What death of a degree says about education innovation
Extract
from the article:
The National Council of Teacher Education (NCTE) is set to close the B.Ed
programme this summer, marking another significant shift in teacher education.
This is not the first time the government has discontinued such courses—B.ElEd
programs have also been axed in earlier attempts. The rationale behind these
closures centers on the evolving needs of the education sector, questioning the
traditional one-size-fits-all degree model in preparing educators. The move
implies a profound critique of the existing academic structures that may no
longer align with innovative and practical teaching requirements.
Another important aspect highlighted is the broader
discourse on education innovation. By ending these conventional pedagogy
degrees, authorities signal openness to new, perhaps more flexible, pathways
for teacher training. It also questions the efficacy of rigid degree-centric
qualifications that may inadvertently stifle creativity and adaptive
skill-building. The article hints at a growing recognition that degrees alone
do not guarantee quality education or teacher competence, and that alternative
certification and skill development models could better serve an increasingly
dynamic and varied classroom environment.
My
Take:
Reforming
Staff Selection Commission
"Edu Qualification prescribed, was. Studied until Class V I think it is
high time, governments (State + Central), clearly mention in their job
advertisements: Maximum Education Qualification .. 10th Standard FAIL (- in
present case, of course!) This would save a lot of time / effort / money and
frustration - both for the Selectors and for the Candidates! But, bureaucracy
never learns!"
Looking back at my reflections from 2018, I realize how much
the bureaucratic insistence on outdated qualifications has constrained both
candidates and systems alike. The closure of B.Ed and B.ElEd programmes echoes
the same dissonance I pointed out years ago—where conventional academic
qualifications become misaligned with actual competency and job relevance. It
feels like history repeating itself: the system clings to formal degrees, yet
these very degrees are being questioned and phased out. Had authorities
embraced more flexible, skill-based criteria earlier, perhaps we wouldn’t be
witnessing such upheavals today. It reinforces my conviction that reform
demands not just a change in courses but a fundamental rethinking of
qualification frameworks in education and beyond.
STATE
OF EDUCATION
"In last year's exam, 14% had passed CTET. CTET was started by the
Government last year to ensure that the quality of teachers across the country
is standardized. Consequence? Students from India stood second to last in an
international assessment. So what?"
This sobering statistic underlines the persistent quality
challenge that ordinary degrees were supposed to tackle but evidently have not.
The closing down of traditional teacher education pathways ironically aligns
with the hard truth I highlighted about the dismal performance in core skills
despite the proliferation of degrees. It’s a jarring reminder that
standardization via exams like CTET hasn’t been enough to uplift teacher
quality or student outcomes. If closing B.Ed programmes signals a willingness to
innovate beyond degrees, it could be a promising wake-up call for systemic
change — one that moves from credentialism toward genuine pedagogical
competence and creative educational practices.
Call to
Action:
To the National Council of Teacher Education and educational policymakers: This
transition away from traditional teacher education programmes offers a rare
window to rethink how we prepare educators. I urge you to develop and promote
alternative, pragmatic certification pathways that emphasize hands-on training,
adaptive skills, and continuous professional development. Collaborate with
schools, teacher communities, and education innovators to co-create models that
reflect real classroom challenges rather than outdated academic formulas. Let
this move not be the death of teacher education but the rebirth of an evolved,
more effective system. The future of India’s education depends on it.
With regards,
Hemen Parekh
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