ArticlePDF Available

Abstract

To develop a state, development of education is barely needed. SSA, RMS, RTE are different proglude both pre-service and in-service interventions along with evolution of training plans and models, material development, research, monitoring and evaluation. It is hoped that these efforts, put together, would be able to support the enhancement of quality in schools. Accordingly, States have been encouraged to develop annual work plans synergising requirements at all levels of teacher education. New guidelines for implementation of the scheme and a revised annual work Int Int Int Int Intr r r r rod od od od oduct uct uct uct uction ion ion ion ion
Vol. 11, No. 1, January 2019 [ 53 ]
*Head, Department of Education, Magadh University, Bodh Gaya
TT
TT
Teacher Eeacher E
eacher Eeacher E
eacher Edd
dd
ducatucat
ucatucat
ucation in Jharion in Jhar
ion in Jharion in Jhar
ion in Jharkhandkhand
khandkhand
khand
DrDr
DrDr
Dr. Pr. Pr
. Pr. Pr
. Praa
aa
avv
vv
vat Kat K
at Kat K
at Kumar Dhal*umar Dhal*
umar Dhal*umar Dhal*
umar Dhal*
Abstract
To develop a state, development of education is barely needed. SSA, RMS,
RTE are different proglude both pre-service and in-service interventions along
with evolution of training plans and models, material development, research,
monitoring and evaluation. It is hoped that these efforts, put together, would be
able to support the enhancement of quality in schools. Accordingly, States have
been encouraged to develop annual work plans synergising requirements at all
levels of teacher education. New guidelines for implementation of the scheme
and a revised annual work
IntInt
IntInt
Intrr
rr
rodod
odod
oductuct
uctuct
uctionion
ionion
ion
To develop a state, development of
education is barely needed. SSA, RMS, RTE
are different programmes and law only
meant for the development of education.
Expansion of teacher education and its
quality development is also come in this
purview. Keeping the view RTE-2009, the
central Government aims to help establish
and enhance capacities of the teacher
education institutions and programmes in
a wide range through a certain scheme in
2012.”These include both pre-service and
in-service interventions along with
evolution of training plans and models,
material development, research,
monitoring and evaluation. It is hoped that
these efforts, put together, would be able
to support the enhancement of quality in
schools. Accordingly, States have been
encouraged to develop annual work plans
synergising requirements at all levels of
teacher education. New guidelines for
implementation of the scheme and a
revised annual work plan format have also
been proposed.”1
About the JharkhandAbout the Jharkhand
About the JharkhandAbout the Jharkhand
About the Jharkhand
Jharkhand, the youngest and 28th state
of India was formed on November 15,
2000 having area79, 719sq.kms, and
population 26,945,829 with Ranchi as its
capital. Having been carved out of the
parent state Bihar the state is now in its 14
© Educational Science Review
RNI No. – BIHBIL/2009/27439
ISSN No. : 0974-5947, No. 1
January 2019, Page No. 53-71
[ 54 ] Educational Science Review
year of existence. Though it is well
endowed with a vast reserve of natural
resourceslike iron ore, coal, copper ore,
mica, bauxite, graphite, limestone, and
uranium on the one hand, and vast forest
resources, 30% of its79,714 sq.km., on
the other. As per Government of India
report it is one of the poorest states in
the country given the development
backlog over the years. The name of the
state symbolises that it is the abode of
tribal group of people. According to 2011
census,there are 28% of the population
belong to tribal groups, while 12% to the
scheduled castes. It had literacy67.63%,
having female literacy 56.21% and male
literacy rate 78.45%. According to 2005
Annual Survey of Education, Jharkhand
has the third highest percentage of
students out of school, right after Bihar
and Rajasthan.
The state Jharkhand has 6 Universities
and 21386 schools. After sixty six years
of independence they are backward in the
fields of education, health, politics and
economics. Eliminating illiteracy will do
better in Jharkhand. An educated
workforce will give the people of
Jharkhand better governance. Education
will lead to a more efficient
compassionate society. Education is a vast
area. Teacher is a social engineer. He can
make or break the society. It is great
teachers who make a good school and
also a good society.To develop the
educational scenario of state teacher
education is more significant.
ExistExist
ExistExist
Existence of Tence of T
ence of Tence of T
ence of Teacher Eeacher E
eacher Eeacher E
eacher Edd
dd
ducatucat
ucatucat
ucation inion in
ion inion in
ion in
JharkhandJharkhand
JharkhandJharkhand
Jharkhand
The status of teacher education in
Jharkhand is not so progressive. There is
no directorate in the state look after the
teacher education. The SCERT is not
functioning properly. No University in the
state is providing Ph. D. course in education.
The state Government has proposed to set
up 1 IASE, 8 CTE, and 24 DIETs. The status
of government teachers’ training colleges
is very miserable in all dimensions. Some
private teachers training colleges are
update. There are some administrators
created by JPSC, who are managing teacher
education institutions having neither degree
nor diploma in teacher education. Teacher
education is running with lack of broad
vision, goals, quality, innovation and
leadership. It is very flexible and easy to
acquire certain diploma or degree. Hence,
a few percentages of trained personnel
qualify TET examination of the state. The
State has a large number of untrained
teachers (44,000), of which 36,000 have
enrolled with IGNOU and other 8,000 with
NIOS. Thousands of trained personnel are
waiting for job. The numbers of private
teacher education institutions are
increasing year to year. It is going to
saturate within a few years. It has to
improve a lot in all dimensions.
DiffDiff
DiffDiff
Differer
erer
erent Leent Le
ent Leent Le
ent Levv
vv
vee
ee
ell
ll
ls of Ts of T
s of Ts of T
s of Teachereacher
eachereacher
eacher
EE
EE
Edd
dd
ducatucat
ucatucat
ucation in Jharion in Jhar
ion in Jharion in Jhar
ion in Jharkhandkhand
khandkhand
khand
BacheBache
BacheBache
Bachell
ll
lor in Eor in E
or in Eor in E
or in Edd
dd
ducatucat
ucatucat
ucation (B. Eion (B. E
ion (B. Eion (B. E
ion (B. Edd
dd
d.).)
.).)
.)
There are 121 B.Ed. colleges in
Jharkhand. Among them 4 colleges are
Dr. Pravat Kumar Dhal
Vol. 11, No. 1, January 2019 [ 55 ]
Government colleges, 22 are self financed
constituent colleges and 95 are private
colleges. The following table shows Year
wise B.Ed. colleges in Jharkhand. IGNOU
produces 600 B.Ed. trainees per year.
Approximately 13000 secondary level
trained personnel are producing each
year in the state.
TT
TT
Tablabl
ablabl
able-1e-1
e-1e-1
e-1
YY
YY
Year wise B.Eear wise B.E
ear wise B.Eear wise B.E
ear wise B.Edd
dd
d. Coll. Coll
. Coll. Coll
. Colleges ineges in
eges ineges in
eges in
JharkhandJharkhand
JharkhandJharkhand
Jharkhand
YY
YY
Yearear
earear
ear No. of CollNo. of Coll
No. of CollNo. of Coll
No. of Collegeseges
egeseges
eges
2014-15 17
2013-14 16
2012-13 31
2011-12 01
2010-11 01
2009-10 08
2008-09 09
2006-07 07
2005-06 20
2004-05 04
2002-03 04
1999-2000 01
1998-99 01
1997-98 01
1996-97 01
TT
TT
Totot
otot
otalal
alal
al 122122
122122
122
*(1 institution perhaps withdrawn)
TT
TT
Tablabl
ablabl
able-2e-2
e-2e-2
e-2
UniUni
UniUni
Univv
vv
versitersit
ersitersit
ersity wise B.Ey wise B.E
y wise B.Ey wise B.E
y wise B.Edd
dd
d. coll. coll
. coll. coll
. colleges ineges in
eges ineges in
eges in
JharkhandJharkhand
JharkhandJharkhand
Jharkhand
NN
NN
Name of Uniame of Uni
ame of Uniame of Uni
ame of Univv
vv
versitersit
ersitersit
ersityy
yy
yNo. of CollNo. of Coll
No. of CollNo. of Coll
No. of Collegeseges
egeseges
eges
Ranchi University 43
S.K.M.University 12
Kolhan University 04
NilambarPitambar University 11
VinobaVabe University 51
T T
T T
T
otot
otot
otalal
alal
al 121 121
121 121
121
DiplDipl
DiplDipl
Diploma in Eloma in El
oma in Eloma in El
oma in Elementement
ementement
ementary Eary E
ary Eary E
ary Edd
dd
ducatucat
ucatucat
ucationion
ionion
ion
(D(D
(D(D
(D. El. El
. El. El
. El. E. E
. E. E
. Edd
dd
d.).)
.).)
.)
There are 33 primary teachers’
training centres in the state. Among them
17 are Government institutions and 16 are
private institutions. Twenty eight training
centres have got one unit (50 seats) and
5 centres have got 2 units (100 each).
Every year 1900 students are qualifying
this diploma regular basis. This course was
started in 1997-98. Year wise institutions
are given below.
TT
TT
Tablabl
ablabl
able-3e-3
e-3e-3
e-3
YY
YY
Year wise Primary Tear wise Primary T
ear wise Primary Tear wise Primary T
ear wise Primary Teachers’eachers’
eachers’eachers’
eachers’
TT
TT
Trr
rr
raining Centaining Cent
aining Centaining Cent
aining Centrr
rr
res in Jhares in Jhar
es in Jhares in Jhar
es in Jharkhandkhand
khandkhand
khand
YY
YY
Yearear
earear
ear No. of InstNo. of Inst
No. of InstNo. of Inst
No. of Institit
itit
itutut
utut
utionsions
ionsions
ions
2014-15 06
2013-14 01
2012-13 02
2011-12 -
2008-09 02
2006-07 02
2005-06 05
Teacher Education in Jharkhand
[ 56 ] Educational Science Review
2004-05 04
2003-04 01
2002-03 02
1997-98 04
Total 2 9
(others are not available)
PhPh
PhPh
Phyy
yy
ysical Esical E
sical Esical E
sical Edd
dd
ducatucat
ucatucat
ucation (Ph. Eion (Ph. E
ion (Ph. Eion (Ph. E
ion (Ph. Edd
dd
d.).)
.).)
.)
There are two private physical education
training institutions in Jharkhand.
TT
TT
Teachers’ Teachers’ T
eachers’ Teachers’ T
eachers’ Trr
rr
raining faining f
aining faining f
aining for Phor Ph
or Phor Ph
or Phyy
yy
ysicallsicall
sicallsicall
sicallyy
yy
y
HandHand
HandHand
Handicapicap
icapicap
icapped Instped Inst
ped Instped Inst
ped Institit
itit
itutut
utut
utionion
ionion
ion
There are 14 physically handicapped
teacher training institutions having 16
D.Ed. Special Education, & 1 B.Ed. in Special.
Education Courses running all over the
state Jharkhand, except this two centres in
Ranchi who offers M.Phil. program for
Mentally Retarded group.
The EngThe Eng
The EngThe Eng
The Engll
ll
lish Language Tish Language T
ish Language Tish Language T
ish Language Trr
rr
rainingaining
ainingaining
aining
CentCent
CentCent
Centrr
rr
ree
ee
e
The DIET, Ratu campus is a leading centre
for teaching English language. The
resource centre has been put in place with
academic support from CIEFL, Hyderabad.
Four teachers on deputation from schools
have been intensively trained and have
been engaged in in-service training of
English Language Teachers of the
state.This training enables the teachers to
develop proficiency in English and
professional competency for teaching
English as well. As a resource centre, it
helps to design the frame work of language
teaching and language pedagogy in the
state. It is well equipped with adequate
updated resources. Besides training, they
develop language (English and Hindi)
textbooks of Jharkhand for Class I, II, & III,
which has already published.
Dr. Pravat Kumar Dhal
Vol. 11, No. 1, January 2019 [ 57 ]
CC
CC
Curriculurricul
urriculurricul
urriculum of Tum of T
um of Tum of T
um of Teacher Eeacher E
eacher Eeacher E
eacher Edd
dd
ducatucat
ucatucat
ucation in Jharion in Jhar
ion in Jharion in Jhar
ion in Jharkhandkhand
khandkhand
khand
TT
TT
Tablabl
ablabl
able-4e-4
e-4e-4
e-4
Syllabus of the two years (Semester wise) B. Ed. Program of Vinoba Bhave
Hazaribag University
Semester-1
Sl.
No
courses Names of the
courses
Course
code
Instructional
hrs.
Credit
hrs.
Tutorial Max.
marks
Total
Theory courses
1 1 Childhood &
growing up
B.Ed.
Tc-101
06 06 02 80 100
2 2 Contemporary
India and education
B.Ed.
Tc-102
06 06 02 80 100
3 3 Language across
the curriculum(1/2)
B.Ed.
Tc-103
03 03 01 40 50
4 4 Understanding
discipline and
subjects(1/2)
B.Ed.
Tc-104
03 03 01 40 50
practicum
5 EPC-1 Reading and
reflecting on texts
B.Ed. P-
105
03 03 01 50
Total 21 21 07 240 350
Semester-2
Sl.
No
courses Names of the
courses
Course
code
Instruct
-ional
hrs.
Credit
hrs.
Tutorial Max. marks
Intl. Extl.
Total
6 5 Learning and
Teaching
B.Ed.
Tc-201
06 06 02 20 80 100
7 6 Knowledge &
curriculum
part1(1/2)
B.Ed.
Tc-202
03 03 02 10 40 50
8 7 Pedagogy of a
school subject
part1(1/2)
B.Ed.
Tc-203
03 03 01 10 40 50
9 8 Assessment for
learning
B.Ed.
Tc-204
06 06 02 20 80 100
Practicum
10 EPC2 Drama and Art in
Education(1/2)
B.Ed.
P-205
03 03 01 50 50
Total 21 21 07 110 240 350
Teacher Education in Jharkhand
[ 58 ] Educational Science Review
Semester-3
Sl.
No
courses Names of the
courses
Course
code
Instruct-
ional hrs.
Credit
hrs.
Tutorial Max. marks
Intl. External
Total
Theory Courses
11 9 Pedagogy of
school subjects
part II(1/2)
B.Ed.
TC
301
03 03 01 10 40 50
Practicum
School Internship
Report
B.Ed.
P 302
18 18 10 150 150
Assessment of
practice teaching
in selected subject
B.Ed.
P 303
100 100
Total 21 21 11 160 140 300
Semester-4
Sl.
No
courses Names of the
courses
Course
code
Instruct-
ional hrs.
Credi
t hrs.
Tutorial Max. marks
Intl. Extl.
Total
Theory courses
12 10 Knowledge &
curriculum
part1(1/2)
B.Ed.
Tc-401
03 03 01 10 40 50
8 11 Pedagogy of a
school subject
part1(1/2)
B.Ed.
Tc-402
03 03 01 10 40 50
9 12 Assessment for
learning
B.Ed.
Tc-403
03 03 01 10 40 50
13
Option
al
courses
a)vocational/Work
education
b)Health and
Physical education
c)Peace education
d)Guidance
&Counseling
e)Issues of
conservation and
environmental
regeneration
f)Yoga education
g)Value education
and human rights
B.Ed.
Tc-404a
B.Ed.
Tc-404b
B.Ed.
Tc-404c
B.Ed.
Tc-404d
B.Ed.
Tc-404e
B.Ed. Tc-
404f
B.Ed. Tc-
404g
03 03 01 10 40 50
Dr. Pravat Kumar Dhal
Vol. 11, No. 1, January 2019 [ 59 ]
CC
CC
Curriculurricul
urriculurricul
urricular Arar Ar
ar Arar Ar
ar Areaseas
easeas
eas
A. Theory CoursesA. Theory Courses
A. Theory CoursesA. Theory Courses
A. Theory Courses
I. PI. P
I. PI. P
I. Perspecterspect
erspecterspect
erspectii
ii
ivv
vv
ves in Ees in E
es in Ees in E
es in Edd
dd
ducatucat
ucatucat
ucationion
ionion
ion
Course1 Childhood and growing up
Course2 Contemporary India and
Education
Course5 Learning and Teaching
Course6 Knowledge & Curriculum
Part-I
Course10 Gender, School and Society
(1/2)
Course11 Knowledge & Curriculum
Part-II
Course12 Creating an Inclusive school
(1/2)
II. CII. C
II. CII. C
II. Curriculurricul
urriculurricul
urriculum and Pum and P
um and Pum and P
um and Peded
eded
edagogic Sagogic S
agogic Sagogic S
agogic Stt
tt
tudud
udud
udiesies
iesies
ies
Course3 Language across the
Curriculum
Course4 Understanding Discipline
and Subjects (1/2)
Course7& 9 Pedagogy of a School
Subject
Course8 Assessment for Learning
Course13 Optional Courses*(1/2)
B.B.
B.B.
B. EngEng
EngEng
Engagement with Fagement with F
agement with Fagement with F
agement with Fieie
ieie
iell
ll
ld/Prd/Pr
d/Prd/Pr
d/Practact
actact
acticumicum
icumicum
icum
III. EngIII. Eng
III. EngIII. Eng
III. Engagement with Fagement with F
agement with Fagement with F
agement with Fieie
ieie
iell
ll
ldd
dd
d--
--
-the Sethe Se
the Sethe Se
the Sell
ll
lf,f,
f,f,
f,
the chilthe chil
the chilthe chil
the childd
dd
d, Communit, Communit
, Communit, Communit
, Community and Schooly and School
y and Schooly and School
y and School
Tasks and assignments that run
through all the courses as indicated in the
year wise distribution of the syllabus
School Internship
Enhancing Professional Capacities
(EPC)
Course EPC1: Reading and Reflecting
on Texts (1/2)
Course EPC2: Drama and Art in
Education (1/2)
Course EPC3: Critical Understanding
of ICT (1/2)
Course EPC4: Understanding the Self
(1/2)
Practicum
EPC3 Critical
understanding of
ICT
B.Ed.
P.405
03 03 01 50 50
EPC4 B.Ed.
P.406
03 03 01 50 50
Total 18 18 06 140 160 300
Teacher Education in Jharkhand
[ 60 ] Educational Science Review
Semester Internal Assessment External Assessment
Semester-1 110 240
Semester-2 110 240
Semester-3 160 140
Semester-4 140 160
Total 520 780
Theory Courses Instruction
Hours
Credit
Hours
Tutorials
Perspective in education 30 30 7
Curriculum and Pedagogy
Course
21 21
Practicum 30 30 24
Total 81 81 31
CC
CC
Curriculurricul
urriculurricul
urriculum of ETE in Jharum of ETE in Jhar
um of ETE in Jharum of ETE in Jhar
um of ETE in Jharkhandkhand
khandkhand
khand
The curriculum of ETE for entire state is prepared and controlled by Jharkhand academic
council. It is 2 years of duration having 230 days working day, where theory classes
150 days, Practice of Teaching 30 days, Micro Teaching 20 days, Examination 20 days
and Admission 10 days. It contains 10 Theory papers and 4 practical papers having
1400 marks for 2 years.
TT
TT
Tablabl
ablabl
able - 5e - 5
e - 5e - 5
e - 5
Ist Year 2nd Year
Paper Subjects (Theory) Marks Paper Subjeects Marks
I Education for
Emerging Indian
Society,
60+40(internal)
III School Organisation,
Guidance and
Counselling
60+40(internal)
II Educational
Psychology
60+40(internal) IV Educational
Technology and
Evaluation
60+40(internal)
V Hindi, --- V Hindi, 60+40(internal)
VI English, --- VI English, 60+40(internal)
VII Sanskrit/Telgu/
Mundari/ Santali/
Urdu etc.
--- VII Sanskrit/Telgu/
Mundari/ Santali/
Urdu etc.
60+40(internal)
VIII Teaching
Mathematics
--- VIII Teaching
Mathematics
60+40(internal)
IX Environmental
Science-I, Social
Science,
--- IX Environmental
Science-I, Social
Science,
60+40(internal)
X Environmental
Science-II,
General Science
--- X Environmental
Science-II, General
Science
60+40(internal)
Dr. Pravat Kumar Dhal
Vol. 11, No. 1, January 2019 [ 61 ]
As evaluation pattern is concerned,
each theory paper carries 60marks
written examination and 40 internal
marks. Teaching practice caries 40marks
external and 60 marks internal evaluation.
Computer & community life each is 100
marks internal. Physical Education carries
30 marks internal and 20 marks external
and Work experience carries 30 marks
external and 20 marks internal.
Here the observation of Joint Review
Mission on Teacher Education, 2013 is
very authentic to quote.
“The present courses/ syllabi do not
imagine the ‘teacher’ as participating and
engaging with social, political, economic
realities around her/him. The ‘teacher’ as
a student of the course is neither
sufficiently engaged with constitutional
values and their relationship to education,
nor is adequately prepared to critically
look at the theory-practice connections in
the context of realities both inside and
outside the classroom. The courses further
do not engage with the ‘learners’ and
‘learning’ in their curriculum, and do not
appear to prepare the ‘teacher’ to
understand the learner as a child who can
think and participate in her/his own
learning…This may be at various levels:
failure to engage them to critically look at
school/ field based realities, to visualize
crucial links between education and
society; to see, understand and respect
diversity; also in providing resources for
their reading or accessing various sources
and materials for themselves and for their
students.
Further they viewed that”weightage
for skills and knowledge; for practices,
assignments and examinations; for internal
and external evaluation; and the
methodology of assessment, the nature of
examinations and the continuous and
comprehensive nature of learner
development; should be given due
attention” during period of assessment.
FF
FF
Fees Collees Coll
ees Collees Coll
ees Collectect
ectect
ectionion
ionion
ion
The fee structure of Diploma in
education differs from institution to
institution. At Govt. level it is less. In case
of NIOS, it is free sponsored by state
government. In case of Private institution,
a model of fee structure is given
hereunder.
Practical Papers ---- Practical Papers
XI Teaching Practice --- XI Teaching Practice 40Ext.+60Int.
XII Computer Education --- XII Computer Education 100(internal)
XIII Work Experience
Physical Education
--- XIII Work Experience
Physical Education
30Ext+20Int.
20Ext.+30Int.
XIV Community Life --- XIV Community Life 100(internal)
Total 1400
Teacher Education in Jharkhand
[ 62 ] Educational Science Review
FF
FF
Fees Sees S
ees Sees S
ees Stt
tt
tructruct
ructruct
ructurur
urur
ure fe f
e fe f
e for ETE of a Goor ETE of a Go
or ETE of a Goor ETE of a Go
or ETE of a Govtvt
vtvt
vt.....
CollColl
CollColl
Collegeege
egeege
ege
T T
T T
T
ablabl
ablabl
able-6e-6
e-6e-6
e-6
Tuition Fee - Rs. 4, 800/-
Admission Fee - Rs.3, 000/-
Development Fee - Rs.1, 000/-
Sports and Excursion Fee - Rs.2, 400/-
Electricity and Allied
Charge - Rs.2, 400/-
Internal College
Examination Fee- Rs.1, 500/-
Common Room Fee - Rs.2, 400/-
TT
TT
Totot
otot
otalal
alal
al::
::
:Rs.17, 500/-Rs.17, 500/-
Rs.17, 500/-Rs.17, 500/-
Rs.17, 500/-
FF
FF
Fees Sees S
ees Sees S
ees Stt
tt
tructruct
ructruct
ructurur
urur
ure fe f
e fe f
e for ETE of a Prior ETE of a Pri
or ETE of a Prior ETE of a Pri
or ETE of a Privv
vv
vatat
atat
atee
ee
e
CollColl
CollColl
College fege f
ege fege f
ege for the Session2010-12or the Session2010-12
or the Session2010-12or the Session2010-12
or the Session2010-12
FF
FF
First Yirst Y
irst Yirst Y
irst Yearear
earear
ear
TT
TT
Tablabl
ablabl
able-7e-7
e-7e-7
e-7
College Registration Fees 1,000.00
Admission Fees 5,000.00
Developmental Fees 10,000.00
Tuition Fees 18,000.00
Generator & Allied charges 3,000.00
Internal Examination Fees 1,500.00
Magazine Fees 500.00
Library Fees 1,000.00
Computer Fees 1,000.00
Common Room Fees 1,500.00
Sports Fees 1,500.00
Security Deposit money 1,000.00
(Refundable at the end of session)
Total Rs. 45,000.00
TT
TT
Tablabl
ablabl
able-8e-8
e-8e-8
e-8
Second YSecond Y
Second YSecond Y
Second Yearear
earear
ear
Tuition Fees 18,000.00
Generator & Allied charges 3,000.00
Internal Examination Fees 1,500.00
Magazine Fees 500.00
Library Fees 2,000.00
Computer Fees 1,000.00
Common Room Fees 1,500.00
Sports Fees 1,500.00
Security Deposit Money 1,000.00
Total: Rs. 29,000.00
Fee structure of B.Ed. curriculum in
Govt.8level, all over the state is
approximately Rs.12, 000; Govt. self-
finance scheme is at a range Rs24, 000-
Rs.45, 000. It varies from university to
university. In private level it is from Rs.60,
000 to 160,000.It varies from college to
college. There is no uniformity fee
structure in the state. In some colleges fee
structure is considered as per attendance,
i.e. less attendance more fee.
FF
FF
Fee See S
ee See S
ee Stt
tt
tructruct
ructruct
ructurur
urur
ure of Goe of Go
e of Goe of Go
e of Govtvt
vtvt
vt. Le. Le
. Le. Le
. Levv
vv
vee
ee
el Sel Se
l Sel Se
l Sell
ll
lf-f-
f-f-
f-
FF
FF
Financing Collinancing Coll
inancing Collinancing Coll
inancing Colleges undeges und
eges undeges und
eges under SKMer SKM
er SKMer SKM
er SKM
UniUni
UniUni
Univv
vv
versitersit
ersitersit
ersityy
yy
y
TT
TT
Tablabl
ablabl
able-9e-9
e-9e-9
e-9
Registration Fee - Rs. 1, 000/-
Tuition Fee - Rs. 12, 000/-
Admission Fee - Rs. 3, 000/-
Development Fee - Rs. 1, 000/-
Sports and Excursion Fee - Rs. 1, 200/-
Electricity and Allied Charge -Rs. 1, 200/-
Dr. Pravat Kumar Dhal
Vol. 11, No. 1, January 2019 [ 63 ]
Internal College Exam. Fee -Rs. 600/-
Common Room Fee - Rs. 1, 200/-
Course material &
technical fee - Rs. 2, 000/-
Library fee - Rs. 500/-
College Magazine fee - Rs. 300/
Total Rs. 24, 000/-
However, fees for SC and ST candidates are
Rs. 12, 000/ - only.
A model fee structure of a private B.Ed.
College is given below:
Annual FAnnual F
Annual FAnnual F
Annual Fee See S
ee See S
ee Stt
tt
tructruct
ructruct
ructurur
urur
ure of the Sessione of the Session
e of the Sessione of the Session
e of the Session
2011-122011-12
2011-122011-12
2011-12
TT
TT
Tablabl
ablabl
able-10e-10
e-10e-10
e-10
College Registration Fees 1,000.00
Admission Fees 5,000.00
Developmental Fees 10,000.00
Tuition Fees 24,000.00
Generator & Allied charges 3,000.00
Internal Examination Fees 1,500.00
Magazine Fees 500.00
Library Fees 2,000.00
Computer Fees 1,000.00
Common Room Fees 1,500.00
Sports Fees 1,500.00
Security Deposit money 1,000.00
(Refundable at the end of session)
Total 52,000.00
In 2014, it is increased up to Rs.60, 000.00
In-service EIn-service E
In-service EIn-service E
In-service Edd
dd
ducatucat
ucatucat
ucation fion f
ion fion f
ion for Tor T
or Tor T
or Teachers ineachers in
eachers ineachers in
eachers in
JharkhandJharkhand
JharkhandJharkhand
Jharkhand
For secondary level teachers’ training,
IGNOU is providing B.Ed. Programmes for
500 in-service-teachers per year. Except
this opportunity there is no appear-able
in-service programme for development of
secondary teacher education in Jharkhand.
The in-service-training of the state is
mostly training for teachers at the block
and cluster levels, untrained teachers, head
teachers, resource persons, master
trainers and BRC & CRC coordinators.
According to Sanjeev and Khagendra,
(2010)”In addition to training through
subject specific training modules, there are
provision for induction training for EGS
teachers, training for BRC co-coordinators
and CRC coordinators so that the
implementation, monitoring and
supervision take place in a co-coordinated
manner. In order to provide in-service
training to all primary teachers of the State,
an elaborate support mechanism has been
developed. At the apex level, the State Level
Office (SLO), has the State Resource Group
(SRG) consisting of experts in teacher
education. A large number of teachers and
pedagogues work together to develop the
training modules. The implementation of
in-service training is largely the
responsibility of the District Level Office
(DLO) of the project, District Institute of
Education and Training (DIET) and the
District Education Office”2.
This in-service training of teachers has
come under the purview of the SSA
activities.Sometimes it is organised at the
Teacher Education in Jharkhand
[ 64 ] Educational Science Review
Block level and some cases is executed via
standardized package developed at the
state level by State Resource Group. By the
collaboration of CIEFL, Hyderabad a few
steps have been marched in English
Language Training of the state. By the help
of NIOS and IGNOU state Government is
providing primary level teachers’ training
to untrained teachers in the state. There is
no special training for heads or principals
of the teacher training Institutions. The
state does not have any plans for systematic
need assessment of teachers. There is
neither assessment nor feedback taken
regarding this training.
The state follows the cascade model of
training -10 days at block level and another
10 days atcluster level. The module of block
level is prepared by SSA functionaries for
whom it has a StateResource Group (SRG)
of 80 resource persons at the state level.
These resource persons areidentified and
prepared for academic support at the
district and block level training
programs.They are assistant teachers,
officers, lecturers from different districts
of the state. SRG isresponsible for
providing training to Block resource
coordinators.A look at the various
‘modules’ implemented by the state
establishes that the perspective ontraining
is not informed either by the field realities
or the felt needs of the teachers but is
guidedby the provisions and changes in
the scheme of SSA. Hence the training
seems to be fragmentedand is a piece-meal
approach as an overall vision and planning
for its realisation is missing. The content
of packaged in-service programmes
excludes teachers from academic
discussions andplanning/ preparation of
these. It is imperative that the State
recognizes teachers as professionalswho
have a repertoire of knowledge from their
own practical experiences.3
The state has been organizing
refresher in-service training at different
levels for variousfunctionaries. All kinds of
training are currently being undertaken by
the state time to time. This includes: training
for teachers at the block and cluster levels,
untrained teachers, head teachers,
resource persons, master trainers and
BRC & CRC coordinators.The extension
training is imparted by TIE’s, 15 DIET, 143
BRC, and 5 PTTC, and the BRC’s function
is as the central hub of all activities. The
DPE/JEPC monitors various extensive
activities.
BlBl
BlBl
Block Rock R
ock Rock R
ock Resouresour
esouresour
esource Centce Cent
ce Centce Cent
ce Centrr
rr
reses
eses
es
All the 24 districts of the project are
divided in educational blocks. Each block
has been provided with a Block Resource
Centre (BRC) with facilities for training.
Teachers from each block are identified and
trained to function as Resource Persons.
Block Education Extension Officer (BEEO)
or Area Education Officer (AEO) is
designated as coordinator of the BRC. BRC
was intended to offer 10-day training to
each of the teacher every year. The idea
was to impart various phases of short term
training modules.
ClCl
ClCl
Clustust
ustust
uster Rer R
er Rer R
er Resouresour
esouresour
esource Centce Cent
ce Centce Cent
ce Centrr
rr
reses
eses
es
There are 35-40 teachers drawn for 12-
16 nearby schools undergo training in a
Dr. Pravat Kumar Dhal
Vol. 11, No. 1, January 2019 [ 65 ]
school identified as Cluster Resource
Centre (CRC). The same group selects one
of the teachers as coordinator (CRCC).
The same trainers/resource persons who
had trained these teachers offer academic
help to these training sessions. It is helpful
for teacher’s practices in classrooms. Since
10 days’ training is not sufficient, provision
is made for one day recurrent monthly
training at CRC.
Number of VECs, BRCs, DPOs andNumber of VECs, BRCs, DPOs and
Number of VECs, BRCs, DPOs andNumber of VECs, BRCs, DPOs and
Number of VECs, BRCs, DPOs and
KK
KK
KGBGB
GBGB
GBVV
VV
Vs in Jhars in Jhar
s in Jhars in Jhar
s in Jharkhand in 2014khand in 2014
khand in 2014khand in 2014
khand in 2014
TT
TT
Tablabl
ablabl
able-11e-11
e-11e-11
e-11
VECs
(Village
education
committes)
BRCs
(Block
Resouce
centres)
DPOs
(District
Project
offices)
KGBVs
(Kasturba
Gandhi
BalikaVidyalaya)
TOTAL
40407 212 24 198 40841
((
((
(Source: Jharkhand Educational Project)
The stThe st
The stThe st
The steps Teps T
eps Teps T
eps Takak
akak
aken ben b
en ben b
en by Jhary Jhar
y Jhary Jhar
y Jharkhandkhand
khandkhand
khand
EE
EE
Edd
dd
ducatucat
ucatucat
ucational Prional Pr
ional Prional Pr
ional Project Counciloject Council
oject Counciloject Council
oject Council
The only pioneer institution JEPC, who has
taken the following initiation during
2012-13
I. In-In-
In-In-
In-Service TService T
Service TService T
Service Teachers Teachers T
eachers Teachers T
eachers Trr
rr
raining at BRaining at BR
aining at BRaining at BR
aining at BRCC
CC
C
ll
ll
lee
ee
evv
vv
vee
ee
el (10)l (10)
l (10)l (10)
l (10)(First Phase 5 days and 2nd
Phase 5 days)
1. In first phase, 5 day residential teachers
training on CCE Training Module would
be organized for primary and upper
primary teachers of classes I to VIII.
2. In 2nd phase, Teachers Training on
Behavior Change Communication
(Attitudinal & Motivational) (2days)
and Teachers Training on Inclusive
Education (3 days) would be provided
FF
FF
For For F
or For F
or First phase 5 dirst phase 5 d
irst phase 5 dirst phase 5 d
irst phase 5 daa
aa
ay Cy C
y Cy C
y CCE TCE T
CE TCE T
CE Trr
rr
rainingaining
ainingaining
aining
(R(R
(R(R
(Residesid
esidesid
esidentent
entent
ential)ial)
ial)ial)
ial)
- 40 Master Trainers trained on CCE
training Module and ready cascade the
training at BLTTs.
- 1554''
''
'Block Level Training Team
(BLTTs)members trained on the
concept, content, process and its
strategy and ready cascade the
teachers training at BRCs.
- About 40 percent of the total schools
in the state or 40 percent of the total
schools of districts will be taken up to
know the training impact in the class
room transaction after the completion
of CCE training at BRC level.
2. In second phase, 5 day residential
teachers training on IE and Motivational
training (Residential)
FF
FF
For For F
or For F
or First phase 5 dirst phase 5 d
irst phase 5 dirst phase 5 d
irst phase 5 daa
aa
ay IE & Moty IE & Mot
y IE & Moty IE & Mot
y IE & Motii
ii
ivv
vv
vatat
atat
ationalional
ionalional
ional
tt
tt
trr
rr
raining (Raining (R
aining (Raining (R
aining (Residesid
esidesid
esidentent
entent
ential) :ial) :
ial) :ial) :
ial) :
- Developed 5 day Training Module
including contents and trainings
sessions finalized on Inclusive
Education and BCC for more than 1
Lakh teachers of Primary and upper
primary.
- 40 Training of Trainers trained to
cascade the training at BRC level
among all the teachers.
- 1554 BLTTs trained on IE and BCC
Training module.
- About 40 percent of the total schools
in the state or 40 percent of the total
schools of districts will be taken up to
know the training impact in the class
Teacher Education in Jharkhand
[ 66 ] Educational Science Review
room transaction after the completion
of IE and BCC training at BRC level.
II. In-II. In-
II. In-II. In-
II. In-Service TService T
Service TService T
Service Teachers teachers t
eachers teachers t
eachers trr
rr
raining ataining at
aining ataining at
aining at
CRCR
CRCR
CRC lC l
C lC l
C lee
ee
evv
vv
vee
ee
el (10)l (10)
l (10)l (10)
l (10)
“The cluster level meetings/training
provides a professional forum for teachers
to reflect and plan together. It is conducted
in CRCs on every second and fourth
Thursday of the month for all teachers in
a calendar year for 10 days. Last year we
have provided DRISHTI training to all
teachers however this year we are going
to cover topic like – special training
(ANKUR), RTE, Development of lesson plan,
Development of TLM, sharing of hard
spots and other.”4
III. IndIII. Ind
III. IndIII. Ind
III. Inductuct
uctuct
uction fion f
ion fion f
ion for newor new
or newor new
or newll
ll
ly Py P
y Py P
y Parar
arar
ara ta t
a ta t
a teacherseachers
eacherseachers
eachers
(30 d(30 d
(30 d(30 d
(30 daa
aa
ayy
yy
ys)s)
s)s)
s)
Induction training for all newly Para
teachers and Para Teachers who have less
than 6 months in the field of teaching
profession in the class room is an
important segment because the majority
of Para teachers are very high in terms of
their number as compare to regular Govt.
teachers. Recruitment of Para teachers is
basically done by the School management
Committee in the schools. This has been
observed that most of the Para teachers
recruited are either untrained or purely
raw in the field of teaching. Hence during
the year 2012-13, there is a plan to conduct
30 days induction training for all new
recruited Para teachers.
IVIV
IVIV
IV. T. T
. T. T
. Trr
rr
raining faining f
aining faining f
aining for Untor Unt
or Untor Unt
or Untrr
rr
rained Pained P
ained Pained P
ained Parar
arar
ara-a-
a-a-
a-
tt
tt
teacherseachers
eacherseachers
eachers
As per the agreement made with NIOS,
during the year 2012-13 total 15982
untrained Para teachers have been
enrolled in NIOS for the completion of
training. All required data related
untrained Para-teachers have been shared
to NIOS, New Delhi. Content and training
module for 15982 Para-teachers has been
finalized. State has already developed plan
for tagging of teachers with various study
centers in the state. NIOS will be paid Rs.
6000/- per teacher against his or her
completion of Training course from NIOS.
TT
TT
Tablabl
ablabl
able-12e-12
e-12e-12
e-12
EnrEnr
EnrEnr
Enrolloll
olloll
ollment stment st
ment stment st
ment statat
atat
atus of Un- tus of Un- t
us of Un- tus of Un- t
us of Un- trr
rr
rainedained
ainedained
ained
PP
PP
Parar
arar
ara Ta T
a Ta T
a Teacher in NIOS feacher in NIOS f
eacher in NIOS feacher in NIOS f
eacher in NIOS for the yor the y
or the yor the y
or the yearear
earear
ear
2012-132012-13
2012-132012-13
2012-13
Sl No. Name of District No. of Para Teacher
1. West Singhbhum 521
2. Garhwa 861
3. Simdega 232
4. Dumka 1288
5. Dhanbad 181
6. Giridih 1986
7. Khunti 394
8. Chatra 600
9. Bokaro 857
10. Ranchi 991
11. Sahebganj 241
12. Pakur 219
13. Jamtara 536
14. Latehar 328
15. Koderma 248
16. Gumla 523
Dr. Pravat Kumar Dhal
Vol. 11, No. 1, January 2019 [ 67 ]
17. East Singhbhum 375
18. Godda 623
19. Hazaribagh 750
20. Ramgarh 356
21. Lohardaga 39
22. Palamu 3031
23. Saraikela 647
24. Deoghar 155
Total 15982
(Source: Jharkhand Educational Project Council)
VV
VV
V. T. T
. T. T
. Trr
rr
raining of BRPaining of BRP
aining of BRPaining of BRP
aining of BRPs and CRPs and CRP
s and CRPs and CRP
s and CRPs 10s 10
s 10s 10
s 10
dd
dd
daa
aa
ayy
yy
ys:s:
s:s:
s:
In the financial year 2012-13, the
purpose of conducting training BRPs and
CRPs is to involve them more with
academic support to ensure improved
classroom transaction process and also to
inculcate sense of accountability to ensure
active classroom learning and learning
outcomes among the children. Training
also includes their role, responsibilities and
duties to carry out their tasks and
assignments very effectively in the school
education system.
VI.TVI.T
VI.TVI.T
VI.Trr
rr
raining faining f
aining faining f
aining for Head Tor Head T
or Head Tor Head T
or Head Teacherseachers
eacherseachers
eachers
MastMast
MastMast
Master/Aer/A
er/Aer/A
er/Actct
ctct
cting head Ting head T
ing head Ting head T
ing head Teachers:eachers:
eachers:eachers:
eachers:
During the year 2012-13, provision
will be made to organize training for Head
Masters and acting Masters separately. The
training of HMs would be the part of 20
days in-service training. Contents for this
training will include managerial as well as
academic aspects.
VII. TVII. T
VII. TVII. T
VII. Teacher teacher t
eacher teacher t
eacher trr
rr
raining undaining und
aining undaining und
aining under Librer Libr
er Librer Libr
er Libraryary
aryary
ary
program: (program: (
program: (program: (
program: (JEPC and Room to Read
Collaboration))
))
)
· Target Number of teachers for library
training - 1909
JEPC and Room to Read are jointly
implementing the library program in
selected districts in state since 2008. As per
Memorandum of Understanding signed
between JEPC and Room to Read on
library program, the teacher training on
library activities and management is
scheduled as;
· 4 days of training for point teacher
(Twice in a year for 2 days each). Point
teacher for library in school is a
teacher who is primarily responsible
for library management in school.
· 2 days training on library management
for one additional teacher from the
same school
· 1 day of orientation on library
management for Head teacher, BRCCs,
CRCCs.
As per MoU JEPC will cover cost in
terms of training venue, boarding, lodging
and travel of participants. The issues for
training are importance of library, book
based activities, book classification and
management.
VIII. CapacitVIII. Capacit
VIII. CapacitVIII. Capacit
VIII. Capacity Buily Buil
y Buily Buil
y Buildd
dd
ding of ADPOs/ing of ADPOs/
ing of ADPOs/ing of ADPOs/
ing of ADPOs/
APOs/BPOs:APOs/BPOs:
APOs/BPOs:APOs/BPOs:
APOs/BPOs:
· During the year 2012-13, 5 day
Managerial and Motivational Training
program will be organized for all
ADPOs/APOs/BPOs either within the
Teacher Education in Jharkhand
[ 68 ] Educational Science Review
state or out of state
· Professional and renowned institute
would be out sourced to develop the
content and module for the training
and to conduct training for the ADPOs/
APOs/BPOs approx. 636 participants
in numbers.
· Training content and module will also
include their role and responsibilities.
IX. CapacitIX. Capacit
IX. CapacitIX. Capacit
IX. Capacity Buily Buil
y Buily Buil
y Buildd
dd
ding of Aing of A
ing of Aing of A
ing of Accountccount
ccountccount
ccount
Officers/AOfficers/A
Officers/AOfficers/A
Officers/Accountccount
ccountccount
ccountantant
antant
ant
· During the year 2012-13, 5 day
Managerial and Motivational Training
and skill based training program will
be organized for all Account Officers/
Accountant either within the state or
out of state.
· Professional and renowned institute
would be out sourced to develop the
content and module for the training
and to conduct training for the Account
Officers/ Accountant approx.300
participants in numbers.
· Training content and module will also
include their role and responsibilities
and skill of accountancy, office
management and record keeping.
X.X.
X.X.
X. CapacitCapacit
CapacitCapacit
Capacity buily buil
y buily buil
y buildd
dd
ding fing f
ing fing f
ing for MISor MIS
or MISor MIS
or MIS
coordinatorscoordinators
coordinatorscoordinators
coordinators
· During the year 2012-13, 5 day
Managerial and Motivational Training
and skill based training program will
be organized for all MIS coordinators
either within the state or out of state.
· Professional and renowned institute
would be out sourced to develop the
content and module for the training
and to conduct training for the MIS
coordinators approx.300 participants
in numbers.
· Training content and module will also
include their role and responsibilities
and skill of operation, window
environment, and advanced computer
related skill.
XI. TXI. T
XI. TXI. T
XI. Trr
rr
raining Praining Pr
aining Praining Pr
aining Progrogr
ogrogr
ogram undam und
am undam und
am under DEPer DEP
er DEPer DEP
er DEP--
--
-SSSS
SSSS
SSAA
AA
A
IGNOUIGNOU
IGNOUIGNOU
IGNOU
· 10 day Capacity Building program of
Primary Teachers for 40 teachers on
Teaching Science will be organized by
15th May, 2012.·10 day Capacity
Building program of Upper primary
teachers for 40 teachers on teaching
of English language will be organized
by the end of June 2012.
· As per the DEP-SSA IGNOU norms, all
material resource and technical
resource support will be provided by
the DEP-SSA and venue and food
arrangement will be made by the
Jharkhand SSA.
ChallChall
ChallChall
Challenges fenges f
enges fenges f
enges for Deor De
or Deor De
or Devv
vv
vee
ee
ell
ll
lopment ofopment of
opment ofopment of
opment of
TT
TT
Teacher Eeacher E
eacher Eeacher E
eacher Edd
dd
ducatucat
ucatucat
ucation in Jharion in Jhar
ion in Jharion in Jhar
ion in Jharkhandkhand
khandkhand
khand
The state machinery of teacher
education has to move a large distance. Due
to lack of suitable planning and
implementation it is in dormant stage. The
state Government has to take serious step
to uplift the teacher education on
combating the challenges. Some of the
pertinent challenges before the State are:
There is no state level apex body to look
after the teacher education in
Dr. Pravat Kumar Dhal
Vol. 11, No. 1, January 2019 [ 69 ]
Jharkhand. The SCERT of the state is
not working properly.
The curriculum of the teacher
education is not updated. NAAC team
in evaluation of one College of
education reported that the curriculum
of SKMU (2007-8) is outdated.
The state has no cadre system in
teacher education and also does not
have provisions for research degrees
in Education.
In one principals’ meeting of private
B.Ed. colleges conducted by Vinobha
Vabe University, it was observed that
50% principals were absent.
There is no proper planning and
implementation of teacher education in
Government level.
Due to flexibility of teacher education
system a large number of degree and
diploma holders are waiting for job.
A quality culture in teacher education
has not been developed in the state.
Some of the institutions have no basic
facilities like good building, library, ICT
activities, labs and playground etc.
Some institutions are running with lack
of suitable staff members.
There is no uniformity in admission
and fee structure.
There is a little scope for faculty
development programmes.
The situation of Govt. Teachers
Training institution is very miserable.
JRM Report, 2013 has found the
following challenges in their survey of
teacher education in Jharkhand:
Research generated in local contexts is
largely absent from all levels of teacher
education and there is a lack of
exposure of the faculty to
contemporary research in education.
This further incapacitates/challenges
the feedback loop in the school system.
The State has a huge backlog of teacher
vacancies and untrained teachers. The
state has put in place a programme
developed by National Institute of Open
Schooling (NIOS) for -training of Para-
teachers.
There are no inter-linkages and
convergence of Teacher Education
with other stateprograms /school
system /BRC /CRC. Absence of a
contact of TE with the
issuesconcerning the school system is
palpable.
In-service Training is currently in the
purview of the SSA, again a reaction
to fundingprovisions. It appears to be
based on a piece meal approach, and
an overall vision andconsequent
planning for the same is missing.
SuggestSuggest
SuggestSuggest
Suggestions fions f
ions fions f
ions for Impror Impr
or Impror Impr
or Improo
oo
oving Qualving Qual
ving Qualving Qual
ving Qualitit
itit
ityy
yy
y
The Government should set up a Cell
in the Directorate to develop the quality
of teacher education in the state.
Establish and activate SCERT and all the
other Teacher Education Institutions
based on a well formulated State Plan.
Linkages among various organisations
Teacher Education in Jharkhand
[ 70 ] Educational Science Review
like: schools, Teacher education
institutions, Resource centres, SCERT,
NCERT, NUEPA, Research centres,
Government, Educational voluntary
service centres should be established.
Proper building with basic facilities,
library, playground and well equipped
classes and labs. are essential for
running the teacher education
institutions
Learning Resource Centres within
Teacher Education Institutions are
recommendable.
The teacher education courses in the
state should be followed the NCF2005
and NCFTE 2009 to update their
teaching-learning experience and
system.
Centralise and automate admissions in
D. El. Ed. and B.Ed. courses
Government should maintain uniform
pattern of teacher appointment.
The Universities in the state should
provide research facility in education
Scope should be provided for
professional development of staff
members
Regulating private teacher education
institutions under certain guidelines
There may be an advisory group and
a supporting group created by state
Government for assistance of teacher
education in the state.
The linkages with the schools, the
libraries, instructional resources, and
the exposure and support to the
teacher educators should be extensive.
Faculty development programmes
should be implemented.
If needed the experts from outside the
state may be called.
Sometimes the concerned person may
be sent abroad to acquire new insight
and knowledge.
Instead of administrator, the head of
the teacher education must be a
visionary leader, experienced teacher
educator having requisite
qualifications, research experience,
innovative outlook and publications.
ICT facility must be developed in
teacher education institutions.
There must be a quality educational
culture created.
Time to time conference, seminar,
symposium, panel discussion, guest
lectures, workshops and journal
publications should be organised
extensively for sharing and spreading
of ideas and knowledge.
The teacher training institutions should
grow for development of teachers in
the state rather than any other motto.
ConclConcl
ConclConcl
Conclusionusion
usionusion
usion
There should be a proper planning at state
level to develop in-service programme. The
policy should be formulated to innovate the
existing situation of in-service teacher
education. RMSA is to implement
quickly.Research could be done in ground
realities to meet the challenges. Especially
in-service training for teacher educators
Dr. Pravat Kumar Dhal
Vol. 11, No. 1, January 2019 [ 71 ]
and head of the teacher education
institutions should be provided. Seminars,
symposium, workshops, conferences,
orientation training, refresher training,
short term training, guest lectures on
teacher education should organised time
to time to make the teacher education
enrich. ICT training, Leadership and
management training, E-Governance,
Training for non-teaching staff should be
provided.
ReferencesReferences
ReferencesReferences
References
1. Curriculum of All Universities in
Jharkhand
2. ETE Curriculum of Jharkhand
Academic Council
3. Money Receipt of some Colleges
4. Website of Jharkhand Education
Project Council
5. JRM-Jharkhand_Final_10Mar13. pdf,
2013
6. 5._kumar_sanjeev_khagendra_kumar.htm
7. PravatKhabar Special Issue on the
State Jharkhand, 2007
8. Author’s own Experience
9. www.jepc.nic.in
Teacher Education in Jharkhand
ResearchGate has not been able to resolve any citations for this publication.
ResearchGate has not been able to resolve any references for this publication.