TEACHER EDUCATION IN INDIA: A
COMPARATIVE ANALYSIS OF NPE 1986 AND NEP 2020
Satadal
Giri
Research
Scholar & Assistant Professor
Dept.
of Education, Fakir Mohan University, Vyasa Vihar, Odisha
girisatadal@gmail.com
ABSTRACT
In
this article, the National Education Policy (NEP 2020) and the National
Policy on Education 1986 are compared critically to analyze India's
teacher education policies that influence teacher education policy in India. By
comparing the two policies, this research highlights the continuities and
discontinuities in teacher education policy, including the persistent emphasis
on teacher quality, the shifting discourses on teacher education, and the
evolving role of the state in regulating teacher education. The study's
findings have implications for teacher education policy, practice, and
research, emphasizing the importance of critical perspectives and democratic
participation in shaping teacher education policy.
Keywords: Teacher Education, NPE 1986,
National Education Policy 2020
INTRODUCTION
Teacher
education in India has undergone significant transformations since it’s independence.
The National Policy on Education (NPE) 1986 marked a significant milestone in
this journey, outlining a comprehensive framework for teacher education that
emphasized the importance of teacher quality, training, and professional standards
and development. Thirty-four years later, the National Education Policy (NEP)
2020 was introduced as a drastic shift promising to revolutionize India's
education system, including teacher education.
OBJECTIVES
The
objective of the study is to compare the teacher education programme as
envisaged in NPE-86 and NEP-2020.
Research
question
1. How
does NEP-2020 differ from NPE-1986 in respect of teacher education programme?
ANALYSIS
AND INTERPRETATION
The
first objective of the present study intends to address the question on How
does NEP-2020 differ from NPE-1986 in respect of teacher education programme?
NEP 2020 prioritizes teacher
education, emphasizing quality, continuous development, and teacher
empowerment, etc. marking a significant departure from NPE-1986. Key
differences are discussed on the following stand points:
Quality:
ü Integrated
programs: NEP 2020 advocates for integrated teacher education programs,
combining subject knowledge, pedagogy, and practical training.
ü Higher
qualifications: NEP 2020 requires postgraduate degrees in education (M.Ed. or
M.A. Education) for all teachers.
ü Emphasis
on subject expertise: NEP 2020 stresses the importance of subject knowledge for
teachers.
Continuous
Development:
ü Continuous
Professional Development (CPD): NEP 2020 emphasizes CPD for all teachers,
focusing on subject updates, pedagogy, technology integration, and leadership
development.
ü Regular
training and support: NEP 2020 recommends regular training and support for
teachers to enhance their skills.
ü Teacher
Empowerment:
ü Autonomy
and accountability: NEP 2020 promotes teacher autonomy and accountability,
allowing for more flexibility in curriculum design and teaching methods.
ü Mentorship
and support: NEP 2020 emphasizes the importance of teacher mentorship and
support.
ü Inclusive
education: NEP 2020 prioritizes inclusive education, recognizing teachers'
critical role in promoting equity and social justice.
In
contrast, NPE-1986 focused on increasing teacher quantity, with less emphasis
on quality, continuous development, and teacher empowerment. NEP 2020
recognizes teachers as the backbone of education and aims to equip them with
the knowledge, skills, and support necessary to excel. Overall, NEP-2020 has a
more comprehensive and inclusive approach to teacher education, focusing on
quality, continuous development, and teacher empowerment, compared to NPE-1986.
Comparison
between NEP 1986 and NEP 2020 on teacher education in terms of
Duration:
NEP
1986:
ü Duration
of teacher education programs: NEP 1986 recommended a minimum of 1 year of
teacher education for primary teachers and 2-3 years for secondary school
teachers.
ü Focus
on quantity over quality: The policy prioritized producing a large number of
teachers quickly, rather than focusing on the quality of their education.
NEP
2020:
ü Duration
of teacher education programs: NEP 2020 recommends:
-
4-year integrated B.Ed.
programs for secondary school teachers
-
2-year B.Ed. programs for
primary school teachers
-
Postgraduate degrees in
education (M.Ed. or M.A. Education) for all teachers
ü Focus
on quality and comprehensive education: NEP 2020 prioritizes the quality of
teacher education, emphasizing the need for comprehensive programs that combine
subject knowledge, pedagogy, and practical training.
Key
differences in the light of NEP-2020
·
Increased duration: NEP
2020 recommends longer teacher education programs, recognizing the need for
more comprehensive training.
·
Shift from quantity to
quality: NEP 2020 prioritizes quality over quantity, focusing on producing
well-trained teachers rather than just increasing numbers.
·
Emphasis on continuous
development: NEP 2020 stresses the importance of continuous professional
development (CPD) for teachers, whereas NEP 1986 did not emphasize this aspect.
Overall,
NEP 2020 recognizes the critical role of teachers in the education system and
seeks to equip them with the knowledge, skills, and support necessary to excel,
whereas NEP 1986 focused more on quickly producing a large number of teachers.
Comparison
between NEP 1986 and NEP 2020 on teacher education programs in terms of
Curriculum:
NEP
1986:
ü Curriculum
focus: NEP 1986 emphasized a more theoretical approach to teacher education,
with a focus on:
o Subject
knowledge
o Educational
psychology
o Curriculum
planning and teaching methods
ü Limited
practical training: The policy did not emphasize practical training, leading to
a disconnect between theory and practice.
ü No
emphasis on inclusive education: NEP 1986 did not specifically focus on
inclusive education, diversity, or social justice.
NEP
2020:
ü Curriculum
focus: NEP 2020 recommends a more comprehensive and integrated approach to
teacher education, including:
o Subject
knowledge
o Pedagogy
o Practical
training
o Inclusive
education
o Diversity
and social justice
o Technology
integration
ü Emphasis
on practical training: NEP 2020 stresses the importance of practical training,
including:
o School-based
training
o Mentorship
programs
o Continuous
professional development (CPD)
ü Inclusive
education: NEP 2020 prioritizes inclusive education, recognizing the need for
teachers to be trained in:
o Disability
studies
o Gender
studies
o Multilingual
education
o Social
justice and equity
Key
differences in the light of NEP-2020:
·
More comprehensive
curriculum: NEP 2020 recommends a more comprehensive curriculum that combines
subject knowledge, pedagogy, and practical training.
·
Emphasis on inclusive
education: NEP 2020 prioritizes inclusive education, recognizing the need for
teachers to be trained in diversity, equity, and social justice.
·
Practical training: NEP
2020 stresses the importance of practical training, whereas NEP 1986 did not
emphasize this aspect.
·
Technology integration:
NEP 2020 recommends integrating technology into teacher education, whereas NEP
1986 did not mention this.
Overall,
NEP 2020 recognizes the need for a more comprehensive and inclusive approach to
teacher education, whereas NEP 1986 focused more on theoretical aspects.
Comparison
between NEP 1986 and NEP 2020 on teacher education programs in terms of
Admission:
NEP
1986:
ü Minimum
qualifications: NEP 1986 required a minimum of 10+2 (higher secondary)
qualifications for admission to teacher education programs.
ü No
entrance test: There was no entrance test for admission to teacher education
programs.
ü No
emphasis on merit-based admission: NEP 1986 did not emphasize merit-based
admission, leading to a lack of competitiveness and quality in teacher
education.
NEP
2020:
ü Higher
minimum qualifications: NEP 2020 requires a minimum of a bachelor's degree (or
equivalent) for admission to teacher education programs.
ü Entrance
test: NEP 2020 recommends an entrance test to be conducted by National Testing
Agency (NTA) for admission to teacher education programs to ensure merit-based
selection.
ü Emphasis
on merit-based admission: NEP 2020 emphasizes merit-based admission to ensure
that only the best candidates are selected for teacher education programs.
ü Diversification
of admission criteria: NEP 2020 suggests considering additional criteria beyond
academic qualifications, such as teaching aptitude, communication skills, and
social responsibility.
Key
differences in the light of NEP-2020:
·
Higher minimum qualifications:
NEP 2020 requires higher minimum qualifications for admission to teacher
education programs.
·
Entrance test: NEP 2020
recommends an entrance test to be conducted by NTA for merit-based selection,
whereas NEP 1986 did not have this requirement.
·
Emphasis on merit-based
admission: NEP 2020 prioritizes merit-based admission to ensure quality in
teacher education.
·
Diversification of
admission criteria: NEP 2020 considers a broader range of criteria beyond
academic qualifications.
Overall,
NEP 2020 aims to improve the quality of teacher education by setting higher
admission standards, introducing entrance tests, and emphasizing merit-based
selection.
Comparison
between NEP 1986 and NEP 2020 on teacher education programs in terms of
Administration:
NEP
1986:
ü Centralized
administration: NEP 1986 had a centralized administration approach, with the
government playing a significant role in controlling teacher education.
ü Lack
of autonomy: Teacher education institutions had limited autonomy, with strict
regulations and control over curriculum, admission, and academic decisions.
ü Bureaucratic
structure: The administration was often bureaucratic, with a focus on
compliance rather than quality.
NEP
2020:
ü Decentralized
administration: NEP 2020 promotes decentralized administration, giving more
autonomy to teacher education institutions.
ü Increased
institutional autonomy: Institutions have more freedom to design curriculum,
admit students, and make academic decisions.
ü Quality-focused
administration: The administration is more focused on quality, with emphasis on
accreditation, accountability, and continuous improvement.
ü Promoting
innovation and research: NEP 2020 encourages innovation and research in teacher
education, allowing institutions to experiment and improve.
ü Strengthening
teacher education councils: NEP 2020 recommends strengthening teacher education
councils to ensure quality and coordination.
Key
differences in the light of NEP-2020:
·
Decentralization: NEP
2020 promotes decentralized administration, whereas NEP 1986 had a centralized
approach.
·
Autonomy: NEP 2020 gives
more autonomy to institutions, whereas NEP 1986 had limited autonomy.
·
Quality focus: NEP 2020
prioritizes quality, whereas NEP 1986 focused on compliance.
·
Innovation and research:
NEP 2020 encourages innovation and research, whereas NEP 1986 did not emphasize
this.
Overall,
NEP 2020 aims to improve teacher education administration by promoting
decentralization, autonomy, quality, innovation, and research.
Comparison
between NEP 1986 and NEP 2020 on teacher education programs in terms of
Assessment and Evaluation:
NEP
1986:
ü Limited
assessment and evaluation: NEP 1986 had limited provisions for assessment and
evaluation of teacher education programs.
ü Focus
on internal assessments: Assessments were primarily internal, with limited
external evaluation.
ü No
national-level assessment: There was no national-level assessment or
accreditation of teacher education programs.
ü Emphasis
on theoretical knowledge: Assessments focused on theoretical knowledge, with
limited emphasis on practical skills.
NEP
2020:
ü Comprehensive
assessment and evaluation: NEP 2020 recommends comprehensive assessment and
evaluation of teacher education programs.
ü National-level
assessment and accreditation: National-level assessment and accreditation of
teacher education programs are recommended.
ü Emphasis
on both theoretical and practical knowledge: Assessments will focus on both
theoretical and practical knowledge, with emphasis on pedagogy, classroom
management, and teaching skills.
ü Regular
monitoring and feedback: Regular monitoring and feedback mechanisms will be
established to improve teacher education programs.
ü Use
of technology for assessment: Technology will be used to enhance assessment and
evaluation processes, including online assessments and data analytics.
Key
differences in the light of NEP-2020:
·
Comprehensive assessment
and evaluation: NEP 2020 recommends comprehensive assessment and evaluation,
whereas NEP 1986 had limited provisions.
·
National-level assessment
and accreditation: NEP 2020 recommends national-level assessment and
accreditation, whereas NEP 1986 did not have this provision.
·
Emphasis on practical
knowledge: NEP 2020 emphasizes both theoretical and practical knowledge,
whereas NEP 1986 focused primarily on theoretical knowledge.
·
Regular monitoring and
feedback: NEP 2020 recommends regular monitoring and feedback, whereas NEP 1986
did not prioritize this.
·
Use of technology for
assessment: NEP 2020 recommends using technology for assessment, whereas NEP
1986 did not mention this.
Comparison
between NEP 1986 and NEP 2020 on teacher education programs in terms of School
Internship:
NEP
1986:
ü Limited
school internship: NEP 1986 had limited provisions for school internship, with
a focus on theoretical training.
ü Short
duration: Internship duration was short, typically ranging from a few weeks to
a few months.
ü No
mentorship program: There was no structured mentorship program for intern
teachers.
ü Limited
feedback mechanism: Feedback mechanisms were limited, with no regular assessment
or feedback from mentors or peers.
NEP
2020:
ü Mandatory
school internship: NEP 2020 makes school internship mandatory for all teacher
education programs.
ü Extended
duration: Internship duration is extended to a minimum of one year, allowing
for more comprehensive training.
ü Structured
mentorship program: A structured mentorship program is recommended, with
trained mentors and regular feedback mechanisms.
ü Regular
assessment and feedback: Regular assessment and feedback mechanisms are
established to ensure intern teachers receive constructive feedback and
support.
ü Emphasis
on hands-on training: NEP 2020 emphasizes hands-on training and practical
experience, allowing intern teachers to develop essential teaching skills.
Key
differences in the light of NEP-2020:
·
Mandatory internship: NEP
2020 makes internship mandatory, whereas NEP 1986 had limited provisions.
·
Extended duration: NEP
2020 extends internship duration, allowing for more comprehensive training.
·
Structured mentorship
program: NEP 2020 recommends a structured mentorship program, whereas NEP 1986
did not have this provision.
·
Regular assessment and
feedback: NEP 2020 establishes regular assessment and feedback mechanisms,
whereas NEP 1986 had limited feedback mechanisms.
·
Emphasis on hands-on
training: NEP 2020 emphasizes hands-on training, whereas NEP 1986 focused
primarily on theoretical training.
Overall,
NEP-2020 stressed on extended internship duration, allowing for more
comprehensive training rather than short Internship duration, typically ranging
from a few weeks to a few months recommended by NEP-1986.
Comparison
between NEP 1986 and NEP 2020 on teacher education programs in terms of Teacher
Training:
NEP
1986:
ü Limited
teacher training: NEP 1986 had limited provisions for teacher training, with a
focus on theoretical training.
ü No
continuous professional development: There was no emphasis on continuous
professional development (CPD) for teachers.
ü No
induction program: No induction program was recommended for new teachers.
ü Limited
focus on pedagogy: The focus was primarily on subject knowledge, with limited
emphasis on pedagogy and teaching skills.
NEP
2020:
ü Comprehensive
teacher training: NEP 2020 recommends comprehensive teacher training programs,
including both pre-service and in-service training.
ü Continuous
professional development (CPD): CPD is emphasized, with a focus on ongoing
training and development for teachers.
ü Induction
program: A structured induction program is recommended for new teachers, with
mentoring and support.
ü Emphasis
on pedagogy and teaching skills: NEP 2020 emphasizes the importance of pedagogy
and teaching skills, in addition to subject knowledge.
ü Technology
integration: Technology integration is recommended in teacher training
programs, to enhance teaching and learning.
ü Inclusive
education: Training programs will focus on inclusive education, to ensure
teachers are equipped to support diverse learners.
Key
differences in the light of NEP-2020:
·
Comprehensive teacher
training: NEP 2020 recommends comprehensive training, whereas NEP 1986 had
limited provisions.
·
CPD and induction
program: NEP 2020 emphasizes CPD and induction programs, whereas NEP 1986 did
not.
·
Emphasis on pedagogy and
teaching skills: NEP 2020 prioritizes pedagogy and teaching skills, whereas NEP
1986 focused primarily on subject knowledge.
·
Technology integration
and inclusive education: NEP 2020 recommends technology integration and
inclusive education, whereas NEP 1986 did not mention these aspects.
Overall,
NEP 2020 emphasizes CPD and induction programs, whereas NEP 1986 did not
proposed induction program recommended for new teachers. There was no emphasis
on continuous professional development (CPD) for teachers as per NEP-1986 where
as NEP-2020 emphasized CPD in line with technology integration, with a focus on
ongoing training and development for teachers.
Comparison
between NEP 1986 and NEP 2020 on teacher education programs in terms of
Community Engagement:
NEP
1986:
ü Limited
community engagement: NEP 1986 had limited provisions for community engagement
in teacher education programs.
ü No
emphasis on community involvement: There was no emphasis on involving the
community in teacher education programs.
ü No
partnership with local organizations: No partnerships were recommended with
local organizations or stakeholders.
ü Limited
focus on social responsibility: Limited focus was placed on social
responsibility and community service in teacher education programs.
NEP
2020:
ü Emphasis
on community engagement: NEP 2020 places a strong emphasis on community
engagement in teacher education programs.
ü Community
involvement: Community involvement is encouraged through partnerships with
local organizations, stakeholders, and community members.
ü Partnerships
with local organizations: Partnerships are recommended with local organizations,
such as schools, NGOs, and government agencies.
ü Focus
on social responsibility: NEP 2020 places a strong focus on social
responsibility and community service in teacher education programs.
ü Community-based
projects: Community-based projects are recommended as part of teacher education
programs.
ü Engagement
with parents and local communities: Engagement with parents and local
communities is encouraged to ensure that teacher education programs are
relevant and effective.
Key
differences in the light of NEP-2020:
·
Emphasis on community
engagement: NEP 2020 places a strong emphasis on community engagement, whereas
NEP 1986 had limited provisions.
·
Community involvement and
partnerships: NEP 2020 encourages community involvement and partnerships,
whereas NEP 1986 did not.
·
Focus on social
responsibility and community service: NEP 2020 places a strong focus on social
responsibility and community service, whereas NEP 1986 had limited focus.
·
Community-based projects
and engagement with parents and local communities: NEP 2020 recommends
community-based projects and engagement with parents and local communities,
whereas NEP 1986 did not.
Overall,
Community involvement is encouraged through partnerships with local
organizations, stakeholders, and community members, Community-based projects
are recommended as part of teacher education programs rightly said by NEP-2020
where as limited focus was placed on social responsibility and community
service in teacher education programs stressed by NEP-1986.
The
National Policy on Education (NPE) - 1986 made the following recommendations on
teacher education:
1. Pre-service
training: NPE-1986 emphasized the need for pre-service training for all
teachers, with a duration of at least one year.
2. Qualifications:
The policy recommended that all teachers have a bachelor's degree in the
relevant subject and a degree in education (B.Ed.).
3. Curriculum:
The curriculum for teacher education was to include both theoretical and
practical components, with a focus on:
a. Subject
knowledge
b. Educational
psychology
c. Curriculum
planning and teaching methods
d. Practice
teaching
4. Teacher
training institutions: NPE-1986 recommended the establishment of separate
teacher training institutions, such as District Institutes of Education and
Training (DIETs) and Colleges of Teacher Education (CTEs).
5. In-service
training: The policy emphasized the need for regular in-service training and
refresher courses for all teachers.
6. Teacher
orientation: NPE-1986 recommended that all new teachers undergo an orientation
program to familiarize them with the school system and their roles and
responsibilities.
7. Teacher
workload: The policy recommended a reasonable workload for teachers, allowing
them to focus on teaching and related activities.
8. Teacher
motivation: NPE-1986 emphasized the need to motivate teachers through
incentives, such as career advancement opportunities and awards for outstanding
performance.
9. Monitoring
and evaluation: The policy recommended regular monitoring and evaluation of
teacher education programs to ensure quality and effectiveness.
10. Community
involvement: NPE-1986 encouraged community involvement in teacher education,
including participation in school management and teacher selection.
These
recommendations aimed to improve the quality of teacher education and, consequently,
the overall quality of education in India. However, the implementation of these
recommendations has been uneven, and many challenges persist in the teacher
education sector.
The
National Education Policy (NEP) - 2020 makes the following recommendations on
teacher education:
1. Integrated
Teacher Education Programs: NEP-2020 recommends integrated teacher education
programs that combine subject knowledge, pedagogy, and practical training.
2. 4-Year
Integrated B.Ed. Program: The policy suggests a 4-year integrated B.Ed. program
that includes subject specialization and pedagogy.
3. Postgraduate
Degree in Education: NEP-2020 recommends that all teachers obtain a
postgraduate degree in education (M.Ed. or M.A. Education).
4. Continuous
Professional Development (CPD): The policy emphasizes CPD for all teachers,
with a focus on:
a. Subject
updates
b. Pedagogical
training
c. Technology
integration
d. Leadership
development
5. Teacher
Recruitment and Training: NEP-2020 recommends:
a. Transparent
and merit-based teacher recruitment
b. Induction
training for new teachers
c. Mentorship
programs
6. Teacher
Autonomy and Accountability: The policy promotes teacher autonomy and
accountability, with:
a. Greater
flexibility in curriculum design and teaching methods
b. Regular
assessments and feedback mechanisms
7. Technology
Integration: NEP-2020 recommends the use of technology to enhance teacher
education, including online courses and digital resources.
8. Inclusive
Education: The policy emphasizes the need for teacher education programs to
focus on inclusive education, including:
a. Disability
studies
b. Gender
studies
c. Multilingual
education
9. School
Complexes: NEP-2020 recommends the creation of school complexes, where teachers
can share resources and expertise.
10. National
Mission for Teacher Education: The policy proposes a National Mission for
Teacher Education to oversee and coordinate teacher education programs across
India.
These
recommendations aim to transform teacher education in India, focusing on
quality, inclusivity, and continuous development.
DISCUSSION
The
Teacher Education programme in India has undergone significant changes between
the National Policy on Education (NPE) - 1986 and the National Education Policy
(NEP) - 2020.
NPE-86:
§ Focus
on quantitative expansion
§ Emphasis
on producing a large number of teachers to meet the demand
§ Teacher
training was seen as a one-time event
§ Limited
scope for continuous professional development
§ Curriculum
focused on theoretical aspects
§ Less
emphasis on teacher autonomy and accountability
§ No
clear linkage between pre-service and in-service training
NEP-2020:
§ Shift
from quantitative expansion to qualitative improvement
§ Emphasis
on producing high-quality teachers
§ Teacher
education is seen as a continuous process
§ Greater
emphasis on continuous professional development (CPD)
§ Curriculum
focuses on both theoretical and practical aspects
§ Greater
autonomy and accountability for teachers
§ Integration
of pre-service and in-service training
§ Focus
on developing teachers' competencies and skills
§ Emphasis
on teacher mentoring and support
§ Use
of technology to enhance teacher education
CONCLUSION
The
NEP-2020 has a more comprehensive and inclusive approach to teacher education,
focusing on quality, continuous development, and teacher empowerment, compared
to the NPE-86, which was more focused on quantity and basic training. By
comparing the two policies, this research highlights the continuities and
discontinuities in teacher education policy, including the persistent emphasis
on teacher quality, the shifting discourses on teacher education, and the
evolving role of the state in regulating teacher education. The study's
findings have implications for teacher education policy, practice, and
research, emphasizing the importance of critical perspectives and democratic
participation in shaping teacher education policy.
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https://www.agpegondwanajournal.co.in/index.php/agpe/article/view/143
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https://www.education.gov.in/sites/upload_files/mhrd/files/upload_document/npe.pdf
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