Making Teaching a Career of Choice
Government Strategies to Attract Best Talent
INTERVIEW
In the pursuit of educational excellence, one of the paramount goals of a government is to elevate teaching into a revered and sought-after profession. Recognising the vital role educators play in shaping the future, the Government of India (GOI) has embarked on a transformative journey to make teaching a career of choice. This initiative is rooted in the belief that attracting the best talent to the teaching profession is essential for fostering a vibrant and effective education system. The GOI's strategies encompass a multifaceted approach, combining policy reforms, financial incentives and professional development opportunities designed to enhance the status and appeal of teaching. By integrating these efforts with a vision of educational innovation and excellence, the government aims to cultivate a cadre of highly skilled and motivated educators, thereby ensuring that the nation's classrooms are led by individuals who are both passionate and profoundly qualified. Speaking to Shri Chandan Kumar Chaudhary for Employment News, Ms. Prachi Pandey, Joint Secretary (Institutions & Training), Ministry of Education, Government of India, sheds light on the key strategies implemented by the GOI to elevate teaching as a career of choice and their potential impact on the future of education in India.
Q: Teachers play a crucial role in shaping the future of children and contributing to the strength of a nation through education. In your view, what are the expectations from teachers under the New Education Policy?
A: Teachers are pivotal in shaping the future of India. The National Education Policy (2020) emphasises that empowering teachers is essential for the country's progress. Teachers are expected to be deeply rooted in Indian values, languages, knowledge systems and traditions, while also staying updated with the latest advancements in education and pedagogy. Well-trained teachers are better equipped with practical concepts, skills and strategies for effective teaching and assessment. The quality of education is largely determined by the presence of exceptional and passionate teachers who foster excellence and innovation. Therefore, it is crucial to create an environment that supports teacher appointments, professional development, career progression, retention, autonomy, a culture of excellence and appropriate incentives for outstanding and innovative teaching, research, institutional service and community outreach, to meet our educational goals.
Q: Each year on September 5, the Government of India announces the National Teachers Awards. What are the criteria for a teacher to qualify for this prestigious recognition?
A: Teachers' Day is a significant occasion to honour educators and recognise their vital role in shaping the future. The Government of India's National Award for Teachers acknowledges outstanding educators for their exceptional contributions to education.
The eligibility criteria for the National Teachers Awards include:
· School teachers and Heads of Schools working in recognised primary, middle, high or higher secondary schools under the following categories:
· Schools run by State Governments/UT Administrations, schools managed by local bodies, schools aided by State Governments and UT Administrations and private schools affiliated with State/UT Boards.
· Central Government Schools such as Kendriya Vidyalayas (KVs), Jawahar Navodaya Vidyalayas (JNVs), Sainik Schools run by the Ministry of Defence (MoD), schools managed by the Atomic Energy Education Society (AEES) and Eklavya Model Residential Schools (EMRS) under the Ministry of Tribal Affairs.
Additional conditions:
· Retired teachers are generally ineligible for the award, but those who served at least part of the calendar year (minimum of four months, up to April 30th of the award year) may be considered if they meet all other criteria.
· Educational administrators, inspectors of education and staff of training institutes are not eligible.
· Teachers/Headmasters must not be involved in private tutoring.
· Only regular teachers and Heads of Schools with a minimum of ten years of service are eligible.
· Contractual teachers and Shiksha Mitras are not eligible for the awards.
Q: What initiatives are the Government of India implementing to upskill teachers in alignment with the NEP and how effective are these programmes?
A: In 2019, the Department of School Education and Literacy launched the National Initiative for School Heads' and Teachers' Holistic Advancement (NISHTHA) as part of the Samagra Shiksha scheme. This comprehensive teacher training programme is designed to improve learning outcomes at the elementary level. To facilitate ongoing learning, especially during the COVID-19 pandemic, NISHTHA was made available online via the DIKSHA platform in October 2020. The programme's reach was subsequently extended to include secondary teachers, primary teachers focused on foundational literacy and numeracy and master trainers in Early Childhood Care and Education (ECCE). Additionally, the Samagra Shiksha scheme provides funding to strengthen State Councils of Educational Research and Training (SCERTs) and District Institutes of Education and Training (DIETs). SCERTs have been designated as the lead agencies for teacher training across all levels, from early childhood to senior secondary and are tasked with developing and executing annual integrated teacher training calendars.
Q: What are your views on the imperative of training not only teachers but also students and their parents for a flourishing education system?
A: Under the centrally sponsored Samagra Shiksha scheme, the government provides funds to States and Union Territories to conduct teacher training, life skills development and career counseling programmes for students. Additionally, it supports activities that promote community participation and monitoring to ensure universal access, equity and quality in education.
Q: How will the New Education Policy impact the traditional roles of teachers, students and teaching?
A: The NEP 2020 is set to bring about a substantial shift in the traditional teacher-student relationship. Teachers will take on the role of facilitators, with greater flexibility and opportunities for ongoing professional development. Students will engage in more active, personalised learning with an emphasis on holistic growth. Teaching methods will incorporate technology and focus on multidisciplinary, project-based learning. Assessments will broaden to evaluate a wider range of skills. While these changes aim to modernise education, they will also honour and integrate cultural and traditional values, blending them with contemporary practices.
Q: Teachers are also sent abroad for training. How significant is the role of these teachers in the education system?
A: Teachers who receive training abroad are exposed to international best practices and innovative educational methodologies. The advanced pedagogical skills and techniques they acquire can result in more engaging and effective teaching methods. Additionally, their exposure to cutting-edge educational research and practices abroad can motivate them to implement research and experimentation in their own classrooms, fostering a culture of continuous improvement and innovation.
Q: Does the government periodically evaluate the effectiveness of these training programmes and their real-world impact?
A: Yes, the government regularly evaluates the effectiveness of teacher training programmes and their impact on the ground. The Department, in collaboration with States and Union Territories, conducts ongoing assessments and evaluations of these programmes. This includes gathering feed-back from participants, monitoring the implementation process and measuring the impact on teaching practices. The National Initiative for School Heads and Teachers Holistic Advancement (NISHTHA) programme, for example, has an in-built mechanism for assessment. Additionally, national and state-level surveys, such as the National Achievement Survey (NAS) and State Assessment Surveys, often include components that evaluate the quality of teaching and the effectiveness of training programmes. The State Councils of Educational Research and Training (SCERTs) also conduct needs and impact assessments for teacher training programmes.
Q: Are both pre-service and in-service training necessary for teachers?
A: Yes, both pre-service and in-service training are essential to ensure that teachers are well-prepared and continuously improving in their profession. Under the Samagra Shiksha scheme, funds are allocated for induction training of newly recruited teachers as well as ongoing training for government school teachers.
Q: Do we gain insights from foreign institutions, universities or research conducted abroad?
A: Yes, there is much to be learned from foreign institutions, universities and research conducted internationally. This exchange of knowledge and practices enhances various aspects of the Indian education system and research land-scape, including the adoption of best practices, innovations in educational technology and collaborative research.
Q: Is there ongoing research in India regarding teacher training? If so, how is it utilised?
A: Yes, research is being conducted on various aspects of teacher education, such as curriculum development, the effectiveness of professional development programmes, the integration of technology and teacher needs assessment. These research findings are often used to guide policy changes and improvements in teacher training programmes.
Q: What initiatives has the Government of India undertaken to make teaching a "career of choice" and attract the most talented individuals to the profession?
A: By 2030, the Integrated Teacher Education Programme (ITEP) will become the minimum qualification required for teachers. This dual-degree programme, available after Class 12, is designed to attract students early on to the teaching profession. The ITEP curriculum has been developed and a pilot programme is currently being implemented in select Higher Education Institutions (HEIs) across the country. To further enhance the teaching profession and ensure it remains highly qualified and up-to-date with current developments, the Government launched the National Professional Standards for Teachers (NPST) Guiding Document and the Bluebook on the National Mentoring Mission (NMM) on March 9, 2024. Additionally, numerous sensitisation workshops on NPST and NMM have been conducted and over 100,000 teachers have been trained. These efforts aim to instill pride and a greater sense of accomplishment in the teaching profession. Moreover, the government is upgrading all 613 functional District Institutes of Education and Training (DIETs) into Centres of Excellence. Financial assistance under the Samagra Shiksha scheme is being provided to States/UTs for the physical upgrade of these DIETs over the next five years, with a financial implication of Rs. 9,195 crores.
Q: To create a future-ready education system that is inclusive, equitable and globally competitive, tech-driven solutions, infrastructure upgrades and advancements in pedagogy are essential. How do you perceive the role of teachers' upskilling and reskilling in this framework?
A: In order to build a future-proof education system, it is crucial that teachers are able to adapt to technological advancements, diverse learning needs and evolving pedagogical approaches. Teachers must be at the forefront of these changes. Upskilling and reskilling teachers are key to fully leveraging tech-driven solutions and infrastructure upgrades. To support this, the govern-ment has initiated the strengthening and upgrading of State Councils of Educational Research and Training (SCERTs), State Institutes of Education and District Institutes of Education and Training (DIETs) as nodal agencies for teacher training under the Samagra Shiksha scheme. Additionally, school boards, including the CBSE, have entered into partnerships with leading tech companies to prepare students for the future of work, thereby equipping teachers with the tools to guide students in this journey.
Q: Has the Ministry of Education conducted a skill mapping of teachers to identify and address skill gaps?
A: The National Education Policy (NEP) emphasises the need for teachers to have ongoing opportunities for self-improvement and to stay updated with the latest advancements in their field. Continuous Professional Development (CPD) is recommended through various modes. The National Initiative for School Heads and Teachers Holistic Advancement (NISHTHA) provides a standardised, integrated and comprehensive training package aimed at improving the school ecosystem and enhancing learning outcomes. In-service teacher training covers areas such as art-integrated, sport-integrated, story-telling, experiential and toy-based pedagogies. To ensure the effectiveness of skill education, the PSSCIVE, a constituent of NCERT, periodically assesses skill gaps among skill teachers. These assessments help in developing targeted interventions and professional development programmes aimed at bridging identified skill gaps.
Q: Can you elaborate on the strategic planning, funding and policy initiatives being developed to address the challenges of reskilling and upskilling educators, especially in the context of AI and human intelligence collaboration?
A: Our world is rapidly evolving with the advent of Artificial Intelligence (AI), machine learning, big data and other enabling technologies. To keep pace with these changes, teachers need continuous skilling and reskilling. The Department of Education provides both financial and technical support to States and Union Territories for several initiatives:
· Strengthening physical infrastructure in Teacher Education Institutions (TEIs) and establishing new District Institutes of Education and Training (DIETs) to provide high-quality teacher education that aligns with National Professional Standards for Teachers (NPST).
· Expanding and strengthening DIKSHA, a technology-based educational platform, to serve as the national repository of high-quality resources and e-content for teaching, learning and capacity building of teachers and teacher educators.
· Providing in-service training for teachers, headteachers and teacher educators to support their professional growth and self-development.
· Supporting SCERTs in leading a "change management process" aimed at reinvigorating and building the capacity of DIETs, Block Resource Centres (BRCs) and Cluster Resource Centres (CRCs), transforming them into vibrant institutions of excellence within three years.
· Enhancing the technology support to TEIs to empower them in delivering quality teacher education, conducting research and developing state curriculum frameworks for school education, teacher education, Early Childhood Care and Education (ECCE) and adult education.
· Offering continuous academic support to headteachers, teachers and schools through BRCs, Urban Resource Centres (URCs) and CRCs.
· Building the capacity of SCERTs to implement pre-vocational education, the "10 bagless days" initiative (internships in vocational education), ECCE, the NIPUN Bharat Mission on foundational literacy and numeracy, adult education and other programmes at the grassroots level.
Q: How much has the education system changed from the days of untrained teachers to today's trained educators?
A: The education system has undergone a significant transformation from the era of untrained teachers to the present, where teachers are highly trained and qualified. The National Council for Teacher Education (NCTE) has established minimum qualifications for teaching positions in classes I to VIII, ensuring that teachers can effectively implement curriculum frameworks with care and understanding. Unlike the past, where training was minimal, the National Education Policy (2020) mandates continuous professional development for teachers. Modern teaching now emphasises student-centered learning, critical thinking and personalised instruction, moving away from the rote memorisation and uniform lessons that were common before. Additionally, assessments have shifted to competency-based methods, focusing on student improvement rather than mere recall of information. The role of teachers has evolved from being authoritative figures to facilitators of learning, supporting both academic and emotional development. This change reflects a more professional, dynamic and student-focused approach to education.
Q: What initiatives is the central government currently undertaking to promote digital education by leveraging technology?
A: The National Education Policy (NEP) 2020, particularly in Para 24.4 (e), recognises the need to address the digital divide, especially since a significant portion of the population has limited digital access. To bridge this gap, the government is extensively using mass media such as television, radio and community radio for educational broadcasts. A key initiative in this regard is the PM e-VIDYA programme, which unifies all efforts related to digital, online and on-air education, providing multi-mode access to nearly 25 crore school children across the country.
Key components of this initiative include:
· DIKSHA: A national digital infrastructure offering quality e-content for school education across States/UTs, including QR-coded Energised Text-books for all grades (one nation, one digital platform).
· DTH TV Channels: Following the Union Budget announcement for FY 2022-23, the existing 12 DTH Channels have been expanded to 200 PM e-VIDYA DTH TV Channels. These channels provide supplementary education in various Indian languages for classes 1-12 and are operational across all States/UTs.
· Radio and Community Radio: Extensive use of radio and community radio, along with the CBSE Podcast "Shiksha Vani," for educational content.
· Special e-Content: Development of e-content for visually and hearing impaired stu-dents, available through the Digitally Accessible Information System (DAISY) and in sign language on the NIOS website and YouTube.
· Virtual Labs: A vertical on Virtual Labs has been created on the DIKSHA platform, with 280 Virtual Labs for Science and Mathematics subjects for classes 6th to 12th. Training on these Virtual Labs is provided to teachers and teacher educators via PM e-VIDYA DTH TV channels.
Furthermore, the ICT and Digital initiatives under the centrally sponsored Samagra Shiksha scheme cover Government and Government-aided schools with classes VI to XII. This initiative provides financial assistance to States and UTs for establishing ICT Labs and Smart Classrooms in schools, ensuring the integration of technology in education.
(The author is a senior journalist. Feedback on this article can be sent to feedback.employmentnews@gmail.com)
Views expressed are personal.