Question map
Consider the following statements : 1. As per the Right to Education (RTE) Act, to be eligible for appointment as a teacher in a State, a person would be required to possess the minimum qualification laid down by the concerned State Council of Teacher Education. 2. As per the RTE Act, for teaching primary classes, a candidate is required to pass a Teacher Eligibility Test conducted in accordance with the National Council of Teacher Education guidelines. 3. In India, more than 90% of teacher education institutions are directly under the State Governments. Which of the statements given above is/are correct ?
Explanation
The correct answer is option B (Statement 2 only).
Statement 1 is incorrect because the National Council for Teacher Education (NCTE), not State Councils of Teacher Education, has laid down the minimum qualifications for appointment as a teacher in classes I to VIII under the RTE Act, 2009[1]. The NCTE is a national-level body that sets uniform standards across India.
Statement 2 is correct as the NCTE has laid down minimum qualifications including passing a Teacher Eligibility Test (TET) conducted in accordance with NCTE guidelines[3] for appointment as a teacher in Classes I-VIII[2]. While qualifying the TET does not automatically confer a right to employment, it is one of the essential eligibility criteria for appointment[4].
Statement 3 cannot be verified from the provided sources. The documents discuss teacher education policy and regulation but do not provide specific data about what percentage of teacher education institutions are under State Government control versus other management types.
Sources- [1] https://www.education.gov.in/sites/upload_files/mhrd/files/upload_document/RTE_TET.pdf
- [2] https://azimpremjiuniversity.edu.in/teacher-eligibility-test
- [3] https://www.aputf.org/wp-content/uploads/2025/10/2025SE_MS36_E.pdf
- [4] https://www.education.gov.in/sites/upload_files/mhrd/files/upload_document/RTE_TET.pdf
PROVENANCE & STUDY PATTERN
Full viewThis question tests the 'machinery' of the Act rather than just its constitutional promise. It punishes superficial reading by swapping regulatory bodies (State vs National) and ownership statistics (Private vs Govt). It demands knowing *who* sets the standards (NCTE) and the ground reality of teacher education (privatized).
This question can be broken into the following sub-statements. Tap a statement sentence to jump into its detailed analysis.
- Statement 1: According to the Right of Children to Free and Compulsory Education Act (RTE) in India, is possession of the minimum qualification laid down by the concerned State Council of Teacher Education required for appointment as a teacher in a State?
- Statement 2: According to the RTE Act in India, is passing a Teacher Eligibility Test (TET) conducted in accordance with National Council for Teacher Education (NCTE) guidelines required for a candidate to teach primary classes?
- Statement 3: What percentage of teacher education institutions in India are directly under the State Governments?
- States that under section 23 of the RTE Act the National Council for Teacher Education (NCTE) laid down minimum qualifications.
- Explicitly links those minimum qualifications to eligibility for appointment as a teacher in classes I–VIII (i.e., a required/essential qualification).
- Reiterates that implementation of the RTE required recruitment of many teachers and that the NCTE laid down the minimum qualification for appointment as a teacher in Class I–VIII.
- Describes the minimum qualification as an eligibility requirement (a gatekeeper) for entering the teaching profession.
This snippet presents as an exam item the specific claim that the RTE requires possession of minimum qualification laid down by the concerned State Council of Teacher Education for appointment as a teacher.
A student could treat this as an enumerated claim to verify in the RTE text or authoritative summaries (i.e., look up the exact RTE provision referred to by such exam statements).
Explains the RTE's purpose to provide elementary education of 'satisfactory and equitable quality' and that the Act implements Article 21A.
From the objective of ensuring quality, a student might infer that the Act could contain teacher-qualification requirements and then check which bodies are empowered to set them.
Reiterates that Article 21A/RTE makes elementary education a fundamental right and emphasizes achieving 'Education for All' with specified standards.
Use this to reason that the RTE likely prescribes norms/standards (potentially including teacher qualifications) and then consult RTE provisions or implementing rules to see whether the State Council is named.
Shows that the National Commission for Protection of Child Rights is tasked under the RTE to review safeguards and inquire into complaints about the Act's implementation.
A student could use this to justify checking implementation-related provisions (e.g., which authority enforces teacher-qualification rules) and look for mention of State-level teacher education councils in enforcement or rule-making clauses.
Notes that the RTE sets essential norms and standards for schools (including admissions etc.), implying the Act contains operational requirements.
From the presence of 'essential norms and standards' a student could expect specific operational requirements (such as teacher qualifications) to be prescribed and then verify whether those are assigned to State Councils of Teacher Education.
- Explicitly states that passing the TET (conducted per NCTE guidelines) is an essential requirement for appointment as a teacher.
- Directly ties the TET requirement to schools covered by the RTE Act (section 2 clause (n)).
- Refers to NCTE notifications under the RTE Act laying down minimum qualifications for Classes I to VIII.
- Specifically lists 'including a pass in Teacher Eligibility Test (TET)' as part of those minimum qualifications.
- Confirms TET's applicability to schools under the RTE Act and its role in recruitment processes.
- Clarifies that qualifying TET is an eligibility criterion (one of the required qualifications) even though it alone does not guarantee recruitment.
Contains the exact claim as one of the named statements in a practice question about RTE eligibility for teachers (statement 2).
A student could note that this claim is recorded in study materials and then check the original RTE Act text or official Q&A keys to confirm or refute it.
States that appointment of teachers must meet 'eligibility conditions/qualifications prescribed by the State' for (unaided) minority institutions, implying states prescribe teacher qualifications.
A student could use this to infer that whether TET is required may depend on state-prescribed qualifications and thus compare state rules with the RTE/NCTE position.
Explains the National Commission for Protection of Child Rights (NCPCR) has functions under the RTE Act to examine safeguards and recommend measures for effective implementation.
A student could use this to justify looking at NCPCR reports or recommendations for how teacher-eligibility provisions (like TET) have been interpreted or enforced under RTE.
Summarises RTE's aim to ensure elementary education meets certain 'essential norms and standards', linking teacher qualifications to those standards.
A student could reason that if RTE ties quality standards to elementary education, statutory or regulatory teacher-qualification tests (e.g., TET/NCTE) would be a plausible mechanism to meet that goal and then check specific provisions.
Mentions that minimum teacher qualifications are laid down by the concerned State Council of Teacher Education, implying states have institutional structures for teacher education regulation.
A student could combine this with knowledge of how many State Councils exist (one per state/UT) and estimate that many teacher education institutions fall under state regulatory purview rather than central bodies.
Describes the RTE Act and role of the State in providing elementary education and regulating school standards, suggesting significant state responsibility for education-related institutions.
Using the RTE’s emphasis on State responsibility, a student could infer a large share of institutions for teacher education (which prepare teachers for state-run schools) might be state-controlled and then compare with central institution counts from an external list.
Notes the creation of UGC as a central body for universities, pointing to a dual system (central and state) in higher/teacher education governance.
A student could use this rule of a dual (UGC-central vs State) governance structure to reason that some teacher education institutions are under central agencies while many fall under state control—then check external numbers of central institutes vs total.
Cites national education policies that called for expanding institutions and recruiting teachers, indicating both national initiatives and state-level implementation.
A student might infer that policy implementation at the state level led to many teacher education institutions being established/managed by states, and could compare policy-driven state expansions to central institute figures from external sources.
Discusses reservation and identification of posts 'under the State Government and in any body or organisation under the control of the State Government', illustrating that many educational posts/bodies are state-controlled.
A student could generalize that numerous educational organisations (potentially including teacher education institutions) are 'under the State Government', and then seek external counts to estimate the percentage under state control.
- [THE VERDICT]: Logical Trap. Statement 1 swaps 'National' for 'State'. Statement 3 swaps 'Private' for 'Government'. Solvable if you know NCTE's statutory supremacy.
- [THE CONCEPTUAL TRIGGER]: Governance of Education > Statutory Bodies (NCTE) > RTE Act Implementation mechanisms.
- [THE HORIZONTAL EXPANSION]: Memorize the chain: RTE Section 23 -> NCTE (Academic Authority) -> TET (Qualifying Exam). Contrast this with: RTE Section 31 -> NCPCR (Monitoring Body). Note: Minority institutions are exempt from the 25% EWS reservation (Pramati Trust Case).
- [THE STRATEGIC METACOGNITION]: When a Central Act prescribes 'minimum standards' (like teacher eligibility), the authority is almost always a Central Body (NCTE) to ensure nationwide uniformity. State Councils implement; they rarely legislate minimums. Use this hierarchy to spot traps.
The RTE Act was enacted pursuant to Article 21A (insertion by the 86th Amendment) making elementary education a fundamental right; several references explicitly link Article 21A and the RTE Act.
High-yield constitutional link: UPSC often asks about the basis and legal status of education rights. Mastering Article 21A and its connection to the RTE Act helps answer questions on fundamental rights, constitutional amendments, and legislative measures for social policy. It connects to topics on Fundamental Rights, Directive Principles and educational policy.
- Introduction to the Constitution of India, D. D. Basu (26th ed.). > Chapter 8: FUNDAMENTAL RIGHTS AND FUNDAMENTAL DUTIES > Fundamental Rights and Fundamental Duties IJl > p. 133
- Indian Polity, M. Laxmikanth(7th ed.) > Chapter 8: Fundamental Rights > D I Right to Education > p. 91
References state RTE secures full-time elementary education for children aged 6–14 and requires schools to satisfy essential norms and standards.
High-yield for factual questions on the RTE's coverage and objectives. Knowing the age scope and the emphasis on 'satisfactory and equitable quality' links to policy analysis, implementation challenges, and questions on state obligations in education.
- Indian Polity, M. Laxmikanth(7th ed.) > Chapter 8: Fundamental Rights > D I Right to Education > p. 91
- Indian Polity, M. Laxmikanth(7th ed.) > Chapter 8: Fundamental Rights > D I Right to Education > p. 90
One reference notes RTE requires most private schools to admit 25% of incoming class from weaker/disadvantaged sections.
Important statutory provision frequently examined in polity and governance questions on the RTE's provisions and social inclusion measures. It connects to debates on public-private roles in education, funding, and constitutional issues like minority institution exceptions.
- Rajiv Ahir. A Brief History of Modern India (2019 ed.). SPECTRUM. > Chapter 39: After Nehru... > Social Welfare Measures and Legislations > p. 767
Several references describe the RTE's purpose: guaranteeing full-time elementary education of satisfactory and equitable quality and setting essential norms and standards.
High-yield for UPSC: understanding RTE's objectives links fundamental rights (Article 21A) to legislative measures, informs questions on education policy, standards, and state responsibilities. Master through reading the Act's key provisions and linking them to constitutional amendments and policy impacts.
- Rajiv Ahir. A Brief History of Modern India (2019 ed.). SPECTRUM. > Chapter 39: After Nehru... > Social Welfare Measures and Legislations > p. 767
- Indian Polity, M. Laxmikanth(7th ed.) > Chapter 8: Fundamental Rights > D I Right to Education > p. 91
- Rajiv Ahir. A Brief History of Modern India (2019 ed.). SPECTRUM. > Chapter 39: After Nehru... > Social Welfare Measures and Legislations > p. 766
The RTE's provision requiring private schools to admit 25% children from weaker/disadvantaged sections is directly mentioned in the references.
High-yield: often tested in policy and social justice contexts; connects to questions on affirmative action in education, private school regulation, and implementation challenges. Useful for essay and polity mains answers and for framing arguments on equity in schooling.
- Rajiv Ahir. A Brief History of Modern India (2019 ed.). SPECTRUM. > Chapter 39: After Nehru... > Social Welfare Measures and Legislations > p. 767
One reference lists the National Commission for Protection of Child Rights' functions under the RTE, including inquiry powers and reviewing safeguards.
Important for governance and institutional mechanisms topics: explains enforcement/oversight of education rights, links to administrative law and rights protection. Helps answer questions on accountability, implementation, and redressal mechanisms under social welfare laws.
- Indian Polity, M. Laxmikanth(7th ed.) > Chapter 60: National Commission for Protection of Child Rights > FUNCTIONS UNDER OTHER ACTS > p. 486
RTE (mentioned in the references) frames school-level access, standards and admission norms that affect institutional responsibilities and governance.
High-yield for UPSC: RTE is frequently asked in prelims/mains and connects constitutional amendment (Article 21-A) to statutory implementation and school-level norms (e.g., 25% reservation). Mastering RTE helps answer questions on education rights, state obligations, and policy impacts; useful for policy-analysis and governance answers.
- Rajiv Ahir. A Brief History of Modern India (2019 ed.). SPECTRUM. > Chapter 39: After Nehru... > Social Welfare Measures and Legislations > p. 767
The 'No Detention Policy' (Section 16 of RTE) was amended in 2019. States are now empowered to hold regular examinations at the end of Class 5 and 8 and can detain a child if they fail the re-examination. This reverses the original 2009 mandate.
Use 'Central Uniformity' Logic for S1: RTE is a Central Act. If every State Council set its own 'minimum qualification', a teacher from UP couldn't work in MP. Standards must be National (NCTE). Eliminate S1. Use 'Observation' Logic for S3: Look at the mushrooming B.Ed colleges in your city—are they Govt or Private? They are mostly private. 90% Govt control is factually absurd. Eliminate S3.
Link S3 to GS-2 (Education Quality): The fact that 90% of Teacher Education Institutions (TEIs) are private and often substandard is why the Justice Verma Commission was set up, leading to the NEP 2020 mandate for 4-year integrated B.Ed degrees to dismantle 'degree shops'.