Eleventh Five Year Plan

20 Eleventh Five Year PlanDomain, (ii) creating additional support systems inthe field, and (iii) strengthening academic capacity.• Continuation of existing scheme relating to SCERTs.• Continuation of support to IASEs and CTEs.• Conducting training of Educational Administratorsincluding Head Teachers.• Introducing substitute/stipend scheme for enablingteachers and educational administrators to enhancetheir academic qualifications.• Continuation of support to DIETs.• Augmenting Teacher Education capacity in SC/STand minority areas.• Professional Development of teacher through trainingprogrammes.• Professional Development of Teacher Educatorsthrough Refresher Courses and Fellowshipprogrammes.• Support to NGOs.• Technology in Teacher Education.• Integrating Elementary Teacher Education withHigher Education.NCTE, SCERTs, CTEs, and IASEs1.2.35 National Council for Teacher Education(NCTE) is a statutory body vested with the responsibilityof maintaining quality standards in teachereducation institutions. Performing this task is obviouslylinked to regulating the establishment of TTIsin accordance with specified norms and matchingthe need for qualified teachers. Uncontrolled growthin the number of private TTIs in recent years hasled to unevenness in the quality of teacher traininginstitutions. There has been a mushroom growth oflow-quality private institutions. While NCTE hasbeen very active in southern States and Maharashtra,it is virtually dormant in the eastern States. The existingmechanism for regular monitoring has provedinadequate.1.2.36 SCERTs have been in existence in practicallyall States of the country. Though SCERTs were envisagedas apex institutes for educational research andtraining, the older State-created institutions such asthe State Institutes of Education (SIEs) also continueto function in some States. SIEs and SCERTs will bemerged. New SCERTs could be set up in States that areyet to establish them. Expansion of CTEs and IASEswill be undertaken only on the basis of evaluation byindependent bodies.1.2.37 Pre-service and in-service training programmes,the annual conference of Directors of SCERTs/SIEs,NCERT Awards for innovative practices in teachereducation/school education, etc., have continued to beorganized by the NCERT. Besides NCERT organizesorientation programme for librarians of SCERTs/DIETs. However, NCERT has contributed very little tothe capacity building of the SCERTs. The schemesimplemented by NCERT, particularly those relatingto grants needs to be evaluated by an independentprofessional agency.There is a need to address the teacher training requirementsin polytechnics. Teachers in polytechnics haveto be trained to upgrade their teaching skills due to thechanges in technology. Further, in order to keep pacewith industry, the curriculum of diploma courses willbe revised and its periodic updation made compulsory.VOCATIONAL EDUCATION: REVIEW OFPERFORMANCE IN TENTH PLAN1.2.38 The Kothari Commission on EducationalReforms, 1964–66, had visualized that 25% of the studentsat the secondary stage would go for the vocationalstream. The Kulandaiswamy Committee Reporthad targeted this figure at 15% to be achieved by 2000.According to the recent National Sample SurveyOrganization (NSSO) data, only 5% of the populationof 19–24 age group in India have acquired somesort of skills through VE. The corresponding figurefor Korea is 96%.1.2.39 The CSS of Vocationalization of SecondaryEducation at +2 level is being implemented since 1988.The revised scheme is in operation since 1992–93.The scheme provides financial assistance to States forsetting up administrative structures, carrying out areavocationalsurveys, preparing curriculum guides trainingmanuals, organizing teacher training programmes,strengthening technical support system for researchand development (R&D), etc. It also provides financialassistance to NGOs and voluntary organizations(VO) for implementation of specific innovativeprojects for conducting short-term courses. Under the