A comprehensive Reforms in Teacher Education in NEP- 2020 : Changes, Challenges and Opportunities to ensure Quality Education
A comprehensive Reforms in Teacher Education in NEP- 2020 :
Changes, Challenges and Opportunities to ensure Quality Education
Dr. Goutam Patra
Principal (WBSES)
Government Training College Hooghly
gtmpatra21@gmail.com
Abstract:
The National Education Policy 2020, the abbreviation of which is commonly known
as NEP 2020, substituted the preceding National Policy on Education 1986, has
been welcomed by the academicians, Educationists and researchers with great
enthusiasm and is being successfully
implemented in many states of our country. However, many academicians,
politicians and policy experts have also criticized the National Education
Policy 2020 as they are doubtful of the future perspectives of this policy when
it will be implemented across India. However, The National Education Policy (NEP)
2020 envisions transformative reforms in the field of education in India, with
a strong focus on teacher education as a critical aspect of achieving quality
education. The policy emphasizes the need for a robust and holistic approach to
teacher education, encompassing not only academic knowledge but also
pedagogical skills, socio-emotional competencies, and the ability to adapt to
the evolving needs of diverse learners. Key initiatives include the
establishment of a 4-year integrated teacher preparation program, the
introduction of professional standards and continuous professional development,
and a shift towards competency-based assessment frameworks. Furthermore,
NEP-2020 advocates for the use of technology and innovative pedagogical methods
to facilitate the development of 21st-century teaching skills. By ensuring that
teachers are well-trained, motivated, and equipped to cater to the diverse
learning needs of students, the policy aims to create a dynamic and inclusive
educational ecosystem. In essence, the teacher education reforms outlined in
NEP-2020 are designed to uplift the teaching profession, promote excellence in
education, and ensure that every child receives a high-quality learning
experience.
Key Words: Focus, excellence in
education, comprehensive,
innovations, inclusivity, Quality, Affordability, Equity, Access, and
Accountability.
Introduction: Teacher education is a cornerstone of a
robust educational system, as it shapes the capabilities and effectiveness of
educators who directly influence student learning and development. In India,
the National Education Policy (NEP) 2020 acknowledges the pivotal role of
teachers in ensuring quality education and emphasizes the need for reforms in
teacher education to align with the needs of the 21st century. NEP-2020
recognizes that teachers are not only facilitators of knowledge but also mentors,
guides, and role models who inspire, nurture, and support students in their
academic and personal growth. Therefore, the policy proposes a comprehensive
framework for teacher education aimed at fostering highly qualified, motivated,
and capable educators.
The NEP-2020 advocates for a holistic and transformative approach to
teacher preparation, which includes improvements in both pre-service and
in-service training. The policy underscores the importance of high-quality
teacher preparation to address the challenges posed by the rapidly changing
educational landscape, driven by technological advancements and diverse learner
needs. It proposes significant structural changes, such as the introduction of
a 4-year integrated teacher preparation program that emphasizes both content
knowledge and pedagogical skills, integrating theory with practice.
Furthermore, NEP-2020 stresses the need for continuous professional development
and lifelong learning for teachers to keep them up-to-date with new pedagogies,
subject knowledge, and innovations in teaching
practices.
A key focus of NEP-2020 is on ensuring that teacher education
institutions (TEIs) maintain high standards, offering rigorous,
research-driven, and comprehensive programs that empower teachers to adapt to
diverse learning environments. The policy highlights the need for a shift from
traditional rote-learning methods to competency-based, student-centered
teaching approaches, aimed at fostering critical thinking, creativity, and
problem-solving skills among students. Additionally, NEP-2020 emphasizes the need
for greater inclusivity and equity in teacher
preparation, ensuring that teachers are equipped to cater to the varied
socio-economic, cultural, and linguistic backgrounds of their students.
By placing quality teacher education at the heart of its reform agenda,
NEP-2020 aims to strengthen the teaching profession, ensure that every child
receives high-quality education, and contribute to the overall development of
the nation’s human capital. Through these reforms, the policy seeks to create a
system that not only produces skilled and competent teachers but also nurtures
them into lifelong learners, committed to improving their practice and
supporting the broader goals of the education system.
OBJECTIVES OF THE STUDY:
1. To discuss the recommendation
of NPE 2020 regarding teacher education
2. To discuss the Challenges and Prospects of Teacher Education as envisaged in NEP
2020
3. To provide some suggestions on Teacher
Education aspects
RESEARCH QUESTIONS OF THE STUDY:
1. What are the recommendations
of the National Education Policy 2020 regarding teacher education?
2. What are the Challenges and
Prospects of Teacher Education in National Educational Policy 2020?
3. What are the suggestions for
implementing the National Education Policy 2020?
OBJECTIVES WISE DISCUSSION:
Objective no- 01:
The National
Education Policy (NEP) 2020 aims to revolutionize education in India, including
teacher education. It envisions a holistic, multidisciplinary, and high-quality
teacher preparation system to enhance teaching standards. However, while NEP
2020 presents several prospects, it also comes with challenges in its
implementation.
The
Recommendations Of NPE-2020 Regarding Teacher Education are:
a) Teacher education is vital in creating a
pool of schoolteachers that will shape the next generation
b) Emphasis on
multidisciplinary perspectives, values, language, and ethos including tribal
tradition
c) Improving the quality of teacher education
and measures have been taken to stop commercialization in the field of teacher
education
d) Special
emphasis has been laid on the introduction of Integrated Teacher Training The
4-year integrated B.Ed. offered by such multidisciplinary HEIs will, by 2030,
become the minimal degree qualification for school teachers
e) To maintain the quality of teacher
education steps have been taken in the new national education policy to improve
the infrastructure of educational institutions. To maintain the quality of
teacher education, it has been proposed to introduce an entrance examination in
the admission of students in press service teacher education.
f) Teacher
education involves multidisciplinary inputs, and education in high-quality
content as well as pedagogy, all teacher education programs must be conducted
within composite multidisciplinary institutions.
g) In the
faculty profile department of Education necessarily aim to be varied, but
research experience is highly valued v
The HEI offering the 4-year integrated B.Ed. may also run a 2-year B.Ed., for
students who have already established a Bachelor’s degree in a specialized
subject. A 1-year B.Ed. may also be offered for candidates who have received a
4-year undergraduate degree in a specialized subject.
h) All fresh
Ph.D. entrants, irrespective of discipline, will be required to take
credit-based courses in teaching, and education related to their chosen Ph.D.
subject during their doctoral training period.
i) In-service continuous professional
development for college and university teachers will continue through the
existing institutional arrangements and ongoing initiatives.
j) Emphasis is placed on the use of technology
platform platforms such as SWAYAM/DIKSHA to anchor in-service teacher
education.
Objective no-
02:
Challenges in
Teacher Education under NEP 2020
1.
Implementation and Infrastructure Gaps:
Many states
and rural areas lack the necessary infrastructure and resources to implement
the recommended changes. Upgrading teacher training institutes (TTIs) to meet
NEP 2020 standards is a major challenge.
2. Four-Year
Integrated B.Ed. Program:
The policy
mandates a four-year integrated B.Ed. degree as the minimum qualification for
teaching. This requires restructuring existing teacher training programs and
phasing out substandard diploma-level courses.
3. Shortage
of Qualified Faculty:
The shift to
a multidisciplinary teacher education system requires highly qualified faculty,
which is currently lacking. Many teacher education institutions (TEIs) do not
meet the quality benchmarks set by NEP 2020.
4. Resistance
to Change:
Many
stakeholders, including universities, teacher training colleges, and government
bodies, may resist the shift to new methodologies. Adapting to competency-based
teacher training may be challenging for existing institutions.
5. Digital
Divide and Technology Integration:
NEP 2020
emphasizes technology-driven teacher training, but many regions, especially in
rural India, lack digital access. Teachers need training in digital pedagogy,
but there is a gap in technical skills.
6. Assessment
and Accreditation Issues:
The policy
mandates a National Accreditation Framework for teacher education, requiring
regular evaluation. Many TEIs may struggle to meet the new accreditation
standards due to existing quality issues.
7. Language
Barriers:
NEP 2020
promotes multilingual education, requiring teachers to be proficient in
regional languages. Training teachers for multilingual instruction is a
logistical challenge.
Prospects of
Teacher Education under NEP 2020
1. Elevating
Teaching Standards:
The four-year
B.Ed. program will ensure that only well-trained, professional teachers enter
the education system. It integrates content mastery, pedagogy, and practical
teaching experience, improving teacher quality.
2. Holistic and
Multidisciplinary Approach:
Teacher
education will emphasize experiential learning, critical thinking, and
interdisciplinary knowledge.It will align with the broader goal of holistic
education in schools.
3. Strengthening
Teacher Training Institutes:
NEP 2020
proposes upgrading TEIs into multidisciplinary institutions under universities
or colleges. It mandates closure of substandard TEIs, ensuring quality
education.
4. Professional
Development and Lifelong Learning:
Continuous
professional development (CPD) programs will be introduced to keep teachers
updated. Teachers will have access to online courses, workshops, and peer
learning opportunities.
5. Integration
of Technology in Teacher Training:
The use of AI,
online platforms, and digital tools will modernize teacher education. Initiatives
like DIKSHA and SWAYAM will support teachers in acquiring new skills.
6. Emphasis on
Research and Innovation:
NEP 2020
encourages educational research to improve teaching methodologies. Research-based
pedagogy will enhance learning outcomes and teacher effectiveness.
7. Better
Teacher Recruitment and Accountability:
Standardized
teacher eligibility tests will improve recruitment quality. A well-defined
performance-based career progression system will ensure accountability.
Objective no-
03:
Suggestions for Improving the
Condition of Teacher Education: Suggestions for improving the condition of
Teacher Education are-
A)
The
government has to set itself an ambitious goal of improving the quality of
teacher education. They want to ensure that all teachers are well-trained and
knowledgeable about their subjects. This means that teachers need to have a
deep understanding of the content they teach, as well as how students learn
best.
B)
The
curriculum needs to be revised and updated. This can be a lengthy process,
especially considering that it has not been updated since the 1990s. -Teachers
need to be well-trained in the subjects they teach.
C)
They need
to be able to understand how students learn best and what strategies can be
used to ensure that learning happens.
E) New and innovative techniques can be used for
the transaction of the curriculum. The teacher education program should be
modified so that teachers are equipped for the different roles and functions
imposed by new technologies.
F) Teachers should train about stress management
mechanisms so that they could help students in managing their stress and
sustaining themselves in this time of social isolation, parental pressure, etc.
G)
Teachers
should be able to think critically make the right decisions and maintain
harmonious relations with others.
H)
Techniques used in teaching should develop a
habit of self-learning and reduce dependence on teachers. It will help them to
reflect on their own and do something new.
I)
There is
a need for a specific time frame for the improvement of private teacher
education institutes and those teacher educational institutions which are weak
in terms of infrastructure and teaching equipment.
Conclusion
NEP 2020 presents a transformative
vision for teacher education, aiming to enhance teaching quality and learning
outcomes. While challenges such as infrastructure gaps, faculty shortages, and
digital divide exist, the policy's focus on multidisciplinary education, technology-oriented
education are crucial. National Education Policy will play an important role in
taking the education system to a new level and is extremely important in
maintaining the quality of the education system. However, discussions are going
on as to how the new education policy can be implemented by solving the various
problems of the previous education before implementing it.
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