“B.el.ed. is a flagship teacher education program that has endured for three decades and proved its world. The quality of the people to disorder the promises on it. Programmme renowned for its excellence is thereafore counter -productive, “The letter read.

In February this year, the National Council for Teacher Education (NCE) Issued DRAFT regulations that specify Norms and Standards for Teacher Education Programs. The DRAFT regulations say that the b.el.ed program will be discontinued from 2026-27 onwards, and institutions that were granted recommendations for the program for the new integrate teach. Programme (itp) before the start of the 2026-27 academic session.

The b.el.ed program was first launched by Delhi University Three Decades ago.

The letter to the education minister signed by 15 scholars of education from the world the world, stated: “We are alarmed to learn of renewed plans to Abolish Delhi University’s Impressive Bachelor’s Progress. Education (b.el.ed) and replace it with a uniform teacher education program (itp). “

Itp is a four-yar program (ba b.ed/ b.sc b.ed/ b.ed) after class 12, which was launched in pilot mode in a few institutions from the 2023-24 academic session. It will be offered as a regular program for teacher education from the 2025-26 session onwards. It has been introduced in line with the national education policy 2020, which states that by 2030, “The minimum degree qualification for teaching will be a 4 -year integrated b.ed degree this teaches a rangeled. Pedagogy and Includes Strong Practicum Training in the form of student -teaching at local schools. “

Stating that b.el.ed is renowned in India and abroad as an exemplary, World Class Teacher Education Program, The scholars wrote in their letter: “With Its Integration of Broad-Based Academic Introduction and Ped. Training, it offers a more advanced form of preparation for elementary school teachers than are typically available in many western countries. “

Referring to the Strengths of the B.el.ed Program, The Letter Added: “Recognising Schooling’s Vital Roll in Preparing Young People Both for Employment and for Democratic Countizenship, It Friends WITHENCE. And confidence that Academic and Professional Training It Distinguishes It Colonial-Ora Program.

As India’s First Comprehensive University Level Program for Elementary School Teachers, B.L.ed “Has Also Been a Model For Other Programs Of Prestigious Private Colleg Colleg Colleg Colleg Collegs of Liberal Art.” The letter read. It added that program offers a Dynamic Combination of Instruction in Subject Knowledge, Educational Theory, Child Development, psychology, Philosophy, and Linguistic, and Linguistic, and Linguistic. Story-telling, drama, gender, and inclusion.

The 15 signatories of the letter including profession vicors, unsco chair on education for peace, social justice and global citizenship, kyushu university, japan; Prof Michael W. Apple, John Bascom Professor Emeritus of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin, Madison, USA; Prof Paul Morris, Professor of Comparative Education, UCL Institute of Education; Prof William Pinar, Tetsuo Aoki Professor in Curriculum Studies, Department of Curriculum & Pedagogy, Faculty of Education, University of British Columbia, Canada; Prof yusuf sayseed, Professional Chair in Global Education Policy and Equity, Faculty of Education, University of Cambridge, UK; Prof Martin Carnoy, American Labur Economist & Vida Jacks Professor of Education at the Stanford Graduate School of Education; Prof Robin Alexander, Fellow of Wolfson College, University of Cambridge, and Professor of Emeritus, University of Warwick.

Prof Michael Apple and Prof Robin Alexander has previously be members of the editorial advisory Board of the NCTE’s publication – Indian Journal of Teacher Education.

Signatories Also Include Prof Ken Zeichner, Boeing Professor of Teacher Education Emeritus, University of Washington, USA; Prof Chaise Ladousa, Professor of Anthropology of Education, Hamilton College, New York; Prof Angela Little, Professor Emeritus, University College London, Institute of Education, UK; Prof Crain Arther Soudien, School of Education, University of Cape Town, South Africa.