Rethinking Teacher Training: Sudha Murty's Call for Periodic Exams

The backbone of any progressive education system is not just a well-designed curriculum but also the ability and flexibility of its teachers. On Tuesday, Rajya Sabha member Sudha Murty tabled an interesting proposal—compulsory training modules and regular tests for primary school teachers every three years to keep them perpetually developing and keeping pace with changing pedagogical trends.

Murty's position is both timely and pivotal. India's education ecosystem is facing a dramatic transformation with the National Education Policy (NEP) 2020, but without well-trained and qualified teachers, the reforms will be ineffective.

A Teacher's Learning Shouldn't Stop at Recruitment

Today, teacher training in India is a pre-service and in-service affair. Although eligibility for teaching is decided by qualifications such as B.Ed., M.Ed., DElEd., and CTET, there is no systematic process to evaluate a teacher's development or adjustment to new methods after recruitment.

As Murty aptly noted:

"A teacher must give an examination every three years with a new learning technology. Because technology is always changing. Nothing in life comes free except a mother's love. If you want to be a good teacher, there is a price to that—not money but good training and an examination."

India does have programs to build the capacity of teachers, like NISHTHA, with the aim of enhancing teaching pedagogy under NEP 2020. But these programs are doubtful in their effectiveness as they do not have a strong assessment framework to gauge the actual enhancement in the quality of teaching. 

The Need for Periodic Teacher Assessments

NEP 2020 emphasizes teacher training and professional development, especially in the early childhood phase. The policy institutes a 5+3+3+4 pattern, and children are provided with basic literacy and numeracy from the initial phase. Yet, it is seen that a third of teachers in primary schools in India do not have professional training, which is a huge lacuna in the system.

Without competency tests at regular intervals, teachers might not be able to keep up with

•  EdTech innovations
• Pedagogical innovation and new curriculum designs
• Child psychology and behavioral management skills
•  Classroom diversity and inclusivity practices

Systematic assessment by means of planned examinations can ensure accountability, motivate self-reform, and improve the quality of teaching, especially at the primary level, where the earliest learning experience is consolidated.

A Systemic Reform or an Unattainable Ideal?

Murty's suggestion, though perceptive, poses practical problems. Making mandatory examinations a triennial exercise necessitates:

1.  Policy intervention to require regular teacher evaluations
2.  Investment in training facilities and materials for in-service teachers
3.  Coordination with educational institutions to create relevant courses and exams
4. Incentives for teachers who reskill and clear tests

Today, the Union Budget focuses on teacher training but lacks a designated allocation for regular teacher evaluations. Without financial support and systemic rollout, Murty's vision could be a distant dream instead of an upcoming reform.

For India to actually realize the NEP 2020 vision, its educators have to be constantly assessed and skilled. As Murty rightly put it, "Excellent school premises won't matter if there are no quality teachers." The solution lies in inculcating a culture of lifelong learning among teachers whereby evaluation is not viewed as a penalty but as a means of professional excellence.

A nation’s educational strength is only as strong as its teachers. If India aspires to global educational leadership, it must ensure that its educators evolve as dynamically as the knowledge they impart