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]
Interviewee : Mandeerp Panjab
Interviewer : Dr Lata 
Asst Professor I am there in 11 years and from Dept of Education, Punjab University, Regional Center Bathinda My teaching subject teaching Punjabi and assisting, I am working some years about exclusion and inclusion of marginal life section. Last 3-4 years I am working with Madam Satvinder   
For II: For each of the programs offered, is full component of seats being filled? Is the admission stable/ decreasing or increasing? :
Two courses we have BEd and MEd 2 years course. We have 50 students for MEd and 50 students for BEd one unit each. MEd we have left some seats vacant. For BEd we have more than in applicants for eg: now we are working on admission process of BEd we have 50 seats but we have received almost 210 applications till now.
WE are actually planning to increase the unit but the problem with the teachers we don’t have the full strength of the teacher as required for the two units. MEd seats we have last time 2-3 years from we are facing challenges in filling MEd seats. 20-25 seats and last time we have only 10 seats in MEd course. Accordingly after BEd, students if they are TET exam Punjab Teacher Eligibility Test TET and those who qualified they are employed in the jobs and they left their studies further I think. And the second reason the fees structure is very much high for the MED course for the SC students its free but for the general category and OBS is more than Rs.70000 per year. 
Because in our college the students are from very lower status if you see our website this falls in rural area we cater to the needs of the rural students. The students come from very lower status. 
Most of the students opt for teaching SST and teaching of Punjabi regional language most of the students. I am giving you the exact data seats proportion in our college we have SST and language 25 seats then Maths and language 5 seats, then Science and Maths we have 15 seats and Science and language we have 5 seats in our department. Mostly students teaching SST and language Punjabi language we have lot of students teaching or science or Maths in this area. We don’t have subject combination Bio, we have subject only Science in our institution. No we don’t have any rather teaching of commerce or teaching of economics we don’t have combination in our subjects we don’t find any difficulty. 
To be honest, students are not hard working right now. From the last one and half year the online examinations are there online tests are there students are not paying much attention towards exams tests towards curriculum or co-curriculum this is all about online exams. They don’t even bother online viva they don’t bother many of the students majority are not doing very much towards getting quality education but yes they are getting marks. More than enough marks.  
This is blended procedure blended learning blended teacher learning process and that kind of procedure I think students are more comfortable and teacher are also more confortable teacher you know are giving lectures but they are not even sure how many students are listening actually. So students have many excuses when you are rolling the attendances then they say yes mam I am here when you ask frequent question students or any roll number particular they did not answer being teacher in online teaching especially I feel you are giving lecture even i am not sure that how many of them are listening. They are doing their work there are roaming in the market and attendance is ok and in some cases rural areas there is issue of big issue of network also. Network connectivity problem is there and some students don’t even have a smart phone. We have another issue to take up with them and so .
 
Personally actually it is depend upon teacher to teacher and how teacher tackle the problem even some time even some paper work or some discussion which is very important for BEd course we help to come to the college and give physical lecture if you don’t have smart phone if you don’t have device or a network issue then we invite them to the college and …….
The big difference which I feel that our students are regular students, there is a culture of dummy admissions, there is a dangerous culture of dummy admission in Punjab. Students are taking dummy admission in the private colleges they are paying particular fee charges and fee structure there is another fee structure if you are taking dummy admission and fee structure will be different. When students are doing in two streams at a time they are doing BEd and they are doing something else, they are attending ILS coaching institutions so this is the big difference. According to me our college Department of Education, we are strict 70% marks is mandatory for students and other education institution as you said especially private educational institutions, there is a dangerous culture of dummy admission. Only 10 or 15 students may be regular students and most of the students are dummy. And many students come I want to dummy admission in your college even same query I have received today because of parents pressure I want BEd admission, I have no interest in doing this nor I want to be a teacher, today morning I have received the call
This is a very open criteria here if you are visiting some schools even after 10th, after 10th actually Plus1 & 2 
students who are science stream they opt more tuition instead of schools. The dummy culture begun from Plus 1 & 2 and after that we will have to do BREd. The students are not attending schools in Plus 1and 2 they are attending tuitions and but the particular schools only dummy admission 
We cannot say that dummy admission will become fruitful result no doubt but students receive good marks even from the regular students I think. The percentage will be very high for the dummy students but yes the question is raised by our students also “Mam dummy admission student’s marks are more and our marks are less our percentage depends on internal assessment, we do so much work but our marks are less and the students who are sitting at home their marks are more. So we will have to tackle of issues because the students will feel that they are getting what others are getting and after they complete the course and go home then they realize. When BEd is completed then they realize.
Yes Mam female candidates are more for BEd course. Male candidates are even - we have in 1 unit out of 50 almost 10 or 12 I think that the suitable number. Most of the girl students. Majority girls are more in BEd. MEd boys are more. If we have 8 students 4 girls and 4 boys. BEd girls are more get admitted. We have not other choice so we have joined BEd. They openly ask.
Girls are more committed they say we want to become good teachers. In one or two days they try to build repo and build relation with us. When we ask them why they joined BEd they say we want to be teachers so have joined this course. They say they want to become efficient teacher. Boys say we had no other choice and so we joined this course they openly say this. Girls have hesitation to speak.
Yes Mam common entrance test is there but in the last two years we do not have any common entrance test we just make the merit of BA or BSc or the previous exams, rural benefits are there and we have some reserved seats for the deserved candidate this is the criteria for the admission. 
Marks, yes Mam, How much ever applications are received we make a merit list. In the Merit list in between 65% - 70% minimum it goes. 
Mam reason I have said that the children who come rural institution, children lower status they have, deprived section children schooling will be from govt school. The Govt school children English or science they cannot understand, when they go for college they opt for Government College then they come to us for BEd. They opt for BEd in our Regional Center Punjab University. Many students who take Science they will be convent educated and those children will be from urban area. They will be from the convent schools - St. Xavier, Sliver Oaks …… convent schools in Bethinda region and Bethinda city. Most of them are locals of Bethinda City and they mostly opt for Science and Maths. Those children who come from far off places, some children travel 90 Kms to come to our college 100 kms they travel daily to come to college. Some children they will be in PG we don’t have hostel facility here in and around our institution PG and guest house are available, we work for 5 days Monday to Friday, the children who come from far off places they come on Monday and Friday they return and they live in PG. According to me those children jo unki roads hai, jo subjects hote hai pade hai they will be mostly from Government School products. Majority students do not opt Science subject. Majority children take SST and even they take Punjabi medium. Combination is SST & Punjabi
This is a very difficult question, I feel one year bed students were there more active, more academically successful.  In 2 year BEd course 6 months teaching practice is there schools are not there, if we get schools time table will not be proper there, when the children go for teaching practice, either 9th standard class will be busy or 10th standard students will have exams. How we can do teaching practice. 6 months teaching practice will be there, we are not getting schools, previously we used to get schools because teaching practice was only for 40 days. The teaching practice issue, I feel previously children were doing it with interest, because in 2 year BEd the assignment work, paper work, teaching practice will become monotonous for them. I am not seeing the same excitement in the children who are doing 6 months training programme, which I used to see in the children who were doing one year BEd programme. That excitement of I HAVE TO DO IT, I WILL DO IT was there when they were doing 40 days class. Now they say YOU GO TUM CHALE JAO MERI CLASS ME. This is what I am seeing.
Actually the problem is also schools we get, what happens is they relieve the teachers working there for 6 months in the Private schools and they put all the pressure on our children. Our children take 8 to 9 periods in a day instead of 2 periods. This is the ground reality we are facing a big challenge in Teaching Practice. We cannot even tell principal, Principal in the beginning ask us how many children we have deputed and for how many months?? Immediately they will relieve their teachers this is in Private institutions. They are losing passion in teaching, working full time in a particular one school for six months without salary or incentives. Adjustment in school, they don’t get proper timetable all these process they feel it’s monotonous. They feel bored to go over there. No Mam Many issues are there 2 year Bed and med there are many issues. MEd we have enhanced subjects and enhanced skills and children MEd they come and many students will not complete and they drop out, they would have already completed BED and after they join MEd they complete some tests, interviews and get a job in private school or somewhere and they leave in the middle and go away. If they get in government jobs then they will not be able to complete it as they will have to join immediately and they will not get permission to pursue MEd so they leave MEd.
Yes they are coming from not a very good background some students are doing watchman duty night shift. I have 2 students in MEd doing night watchman duty they are doing night shift and attending college in the day time. Reserve category SC students are there because government aided its free for them and private schools collect some fees. In general category we have very few stuenets.  210 students are coming to our institution, till yesterday I have the data of 210 students, we have 50 students and only 4 students are from general category. We don’t have any OBC till now, all other students are from reserved category, the reason they come to our institution is that there is no fee and its free and in private schools they collect some fees. The children are working some where in the evening or night shift. The students who are studying here are from either rural family or poor families.
 Yes Parents are either laborers or they have small shops or they work under Manrega schems, We have 2 students in MEd they do not have parents and they are independent. Yes, I have said earlier especially male children, they openly say I never wanted to be a teacher but I had no other choice so jointed BEd. Boys will have this perspective. In Punjab there is a culture in practice male candidates after  plus 2 they are going abroad. They complete Plus2 in the colleges and do ILTES course, speaking course, they take bond and go abroad, there they have second life in foreign countries. Majority of the male students are going to foreign countries we can say the education migration is the biggest challenge in Punjab. They study there and get employed because here they don’t find employment the boys especially.
Yes girls perspective little different from boys some students are very concerned about becoming a good teacher. Girls are more focused than boys they are dedicated in teaching profession, they complete their MA or BEd then they get married, marriage culture is the girls are MA, BEd and the parents will decide that the girls have completed studying and can get married Few students join MEd accordingly to their wish or else the parents will start finding suitable match. Us ka educational profile they poora manna jata hai. Its parent’s perspective. Very few students join BEd as per their wish otherwise most of the students say they had nothing else to do so joined BEd. Those who really wish to join BEd they study well and they get good jobs also. They clear PTET also and all the criteria, subject criteria and they know what it is and they are committed to their carrier and those children because they are from poor families and all can’t travel to foreign countries and they will have constraints. Those who come from urban area, try to go to foreign countries one time, but not all the students can go outside. The students who come to us will focus on their carrier, if they feel that are getting good opportunities in teaching profession, side by side they look for opportunities in banking, they know that they have to become earning hand they get themselves for competitive exams and after they join BEd along with BEd they prepare and complete PTET test or other competitive exams.
Actually they need employment. There are few children after BEd they join Law, we have third department LAW education they do BEd and they do LAW, when I ask them why you are doing law we have to take up a job, ee have to do the masters or we have to do LAW we can become lawyer. Ultimate aim is to get employment. 
I feel Mam, yes they like most educational psychology, psychology is a different subject they get bored in philosophy, naturalism pragmatism this or that, they find some difference in psychology when we talk in the class about human psychology, child psychology, how child behave, the adolescent age, the problems of adolescent, solutions and discipline so many issues gifted students, special students, How will a teacher have to handle the room with a smile, physical handicapped, mentally handicapped students in a class so individual differences concept will look different for them. I feel these children learn educational Psychology with more interest.
Yes Mam, they mostly complain about file work, paper work, assignment work, project work, they actually feel problem in doing some practical work, extra practical work now there is 40 lectures are there in one note books, 40 in another book, then observations lessons, discussions lessons, final discussions lessons are there so all these practically they find it difficult, especially 3rd semester teaching practice internship time these are little difficult. We have 9.30 to 4.30 working hours almost 7 to 8 hour working hours, the children who come from far complain that they have not time to do practical work or project work, they have to submit assignment, they have to make PPT, children daily travel 80 kms to 90 kms to come to college, they find it difficult to do paper work when we give the work to them. Some children do not have computer in their homes or other devices they will not have at home for them also it is difficult, they cannot collect information, we don’t have a very rich library, and infrastructure is very limited here. If 10 children come to one library at a time to study, we do not have infrastructure, the children come select the books and it will be issues to them that’s it. So this is the library constraint they have to search for the books or internet searching will be going on but time constraint is they cannot sit there for one hour or more because the classes start at 9.30 and ends at 4.30, for this they have less time, lectures will be there 2 hours, after 2nd lecture we give 10 minutes break. Wo bhi teacher leti hai wo bhi teacher milti hai. So these type of issues are there.
Mam, students have not faced this. The students who are studying in 2nd year, they have heard about but they have not got any experience. They just say we have seniors we have done all these in one year but you are doing this in 2 years, you are doing this in extending mode. We have done all these jobs in one year. We also got the jobs and you will also get Job, we got jobs one year early than you. There is not criteria that you get government jobs those who have done 2 years BEd they will not have any extra weightage that the students who did 1 year BEd. They have heard all these from their seniors and the students who are doing 2 Year BEd feel that they are victims. They really feel that they are the victims of 2 Year BEd programme and victims of 2 Year MEd programme, what the seniors did in 1 year we are doing it in 2 years in a extending mode we are doing. 
MEd as a institutional issue we don’t have much applications from the last 2 or 3 years. From the day it is 2 year MEd from then we have problems. Med 1 year problems we had not issues. We have 50 seats and 38 seats used to be filled, 50 seats were not completed but one unit is there 50 seats are there but we now have only 10 seats. From the time MEd is 2 years since then we are facing this problem. Children interest towards MEd is reduced after its 2 years programme. BEd they are doing with not much issue. Earlier BEd one year and MEd one year, in two years both the courses would be completed. But now BEd 2 years and MEd 2 years, here in Punjab, Bathinda, ours is a central university. Now children have a trend we are getting less students after 2 years BEd for further studies they opt for central university. So 5 to 6 KMs distance, so we are getting less number of MEd seats. Many students are there they taken admission in central university when they come to us we interact with them why did not take admission here then they say we wanted to central university exposure so we joined. That’s how we come to know that the students are moving to central university for MEd course
After BEd, students I think they talk about psychology subject, Before doing BEd we did not know like how make children understand, whats body language, individual differences between children every students is like different, they have lot of exposure to how psychology works, how Philosophy works, How teacher should teach SST students how it works, Science and Maths….. No doubt they will be confident. On the first day of the children when they joint and they go out there is lot of changes we note. Because in our educational institution, we give more weightage for both curriculum and co-curriculum. Children participate in sports, youth festival randomly they participate. The child who participate in activities is not good at curriculum or the child good at curriculum is not participating in activities its not like that. If the child falls behind in curriculum they will be excellent in co-curriculum activities. So children will have the inner confidence, their self esteem is improved communication skill will be improved. 
When they go to school they become teacher they have to be given feed back saying beta now you are not a student now you are a teacher, be have like a teacher, if you are talking to each other then have some decorum and dignity because you are a teacher and now you are doing professional duty. When they go to school we see change in their behaviour they will know that they are performing duty of teachers. After they finish 6 months internship and come back to college for the last semester they again become students. So they travel from distance, so the 1st class at 9.30 they say they are ladies and they come from distance bus late, they had work, but when they become teachers when they are allotted a school they see will not go late there they see some relation there. They stay there for 6 months in a PG or they make some arrangements but never go late to school. They go there 6.30 means 6.30 8.30 means  8.30 they will be never late, after come back to college again they come late – reasons bus will be late they come back to student life they enjoy they say we will enjoy because it is last semester. But when they will be teachers this will be a plus point. They go to school as a teacher educator their behavior is changed, they prepare for the class and go
There are lot of challenges and problem in the school they visit. They will have trouble in the schools. They are over burdened, 
During Teacher Practice training, one supervisor will have 12 students under them and frequently or monthly once they have to visit the school where their students are doing teaching practice we check their teaching aids, During the routine visit we have meet the school staff, principal, coordinator, we interact with them and we take their feed back – if the students are taking class properly, how they are doing In the private schools where our students go there will be CC TV cameras will be there the presence of the cc tv camera make students more alert if the camera is working or not their intact will be same. So the children aware that they have to do the good job. In private schools if the student do a good job and if its noticed by the principal and he like the methodology of the student they might say after completion of BEd you may come to our school and we will give the job. Its has happened for 5 to 10 SS students. If they don’t get the government jobs they will teach in the private schools.
I am not able to say that majority of the students some students do. Out of 50 students, 10 students keep in touch, They try and get government job or they work in Department they talk to us over phone. They keep in touch with us. Last 5 to 6 years students are also keep in touch. Many students, after completion of BEd or MEd inform us and invite us for functions telephonically. Many of the students are doing. Because Phone is not there or phone changes with children we don’t have their contacts, there are not functions in the college or alumni function is not organized. The students try to keep in touch with us invite for their marriage or inform that they got govt jobs. 
We had one student, Hashima she got award from Govt of Punjab then there was agitation – to return the award so she was asking us what to do, she was in dilemma, then I told her you have to decide use your brains and decide because you are a teacher now. So some experiences will happen with students, they come to us with personal problems. Some students call us and ask us that I have started a tuition center and will you give ad. We will share with FB so it will help me and purpose will be different but they keep in touch. 
When we are getting for the training for TET or CTET they both are giving tests they think Punjab TET is easy or central TET. They think Central TET is easier than Punjab TET. CTET is they pass they get jobs in Navodaya schools, in the last 3- 4 years there are about 4 students who got government jobs, I am aware of this. They are working in Shapur, They have UGC tests and PTET if they are taking tuitions, training or doing self study, the PG students prepare for all the three tests and take the tests. In the college we do not have a separate period but individually we help them any child wants to clear PTET or TET we give booklets. After they finish the tests I personally college the booklets and distribute it to the new batch students. Because they can appear for the exams after 2nd sem. Many students will not be able get previous year paper for them we distribute. MEd students who want to take UGC test and PTET we have made some overhead projectors for PPT, I have made some comparative education breaks in the education made some layouts. For MEd students I take one period regularly. If the test is in Dec then during Nov or Dec I take the classes. 
Official record actually I don’t know exact number but approximately in the last 2 or 3 years almost 50 students, during last month Master test was there in that 10 students from one batch are qualified and they are jointing. During last 2 to 3 years 100 students would have passed. They have cleared CTET for government jobs. Students joined Private schools the number will be more. This is not important only DED is criteria in private schools. After PTET there will be another test subject related test, two tests are mandatory for getting government jobs. PTET is the common test for all the BEd students and 2nd one subject related tests language, science, maths which is also mandatory for getting government jobs. Govt jobs very less students get, during last 2-3 years only 50 students have got. Even after passing PTET students are not getting govt jobs. There is an agitation going on in Punjab the students say they have passed BEd, then PTET and then subject test that also cleared but they are not getting government jobs. This is the agitation going on in Punjab. Mohali, Punjab and Chandigarh this agitation is going on. Students say they have passed BEd, then PTET and then subject test that also cleared but they are not getting government jobs. This is going on since 12 days. Punjab Government Intention is not clear. I feel they should have kept these exams before BEd course because then they will decide if they want to be teachers after spending 2 years in an institution for the 2 years programme if they have to clear two tests its difficult. Even after clearing the tests they don’t get government jobs some students  will not clear PTET or Subject test then they have to go to private schools there the salary is very less. Very low even starting 5,000 or 6,000 per month. Worst part is students are happy they say they are getting 5000 per month. They get sweets even if we don’t ask they say their salaries. It will be different from school to school some convent schools give handsome salary to the teachers. Some senior teachers take good salary. Where our students are going they are getting less salary, due to corona they have reduced the teaching staff This is the fact. If the good school or convent they give good salary but not the staff or reduced or give half school because of corona. Because physical teaching in one class one teacher used to take. But online one teacher can teach 100=150 students. Per subject one teacher is enough for 100 or 150 students, Mass classes are going on they give one link and one teacher is enough but in physical class for 60 students one teacher is required because of this teachers are having crisis.
No campus recruitment we have, the students who come to us finish their MEd then take up job. In our university the recruitment is their policy. In our university last 12 years they have not done any recruitment. Punjab University, Patiala is running under crisis, even the staff salary earlier, Staff are not getting regular salary is not getting because admissions are less. Above all the trend in students is changing in all the areas I am not talking with regard to education only BTec, Engineering Business and in all areas, all the students, they want to go foreign. Education migration is going on, Children after 12th standard are going to foreign countries to study their courses. In Punjab this is the most dangerous culture. This crisis is there in Punjab University and in our Regional Center, Professor Arabind, ISRO, Mohali has joined as VC and he is restructuring every thing. We will hope that it will be better in the coming days. We do not have even a single campus recruitment  
We have few NGOs in Bathinda and some students have joined there. We have many students in MEd they are little social activists. Even now we have one student and he is from Rajasthan and he is working for Child Marriage society and he has rescued many children from child marriage. He is in MEd 2nd semester and taking online classes and he said he is working for an NGO. Students are working with SMILE foundation in Bethinda. Some students are associated with NGOs. 
There are actually most of the students not getting jobs in pvt or govt they have opened their own tuition centers. Science and Maths subject students are mostly. Teaching SST and Punjabi language are doing competitive exams repeatedly till they get job. If they don’t get job they change the stream, they Mtake up jobs in tuition centers or call centers. Many children change the stream they study MA or any other course. They feel PTET is tougher than CTET. Now students complete MEd and clear UGE so they will be eligible to get job in private Colleges.
Boys I have to say they have to suffer 2-3 or 5 years to settle down for their future, lively hood. Girls after MA BEd will be eligible for marriage. After Marriage some girls who have family issues or family constraints cannot opt for jobs.. I feel for girls opportunities will be less but they are dedicated than boys. After they complete MA BEd and clear CTET they get jobs, but do continue in the jobs or not is different. It depends on the family. Girls major issues is Punjab is divided in to three regions Malwa, Doaba and Majha Malwa is an backward regions. Bethinda is in Malwa region here the trend is girls have to get married in certain age. While doing BEd they get married. After marriage the girls cannot decide on their own about their jobs. Government jobs they are allowed private jobs they have constraint. Boys are not dedicated if they are not getting jobs they change their stream. Some children are aware that job is important. 
Not as such we are comfortable. group teaching is there, teacher to teacher relation are good. Though we have some challenges, like we don’t have infrastructure like we don’t have common room or gymnasium to sit and talk to children. We have less infrastructure like we don’t have language lab. Playground not there, resources are less. Senior and Junior issues are there. This type of common challenges. Not a big challenge. We can say that, salaries now in Punjab University because of crisis we are getting salaries late. Like last three months we have not received our salaries. Faculty development we have to take leave. If 2 or 3 faculties approach they seniors get the chance, I wonder if chance should be given to the required persons. It should be need base to whoever is requirement every time seniors get the chance and juniors never get opportunity.Even for online programmes we have to take permission from university. They see the rank and seniors get the chance. Sometimes it happens like for workshop or refresher course which we are not interested we get chance. 
NCTE infrastructure is a problem is here, I don’t know when the NAC has visited, I am not aware of their requirements and I do not know their criteria. As we have less faculty we cannot one more unit. In our university, we have one unit for 50 students we received 210 applications, if we take 2 units for 100 students, more faculty are needed. Faculty appropriate criteria should be there university will not do any things so we are taking only one unit. Even for one unit we are not complete faculty team is not there even for MEd courses. As per NCT rules for one unit we should have three teachers. I do not know exactly but lacking is there. We have 2 contract teachers and some part time teachers not in our department but university has appointed in Law department and PG Department 
Mother university is Punjab University, we do not any much issues with the university. But some crisis are there some last couple of years crisis regarding appointments of teachers regular appointment salaries and some promotions, ….. these are the common challenges emerged in Punjab University.
No doubt challenges are there 4 years is a big time. Degree colleges are there they want to do this. 4 year integrated programme is better after plus 2 will give fruitful result as compared to 2 year BEd programme. 
Our VC professor Dr Arvind is structuring, there is talk about collaboration also. There is some planning, whether it is implanted or not I do not know. They may want to shift the degree college they many plan for 4 year integrated programme. But nothing is decided. Some planning is going on. 
During covid time is very tough situation especially teacher learning process is entirely changed for the last 1 or 11/2 years. The students who are studying here for them educational system is completely collapsed. Within in a month e received new guidelines teaching guidelines, the 8 months guidelines; it took nearly one month to make the children understand, what are platforms are there, university had given us a proposal for free platform, to make conference calls to students some teachers took classes on google meet or zoom meet. Initially children had problems after one month they overcome the problem the online process created interest in them. Being a teacher you must be always be a challenging person. The syllabus was huge but to prove ourselves we were doing hard work making up strategies. There was competition between teachers. They are using that so I must use this. The children used to say he did this and he did that. Even the children co-operated. We had problems but we overcame all the problems. In our college there are senior teachers who cannot teach on online. In my Department there is a teacher who cannot open email on her own. Email account we have to have an email as per NCT and University rule, The more challenges were with teachers, we have to share the screen, notes we have shared, out of 50 students only 4 students have not received the notes because they had no smart phones and they had network issues. Only 4 students were not in touch with us. We called them separately last 15 Jun college started and we called those children and worked with them. But with the passage of time everything was going on fine. The children who did online classes in the 1st batch had online exams too. The 1st batch students were dedicated but they were little disturbed with online exams. (This is the third batches who are taking online exams) They though they have studied notes made, they had 4 hours time as per university guidelines they had to make a pdf file and send us the paper. It was open book system, they had done a hard work (mehanat kiya) but the online system was unclear to them, because we could not do any thing. With the passage of time children became lenient. Initial batches the students and teachers did a great job. After that children became lenient, even the students who were doing hard work because the paper was online. So now in my perceptions those who were doing hard jobs they left. It was open book system and students did not had any one to see them. So many problems smart phones they don’t have, net work problem. We were doing everything as per University guidelines. During 2nd semester the students was reduced. 1st semester they responded well but 2nd semester also teaching strategies were same, online attendance, screen sharing etc were going on. But children response was less. Because of online exams. Even their presence in the online classes is less. They join the class but don’t listen. They are not actually the video lecture. Teaching is an active process if the teacher is asking questions only one or two students responding and other don’t even open and you don’t even know if they are listening. This is a big problem. It looks problematic for me. After that the children have become more casual I am seeing behavioral change in them not only BEd students even school children, they are all frustrated with this. They are not coping up, lot of behavioral changes we are seeing, BEd students, their tolerance is becoming less. They say we are doing lot of paper work, why should do so much paper work any way its online exams. No need to write 40 lesson plan this is not required no one is checking these kind of problems. 
We have opened our department for two months, in that we did internship for children in the two month internship did the classes but after that in simulation mode they have having online classes. No not for the school students we have made 2 or3 groups of our children and they delivered lecture in simulation mode. Only two months physical teaching. Initial two months. Schools were opened in our Punjab before 2nd wave. Actually before corona started they had completed internship., We sent a proposal to University that we will complete 4th semester before 3rd semester we had only practical tests pending. During the 2 months they did internship physically and then again schools were closed. 
 
18.2 For III 3.1: Is the college getting enough students from all streams(language, arts, biology, phy+math, commerce and any other stream) 

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)

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?
 
III-3.8:  What are the Soc-economic profiles of students coming into the program?
III-3.9:  What are the other jobs the students go to? 

III-3.10: What was their motivation to join TE training?
V- 4.1 What do students like in the program?
IV-4.2 What are the difficulties the students face during/about the program?
IV-4.5 What all do they learn from the program? 
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)?
Good feed back we get about our students.  

IV-4.7 What kind of feedback do students give to TEs after the completion of the program/after entering the industry  

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 
VI section: each question is important:
VI 6.1: Where are the students employed after completion? How do they look for jobs?
VI 6.3: What proportion seek government jobs? 
No recruitments by government.
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?
VI 6.7: Entry into NGO who are working in education sectors. 
VI 6.8: Are there examples where students are pursuing other careers related to education?

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?

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