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 CSSTE at a glance  Main Components of the Revised TE Scheme  Financial Progress under CSSTE  Appraisal of AWP&B for TEAB–Issues  Joint Review Missions –Actionable Points  New Activities/ Initiatives under CSSTE scheme  World Bank Assistance to CSSTE  CTE: Key Activities, In-service programs, Pre-service programs, Actionable steps and Thrust Areas 2

 The Centrally Sponsored Scheme on Teacher Education is for infrastructural and institutional improvement of Govt. Teacher Education Institutions across the Country.  The main aim of CSSTE is infrastructural & institutional strengthening of Govt. TEIs.  Centrally Sponsored Scheme for Teacher Education has been revised in June,  12 th Plan outlay for CSSTE is Rs Crore. 3

 Centre-State financial sharing pattern; from the existing 100% central assistance to sharing pattern in the ratio of 60:40 for all General States (90:10 for NER States; including Sikkim and 3 Himalayan States i.e. Himachal Pradesh, J&K and Uttrakhand and 100% for UTs).  Professional Development of Teacher Educators.  Continuation of support to SCERTs/SIEs.  Continuation of support to CTEs and establishment of new CTEs. Contd… 4

 Continuation of support to IASEs and establishment of new IASEs.  Continuation of support to DIETs, restructuring and establishment of new DIETs.  Monitoring mechanism  Technology in Teacher Education.  Establishment of Block Institutes of Teacher Education (BITEs) for augmenting Teacher Education capacity in SC/ST and minority concentration areas. 5

 Funding Position : (Rs. in crores)  For , out of the total allocation (RE) of Rs crore, a sum of Rs crore i.e % (till ) has been released as Central Share. 6

Fund Flow Issues: Submission of UCs Fund Flow – Central to State to SCERT Progress under Civil Works : Work Approved but not started Current Status of Work in Progress Prioritize maintenance of existing buildings Filling up of Vacancies in TEIs: Plan for filling up existing vacancies Assessment of Demand Supply Gap of Teachers Up-gradation of Existing Institutions: Need Based as per Demand Explore possibility of enhancing capacity of DIETs Proper Assessment of need for new Institutions 7

 Recognize limitations in financing- both at Centre & State: Prioritize expenditure within given constraints.  Incomplete Information: Intake Data: Sanctioned/Enrolled in TEIs Post Sanctioned/Filled in TEIs  Delay in Submission: timely submission of AWP  Vague Information: Provide relevant details where required such as SORs for Civil Works; Details of sanctioned & filled post for Salary etc.  Status of Revision of Curriculum as per NCTE Regulations, 2014: Revision, Notification, Orientation & Training etc. 8

 22 JRM held under CSSTE covering 26 States.  Actionable Points: Constitution of Programme Advisory Committee (PAC) with regular meetings. Assessment of Demand and Supply gap of teachers for the next 15 years Develop Plan for filling existing vacancies in TEIs Develop modules for teaching of English Under ICT develop smart classrooms and e-content in English and Hindi Develop core curriculum for B.Ed. and Diploma courses with cultural variation Review of ODL programme 9

 Enhanced use of E-Governance in Teacher Education by National Council for Teacher Education (NCTE) for better regulation of the sector.  Accreditation for Teacher Education Institutions (TEIs) by National Council for Teacher Education for better management and improved quality of teacher education.  Mapping of Teacher Education Institutions (TEIs) by NCTE to identify the gap areas effective future planning.  NCTE has also undertaken a demand and supply gap study to forecast State-wise requirement of different categories of teachers over the next 10 years. The study is likely to be completed in the next 7 to 9 months.  Exploring World Bank Funding for TE: In this context, a proposal has already been sent to DEA. Main areas of concern that will be addressed will include capacity building, promotion of ICT, infrastructure development, building institutional capacity, etc. 10

World Bank Assistance for CSSTE 11

For further strengthening of TE sector in the country, the option of external funding through multilateral agencies like the World bank is being explored. There is felt need for additional funding due to paucity of funding under the scheme. In this context, a proposal has already been sent to DEA & NITI Aayog. Main areas of concern that will be addressed will include capacity building, promotion of ICT, infrastructure development, building institutional capacity, etc. 12

 Thrust on State specific Interventions rather than a uniform prescriptive policy.  Bringing States on board.  Linking funding to performance or performance based Incentivization.  Taking regional diversity into account. 13

COLLEGE OF TEACHER EDUCATION (CTE) 14

 Secondary teacher education and development.  Centres for developing excellence in secondary teacher education and in secondary classrooms.  Conducting training need analysis and base line surveys for organizing training programmes.  Preparing context specific teacher handbooks and training modules for quality training.  Undertaking impact studies on the effect of training programmes on classroom processes and learning outcomes.  Conducting plan activities including training and projects for ensuring optimum utilization of funds with financial accountability. 15

 Conduct need assessment of the academic support required by the secondary school teachers.  Urgent need to take a comprehensive look at the training needs of teachers.  Set up a management information system.  Collaborate with RMSA in both planning and implementation phases- design of training modules, training of trainers, observation, feedback and modification of trainings etc. 16

 B.Ed programs which should remain a vital component of their annual work-plan.  Part of the university system that governs all matters relating to curriculum, admissions and assessment.  Enabled to pilot innovations in the B.Ed program– at the level of content, classroom transactions as well as assessment.  Focal institution for transacting revised curriculum of the B.Ed programme, based on the new norms and standards of the NCTE Regulations

State/UTTotal CTEs Sanctioned Sanctioned Posts Filled PostsVacant Posts % of Vacancies as per TE- Scheme Andhra Pradesh Assam Bihar Chhattisgarh Goa Gujarat Himachal Pradesh Jharkhand Karnataka Madhya Pradesh Meghalaya Nagaland Orissa Punjab Rajasthan Telangana Tripura Uttar Pradesh Uttarakhand West Bengal Total

Name of State/UTCTEs Intake CapacityStudent Enrolled Andhra Pradesh Assam560 Bihar500 Chhattisgarh Goa130 Gujarat Himachal Pradesh Jammu and Kashmir Jharkhand Karnataka Madhya Pradesh1145 Meghalaya Nagaland Odisha Punjab410 Rajasthan Telangana Uttar Pradesh150 Uttarakhand190 West Bengal Grand Total

 Alignment of the structure and functioning of the CTEs with that described under CSSTE.  Evaluate the present institutions to establish where they stand with respect to the norms and resources available to them.  Strong work relationship between SCERT, IASE and CTE. 20

 Filling up vacancies in CTEs.  In-service programs for secondary school teachers  Resource support to the DIETs and secondary school  Annual Work Plans and Perspective Plans  Constitution of Program Advisory Committee (PAC)  Enablement and enhancement of ICT  Promoting Dialogues and Convergence between TEIs and Universities & Institutes of Higher Education.  Enhancement of capacity of TEIs to adhere to the New Norms & Standards, NCTE Regulations

Thank You 22