The NEP-2020 has envisioned that Teacher Education plays a very significant role in producing holistic, inspirational, professional, and competency-based school teachers who continuously influence, guide, and mentor our future generations. Although the preparation of such teachers is very cumbersome and complex, requiring knowledge, practical skills, and various competencies across different domains, along with the cultivation of suitable dispositional values and positive attitudes. It is also imperative that teachers have developed a deep understanding of the Indian Knowledge System on which the entire educational landscape of the country is based and sustained.

Recognizing that India intends to become the Skill Capital of the world and stepping up to develop an unparalleled education system to achieve the goals of Viksit Bharat and regain its status as Vishv Guru (knowledge superpower), teacher education institutions must shoulder the responsibility and train teachers in the latest trends and techniques of teaching. For that, such institutions have to catch the aspiring teachers at a young age. In this direction, NEP-2020 recommended launching a 4-year Integrated Teacher Education Programme (ITEP) with 04 vertical stages (foundational stage, preparatory stage, middle stage, and secondary stage) separately for BA, B.Sc., and B.Com. NCTE has already floated this flagship programme throughout the country in 2023, when 57 premier institutions of the country were granted recognition to run this programme. Meanwhile, knowing that teachers need inclusive training in both content and pedagogical domains, teacher education institutions were directed to shift progressively to multidisciplinary institutions by 2030, where ITEP will be launched. The efficacy of this programme is now recognized, as this will become the minimum educational qualification for the recruitment of teachers by 2030 throughout the country.

ITEP is a dual degree ‘Bachelor’s Degree’ plus ‘B.Ed.’ dual-major, designed to produce passionate, well-qualified, trained, and technology-driven teachers for school education. Students shall major in Education and in a specialized disciplinary/interdisciplinary subject, depending on their choice. In addition, students will also be acquainted with contemporary pedagogical approaches along with the Indian Knowledge System. Its main aim is to develop ‘good human resources capable of rational thought and action’ who contribute to building an inclusive and equitable society, as given in the Indian Constitution. Keeping in view the varied developmental needs of children, the programme is structured around the main principles of NEP-2020, giving more emphasis on integration of theory and practice rooted in vertical stage-specific specialization based on the new curricular structure of a 5+3+3+4 pattern. Here, a provision has been kept for the Multiple Entry and Multiple Exit, similar to what is given in other programmes, as per the National Higher Education Qualification Framework i.e., after completing one year, a certificate will be awarded to the candidate, after two years, a diploma, and after successfully completing three years, a Bachelor’s Degree will be awarded to the student. The programme comprises a minimum of 176 Credits covering Two Majors, Stage-Specific Content-Cum-Pedagogy, Ability Enhancement and Value-Added Courses, School Experience, and a few credits for Community Engagement and Services.

The programme is guided by a set of core values that aim to transform teacher preparation from the application of theories to experiential teaching and learning. The focus is on the development of some specific graduate attributes, including 21st-century skills. The curriculum is taught by using student-centric approaches where focus is put on a well-structured and well-defined acquisition of knowledge, skills, and competencies. The assessment techniques recommended for the programme are based on continuous comprehensive evaluation, where diverse tools and tests are used, including portfolio and rubric assessments. A 10-point letter grade system is also recommended to record the student’s performance.

Keeping in view that teacher education needs multidisciplinary inputs plus high-quality education in content and pedagogy, three multidisciplinary higher education institutions of Kashmir Valley, the University of Kashmir, Cluster University Srinagar, and Central University of Kashmir, have been granted recognition by NCTE to run ITEP programmes after fulfilling all the requirements. In the 2026 academic session, students will be admitted to this programme in these institutions. Institutions are now in the process of developing the curriculum framework for ITEP based on the suggested syllabus already notified by NCTE.

While framing the syllabus for a specific stage, these institutions should ensure that after completion of the course, the graduates should meet the eligibility requirements for different teaching positions advertised at the local and national levels. While framing the course structure, institutions should also keep in consideration the eligibility criteria for the recruitment of different levels of teachers made for the Central Govt, such as schools like Kendriya Vidyalayas, Navodaya Vidyalayas, and other schools of CBSE pattern, where some specific combinations of subjects at the bachelor’s level (first three years of the programme) are crucial. Although for PGT positions such consideration is not needed, for TGT positions, subject-specific requirements vary by discipline and stream; thus, the offered course structure should offer sufficient depth in the chosen Disciplinary Major to meet the content standard. In Central Govt. schools, or even in state Govt. run schools, teachers must possess some specific computer literacy, which is an essential qualification for the recruitment, and while framing the ITEP syllabus, attention needs to be given to this domain also. Also keeping in view the significant contributions in different genres, NEP has put focus on Sanskrit with strong offerings in education as one of the national languages; thus, while framing the curriculum, this, alongside other local languages, also needs to be considered so that it becomes a natural part of holistic multidisciplinary education for students to choose.

To conclude, NEP 2020 has envisaged that the teacher eligibility test shall be conducted for the teacher recruitment to strengthen content and pedagogy across all 04 stages of school education. Aspiring teachers will also be assessed for proficiency in transacting curriculum in local languages. This will be applicable to the teachers working in the private sector also. The ITEP curriculum framework should be designed very carefully with utmost flexibility, ensuring that graduates are not only well-equipped and prepared pedagogically but also meet all the statutory eligibility requirements for the appointment of teachers at the local and national levels.

Dr. Mohammad Sayid Bhat is working as a Professor in Department of Education at the University of Kashmir.

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