Latest news with #DElEd
Time of India
3 days ago
- General
- Time of India
SCERT Delhi DElEd result and rank list for 2025 released at scertdelhi.admissions.nic.in: Check direct link here
SCERT Delhi DElEd result and rank card for 2025 released SCERT Delhi DElEd result 2025: The State Council of Educational Research and Training (SCERT) Delhi has officially released the DElEd 2025 result and rank card today, June 7, 2025. Candidates who appeared for the entrance examination can now check their results and download their rank card directly from the official website, This result marks a crucial milestone for aspiring candidates aiming to join the Diploma in Elementary Education (DElEd) programme. With the results now available, candidates can review their performance and begin preparing for the upcoming counselling and admission process. How to check and download SCERT Delhi DElEd result and rank card 2025 To access the SCERT Delhi DElEd 2025 result and rank card, candidates need to follow these easy steps: Step 1: Visit the official website of SCERT Delhi: Step 2: On the homepage, click on the 'Results' tab. Step 3: Find and click the link for 'SCERT Delhi DElEd Result and Rank Card 2025'. Step 4: Enter your exam roll number and other required details. Step 5: Once submitted, your result and rank card will be displayed. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Perdagangkan CFD Emas dengan Broker Tepercaya IC Markets Mendaftar Undo Download and print the rank card for future reference. • Direct link to check Rank List 2025 • Direct link to check DPSE Rank List 2025 Result and rank card details The SCERT Delhi DElEd result and rank card are available exclusively online. No physical scorecards will be sent by post. The result will include vital details such as the candidate's name, roll number, registration number, subject-wise marks, total marks, and rank. Candidates are advised to carefully verify these details. Any discrepancies should be reported to the authorities immediately for correction. The rank list will be based on candidates' marks in the entrance exam and will determine eligibility for the next steps in the admission process. Counselling and admission process Candidates who qualify in the entrance examination are now eligible to participate in the SCERT Delhi DElEd counselling 2025. After checking the result, candidates need to fill out the admission form to proceed to the counselling round, where they will secure a seat in the DElEd programme. The counselling process will be conducted based on the rank list and eligibility criteria. Is your child ready for the careers of tomorrow? Enroll now and take advantage of our early bird offer! Spaces are limited.
The Hindu
30-04-2025
- General
- The Hindu
The hidden risks of NCTE's new teacher education reforms
Quality teachers are essential for India's education system, but proposed NCTE regulations may hinder recruitment and deployment. Teachers are the cornerstone of any robust education system. They are critical to delivering quality education and fulfilling the promise of the Right to Education for every child in India. Almost all of us can recall that one teacher who profoundly shaped our lives. A stronger, more equitable India can only be built on the shoulders of professionally trained, quality teachers. As the nation with the largest child population in the world, India's need for well-trained teachers is immense. We cannot hope to meet the Sustainable Development Goal of 'Quality Education for All' without addressing this foundational need. Government data from UDISE suggests that 90% of India's 9.5 million-strong teaching workforce in schools hold some form of professional qualification. However, ground realities tell a different story. A 2024 report by the Tata Institute of Social Sciences (TISS), titled 'The Right Teacher for Every Child', dives deeper using both UDISE data and extensive field studies. It reveals that around 46% of primary school teachers hold the DElEd or BElEd qualification. The gaps extend further - over 50% of mathematics teachers hadn't studied mathematics at the undergraduate level. Physical education and art are also neglected—only 53% of private and 30% of government schools had full-time PE teachers, while full-time art teachers were present in just 40% of private and 19% of government schools. Teacher shortages remain widespread with 62% of government schools reporting vacancies. The burden is even greater in rural areas, which host 70% of the teaching workforce and face more single-teacher schools, higher pupil-teacher ratios, and greater shortages. Having served as the Secretary of Department of School Education in Karnataka, I've seen these challenges up close, both on demand and supply side. Teacher education institutions, especially private/self-financed DElEd colleges, are often low in quality and affect the supply side issues. Performance in the Teacher Eligibility Test (TET), especially in mathematics, is worrying. Few students from Science and Mathematics backgrounds enter teacher training. Institutions for physical, art, and special education also remain inadequate. Despite a projected need for over a million new teachers annually, quality supply remains a serious concern. Against this backdrop, ensuring a steady pipeline of qualified teachers and enabling timely recruitment and rational deployment is critical. Unfortunately, the new draft regulations proposed by the National Council for Teacher Education (NCTE) may complicate rather than ease these challenges. More harm than good The NCTE, entrusted with regulating teacher training institutions and setting curriculum and infrastructure norms, plays a vital role in shaping teacher education in India. However, the newly proposed regulations seek to overhaul the current system drastically, with little consideration for the potentially serious repercussions. Presently, we train generalist teachers for the primary level and subject teachers for middle and high school. The NCTE now proposes training separate teachers for each of four stages: Generalist teacher for Foundational (Grades 1–2); Subject Specialists for Preparatory (Grades 3–5), Middle (Grades 6–8) and Secondary (Grades 9–10). This change applies across all programmes, including the new four-year Integrated Teacher Education Programme (ITEP), BEd, and specialised education streams such as PE and arts. This hyperspecialised structure fragments teacher education and will have cascading consequences on recruitment and deployment. States would no longer be able to recruit for a generic 'primary teacher' post. Instead, they would need to separately recruit a 'foundational teacher' for Grades 1–2 and a 'preparatory teacher' for Grades 3–5, with the latter needing to specialise in two subjects. Imagine a small rural school with 30 children, which today needs just two generalist teachers. Under the new system, the school may require four or more specialist teachers just to ensure subject coverage—an unfeasible scenario in most rural contexts. The implications on supply are equally concerning. Can a 17- or 18-year-old entering a teacher education programme realistically choose whether they want to be a science teacher at the middle or secondary level? Or a PE teacher at the foundational versus preparatory stage? These choices could irreversibly shape their careers. Someone trained as a secondary-level Mathematics teacher, for example, may be legally barred from applying to a middle school post, even if they are qualified and willing. This over-compartmentalisation raises a fundamental question- is such a rigid framework even necessary? Most high-performing education systems, including China, Singapore, Vietnam, the US, and the UK, train teachers broadly at two levels- primary (generalist) and secondary (subject specialist). Pre-primary is usually a separate track. These systems allow flexibility for teachers to teach across a range of classes, enhancing their competence and confidence. By contrast, the NCTE's proposal enforces a narrow, segmented approach that aligns neither with the realities of schools nor with global best practices. The stages defined in the National Education Policy (NEP) are pedagogical, that is meant to reflect developmental continuities, not to become rigid administrative categories. What was meant to encourage integration and flexibility is being turned into a bureaucratic straitjacket. If implemented, these regulations will add unnecessary complexity to an already strained system. They risk deepening existing inequities in rural and under-resourced areas and may further dilute teacher quality rather than improve it. A pause is urgently needed. These regulations deserve wider consultation, deeper reflection, and significant revision. The future of our children depends on the quality of their teachers, and that, in turn, depends on the systems we build today. (G. Kumar Naik is a retired IAS officer and serving Member of Parliament, Lok Sabha. He has served as Secretary, School Education, Government of Karnataka)
Time of India
22-04-2025
- General
- Time of India
Teacher edu diploma to give way to advanced courses
Panaji: The diploma in elementary education or DElEd programme , pursued after Class XII, was an essential qualification until now in the state for recruitment as primary school teachers. Tired of too many ads? go ad free now Hundreds of students sought admission to the programme each year. Now, the state has announced the discontinuation of the programme and has said no admissions to the first year of the DElEd course will take place during the academic year 2025-26. The course has been discontinued as part of the National Education Policy (NEP) implementation in the state. There were around 250 seats of DElEd on offer in Goa. Besides seats at the state-run District Institute of Education and Training (DIET) at Porvorim, spots were available at Nirmala Institute at Altinho and two other institutes located at Colvale and Cortalim. DElEd programme was earlier known as the DEd programme. Officials said that as part of the NEP implementation, new programmes will be introduced to replace DElEd. 'Instead of DElEd, students will pursue other advanced programmes like integrated BEd and master's in education programmes in the near future. Those who had done the diploma programme could only teach primary school students,' a state official said. The official added, 'This restricted their professional growth. The programmes which will replace the earlier course will offer better growth opportunities. Graduates will be able to progress to teaching high school students too.' Those already admitted to the programme and studying in the second year will continue their course in 2025-26, officials said. 'Teachers who have already done DElEd will be offered bridge courses to bring them on a par with the new NEP requirements. Tired of too many ads? go ad free now Teachers at DIET too, while the new programme is introduced, will be involved in other activities like training teachers,' an official said. The NEP 2020 stipulates that by 2030, at least the minimum qualification for teachers be a four-year integrated BEd degree, including extensive practical training at local schools. Institutions will need to comply with this policy to be able to continue providing teacher education programmes. The NEP 2020 supports new programmes such as the Integrated Teacher Education Programme (ITEP). The ITEP is a four-year degree (BA, BEd, BSc BEd, and BCom BEd) and allows specialisations in areas like yoga, physical education, Sanskrit, and art education.
