Up to 55% of India’s 260 million school children attend government schools, according to 2015-16 education data. One in six teaching positions in government schools is vacant, a collective shortage of a million teachers. Several states have a shortage of 33 – 70% in their schools. Lack of regular recruitment, bungled deployment of teachers and lack of specialist teachers for certain subjects are but some of the problems plaguing government schools. The problem of quantity is in itself such a large one that the problem of quality is almost always entirely ignored.

CTD works with corporates to design and deploy bespoke CSR programs in education that are impactful and which complement or fill in the gaps in the social value chain that the corporate envisages to operate in. CTD leverages technology extensively by way of delivering coaching to students in government schools using virtual classrooms.

The curriculum of B.Ed. course is largely focussed on pedagogy alone with little emphasis on improving or establishing tight linkages with subject knowledge. This results in student-teachers gaining theoretical knowledge of pedagogical techniques without ever getting to apply them in teaching of subjects. High quality teaching demands more than both good content knowledge and good pedagogical knowledge: it requires a consideration of how specific characteristics of the content might influence one’s pedagogy, and vice versa, for optimal “learnability”.

CTD’s programs for student-teachers bridge the gap between pedagogy and  subject knowledge expertise. Our programs are designed specifically keeping pre-service teachers in mind and the curriculum they cover in their B.Ed. course. Our program supplements and complements the courses covered during the B.Ed. course.

A teacher should be a collaborator who facilitates learning rather than a pedantic instructor who imparts bookish knowledge to students. A Teacher-Student interaction should no longer be a one-way monologue but a two-way exchange of ideas. Rather than focusing only on imparting textbook knowledge, it is imperative that teachers teach their students how to “apply knowledge”.  “Learning to learn” is an important skill that teachers need to help students acquire in order to get them ready to face the myriad challenges of a constantly changing world.

Our in-service teachers’ training programs are designed keeping exactly the above philosophy in mind.They focus on training teachers on primary, secondary and high-school level Science and Mathematics using CTD’s unique content and methodology. They are structured as easy-to-complete multi-level modules for teachers to gain command over these subjects.