The National Council for Teacher Education (NCTE) is revising its teacher training regulations to align with the National Education Policy (NEP) 2020. After receiving extensive feedback and consulting with the Ministry of Education and other stakeholders, the draft regulations are under review. This marks the first major update since 2014 and aims to reshape teacher education across India.
Background and Recent Developments
NCTE proposed new recognition norms and procedures for teacher education institutions in early 2025. The draft was released for public comments and received over 6,700 responses. The council approved the draft in March but paused final notification pending further consultations with the Ministry of Education and legal vetting by the Ministry of Law. The process is ongoing and expected to evolve before official gazette notification.
Key Features of the Proposed Regulations
The new regulations introduce a segmented approach to teacher specialisations. It divides teacher roles into five categories – Foundation teachers (preschool to Grade 2), Preparatory teachers (Grades 3 to 5) specialising in two subjects, Middle school teachers (Grades 6 to 8) with two subject specialisations, and Secondary school teachers (Grades 9 and 10) following a similar model. This structure aims to align teacher education with NEP 2020’s vision but restricts flexibility in teacher deployment.
Challenges and Criticisms
Experts show concerns about the rigid segmentation of teachers. The narrow specialisations may not suit private schools or rural areas where teachers often cover multiple subjects. Restricting teachers to specific stages and subjects could limit career growth and complicate teacher deployment in underserved regions. The regulations may not fully reflect current teacher labour market trends or practical school needs.
Teacher Demand-Supply Mapping
NCTE has formed an expert committee including members from the Ministry of Education, NITI Aayog, and educational research bodies. This group will study the demand and supply of teachers nationwide, focusing on rural and tribal areas. The committee’s report is expected within six months and will guide future policy adjustments to address regional disparities and shortages.
Transition Timeline and Institutional Requirements
There are over 13,000 teacher training institutions under NCTE. They must transition into multidisciplinary centres offering integrated teacher education programmes (ITEP). ITEP combines a Bachelor’s degree (B.A, B.Com, or B.Sc) with a B.Ed. Institutions need to develop infrastructure, faculty, and courses accordingly. The deadline to start ITEP implementation has been extended to 2026-27, with full transition expected by 2030.
Performance Appraisal and Derecognition of Institutes
NCTE conducted a performance review in mid-2025 and derecognised 2,224 institutes for failing to submit appraisal forms. The institutes were spread across all regions, with the highest numbers in the South and West. NCTE now uses online inspections, GPS tracking, and cross-verification of faculty PAN cards linked to salaries to ensure compliance. This digital monitoring aims to eliminate malpractices such as salary duplication and improve quality standards.
Digital Monitoring and Quality Assurance
The shift from offline to online monitoring allows NCTE to track teacher training institutes more effectively. GPS coordinates verify physical presence, and PAN card checks prevent fraudulent faculty appointments. This system strengthens accountability and transparency. NCTE conducts these appraisals biennially to maintain continuous oversight of teacher education quality.
Questions for UPSC:
- Taking example of the National Council for Teacher Education’s reforms, discuss the role of regulatory bodies in improving education quality in India.
- Examine the challenges of implementing the National Education Policy 2020 in rural and tribal areas of India. How can these challenges be addressed?
- Analyse the impact of specialised teacher training on the overall education system. Discuss in the light of changing labour market demands and school requirements.
- Critically discuss the use of digital tools like GPS and PAN verification in monitoring educational institutions. What are the benefits and limitations?
