Implementation Responsibilities of State

Governments

Recommendations Four Major

Areas
Quality of Pre-service Teacher Education - 13
Quality of In-service Teacher Education - 3

Teacher Performance and Teacher Audit - 1

Strengthening of the Regulatory Functions of the

NCTE - 13

Recommendations Responsibility
Government of India;
National Council of Teacher Education;

University Grants Commission; and

State Governments

Constitution of Sub-Group
(Implementation Committee)
Order of the Honble Supreme Court
In order to facilitate further implementation of the
report of the Verma Commission, we direct that
the recommendations which may be made by the
sub-Group shall be binding on the Government of
India and the Governments of all the States and
Union Territories as also NCTE and University
Grants Commission and all of them shall
implement the same without any objection and
without modifying the same.

Role of State Governments

Several of the thirty Recommendations require State

Government Actions according to the Action Plan

specified by the Supreme Court
Most of them involve working in close coordination
and consultation with one or all of - Government of
India, National Council of Teacher Education and
University Grants Commission
Several State level Institutions such as SCERT, State
Board of Examination, Universities and other similar
bodies have to be involved

Action Area 1: Recommendation No. 1

The Government should increase its investment for

establishing Teacher Education Institutions (TEIs) and

increase the Institutional Capacity of Teacher
Preparation especially in the deficit States.

Action Envisaged from State

Government
States to conduct exercises to assess demand and
supply of teachers for all stages of school education.
Since subject specialization becomes important
beyond the primary stage, demand and supply of
subject teachers for these stages also need to be
worked out by the States.
Based on the above, the requirement of TEIs may be
mapped by the States in particular the deficit
states
The data collected to be used by the State
Government and GoI for ensuring increased
investment for establishment of TEIs

Action Area 2: Recommendation No. 2

Government may explore the possibility of instituting a

transparent procedure of Pre-Entry Testing of

candidates to the Pre-service Teacher Education
Programmes (TEPs), keeping in view the variation in
local conditions.

Action Envisaged from State

Governments
The Teacher Education Programmes, especially,

Diploma in Early Childhood Education (D.E.C.Ed.) and

Diploma in Elementary Education (D.El.Ed.) operate
under the State Councils of Educational Research and
Training (SCERTs)/State Boards of Examination (SBEs).
The States Governments have to prepare aplan of action
indicating modalities planned for compulsory pre-entry
testing of candidates to the above TEPs from the
Academic Session 2014-15.
Inclusion of compulsory pre-entry testing in the
Regulations of the State Bodies governing the
introduction of this Test.

Action Area 3: Recommendation No. 3

Teacher Education to be a part of the higher education

system. The duration of the programmes of Teacher

Education needs to be enhanced, in keeping with the
recommendations of the Education Commission (1966),
the implementation of which is long over due.

Action Envisaged from State

Governments
D.E.C.Ed. and D.El.Ed. are presently under the control of the State

Departments of Education while B.Ed. and M.Ed. are covered

under the University system. Bringing D.E.C.Ed. and D.El.Ed. into
the university system has considerable implications for the States.
National consultation of all stakeholders including UGC,
University system, States Education System for deciding
modalities in this connection.
Enhancement of duration of TEPs with reference to D.E.C.Ed. and
D.El.Ed. is also linked to introduction of integrated programmes
of teacher education after the +2 stage, leading to Degrees instead
of Diplomas.
States Governments have to examine and prepare proposals for
smooth transfer of TEPs to University level as well as for
enhancement of duration.

Action Area 4: Recommendation No. 5

Current Teacher Education programmes (TEPs) may be

redesigned keeping in view the recommendations of the

National Curriculum Framework for Teacher Education
(NCFTE), 2009 and other relevant material.

Action Envisaged from State

Governments
States to Review the status of revision of D.E.C.Ed.

and D.El.Ed. Curriculum in terms of the principles

laid down in the NCFTE, 2009.
Plan for implementation of the revised curricula from
the Academic Session 2014-15 onwards to be prepared
and shared with NCTE.
Mechanism for periodic reports from the States to
ascertain the extent of adoption / adaptation of the
NCFTE Curriculum Framework by the State Bodies.

Action Area 5: Recommendation No. 6

Every Pre-Service Teacher Education Institution may

have a dedicated school attached to it as a laboratory

where student-teacher get opportunities to experiment
new ideas and hone their capacities and skills to
become reflective practitioners.

Action Envisaged from State

Governments
States Governments to prepare an action

plan for ensuring that a dedicated

school is attached to each TEP offering
D.E.C.Ed. and D.El.Ed. in a phased
manner.

Action Area 6: Recommendation No. 8

As a matter of policy, the first professional

degree/diploma in Teacher Education should be offered

only in face-to-face mode.

Action Envisaged from State

Governments
State-level Action Plan to implement the policy of
first professional Diploma in Teacher Education
through face-to-face mode to be spelt out.
This has to be seen in the context of the States plan
for the training of existing untrained teachers to
meet the requirement of RTE Act, 2009
Modalities at the State-level to promote the
development and use of Open and Distance
Learning (ODL) programmes and blended materials
for continuing professional development of school
teachers.
Establishing institutional Framework to promote
such professional development programmes

Action Area 7: Recommendation No. 15

All the existing TEIs imparting in-service

teacher education be strengthened. In

particular the decentralized structures of
BRCs and CRCs. Similarly, the DIETs and
SCERTs also require strengthening.

Action Area 8: Recommendation No. 16

There is an urgent need to develop

comprehensive programmes for continuing

professional development of secondary school
teachers. Towards this, existing institutional
arrangements have to be significantly
enhanced, along with strengthening of CTEs
and IASEs.

Action Area 9: Recommendation No. 17

The Central Government, in consultation

with the State Governments and other

stakeholders, may develop a framework for
assessment of teacher performance, keeping
in view the Guidelines suggested in the
Report.