Month: April 2013

list of fake universities in India

State-wise List of fake Universities declared by the University Grants Commission . This is not an exhaustive list of Fake Universities and Boards. Before finalizing the admissions the updated list of recognized examinations of the UGC and the Board of School Education, Haryana, Bhiwani is also required to be consulted.

 

State-wise List of fake Universities declared by the University Grants Commission Bihar

 

1. Maithili University/Vishwavidyalaya, Darbhanga, Bihar

 

Delhi

 

2. Varanaseya Sanskrit Vishwavidyalaya, Varanasi (U.P.) Jagatpuri, Delhi

 

3. Commercial University Ltd., Daryaganj, Delhi

 

4. United Nations University, Delhi

 

5. Vocational University, Delhi

 

6. ADR-Centric Juridical University, ADR House, 8J, Gopala Tower, 25 Rajendra Place, NewDelhi

 

7. Indian Institute of Science and Engineering, New Delhi

 

Karnataka

 

8. Badganvi Sarkar World Open University Education Society, Gokak, Belgaum, Karnataka Kerala

 

9. St. John’s University, Kishnattam, Kerala

 

Madhya Pradesh

 

10. Kesarwani Vidyapith, Jabalpur, Madhya Pradesh

 

Maharashtra

 

11. Raja Arabic University, Nagpur, Maharashtra

 

Tamil Nadu

 

12. D.D.B. Sanskrit University, Putur, Trichi, Tamil Nadu

 

West Bengal

 

13. Indian Institute of Alternative Medicine,Kolkata

 

Uttar Pradesh

 

14. Mahila Gram Vidyapith/Vishwavidyalaya, (Women’s University) Prayag, Allahabad

 

15. Gandhi Hindi Vidyapith, Prayag, Allahabad (U.P.)

 

16. National University of Electro Complex Homeopathy, Kanpur (U.P.)

 

17. Netaji Subhash Chandra Bose University (Open Univ.), Achaltal, Aligarh, U.P.

 

18. Uttar Pradesh Vishwavidyalaya, Kosi Kalan, Mathura (U.P.)

 

19. Maharana Partap Shiksha Niketan Vishwavidyalaya, Pratapgarh (U.P.)

 

20. Indraprastha Shiksha Prishad, Institutional Area, Khoda, Makanpur, Noida Phase-II, U.P.

 

21. Gurukul Vishwavidyalaya, Vrindavan, Uttar Pradesh.

 

Examinations of the following Boards not recognized for the purpose of higher studies :

 

1. All India Board of Secondary Education, New Delhi

 

2. Uttar Madhyama & Purva Madhyama of MDU Rohtak (Gurukul Jhajjar Scheme)

 

3. Central Board of Higher Education, New Delhi

 

4. Board of Adult Education and Training/Board Shiksha Sansthan, New Delhi

 

5. Any Diploma/Exams. of Prachin Kala Kendra, Chandigarh

 

6. Bhartiya Siksha Prishad, Lucknow

 

7. Board of Higher Secondary Education, Delhi

 

8. Hindi Sahitya Sammelan, Prayag, Allahabad (U.P.)

 

9. Indian Education Council of U.P., Lucknow

 

Note : This is not an exhaustive list of Fake Universities and Boards. Before finalizing the admissions the updated list of recognized examinations of the UGC and the Board of School Education, Haryana, Bhiwani is also required to be consulted.

Documents Required for B.Ed Admission

Documents required for B Ed. From CRSU

First List of Documents required for B Ed 2017 admission in Chaudhary Ranbir Singh University, Jind. The list Remains same for  MDU rohtak or Kurukshetra University as well. Actually, these documents remain same for all courses.

 

Accordingly, At the time of Final admission with MDU one needs to submit  2 copies of the following documents attested by Class one officer of any govt. dept.

Academic Documents Required For B Ed.

  1. 10th class Marksheet.
  2. 10th class passing certificate.
  3. 12th class Marksheet
  4. 12th class passing certificate.
  5. All three marksheets of graduation
  6. All marksheets of Post Graduation (if any)
  7. Residence proof (Ration card| voter ID|Aadhaar card ) of anywhere in India.
  8. Passport sized coloured photographs 9 in nos.
  9. Migration certificate from the last attended university
  10. Reservation certificate (if any)

 

Note :

If the original certificates are not in Hindi/ English, duly certified Hindi/ English version/ translation of such certificates will be required.

For Other Universities

Academic Documents Required For B Ed.

  1. Firstly      10th class Marksheet.
  2. Secondly  10th class passing certificate.
  3. Thirdly     12th class Marksheet
  4. fourthly    12th class passing certificate.
  5. fifthly        All three marksheets of graduation
  6. lastly         All marksheets of Post Graduation (if any)
  7. finally       Residence proof (Ration card| voter ID|Aadhaar card ) of anywhere in India.
  8. Above all  Passport sized coloured photographs 9 in nos.
  9.                    Migration certificate from the last attended university
  10.                    Reservation certificate (if any)

For Admission Details And Guidance Click Here 

How to proceed for B.Ed admission

for B Ed admission
For B Ed admission CRSU

Registration process for B Ed admission

Once you decide to proceed further with alpha education for B Ed admission, you need to register with us. For Same deposit the below listed documents and registration amount. You can make the payment for registering with alpha through cheque, cash, Demand draft, Internet transfer, according to your suitability. And the balance fees is to be paid in instalment.

All things considered, The administrative team will take on the process from here on. The team  will support right from registration with the university till the examination. Therefore the student will pass through  the whole process easily.

Documents for registration for B Ed admission

List of Documents required for B.Ed 2017 admission in CRSU Jind, MDU rohtak or Kurukshetra University.

While registering with Alpha Education one needs to deposit a photocopy set of the documents.

At the time of Final admission with MDU one needs to submit  2 copies of the following documents attested by Class one officer in any govt. dept.

 

  1. 10th class Marksheet.
  2. 10th class passing certificate.
  3. 12th class Marksheet
  4. 12th class passing certificate.
  5. All three marksheets of graduation
  6. All marksheets of Post Graduation (if any)
  7. Residence proof (Ration card| voter ID|Aadhaar card ) of anywhere in India.
  8. Passport sized coloured photographs 9 in nos.
  9. Migration certificate from the last attended university
  10. Reservation certificate (if any)

Note  If the original certificates are not in Hindi/ English, duly certified Hindi/ English version/ translation of such certificates will be required.

Click here for admission

Once you decide to proceed further with alpha education for B Ed admission, you need to register with us. For Same deposit the below listed documents and registration amount. You can make the payment for registering with alpha through cheque, cash, Demand draft, Internet transfer, according to your suitability. And the balance fees is to be paid in instalment.

All things considered, The administrative team will take on the process from here on. The team  will support right from registration with the university till the examination. Therefore the student will pass through  the whole process easily.

 

Facilities at Alpha for B Ed Admissions

To become a teacher one needs to be a graduate and B.Ed. Presently the registration for B Ed admissions are open for B.Ed 2017-2019 from CRSU Jind, MDU rohtak and Kurukshetra university. Bachelor of education B.Ed is a 2 year course. No Doubt, proper admission guidance is provided by Alpha Education.

 

Benefits of taking B Ed admissions through Alpha Education.

Our motto is to make B.Ed easy for you with our expertise and experience. for this reason

  • Experienced and qualified B.Ed collage lecturer as one of the working partners.

First and foremost benefit of getting admission in B.Ed through Alpha Education is that the Founder Members of the institute themselves are highly qualified academicians. Technical, practical and academic problems related to Subjects are taken care by the lecturer herself.

 

  • Handling  of Admission and counseling process on your behalf

Once you are registered with ALPHA EDUCATION,

We not only make sure that you secure an admission in the desired university like CRSU Jind. MDU Rohtak or Kurukshetra University. In fact our Constant support is available throughout the session

B Ed admissions

  • Provision of complementary Sunday classes

Though not mandatory to be attended, Sunday classes are included in our package. These additional classes help you in having better understanding of course content and provide solution to the practical troubles. B Ed admissions

 

  • Provision of online complementary classes for distant students

By utilizing the best software’s team at ALPHA EDUCATION has created a specific online classroom for distant students. Our Classroom gives you a live face to face interaction with the teacher and the class. With proper usage of electronic board, the teacher is able to teach as efficiently as she is able to teach in a traditional classroom. The student with the help of internet is able to attend the class from the comfort of her home.

  • Files, assignments and projects.

Nicely & intelligently done files and projects helps the student to fetch goods marks in practicals and further improving percentage. Every subject carries a 20 marks assignment. If the students submits a good assignment the chances of securing a higher percentage in the finals increases. We help you prepare the best files & projects with least effort of yours under the supervision, guidance and experience of B.Ed college lecturer.

B Ed admissions

  • Providing Important Notes and Questions

Experience based important Questions provided by ALPHA EDUCATION not only reduce the effort of covering 100% syllabus but also helps the candidate  to secure good result.

  • Moreover, many past college toppers are alumni of Alpha Education.

Our efforts and culture of unmatched service has been fruit full for our past alumni in terms of their result and satisfaction.

  • We facilitate your filling up of various forms

During the B.Ed Session one needs to fill various forms like examination form, registration form, counseling form etc.  candidates need to fill certain choices in these froms. However, these choices, if not filled properly, affect the future prospects of the candidate.  We help you to make the best choice.

  • Updating the candidate regarding Important information

With our transparent style of working nothing remains unknown to you. Admin team updates Candidates as and when required. All the information related to B.Ed is provided to student.

 

  • Study material

Above all, we also guide you regarding the books to be studied for fruitful result, suiting to your requirements.

  • Finally, For distant students

One need not visit our institution time and again. We fulfill your requirements thru courier or internet . Of course, The students interest is kept foremost

Procedure of B.Ed. Admission

The admission process generally starts in the month of June through an online counseling process by M.D.U.

Candidates need to fill the common admission form of the universities after which the allotment of available seats takes places on the basis of main list generated by the university.

The above process is mostly common to all the UGC, NCTE, Govt recognized univ.

 

Eligibility for B.Ed Programme

It is a professional degree attained only after graduation for pursuing teaching profession in India. One can attain this degree through both regular and distance modes.

 

Minimum Eligibility for  B.Ed.

 

For. MDU

General candidate-50% & above

Reserved category(only of Haryana)45% & above

For. KU

General candidate-50% & above

Reserved category(only of Haryana)45% & above

For. Jammu University

Gen. candidate-44.5% & above

R.C (all India)   -39.5%& above

 

CTET Syllabus for Paper I (for classes I to V)

Child Development and Pedagogy  (30 Questions)

(a)  Child Development (Primary School Child 15 Questions)

  • Concept of development and its relationship with learning
  • Principles of the development of children
  • Influence of Heredity & Environment
  • Socialization processes: Social world & children (Teacher, Parents, Peers)
  • Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
  • Concepts of child-centered and progressive education
  • Critical perspective of the construct of Intelligence
  • Multi Dimensional Intelligence
  • Language & Thought
  • Gender as a social construct; gender roles, gender-bias and educational practice
  • Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc.
  • Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice
  • Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.

(b) Concept of Inclusive education and understanding children with special needs (5 Questions)

  • Addressing learners from diverse backgrounds including disadvantaged and deprived
  • Addressing the needs of children with learning difficulties, ‘impairment’ etc
  • Addressing the Talented, Creative,  Specially abled Learners

(c) Learning and Pedagogy (10 Questions)

  • How children think and learn;  how and why children ‘fail’ to achieve success in school performance
  • Basic processes of teaching and learning;   children’s strategies of learning; learning as a social activity; social context of learning.
  • Child as a problem solver and a ‘scientific investigator’
  • Alternative conceptions of learning in children; understanding children’s ‘errors’ as significant steps in the learning process.
  • Cognition & Emotions
  • Motivation and learning
  • Factors contributing to learning- personal & environmental

 

(2) Language I.  (30 Questions)

(a) Language Comprehension (15 Questions)

  • Reading unseen passages- two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)

(b) Pedagogy of Language Development   (15 Questions)

  • Learning and acquisition
  • Principles of language Teaching
  • Role of listening and speaking; function of language and how children use it as a tool
  • Critical perspective on the role of grammar in learning a language  for communicating ideas verbally and in written form
  • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  • Language Skills
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Remedial Teaching

 

(3) Language- II (30 Questions)

(a) Comprehension (15 Questions)

  • Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability.

(b) Pedagogy of Language Development  (15 Questions)

  • Learning and acquisition
  • Principles of language Teaching
  • Role of listening and speaking; function of language and how children use it as a tool
  • Critical perspective on the role of grammar in learning a language  for communicating ideas verbally and in written form;
  • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  • Language Skills
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Remedial Teaching

 

(4) Mathematics (30 Questions)

(a) Content (15 Questions)

  • Geometry
  • Shapes & Spatial Understanding
  • Solids around Us
  • Numbers
  • Addition and Subtraction
  • Multiplication
  • Division
  • Measurement
  • Weight
  • Time
  • Volume
  • Data Handling
  • Patterns
  • Money

(b) Pedagogical issues (15 Questions)

  • Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning
  • Place of Mathematics in Curriculum
  • Language of Mathematics
  • Community Mathematics
  • Evaluation through formal and informal methods
  • Problems of Teaching
  • Error analysis and related aspects of learning and teaching
  • Diagnostic and Remedial Teaching

 

(5) Environmental Studies (30 Questions)

(a) Content (15 Questions)

  • Family and Friends: Relationships, Work and Play, Animals, Plants
  • Food
  • Shelter
  • Water
  • Travel
  • Things We Make and Do

(b) Pedagogical Issues (15 Questions)

  • Concept and scope of EVS
  • Significance of EVS, integrated EVS
  • Environmental Studies & Environmental Education
  • learning Principles
  • Scope & relation to Science & Social Science
  • Approaches of presenting concepts
  • Activities
  • Experimentation/Practical Work
  • Discussion
  • CCE
  • Teaching material/Aids
  • Problems

CTET Syllabus for Paper II (for classes VI to VIII) Maths & Science Group

Child Development and Pedagogy  (30 Questions)

(a)  Child Development (Primary School Child 15 Questions)

  • Concept of development and its relationship with learning
  • Principles of the development of children
  • Influence of Heredity & Environment
  • Socialization processes: Social world & children (Teacher, Parents, Peers)
  • Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
  • Concepts of child-centered and progressive education
  • Critical perspective of the construct of Intelligence
  • Multi Dimensional Intelligence
  • Language & Thought
  • Gender as a social construct; gender roles, gender-bias and educational practice
  • Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc.
  • Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice
  • Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.

 

(b) Concept of Inclusive education and understanding children with special needs (5 Questions)

  • Addressing learners from diverse backgrounds including disadvantaged and deprived
  • Addressing the needs of children with learning difficulties, ‘impairment’ etc
  • Addressing the Talented, Creative,  Specially abled Learners

 

(c) Learning and Pedagogy (10 Questions)

  • How children think and learn;  how and why children ‘fail’ to achieve success in school performance
  • Basic processes of teaching and learning;   children’s strategies of learning; learning as a social activity; social context of learning.
  • Child as a problem solver and a ‘scientific investigator’
  • Alternative conceptions of learning in children; understanding children’s ‘errors’ as significant steps in the learning process.
  • Cognition & Emotions
  • Motivation and learning
  • Factors contributing to learning- personal & environmental

 

(2) Language I.  (30 Questions)

 

(a) Language Comprehension (15 Questions)

  • Reading unseen passages- two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)

(b) Pedagogy of Language Development   (15 Questions)

  • Learning and acquisition
  • Principles of language Teaching
  • Role of listening and speaking; function of language and how children use it as a tool
  • Critical perspective on the role of grammar in learning a language  for communicating ideas verbally and in written form
  • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  • Language Skills
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Remedial Teaching

 

(3) Language- II (30 Questions)

 

(a) Comprehension (15 Questions)

  • Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability.

(b) Pedagogy of Language Development  (15 Questions)

  • Learning and acquisition
  • Principles of language Teaching
  • Role of listening and speaking; function of language and how children use it as a tool
  • Critical perspective on the role of grammar in learning a language  for communicating ideas verbally and in written form;
  • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  • Language Skills
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Remedial Teaching

 
(4) Mathematics and Science:  (60 Questions)

 

(A) Mathematics  (30 Questions)

(a) Content (20 Questions)

Number System

  • Knowing our Numbers
  • Playing with Numbers
  • Whole Numbers
  • Negative Numbers and Integers
  • Fractions

Algebra

  • Introduction to Algebra
  • Ratio and Proportion

Geometry

  • Basic geometrical ideas (2-D)
  • Understanding Elementary Shapes (2-D and 3-D)
  • Symmetry: (reflection)
  • Constructions (using Straight edge Scale, protractor, compasses)

Mensuration

Data handling

 

(b) Pedagogical issues (10 Questions)

  • Nature of Mathematics/Logical thinking
  • Place of Mathematics in Curriculum
  • Language of Mathematics
  • Community Mathematics
  • Evaluation
  • Remedial Teaching
  • Problems of Teaching

 

(B)   Science (30 Questions)

(a) Content (20 Questions)

Food

  • Sources of food
  • Components of food
  • Cleaning food

Materials

  • Materials of daily use

The World of the Living

Moving Things People and Ideas

How things work

  • Electric current and circuits
  • Magnets

Natural Phenomena

Natural Resources

 

(b) Pedagogical issues  (10 Questions)

  • Nature & Structure of Sciences
  • Natural Science/Aims & objectives
  • Understanding & Appreciating Science
  • Approaches/Integrated Approach
  • Observation/Experiment/Discovery(Method of Science)
  • Innovation
  • Text Material/Aids
  • Evaluation- cognitive/psychomotor/affective
  • Problems
  • Remedial Teaching

CTET Syllabus for Paper II (for classes VI to VIII) Social Science & other Group

Child Development and Pedagogy  (30 Questions)

(a)  Child Development (Primary School Child 15 Questions)

  • Concept of development and its relationship with learning
  • Principles of the development of children
  • Influence of Heredity & Environment
  • Socialization processes: Social world & children (Teacher, Parents, Peers)
  • Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
  • Concepts of child-centered and progressive education
  • Critical perspective of the construct of Intelligence
  • Multi Dimensional Intelligence
  • Language & Thought
  • Gender as a social construct; gender roles, gender-bias and educational practice
  • Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc.
  • Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice
  • Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.

 

(b) Concept of Inclusive education and understanding children with special needs (5 Questions)

  • Addressing learners from diverse backgrounds including disadvantaged and deprived
  • Addressing the needs of children with learning difficulties, ‘impairment’ etc
  • Addressing the Talented, Creative,  Specially abled Learners

 

(c) Learning and Pedagogy (10 Questions)

  • How children think and learn;  how and why children ‘fail’ to achieve success in school performance
  • Basic processes of teaching and learning;   children’s strategies of learning; learning as a social activity; social context of learning.
  • Child as a problem solver and a ‘scientific investigator’
  • Alternative conceptions of learning in children; understanding children’s ‘errors’ as significant steps in the learning process.
  • Cognition & Emotions
  • Motivation and learning
  • Factors contributing to learning- personal & environmental

 

(2) Language I.  (30 Questions)

 

(a) Language Comprehension (15 Questions)

  • Reading unseen passages- two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)

(b) Pedagogy of Language Development   (15 Questions)

  • Learning and acquisition
  • Principles of language Teaching
  • Role of listening and speaking; function of language and how children use it as a tool
  • Critical perspective on the role of grammar in learning a language  for communicating ideas verbally and in written form
  • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  • Language Skills
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Remedial Teaching

 

(3) Language- II (30 Questions)

 

(a) Comprehension (15 Questions)

  • Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability.

(b) Pedagogy of Language Development  (15 Questions)

  • Learning and acquisition
  • Principles of language Teaching
  • Role of listening and speaking; function of language and how children use it as a tool
  • Critical perspective on the role of grammar in learning a language  for communicating ideas verbally and in written form;
  • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  • Language Skills
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Remedial Teaching

 

(4) Social Studies/ Social Sciences (60 Questions)

(a)     Content (40 Questions)

History

  • When, Where and How
  • The Earliest Societies
  • The First Farmers and Herders
  • The First Cities
  • Early States
  • New Ideas
  • The First Empire
  • Contacts with Distant lands
  • Political Developments
  • Culture and Science
  • New Kings and Kingdoms
  • Sultans of Delhi
  • Architecture
  • Creation of an Empire
  • Social Change
  • Regional Cultures
  • The Establishment of Company Power
  • Rural Life and Society
  • Colonialism and Tribal Societies
  • The Revolt of 1857-58
  • Women and reform
  • Challenging the Caste System
  • The Nationalist Movement
  • India After Independence

 

Geography

  • Geography as a social study and as a science
  • Planet: Earth in the solar system
  • Globe
  • Environment in its totality: natural and human environment.
  • Air
  • Water
  • Human Environment: settlement, transport and communication.
  • Resources: Types- Natural and Human
  • Agriculture

 

Social and Political Life

  • Diversity
  • Government
  • Local Government
  • Making a Living
  • Democracy
  • State Government
  • Understanding Media
  • Unpacking Gender
  • The Constitution
  • Parliamentary Government
  • The Judiciary
  • Social Justice and the Marginalised

 

(b) Pedagogical issues (20 Questions)

  • Concept & Nature of Social Science/Social Studies
  • Class Room Processes, activities and discourse
  • Developing Critical thinking
  • Enquiry/Empirical Evidence
  • Problems of teaching Social Science/Social Studies
  • Sources – Primary & secondary
  • Projects Work
  • Evaluation

 

Note: For Detailed syllabus of classes I-VIII, please refer to NCERT syllabus and textbooks

What is Central Teacher Eligibility Test, CTET

The implementation of the Right of Children to Free and Compulsory Education (RTE) Act, 2009 requires the recruitment of a large number of teachers across the country in a time bound manner. In spite of the enormity of the task, it is desirable to ensure that quality requirement for recruitment of teachers is not diluted at any cost. It is therefore necessary to ensure that persons recruited as teachers possess the essential aptitude and ability to meet the challenges of teaching at the primary and upper primary level.

In accordance with the provisions of sub-section (1) of Section 23 of the RTE Act, the National Council for Teacher Education (NCTE) had vide Notification dated 23rd August, 2010 laid down the minimum qualifications for a person to be eligible for appointment as a teacher in classes I to VIII. It had been inter alia provided that one of the essential qualifications for a person to be eligible for appointment as a teacher in any of the schools referred to in clause (n) of section 2 of the RTE Act is that he/ she should pass the Teacher Eligibility Test (TET) which will be conducted by the appropriate Government in accordance with the Guidelines framed by the NCTE.

The rationale for including the TET as a minimum qualification for a person to be eligible for appointment as a teacher is as under:

  • It would bring national standards and benchmark of teacher quality in the recruitment process.
  • It would induce teacher education institutions and students from these institutions to further improve their performance standards.
  • It would send a positive signal to all stakeholders that the Government lays special emphasis on teacher quality.

The Ministry of Human Resource Development, Govt. of India has entrusted the responsibility of conducting the Central Teacher Eligibility Test (CTET) to the Central Board of Secondary Education which shall be held on 26.6.2011.

APPLICABILITY

  1. The CTET shall apply to schools of the Central Government (KVS, NVS, Tibetan Schools, etc) and schools under the administrative control of UT of Chandigarh and Andaman & Nicobar Islands.
  2. CTET may also apply to the unaided private schools, who may exercise the option of considering the CTET.
  3. Schools owned and managed by the State Government/local bodies and aided schools shall consider the TET conducted by the State Government. However, a State Government can also consider the CTET if it decides not to conduct the State TET.

Frequency of conduct of CTET and validity period of CTET certificate:

The CTET is presently being conducted annually. The Validity Period of CTET qualifying certificate for appointment will be seven years for all categories.

There is no restriction on the number of attempts a person can take for acquiring a CTET Certificate. A person who has qualified CTET may also appear again for improving his/her score.