The Central Teacher Eligibility Test (CTET) is applicable to schools of the central government (KVS, NVS, Tibetan Schools etc.) and schools under the administrative control of UT of Chandigarh, Andaman and Nicobar Islands, Lakshadweep, Daman and Diu, Dadra and Nagar Haveli and NCT of Delhi. Schools owned and managed by the state government or local bodies, and aided schools can consider the Teacher Eligibility Test (TET) conducted by the state government. However, schools administered by a state government or aided schools can also consider the CTET if they decide not to conduct the state TET.
A potential problem with the CTET and TET would the way in which the tests are administered. Although the general structure of the CTET and the TET …show more content…
One design change cost with the differentiation of the CTET and TET is that teachers who are not native to Uttar Pradesh but pass the CTET are competing for employment with teachers who are native to Uttar Pradesh and pass the UPTET. For instance, in the state of Jharkhand, there were protests held against including the educational merit marks of class 10 to 12 on top of the TET eligibility requirement to become teachers as the education system has been sub-par, and this has placed many TET candidates in Jharkhand at a disadvantage when compared to candidates who have passed the …show more content…
However, the joint objectives of qualified teachers and maintaining a 35:1 teacher pupil ratio of the RTE Act has the potential to create a further shortage in teachers. According to estimates by the Ministry of Human Resource Development, in 2014 India faced a shortage of 1.2 million teachers. Many states have tried to circumvent this shortage by hiring under-qualified contract teaching staff. Batra (2005) noted that the absence of professional educational practitioners in elementary education in both rural and urban areas has led many households to resort to low quality private education as opposed to no-quality public education. Thus in the short-term, the TET could be lowering the educational standards of public schools as a result of school administrations attempting to follow the guidelines set by the RTE Act, and increasing the cost of education when households turn to private
A potential problem with the CTET and TET would the way in which the tests are administered. Although the general structure of the CTET and the TET …show more content…
One design change cost with the differentiation of the CTET and TET is that teachers who are not native to Uttar Pradesh but pass the CTET are competing for employment with teachers who are native to Uttar Pradesh and pass the UPTET. For instance, in the state of Jharkhand, there were protests held against including the educational merit marks of class 10 to 12 on top of the TET eligibility requirement to become teachers as the education system has been sub-par, and this has placed many TET candidates in Jharkhand at a disadvantage when compared to candidates who have passed the …show more content…
However, the joint objectives of qualified teachers and maintaining a 35:1 teacher pupil ratio of the RTE Act has the potential to create a further shortage in teachers. According to estimates by the Ministry of Human Resource Development, in 2014 India faced a shortage of 1.2 million teachers. Many states have tried to circumvent this shortage by hiring under-qualified contract teaching staff. Batra (2005) noted that the absence of professional educational practitioners in elementary education in both rural and urban areas has led many households to resort to low quality private education as opposed to no-quality public education. Thus in the short-term, the TET could be lowering the educational standards of public schools as a result of school administrations attempting to follow the guidelines set by the RTE Act, and increasing the cost of education when households turn to private