UNESCO State of Education Report for India 2021: Teachers 

Teacher Educator Interview Responses
[This is a pre-analysis questionnaire to collate the responses. Please fill in the responses of each of the respondents for the following questions (for instance if there are three respondents, we enter all the three responses here). Give examples wherever relevant. Response for each question to be collated as a set so that summaries can be written later. Response to each question will be a paragraph of several responses]
3-7-2021. Dr.Rakhee, SDS college. District Lokha Punjab, M.Ed. PhD in Education. My subject of teaching is  Research methodology. Myself Asst. Professor. 
For II: For each of the programs offered, is full component of seats being filled? Is the admission stable/ decreasing or increasing? : 
2007 it started. Total Intake 25 earlier. Now it is 50. Students are more aware, think about job profile, future of the institution, future of course. Not interested in teaching profession. Conditions and criteria of teachers profession. School teachers are suffering for payment, their pay scales, Government aided jobs not available, salary is very less. Job security, After working for so many years we got govt aided jobs, even we are under pressure if this goes or secure or our future. All these observed by students. For undergraduate colleges they have to move around,  These students also think..  
even in BEd we are struggling to get students. There are so many colleges. MEd we are more struggling. After completing undergraduate Students not even willing to join and pursue with MEd. They want to have financial security first. 
For III 3.1: Is the college getting enough students from all streams(language, arts, biology, phy+math, commerce and any other stream) 
Proportion of language, social science, biology & maths. All most all from social science or Punjabi language background. No maths background. The quality of student economicsbackground in statistics does not have quality simple question of mean or average they cannot solve. I facing lot of difficulty  in teaching all of them. 
Motivation: they have in their mind only for govt or aided posts, to be lecturer or professor no other motivation I see. No pressure from family but students not willing. No knowledge what they should do after M.Ed. MEd they may get promoted but they don’t understand.  
For III 3.4: Are they getting enough men and women from all streams?(about proportion of boys and girls to each of the stream)
Most of them drop out? Dropouts in the middle: out of 50 seats intake it was 25 and later 35 this was good. 50 in take. No institution has 50 complete. 50 are more than required. Exploitation in pvt sector. Its in rural area no local students are interested. Last 6 years 20 in the first year and current year 10 students out of them 1 is dropout.
For III 3.2 and 3.3:  What are the perceptions about quality of students they are getting? Is quality of students changing? In what way?
Quality of students: not as good very poor even for BED even in city the students are good, good background or exposure. Rural side very poor - in writing spelling, More than 50% can’t even to spell word like ‘college’ correctly.  Their level of intellect is such that  we can ask What type of teachers will they be in future?. 
III-3.8:  What are the Soc-economic profiles of students coming into the program?
Present scenario is difficult for all.  If there was 20 seats, then all could afford. But from the time admissions declined. Forcibly by hook or crook or motivation when we get admission from socio economically back, last session we had only 3 students and only one student is financially suffering got financial support. Other two are good and they can pay. During pandemic more tough for having admissions. We are offering 50% off /fee reduction of actual tuition fee. We have to manage with that instead of closing on admissions 
III-3.9:  What are the other jobs the students go to? 
Apart from teaching most of the students wish to pursue as college lecturer. 50% students they are in private institution, some get married and most of the students go abroad. Either foo further studies or for job purpose they use degree.
III-3.10: What was their motivation to join TE training?
V- 4.1 What do students like in the program?
MEd – present scenario they like to get only degree they don’t want to attend online classes. No interest to dissertation or research. They don’t want to study but have degree.  I can say we are suffering a lot. as a Mathematics teacher, I am suffering a lot as there is no motivation to teach. there is no motivation. I must get govt or pvt sector, or agood cbse school where I can learn something. These students like to get good marks in the form of assessment. They like those teachers who don’t tell them to read, to study read, those who support them, and cheat during exam that they like. Don’t like teachers who are like me rigid, strict or punctual. 
IV-4.2 What are the difficulties the students face during/about the program?
They have no motivation, no job security, degree is only degree this information they forward it to the next generation, negative thought not utilizing MEd degree, because no need of regular teachers. They want teachers whom they can pay less salary. One or two efficient teachers – in Punjab almost all pvt institutions do not want to have regular students they want dummy students. All students come during exams. They don’t appoint teachers. Govt aided institutions students motivated in the form of less tution fes. Semi government they have to pay full fee. 
IV-4.5 What all do they learn from the program? 
Co-curricular activities. They don’t learn any thing else. Every institution face this problem. 
IV-4.6 Feedback from the schools: What feedback TEs get from school about their student teachers/ newly recruited ones? Are there any comments about their Industry readiness (examples if any)?
All teachers are good, institution is good, they don’t want to go out from here.   

IV-4.7 What kind of feedback do students give to TEs after the completion of the program/after entering the industry  
PSTD – 50 apply to PSTD. 3 years back we were providing support. Now students are not interested. They want to have information and material and they want to learn at home. – BED course. 
Pass PSTD – we are offering 3 types of course diploma in elementary education, BED and MED - Very few counting on fingers clear. 
V- in the section on TET collate about what are the views about TET?
•	Student’s perceptions about TET
•	Teacher educator’s perceptions about TET
•	How student have performed in TET?

V 5.4: What were TE’s response to TET pass rate in comparison of their college with others. Comment on answer for 5.4 
If they are in govrt…MEd, facing same problem. If city backfground, city, they will have zeal toa cquire. Rurl students have no motivation. If we ask them to do actual research, no student is interested in pusuing research
VI section: each question is important:
VI 6.1: Where are the students employed after completion? How do they look for jobs?
They want govt jobs, they have no capability, knowledge base is less to prepare for exams. Basic eligibility UGS NET depends of thorough knowledge students do not have. 
We have a placement cell, records of all students who have placed. Few years ago before 2015 good placement got. We had 80 students 20 students in MED. In MED 8 and BED 10 got govt jobs. After 2016 there is a huge decline in the level learning deficit. 
Course fee increased. Its doubled, financial position is same. Many other courses, After 2013 no student want to study in India. Even student from poor family, mid socio economic students come to study. The teachers are facing problem jobs, rights, job security, status of appointment. 
VI 6.3: What proportion seek government jobs? 

VI 6.4: And what proportion got government jobs?
I 6.5: All about campus interviews. Affiliation to private schools. about selection and appointment.
VI 6.6: What is the starting salary in private schools?
Only 8000 rupees they are getting. Even I was getting 7 or 8 that situation is not changed. 
VI 6.7: Entry into NGO who are working in education sectors.
The family background is not such that they cant join NGOs. Its is possible in cities. Some students have to go to field to work with parents.    
VI 6.8: Are there examples where students are pursuing other careers related to education?
Short term courses they take, stitching. No other profession. Out of education or for teacher. They are staying at home. Girls are prefering BED only for their marriage matrimonial benefits.
Trend changed no motivation other than having degree. Situation critical every body want money earn while learning. They are not attending online classes. We wait for 40 minutes for students.    
VII: Information about TE’s institutional experience

7.1: kinds and extent of challenges from students: (for example quality of students)

7.2:Employment related challenges.(tenure, salary and Faculty development opportunities)
7.3:Comments about NCTE regulations if any?
NCTE 4 years BA BEd we will not get that admission, we have problems in undergraduate and more problems for MEd. We will not have students for those courses. Most of the rural area they want to send students abroad. They take loan and send abroad. They will not send them here. What is the use of such course. How many govt jobs are available every teacher on road. This is the situation I don’t think four years we will not get even a single admission. We are facing problem in admission for undergraduate course and postgraduate it was almost closed. We hardly get 10 admissions. 
I don’t wasn’t that should continue 2 years course no quality. Students who have quality they get bored with 4 semester they feel its like headache during those 9 months we were indulged in the supervision, internship we were involved. New admission or new sessions internship how can we leave behind. They are not learning there. Schools don’t have responsibility involvements for two-year course has deteriorated the quality. Less staff its difficult to supervise two sessions. 

7.4: Comments about the affiliating body to which they are attached to.
7.5: Comments about affiliating schools for practice teaching
7.6a:Views on 4- year program as per NEP 2020
7.6 b: What is their say on present two year B.Ed? should it be continued or not?
VIII: About COVID related issues: (Preparation, learning using technology, access to technology for self and students? Any novelty brought in and so on)
They have no technical issues. They have excuses to make. Most of them have excuses and some are working in pvt institutions. Because they have online classes of their own school. But they don’t attend the online classes. One day they are attending and other day they are not. 

Socio economic background All students have android phone and have good internet facilities. One or two students cannot afford a phone but all have but don’t want to attend the classes.

Challenges of teachers – MOTIVATION is the main issue, to create interest in them. With love sympathy, we have good rapport. For that type of interaction they will be punished and give more assignments if they don’t attend. They do not bother about this. Last year it was new to them. They don’t know pros and cons of the situation, now they know that everything but we can’t to do anything they know anyhow they pass the exam and as this is online exam they will get good scores. 

Prepared for online classes – In rural area have not good internet and electivity issue is a major issue. We use mobiles some time our PCS college provides supports. They wish us to conduct classes they want students to attend. Our college is supporting. 

We are trying our best sometimes we are available they provide us time we are not asking like some over time they are paying for that that’s not being giving. Its part of……

Teachers : From the last 1 1/2 years we are getting much opportunity for quality development. Earlier we were not allowed to go to refreshers,  we were not allowed to pursue PhD. I was shocked to know how an institution can stop faculty member progress. It is progress of institutions. They have very less staff. Perhaps due to less admissions we are only 10 people. Out of 10 , 9 are under aided post and one is on unaided. We are running three courses. College managements are facing problems to pay 25% of our share or pay for the recruited staff. This is the situation. When admission was not an issue we have lot of staff. Lot of adhoc/part time and regular staff. There were almost 25 faculty members. Now only 10. Salary is also an issues 2 months back we received our salary March and April received in July May & June we get after two months. This is the fact, situations are very tough, in both government and private.  National policy 2020 we are also under more pressure from NAAC to have merger with other institutions we are under more pressure
For internship, We cannot approach government schools. We have to go through protocols,  approach our district education office or they provide. Students have to provide their preference and their location address and they allocate all those institutions as per students location. 

Feedback from school : some schools have very good response they want some of our students to pursue after degree. Many students, they face lots of problem disciplinary, regularity, punctuality problem.  They say its ok because its their problem. They have to allow because that are being ordered by the authorities for their internship. For only that purpose they allow us otherwise many don’t want our students to pursue teaching in their schools. Some students who are good in teaching they want our students to pursue teaching after their graduation.

NCTE regulations I must say that as per intake they have described proper number of teachers should be appointed but on the other side I can say that if we watch the situation of the institution we are wrong. NCTE has put regulation not by collection of actual data. They are getting that. They have number of teachers to be appointed for this much intake, we have 82 students 16 teachers we cannot appoint. It’s not possible by institution. To have admission we have to offer 50% tuition fee only. Very tough with the students to manage with less fees and pay more. 
No other any other aided party only Punjab university. 
It is out of state university- there are 3 state univ gurunanak, Punjab university…. Out of all the three in the position Punjab university is number one but I don’t think they too have maintained some norms. if somebody is working… any univ the situation is same. I can’t say this univ is best. All the situation is different every house. According all the institutions they have to solve all the problem.s but problems for solutions but is has quite good numbers rather than other two univ. Being an employee, the situation is same no different. I have not worked in the other univ. I can’t compare with others. 
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