The Centre is invested in strengthening existing state and private systems of teacher education. CETE works with the central and state governments in varying capacities, in building capabilities of state functionaries and teacher educators, in curriculum development, conducting CPD workshops, and evaluation studies.

We have worked in the past with DIETs, BRCs, CRCs and Teacher Education Institutes in different states. Some recent activities include:

Policy Practice Paper

The publications which are a part of the CETE Policy and Practice Paper Series are evidence-based research communications, to engage with aspects of current policy and practice in the area of education and development. These papers and briefs, prepared by faculty and associates of CETE draw on the Centre's expertise, rich field experience, current research in the Centre and research Iiterature review, on areas such as Edtech, Inclusive Education, and Teacher Professional Development, Education and Development, etc. The papers offer analyses and provide inputs to guide policy and practice, particularly relevant to India and the Global South.

In the series,

1. RAP Curation Rubric to Evaluate OER’s Pedagogical Potential for IFP Devices

2. Governance and Regulations of Teachers and Teacher Education

3.Curating and Creating OER to Enable Active Learning and Professional Development inTeacher Education Institutions - DIETs, SCERTs, Colleges and Departments

4.ICT Infrastructure for Teacher Education Institutions: DIETs, Colleges and Departments of Education

5.Using ICT for scalable, sustainable Teacher Professional Development in Developing Country Contexts: An approach paper

Link to this page: bit.ly/cete-ppp

State of Teachers Teaching and Teacher Education Report (Sotter)

The State of Teachers Teaching and Teacher Education is a Biennial State of the Sector Report produced by CETE. It is the flagship report providing a bird's eye view of the status of the sector. This second report on the State of Teachers, Teaching and Teacher Education in India 2023 (SOTTTER 2023) focuses on issues concerning the teaching profession and teacher preparation in India. SOTTTER 23 is based on four major data sets: the UDISE+ of the Department of Education, Government of India, the Periodic Labour Force Survey 2021-22 (National Sample Survey Organisation, NSSO), and Primary data gathered through the SOTTTER 23 survey conducted in eight states covering 422 schools, 3615 teachers, 422 Head Teachers, teacher education institutions and Student teachers studying in BEd and DElEd programmes TET data from One State A.
The analyses examine the demographic profile of teachers in different sectors, the working conditions of teachers, and the availability and supply of teachers in general, and specifically of qualified teachers, in the system. Comparisons are made between states, between urban and rural locations and between the government and private sectors.

Link to this page: https://bit.ly/sotter-report

Roundtable Meetings 

1.Round table on “In-service Teacher Professional development: Perspectives and Possibilities” was held in collaboration with Ambedkar University Delhi on 28-29 April, 2018. The roundtable was aimed at providing a platform for sharing experiences in the use of ‘alternative’ models of teacher development and explore the diversity in thoughts about teacher knowledge, material development, teacher identity and motivation. The rich and stimulating discussions that ensued as a result of experience-sharing, challenges, questions, failures, learnings and possible theoretical models laid the ground for the rather ambitious task of working ‘with’ teachers for their and our own professional development.This roundtable brought together teachers, scholars and experts from civil society organizations for a critical dialogue on the theme of in-service Teacher Development. The discussions were spread over nine sessions across two days. This report is a summary of the discussions in the sessions. Access the report.

2.Roundtable on Regulation of Teachers and Teacher Education, March 14 & 15, 2019- Teacher education sector in India is faced with complex concerns of quality as highlighted in the National Education Policy, 2019. The twenty-first century brought a series of important policy reforms in India. The National Curriculum Framework for Teacher Education, 2009 (NCFTE) noted that quality teacher education was essential for achieving educational goals. Quality of teacher education gained national importance following the Justice Verma Commission (MHRD, 2012) report. The commission recommended locating teacher education within higher education and offering integrated teacher education programmes. This has been the basis for the current reform efforts initiated by NCTE.  It is within these larger policy transitions and recent reform efforts toward regulating teacher education quality that a Roundtable on ‘Regulation of Teachers and Teacher Education’ was held on 14 & 15 March, 2019 at the Tata Institute of Social Sciences, Mumbai with a purpose of sharing interests and concerns of the teacher education sector and exploring possibilities of understanding and formulating these in the larger interests of the growth of the sector.Access the report.

3.Roundtable on Regulation of Teachers and Teacher Education, in collaboration with the Department of Education, Mumbai University from 23rd and 24th January 2020- A second edition of Roundtable on Regulation of Teacher and Teacher Education was conducted to engage more deeply with issues and concerns that had emerged in the first roundtable.  This roundtable was attended by international participants and dignitaries from many states across the country. The discussions continued from the previous roundtable around three broad themes, namely, Governance and Regulation, Curriculum and Policy and Systemic issues. Access the report.

Curriculum Development

• Support and development of Experiential Learning modules for CBSE, NCERT. 
• NITI Aayog with specific focus on secondary school curriculum.

• Arindam Bose is National Resource Person for the Bihar State Curriculum Framework 2021

  and for Textbook Development (Mathematics), Grade 1-2, Bihar SCERT, Patna