scheme for establishing the DIETs envisaged raising the general education of primary teachers to 12 years of schooling. With the establishment of DIETs, almost all states are now moving towards a two-year diploma in education for those teaching at the elementary level following 12 years of schooling.
Of the total number of teachers working in high or higher secondary schools, approximately, 90 per cent are trained, i.e., they have ac- quired a bachelor's degree in education (B. Ed.)/, The percentage of trained teachers at both the levels is the highest in Chandigarh (99.89 and 100 per cent, respectively) and lowest in Assam (30.71 per cent and 22.52 per cent, respectively). A comparison between male and female teachers indicates that the number of male untrained teachers is more than that of female teachers at all school levels in the country.
The National Council for Teacher Education The NCTE was established in May, 1973 by a Government resolution to advise Central and State Governments on all matters pertaining to teacher education, with its Secretariat located in the NCERT. The NCTE's status and role till 1993 have been purely advisory and it did not have statutory powers to enforce its guidelines. As per the provisions laid down in the NPE 1986 and the Programme of Action for its implementation, the NCTE has been conferred statutory status as per the NCTE Act No. 73 of 1993 passed by the Parliament and assented to by the President. It has come into existence with effect from 17th May, 95. The Act provides for establishment of the NCTE with a view to achieving planned and coordinated development of teacher education system throughout the country, regulation and proper maintenance of norms and standards in the teacher education system and for matters connected therewith.
Programmes and activities taken up by the NCTE so for include:
* Preparation of a framework for competency-based curriculum for elementary teacher training institutions.
* Restructuring of pre-service teacher education curriculum for all stages.
* Human Rights and National Values-preparation of materials and orientation of teacher educators.
* Preparation of a video film on teacher training in physical education.
* Preparation of a project proposal on Teacher Education in States/UTs-current status, issues and future projections.
* Development of material for teacher educators on specific subjects.
Instructors in NFE In the NFE system, the instructor is the key person. The instructor is a nominally paid volunteer who is usually employed on a part-time basis. He/she could be an educated housewife, a girl from the village, an educated unemployed youth, a retired teacher, a qualified social worker, an anganwadi worker or even a professional semi-skilled person. Among the qualities expected of an instructor are dedication to work, and volunteerism. Girls' NFE centres have only lady instructors. The minimum qualification of the instructor is class 10 pass. But studies show that the qualifications of instructors vary from class 8 to Master's degree with a professional degree in educa- tion. In fact, there are many remote areas-rural and tribals-where individuals who have studied beyond class 8 are not available. In such cases, the VEC is empowered to relax the minimum qualification of the instructor. In the case of lady instructors, this problem is even more acute.
The basic skill which an NFE instructor is expected to have or develop is multi-class teaching as the group of learners he/she has to deal with is a heterogeneous one. The methodology of teaching at the NFE centre has to be different from the one used in formal schools. Therefore, to orient the instructor in the teaching methodology and also to acquaint him with the content of the learning materials, a four-tier system of training has been developed. A group of master- trainers from each state is trained by the NCERT, who in turn train Project Officers of NFE at the state level. The Project Officers thus trained, are responsible for training supervisors and instructors at the block level.
During the first year, the minimum training period for the instructor is 30 days and in the subsequent year it is 20 days. The first phase is usually divided into three phases and focussed on training in pedagogy, content, evaluation and monitoring. The second phase of training is devoted to discussion focussed at finding solutions to the problems faced by the instructors while teaching at the centre.
Various packages of training materials have been developed to cope with the needs of training. The training of instructors at the district level is done through DIETs. The overall responsibility of training NFE functionaries at the state level rests with the SCERTs.
In the NFE centres, the instructor is the link between the centre and the community and is expected to perform a more dynamic role. He is also expected to take care of the individual needs of the learner and help him/her in solving day-to-day problems. The responsibilities of instructors include the organisation of the daily activities of the centre, identification of out-of-school and non-school going children, the selection of the site for the centre in consultation with the VEC, organising teaching-learning activities by drawing on supervisors, primary school teachers, TLC volunteers, ECCE Centres, the community, nearby voluntary agencies, mobile village library, Block Development Office, Primary Health Centres, etc.
The monitoring of the NFE programme is done on a continuous basis at all levels viz. village, district and state through the VEC, DIETs, SCERTs and Directorate of Education.
The teachers working under TLCs are volunteers and are not paid any salary for their services. Since the qualification of these volunteers is not fixed, any educated person capable of working as a volunteer is appointed and trained. The responsibility of training volunteers of TLCs is that of the State Resource Centres (SRCs).
Conditions of work
Salary Good conditions of work play a significant role in attracting and retaining the right type of persons in the teaching profession and enabling them to function efficiently. The working conditions include teacher's salary and benefits, availability of a suitable school building and essential facilities in the school, teacher's workload, method of recruitment, availability of teaching and non-teaching materials and opportunities for promotion.