Teacher Education

Large Demand

* “It is impossible to find the type of teacher I want for my school”
* “ India needs about 7 - 8 million primary/secondary teachers, versus the 3 - 4 million available today”

Low Quality

* “ Teachers are the missing link”
* “ The real tragedy of Indian education is the poor quality of its teachers”
* “ Generally 70 -8-% of Indian teachers are bad”
* “ The teaching profession has become “ a profession of last resort”
* “ Teacher training institutions have gone down woefully”
* “ Rural education? What’s that?”

Low Skill Transfer

* “ There is very little cross-fertilisation among teachers”
* “ How can we transfer successful practices among teachers?”
* “ Vikram Sarabhai demanded that every scientist sent abroad for training had to produce five more like him”
* “ We can learn from training and development practices in Industry”

Money Driver

* “ A powerful force in Indian education is the parallel education system”
* “ Capable teachers become tuition mongers in the major cities”


* “ Why should we deny a teacher a normal life?”

Teacher Education

* Lack of dedicated, quality teachers is the major constraint in Indian education
- Teaching has become a profession of last resort, a stop-gap to moving on to a more financially rewarding profession.
- Younger teachers appear to be less committed than older teachers.

* Even the best schools find it difficult to attract and retain quality teachers. ‘Quality’ is a function of a number of factors:
- Pedagogical skills i.e. teaching methods and techniques
- Communication skills
- Behavioral and classroom management skills
- Attitude and commitment
- Ability to cross-train
- Initiative and leadership
- Sensitivity to the community and environment

* 50% or more of the approximately 10,000 teachers teaching at “good” Indian schools are ‘deadwood’. The situation will worsen as many good and experienced teachers near retirement. Replacing them will be difficult if not impossible without effective training and retraining programmes for teachers.

* The standards of teacher training institutions have declined precipitously. Current teacher education practices are based almost entirely on (outmoded) theory. There are no in-service programmes in teacher education or opportunities for teachers to update their knowledge and methodology.

* Retraining teachers is more difficult than training first time teachers There is minimal skill transfer among teachers:
- Interpersonal rivalry often inhibits or prevents effective cross-training.
- There is not enough proactive exchange and cross-fertilisation between schools.
- Success transfer as a process is not studied and practiced.

* Although compensation levels have increased, most teachers feel they are underpaid.