Educational Committees and Commissions - 2 Chapter Notes | Crash Course for UGC NET Education PDF Download

National Commission on Teachers (1983-85)

The National Policy Statement on Education (1968) emphasizes that among all factors influencing the quality of education, teachers are the most crucial. Their salaries and service conditions should be satisfactory, considering their qualifications and responsibilities.

In 1983, the Government of India appointed the National Commission on Teachers, chaired by Prof. D.P. Chattopadhyaya, to recommend improvements in the educational process.

Factors for Selecting Trainees for the Teaching Profession:

• Good physique
• Linguistic ability and communication skills
• Fair degree of mental ability
• General awareness of the world
• Positive outlook on life and capacity for good human relations

Recommended Selection Methods:

• Objective tests
• Rating scales
• Group discussions
• Personal interviews

Suggestions for Professional Preparation:

• Study of education as a discipline, including educational psychology, sociology of education, and educational philosophy
• Practice teaching and its content-cum-methodology
• Learning various skills related to the role of a teacher, including educational technology and software preparation

National Curriculum Framework (2005)

The National Curriculum Framework (NCF) 2005, developed by the National Council of Educational Research and Training (NCERT) in India, is a crucial document that guides the syllabus, textbooks, and teaching practices in school education. It follows earlier frameworks published in 1975, 1988, and 2000.

The NCF 2005 was informed by various sources, including the government's report on "Learning Without Burden," the National Policy of Education (1986-1992), and discussions among different groups. Its primary aim is to reform the education system by promoting a learner-centric curriculum, flexible processes, and the role of teachers as facilitators who support and encourage students.

Objectives of NCF

Connecting Knowledge to Life: The NCF aims to link what students learn in school to real-life situations and experiences outside of school.

Shifting from Rote Learning: The focus is on moving away from memorization-based learning to a more understanding-based approach.

Enriching the Curriculum: The NCF seeks to enhance the curriculum so that it goes beyond just textbooks and includes a wider range of knowledge and skills.

Flexible Examinations: Examinations are to be made more flexible and integrated into daily life, reducing the pressure associated with them.

Nurturing Identity and Democratic Values: The NCF aims to foster a strong sense of identity among students, grounded in care and concern, within the democratic framework of the country.

Focus Areas of NCF:

• Standard Curriculum for All: Ensuring that all students, regardless of their background (caste, creed, religion, or sex), have access to a standard curriculum.
• Joyful and Stress-Free Learning: Making learning a pleasurable experience by recommending significant changes in syllabus design.
• Quality Education for All: Ensuring that every child receives a quality education.
• Reducing Curriculum Load: Based on the insights from 'Learning Without Burden,' the NCF aims to reduce the curriculum load.
• Promoting Self-Reliance and Dignity: Fostering a sense of self-reliance and individual dignity, promoting non-violence and unity within society.
• Child-Centered Approach: Developing an approach centered around the child to promote universal enrollment.

National Identity and Democratic Values: Instilling a sense of national identity and commitment to democratic values such as equality, justice, secularism, and freedom among students.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             ​                                                                                                                                                                            

National Knowledge Commission (2007)

The National Knowledge Commission (NKC) was set up on June 13, 2005, by the then Prime Minister of India, Dr. Manmohan Singh. The commission focused on policies related to education, research institutes, and reforms to enhance India's competitiveness in the field of education. Sam Pitroda chaired the commission, and other notable members included Dr. Ashok Sekhar Ganguly, Nandan Nilekani, Dr. Deepak Nayyar, and Dr. Jayati Ghosh, among others. However, the NKC was discontinued by the BJP government in 2014.

The vision of the National Knowledge Commission was to serve as an advisory body to the Prime Minister and to assist in restructuring knowledge-related institutions and infrastructure to address the challenges of the 21st century.

Objectives of the NKC

• To encourage the application of knowledge in agriculture and industry.
• To enhance the quality of the educational system.
• To improve the management of institutions involved in intellectual property rights.
• To facilitate the use of knowledge capabilities in making the government a more effective, transparent, and accountable service provider.
• To foster the creation of knowledge in Science and Technology laboratories.

Key Recommendations by the NKC in 2007

• Health Information Network: The NKC suggested the extensive use of IT in healthcare to enhance the delivery of efficient health services. It recommended developing a web-based network connecting all healthcare establishments in both the private and public sectors. This network would improve public health planning, medical education, medical research, drug development, fraud prevention, disaster management, and patient care.
• Portals: The NKC proposed creating web portals to aggregate, organize, and present relevant information in local languages for various key areas related to basic human needs. These portals should be user-friendly, customizable, and translated into all Indian languages to reach a wider audience. Interactive applications and e-learning content should also be available in local languages.
• Legal Education: The NKC recognized legal education as a vital part of professional education and emphasized the need for justice-oriented education aligned with the values enshrined in the Constitution of India. A working group of experts was constituted to suggest measures for improving the quality of legal education in India.
• Medical Education: The NKC highlighted the need to improve the quality, quantity, distribution, and availability of human resources in the health sector to ensure care-driven, rural-oriented, and equitable health services. A comprehensive appraisal of the medical education system was deemed necessary.
• Management Education: The NKC noted the significant growth of management education in India and proposed a new regulatory framework, grading of institutions, faculty development, and the introduction of non-traditional management education. It also initiated important measures in open and distance education, intellectual property rights, legal frameworks for public-funded research, and traditional health systems.

Yashpal Committee Report (2009)

The Yashpal Committee, led by Prof. Yashpal and other distinguished scholars, provided recommendations on the "Renovation and Rejuvenation of Higher Education." Their aim was to enhance the quality of higher education and address the shortcomings present in the system.

Objectives of the Yashpal Committee Report

• Research and Teaching Integration : All universities should focus on both teaching and research. Research institutions need to collaborate with nearby universities to create teaching opportunities for their researchers.

• Interdisciplinary Approach : There should be a move away from isolating fields like engineering and management. Institutions like the IITs and IIMs should also foster scholarship in areas such as literature, linguistics, and politics. Universities should have the freedom to expand and diversify according to their unique needs, rather than adhering to a uniform standard.

• Local Relevance in Syllabi : All syllabi should require teachers and students to apply their knowledge to local situations, issues, or problems. There should be flexibility to use local data and resources to make the syllabus content more relevant and experiential.

• Compulsory Occupational Exposure : A minimum level of occupational exposure, such as summer jobs or internships, should be mandatory for all students, regardless of their discipline, with evaluations based on this exposure.

• Interdisciplinary Exposure at Undergraduate Level : Undergraduate students should be exposed to various disciplines like humanities, social sciences, and aesthetics, regardless of their chosen specialization.

• Teacher Training by Higher Education Institutions : Teacher training at all levels of school education should be conducted by institutions of higher education. The lack of university-level involvement in teacher training has contributed to poor academic quality.

• Integration of Professional Education with Other Disciplines : There should be strong connections between professional education and disciplines like science, social sciences, and humanities. Professional institutions need to be part of comprehensive universities, eliminating intermediary bodies that only issue licenses to professional colleges. This integration will facilitate the development of new interdisciplinary courses and research.

• Inclusion of Vocational Institutions in Universities : All vocational institutions should be integrated into universities.

• Mandatory Undergraduate Programs : All universities should offer undergraduate programs, and all faculty members must teach at the undergraduate level.

• Addressing Gender, Class, and Caste Asymmetries : Universities should take proactive measures to reduce gender, class, and caste imbalances.

• Self-Regulation and Transparency : Universities should function as self-regulatory bodies, supported by transparent and efficient regulatory processes.

• Academic Responsibility for Professional Courses : Universities should be accountable for the academic content of professional courses.

• Creation of a Central Commission for Higher Education : A central statutory body should be established to replace existing regulatory bodies like the UGC, AICTE, and NCTE.

• Transformation of Institutions of Excellence : Institutions like the IITs and IIMs should be developed into full-fledged universities while retaining their unique characteristics. These institutions should serve as models for governance systems for all universities.

• Restructuring Undergraduate Programs : Undergraduate programs should be restructured to provide students with opportunities to explore various curricular areas with a degree of mobility.

• Comprehensive Knowledge Areas in Universities : All universities should encompass a wide range of knowledge areas, and no single-discipline or specialized universities should be established.

National Curriculum Framework for Teacher Education (2009)

Introduction

• After gaining independence, various commissions and committees in India have focused on the curricular content and the role of teachers along with their education programs.
• The National Curriculum Framework for Teacher Education (NCFTE) was developed in 2009 by an expert committee guided by previous frameworks and the Constitution of India.

Main Features of National Curriculum Framework

• The NCFTE (2009) emphasizes the symbiotic relationship between teacher education and school education, highlighting their mutual reinforcement for qualitative improvements in education.
• It addresses inclusive education, sustainable development, gender perspectives, and the role of community knowledge and ICT in schooling, making these issues central to the framework.
• The framework acknowledges the diversity of learning spaces and curriculum sites beyond the classroom, advocating for constant adaptation of pedagogical knowledge through critical reflection on teaching practices.
• Teacher education is seen as a long and continuous process, integrating both pre-service and in-service professional development.
• The NCFTE suggests a shift towards critical pedagogy and the integration of theory and practice in the curriculum.
• It highlights the importance of observation, storytelling, critical inquiry, self-learning, and reflection on practices in teacher education.
• There is a recognized need for enhancing language competence and communication skills among teachers, with an emphasis on teachers as reflective practitioners.
• Both qualitative and quantitative evaluation and measurement procedures are considered important.
• Modern teaching approaches such as constructivism, comprehensive learning, contextual pedagogy, and ICT integration are highlighted as essential components of teacher education.

Conclusion

• The NCFTE (2009) aims to significantly improve teacher preparation and training in India, recognizing the crucial role of teachers in shaping the country’s future.

Justice Verma Committee Report (2012)

• Education and Society: Education is fundamental for raising awareness and rebuilding society. Teachers play a crucial role in this process. Therefore, ensuring high-quality teacher education is vital for producing quality teachers, which is essential for the success of educational programs.
• National Council of Teacher Education (NCTE): The NCTE established a Teacher Education Assessment Committee chaired by Justice JS Verma to evaluate and improve teacher education standards.
• National Institute for Policy and Research in Teacher Education (NIPRTE): The committee recommended the formation of NIPRTE, a national-level academic body under the NCTE. This institute would focus on policy and research in teacher education to enhance the quality and effectiveness of teacher training programs across the country.

Functions of NIPRTE

• Reflection and Analysis: NIPRTE continually reflects on and analyzes teacher education programmes, as well as the norms and standards associated with them.
• Development of Reading Material: The organization is involved in developing reading materials for teacher education.
• Faculty Development: NIPRTE focuses on the professional development of teacher educators, ensuring they are well-equipped to deliver quality education.

Objectives of NIPRTE

• Review of Norms and Standards: NIPRTE aims to review and provide feedback on the norms and standards set by the NCTE for teacher education programmes and institutions.
• Research and Surveys: The organization undertakes research and surveys related to various aspects of teacher education at all levels.
• Coordination and Collaboration: NIPRTE serves as a platform for coordination and collaboration among stakeholders in teacher education, advising on policy and academic decisions.
• Accreditation Framework: The organization designs a framework for the accreditation of teacher education institutions and undertakes the accreditation process.
• Curriculum Review and Design: NIPRTE reviews existing teacher education curricula and designs model curricula, including for early childhood care and education (ECCE).
• Academic Accountability: The organization evolves academic accountability norms for all teacher education institutions.
• Development and Dissemination of Materials: NIPRTE develops and disseminates reading and other materials, both audio and visual, to support teacher education institutions.
• Orientation Programs for Inspectors: The organization conducts short-term orientation programs for individuals who will serve as inspectors for recognizing and recommending the upgradation of institutions.
• Encouragement of Research: NIPRTE encourages research by Indian scholars on teacher education in other countries, particularly those with which India has not fully explored links.