Policies and commisions on teacher education

POLICIES AND COMMISSIONS
ON TEACHER EDUCATION
PRESENTED BY:
CHAMA AGARWAL
ROLL NO 21
SESSION 2020-2021

INTRODUCTION
• It is well known that teachers have a pivotal role in the development of an inclusive education system.
Highly motivated, qualified, and trained teachers are important factor for ensuring meaningful access
to education.
• Teacher education is the process for the development of proficiency and competence of teachers
which in turn enable and empower them for meeting the requirements and challenges of the
profession in present times.
• The educational expansion, universalization of elementary education, vocationalization of secondary
education, higher and professional education and quality concerns of education are major drivers for
the increased demand and need of good teachers, in such conditions, there is a big need to produce
good teachers and today it is on the top of global agenda.
• After independence, several committees, commissions, documents and policy papers were prepared
time to time and brought into force to review and suggest progress and achievements in every aspect
of education, including teacher education.

DEVELOPMENT OF TEACHER EDUCATION
IN
INDEPENDENT INDIA
India got freedom from British on August 15, 1947 and at that time there was three types of teacher
training institutions in India:
• Normal Schools or Primary School Teachers Training institutions ,where minimum qualification for
admission was Middle School Examination.
• Secondary School Teacher Training Institutions for teachers of Middle School and minimum
qualification required was Matriculation.
• Training Colleges for teachers for High Schools . The minimum qualification required was graduation.
This helped in increasing the number of trained teachers appreciably but not adequately.
After some considerations the term “Teacher Training” was changed to “Teacher Education”.
W.H.KILPATRICK stated “Training is given to animals and circus performers ,while education is to human
beings. Teaching Education encompasses teaching skills , sound pedagogical theory and professional
skills.”

MAJOR POLICIES AND COMMISSIONS
ON
TEACHER EDUCATION
• University Education Commission / Radhakrishnan Commission (1948-49)
• Secondary Education Commission / Mudaliar Commission (1952-53)
• National Education Commission / Kothari Commission (1964-66)
• National Policy on Education (1968)
• National Commission on Teachers-I / Chattopadhyay Committee (1983-85)
• National Policy of Education (1986)
• National Education Policy Review Committee / Acharya Ramamurthy Committee (1990)
• Plan of Action (1992)
• Yashpal Committee (1993)
• The National Curriculum Framework (NCF) 2005
• National Knowledge Commission (NKC) 2005-08
• National Curriculum Framework for Teacher Education (NCFTE) 2009- 10
• National Policy on Education (2020)

UNIVERSITY EDUCATION COMMISSION,
1948-49
DR. SARVAPALLI
RADHAKRISHNAN

UNIVERSITY EDUCATION COMMISSION
(1948-49)
• University Education Commission was appointed by Government of India on 14th November, 1948 under
the Chairmanship of Dr. Sarvapalli Radhakrishnan, to look into the problems of university education.
There were 10 members in the commission.
• This commission is also known as Radhakrishnan Commission.
• This is the first commission on education of independent India.
• The Radhakrishnan Commission was appointed with the specific aim ‘to report on Indian University
Education and suggest improvements and extensions that may be desirable to suit present and future
requirements of the country’.
• The decision was due to the realization that a reconstruction of university education was essential for a
national - cultural resurgence as well as for meeting the requirements of scientific, technical and other
man – power which India needed for its socio-economic development .

RECOMMENDATION ON TEACHER EDUCATION
BY
UNIVERSITY EDUCATION COMMISSION,1948-49
• Theory and practice should support each other.
• While evaluating the work of students special attention should be given to their success in
teaching works.
• Only suitable schools should be selected for practice of teaching.
• To remodel the course and time given to school practice in assessing the student performance .
Importance should be given to practice of teaching in schools.
• Courses on the theory of education to be flexible and adaptable to local circumstances.
• Teacher having experience of teaching in schools should be appointed in training colleges.
Teachers should be encouraged to do M.Ed during service period.
• The innovations made by teachers in education should be used in planning the education system.

SECONDARY EDUCATION COMMISSION,
1952-53
DR A. LAXMANASWAMY MUDALIAR

SECONDARY EDUCATION COMMISSION
(1952-53)
• The Secondary Education Commission was appointed by the Government of India
on 23rd sept,1952 under the chairmanship of Dr. A. Lakshmanaswami Mudaliar .
• This commission is also known as Mudaliar commission, after the name of its
chairman.
• This commission was set to examine the prevailing system of secondary education
in the country and to suggest measures for its reorganization and improvement
with reference to the aims, organization and content of secondary education, its
relationship to primary and higher education and the interrelation of secondary
schools of different types.

BY
SECONDARY EDUCATION COMMISSION,1952-53
• Training colleges should organize refresher courses, start intensive courses in special subjects,
practical training in workshops.
• Teacher trainees should receive training in one or more of various extra-curricular activities.
• During the period of training all student teachers should be given suitable stipend by the state
and no fees should be charged in training colleges.
• The training institutions should advocate methods and training that are practicable and
realistic.
• Two types of training institutions should be there in the education department . One for those
who have secondary school learning certificate and other for graduates. The duration of
training for the two types should be two or one year.
• Part Time Training courses for women teachers.

NATIONAL EDUCATION COMMISSION
1964-66
DAULAT SINGH KOTHARI

NATIONAL EDUCATION COMMISSION
(1964-66)
• National Education Commission popularly known as Kothari Commission.
• It was an ad hoc commission set up by the Government of India to examine all aspects of the educational
sector in India, to evolve a general pattern of education and to advise guidelines and policies for the
development of education in India.
• It was formed on 14 July 1964 under the chairmanship of Daulat Singh Kothari , then chairman of
the University Grants Commission along with 17 other members.
• The terms of reference of the commission was to formulate the general principles and guidelines for the
development of education from primary level to the highest and advise the government on a standardized
national pattern of education in India.
• However, the medical and legal studies were excluded from the purview of the commission.
• The tenancy of the commission was from 1964 to 1966 and the report was submitted by the commission on
29 June 1966.

BY
NATIONAL EDUCATION COMMISSION,1964-66
1. Removing isolation of teacher training programmes by :
• Reorganizing education as an independent discipline and to introduce education as an elective subject in the undergraduate
courses.
• Department of Education to be established in selected universities in order to develop teacher education studies and
research in education through collaboration with other University discipline.
• Extension work should be regarded as an essential function of a teacher education Institution and therefore each teacher
education institution must have extension Service Department for pre primary ,primary and secondary school teacher
education .
• Effective Association should be established to bring old students in the gallery together .

• The practice teaching for teachers under training should be organised in active collaboration with
selected schools named as cooperating schools and special Grant for equipments and supervision
should be given to them.
• Periodic exchange should be in arranged between staff of these cooperating schools and teachers
of training Institutions.
• Implementation of phased programs of upgrading all training Institutions to university level.
• Establishment of comprehensive colleges of education in each state on a planned basis.
• Establishment of State Board of teacher education in which in each state to look after teacher
education at all the levels
• No disparity in teacher education at different levels and teacher education in different fields as art ,
craft, physical education.
• Duration of teacher education should be made two years for primary level and one year for
secondary level. Thus the state board should help in revising the curriculum.

2. The expansion of training facilities should be provided to the pupil teachers on priority basis so that
every teacher is either professionally trained at the time of appointment or gets professional training
within three years of his appointment . On account for observing this point of view, the teacher should
be provided with part-time facilities and correspondence courses of full time standard so that the
backlog of the untrained teachers can be cleared up at the early date.
3. At National level UGC should take responsibility for the maintenance of standards in teacher
education. Therefore, the government should allocate sufficient funds to UGC for improvement of the
standards in teacher education at the university level . Thus, the UGC should also set up a joint
standing committee for Teacher Education, in collaboration with NCERT with competent professional
personnel who can raise the standards of teacher education.

NATIONAL POLICY ON EDUCATION
1968
INDIRA GANDHI

1968
• The NPE 1968 is based on the recommendations of Kothari Commission of 1964-
66.
• The commission recommended that the government of India should provide
guidance to the state government and local authorities in preparing and
implementing the educational plans.
• In 1967, the government of India constituted the committee of members of
parliament to prepare the draft of the statement of NPE.
• National policy on Education is the policy formulated by the government of India
, to promote and regulate education in India.
• It was promulgated by the then Prime Minister, Indira Gandhi.

BY
NATIONAL POLICY ON EDUCATION, 1968
• Teachers must be accorded an honored place in society .
• The emoluments and other service conditions of the teachers should be adequate and
satisfactory with regard to their qualifications.
• Academic freedom of teachers to pursue and publish independent studies and researches and
to speak and write about significant national and international issues should be protected.
• Teacher education particularly in service education should receive due emphasis.

NATIONAL COMMISSION ON TEACHERS,
1983-85
Prof.
DEBI P.RASAD
CHATTOPADHYAY

NATIONAL COMMISSION ON TEACHERS-1
1983-85
• Prof. D.P
. Chattopadhyay, was the chairman of National Commission on Teachers-1
• The commison was established in 1983 and it submitted its report on 1985.
• The Report was called “Teacher and Society”.
RECOMMENDATIONS
• A four-year training course after senior secondary or preferably five year course leading to graduation and training is
recommended.
• To enlarge and improve the physical facilities of a four year integrated college.
• To extend the duration of one year B. Ed course by two summer months ensuring an academic session of 220 days with
longer working hours.
• For Elementary Teachers it is desirable to have a two year training course after class XII.

• To select teacher on the basis of some factors like, good physique, linguistic ability and communication skills, general
awareness of the world, a positive outlook on life and capacity of good human relations.
• On the Job Training for untrained first class graduate/post graduate to be followed by full training through
correspondence and contact programme.
• Curriculum should include general education and profession preparation.
• One educational Technology educator must be appointed in each college of education.
• The preparation of a Teacher must be considered a joint responsibility of the college of education and practice
teaching school.
• The word ‘practice teaching’ should be replaced by the word ‘internship’ as it is more comprehensive concept and it
should not be less than 4 weeks in 3rd year and three weeks in the fourth year of study.
• The minimum qualification for a teacher educator should be a post graduate degree in the subject and B.ED and
M.ED Degree.
• Colleges to depute teacher trainers to participate in specially conducted workshops for which help of Institutions like
Bal Bhawan, National School of drama ,and National Film Institute could be taken.

NATIONAL POLICY ON EDUCATION,
1986
RAJIV GANDHI

1986
• In 1986, the government led by Rajiv Gandhi introduced a new National Policy on Education.
• The new policy called for "special emphasis on the removal of disparities and to equalize
educational opportunity," especially for Indian women, Scheduled Tribes (ST) and the Scheduled
Caste (SC) communities.
• The NPE called for a "child-centered approach" in primary education, and launched "Operation
Blackboard" to improve primary schools nationwide.
• The policy expanded the open university system with the Indira Gandhi National Open University,
which had been created in 1985.
• The policy also called for the creation of the "rural university" model, based on the philosophy
of Mahatma Gandhi, to promote economic and social development at the grassroots level in rural
India.

BY
NATIONAL POLICY ON EDUCATION, 1986
• Teacher education is a continuous process and its pre-service and in-service components are
inseparable.
• The new programme of Teacher Education will emphasize continuing education and the need for
teachers to meet the thrusts envisaged in this policy.
• District Institutes of Education and Training (DIET) will be established with the capability to
organize pre-service and in-service courses for elementary school teachers and for the
personnel working in non-formal and adult education . As DIET gets established sub standard
institutes will be phased out.
• Selected Secondary Teacher Training Colleges will be up-graded to complement the work of
State Councils of Educational Research and Training.
• Networking will be created between institutions of Teacher Education and University
Departments of Education.

ARCHARYA RAMAMURTHY COMMITTEE,
1990
ARCHARYA RAMAMURTHY

ACHARYA RAMAMURTHY COMMITTEE,
1990
• On May 7th 1990, the Government of India announced the appointment of a
Committee to review the National Policy on Education of 1986 with Acharya
Ramamurthy as the Chairman and sixteen others as members.
• The Committee submitted its report on 26th December, 1990. The report was
entitled “Towards an Enlightened Human Society”.
• The purpose of the Ramamurthy Committee was to critically examine the old
education policies and suggest new measures for promoting industrialization and
development of rural areas.

BY
ACHARYA RAMAMURTHY COMMITTEE, 1990
• The first degree course on teacher education should not be given on
correspondence mode.
• More institutions should be encouraged to introduce four years Integrated
courses in the pattern of Regional Colleges of Education .
• The practice of using teacher training Institutions as dumping ground for
unwanted staff should be stopped.

PROGRAMME OF ACTION,
1992
SHRI N. JANARDHAN REDDY

PROGRAMME OF ACTION ,
1992
• The central govt. constituted a committee- CENTRAL ADVISORY BOARD OF EDUCATION( CABE
Committee) on 31st July 1991,under the chairmanship of Shri N. Janardhan Reddy, Chief Minister of
Andhra Pradesh to suggest some modifications in NPE taking into considerations the report of
Ramamurthy committee.
• This Committee submitted its report in January, 1992 which is known as National Programme of
Action.
• Thereafter HRD minister Shri Arjun Singh presented the REVISED NATIONAL POLICY ON EDUCATION
in the parliament on May 1992.
• The 1986 National Policy on Education was modified in 1992 by the P
.V Narsimha Rao government.
• POA 1992 under NPE 1986 envisioned to conduct of a common entrance examination on All India
basis for admission to professional and technical programs in the country.

BY
PROGRAMME OF ACTION, 1992
• Teacher selection and training, competence, motivation and the conditions of work impinge directly on the teacher’s
performance and therefore it should be improved with an emphasis on teacher accountability to the pupils ,parents,
community and to the their own profession
• Improvement in professional competence through mass orientation , summer camps , training packages to train in Operation
blackboard and child centered education etc.
• Setting up of DIETs to provide quality in-service and pre-service education to teachers and personnel and to conduct
Research and innovation in these areas.
• Upgradation of Secondary Teacher Education Institutes (STEIs) into Institutes of Advanced study in Education (IASEs) and
strengthening Colleges of Teacher Education (CTEs) by the end of March 1992 . Accordingly 31 CTEs and 12 IASEs had
been sanctioned.

• SCERT to strengthen with autonomous status with responsibility to manage DIETs,
District Resource Unit and the other Elementary Teacher Education Institution.
• Statutory status to NCTE should be given .
• Strengthening of department of education and Universities for academic support to
IASE, CTEs and DIET etc.
• Centrally sponsored scheme of teacher education suggested :
a) Adequacy of implementation machinery at the state level .
b) Effective personnel policy and prompt filling up of posts with competent persons.
c) Sufficient financial and administrative delegation to the principals.
d) Streamlining the provision of funds to Institutions.
e) Balance between pre-service and in-service training.

YASHPAL COMMITTEE.
1993
PROFESSOR YASH PAL

YASHPAL COMMITTEE , 1993
• A National Advisory Committee was set up by the Government in March 1992 under the
chairmanship of Prof. Yash Pal, former Chairman of the UGC to suggest ways and means to
reduce academic burden on school students.
• The Committee submitted its report in July 1993 .
• The Report was called ‘ Learning without burden.’
• To advise on the ways and means to reduce the load on school students at all levels particularly
the young students, while improving quality of learning including the capability for life-long self-
learning and skill formulation.

BY
YASHPAL COMMITTEE, 1993
• Inadequate programme of teacher preparation leads to unsatisfactory quality of learning in schools. The B.Ed.
programme should offer the possibility of specialization in secondary or elementary or nursery education.
• The duration of the programme should either be one year after graduation or three-four years after higher secondary.
• The content of the programme should be restructured to ensure its relevance to the changing needs of school
education and to make it more practicum-centered.
• The emphasis in these programmes should be on enabling the trainees to acquire the ability for self learning and
independent thinking.
• Pre-service teacher education programme, being a professional course, has to be a rigorous, thorough and intensive
programme. Therefore, B.Ed. degree courses by correspondence be derecognized.
• The continuing education of teachers must be institutionalized.
• The organization of Inservice education programmes and other activities aimed at professional growth of teachers be
systematically designed and conducted imaginatively.

NATIONAL CURRICULUM FRAMEWORK ,
2005
• The National Curriculum Framework 2005 is one of four National Curriculum Frameworks published in
1975,1988, 2000 and 2005 by the National Council of Educational Research and Training (NCERT) in India .
• Until 1976, Indian constitution allowed the state governments to take decisions on all matters pertaining to
school education including curriculum the centre could only provide guidance to the states on policy issues.
• It was under such circumstances that NCERT developed NCF in 1975 following the recommendations of
education policy on 1968 .
• In 1976, the constitution was amended to include education in the concurrent list, and for the first time in
1986 the country as a whole had a national policy on education (NPE-1986) which envisions National
Curriculum Framework as a means of modernising education.
• Yash Pal Committee Report, ‘Learning without Burden’ (1993) observes that learning has become a source of
burden and stress on children and their parents.

• Considering these observations, Executive Committee of NCERT decided at its meeting of July 14, 2004, to
revise the National Curriculum Framework.
• The process of development of NCF was initiated in November, 2004 by setting up various structures like
National Steering Committee Chaired by Prof. Yash Pal and twenty-one National Focus Groups on themes of
curricular areas, systemic reforms and national concerns.
• Wide ranging deliberations and inputs from multiple sources involving different levels of stakeholders helped
in shaping the draft of NCF.
• The draft NCF was translated into 22 languages listed in the VIII Schedule of the Constitution. The translated
versions were widely disseminated and consultations with stakeholders at district and local level helped in
developing the final draft.
• The NCF was approved by Central Advisory Board on Education in September, 2005.

BY
NCF , 2005
MAJOR SHIFTS
FROM
• Teacher centric, stable designs
• Teacher direction and decisions
• Teacher guidance and monitoring
• Passive reception in learning
• Learning within the four walls of the class room
• Knowledge as "given" and fixed
• Disciplinary focus
• Linear exposure
• Appraisal, short, few
TO
• Learner centric, flexible process
• Learner autonomy
• Facilitates, supports and encourages learning
• Active participation in learning
• Learning in the wider social context
• Knowledge as it evolves and is created
• Multidisciplinary, educational focus
• Multiple and divergent exposure
• Multifarious, continuous

NATIONAL KNOWLEDGE COMMISSION
2005-08
SAM PITRODA

NATIONAL KNOWLEDGE COMMISSION
2005-08
• National Knowledge Commission is an eight membered committee established by Dr. Manmohan Singh on 13th June 2005.
• The purpose of this committee is to bring reforms in education sector by adapting and upgrading to latest technologies.
• The Chairman of this committee was Sam Pitroda.
• E-governance and National Portal of India was established in India based on the recommendations of NKC.
• National Knowledge Commission has a designated time-frame of three years from 2nd October 2005 to 2nd October 2008.

BY
NKC 2005-08
• Provide more incentives for qualified and committed teachers.
• Non-teaching official duties such as electoral activities should not be allowed to
interfere with the teaching process.
• Forums that allow and encourage teachers to exchange ideas, information and
experiences, including a web-based portal should be developed.
• Pre-service training needs to be improved and differently regulated in both public
and private institutions.
• Systems for in-service training require expansion and major reform that allows for
greater flexibility.

NCFTE, 2009-10
• NCFTE 2010 is a Government Of India draft created for proposing changes and updates required to
National Council for Teacher Education.
• The framework is an endeavour of the National Council for Teacher Education to encourage
interested parties and stakeholders to give their views on the qualitative and qualitative
improvements that could be achieved in educating teachers at school, graduate, post graduate,
doctoral and post doctoral levels.
• NCFTE 2010, aims at improving the quality of teacher education by addressing the prevalent
concerns.
• The idea is to align is to them with the epistemological shift envisaged in NCF 2005 and develop
teachers as facilitator of learning.
• The National Curriculum For Teacher Education (NCFTE) is broadly dealt with under foundations of
education, curriculum and pedagogy and school intern-ship.

BY
NCFTE 2009-10
1. Align preparation with the spirit of NCF, 2005 so that classrooms have happier and actively learning children.
2. Re-visit the quality of elementary teacher preparation programmes including curriculum, transaction and assessment.
3. Build networks amongst institutes, schools and resource institutes.
4. Make pre - service teacher preparation part of higher education system. It should be a degree and not a certificate or diploma.
5. Work upon NCFTE which promotes teacher as the enabler of a positive learning environment rather than source of all
knowledge.
6. Modification of the current M.Ed. Programme to allow multiple entry points .
7. Teacher educators for pre primary, primary and secondary education need to have separate programmes for preparation.
8. 2 year M.Ed. Elementary programme.
9. Current M.A./M.Sc. Programmes extended to include pedagogy courses and school experience component.
10.Teachers of the schools need to be trained in the concept of effective mentoring.

NATIONAL POLICY ON EDUCATION,
2020
NARENDRA MODI

2020
• The National Education Policy 2020 (NEP 2020), which was realeased by the Union Cabinet of India on 29 July
2020, outlines the vision of India's new education system.
• The new policy replaces the previous National Policy on Education, 1986 .
• The policy is a comprehensive framework for elementary education to higher education as well as vocational training in
both rural and urban India. The policy aims to transform India's education system by 2021.
• On May 1, Prime Minister Narendra Modi had reviewed the NEP- 2020 for which draft was prepared by a panel of
experts led by former Indian Space Research Organization (ISRO) chief Krishnaswamy Kasturirangan.
• The NEP 2020 aims at making “India a global knowledge super-power”. The policy is based on the pillars of “access,
equity, quality, affordability, accountability” and will transform India into a “vibrant knowledge hub”.
• The policy document says that it “aims at producing engaged, productive, and contributing citizens for building an
equitable, inclusive, and plural society”.

BY
NEP 2020
Minimum Qualification for School Teachers
• Four year integrated B.Ed programme will be compulsory by 2030.
• Any Higher Educational Institution offering four year integrated programme may also provide two
year B.Ed programme for the students who have already received a Bachelor’s degree in a
specified subject.
• One year B.ed programme may be required for the candidates who have completed equivalent of
four year multidisciplinary Bachelor’s Degree or have obtained a Master’s Degree in a specialized
subject.
• Shorter post-B.Ed. certification courses will also be made widely available, at multidisciplinary
colleges and universities.

Improving Teacher Education
• All standalone Teacher Education Institutions will now be required to covert to multi disciplinary
institutions by 2030.
• All Multi disciplinary universities and colleges will now aim to establish education department and will also
run B.Ed programmes in collaboration with other departments by 2030.
• New and Comprehensive National Curriculum Framework for Teacher Education by 2021.
• Stringent actions against substandard standalone Teacher Education Institutions.
• National Higher Education Regulatory Council (NHERC), to function as single point regulator for higher
education sector including teacher education.
• NTA testing for admission to B.Ed.
• Setting-up of National Mission for Mentoring with a large pool of outstanding senior/retired faculty.
• Merit based scholarships for 4 year B.Ed integrated course.
• Teacher Eligiblity Tests (TETs) at all stages will be strengthened.
• NCTE to be restructured as a Professional Standard Setting Body under General Education Council (GEC)

Teacher Recruitment and Deployment.
• A comprehensive teacher recruitment planning exercise will be conducted across India and in each state
next two decades. The practice of hiring new Para- teachers will eventually be phased out .
• Subject scores from TET and NTA tests and classroom demonstration to be taken into account for
recruitment of subject teachers. Those who qualify TET will have to give a demonstration or appear in an
interview, and show their knowledge of the local language, as per the new policy. As per the NEP
, “Interview
will become an integral part of teacher hiring”.
• B.Ed programme will now allow specialization in education od gifted children.
• Teacher Eligibility Tests(TETs) was earlier divided into two parts Part 1- Classes 1 to 5 and Part 2- Classes 6 to
8 but TET will now be conducted according to the new structure i.e. for Foundational, Preparatory, Middle
and Secondary stage in both public and private schools.
• Online computerized system for teacher transfer to ensure transparency.
• A technology-based comprehensive teacher requirement planning forecasting exercise to be conducted by
each state .

Empowering Teachers
• Improving service environment through better infrastructure at school.
• Academic leadership positions to be made available for the teachers.
• National Professional Standards for Teachers (NPST) by 2022 to be developed by NCTE. The
Standards will be reviewed every 10 years.
• Teachers who have already been hired will be required to participate in at least 50 hours of Continuous
Professional Development (CPD) every year.
• Teacher Audit or Performance appraisal will be carried out at regular intervals . Salaries of teacher will
increase based on length of service or seniority but based on such appraisals.
• Teachers to have more autonomy in choosing aspects of pedagogy in classroom teaching .
• Teachers doing outstanding work must be recognized, promoted and given salary raised. Incentivise all
teachers to do their best work

CONCLUSION
• Since Independence, the government of India has implemented various policies and has
constituted a lot of committees to look into quality advancement and universalization of
education in India.
• But the efforts of the government has not been sufficient to reach to the standard which is
expected.
• Nep 2020 has been announced recently , which is still to be implemented. The changes
that will be brought by this policy will be evaluated only after its implementation.
REFERENCE
• Mohan Radha, Teacher Education, PHI Learning Private Limited, 2019
• Saxena, Mishra ,Mohanty, Teacher Education, R Lall Book Depot
• Choudhary Mahua, A study on policies of Teacher Education in post independence period,
International Journal Of Humanities and Social Science Studies published by Scholar
Publications, Karimganj.

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