National Seminar
on
Higher Education- Challenges and Security
Organized by: Dept. of Education,Dr.
Babasaheb Ambedkar Marathwada University,Sub campus- Usmanabad, (M.S.)On 25-26 Feb.2012
Sub Theme: Quality
Assurance in Teacher Education*
Dr.Ashok Rane, Vice Principal, KCES College of Education ,Jalgaon.(M.S.)
Dr.Ashok Rane, Vice Principal, KCES College of Education ,Jalgaon.(M.S.)
Q
|
uality has become the global perspective in each field of
development. Quality is defined as delighting the customer by continuous
meeting and improving upon agreed requirement. India is a developing country in
the world and providing the mass education at elementary and higher education.
To reach the higher education up to the masses, 450 universities, 2500
colleges, 7 lack teachers are taking the efforts in providing the education to the masses, and
reached up to 25 million students in higher education in
India. The ratio of higher education is continuously increasing all over the
country. XI th five plan of UGC has provided the opportunities
in development of landscaping education throughout the country. The area of
higher education is focused for quality education and continuous education in
urban, rural and tribal of area of the nation. There is a change in the process
of development due to science and advance Information and Communication Technology
in corporate and other areas. Accepting
the all terms and conditions of GATTS, Liberalization, privatization and
Globalization is concerned to all the fields of development. Higher education is one of them. Use of ICT
has made the drastic changes in education and other fields. Ex. Medical
services, Defense services, financial services, Educational services,
Agricultural services, Transportation and communication mode etc. The demand
for education form society is changing because of advance use of science and
technology. In this scenario higher education has to play the vital role to
change the various field of education. One of them is curriculum development to
make the student competent at national and global level. Educational process is
also changing in teaching approach, learning theories, evaluation technique,
research issues etc. To provide the quality and advance education for the
society the teacher education has to improve in all the areas.
Dr Kothari in his report on education commission
writes that the destiny of India is being shaped in the classroom of school.
The mission of teacher education is to impart relevant quality training
programme to make them knowledgeable competent and skillful teachers for the
emerging global society. To develop and implement the standards and benchmarks
in education the quality education system is required at all levels of
education.
The aim of education is to bring up all the best and
lead out all the treasure of qualities inside of the child and build the best
citizenship for the nation through providing the quality higher education. The
purpose of education is how to live and his life by developing his mind and
equipping him to deal with reality. He
has to teach to think, understand to integrate and prove himself. In education system, we often use to evaluate
the personal performance and achievement by using old and personal tools, but it
is used in corporate and public sector. They are only concern about expert
skills required to undertake their work efficiency. In the global era everyone
has to be competent in knowledge as well as in practical thing. The work culture and work management skills are
more concern areas in the development process. Considering the above factors
the various issues arises about higher education and evaluation system of
education.
Is our education systems is really unlocking these
treasures in the students?
Is our education system nurturing good values and
helping in character building?
How evaluation is effective and objective in higher education?
The answers to these issues are to conduct suitable
best practices in higher education.
These best practice are various and varied as per govt. policies,
mission and vision of the institution and the various branches of
education. i.e. Medical, Engineering, Education, Management, Agriculture,
etc. In the right spirit of quality education, we have to set the following
norms and standards.
·
Norms for
Admission for professional and non professional courses.
·
Set of high
standard of achievement.
·
Create strong
foundation of education with teaching skills methodologies, techniques,
·
Create a system
of accountability to all stakeholders to measure the desired results.
·
Establish the
global norms and standards for quality higher education and evaluation .Ex.
standards of passing 50 to 65…
Considering the above norms and standards,
the spirit of quality assurance is basically a qualitative exercise and not the
quantitative data presentation. Evaluation of education is a process of
determining predetermined educational objectives has been achieved by learners.
As I have 25 years of experience in the
field of teacher education, I would like to suggest some reforms in quality
assurance in teacher education in India.
1.
Recognition of teacher education institutions-
The norms and the
conditions for teacher education institutions should strictly followed by NCTE
,government and the respective universities to impart quality education program
and conducive learning environment for
teacher education program which includes infrastructural facilities, academic
facilities and co-curricular activities. There should be a process of surprise
inspection in relation to continuing the recognition of the institution.
2.
Admission criteria for teacher education –
The nation is
recognized by the development and development
is recognized by education and education is recognized by the teachers .Taking
into consideration this approach ,NCTE has fix specific norms and regulations
for the recognition of teacher education institution and admission criteria for
teacher education(50%marks to open
category at degree level and 45%marks for reserved category at degree
level).State government and universities conduct the common entrance test for
admission.
But the
common curriculum of teacher education program is framed by UGC and NCTE with
respect to university that expects the teaching competency at national ad
global level after completing the course in a suitable academic year. Unfortunately,
the delay of admission process in teacher education has become the cause for
non-effective training of teachers. The minimum working days for teacher
education are 200 decided by NCTE. The teacher education institutions could not
implement total curriculum transaction due to less working days. To evaluate
such student teachers by using standard and global norms for the process of
evaluation could not work effectively. Unfortunately, the process of quality
evaluation moves slowly towards quantitative evaluation so that admission criteria
should be redefined with consideration of interest, attitude and aptitude of
the student –teacher for the better success of teaching profession.
3.
Restructuring
the curriculum-
When we assume the
teacher should be competent from locally to globally, there is need to revise
the curriculum in relation to develop teaching competency in student-teacher. The
curriculum of teacher education program should always consistently correlated
with the school education curriculum and the systems used at various boards of education
i. e. state board, CBSE , ICSE, etc.
There is
need to develop cognitive domain, affective domain and psychomotor domain of
the student-teacher. While revising the curriculum, we should take
consideration of teacher competencies related to their subject and the
specialization i.e. Science teacher, Music teacher. It will help to develop
specific competencies in teacher which will help to lead the education towards
quality .After revising the curriculum; we need to reform evaluation system to
evaluate the specific competencies related to specialization of the teacher.
4.
Implementation of continuous and comprehensive
evaluation in teacher education-
Even today, there is a
system of CCE in teacher education, the output of the system is not satisfied
and of varies as per the universities and the institutions. Even though the
universities and institutions are using best practices for CCE in teacher
education, the quality of product (student-teacher) is not up to the mark .To
acquire global competencies in teacher education in a specialized area, the
healthy practices should be implemented in a process of CCE in teacher education.
Those are
i.
CCE in personalized
teacher education.
ii.
Continuous and
feedback program to improve and develop the competencies and capabilities in
teacher education.
iii.
Best practices
in CCE. These are tutorials, internal test, organization of seminar and
workshops, field visits to best schools, group assignments for projects, peer assessment,
assessment by parent and management, assessment by teachers
in practicing schools and assessment by the collage staff.
5.
Evaluation of personality of the teacher-
It will consist
following competencies for higher education.
i.
Teaching effectiveness
is a specific subject.
ii.
Cultivation of
value based education-national values, social values, personal values, core
values, etc.
iii.
Behavioral
approach-Interaction with the students, teacher, principal and other office
staff.
iv.
Interest and
attitude towards research in context to current issues in higher education.
v.
Various aspects
of personalities.
Conclusion:
It
is very comprehensive and continuous process to enhance the quality assurance in
higher education, but it will bring the drastic change in higher education
program and relatively in school education. It will help the continuous quality
improvement in higher education. It will
cause to rise in quality of education that will make the change from normal
development to advanced development of the nation. Consistently, the result of
quality education process will provide the great support to fulfill the vision
of our former president A.P.J. Abdul Kalam ,that
India will
be super power in the year 2020.
References-
1.
Teacher
Education, Sheela Mangala, Deep Publication New Delhi.
2.
Teacher
Education, Dr. Harish Bandsal, APH Publishing Corporation, New Delhi.
3.
Education in
Emerging India, Dr.M.H.Syed, Himalaya Publishing House, Mumbai.
