NEP

The National Policy on Education (NPE) 1986 is considered a “revolutionary” landmark for teacher education in India. It moved beyond just improving salaries to overhauling the entire institutional infrastructure for training and professional development. 

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Key Contributions to Teacher Education

• Establishment of DIETs: The most significant structural contribution was the creation of District Institutes of Education and Training (DIETs)in every district. These were designed to provide both pre-service and in-service training specifically for elementary school teachers and adult education personnel.
• Three-Tier Institutional Hierarchy: The policy established a clear support structure for teachers at different levels:
  • DIETs: For elementary education at the district level.
  • CTEs (Colleges of Teacher Education): Upgraded from secondary teacher training colleges to support secondary education.
  • IASEs (Institutes of Advanced Study in Education): Established to promote research and excellence in teacher education at a higher level.
• Statutory Status for NCTE: The NPE 1986 (and its 1992 Programme of Action) envisioned giving the National Council for Teacher Education (NCTE)statutory status to regulate standards, accredit institutions, and provide guidance on curricula.
• Mass Orientation of Teachers (PMOST): As a sequel to the policy, the Programme of Mass Orientation to School Teacherswas launched, providing in-service training to over 17 lakh teachers to help them adapt to the new “child-centered” approach.
• Focus on Female Recruitment: Under the Operation Blackboardinitiative, the policy mandated that at least 50% of all future teachers recruited should be women to encourage the enrollment and retention of girls in schools.
• Teacher Accountability & Ethics: For the first time, the policy explicitly linked teacher performance with career advancement and called for a National Code of Professional Ethicsto be developed by teacher associations.
• Continuous Professional Development: It declared that pre-service and in-service training are “inseparable” and must be treated as a continuous process, ensuring teachers remain updated with modern pedagogical skills and technologies.