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National Council for Teacher Education (Recognition Norms and Procedure)Regulations, 2014

Published vide Notification No. F. 51-1/2014-NCTE (N&S), dated 28.11.2014

Last Updated 20th October, 2022 [act3288]

(a) "Act" means the National Council for Teacher Education Act, 1993 (73 of 1993);

[(b) "composite institutions" means a duly recognised higher education institution offering undergraduate or postgraduate programmes of study in the field of liberal arts or humanities or social sciences or sciences or commerce, as the case may be, at the time of applying for recognition of teacher education programmes;]

(c) "closure" means discontinuation of recognition of programmes or institution permitted by the Council on the basis of a formal application submitted by the institution;

[(ca) "multidisciplinary institution" means a duly recognised higher education institution involving several different subjects of study/ combining or involving more than one discipline. Multidisciplinary universities and colleges will aim to establish education departments, which besides carrying out cutting edge research in various aspects of education, will also run Integrated Teacher Education Programme, in collaboration with other departments or field of liberal arts or humanities or social sciences or commerce or mathematics, as the case may be, at the time of applying for recognition of Integrated Teacher Education Programme.

(cb) "NEP 2020" means the National Education Policy 2020 which was approved by the Union Cabinet of India on 29 July 2020.]

(d) all the words and expressions used herein and defined in the National Council for Teacher Education Act, 1993 (73 of 1993) shall have the same meanings respectively as assigned to them in the said Act.

[(a) recognition for commencement of new teacher education programmes which shall be offered in multidisciplinary institutions;]

(b) permission for introduction of new programmes in existing teacher education institutions duly recognized by the Council;

(c) permission for additional intake in the existing teacher education programmes duly recognised by the Council;

(d) permission for shifting or relocating of premises of existing teacher education institutions;

(e) permission for closure or discontinuation of recognised teacher education programmes, or institutions as the case may be:

[(f) standalone Government colleges conducting Bachelor of Education, desirous of offering Integrated Teacher Education Programme must do so in collaboration with nearby multidisciplinary Government Higher Education Institutions, which are affiliated to the same university.]

(a) institutions established by or under the authority of the Central or State Government or Union territory administration;

(b) institutions financed by the Central or State Government or Union territory administration;

(c) all universities, including institutions deemed to be universities, so recognised or declared as such, under the University Grants Commission Act, 1956 (3 of 1956);

(d) self financed educational institutions established and operated by 'not for profit' societies and trusts registered under the appropriate laws or a company incorporated under the Companies Act, 2013 (18 of 2013).

(a) sanctioned programmes along with annual intake in the institution;

(b) name of faculty and staff in full as mentioned in school certificate along with their qualifications, scale of pay and photograph;

(c) name of faculty members who left or joined during the last quarter;

(d) names of students admitted during the current session along with qualification, percentage of marks in the qualifying examination and in the entrance test, if any, date of admission and such other information;

(e) fee charged from students;

(f) available infrastructural facilities;

(g) facilities added during the last quarter;

(h) number of books in the library, refereed journals subscribed to, and additions, if any, in the last quarter.

(ii) The institution shall be free to post additional relevant information, if it so desires.

(iii) Any false or incomplete information on its website shall render the institution liable for withdrawal of recognition.

(ii) The society sponsoring the institution shall have to ensure that proposed teacher education institution has a well demarcated land area as specified by the norms.

(iii) The society sponsoring the institution shall be required to transfer and vest the title of the land and building in the name of the institution within a period of six months from the date of issue of formal recognition order under sub-regulation (16) of regulation 7. However, in case, the society fails to do so due to local laws or rules or bye-laws, it shall intimate in writing with documentary evidence of its inability to do so. The Regional Office shall keep this information on record and place it before the Regional Committee for its approval.

(i) Balance sheet as on the last date of the financial year;

(ii) Income and expenditure account for the financial year;

(iii) Receipt and payment account for the financial year.

(a) date for the publication of notice inviting applications for admissions;

(b) last date of receipt of applications for admissions for each programme;

(c) date of selection test or interview;

(d) date of publication of 1st, 2nd and 3rd list of candidates and last date of closure of admissions.

Appendix-1

Norms and standards for diploma in early childhood education programme leading to Diploma in Preschool Education (DPSE)

(b) The minimum attendance of student-teachers shall be 80% for all course work and practicum, and 90% for school internship.

(ii) The reservation and relaxation in marks for SC/ST/OBC/PWD and other categories shall be as per the rules of the Central Government / State Government, whichever is applicable.

(a) Theory Courses - The theory courses are generally categorized as Foundation Courses and Content and Pedagogy Courses keeping in view the integration and balance of understanding of child and child development from a psychological and sociological perspective, and a sound understanding of knowledge of pedagogy of language, mathematics and environmental studies along the early childhood continuum. The Foundation Courses shall include:

(i) Early Childhood, Care and Education in India

(ii) Understanding Child and Childhood

(iii) Health and Nutrition of the Child

(iv) Gender, Diversity and Discrimination.

(i) Preschool Education Curriculum: principles and priorities

(ii) Methods and Materials for Preschool Education

(iii) Development of Mathematical Concepts in Children

(iv) Development of Language and Literacy in Children

(v) Developing Understanding of Environment

(vi) Planning and Organizing a Preschool Education Programme

(vii) Working with Children with Special Needs

(viii) Working with Parents and Community.

(b) Practicum. - Each theory course shall have associated practicals. Practicals with theory classes aim at enabling student-teachers to: (a) internalise or understand theory better through linking it with the field situation, and (b) develop appropriate pedagogical competencies and skills. Activities supplementing theory may include observing children/families/institutions; doing case studies; creating and practising use of teaching-learning materials, aids and activity plans; planning and conducting activities related to different developmental and subject domains; and planning and designing continuing and comprehensive evaluation.

(c) School Internship. - This is envisaged as a three stage process: Stage 1 : observation of preschool classes in different settings; Stage 2 : planned practice teaching in preschool classes for part of the day; and Stage 3 : full time internship or immersion in preschool programmes across a range of provisions - public, private, NGO.

(d) The institution shall have easy access to sufficient number of preschools in recognised schools for field work and practice teaching related activities of student-teachers. It is desirable that it has an attached preschool of its own. The institution shall make an arrangement with at least ten preschools/pre-primary schools indicating their willingness to allow the Internship as well as other school-based activities of the programme. These preschools shall form basic contact point for all practicum activities and related work during the course of the programme. The District/Block office of the State Education Department may allot schools to different TEIs.

(i) Prepare a calendar for all activities, including school internship. The school internship and other school contact programmes shall be synchronised with the academic calendar of the school.

(ii) Initiate discourse on education by periodically organising seminars, debates, lectures and discussion groups for students and faculty.

(iii) Organise academic enrichment programmes including interactions with faculty from parent disciplines; encourage faculty members to participate in academic pursuits and pursue research, especially in preschool sections of elementary schools. Provisions of leave may be made for faculty to undertake research/teaching in Universities and schools.

(iv) Adopt participatory teaching approach in the classroom to help students develop reflective thinking and critical questioning skills. Students shall maintain continuing and comprehensive evaluation reports and observation records, which provide opportunities for reflective thinking.

(v) The development of resources for the preschools must be emphasized and a partnership between the Teacher Education Institution and the preschool must be fostered through both the curriculum and the running of the Teacher Education Institution.

(vi) There shall be mechanisms and provisions in the Institution for addressing complaints of students and faculty, and for grievance redressal.

(vii) For school internship, the TEIs and the participating schools shall set up a mutually agreed mechanism for mentoring, supervising, tracking and assessing the student-teachers.

Professional Support Staff:

Note: (i) If the students' strength for two years is two hundred, the number of faculty shall be increased to a minimum of 15. The faculty in specialised areas and some of the pedagogic courses can be shared with the other teacher education programmes.

(ii) Faculty can be utilized for teaching in a flexible manner so as to optimize academic expertise available.

(i) Principal

(a) Academic and professional qualification shall be as prescribed for the post of lecturer (as given below); and

(b) Five years experience of teaching in Early Childhood teacher education institution.

(ii) Lecturers in ECCE and Child Development : Two Posts

(a) Postgraduate degree in Early Childhood Care and Education/Early Childhood Development with 50% marks.

OR

(b) Postgraduate degree in Child Development or in Home Science with specialization in Child Development/Human Development/Human Development and Family Studies/Early Childhood Care and Education with 50% marks.

OR

(c) Postgraduate degree in Education or in Home Science (General/Composite) and Certificate/Diploma in Early Childhood/ Nursery Education with 50% marks in both.

(iii) Lecturers in Pedagogy of School Subjects: Three Posts Postgraduate degree in a relevant subject with 50% marks, and B.El.Ed./D.El.Ed./DPSE with 50% marks.

(iv) Lecturers in Other Areas : One Post

Sociology of Education: : Post-graduate degree in Sociology or Education with Degree/ Diploma in Education with 50% marks at each level.

(v) Professional Support Staff : Three Posts

(a) Creative and Performing Arts: Postgraduate degree in Fine Arts or Music/Dance or its equivalent qualification from a recognized institution with 50% marks.

(b) Health and Nutrition: Bachelor degree in Physical Education (B.P.Ed.) with 50% marks.

(c) ICT Applications: Bachelor degree in Computer Applications with 50% marks.

[Note: In a composite institution, the Principal, and academic, administrative and technical staff can be shared].

Additional intake of one unit of DPSE will require additional built up area of 500 sq. m (five hundred square meters).

(b) The institution must have the following infrastructure:

(i) One classroom of minimum size of 500 sq.ft (five hundred square feet) for every 50 students

(ii) Multipurpose Hall with seating capacity of two hundred and a dias with total area of 2000 sq. ft. (two thousand square feet)

(iii) Library-cum-Resource Centre

(iv) ICT Resource Centre with at least 10 computers with internet facility

(v) Curriculum Resource Centre

(vi) Arts and Work Experience/Resource Centre(s)

(vii) Educational Toys Room

(viii) Health and Physical Education Room

(ix) Principal's Office

(x) Staff Room

(xi) Administrative Office

(xii) Girls' Common Room

(xiii) Canteen

(xiv) Store Rooms (Two)

(xv) Separate Toilet facility for men and women student-teachers and staff out of which one should be for PWD.

(xvi) Visitors' rooms

(xvii) Parking space

(xviii) Open Space for lawns, gardening activities, etc.

(xix) Store Room and Multipurpose playfield

(c) Reasonable outdoor space and facilities for indoor games shall be provided for physical education, sports and athletics. There shall be games facilities wit playground.

(d) Safeguard against fire hazard be provided in all parts of the building.

(e) The institutional campus, building furniture etc. should be disabled friendly.

(f) Hostel for boys and girls separately and some residential quarters are desirable.

(i) Books on Child development, Early Childhood Care and Education, Primary Education, Nutrition and Health, Sociology of Childhood and related disciplines. Self-learning material of ODL institutions/universities.

(ii) Refereed print journals, E journals, e-materials, online resources, OERs

(iii) Teachers' magazines and journals, e.g. Primary Teacher, Navtika, Teacher Support.

(iv) Children's journals, magazines , activity books.

(v) Children's literature including picture story books, non-fiction for children; anthology of children's poems and rhymes, graded early reading books, textbooks for class I and II.

(vi) Fiction and non-fiction (travelogues, biographies etc.) for teacher educators.

(vii) Encyclopedia, dictionary.

(b) Other Resources

(i) Audio-visual equipment: Hardware for projection, duplication and educational software facilities including TV, digital projector, films, charts, pictures and ROT (Received Only Terminal). SIT (Satellite Interlinking Terminal would be desirable).

(ii) Musical Instruments: Simple musical instruments such as Harmonium/Synthesizer, Dhapli, Dholak, Manjira and other indigenous instruments.

(iii) Adequate games and sports equipment for common indoor and outdoor games.

(iv) Teaching/Learning aids:

(a) Charts, pictures, models

(b) Raw material such as stationery, chart paper, mount board, cloth, cotton wool, etc. (for arts and crafts activities and for preparation of learning aids such as puppets; soft toys; picture cards, dominoes; conversation charts; story cards)

(c) Tools like scissors, scales, etc.

(v) Developmental assessments check lists and measurement tools

(vi) Digital multimedia resources

(vii) Photocopying machine (desirable).

(b) Separate common rooms for male and female students-teachers.

(c) Sufficient number of toilets, separate for male and female staff and students.

(d) Space and arrangement for parking of vehicles,

(e) Provision for safe drinking water.

(f) Arrangement for regular cleaning of campus, water and toilet facilities, repair and replacement of furniture and other equipments.

(g) The institution's campus, building, furniture, facilities etc should be disabled friendly.

(h) Safeguard against fire hazard shall be provided in all parts of the building.

Note : In case of composite institution, the infrastructural and other facilities shall be shared by various teacher education programmes.

Appendix-2

Norms and standards for diploma in elementary teacher education programme leading to Diploma in Elementary Education

(D.EI.Ed)

(b) The institution shall work for a minimum of thirty six hours in a week (five or six days), during which physical presence in the institution of all the teachers and student teachers is necessary to ensure their availability for advice, guidance, dialogue and consultation as and when needed.

(c) The minimum attendance of student-teachers shall be 80% for all course work including practicum, and 90% for school internship.

(b) The reservation and relaxation in marks for SC/ST/OBC/PWD and other categories shall be as per the rules of the Central Government / State Government, whichever is applicable.

(a) Theory Courses. - The theory courses shall comprise courses on perspectives in education, curriculum and pedagogic courses, and there shall also be optional courses in pedagogy. The theory courses shall include Foundations/Perspectives of Education in three broad rubrics, namely, Child Studies, Contemporary Studies, and Educational Studies. The theory courses shall also include language proficiency and communication, relevant field-based units of study including assignments and projects. The curriculum and pedagogy courses shall include courses in pedagogy for primary and upper primary curriculum areas. Pedagogy courses in language, mathematics and environmental studies for the primary stage shall be compulsory; optional pedagogy courses in Social Science Education, Language Education, Mathematics Education, and Science Education shall be offered for teaching at the upper primary stage.

(b) Practicum. - Field Engagement courses shall be designed to give opportunities to acquire a repertoire of professional skills and capacities in craft, fine arts, work and education, creative drama and theatre in education, self-development, children's physical and emotional health, school health and education.

(c) School Internship. - The D.El.Ed. programme shall provide for sustained engagement with learners and the school, thereby creating a synergy with schools in the neighborhood throughout the two years. Students shall be equipped to cater to needs of diverse learners in schools. The programme shall include visits to innovative centres of pedagogy and learning, innovative schools, educational resource centres, teaching-learning centres. School Internship would include stipulations in the RTE on the duties of the teacher and community engagement. The School Internship programme shall have the following components:

(d) The institution shall have easy access to sufficient number of recognized elementary schools for field work and practice teaching related activities of student teachers. It is desirable that it has an attached primary/elementary school of its own. The institution shall furnish undertaking from the schools willing to provide facilities for practice teaching.

(i) Prepare a calendar for all activities, including school internship. The school internship and other school contact programmes shall be synchronised with the academic calendar of the school.

(ii) Make an arrangement with at least ten schools indicating their willingness to allow the Internship as well as other school based activities of the programme. These schools shall form basic contact point for all practicum activities and related work during the course of the programme. The District/Block office of the State Education Department may allot schools to different TEIs.

(iii) Initiate discourse on education by periodically organising seminars, debates, lectures and discussion groups for students and faculty.

(iv) Organise academic enrichment programmes including interactions with faculty from parent disciplines; encourage faculty members to participate in academic pursuits and pursue research, especially in elementary schools. Provisions of leave shall be made for faculty to undertake research/teaching in Universities and schools.

(v) Adopt participatory teaching approach in the classroom to help students develop reflective thinking and critical questioning skills. Students shall maintain continuing and comprehensive evaluation reports, observation records and reflective journals, which provide opportunities for reflective thinking.

(vi) The optional pedagogy course for upper primary school teaching shall be selected by the student.

(vii) The development of resources for the school must be emphasized and a partnership between the Teacher Education Institution and the school must be fostered through both the curriculum and the running of the Teacher Education Institution.

(viii) There shall be mechanisms and provisions in the Institution for addressing complaints of students and faculty, and for grievance redressal.

(ix) For school internship, the TEIs and the participating schools shall set up a mutually agreed mechanism for mentoring, supervising, tracking and assessing the student teachers.

Note : (i) If the students' strength for two years is one hundred only, the number of faculty shall be reduced to 8. The faculty in specialised areas and some of the pedagogic courses can be shared with the other teacher education programmes.

(ii) Faculty can be utilized for teaching in a flexible manner so as to optimize academic expertise available.

(i) Postgraduate degree in Science / Social Sciences /Arts/ Humanities with minimum 55 % marks, and M. Ed / M.A (Education) / M.El., Ed with minimum 50 % marks.

(ii) Five years teaching experience in a Teacher Education Institution.

Desirable : Degree / Diploma in Educational Administration / Educational Leadership.

(B) Perspectives in Education/Foundations of Education; & Curriculum and Pedagogy Teacher Educators in D.El.Ed should have Masters Degree in Social Science /Humanities /Science /Maths / Language with 50% marks, and M.Ed with 50% Marks or M.A (Education) with 50% marks [except (two) positions where the requirement shall be Postgraduate in Philosophy/Sociology/Psychology with 50% marks and B.El.Ed or B.Ed or D.El.Ed with 50% marks, or M. Phil / Ph.D in Education].

(C) Physical Education

(i) Masters degree in Physical Education (M.P.Ed) with minimum 50% marks.

(D) Visual and Performing Arts

(i) Masters degree in Fine Arts / Music / Dance / Theatre with 50% marks..

[Note: In a composite institution, the Principal and academic, administrative and technical staff can be shared. There shall be one Principal, and others may be termed as HoDs.]

Note: Additional intake of one unit of D.EI.Ed will require additional built up area of 500 sqm. (five hundred square meters).

(b) The institution must have the following infrastructure (each item to include facilitation for PWD):

(i) One classroom for every 50 students.

(ii) Multipurpose Hall with seating capacity of two hundred with a dias with total area of 2000 sq. ft (two thousand square feet).

(iii) Library-cum-Resource Centre.

(iv) Curriculum Laboratory (with science and maths kits, maps, globes, chemicals, science kits, etc).

(v) Computer Lab.

(vi) Arts and Craft Resource Centre.

(vii) Health and Physical Education Resource Centre.

(viii) Principal's Office.

(ix) Staff Room.

(x) Administrative Office.

(xi) Store Rooms (two).

(xii) Common rooms separately for Men and Women student- teachers.

(xiii) Canteen.

(xiv) Visitors' Room.

(xv) Separate Toilet Facility for Men and Women, student-teachers, and staff of which one should be for PWD.

(xvi) Parking Space.

(xvii) Open space for lawns, gardening activities, etc.

(xviii) Store Room.

(xix) Multipurpose playfield.

Note : Requirement at Sl. No. (i) will multiply with the number of units taken.

(i) Books, journals and magazines,

(ii) Children's books,

(iii) Audio-visual equipment - TV, OHP, DVD Player,

(iv) Audio-visual aids, slides, films,

(v) Teaching aids - charts, pictures,

(vi) Developmental assessments check lists and measurement tools,

(vii) Photocopying machine.

(b) Equipment and Materials for different Activities. - The equipment and materials should be suitable and sufficient in quantity and quality for the variety of activities planned in the programme. These include the following: Educational kits, models, play materials, simple books on different topics (songs, games, activities, and worksheets), puppets, picture books, photographs, blow-ups, charts, maps, flash cards, handbooks, pictures, pictorial representations of developmental characteristics of children.

(c) Equipment, Tools, Raw Material for Teaching Aids, Play Material and Arts and Crafts Activities. - One set of wood working tools, one set of gardeners tools, raw materials and equipment required for toy making, doll making, tailoring, dress designing, puppetry, material for preparation of charts, models; and other practical activities to be done by the student-teacher, art material, waste material, stationery (chart paper, mount board etc.), tools like scissors, scales etc., and cloth.

(d) Audio Visual Equipment. - Hardware for projection and duplication and educational software facilities including TV, DVD Player, slide projector, slides, films, charts, pictures. Satellite ROT (Receive Only Terminal) and SIT (Satellite Interactive Terminal) would be desirable.

(e) Musical Instruments. - Simple musical instruments such as Harmonium, Tabla, Flute, Manjira and other indigenous instruments.

(f) Books, Journals and Magazines. - A minimum of one thousand books on relevant subjects should be available during the first year of establishment of the institution and one hundred standard books be added every year. The collection of books should include children's encyclopedias, dictionaries, reference books, books on professional education, teachers' handbooks, books on and for children (including comics, stories, picture books/albums, and poems) and the books/resources published and recommended by NCTE. The institution should subscribe to online resources, and the journals published by NCTE, and at least three other refreed journals in the field of Education.

(g) Games and Sports. - Adequate games and sports equipment for common indoor and outdoor games should be available.

(b) Separate common rooms for male and female teacher educators/students-teachers.

(c) Arrangement may be made for parking of vehicles.

(d) Safe drinking water be provided in the institution.

(e) The institution's campus, building, facility etc should be disabled friendly.

(f) There shall be games facilities with a playground. Alternatively, the playground available with the attached school or local body may be utilized exclusively for fixed periods. Where there is scarcity of space as in metropolitan towns/hilly regions, facilities for small court games, yoga and indoor games may be provided.

(Note : If more than one courses in teacher education are run by the same institution in the same campus, the facilities of playground, multipurpose hall, library and laboratory (with proportionate addition of books and equipments) and instructional space can be shared.)

Appendix- 3

Norms and Standards for the bachelor of elementary teacher education programme leading to the Bachelor of Elementary Education (B.EI.Ed.) Degree

(ii) The reservation and relaxation in marks for SC/ST/OBC /PWD and other categories shall be as per the rules of the Central Government / State Government whichever is applicable.

(a) "Perspectives or Foundation" courses shall be designed to provide an in-depth study of processes of child development and learning, concepts and perspectives in education, socio-political context in which education is situated, processes and approaches of school organisation and management, contemporary issues related to society and education and a repertoire of professional capacities to relate and communicate. Courses in domains of language, mathematics, social science and science shall be designed to provide students with the opportunity to reconstruct concepts learnt in school and to integrate them within an inter-disciplinary and pedagogic perspective. (b) Courses in "Curriculum and Pedagogic Studies" are to be designed to develop core teaching perspective and skills specific to the teaching of children between ages of 6 to 14 years. This includes developing perspectives in pedagogy related to specific knowledge domains. Three compulsory courses focus on pedagogic approaches in language, mathematics and environmental studies at the primary stage (I to V). Courses focusing on the upper primary stage (VI to VIII) in language, mathematics, natural sciences and social sciences shall be offered as optional courses for specialisation in one subject. Optional courses may also be provided in emerging areas in the discipline of education.

(c) The "Discipline-based Courses" shall be designed to enrich student-teachers' knowledge-base and allow for further study in the concerned discipline. The requisite number of discipline-based courses need to be provided to enable students to pursue postgraduate studies in the respective discipline(s). These courses would enable the students to engage with concepts in specific disciplinary areas, and would build academic linkages with other undergraduate courses in that discipline.

(i) Prepare a calendar for all activities, including school internship. The school internship and other school related practicum shall be synchronised with the academic calendar of the school.

(ii) Make an arrangement with at least ten schools indicating their willingness to facilitate arrangements for internship as well as other practicum activities required for school engagement. The arrangement shall have the approval of the concerned educational authorities.

(iii) Transaction of the Perspectives in Education and Curriculum and Pedagogic studies courses should be done using multiple and variety of approaches such as case studies, problem solving, discussions on reflective journals in colloquia, observations of children in multiple socio-cultural environments. Interns shall maintain reflective journals and observation records, which provide opportunities for reflective thinking.

(iv) Set up a mutually agreed mechanism between the TEIs and the participating schools for mentoring, supervising, tracking and assessing student-teachers. There shall be a designated person from among the faculty for coordinating School Internship programme.

(v) Promote inter-disciplinary academic activities between education and other departments within the college/institution.

(vi) Initiate and deepen the discourse on education by organising seminars, debates, lectures and discussion groups for students and faculty.

(vii) School teachers shall be invited to teacher education institutions for feedback to student teachers and for extension/guest lectures and organising colloquium. Faculty from departments where students take liberal courses and from cooperating departments who are involved in teaching will be considered as extended faculty of the Department of Education. At least one faculty who is involved in teaching liberal components to Education students, from each of such coordinating departments will be nominated to participate in the academic review and planning meetings of the Department of Education. They may be drawn in to participate in field supervision, etc. so that practical activities are carried out with mutual support and enabling considerations of disciplinary content and education to be addressed in an integrated manner.

(viii) Organize academic enrichment programmes for the professional development of faculty. Faculty shall be encouraged to participate in academic pursuits and pursue research, especially in elementary schools.

(ii) The proportion of total marks in the B.El.Ed programme may be in the following ratio: Theory 60 %, Practicum 20 %, School Internship 20 %.

(iii) The basis for assessment and criteria used ought to be transparent for students to benefit maximally out of professional feedback. Students shall be given information about their grades/marks as part of professional feedback so that they get the opportunity to improve their performance. The bases of internal assessment may include individual or group assignments, observation records, diaries, reflective journal, etc.

Note: The faculty positions listed under different subject categories may teach course(s) in the Teacher Education Programme across curricular areas specified. Discipline-based courses shall be taught by faculty from cooperating departments of liberal arts, humanities, mathematics, social sciences and sciences. The concerned college/institution may draw upon resource persons with equivalent qualification/expertise in the relevant area for conducting specialized practicum courses such as self-development, theatre, music, craft, story-telling etc in accordance with norms of the affiliating university.

A. Principal / HoD

(i) Postgraduate degree in Science/Social Science/Arts/Humanities with 55% marks and M.Ed/M.A. (Education) with 55 % marks.

(ii) Five years of teaching experience in a Teacher Education Institution.

Desirable : Degree/Diploma in Educational Administration/Leadership.

B. Perspectives/Foundations in Education; & Curriculum and Pedagogic Studies

Postgraduate degree in Social Sciences/ Humanities / Sciences / Mathematics / Languages with 55 % marks and M.Ed with 55 % marks [except 3 (three) positions from Philosophy, Sociology, Psychology, where the faculty qualification shall be post-graduation in any of these three disciplines with 55% marks and B.El.Ed/ B.Ed with 55% marks.]
Linguistics: Masters in Linguistics with 55% marks with B.Ed./B.El.Ed.
Desirable : M.Phil. / Ph.D. in Education.

C. Specialised Areas

Physical Education

(i) Post-graduation degree in Physical Education (M.P.Ed.) with 55% marks.

Visual Arts

(i) Post-graduation degree in Fine Arts (MFA) with minimum 55% marks.

Performing Arts

(i) Post-graduation degree in Music/Dance/Theatre Arts with minimum 55% marks or its equivalent in terms of expertise and professional experience.

Note: In a composite institution, the Principal and academic, administrative and technical staff can be shared. There shall be one Principal, others may be termed as HoDs.

(a) Dedicated Infrastructure. - The physical facilities to be provided in an institution offering the B.EI.Ed. will include the following:

(a) Academic area will consist of Class Rooms (4-5 Classrooms), Curriculum Laboratory, Science Laboratory, Resource Centre, Space for Workshops, Computer Room and Library.

(b) Administrative area will include Principals' Room, Faculty Rooms, Central Office, Conference Room, Record Room, Computer Room and Reception Lounge.

(c) Amenities area will comprise Students' Common Room, Staff Room, Hall, Sports/Recreation Centres, Canteen, Cooperative Stores, Dispensary and Security Services, Toilets (separate for men and women students and for faculty).

(b) Shared Infrastructure. - Where teacher education is provided through a Department/College as an integral part of a University/Institution having several Faculties and Departments of Studies, all Central facilities/amenities shall be shared between the Department of Elementary Education and other Departments. In the case of laboratories and workshops, necessary additional provisions shall be made so that the B.EI.Ed. students can make use of them. Apart from the Central Library of the University/College, a Departmental Library shall also be developed to cater to the special needs of the B.EI.Ed. students. The Resource Laboratory should be equipped with adequate reading material alongwith other equipment needed for Pedagogy-based practicum and other School Contact Programmes. Facilities such as Auditorium, Hall, Conference Rooms, etc. could be shared with other departments.

(b) The Resources Centre shall serve the purpose of a laboratory-cum-departmental library. It should have a store and access to books, curriculum materials, children's literature, textbooks, reports and documents, audio-visual equipment, LCD Projector, DVD player, camera, films on education etc. Materials should be available in sufficient numbers for use by students in schools as well. The Resource Centre may also have computer facility for use by the faculty and students. The Centre should have sufficient space for student meetings, classes and group discussions and reading as well.

(c) The Science Laboratory in a given college/composite institution shall be available to the B.El.Ed faculty and students ensuring adequate space and number of lab materials, equipment, audio visual resources and computers.

(d) The Workshop Space shall include provision in two separate spaces for the conducting of specific practicum activities such as theatre workshops, self-development workshops, craft, music and physical education workshops (including yoga education). These spaces should allow for free physical movement for a batch of 25-30 students.

(b) Arrangement may be made for parking of vehicles.

(c) Access to safe drinking water in the institution.

(d) Effective arrangement for regular cleaning of the campus, water and toilet facilities (separate toilet for men, women and PWD), repair and replacement of furniture and other equipment.

(Note: In case of composite institution, the infrastructural, instructional and other facilities shall be shared by various programmes.)

Appendix-4

Norms and Standards for bachelor of education programme leading to the Bachelor of Education (B.Ed) Degree

(b) The institution shall work for a minimum of thirty six hours in a week (five or six days), during which physical presence in the institution of all the teachers and student teachers is necessary to ensure their availability for advice, guidance, dialogue and consultation as and when needed.

(c) The minimum attendance of student-teachers shall have to be 80% for all course work and practicum, and 90% for school internship.

(b) The reservation and relaxation for SC/ST/OBC/PWD and other categories shall be as per the rules of the Central Government / State Government, whichever is applicable.

(i) Theory Courses

(a) Perspectives in Education. - Perspectives in Education should include courses in the study of childhood, child development and adolescence, contemporary India and education, philosophical and sociological perspectives in education, theoretical foundations of knowledge and curriculum, teaching and learning, gender in the context of school and society, and inclusive education. The course in childhood studies shall enable student-teachers to engage with studies on Indian society and education, acquire conceptual tools of sociological analysis and hands-on experience of engaging with diverse communities, children and schools. The course on 'Contemporary India and Education' shall develop a conceptual understanding about issues of diversity, inequality and marginalization in Indian society and the implications for education, with analyses of significant policy debates in Indian education. The course on 'knowledge and curriculum' will address the theoretical foundations of school knowledge from historical, philosophical and sociological perspectives, with critical analysis of curricular aims and context, and the relationship between curriculum, policy and learning. The course on 'teaching and learning' will focus on aspects of social and emotional development; self and identity, and cognition and learning.

(b) Curriculum and Pedagogic Studies. - Courses in Curriculum and Pedagogic Studies shall include aspects of language across the curriculum and communication, understanding of a discipline, social history of a school subject, and its pedagogical foundations, with a focus on the learner; and a course on the theoretical perspectives on assessment for learning. Curriculum and Pedagogic Studies courses shall offer a study of the nature of a particular discipline, critical understanding of the school curriculum; pedagogy as the integration of knowledge about the learner, the discipline and the societal context of learning, and research relating to different aspects of young children's learning. The design of the programme would enable students to specialize in one disciplinary area, viz. Social Science, Science, Mathematics, Languages, and a subject area from the same discipline, at one/ two levels of school. The courses shall aim to develop in students an understanding of the curriculum, linking school knowledge with community life. A variety of investigative projects shall be included to reconstruct concepts from subject knowledge through appropriate pedagogic processes and to communicate meaningfully with children.

(ii) Engagement with the Field/Practicum. - The B.Ed. programme shall provide for sustained engagement with the Self, the Child, Community and School, at different levels and through establishing close connections between different curricular areas. This curricular area would serve as an important link between the above two broad curricular areas through its three components:

(a) Tasks and Assignments that run through all the courses.

(b) School Internship.

(c) Courses on Enhancing Professional Capacities.

(iii) School Internship. - School Internship would be a part of the broad curricular area of 'Engagement with the Field' and shall be designed to lead to development of a broad repertoire of perspectives, professional capacities, teacher sensibilities and skills. The curriculum of B.Ed. shall provide for sustained engagement with learners and the school (including engaging in continuous and comprehensive assessment for learning), thereby creating a synergy with schools in the neighbourhood throughout the year. Student-teachers shall be equipped to cater to diverse needs of learners in schools. These activities shall be organized for 4 weeks in the first year of the course.

(a) Prepare a calendar for all activities, including school internship. The school internship and other school contact programmes shall be synchronised with the academic calendar of the school.

(b) Make an arrangement with at least ten schools for the Internship as well as other school-based activities of the programme. The arrangement shall have the approval of the district education authorities. These schools shall form basic contact point for all practicum activities and related work during the course of the programme.

(c) Transaction of the Perspectives in Education and Curriculum and Pedagogic Studies courses should be done using a multiple and variety of approaches such as case studies, problem solving, discussions on reflective journals in colloquia, observations of children in multiple socio-cultural environments. Interns shall maintain reflective journals and observation records, which provide opportunities for reflective thinking.

(d) Initiate discourse on education by periodically organising seminars, debates, lectures and discussion groups for students and faculty.

(e) Organise academic enrichment programmes including interactions with faculty from parent disciplines; and encourage faculty members to participate in academic pursuits and pursue research, especially in schools. Provisions of leave shall be made for faculty to undertake research/teaching in universities and schools.

(f) School teachers shall be invited to teacher education institutions for feed back to student-teachers and for extension/guest lectures and organising colloquium.

(g) There shall be mechanisms and provisions for addressing complaints of students and faculty, and for grievance redressal.

(h) For school internship, the TEIs and the participating schools shall set up a mutually agreed mechanism for mentoring, supervising, tracking and assessing the student teachers.

Note: (i) The faculty positions listed under different subject categories may teach course(s) in the Teacher Education Programme across curricular areas specified, and can cater to both foundation and pedagogy course(s). If the students' strength for two years is one hundred (with one basic unit) only, the number of faculty shall be reduced to 8.

(ii) Faculty can be utilised for teaching in flexible manner so as to optimize academic expertise available.

A. Principal/HoD

(i) Postgraduate degree in Arts/Sciences/Social Sciences/Humanities/ Commerce with minimum 55% marks; and

(ii) M.Ed. with minimum 55% marks; and

(iii) Ph.D. in Education or in any pedagogic subject offered in the institution; and

(iv) Eight years of teaching experience in a secondary Teacher Education Institution.

B. Perspectives in Education or Foundation Courses

(i) Postgraduate degree in Social Sciences with minimum 55% marks; and

(ii) M.Ed. degree from a recognised university with minimum 55% marks.

OR

(i) Postgraduate (MA) degree in Education with minimum 55% marks; and

(ii) B.Ed./B.El.Ed. degree with minimum 55% marks.

C. Curriculum and Pedagogic Courses

(i) Postgraduate degree in Sciences/ Mathematics/ Social Sciences/ Languages with minimum 55% marks, and

(ii) M.Ed. degree with minimum 55% marks.

[Note: In case of B and C put together, for two faculty positions, a postgradutate degree in Sociology/Psychology/ Philosophy with 55% marks, and B.Ed./BElEd with 55% marks and three years of teaching experience in a secondary school shall be considered].

D. Specialised Courses Physical Education

(i) Master of Physical Education (M.P.Ed.) with minimum 55% marks. (Training/qualification in yoga education shall be desirable)

Visual Arts

(i) Post graduate degree in Fine Arts (MFA) with minimum 55% marks.

Performing Arts

(i) Post graduate degree in Music/Dance/ Theatre Arts with minimum 55% marks.

Note: In a composite institution, the Principal and academic, administrative and technical staff can be shared. There shall be one Principal, and others may be termed as HoDs.

(ii) Built up Area for running other teacher education programmes in combination with B.Ed programme shall be as under:

Note: Additional intake of one unit of B.Ed will require additional built up area of 500sq. m. (five hundred square meters).

(a) One classroom for every 50 students

(b) Multipurpose Hall with seating capacity of 200 and a dias (2000 sq. ft)

(c) Library-cum-Reading Room

(d) ICT Resource Centre

(e) Curriculum Laboratory

(f) Art and Craft Resource Centre

(g) Health and Physical Education Resource Centre (including yoga education)

(h) Principal's Office

(i) Staff Room

(j) Administrative Office

(k) Visitor's Room

(l) Separate Common Room for male and female students

(m) Seminar Room

(n) Canteen

(o) Separate Toilet facility for male and female students, for staff, and for PWD.

(p) Parking Space

(q) Store Rooms (two)

(r) Multipurpose Playfield

(s) Open space for Additional Accommodation.

(iv) There shall be games facilities with a playground. Where there is scarcity of space as in the metropolitan towns/hilly regions, separate facilities for yoga, small court and indoor games may be provided.

(v) Safeguard against fire hazard be provided in all parts of the building.

(vi) The institution campus, buildings, furniture etc. should be barrier free.

(vii) Hostel for male and female students separately, and some residential quarters are desirable.

(b) There shall be a library-cum-reading room with seating capacity for at least fifty percent students equipped with minimum 1000 (one thousand) titles and 3000 (three thousand) books including text and reference books relevant to the course of study, educational encyclopedias, year books, electronic publications (CD-ROMs), online resources, and minimum five refereed journals on education, and subscription to five others in related disciplines. The library holdings shall be augmented with addition of two hundred titles annually including books and journals. The library shall have photocopying facility and computer with internet facility for the use of faculty and student-teachers. Except in the case of textbooks and reference books there shall not more than there multiple copies of each title.

(c) There shall be a Curriculum Laboratory with materials and resources relating to different areas of school curriculum.

(d) There shall be ICT facilities with hardware and software including computers, internet, TV, Camera; ICT equipment like ROT (Receive Only Terminal), SIT (Satellite Interlinking Terminal) etc.

(e) There shall be a fully furnished Teaching-Learning Resource Centre for Arts and Work Experience.

(f) Games and sports equipments for common indoor and out door games should be available.

(g) Simple musical instruments such as harmonium, table, manjira and other indigenous instruments.

(b) Arrangement may be made for parking of vehicles.

(c) Access to safe drinking water be provided in the institution.

(d) Effective arrangement be made for regular cleaning of campus, water and toilet facilities (separate for male and female students and teachers), repair and replacement of furniture and other equipments.

(Note: In case of composite institution, the infrastructural, instructional and other facilities shall be shared by various programmes.)

Appendix-5

Norms and Standards for master of education programme leading to Master of Education (M.Ed.) Degree

(ii) University Departments of Education.

(i) B.Ed.

(ii) B.A.B.Ed., B.Sc.B.Ed.

(iii) B.El.Ed.

(iv) D.El.Ed. with an undergraduate degree (with 50% marks in each).

(b) Reservation and relaxation for SC/ST/OBC/PWD and other applicable categories shall be as per the rules of the Central Government/State Government whichever is applicable.

(1) A Common Core that includes Perspective Courses, Tool Courses, Teacher Education Courses, and a Self development component;

(2) Specialisation Branches where students choose to specialise in any one of the school levels/areas (such as elementary, or secondary and senior secondary);

(3) Research leading to dissertation; and

(4) Field immersion/attachment/internship. There shall be core courses (which shall have about 60% of credits) and specialised courses in elementary education or secondary education and dissertation with about 40% of credits.

(a) Theory (Core and Specialisation) Courses. - The theory courses are divided into core courses and specialisation courses. The main core courses shall comprise perspective courses, tool courses, and teacher education courses.

(b) Practicum. - Organisation of workshops, practicum activities and seminars to enhance professional skills and understanding of the students shall be part of the teaching modality of the various taught courses.

(c) Internship and Attachment. - Field attachments/internships/immersions shall be facilitated with organizations and institutions working in education. These would aim at engaging the students with field-based situations and work in elementary and other levels of education, and to provide an opportunity for reflection and writing on the same. Systematically planned field internship/attachment in a teacher education institution, and in the specialisation area chosen by the student shall be organised during the programme.

(i) Prepare a calendar for all activities, including internship and field attachment. The Calendar of the M.Ed. programme shall be synchronised with the academic calendar of the institutions identified for internship and attachment.

(ii) Submission of a Dissertation which could be based on primary field data or secondary data or a treatise comprising of a long reflective and critical essay on an approved topic shall be compulsory.

(iii) For the conduct of the dissertation, the ratio of faculty to students for guidance and mentoring shall be 1:5.

(iv) Structured engagement of M.Ed. students with educational sites/fields for not less than four weeks resulting in a reflective report. The suggested sites/fields are as follows:

(a) Professional pre-service teacher education programme.

(b) An organization engaged in the development of innovative curriculum and pedagogic practices.

(c) International/national/state institution involved in curriculum design; textbook development; education policy planning, formation and implementation; educational administration and management.

(d) In-service training programmes for school teachers.

(v) The institutions shall initiate discourse in education by periodically organising seminars, debates, lectures and discussion groups for students and faculty. Students' participation in the weekly research colloquium/seminar shall be ensured.

(vi) There shall be mechanisms and provisions in the Institution for addressing complaints of students and faculty, and for redressal of grievances.

(vii) Mechanisms shall be worked out where faculty other than the ones actually dealing with the course shall be involved in the work of the institution.

(i) Postgraduate degree in a related discipline.

(ii) M.Ed. with minimum 55% marks.

(iii) Ph.D. in Education.

(iv) Ten years of professional experience in teacher education.

B. Professor and Associate Professor. - (i) Postgraduate degree with minimum 55% marks in the discipline relevant to the area of specialisation.

(ii) Postgraduate degree in Education (M.Ed./M.A Education) with minimum 55% marks.

(iii) Ph.D. degree in Education or in the discipline relevant to the area of specialisation.

(iv) Any other qualifications prescribed by UGC like NET qualification or length of professional teaching experience as per UGC or state government norms for the positions of Professor and Associate Professor.

C. Assistant Professor. - (i) Postgraduate degree with minimum 55% marks in the discipline relevant to the area of specialisation.

(ii) Postgraduate degree in Education (M.Ed./M.A Education) with minimum 55% marks.

(iii) Any other qualifications prescribed by UGC like NET qualification.

(Note: Faculty can be utilised for teaching in a flexible manner so as to optimise academic expertise available).

(b) In the University Education Departments, the administrative staff shall be deployed as per the policy of the university.

(a) Classrooms. - For an intake of 50 students, there shall be provision for at least two classrooms with space and furniture to accommodate all students. The minimum size of the classroom shall be 50 sqm. The Institute shall provide a minimum of three small rooms of the size of 30 sqm. to hold tutorials and group discussions.

(b) Seminar Room. - Multipurpose hall in the institution shall be shared. In addition, the institute shall have one seminar room with seating capacity of one hundred and minimum total area of 100 sqm. This hall shall be equipped for conducting seminars and workshops.

(c) Faculty Rooms. - A separate cabin for each faculty member with a functioning computer and storage spaces shall be provided.

(d) Administrative Office Space. - The institute shall provide adequate working space for the office staff, with furniture, storage and computer facilities.

(e) Common Room(s). - The institution shall provide at least two separate common rooms, one each for women and men.

(a) Library. - The library of the Institution/ University shall be shared and shall cater to the requirements of the programme. A minimum of 1000 relevant titles (with multiple copies of relevant textbooks) for the M.Ed. programme shall be there, including reference books related to all courses of study, readings and literature related with the approaches delineated in the M.Ed. programme; educational encyclopedias, electronic publications (CD-ROMs) including online resources, and minimum five professional referred research journals of which at least one shall be an international publication. Library resources shall include books and journals published by NCTE, NCERT and other educational institutions. There shall also be provision of space for reading and reference section in the library. At least a hundred quality books will be added to the library every year. The library shall have photocopying facility and computer with Internet facility for the use of faculty and students.

(b) Resource Centre. - An exclusive Resource Centre shall serve the purpose of a resource centre-cum-department library. It shall provide access to a variety of resources and materials to design and choose activities for teaching and learning; of relevant texts, copies of policy documents and commission reports; relevant curriculum documents such as the NCF, NCFTE, research reports, reports of surveys (national and state level), district and state level data; teachers' handbooks; books and journals relevant for course readings; field reports and reports of research seminars undertaken by students, Audio-visual equipments - TV, DVD Player, LCD Projector, films (documentaries, children's films, other films of social concerns/ issues of conflict, films on education); camera and other recording devices; and desirably ROT (satellite receive only terminal) and SIT (satellite interactive terminal).

Note: The facilities mentioned at 7.1 and 7.2 above shall be in addition to the facilities the institution already possesses for other teacher education programmes.

(b) Arrangement may be made for parking of vehicles.

(c) Access to safe drinking water be provided in the institution.

(d) Effective arrangement be made for regular cleaning of campus, water and toilet facilities (separate for male and female students and teachers), repair and replacement of furniture and other equipments.

(Note: If more than one programme in teacher education are run by the same institution in the same campus, the facilities of playground, multipurpose hall, library and laboratory (with proportionate addition of books and equipments) and instructional space can be shared. The institution shall have one Principal for the entire institution and Heads for different teacher education programmes offered in the institution.)

Appendix-6

(a) Theory Courses. - The theory courses comprise of courses on perspectives in physical education, curriculum and sports pedagogy and child psychology. Theory courses in first year include : History and Principles of Physical Education; Foundations of Physical Education; Basic Anatomy and Physiology; Yoga Education; Methods of Physical Education; Organisation and Administration of Physical Education; Recreation; Health Education; Environmental Studies; Value Education; and in second year include : Sports Training; Child Psychology; Sociology; Information Technology in Physical Education; Education Technology; Test and Measurement in Physical Education; Sports Injuries and Rehabilitation; Youth Leadership and Social Welfare; Nutrition; and Naturopathy.

(b) Practicum. - The Practicum course is so designed as to give opportunity to acquire professional skills and capacities in various games, sports, physical activities and yogic exercises suitable to primary school children. The activities include Track & Field; Swimming (if possible); Gymnastics; Yoga; Aerobics; Racket Sports : Badminton, Table Tennis, Tennis, Squash; Team Games : Baseball, Basketball, Cricket, Football, Handball, Hockey, Netball, Softball, Shooting, Volleyball; Combative Sports : Boxing, Fencing, Judo, Karate, Malkhamb, Martial Arts, Taekwondo, Wrestling; Recreational/ Minor Games : Relay Games, Group Games, Minor Games, Lead-up Games; Indigenous Sports : Kabaddi, Kho-Kho; Activities of National Importance : Flag Hoisting, March Past, Ceremonies-Opening, Closing, Victory; Camping/ Picnic/ Hiking/ Trekking; Mass Demonstration Activities : Lezim, Dumbbell, Umbrella, Tipri, Wand, Hoop or Any other Apparatus.

(c) School Internship. - The D.P.Ed. programme provides for sustained field work with learners and the school, thereby creating congenial atmosphere. The programme includes teaching basic skills in sports and games and indigenous activities, giving exposure to teacher in the teaching-learning process.

(a) Prepare a calendar for all activities including school internship which shall be synchronized with the academic calendar of the school.

(b) Make an arrangement with at least ten schools indicating their willingness to allow the internship as well as other school based activities of the programme. These schools shall form basic contact point for all practicum activities and related work during the course of the programme. The District/ Block office of the State Education Department may allot schools to different Teacher Education Institutions.

(c) Initiate discourse on physical education and yoga education by periodically organizing seminars, debates, lectures and discussion groups for students and faculty.

(d) Organise academic enrichment programmes including interactions with faculty from parent disciplines, encourage faculty members to participate in academic pursuit and pursue research, especially in elementary schools. Provisions of leave may be made for faculty to undertake research in University.

(e) Adopt participatory teaching approach in the classroom to help students develop reflective thinking and critical questioning skills. Students shall maintain continuing and comprehensive evaluation reports and observation records, which provide opportunities for reflective thinking.

(f) The development of resources for the school must be emphasized and a partnership between the Teacher Education Institution and the school must be fostered through both the curriculum and the running of the Teacher Education Institute of Physical Education.

(g) There shall be mechanisms and provisions in the Institution for addressing complaints of the students and faculty, and for the grievance redressal.

(h) For school internship, the Teacher Education Institutions and the participating schools shall set up a mutually agreed mechanism for mentoring, supervising, teaching and assessing the student-teachers.

(ii) For additional intake which will be in multiples of fifty students, the number of full time faculty shall be increased by six per additional unit. On each occasion additional intake of one basic unit shall be considered. Physical education teacher preparation courses can also be run in comprehensive or composite Institutions subject to fulfillment of norms and standards prescribed by NCTE.

(iii) Appointment of teachers shall be so distributed as to ensure the required nature and level of expertise for teaching courses/subjects and activities related to physical education.

(iv) Qualifications

A. Principal/ Head of the Department/ Teacher-in-charge

(i) Academic and Professional Qualifications will be as prescribed for the post of Lecturer.

(ii) At least five years of experience as a Lecturer in a physical education teacher training institution

B. Lecturer

(i) M.P.Ed. or equivalent degree with at least fifty five percent marks.

(ii) B.P.Ed. with at least 50% marks and eight years experience as Physical Training Instructor/Physical Education Teacher at school level.

C. Librarian. - Post graduation degree in library and information science.

D. Physiotherapist. - Post graduate degree in physiotherapy with specialization in sports physiotherapy.

E. Specialist part time Faculty (Sports Experts). - Bachelors'/Masters' degree in physical education with specialization in one game/sport/Bachelor's degree in physical education with Diploma in Coaching in specialized sport in at least one game/ sport

[Note: In case of composite institution, the Principal and academic, administrative and technical staff shall be shared.]

Qualifications. - As prescribed by the concerned Government/ UT State Administration.

(ii) There shall be provision of two class rooms per unit of intake, one multi-purpose hall, one multi purpose laboratory, seminar/ tutorial rooms, separate rooms for the principal, faculty members, office for the administrative staff and a store. For every instructional room like classrooms, laboratory, library etc. space shall not be less than 10 sq.ft. (ten square feet) per student. Multi-Purpose Hall shall have the seating capacity for two hundred persons having a total area of 2000 sq.ft. (two thousand square feet).

(iii) There shall be a multi-purpose field for outdoor sports, with at least two hundred meter track and a hall for gymnastic and indoor games and sports.

(iv) Safeguard against fire hazard be provided in all parts of the building.

(v) The institutional campus, building, furniture etc. should be disabled friendly.

(vi) If necessary, separate hostel for boys and girls shall be provided. In addition, some residential quarters for faculty must be provided.

(ii) There shall be a library equipped with minimum two thousand titles and reference books related to the prescribed courses of study, educational encyclopedias, year books, electronic publications (CD-ROMs) and at least five journals on physical education and related subjects. The library shall have photocopying facility and Computer with Internet facility for the use of faculty and students teachers.

(iii) Laboratories

(a) Education Technology Laboratory Equipments. - Hardware for projection ad duplication and educational software required for imparting ICT literacy; Public Address System; T.V.; LCD Projector; Display Boards (Three); Movie Camera in the minimum of ten with Internet Connectivity; Music System; Computer System - Two with Printer; Photocopy Machine; GOs/ DVDs/ ROM - Twenty for various Sports/ Games/ Skill Teaching; Smart Boards

(b) Anatomy, Physiology and Health Education Laboratory Equipments - Human Skeleton - Articulated (One), Disarticulated (Two); Electronic/ Digital/ Lever Based Weighing Machine - One; Anthropometric Kit - One set; Stadiometer - One; Growth Charts and Body System Charts - Ten; Desirable Weight and Height Tables - Two; Skinfold Calipers - Two; Measuring Tape (Steel) - Two; Peak Flow Meter - One; Grip Dynamometer - Two; Flexometer (Sit and Reach Apparatus) - Two; B.P. Apparatus (Sphygmomanometers, Stethoscopes & Stop Watches) - Two

(i) Athletics. - Measuring Tape (Steel) - 15 m., 30 m., 50 m., 100 m.; Wire for arking the track (fifty meter) - One; Stop Watches - Four; Starting Clapper - One; Stands for judges at finish - Two; Flag poles - Six; Starting blocks - Six; Stop boards - Two; Take off boards - Two; Hurdles - Twenty; High jump stands - One Pair; High Jump Cross bars - Six; Shot-put for Men & Women - Two each; Discus for men & women - Two each; Hammers for men & women - Two each; Javelin for Men & Women - Six each; Vaulting box for jumping - Two; Relay Batons - Six; Mattress, Weight Training Set (Mats), Landing for High Jump.

(ii) Sports and Games. - Badminton - Posts, Nets, Racket, Shuttle Cocks; Basketball - Stand and Board, Net, Balls; Cricket - Batting pad, Batting Gloves, Abdominal Guard, Helmet, Wicket Keeping Gloves, Wicket Keepers leg guard, Stumps, Bails, Balls, Tennis Balls; Football - Goal-post, Net, Balls (Mini size 4 No.), Posts with flags; Gymnastics - Vaulting Table / Horse (Men & Women), Parallel Bar (Men), Horizontal Bar (Men), Balance Beam (Adjustable), Balance Beam (Adjustable), Gymnastics Mattresses; Handball - Goal posts, Nets, Balls; Hockey - Goal posts, Net, Balls, Sticks, Goalkeeping kit; Kho-Kho -Poles; Lawn Tennis - Posts, Nets, Balls, Rackets; Table Tennis - Table, Rackets, Balls; Volleyball - Posts, Nets, Balls, Antenna; Weight Training - Rods, Weight Plates 2.5 Kg, 5 Kg, 10 Kg, 15 Kg, 20 Kg, Collars, Benches, Weight Stand, Weight Belts and Weight Jackets; One Multi-gym or separate station wise (at least ten station) ; Judo/Taekwondo/ Wrestling - Mats

(iii) Equipment for indigenous activities / mass demonstration. - Leziums; Dumbbells; Flags; Hoops; Wands; Balls; Umbrellas; Skipping Ropes; Music System; Music - CDs/ Cassettes; Material like scarf drill, ribbon, placard etc. for mass display activities; Demonstration/ Display Equipment for martial arts.

(ii) The institution shall provide separate common rooms for male and female teacher educators/students-teachers.

(iii) Sufficient number of toilets, separate for male and female, shall be made available for staff and students.

(iv) Arrangement may be made for parking of vehicles.

(v) Safe drinking water be provided in the institution.

(vi) Effective arrangement be made for regular cleaning of campus, water and toilet facilities, repair and replacement of furniture and other equipments.

[Note: In case of composite institution, the facilities of multipurpose hall, playground, library and laboratory (with proportionate addition of books and equipments) and instructional space may be shared by various programmes.]

Appendix-7

Norms and standards for bachelor of physical education programme leading to Bachelor of Physical Education (B.P.Ed.) Degree

Or

(b) Bachelor's degree in physical education with 45% marks.

Or

(c) Bachelor's degree in any discipline with 45% marks and studied physical education as compulsory/elective subject.

Or

(d) Bachelor's degree with 45% marks and having participated in National/ Inter University/ State competitions or secured 1st, 2nd or 3rd position in Inter College/ Inter-Zonal/ District/ School competition in sports and games as recognized by the AIU/IOA/SGFI/Government of India.

Or

(e) Bachelor's degree with participation in international competitions or secured 1st, 2nd or 3rd position in National/ Inter-University competition in sports and games as recognized by respective federations/AIU/IOA/SGFI/Government of India.

Or

(f) Graduation with 45% marks and at least three years of teaching experience (for deputed in-service candidates i.e. trained physical education teachers/ coaches)

(a) Theory Courses. - The Theory Courses shall comprise of courses on perspectives in Physical Education, curriculum and sports and games pedagogy. The theory course in the 1st year shall include History, Principles and Foundations of Physical Education, Anatomy and Physiology, Health Education and Environmental Studies, Yoga Education, Educational Technology and Methods of Teaching, Organisation and Administration, Sports Training, Computer Applications, Theory of Sports and Games, Officiating and Coaching; and in the 2nd year shall include Contemporary Issues in Physical Education-Fitness, Wellness, Olympic Movement, Nutrition and Weight Management, Sports Psychology and Sociology, Kinesiology and Biomechanics, Sports Medicine, Physiotherapy and Rehabilitation, Measurement and Evaluation, Sports Management and Curriculum Design, Research and Statistics, and Research Project.

(b) Practicum. - The Practicum Course shall be designed to give opportunity to acquire professional skills and capacities in various games, sports and physical activities suitable to school children. It includes Track and Field; Swimming (if possible); Gymnastics; Yoga; Aerobics; Racket Sports : Badminton, Table Tennis, Tennis, Squash; Team Games : Baseball, Basketball, Cricket, Football, Handball, Hockey, Netball, Softball, Shooting, Volleyball; Combative Sports like Boxing, Fencing, Judo, Karate, Malkhamb, Martial Arts, Taekwondo, Wrestling; Recreational/ Minor Games like Relay Games, Group Games, Minor Games, Lead-up Games; Indigenous Sports like Kabaddi, Kho-Kho; Activities of National Importance like Flag Hoisting, March Past, Ceremonies-Opening, Closing, Victory; Camping/ Picnic/ Hiking/ Trekking; Mass Demonstration Activities like Lezim, Dumb-bell, Umbrella, Tipri, Wand, Hoop or any other Apparatus.

(c) School Internship. - The B.P.Ed. programme provides for sustained field work with learners and the school, thereby creating congenial atmosphere. The programme includes teaching basic skills in sports and games and indigenous activities giving exposure to teachers in the teaching-learning process. School internship/ teaching practice includes community engagement. The school internship teaching practice programme shall have the following components :

(a) Prepare a calendar for all activities including school internship. The school internship and other school contact programmes shall be synchronized with the academic calendar of the school.

(b) Make an arrangement with at least ten schools indicating their willingness to allow the internship as well as other school-based activities of the programme. These schools shall form basic contact point for all practicum activities and related work during the course of the programme. The District/ Block office of the State Education Department may allot schools to different TEIs.

(c) Initiate discourse on physical education and yoga education by periodically organizing seminars, debates, lectures and discussion groups for students and faculty.

(d) Organise academic enrichment programmes including interactions with faculty from parent disciplines, encourage faculty members to participate in academic pursuit and pursue research, especially in elementary and secondary schools. Provisions of leave may be made for faculty to undertake research/ teaching in Universities and Schools.

(e) Adopt participatory teaching approach in the classroom to help students develop reflective thinking and critical questioning skills. Students shall maintain continuing and comprehensive evaluation reports and observation records, which provide opportunities for reflective thinking.

(f) The development of resources for the school must be emphasized and a partnership between the Teacher Education Institution and the school must be fostered through both the curriculum and the running of the Teacher Education Institute of Physical Education.

(g) There shall be mechanisms and provisions in the Institution for addressing complaints of the students and faculty, and for the grievance redressal.

(h) For school internship, the TEIs and the participating schools shall set up a mutually agreed mechanism for mentoring, supervising, teaching and assessing the student-teachers.

(i) Master's degree in Physical Education (M.P.Ed./M.P.E.) with 55% marks or its equivalent grade, i.e. B in the seven point scale of letter grades O, A, B, C, D, E, F as per UGC norms.

(ii) Ph. D in the field of Physical Education.

(iii) Eight years teaching experience out of which five years experience in an institute / college/ department of physical education.

(iv) Any other stipulation prescribed by the UGC/affiliating body/State Government from time to time for the positions of principal shall be mandatory.

B. Associate Professor

(i) M.P.Ed. degree or its equivalent with at least 55 % marks or its equivalent grade i.e. B in the seven point scale of letter grades O, A, B, C, D, E, F as per UGC norms.

(ii) A minimum of eight years of experience of teaching and/or research in an academic/ research position equivalent to that of Assistant Professor in a University, College or Accredited Research Institution/ industry excluding the period of Ph.D. research with evidence of published work and a minimum of 5 publications as books and/or research/policy papers.

Note : Any other stipulation prescribed by UGC /Affiliating Body/State Government from time to time for the position of Associate Professor shall be mandatory.

C. Assistant Professor. - M.P.Ed. degree or its equivalent with 55 % marks or its equivalent grade i.e. B in the seven point scale of letter grades O, A, B, C, D, E, F as per UGC norms.

Note : Any other stipulation prescribed by UGC / Affiliating Body / State Government from time to time for the position of Assistant professor shall be mandatory.

D. Sports Trainers (Part Time). - Masters degree/Bachelors degree in physical education with specialization in at least one game/sport (as applicable) or Diploma/PG diploma in coaching in a sport (as applicable).

E. Yoga Trainer (Part Time). - PG Diploma in Yoga.

F. Dietician (Part Time). - Masters degree in nutrition or Bachelors degree in home science with diploma in nutrition and dietetics.

[Note: In case of composite institution, the Principal, and academic, administrative and technical staff can be shared across programmes. There shall be on Principal, and others may be termed as HoDs].

(ii) Built up Area for running other courses in combination with B.P.Ed programme shall be as under :

(a) Only B.P.Ed. - 1500 Sq mts.

(b) B.P.Ed, plus M.P.Ed. - 2700 Sq.mts.

(c) B.P.Ed plus D.P.Ed plus M.P.Ed - 3900 Sq.mts.

Additional intake of one unit of B.P.Ed. will require additional built up area of 500 sqm. (five hundred square meter).

(iii) There shall be a multi-purpose play field for outdoor sports, a 400 meter athletic track (may be 200 meter in metro cities), gymnasium and a hall for indoor games and sports.

(iv) The institution campus, building, furniture etc. should be disabled friendly.

(v) Safeguard against fire hazard be provided in all parts of the building.

(vi) Separate hostels for boys and girls for outstation students.

(ii) The institution shall have easy access to sufficient number (five to ten) of recognized secondary schools in the nearby area, for field work and practice teaching related activities of the student teachers. An undertaking in the prescribed format should be obtained from such institutions. It is desirable that the institution has an attached school under its own control.

(iii) There shall be a library-cum-reading room, equipped with minimum two thousand titles and reference books related to the prescribed course of study, educational encyclopedias, year-books, electronic publications (CDROMS) and minimum five refereed journals on physical education and related subjects. The library shall have photocopying facility and computer with internet facility for the use of faculty and student- teachers.

(iv) The institution shall have equipments and facilities for indoor sports, outdoor sports and physical activities; sports medicine laboratory; education technology laboratory; anatomy, physiology and health education laboratory; human performance laboratory; physiotherapy, athletic care and rehabilitation laboratory, sports psychology laboratory; as well as for physical activities including Athletics, Sports and games, mass display drills etc. as prescribed by the concerned University and as suggested below.

(v) Education Technology Laboratory : Digital Camera, Plasma/ LED/ LCD T.V., DVD Recorder and Player, Smart Board, Photocopier Machine, CDs/ DVDs/ROM for various Sports/ Games/ Skills Teaching, Media Projector, Video Camera (Handy Cam Digital), Desk Tops (TFT)- 20, Colour Printer, Scanner, Public Address System, Portable Display Boards (4 feet X 7 feet), Computer Laboratory with 15 desktops (TFT) and internet, intranet facilities with lib-net services, Music System, CCTV.

(vi) Laboratory Equipments: The institution shall have the following equipments and facilities for various laboratories :

(a) Anatomy, Physiology and Health Education Laboratory: Hemoglobin Meter - One, Respirometer (wet) - Two, Human Skeleton - One, Weighing Machine - One, Human Body System Charts displaying all systems (at least one separate chart for each body system) - At least 10 Human Body organ system models, Food Nutrient Charts, Communicable and Non-Communicable Diseases charts, Road Safety Devices Charts, First-Aid Box (Preliminary and Advanced), Height and Weight Charts.

(b) Human Performance Laboratory: Peak Flow Meters, Dry Spiro meters, Pedometers, Heart Rate Monitors, Stop Watches (Electronic measuring time up to 17100th of a second), Grip Dynamometers, Back and Leg Dynamometers, Goniometer, Anthropometers, Sliding Calipers, Skinfold Calipers, Steel Tapes, B.P. Apparatuses (Sphygmomanometers and Stethoscope), Harvard Step Test Benches, Wall Thermometer and Barometer, Metronome, Flexometer (to measure flexibility), Finger Dexterity Test, Reaction Time Apparatus (Visual and Audio), Foot and Hand Reaction Time Apparatus, Vibrators.

(c) Physiotherapy, Athletic Care and Rehabilitation Laboratory : Infra red Lamp, Diagnostic Table, Sterilizing Unit, First Aid Box (Preliminary and Advanced), B.P. Apparatus (Sphygmomanometer and Stethoscope), Thermometer (Clinical), Ultrasound Therapy Unit, Wheel Chair, Vision Chart, Clutches, Weighing Machine, Ice Box, Stretcher, Wax bath therapy, IFT (Short waive Diathermy), Hot packs, Ice packs, Massage tables, Refrigerator.

(d) Sports Psychology Laboratory: Desirable: At least ten psychological tests and instruments for testing psychological characteristics (with rating scales and manuals)

(vii) Sports and Field Equipments

(a) Athletics : Measuring Tape (Steel) - 15 m. (One), 30 m. (Two), 50 m. (One), 100 m. (One); Wire for marking the track (fifty meter) - One; Stop Watches (with 10 lap memory) - 06; Starting Clapper - 02; Stands for judges at finish - 02; Flag poles - 06; Starting blocks - 20; Stop boards - 02; Take off boards -02; Hurdles - 30; High jump stands - One Pair; High Jump Cross bars - Six; Shotput for men and women -06 each; Discus for men and women -06 each; Hammers for men and women - 03 each; Javelin for men and women - 05 each; Vaulting box for jumping - Two; Relay Batons -12; Weight-Lifting Set (Olympic Set) - One set.

(b) Sports and Games : (i) Badminton: Badminton posts (two sets), Badminton nets (six), Badminton Rackets (20), Shuttle Cocks (ten barrels); (ii) Basketball : Basketball Stand and Boards (two sets), Basketball balls (one dozen), Basketball net (four pairs); Boxing - Gloves, Punching Bags, Ring (if possible); (iii) Cricket: Cricket batting pad (three sets), Cricket Batting Gloves (three sets), Abdominal Guard (three), helmet (three), Wicket Keeping Gloves (two pairs), Wicket Keepers leg guard (two pairs), Stumps (twelve nos.), Bails (ten nos), Cricket Ball; (iv) Football: Football post (two sets), Footballs, Football Net (four sets), Posts with flags (eight); (v) Handball: Handball posts (two sets); Handball - Balls (one dozen), Handball - Net (four pairs); (vi) Hockey: Hockey posts (two set), Hockey-bailsmen doz.), Hockey Stick (thirty), Hockey Goal keeping kit (one); (vii) Kho- Kho: Kho-Kho Poles (two set); (viii) Lawn Tennis: Lawn Tennis Posts(two), Tennis Balls, Tennis racket; (ix) Table Tennis: Table Tennis Bailsmen doz.; (x) Volleyball: Volleyball Posts (two set), Volleyballs (twenty), Volleyball Net (four), Antenna (four); (xi) Weight-Lifting: Weight Training Rods (ten), Weight Plates 2.5 Kg, five Kg, ten Kg, fifteen Kg, twenty Kg (ten each), Collars (twenty), Benches (four), Weight Stand (two), Squat Stand, One Multi-gym or separate station wise (at least ten station), Weight Jackets and Weight Belts; One Multi-gym or separate station wise (at least ten station); Mats to be used for Judo/Taekwondo/ Wrestling.

(c) Equipment for indigenous activities / mass demonstration: Lezium (50 pairs); Dumbbells (50 pairs); Indian Clubs (50 pairs); Flags; Hoops; Wands; Balls; Umbrella; Skipping Ropes; Music System; Music - CDs/ Cassettes; Material like scarf drill, ribbon, placard etc. for mass display activities.

(d) Gymnastics Apparatus: Parallel Bars (one set), Uneven parallel bars (one set), Horizontal bar (one set), Two roman rings (one set), Climbing ropes (Manila) (six), Mats (twelve rubber, twelve coir), Balance beam (adjustable sets) (one set), One Pummeled Horse (one set), Multi-gym (twelve stationed) (one set), Vaulting Table (one set), Beat board (two nos.), Crash mat (one).

(ii) The institution shall provide separate common rooms for male and female staff and students.

(iii) Sufficient number of toilets, separate for male and female, shall be made available for staff and students.

(iv) Arrangement may be made for parking of vehicles.

(v) Safe drinking water be provided in the institution.

(vi) Effective arrangement be made for regular cleaning of campus, water and toilet facilities, repair and replacement of furniture and other equipments.

(Note : In case of composite institution, the infrastructural and other facilities shall be shared by various teacher education programmes.)

Appendix-8

Norms and Standards for masters of physical education programme leading to Master of Physical Education (M.P.Ed.) Degree

(b) The institution shall work for a minimum of thirty six hours in a week (five or six days a week) during which physical presence in the institution of all the teachers and teacher educators is necessary to ensure their availability for advice, guidance, and consultation, as and when needed.

OR

Bachelor of Science (B.Sc.) in Health and Physical Education with at least 50% marks.

(b) The reservation in seats and relaxation in the qualifying marks for SC/ST/OBC/PWD and other categories shall be as per the rules of the Central Government / State Government, whichever is applicable.

(a) Theory Courses. - The Theory Courses shall comprise courses in areas of physical education, understanding of research, and applied areas of advance studies in physical education and sports sciences. The theory courses in the 1st year shall include: Research Process in Physical Education and Sports Sciences; Applied Statistics in Physical Education and Sports; Test, Measurement and Evaluation in Physical Education; Yogic Sciences; Scientific Principles of Sports Training; Sports Technology; Physiology of Exercise; Sports Psychology; Sports Biomechanics and Kinesiology; Sports Medicine. In the 2nd year, the courses shall include: Sports Management; Curriculum Designs in Physical Education; Athletic Care and Rehabilitation; Sport Journalism and Mass Media Communication Technology; Sports Engineering; Physical Fitness and Wellness; Value and Environmental Education; Education Technology in Physical Education; Health Education and Sports Nutrition; and a Dissertation.

(b) Practicum. - The Practicum Course, which is field-based, shall be designed to give opportunity to acquire professional skills and capacities in various sports, games, physical activities and yoga activities suitable to students. The activities for teaching, coaching and officiating include Track and Field; Swimming; Gymnastics; Yoga; Aerobics (as also self-defence techniques); Racket Sports like Badminton, Table Tennis, Tennis, Squash; Team Games like Baseball, Basketball, Cricket, Football, Handball, Hockey, Netball, Softball, Shooting, Volleyball; Combative Sports like Boxing, Fencing, Judo, Karate, Malkhamb, Martial Arts, Taekwondo, Wrestling; Recreational Games like Relay Games, Minor Games, Lead-up Games; Indigenous Sports like Kabaddi, Kho-Kho etc.; activities of national importance like Flag Hoisting, March Past, Ceremonies like Opening, Closing, Victory ceremonies of different sports and games; Adventure Activities; Mass Demonstration Activities like Lezim, Dumb-bell, Umbrella, Tipri, Wand, Hoop or any other Apparatus.

(c) Internship. - The M.P.Ed. programme shall provide for sustained field work with learners and the institution, thereby creating congenial atmosphere. The programme shall include teaching basic skills in sports and games and indigenous activities giving exposure to students in all such activities. Internship/ teaching practice would include engagement with the community, i.e. school/ college/ sports organization/ sports academy/ sports club and should have the following components:

(i) Prepare a calendar for all activities, including practicum and internship which shall be synchronized with the activity calendar of the institution identified for internship (school/ college/ sports organization/ sports academy/ sports club).

(ii) Initiate discourse on physical education and yoga education by periodically organising seminars, debates, lectures, discussion groups and yoga practice camps for students and faculty.

(iii) Organize academic enrichment programmes including interactions with faculty from parent disciplines; and encourage faculty members to participate in academic pursuit and pursue research.

(iv) Adopt participatory teaching approach in the classroom to help students develop reflective thinking and critical questioning skills. Students shall maintain continuing and comprehensive evaluation reports and observation records, which provide opportunities for reflective thinking.

(v) The development of resources for the institution must be emphasized and a partnership between the Teacher Education Institution and the internship institution must be fostered through both the curriculum and the running of the Teacher Education Institution.

(vi) There shall be mechanisms and provisions in the Institution for addressing complaints of the students and faculty, and for grievance redressal.

(vii) For internship, the Teacher Education Institutions and the participating institution shall set up a mutually agreed mechanism for mentoring, supervising, tracking and assessing the student-teachers.

A: Professor

(i) Postgraduate degree in Physical Education (M.P.Ed./M.P.E.) with 55% marks or its equivalent grade.

(ii) Ph.D. in the area of Physical Education.

(iii) At least ten years of teaching/research experience in a department / college of physical education out of which at least five years in the postgraduate institution/University department.

Note : Any other stipulation prescribed by the UGC/ affiliating body/ State Government from time to time.

B: Associate Professor

(i) Postgraduate degree in Physical Education (M.P.Ed./M.P.E.) or any relevant subject with 55% marks or an equivalent grade.

(ii) Ph.D. in the area of Physical Education.

(iii) At least eight years of teaching/research experience in a department / college of physical education out of which at least three years at the postgraduate level.

Note : Any other stipulation prescribed by the UGC/ affiliating body/ State Government from time to time.

C: Assistant Professor

(i) Postgraduate degree in Physical Education (M.P.Ed./M.P.E.) with at least 55% marks or an equivalent grade; and

(ii) Any other stipulation prescribed by the UGC / affiliating body / State Government from time to time for the position of Assistant Professor shall be mandatory.

D. Assistant Professor in Yoga. - Postgraduate degree in Yoga with minimum 55% marks.

Note : Any other stipulation prescribed by the UGC/ affiliating body/ State Government from time to time.

E. Sports Trainers / Coaches. - Postgraduate degree/ Bachelors degree in physical education with specialization in at least one game/ sport (as applicable) or Diploma / PG Diploma in any coaching in a sport (as applicable).

Note : Any other stipulation prescribed by the UGC/ affiliating body/ State Government from time to time.

(ii) There shall .be provision for four classrooms (two each for M.P.Ed 1st year and 2nd year students) to accommodate twenty students each and one multi-purpose hall to accommodate two hundred persons, having total area of 2000 sq.ft (two thousand square feet) inclusive of dias, four small rooms for fifteen students to conduct specialization classes, seminar/tutorial rooms, separate rooms for the Professor/Head, faculty members, office for the administrative staff and a store. For every instructional room like class room, laboratory, library etc. spaces shall not be less than 10 sq.ft. (ten square feet) per student.

Built up Area for running other courses in combination with M.P.Ed programme shall be as under:

(a) B.P.Ed/plus M.P.Ed. - 2700 Sq.mts.

(b) B.P.Ed plus D.P.Ed plus M.P.Ed - 3900 Sq.mts.

(c) Additional intake of one unit of M.P.Ed will require additional built up area of 400 sqm (four hundred square m) respectively.

(iii) There shall be a multi-purpose hall/gymnasium for indoor sports and facilities for outdoor sports.

(iv) The institution shall provide separate common rooms for male and female faculty and students.

(v) Sufficient number of toilets, separate for male and female and PWD, shall be made available for staff and students.

(vi) Hostel for boys and girls separately, and some residential quarters for teachers are desirable.

(i) Library. - There shall be a library with facility of reading rooms and equipped with minimum two thousand titles and reference books related to all specializations and courses in physical education, educational encyclopedias, electronic publications (CD-ROMs), online resources, at least five refereed journals on health/sports education and teacher education/staff development, and also internet connectivity. At least one hundred quality books will be added to the library every year. The library shall have photocopying facility and sufficient number of computers with internet facility for the use of faculty and students.

(ii) Laboratory Equipments. - In addition to the laboratories mentioned under the B.P.Ed programme, the institution offering M.P.Ed Programme shall have equipments and facilities specified for the laboratories mentioned below:

(a) Exercise Physiology Laboratory. - Lactate Analyzer, Body Composition Analyzer, Metabolic Analyzer, Pedometer, B,P. Apparatus (Manual), B.P. Apparatus (Electronic), Skin fold Caliper, Dry Spiro meter (5), Heart Rate Monitor, Multi Function pedometer (10), Computerized Tread Mill.

(b) Sports Psychology Laboratory. - EMG Biofeedback; Questionnaires on Personality, Anxiety, Group Cohesion, Aggression, Motivation, Mental Toughness, Self-esteem, Locus of Control and such other questionnaires as per the requirement of the contents of the syllabus; Depth Perception Apparatus, Anticipation Assessment Apparatus, Finger Dexterity Test.

(c) Sports Bio-Mechanics Laboratory. - Force Plate (Latest Module Complete Set), Electronic Goniometer (Latest Module), Gait Analysis System for any time, any where alternatively pressure plate.

(d) Measurement and Sports Training Laboratory. - Digital Back / Leg Dynamometer, Digital Hand Grip Dynamometer (Adult and Children), Skin fold Capillary, Anthropometry Kit (Computer) sliding and spreading, Caliper, Girth Measures - Goniometer; Steel Taps; Flexomeasure, Hear Rate Monitor, Weighing Machine, Reaction Time Apparatus (Visual and Audio), Food and Hand Reaction Time Apparatus Vibrators.

(e) Facilities for Yogic Kriyas, Yoga Mats.

(b) Arrangement may be made for parking of vehicles.

(c) Access to safe drinking water be provided in the institution.

(d) Effective arrangement be made for regular cleaning of campus, water and toilet facilities (separate for male and female students and teachers), repair and replacement of furniture and other equipments.

(Note: If more than one programme in teacher education are run by the same institution in the same campus, the facilities of playground, multipurpose hall, library and laboratory (with proportionate addition of books and equipments) and instructional space can be shared. The institution shall have one Principal for the entire institution and Heads for different teacher education programmes offered in the institution

Appendix- 9

Norms and standards for diploma in elementary education programme through Open and Distance Learning System leading to Diploma in Elementary Education (D.El.Ed)

(i) Candidates with at least 50% marks in the senior secondary or its equivalent examination are eligible for admission.

(ii) Two years of teaching experience in a Government or Government recognized primary / elementary school.

(iii) Should be working as a teacher in a school at the time of making application which should be submitted through the Head of the Institution.

(iv) The reservation and relaxation in marks for SC/ST/OBC/PWD and other categories shall be as per the rules of the Central Government / State Government, whichever is applicable.

(b) (i) The number of students allotted to a Study Centre shall not exceed one hundred, (ii) the Study Centre shall provide to the distance learners (allocated to it) access to its library and other physical facilities, (iii) the Headquarters or the Regional Centre of the ODL institution may also function as a Study Centre at least for one hundred students.

(c) Teacher educators/ supervisors/ academic counsellor engaged for various activities of the Study Centre shall be fully qualified as per the NCTE norms.

(d) All the functionaries associated with the activities of the Study Centres must be oriented by the open university / institution in the practice of the ODL system from time to time, at least once in a year.

(e) The request for additional unit of intake in any programme shall be examined by the NCTE on the basis of availability of required facilities in respect of study centers and related support in the territorial jurisdiction of the /institution. Laid down procedures shall be followed for seeking recognition for additional intake.

(b) The programme shall be delivered in a blended mode by judiciously mixing the components of resource-based self-learning, face-to-face counseling and workshops, and technology-enabled. Interaction and learning.

(c ) Self-learning materials: The programme shall be conducted with full professional expertise. Self-learning materials, both print and non print, must be based on the principles of instructional design and the pedagogy of self learning, and be duly approved by the DEC. A blended learning approach (integration of methods and media) shall be applied. The course materials shall be modular and credit-based.

The study materials shall be made available to the learners in the beginning of the session itself either in one go or in a phased manner as per the requirement of the programme.

(d) Contact Programme: In a programme of two years' duration, the personal contact programme (covering counseling, workshops, school-based activities, and practice teaching) must be conducted at the Headquarters and/or Study Centres convenient to the learners for a minimum of three hundred contact hours. The personal contact programmes shall be conducted in the following forms:

(e) Academic Counseling: Academic counseling sessions shall be spread over the entire duration of the programme and be conducted on a regular basis depending on the needs and convenience of the learners. The academic and personal problems related to the course shall be discussed in the counseling sessions. The counseling sessions shall be utilized for providing personalized guidance to the learners regarding content difficulty, fieldwork, teaching practice, projects, assignments, time management, study skills, etc. A minimum of 144 study hours spread over two years shall be devoted to the counseling sessions. The counseling sessions shall be organized in the form of tutorials and not as teaching sessions as the learning materials provided to the learners shall perform the teaching function.

(f) Workshops: In the workshops the learners shall acquire competencies and skill required by a teacher or teacher educator. Therefore they shall be engaged in certain activities as individuals or in groups. The Study Centres shall also make arrangement for practice teaching in classrooms and in simulated situations. The learners shall also be provided training in the preparation and use of ICT by involving them in the preparation of teaching aids, research tools, worksheets, course units, assignments, and assessment rubrics. The learners shall be given sufficient opportunities to practice what they have learnt from the theory courses and what they are supposed to do in the classrooms. There shall be two workshops (one each year) of 6days' duration each. Thus, in a two-year programme, total of 12 days, six study hours a day, that is a minimum 144 study hours) shall be devoted to the workshops.

(g) School-based Activities: The learners pursuing teacher education courses through the ODL system shall be involved in activities which a teacher is supposed to perform in the school. The school based activities have been mentioned in the curriculum framework of DElEd. The learners shall interact with a faculty member (a senior and experienced teacher/principal/faculty of the school/college where the learner is working) to work on school-based activities. Thus a learner shall be supervised/guided by the mentor for a minimum of 15 study hours.

(h) Teaching Practice: The learners enrolled in the D.EI.Ed programme shall go through a teaching practice in the designated schools, under supervision of the teacher/ academic counselor. After each lesson, the learner shall be provided constructive feedback on his/her performance (strengths and weakness) by the supervisors/teacher educators. Thus, the learner shall discuss with supervisors/teacher educators the preparation of the lesson plans, delivery of lessons and feedback on the lessons delivered. Each learner shall receive personal supervision on his/her teaching practice from the teacher.

(i) The Headquarter staff shall develop curriculum, self-learning materials, model lesson plans and A.V. materials for use at the Study Centres. There shall be student assignment system, and at least 25% weightage be given to assessment of assignments. At the end of First and Second years, external examinations will be conducted by the designated Examining Body. Study Centres located in the Teacher Education Institutions (TEls) shall-conduct examination of practice teaching and work experience components by appointing - internal and external examiners.

(j) Programme organization: Institutions offering ODL programmes shall maintain their website to enable students to have access to all learning materials and resources, to interact with their peers, to facilitate faculty-student discussion on suitable social media or networking services.

All the institutions offering ODL programmes shall ensure transparency by presenting details on their website regarding students enrollment, list of programme study centres, academic counselors, mentors, regional consultants and the schools where the teacher trainees are expected to intern.

(k) The University/ODL institution shall prepare the calendar for all activities including admission, counselling, practicum and examinations, and ensure that they conduct their activities according to the calendar.

(l) The institutions shall also prepare manuals (for learners, and mentors, counselors and resource persons) for the implementation of the programme activities.

(m) All the ODL institutions/universities shall enter into MoUs with study centres selected to offer the programmes, indicating their willingness to share infrastructure and other amenities for and commitment to support the ODL learners attached to their study centres.

(N.B. The faculty shall be given designations as per the policy of the State Government/Institution.)

(ii) The faculty shall be responsible for course designing, learning resources development, assessment of assignments, orientation of academic staff of the Study Centres, monitoring and supervision of the Study Centres, maintenance / revision of the courses, programme evaluation, and other activities as decided by the University/Institution.

(iii) The faculty strength shall be increased by one for every additional unit of five hundred students or part thereof.

(iv) One faculty member shall be designated as 'Programme Coordinator' for this ODL programme for coordination among faculty members and between the Hqrs. and study centres.

N.B. The staff of the study centre (part-time) shall be engaged from the faculty of the host institution or present and former teacher educators. The Academic Counsellor and student ratio shall not exceed 1:30.

(a) Teaching Staff. - The academic and professional qualifications of the academic staff shall be the same as prescribed in the case of the corresponding programme of DElEd offered through the face-to-face mode. In addition, the faculty with qualifications in ODL/experience in the ODL system shall be preferred.

(b) Professional Support/Administrative Staff for H.Q. - The administrative and other support staff may be provided as per the norms outlined below:

(b) Study Centre Library; The libraries/laboratories and workshops of the institutions where study centers are located shall be used by the trainees during contact sessions.

(a) Preparation of the project document with details about the scope of the programme, fee structure, student enrolment, faculty, Study Centres with facilities and tutors/counsellors estimated expenditure for development and implementation of the programme, norms of payment for development and implementation of the programme, norms of payment to Study Centres and resource persons, additional faculties, resources to be provided to Study Centres and monitoring and supervision of the programme.

(b) Approval of the appropriate university bodies or state government for launching the programme.

(c ) Preparation of curriculum (course-wise and unit-wise structure) including scheme of evaluation/examination and support services, duly approved by the University.

(d) Preparation of the self-learning materials in print and non-print, duly certified by the Distance Education Council (DEC)/Bureau.

(e) Undertaking from the identified Study Centers in a prescribed format ensuring strict observation of DElEd norms for the study centres.

(f) Initiation of staff selection process such as advertising, screening, interviewing and offering appointment to the selected candidates.

Appendix- 10

Norms and standards for bachelor of education programme through Open and Distance Learning System leading to Bachelor of Education (B.Ed.) Degree

2.1 Eligibility of Institutions. - The institutions or academic units specially established for offering ODL programmes like the National Open University, State Open Universities and the Directorates / School of Open and Distance Learning in UGCrecognized Universities shall be eligible to offer this teacher education programme. (The Deemed to be Universities, Agricultural, Technical or allied Universities, which specialize in a field other than teacher education and other discipline specific Universities / Institutions, are not eligible to offer teacher education programme through ODL).

2.2 Territorial Jurisdiction. - The University/ Institution offering teacher education programme through ODL will have territorial jurisdiction as defined in its Act or as decided by the concerned State Government.

4.1 Intake. - The basic unit of intake for the B.Ed. programme shall not exceed five hundred students subject to the condition that one Study Centre shall enroll not more than 50 students in a given session. The request for additional units shall be examined by the NCTE on the basis of the availability of required facilities in respect of study centres and related support services in the territorial jurisdiction of the university.

4.2 Eligibility. - The following categories are eligible to be students of B.Ed.(ODL):

(i) Trained in-service teachers in elementary education.

(ii) Candidates who have completed a NCTE recognized teacher education programme through face-to-face mode.

(iii) The reservation and relaxation in marks for SC/ST/OBC/PWD and other categories shall be as per the rules of the Central Government / State Government, whichever is applicable.

(a) Only the following category of institutions shall qualify to become a Study Centre:

Existing Teacher Education Institutions recognized by NCTE for offering the same programme in face-to-face mode and having all the requisite infrastructure and staff as per NCTE norms; institutions having offered the relevant teacher education course for at least last five years. Institutions declared as Study Centre for one course/programme by a University shall not be the Study Centres for any other programme of the same or any other University/Institution.

(b) (i) The number of students allotted to a Study Centre shall not exceed one hundred (50 for the first year and 50 for the second year), (ii) the Study Centre shall provide to the distance learners (allocated to it) access to its library, laboratories and other physical facilities, (iii) the Headquarters or the Regional Centre of the ODL institution may also function as a Study Centre at least for one hundred (50 first year and 50 second year) students.

(c) Teacher educators/ supervisors/ academic counsellors engaged for various activities of the Study Centre shall be fully qualified as per the NCTE norms.

(d) All the functionaries associated with the activities of the Study Centres must be oriented by the open university /institution in the practice of the ODL system from time to time, but at least once in a year.

(e) The request for additional unit of intake in any programme shall be examined by the NCTE on the basis of availability of required facilities in respect of study centers and related support in the territorial jurisdiction of the /institution. Laid down procedures shall be followed for seeking recognition for additional intake.

(a) The university/institution shall develop curriculum-based audio-video resources on its own or adapt such resources from other institutions or OERs, and make those A/V resources available at HQ, regional centres and study centres (and, if possible, directly to the students). Teleconferencing facilities available in the SRCs, state governments and open universities may also be utilised.

(b) The programme shall be delivered in a blended mode by judiciously mixing the components of resource-based self-learning, face-to-face counseling and workshops, and technology-enabled interaction and learning.

(c ) Self-learning materials: The programme shall be conducted with full professional expertise. Selflearning materials, both print and non print, must be based on the principles of instructional design and the pedagogy of self learning, and be duly approved by the DEC. A blended learning approach (integration of methods and media) should be applied. The course materials shall be modular and credit-based.

The study materials shall be made available to the learners in the beginning of the session itself either in one go or in a phased manner as per the requirement of the programme.

(d) Contact programme: Apart from the school based activities and practice teaching, in a programme of two years' duration, the personal contact programme shall cover counseling and workshops, seminar presentations, report writing etc. and must be conducted at the Headquarters and/or Study Centres convenient to the learners for a total period of six months. The personal contact programmes shall be conducted as per details given below.:

(e) Academic counseling: Academic counseling sessions shall be spread over the entire duration of the programme and be conducted on a regular basis depending on the needs and convenience of the learners. The academic and personal problems related to the course shall be discussed in the counseling sessions. The counseling sessions shall be utilized for providing personalized guidance to the learners regarding content difficulty, fieldwork, teaching practice, projects, assignments, dissertation, time management, study skills, etc. A minimum of 144 study hours spread over two years shall be devoted to the counseling sessions. The counseling sessions shall be organized in the form of tutorials and not as teaching sessions as the learning materials provided to the learners shall perform the teaching function.

(f) Workshops: In the workshops the learners shall acquire competencies and skills required by a teacher or teacher educator. Therefore, they shall be engaged in certain activities as individuals or in groups. The Study Centres shall also make arrangement for practice teaching in classrooms and on simulated situations. The learners shall also be provided training in the preparation and use of ICT by involving them in the preparation of teaching aids, research tools, worksheets, course units, assignment, assessment rubrics. The learners shall be given sufficient opportunities to practice what they have learnt from the theory courses and what they are supposed to do in the classrooms. There shall be two workshops (one each year) of 6 days' duration each.

(g) School-based activities: The learners pursuing B.Ed. programme through the ODL system shall be involved in activities which a teacher is supposed to perform in the school. The school based activities have been mentioned in the curriculum framework of B.Ed. The learners shall interact with a faculty member (a senior and experienced teacher/principal/faculty of the school/college where the learner is working) to work on school-based activities. Thus a learner shall be supervised /guided by the mentor for a minimum of 15 study hours.

(h) Teaching practice: A learner enrolled in the B.Ed programme shall go through a teaching practice for three months, in the schools where he/she works, under supervision of senior teacher/ academic counselor. Each lesson will be a guided, supervised, assessed, lesson and feedback given. The learner shall be provided constructive feedback on his/her performance (strengths and weakness) by the supervisors/teacher educators. Thus, the learner shall discuss with supervisors/teacher educators the preparation of the lesson plans, delivery of lessons and feedback on the lessons delivered. Each learner shall receive personal supervision and feedback on his/her teaching practice from the teacher.

(i) The Headquarter staff shall develop curriculum, self-learning materials, model lesson plans and multi media learning resources for use at the Study Centres. There shall be student assignments, and at least 25% weightage be given to assessment of assignments. At the end of first and second years, external examinations will be conducted by the designated Examining Body. Study Centres located in the Teacher Education Institutions (TEls) shall-conduct examination of practice teaching and work experience components by appointing internal and external examiners.

(j) Programme organization: Institutions offering B.Ed. through ODL shall maintain their website to enable students to have access to all learning materials and resources, to interact with their peers, to facilitate faculty-student discussion on suitable social media or networking services.

All the institutions offering ODL programmes shall ensure transparency by presenting details on their website regarding students enrollment, list of programme study centres, academic counselors, mentors, regional consultants and the schools where the teacher trainees are expected to intern.

(k) The University/ODL institution shall prepare the calendar for all activities including admission, counselling, practicum and examinations, and ensure that they conduct their activities according to the calendar.

(l) The institutions shall also prepare manuals (for learners, and mentors, counselors and resource persons) for the implementation of the programme activities.

(m) All the ODL institutions/universities shall enter into MoUs with study centres selected to offer the programmes, indicating their willingness to share infrastructure and other amenities for and commitment to support the ODL learners attached to their study centres.

(N.B. The faculty shall be given designations as per the policy of the State Government/Institution.)

(ii) The faculty shall be responsible for course designing, learning resources development, assessment of assignments, orientation of academic and other staff of the Study Centres, monitoring and supervision of the Study Centres, maintenance/revision of the courses, programme evaluation, and other activities as decided by the University/Institute.

(iii) The faculty strength shall be increased by one for every additional unit of five hundred students or part thereof.

(iv) One faculty member shall be designated as 'Programme Co-ordinator' for this ODL programme for coordination among faculty members and the Hqrs. And study centres.

(v) Teacher Educators / Supervisors engaged for various activities at the Study Centres shall be qualified as per NCTE norms for the B.Ed. programme.

N.B. The staff of the study centre (part-time) shall be engaged from the faculty of the host institution or present and former teacher educators from other neighbouring institutions. At least one Academic Counsellor should be appointed for each of the courses prescribed for the program.

(a) Teaching Staff. - The academic and professional qualifications of the academic staff shall be the same as prescribed in the case of the corresponding programme of B.Ed. offered through the face-to-face mode. In addition, the faculty with qualifications in ODL/experience in the ODL system shall be preferred.

(b) Non-Teaching/Professional/Support /Administrative Staff for H.Q. - The administrative and other support staff may be provided as per the norms outlined below:

(b) Study Centre Library: The libraries/laboratories and workshops of the institutions where study centers are located shall be used by the student-teachers during contact sessions.

(a) Preparation of the project document with details about the scope of the programme, fee structure, student enrolment, faculty, learning resources, Study Centres with facilities and tutors/counsellors estimated expenditure for development and implementation of the programme, norms of payment for development and implementation of the programme, norms of payment to Study Centres and resource persons, additional faculties, resources to be provided to Study Centres and monitoring and supervision of the programme.

(b) Approval of the appropriate university body or state government for launching the programme.

(c) Preparation of curriculum (course-wise and unit-wise structure) including scheme of evaluation/examination and support services, duly approved by the University.

(d) Preparation of the self-learning materials in print and non-print, duly certified by the Distance Education Board (DEB).

(e) Undertaking from the identified Study Centers in a prescribed format ensuring strict observation of B.Ed. norms for the study centres.

(f) Initiation of staff selection process such as advertising, screening, interviewing and offering appointment to the selected candidates.

Appendix - 11

2.1 Duration. - The Visual Arts programme shall be of a duration of two academic years. However, the students shall be permitted to complete the programme requirements within a maximum period of three years from the date of admission to the programme.

2.2 Working Days. - (a) There shall be at least two hundred working days each year exclusive of the period of examination and admission, out of which at least 16 weeks shall be for school internship in elementary schools.

(b) The institution shall work for a minimum of thirty six hours in a week (five or six days), during which physical presence in the institution of all the teachers and student teachers is necessary to ensure their availability for advice, guidance, dialogues and consultation as and when needed.

(c) The minimum attendance of student-teachers shall have to be 80 % for all course work and practicum, and 90 % for school internship.

3.1 Intake. - There shall be a basic unit of fifty students (painting/drawing, etc) for each year, with two sections of twenty five students each. Two basic units are permissible initially. However, government institutions shall be sanctioned a maximum intake of four units subject to fulfillment of other requirements.

3.2 Eligibility. - Candidates with at least fifty percent marks in the higher secondary examination (+2) or its equivalent with visual arts (painting/drawing, graphic design/heritage crafts applied acts/sculpture? etc), as elective subject(s) at the higher secondary stage are eligible for admission.

The reservation in seats and relaxation in the qualifying marks in favour of the reserved categories shall be as per the rules of the concerned State Government, whichever is applicable.

3.3 Admission Procedure. - Admission shall be made on merit on the basis of marks obtained in the qualifying examination and/or in the entrance examination or any other selection process as per the policy of the State Government /UT Administration.

3.4 Fee. - The institution shall charge only such fee as prescribed by the affiliating body/state government concerned in accordance with provision of National Council for Teacher Education (NCTE) (Guidelines for regulation of tuition fees and other fees chargeable by unaided teacher education institution) Regulations, 2002, as amended form time to time and shall not charge donations, capitation fee, etc. from the students.

4.1 Curriculum. - The two year curriculum has the following components;

A. Theory

B. Practicum

C. School Internship

D. Workshops, visits, projects, displays and performances

a) Theory

(A) Core Courses. - In case of theory, some of the courses will be common to all Arts Education programmes (Visual and Performing arts).

(i) Child Studies shall include an in-depth study of theories of child and adolescent development; context and processes of socialization; social and emotional development; self and identity; cognition and learning; language acquisition and communication; constructs of childhood and child-rearing practices; to enhance critical and analytical thinking; learning processes involving arts and its related activities/ experiences, physical health and inclusive education.

(ii) Contemporary Studies shall engage students with concepts and approaches of different art forms specially the role of arts in society and the pluralistic nature of contemporary Indian society. It also includes concepts of culture and its diversity across the country. constitutional values and provisions of culture and societal stratification; engagement with concerns of contemporary Indian art and artistic trends; pluralistic culture, equity, gender, poverty and diversity, questions of identity and self and its discovery through various art forms; examining their positions in society etc.

(iii) Educational Studies shall integrate philosophical questions about the fundamental aims and values of education; relationship between education and society; an in-depth study of status, problems and concerns of school education in India; engagement with school culture and school as a learning organisation. There shall be integration of theoretical and practical components of the preparation of a teacher.

(iv) Language Proficiency and Communication courses shall include hands-on experience in using the language in different contexts, dialects, local languages, meta-linguistic awareness with a focus on listening, speaking, reading comprehension and writing for varying contexts. Various art forms are another form of language or language is an art form. The language proficiency especially to critique and give content to different art forms plays a crucial role. The students must learnt to appreciate the convergence between two forms of expression.

(v) Appreciation of Arts: Though the subjects of Visual and Performing arts converge at a common plane with their respective theories and historical perspective embedded in their course, this component is essential for everyone. This course shall make the students aware of different traditions and dimensions of Indian art forms from their origin to the present day.

Appreciation of different art traditions is possible only by giving adequate exposure to the student teachers through studying books, texts, articles, observing performances, visiting museums, monuments, artists, craftspersons, looking at the resources available online and offline.

(a) Visual Arts (Painting/Sculpture/Applied Arts/ Heritage Crafts/ Design). - The theory comprises of fundamentals - elements and principles of visual arts and how adolescent understands to develop his /her artistic faculty. There are different techniques and materials in different visual arts. The course shall help student- teachers understand the nature of basic disciplines of visual arts and its co -fields. However, there are different ancient texts written on visual arts, which are a part of the theory course. They will be studying history of art in theory as well as in the course on Appreciation of Arts. Questioning, projects and comparative study on theory courses will enhance the knowledge of teacher learners.

(B) Practicum. - Exploring with mediums and techniques, the students can opt their way of expression. Students shall be equipped to cater to needs of diverse learners in school. The programme will include practices in each field of visual/arts. The students teachers will explore different pedagogical processes in various mediums and materials which are appropriate for children upto secondary school. The content for these will vary from creating visual materials related to the day to day life of children, their cultural and environmental concerns and contexts, application of arts and crafts for an aesthetic school experience with designs and displays, and for the self development.

(B) School Internship. - In both the years the students teachers will be sent to schools for observations and organizing classroom and out of classroom activities. The duration of the school internship shall be at least 16 weeks.

c) Workshops, visits, projects, displays and performances. - Workshops with eminent artist or craftspersons, visit to local monument, museum, art galleries, local fair and festivals etc. and conducting discussions, writing reports or giving seminar after these experiences are also part of their art experiences. There should be process oriented projects based on social, cultural or environmental theme can be given individually or in groups. There should at least be one workshop each year with an eminent artist or group in the field of tribal art for at least ten days to appreciate and understand that particular field. Visit to local historical monument, museum, art galleries, performances, local fair and festivals etc. and discussing and reporting through report writing in groups or through seminar.

(a) Principal/Head. - Academic and professional qualification will be as prescribed for the post of lecturer; and

- Five years experience of teaching in arts teacher education or elementary/secondary teacher education institution, or institutions of visual arts.

Lecturers                                                   - Seven

(b) Lecturer in Education. -                             - One

M.Ed. /M.Ed. (Elementary) with fifty five percent marks

OR

(i) M.A. in Education with fifty five percent marks

(ii) Diploma/Degree in art education/Elementary Education/secondary education with fifty percent marks.

(d) Health and Physical Education                             - Lecturer One

(e) Lecturer in Literature                                                     - One

(i) Post graduate in English or Regional language with fifty five percent marks

(ii) Degree/Diploma in education with fifty percent marks

(f) Art and craft Instructor                                                     - One

Or

(g) Librarian                                                                          - One

Bachelor degree in Library and Information Science with fifty percent marks.

Note: For additional intake of fifty students, the additional staff shall comprise five full time lecturers, one Library Assistant and one Office Assistant.

5.4 Terms and conditions of service. - The terms and conditions of service of teaching and non-teaching staff including selection procedure, pay scales, age of superannuation and other benefits shall be as per the policy of the State Government/Affiliating body.

(b) The institution must have the following infrastructure:

(i) One classroom for every 25 students.

(ii) Multipurpose Hall with seating capacity of two hundred and a dias

(iii) Library -cum-Resource Centre

(iv) Resource Centre for Arts Education with ET and ICT facilities.

(v) Arts studio for painting with facilities for fifty students,

(vi) Applied arts studio with facilities for fifty students,

(vii) Sculpture studio with facilities for fifty students,

(viii) Health and physical education resource centre.

(ix) Principal's Office

(x) Staff Room

(xi) Administrative Office

(xii) Store rooms for storing arts materials (Two)

(xiii) Girls' Common Room

(xiv) Canteen

(xv) Visitors Room

(xvi) Separate Toilet Facility for male and female students

(xvii) Parking Space

(xviii) Open space for lawns, gardening activities, etc.

(xix) Store Room for administrative office

(xx) Multi purpose playfield

(c) The institutional campus, building, furniture etc. should be disabled friendly.

(a) Books on arts and crafts, journals and magazines

(b) Children's books

(c) Audio-visual equipment - TV, DVD Player, Electronic Projector

(d) Audio-visual aids, video - audio tapes, slides, films.

(e) Teaching aids - charts, pictures

(f) Motivational materials such as" children's art works,

(g) work of well-known artists and master craft persons

(h) Developmental assessments check lists and

(i) measurement tools.

(j) Photocopying machine

(ii) Materials for different Art Activities. - Easels, drawing boards, canvases, paper, colours, brushes, sculpture specific toolkit, craft specific toolkit, applied arts kit and raw materials sufficient for fifty students.

Teaching and Learning Material/Aids. - The equipment and materials should be suitable and sufficient in quality and quantity for the variety of activities planned in the programme. These include the following:

Collection of slides on different arts, documentaries on the methods and procedures in different fields of arts, art education kits, models, play materials, books on art subjects, puppets, photographs, blow-ups, charts, flash cards handbooks, pictures, pictorial representation of children.

(iii) Audio Visual Equipment. - Hardware for projection and duplication and educational software facilities including TV, DVD Player, slide projector, blank audio video cassettes, video-audio tapes, slides, films, charts, pictures. ROT (Receive Only Terminal) and SIT (Satellite Interlinking Terminal) would be desirable.

(iv) Musical Instruments. - Simple Musical Instruments such as Harmonium, Tabia, Flute, Mridangam, Veena, Manjira and other regional indigenous musical instruments.

(v) Books, Journals and Magazines. - A minimum of one thousand books on relevant subjects should be available during the first year of establishment of the institution and one hundred standard books be added every year. The collection of books should include children's encyclopedias, dictionaries, and reference books, books on professional education, teachers' handbooks, and books on and for children (including comics, stories, picture books/albums, and poems). The institution should subscribe to at least three journals of which at least one should be on art education.

(vi) Games and Sports. - Adequate games and sports equipment for common indoor and outdoor games should be available.

Appendix-12

Norms and Standards for diploma in arts education (Performing Arts) programme leading to Diploma in Arts Education (Performing Arts)

(b) The institution shall work for a minimum of thirty six hours in a week (five or six days), during which physical presence in the institution of all the teachers and student teachers is necessary to ensure their availability for advice, guidance, dialogues and consultation as and when needed.

(c) The minimum attendance of student-teachers shall have to be 80 % for all course work and practicum, and 90 % for school internship.

Or

(b) Candidates who do not have performing art subjects at higher secondary examination but who have learnt music/dance/theatre from a professional institution and has acquired a certificate recognized as equivalent to higher secondary are eligible for admission.

(c) The reservation in seats and relaxation in the qualifying marks in favour of the reserved categories shall be as per the rules of the concerned State Government, whichever is applicable.

A. Theory

B. Practicum

C. School Internship Programme

D. Workshops, visits, projects, displays and performances

A. Theory

a) Core Courses - In case of theory, some of the theory courses will be common to all Arts Education programmes (Visual and Performing Arts).

(i) Child Studies shall include an in-depth study of theories of child and adolescent development; context and processes of socialization; social and emotional development; self and identity; cognition and learning; language acquisition and communication; constructs of childhood and child-rearing practices; to enhance critical and analytical thinking; learning processes involving performing arts and its related activities/ experiences, physical health and inclusive education.

(ii) Contemporary Studies shall engage students with concepts and approaches of different art forms specially the role of arts in society and the pluralistic nature of contemporary Indian society. These courses also include concepts of culture and its diversity across nation, constitutional values and provisions of culture and societal stratification; engagement with concerns of contemporary Indian art and artistic trends; pluralistic culture, equity, gender, poverty and diversity, questions of identity and self and its discovery through various art forms; examining their positions in society etc.

(iii) Educational Studies shall integrate philosophical questions about the fundamental aims and values of education; relationship between education and society; an in-depth study of status, problems and concerns of school education in India; engagement with school culture and school as a learning organisation. There shall be integration of theoretical and practical components of the preparation of a teacher.

(iv) Language Proficiency and Communication shall include hands-on experience in using the language in different contexts, dialects, local languages, meta-linguistic awareness with a focus on listening, speaking, reading comprehension and writing for varying contexts. Art is another form of language or language is an art form. The language proficiency specially to critique and give content to different art forms plays a crucial role. The students must learn to appreciate the convergence between two forms of expression.

(v) Appreciation of Arts. - Though the subjects of Visual and Performing arts will have its own theory and historical perspective embedded in their course, this component is essential everyone. This course shall make the students aware of different traditions and dimensions of Indian art forms from their origin to the present day.

Appreciation of different art traditions is possible only by giving adequate exposure to the student teachers through studying books, texts, articles, observing performances, visiting museums, monuments, artists, craftspersons, looking at the resources available online and offline.

B. Music (Vocal and Instrumental)

(i) Theory. - Theory of Music includes the role of music in child development, music as a tool in child education, aims and objectives of teaching music in schools, music and its relationship with mathematics, culture, sociology, psychology, physics (sound and its propagation etc.), music and physiology and healing/ music therapy, voice culture and physiology of human throat and ear, nurturing and cultivating adolescent voice. Study of following texts over two years: Natyashastra, Sangeet Ratnakara, Swar Mela Kalanidhi, Chaturdandi Prakashika and Sangeet Parijaat Indian Aesthetics [Theory of 'Ras'] and introduction of Indian notation system and basic knowledge of four fold classification of musical instruments.

(ii) Practicum. - Student teachers can opt either for vocal/ instrumental (melody) Hindustani or Vocal/instrumental (melody) Carnatic music and pursue it for pedagogical interventions in schools. They will be doing planning and development of lessons keeping in view an inclusive participatory classroom.

They should be able to tune one's own instrument and also able to tune and play Tanpura and Tabla [basic thekas], compose music for stage productions i.e. ability to compose and direct an ensemble and orchestra, experimentation in music, collection of regional and folk songs, devotional songs, patriotic songs etc. Critical appreciation and comparative study of ragas and talas having common features and learning of the following ragas: Yaman, Bhairav, Bihag, Vrindavani-Sarang, Jaunpuri, Alhiya Bilawal, Pilu, Kafi, Bharavi etc. should be a part of the practicum.

They should also be able to maintain and repair the musical instruments.

C. Drama /Theatre

(i) (Foundations of Drama/Theatre) This subject would include study of two broad areas in both theory and practice i.e.

(a) The History and overview of various disciplines in theatre so that they can contextualize their study in each of the areas.

(b) Study and understanding through practice the complexities and possibilities of various elements of theatre ie Acting, Design Direction and Theatre Techniques to be able to employ theatre within the educational framework with greater ease and confidence.

Student teachers shall study the history of World Drama and Indian Drama from the Classical to the modern times, alongwith the history of Design, Acting and Play Production. This must also include study of iconic play texts ie Natyashastra and Abhinaya darpan and productions to understand the unique nature of Drama as different from other modes of expression. The History teaching could be done through theatre techniques to introduce methods of teaching theory through the experiential mode which they can later use with children when they teach in schools.

The theory will also include the study of pedagogical importance and concept of each of the skills and techniques they learn.

Drama in Education could also be divided into two distinct segments. One that concentrates on performance for and by children could be termed Theatre in Education which focuses on the key approaches and practices in theatre for children. This aims at providing practical, hands on experience of diverse theatre practices used for engaging children along with a brief background of theoretical basis underlying each approach. The other is Drama in Education which is more class room based and aims to impart methods and conventions to use theatre as a pedagogic tool, and to evolve a comprehensive perspective of the learning process.

(a) The Student teachers shall study History of the interface between Theatre and Education over the years. They will therefore be looking at the importance of this interface, approaches and Strategies on the use of drama in teaching learning process both in India and the West.

(b) Role of Drama in personality development, confidence building, enhancing socializing skills and stoking intellectual curiosity, in addressing cultural diversity, in therapy etc.

(c) History and Practice of participatory theatre in the world.

(d) Theory of key drama conventions evolved by DIE practitioners, techniques, strategies.

(e) Introduction to the conceptual framework/pedagogy of subjects in schools ie Languages, Social Studies, Mathematics, Science and arts and Crafts.

(ii) Practicum. - They would be required to undergo practice training for each of the elements of theatre.

(a) Within the Acting component they would learn Yoga, Movement, Martial arts, Clowning, Acrobatics, Voice Speech, Story Telling, Theatre Games, Improvisations, and Characterisation.

(b) Within the Theatre techniques and Design they will have to learn to make properties, masks, puppets, Lighting, Make Up, Costume Design and Set Design and explore ways of using them.

(c) To understand and consolidate different elements of theatre learnt, they should rehearse and perform a play, around issues of interest to children and learning child psychology as well as to act as children. The plays chosen or evolved could be on the pattern of the Gripps methodology. This can also be seen as a practical related to their study of Theatre in Education.

(d) Learn the Process drama conventions that can be employed very effectively for teaching theatre or any other subject, conducting theatre workshops and creating participatory performances.

(e) Create a participatory performance under the direction of an expert using all the drama conventions and perform in schools.

D. Dance

(i) Theory. - What is dance? What are the types of Dances? Introduction to Classical, folk/ regional, and other dances. The variety that is seen in the Dances of India is to be identified. A brief introduction to the dancing deities like the Nataraja, Krishna and other familiar ones. The student teachers shall learn the Folk dances of their state. A brief introduction to Natyashastra and Abhinaya Darpanam is to be read. The student teachers shall study history of Classical Dances of India and the role of the kings and the temples in patronizing dance, basic knowledge of prevelant-notation system and Four fold classification of musical instruments.

Modern dance thinkers like Udayshankar, Rabindranath Tagore, Rukmini Devi Arundale, Balasaraswati, Madam Menoka, Ramgopal and other personalties' contribution to dance in India.

(ii) Practicum. - Following this exploration of rhythm and its variation is an important part of the curriculum, where beating, clapping and spacing is highlighted. Semiotic Study related to Dance includes the hastamudra of Abhinaya Darpanam or any other text as followed by Classical dances along with facial expressions. These may be applied on children's stories, epics, jatakas and other well known stories. Within the dance component they would learn yoga, movement, acrobatics, improvisation and characterization. They would also learn stage management, lighting, makeup, costume design etc.

Note: There shall be integrative aspects in the pedagogic courses of all forms of Arts Education, where enduring issues of assessment including CCE, classroom management, and the role of ICT will be addressed. A course integrating aspects of curriculum across the areas shall be included comprising of review of principles and processes of curriculum formulation, pedagogic principles across the curriculum, classroom processes, especially in the context of stipulations of RTE 2009. The courses shall be designed to help student teachers understand the nature of basic disciplines, key concepts and construct, critical understanding of school curriculum, content of elementary school subjects, and how children learn in general and how they learn arts education areas in particular.

(a) Principal/Head. - (i) Academic and professional qualification will be as prescribed for the post of lecturer; and

(ii) Five years experience of teaching in arts teacher education or elementary/secondary teacher education institution, or institutions of visual arts.

Lecturers                                                   - Seven

(b) Lecturer in Education. -                             - One

M.Ed. /M.Ed. (Elementary) with fifty five percent marks

OR

(i) M.A. in Education with fifty five percent marks

(ii) Diploma/Degree in art education/Elementary Education/secondary education with fifty percent marks.

(i) Working knowledge of Harmonium.

(ii) Working knowledge of Table/Pakhawaj/mridangam

(iii) B grade artist of AIR/Doordarshan.

Note: The services of local artists and/or eminent artists may be availed from time to time as guest faculty.

(d) Lecturer in Literature                                                                         One

(i) Post graduate degree in English or Regional Language with minimum 55% marks

(ii) Degree/Diploma in Education with 50% marks

(e) Health and Physical Education Essential                                      - Lecturer One

Post-graduation in Physical Education (M.P.Ed.) with fifty five percent marks.

(f) Tabla Accompanist                                                                                  One

(i) Bachelor in music (tabla) with fifty percent marks.

Or

(ii) Bachelor degree with diploma in performing arts education with fifty percent marks.

Or

(iii) Any other equivalent degree

Or

(A) gharandar artist with good performing ability

(B) high grade artist of AIR/ Doordarshan

(g) Harmonium or any other melody instruments accompanist Same as Table accompanist.                    -One

(h) Librarian                                                                                                            One

Bachelor degree in Library and Information Science with fifty percent marks.

Note:- For additional intake of fifty students, the additional staff shall comprise five full time lecturers, one Library Assistant and one Office Assistant.

In a composite institution, the Principal, and academic, administrative and technical staff can be shared.

(1) Infrastructure

(a) The institutions shall possess 2500 sq. mts. (two thousand five hundred square meters) land for the initial intake of one unit out of which 1500 sq mts (one thousand five hundred square meters) shall be the built up area and the remaining space for lawns, playfields etc. For an additional intake of one unit or part there it shall possess additional land of 500 sq mts (five hundred square meters), out of which 300 sq mts (three hundred square meters) shall be the built up area.

(b) The institution must have the following infrastructure:

(i) One classroom for every 25 students

(ii) Multipurpose Hall with seating capacity of two hundred and a dias

(iii) Library-cum-Reading Room

(iv) Resource Centre for Arts Education with ET and ICT facilities.

(v) Performing arts resource centre with mirrors.

(vi) Instrumental music room with mirrors,

(vii) Vocal music room with mirrors,

(viii) Health and physical education resource centre,

(ix) Principal's Office

(x) Staff Room

(xi) Administrative Office

(xii) Store rooms for storing arts materials (Two)

(xiii) Girl's Common Room (xiv) Canteen (xv) Visitors Room

(xvi) Separate Toilet Facility for Boys and Girls

(xvii) Parking Space

(xviii) Open space for lawns, gardening activities, etc.

(xix) Store Room for administrative office

(xx) Multi purpose playfield

(xxi) Make up and dressing rooms (for boys and girls) with mirrors etc.

(xxii) Dance room with mirror

The institutional campus, building, furniture etc should be disabled friendly.
If more than one courses in teacher education are run by the same institution in the same campus, the facilities of playground, multipurpose hall, library and laboratory (with proportionate. addition of books and equipments) and instructional space can be shared. The institution shall have one Principal for the entire institution and Heads for different teacher education programmes offered in the institution.

Books on music/dance/theatre arts, journals and magazines.

Children's books.

Audio-visual equipment - TV, DVD Player, Slide Projector.

Audio-visual aids, video - audio tapes, slides, films.

Teaching aids - charts, pictures.

CDs on both performing and visual arts.

Developmental assessments check lists and measurement tools.

Computers with internet facility.

Photocopying machine

(ii) Musical Instruments and Related Material

(a) (i) Basic musical instruments-harmonium, keyboard tabla, dholak/Naal, Tanpura, Hammer.

(ii) Costumes, jewellery used in various dance forms and theatrical forms.

(iii) Instruments used in hindustani and carnatak music, like sitar, Veena, Mridangam/Pakhawaj, electronic tanpura.

(iv) Regional musical instruments.

(v) Make up material.

(vi) Costume ward.

(vii) Showcase for storing musical instruments.

(viii) Carpets, durries.

(ix) Sound system.

(b) The equipment and materials should be suitable and sufficient in quality and quantity for the variety of activities planned in the programme. These include the following:

Collection of CDs and DVDs, documentaries on the methods and procedures in different fields of arts, art education kits, models, play materials, books on art subjects, puppets, photographs, blowups, charts, flash cards handbooks, pictures, etc.

(iii) Audio Visual Equipment. - Hardware for projection and duplication and educational software facilities including TV, DVD Player, slide projector, blank audio video cassettes, video-audio tapes, slides, films, charts, pictures. ROT (Receive Only Terminal) and SIT (Satellite Interlinking Terminal) would be desirable, microphones, headphones.

(iv) Books, Journals and Magazines. - A minimum of one thousand books on relevant subjects should be available during the first year of establishment of the institution and one hundred standard books be added every year. The collection of books should include children's encyclopedias, dictionaries, and reference books, books on professional education, teachers' handbooks, and books on and for children (including comics, stories, picture books/albums, and poems). The institution should subscribe to- at least three journals of which at least one should be' on art education.

(v) Games and Sports. - Adequate games and sports equipment for common indoor and outdoor games should be available.

[***]

[Appendix - 13]

Norms and Standards for B.Ed. (part-time) programme leading to Bachelor of Education (B.Ed.) Degree

(ii) Departments/Schools of Education in UGC recognised Central/State Universities, other than open universities.

Note: The applicant institution shall obtain prior consent of the affiliating university for conducting the programme before submitting the application to NCTE.

(b) Supervised School Internship for a period of 12 weeks (60 days) - 04 weeks (20 days) each year in schools where the trainee teachers are working.

(c) School-based and community-based activities as part of the practicum component of the curriculum for 150 days (50 days each year). These shall include preparation of case study, writing seminar/term paper, and book reviews observation of children, parent teacher meetings, text books analysis and preparation of evaluation tools. In addition, the students shall continue to be engaged in regular teaching work assigned to them by the school where they are employed.

(d) The programme shall be conducted in a face-to-face mode in a teacher education institution during vacations, therefore it shall be possible for the institution to work for 42 hours in a week (6 x 7 hours).

(e) The minimum attendance of students enrolled in the programme shall have to be 80% for all the course work, and 90% for school internship.

(f) The universities, as examining bodies, shall ensure the above percentage of attendance and compliance of other requirements for granting recognition.

(b) The applicants with at least 50% marks either in the Bachelor Degree and /or in the Postgraduate Degree in Sciences/Humanities/Social Sciences or Bachelor degree in Engineering or Technology with background /specialization in Science and Mathematics with 50% marks or any other qualification equivalent thereto are eligible for admission.

(c) The reservation and relaxation for SC/ST/OBC/PWD shall be as per rules of the Central/State Governments, whichever applicable.

(b) The institution shall prepare a calendar of all activities, including school internship. The period of supervised school internship and other school contact programmes shall be synchronised with the academic calendar of the school.

(c) The institution shall make arrangement for supervision as well as other school-based activities of the programme of teaching in their respective schools. The teacher education institution shall prepare a panel of M.Ed. qualified teachers available in the schools and teacher educators available in the area. The teachers and teacher educators included in the panel shall be oriented by the teacher education institution to the modality and scope of supervision

(d) Transaction of the 'Perspectives in Education' and 'Curriculum and Pedagogic Studies' courses should be done using a variety of approaches such as case studies, problem solving, discussions on reflective journals in colloquia, and observations of children in multiple socio-cultural environments. Interns shall maintain reflective journals and observation records, which provide opportunities for reflective thinking.

(e) The institution shall encourage interaction with Principals of schools where trainees are employed by organising debates, lectures, seminars, etc.

(f) Organise academic enrichment programmes including interactions with faculty from parent disciplines; and encourage faculty members to participate in academic pursuits and pursue research, especially in schools.

(g) There shall be mechanisms and provisions for addressing complaints of students and faculty, and also for grievance redressal.

(h) For supervised school internship, the TEIs and the schools of the trainees shall set up a mutually agreed mechanism for mentoring, supervising, tracking and assessing the student teachers.

(i) The commencement of the programme shall be regulated so as to ensure that the students are enrolled at least two months before the start of summer vacation in the concerned academic year and three summer vacations are available for face-to-face teaching.

Note: (i) The Principal of the TEI shall be the administrative and academic Head for this programme also.

(ii) In case the institution offers two units the requirement of additional full-time faculty shall be increased to six.

(iii) Guest faculty and resource persons shall be engaged from the faculty of the institution offering the programme and also from other TEIs or from the available pool of retired Teacher Educators.

(iv) The institution shall also engage adequate number of resource persons for supervision of school internship.

(v) The full-time faculty for this programme shall be responsible for teaching during face-to-face contact programme; supervision of school internship; providing guidance to students for planning, designing and conducting practicum activities, and providing feedback to students on students assignments etc.; and undertaking internal assessment of theory and practicum courses. They shall also compile and develop appropriate reading/ resource material for the use of trainees.

(i) Theory Courses

(a) Perspectives in Education - Perspectives in Education shall include courses in the study of child and adolescence development, contemporary India and education, philosophical, psychological and sociological perspectives in education, theoretical foundations of knowledge and curriculum, teaching and learning, gender issues in the context of school and society, and inclusive education. The course in childhood and adolescence studies shall enable student-teachers to engage with studies on Indian society and education, acquire conceptual clarity of tools of sociological analysis and hands-on experiences of engaging with diverse communities, children and schools. The course on 'Contemporary India and Education' shall develop a conceptual understanding about issues of diversity, inequality and marginalization in Indian society and the implications for education, with analyses of significant policy debates in Indian education. The course on 'Knowledge and Curriculum' shall address the theoretical foundations of school knowledge from historical, philosophical and sociological perspectives, with critical analysis of curricular aims and contexts, and the relationship between curriculum, policy perspectives and learning. The course on 'Teaching and Learning' shall focus on aspects of social and emotional development; self and identity, and cognition and learning.

(b) Curriculum and Pedagogic Studies - Curriculum and Pedagogic Studies shall include aspects of language across the curriculum and communication, understanding of a discipline, social history of a school subject and its pedagogical foundations with a focus on the learner; and a course on the theoretical perspectives of assessment for learning.

Curriculum and Pedagogic Studies courses shall offer a study of the nature of a particular discipline, critical understanding of the school curriculum; pedagogy as the integration of knowledge about the learner, the discipline, the societal context of learning and research relating to different aspects of young children's learning. The design of the programme would enable students to specialize in one out of four disciplinary areas, viz. Social Science, Science, Mathematics, and Languages. Specific subject areas from these disciplines, at one/ two levels of school, will be identified. The courses shall aim at developing in students an understanding of the curriculum, and linkage of school knowledge with community life. A variety of investigative projects shall be included to reconstruct concepts from subject knowledge through appropriate pedagogic processes and to communicate meaningfully with children.

(ii) Engagement With the Field/Practicum. - The B.Ed. (part-time) programme shall provide for sustained engagement with the self, the child, community and school, at different levels and by establishing close connections between different curricular areas. This curricular area would serve as an important link between the other two broad curricular areas through its three components:

(a) Courses on Enhancing Professional Capacities through various skills of teaching.

(b) Tasks and Assignments that run through all the courses.

(c) School Internship.

[Appendix - 14]

Norms and Standards for three-year integrated B.Ed.-M.Ed. Degree Programme, 2014

(ii) Departments/Schools of Education in UGC recognised Central/State universities, other than open universities.

(iii) Institutions mentioned at (i) and (ii) above shall have residential accommodation for the conduct of this programme.

(a) Theory Courses. - Perspective; Research, Tools and Self-Development, Teacher Education and Specialisation Courses Perspective Courses shall be in the areas of: Philosophy of Education; Sociology-History-Political Economy of Education; Psychology of Education; Education Studies; and Curriculum and Pedagogic Studies. The courses in foundational disciplines shall have two levels (basic and advanced). Critical reflection on gender, childhood, disability, and marginalisation,in relation to education, shall cut-across the core with a possibility of offering courses focussing on these. The courses across the programme shall enable the prospective professionals to work towards inclusive classroom environments and education.

Research,Tools and Self-Development Component shall comprise of workshops and courses in basic and advance level education research methods, research project leading to a dissertation, academic/professional writing, communication skills, observing children, language and teaching-learning, theatre in education, educational technology (including ICT), and the like. There shall be provisions for Self-development of the students (for example through workshops with focus on physical and mental well-being through modalities such as meditation, Yoga) and for critical engagement with gender and education, inclusive education and on areas of similar significance. Skills pertaining to ICT and educational technology shall be integrated in various courses in the programme.

Teacher Education courses, which are also linked with the internship/attachment in teacher education institution(s)) shall also be included.

The Specialisation component shall offer a possibility to specialise in one of the school stages (elementary or, secondary including senior secondary, etc.). These shall include courses in content-cum-pedagogy of school subjects. Other courses within the school stage specialisations shall cover selected thematic areas pertinent to that stage such as: Curriculum, pedagogy and assessment; Policy, economics and planning;Inclusive Education and Education for differently abled; etc. In addition, the programme shall offer baskets of elective courses enabling specializations in selected themes or domains with advance courses in Education administration and management; Education policy and planning; Inclusive Education; Curriculum, pedagogy and assessment; Educational technology; Foundations of Education; and the like. There shall be flexibility to allow students to choose foundation courses while specialising in one area.

(b) Practicum. - Organisation of workshops, practicum activities, projects and seminars that enhance professional skills and understanding of the students shall be part of the teaching modality of the various taught courses. Hands-on experiences shall be organised at relevant places during transaction of the curriculum.

(c) Internship and Attachment. - At least an equivalent of about 30 weeks of six days each of the three-year programme shall be devoted to field based activities. The programme shall have the following kinds of systematically planned field-based activities and internships/attachments:1. School based attachment as per the school-level specialization which shall include school and classroom observations, classroom teaching practice, and focussed assignments/projects (16 weeks); 2. Working with community, 3. Working in an in-service teacher education context as per the school-level specialization and in a pre-service teacher preparation context as per the school-level specialization (4 weeks); 4. Exposure to a curriculum and/or textbook agency, policy making body, state education department etc. relevant to understanding educational practice at sites other than schools; and 5. Working in a field situation related to the thematic or focus area of specialization (4 weeks). These experiences shall be supplemented with opportunities for reflection, action research and writing.

(i) Prepare a calendar for all activities, including internships, practicum, assessments and submission of dissertation. The school internship and other school contact programmes shall be synchronised with the academic calendar of the school.

(ii) Make field-networking arrangements to facilitate internship with schools, teacher education institutions and other organisations like: community/community-based organisations; organizations engaged in the development of innovative curriculum and pedagogic practices, etc.; international/national/state institution involved in curriculum design,textbook development, education policy planning, formulation and implementation, educational administration and management, or as per the areas of specialisations offered in the 3-year programme.

(iii) Make arrangements for the conduct of workshops suggested in the curriculum.

(iv) The dissertation work shall begin in the second semester of the second year of the programme and be submitted in the last semester of the final year.Make arrangements for students' research dissertation and evaluation. For the conduct of the dissertation, the ratio of faculty to students for guidance shall be 1:5.

(v) The institutions shall initiate discourse in education by periodically organising seminars, debates, lectures and discussion groups for students and faculty. Student participation in the weekly research colloquium/seminar shall be ensured. Practitioners working in schools, teacher education institutions and other relevant areas in education shall be invited for seminars and interactions with students.

(vi) Make provisions for addressing complaints of students and faculty, and for grievance redressal.

1. Principal/Head of the Department (in the rank of Professor): One

2. Professors: One

3. Associate Professors: Two

4. Assistant Professors: Six

A. The Principal/HoD

(i) Postgraduate degree in a related discipline.

(ii) M.Ed. with minimum 55% marks.

(iii) Ph.D. in Education.

(iv) Ten years of professional experience in teacher education.

B. Professor and Associate Professor:

(i) Postgraduate degree with minimum 55% marks in the discipline relevant to the area of specialisation.

(ii) Postgraduate degree in Education (M.Ed.or M.A. Education)with minimum 55% marks.

(iii) Ph.D. degree in Education or in the discipline relevant to the area of specialisation.

(iv) Any other qualifications or length of professional teaching experience as per UGC or state government norms for the positions of Professor and Associate Professor.

C. Assistant Professor

(i) Postgraduate degree with minimum 55% marks in the discipline relevant to the area of specialisation.

(ii) Postgraduate degree in Education (M.Ed. or M.A. Education)with minimum 55% marks.

(iii) Any other qualifications prescribed by UGC (like NET) or central/state/UT government.

(Note: Faculty can be utilised for teaching in a flexible manner so as to optimise academic expertise available.

(a) The following administrative staff shall be provided:

(i) Office Manager: One

(ii) IT Executive/Maintenance Staff: One

(iii) Library Assistant/Resource Centre Coordinator: One

(iv) Field Coordinator: One

(v) Office Assistants: Two

(vi) Helper: One

(b) In the University Education Departments, the administrative staff shall be deployed as per the policy of the university.

(a) The institution shall have the following facilities:

(i) Two classrooms for every 50 students

(ii) Multipurpose Hall with seating capacity of 200

(iii) Library-cum-Reading Room

(iv) Resource Centre

(v) Labs for school subjects

(vi) Health and Physical Education Centre

(vii) Principal's Office

(viii) Seating and storage arrangements for Faculty

(ix) Administrative Office

(x) Visitor's Room

(xi) Common Rooms for students

(xii) Separate toilet facility for male and female students, for staff, and for PWD

(xiii) Store Rooms

(xiv) Multipurpose Play field

(b) Classrooms. - For an intake of a unit of 50 students, there shall be provision for at least three classrooms with adequate space and furniture for all students. The minimum size of the classroom shall be 50 sqm. The Institute shall provide a minimum of three small rooms of the size of 30 sqm. to hold electives, tutorials and group discussions.

(c) Seminar Room. - Multipurpose hall in the institution shall be shared. In addition, the institute shall have one seminar room with seating capacity of one hundred and minimum total area of 100 sqm. This hall shall be equipped for conducting seminars and workshops.

(d) Faculty Rooms. - A separate cabin for each faculty member with a functioning computer and storage spaces shall be provided.

(e) Administrative Office Space. - The institute shall provide adequate working space for the office staff, with furniture, storage and computer facilities.

(f) Common Room(s). - The institution shall provide at least two common rooms.

(b) The Library of the Institution/ University shall be shared and shall cater to the requirements of the programme. A minimum of 1000 relevant titles (with multiple copies of the essential and frequently used titles) for the three year programme shall be there. These shall include text and reference books related to all courses of study, readings and literature relevant to the research interests of students; educational encyclopedias, electronic publications including online resources, and minimum seven professional refereed research journals of which at least three shall be foreign journals. Library resources shall include books and journals published and recommended by NCTE, NCERT and other statutory bodies. There shall also be provision of space for reading in the library that can accommodate at least thirty persons at a time. At least hundred quality books shall be added to the library every year. There shall be provision for photocopying facility and computer with Internet facility for the use of faculty and students.

(c) A Resource Centre shall serve the purpose of a resource centre-cum-department library/computer centre. It shall provide access to a variety of resources and materials to design and choose activities for teaching and learning; of relevant texts, copies of policy documents and commission reports; relevant curriculum documents such as the NCF, NCFTE, research reports, reports of surveys (national and state level), district and state level data; teachers' handbooks; books and journals relevant for course readings; field reports, research seminars undertaken by students, audio-visual equipment - TV, DVD Player, LCD Projector, films (documentaries, children's films, other films of social concerns/ issues of conflict, films on education); camera and other recording devices; ICT facilities with computers and internet facilities; and desirably ROT (receive only terminal) and SIT (satellite interactive terminal).

(d) Games and sports equipments for common indoor and out door games should be available.

(e) Simple musical instruments such as harmonium, table, manjira and other indigenous instruments.

(b) Arrangement may be made for parking of vehicles.

(c) Access to safe drinking water be provided in the institution.

(d) Effective arrangement be made for regular cleaning of campus, water and toilet facilities (separate for male and female students and teachers), repair and replacement of furniture and other equipments.

(Note: If more than one courses in teacher education are run by the same institution in the same campus, the facilities of playground, multipurpose hall, library and laboratory (with proportionate addition of books and equipment) and instructional space can be shared. The institution shall have one Principal for the entire institution and Heads for different teacher education programmes offered in the institution

[Appendix - 15]

(b) Total working hours shall be a minimum of 40 (forty) hours to be spread over one week.

(c) The minimum attendance of student-teachers shall have to be eighty percent in all courses and ninety percent for field-based experience or school internship or teaching practice separately.

(b) The institution shall be permitted to opt for one or more streams of either Arts Stream or Science Stream or Commerce Stream. The institution shall also be permitted to opt for one or more units being appropriate, in case the institution is eligible for the same.

(b) The relaxation in percentage of marks in the Senior Secondary or plus two examination or its equivalent examination (under 5+3+3+4 pattern) and in the reservation for Scheduled Caste or Scheduled Tribe or Other Backward Class or Persons with Disabilities or Economically Weaker Section and any other categories shall be as per the rules of the Central Government or State Government or Union Territory Administration, wherever applicable.

(b) A single nation-wide entrance test called National Common Entrance Test (hereinafter referred to as 'NCET') will be conducted by NTA for admission to the 4 Year ITEP under the recommendations of NEP 2020. The mode of examination shall be online/Computer Based Test (hereinafter referred to as 'CBT') in multilingual pattern and its score would reflect the relative performance level of the candidate for merit-based selection to secure the admission. Scorecard shall be prepared by NTA and admission shall be done through centralised online counselling.

(c) At the time of admission to the programme, the candidate must indicate the subjects/discipline (B.A. B.Ed./B.Sc. B.Ed./B.Com. B.Ed.). Any change in the choice of subjects shall be made within one month from the date of commencement of the programme.

(a) Preparing school calendar in which the school internship and other school related practicum are synchronized with the academic calendar of the school.

(b) Making arrangement, with enough schools, for 18 weeks internship as well as other practicum activities required for school engagement. These schools will preferably be government schools and will form the basic contact point for all practicum activities and related work throughout the program of study. The state education administration should be involved for the allotment of schools to different HEIs.

(c) Ensuring a coordinating mechanism between schools and HEIs of the region. The Government must ensure a rational and reasonable distribution of student-teachers in various schools, in consonance with the school calendar, to provide school support and cooperation.

(d) Developing institutional mechanisms to involve the schoolteachers, of the Internship schools, in processes related to school internship. An orientation may be planned with the commencement of the Internship program, where faculty from the institute/college/department interacts with school teachers (mentor teachers).

(e) Ensuring work in the field amounting to a minimum of 6 weeks, spread over several days throughout the program. This will include 4 weeks of engagements in different types of schools to develop an integrated picture and perception of school and classroom, along with experience of teaching and feedback etc., and a 2 week program for engagement with the community.

(f) Initiating and deepening the discourse on education by organizing seminars, debates, lectures and discussion groups for student-teachers and faculty.

(g) Organizing inter-institutional interactions for student-teachers between various colleges on themes of educational significance and participation in such events organized in other institutions. (h) Adopting a participatory teaching approach to help student-teachers to develop reflective thinking and critical questioning in skill-oriented courses.

(i) Facilitating student-teachers to access quality academic journals and observation records which provide opportunities for reflective thinking.

(j) Maintaining records of planning, observation schedules, feedback and reflective reports prepared by the student teachers.

(k) Providing opportunities for faculty development and organizing academic enrichment programs for the professional development of faculty. Faculty shall be encouraged to participate in academic pursuits and pursue research, especially in school education.

(i) For three units, the requirement of faculty shall be increased by the exact number of faculty as is prescribed for one single unit (except Sl. No. 1,3,4 & 5). For four units, the faculty requirement is exactly double of the faculty requirement for two units (except Sl. No. 1,3,4 & 5).

(ii) The above is the minimum essential core faculty to be appointed for the programme. However, the services of existing faculty in the institution could also be utilized for this teacher education programme if she/he possesses the prescribed qualification. Furthermore, any extra number of faculty may be appointed, over and above the minimum number prescribed for this programme.

(iii) Faculty for health and physical education may be shared, if available, in the institution or otherwise may be recruited part-time.

(iv) The Counsellor engaged for the purpose shall either be an Assistant Professor in Education having guidance and counselling as one of the papers at Post Graduate level or a part time Counsellor with an appropriate qualification in guidance and counselling.

(v) The programme shall permit sharing of existing physical resources in other Departments of the University or College.

[(vi) In case of Indian Institute of Technology, National Institute of Technology, Indian Institute of Science and Indian Institute of Science Education and Research, the programme shall permit sharing of faculty with another institution or multidisciplinary institution or University.]

(i) Postgraduate degree in Sciences or Mathematics or Social Sciences or Commerce or Languages.

(ii) M.Ed.

(iii) Ph.D. in Education

(iv) Ten years of teaching experience in a teacher education institution for Professor and eight years for Associate Professor.

(v) Any other relevant qualification prescribed by the University Grants Commission for these categories of posts.

(i) Post-Graduate degree in Sciences (Physics or Chemistry or Botany or Zoology or Life Sciences or Bioscience) or Mathematics or Social Sciences (History or Geography or Political Science or Economics) or Languages (English or Modern Indian Languages or Classical Languages) or Commerce allied subjects) with minimum fifty-five percent marks or its equivalent grade.

(ii) B.Ed. degree with minimum fifty-five percent marks or equivalent grade.

(iii) National Eligibility Test or State Level Eligibility Test or Doctor of Philosophy in Education or in the concerned subject as prescribed by the University Grants Commission for these categories of posts.

(i) M.Ed. or M.Ed. with Specialisation

(ii) Ph. D in Education.

(ii) Ph. D in Education.]

(i) Postgraduate degree in Education (M.Ed.) with minimum fifty-five percent marks or equivalent grade

(ii) With National Eligibility Test or State Level Eligibility Test or Doctor of Philosophy in Education or any other qualification prescribed by University Grants Commission for these categories of posts.

(i) Master's degree in Psychology or Philosophy or Sociology or their allied subjects.

(i) Master of Physical Education (M.P. Ed.) with minimum fifty-five percent marks or its equivalent grade

(i) Postgraduate degree in Performing or Visual Arts with minimum fifty-five percent marks or its equivalent grade.

Note: 1. All the above staff should be shared with existing courses.

Note: 2. The qualifications shall be as prescribed by the State Government or University or affiliating body for equivalent posts.

(a) The minimum essential space for an institution offering the ITEP includes an administrative wing, an academic wing and other amenities. All spaces should be inclusive and have barrier free access.

(b) The institution shall earmark 3000 sq. mts. (three thousand square metres) of well demarcated land for the initial intake of fifty students and 2000 sqm. (two thousand square metres) shall be the demarcated built-up area and the remaining space for lawns, playfields etc.

(c) For every additional unit of fifty students, it shall earmark an additional built up area of 200 sqm. (two hundred square metres).

(d) A minimum number of four toilet blocks shall be earmarked by the Institution, two for students (one each for women and men) and two for staff members, including persons with disabilities. One common hand washing station, with four taps, in an open area shall be provided.

(a) Classrooms: The Institution shall have six earmarked classrooms for one unit with an area of 500 sq. ft. (five hundred square feet) for each classroom and for two units or more the number of classrooms shall be increased proportionately.

(b) Library:

(i) The library shall cater to the requirements of the programme and shall have a seating capacity for at least fifty persons equipped with minimum 1000 (one thousand) titles and 4000 (four thousand) books. These include text and reference books related to all courses of study, readings and literature related with the approaches delineated in the programme; educational encyclopaedias, electronic publications and digital or online resources and minimum five referral professional research journals. The institutions shall create digital library with relevant and adequate resource materials.

(ii) Library resources shall include books and journals published and recommended by NCTE, National Council of Educational Research and Training and other statutory bodies, Education Commission Reports and Policy documents. At least one hundred titles of quality books shall be added to the library every year. The library shall have photocopying facility and computer with Internet facility for the use of faculty and students.

(c) Laboratories: Laboratories for Science stream subjects such as Physics, Chemistry, Mathematics, Zoology and Botany shall be earmarked with facilities and adequate equipment for conducting experiments. In humanities stream, a laboratory for Geography shall be earmarked.

(d) Activity cum Resource Centre: (i) The space so designated shall be used for conducting various activities like craft, educational toys, teaching aids and production of teaching and learning materials, etc. There shall be facilities for conducting other activities which give the teacher student a practical experience of exposure to experiential learning and use of Information and Communication Technology in teaching programmes.

(ii) This resource centre will be equipped with facilities such as photocopying machine, audio video equipment, television, projector etc.

(iii) A Computer and Language Lab shall be established in this Centre.

(e) Health and Physical Education Room: Adequate games and sports equipment for common indoor and outdoor games, as well as facilities for yoga education, shall be available.

(f) Multipurpose Hall: The institution shall have one earmarked hall with seating capacity of minimum two hundred seats and minimum total area of 2000 sq. ft (Two thousand square feet). This hall shall be equipped for conducting seminars and workshops with installation of an audio-visual system.

(g) Faculty Rooms: For faculty, individual workspaces, functional computers and storage spaces shall be provided.

(h) Administrative Office Space: The institution shall provide adequate working space for the office staff, with furniture, storage, and computer facilities.

(i) Common Room: The institution shall provide at least one common room.

(j) Store: One room with adequate space for storage shall be provided.

(k) Functional and appropriate furniture for general and differently able persons in required number for instructional and other purposes shall be provided.

(l) Access to safe drinking water be provided in the institution.

(m) Effective arrangement be made for regular cleaning of campus, water and toilet facilities, repair and replacement of furniture and other equipment.

(n) Kitchen garden in the institution be developed and maintained by the student-teachers in order to learn concepts.

(o) Rainwater harvesting system and infrastructure for renewable energy such as solar panels for electricity.

(p) Facilities for co curricular activities of choice.

(a) Energy efficient building designs (such as bio-climatic architecture, high performing building envelop, high performance-controlled ventilation etc.)

(b) Use of energy efficient equipment and new ways to minimize the dependency on conventional sources of energy and waste management disposal system.

[***]

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