FOLLOW-UP TO THE RECOMMENDATIONS
Recommendation 69 The changing role of the teacher and its influence on preparation for the profession and on in-service training :
The National Council of Educational Research and Training acts as the academic secretariat of the National Council of Teacher Education, Under this, universities are, assisted to revise their B.Ed syllabi. Persistent efforts are being made to promote the adoption of the curriculum framework to upgrade the quality of teacher education.
Regional Colleges of Education are primarily concerned with innovative pre-service, and in-service teacher training. The important features of these courses are the integration of subject- content and methodology of teaching, long-term internship of student teachers in actual class room setting, and participation of students and teachers in community work. About 2,500 students are studying for B.A., B.Ed., B.Sc., B.Ed., M.Ed. and M.Sc. Ed.
Regional Colleges of Education offer (i) correspondence-cum- contact programmes for elementary and secondary school teachers and (ii) correspondence-cum-contact programmes for teacher-educators of training institutions preparing teachers for elementary schools. The programme consists of correspondence course of about six months duration to receive correspondence lessons and complete correspondence assignments, and a contact session- of 15 days for practical work related to subjects.
The, Scheme of continuing education was launched in the year 1978-79 with a view to continuously updating of the professional competence of secondary school teachers and primary school educators working in different parts of the
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country. Sixty-seven centres continue to improve in-service teacher training by undertaking appraisal of present position; identification of deficiencies; planning for improvement; workshops for materials development; and orientation of personnel.
Recommendation 73 The interaction between education and productive work :
Connection between education and work is being planned at the school stage I-X classes by the introduction of socially useful productive work. Integration of vocational courses (70%-75%) and academic instruction (25%-30%) is being advocated at +2 stage classes XI-XII. Vocational courses are being identified through vocational surveys so that those could be linked with environmental industries, 'agriculture and technologies. So the schools are being transformed into combined learning and production units. School activities are being related to community productive activities and employment potentials.