Navigating the Critical Challenges of NTET

The National Teachers’ Eligibility Test (NTET), by NCISM and NCH is a progressive step towards enhancing the quality of education in traditional Indian medicine systems and Homoeopathy. 

The rationale of NTET is to produce teachers with:

1. Ability to deal with diversified students

2. Ability to impart knowledge and expertise and exude mastery of the subject

3. Sets high expectations for all students and encourages them to achieve their goals

But NTET faces several challenges that need to be addressed to maximize its effectiveness.

Below are some of the key challenges:

1. Lack of Awareness and Promotion

Despite the increasing importance of the NTET, there remains a significant lack of awareness among aspiring teachers and PG students about its value and benefits. The time between the publication of NTET guidelines and content (NCISM in February 2024 and NCH in August 2024) and the notification for online applications in September 2024 is very limited.

2. Curriculum Alignment

One of the challenges is the misalignment between the NTET syllabus and the constantly evolving research and practices in AYUSH disciplines. While traditional knowledge is critical, AYUSH systems are increasingly being integrated with modern research, and the exam must keep up with these advancements to remain relevant.

3. Standardization Across Disciplines

The NTET syllabus is same for multiple systems of medicine like Ayurveda, Unani, Siddha, and Homeopathy (Except Educational Policies of Govt. of India) However, each of these disciplines has distinct theoretical and practical foundations, making it challenging to design a standardized assessment that fairly evaluates the competencies across all these varied systems.

4. Limited Time and limited Access to Study Resources

There is a scarcity of standardized study materials and resources for NTET preparation. Many prospective candidates find it difficult to access comprehensive textbooks, journals, and reference materials tailored to the NTET exam requirements, especially in rural areas.

5. Inconsistent Implementation Across Institutions 

The hiring practices and salary structure is different in different institutions. Lower salaries in private or lesser-known institutions can lead to difficulties in attracting and retaining qualified faculty. 

Lack of Standardized Employment Policies in private institutions have greater autonomy in setting their employment policies, which can result in inconsistent practices across different colleges. Factors such as inadequate salaries, heavy workloads, and limited opportunities for career advancement contribute to the frequent departure of faculty members.

The quality of faculty directly influences student admission and retention. This inconsistent adoption across different states and institutions diminishes the overall effectiveness of the NTET in creating a standardized teaching qualification.

Before implementing the NTET, the government or AYUSH ministry or National Commission could have enforced a uniform policy mandating institutions across the country to follow the same standards of hiring and salary structure for each teaching cadre.

6. Regional Disparities

AYUSH education in India is not uniformly distributed, and some regions have more Ayush colleges, better educational infrastructure, faculty, and access to clinical training than others. This disparity poses challenges for candidates from less-developed regions, making it harder for them to compete on a national level.

To ensure a level playing field, the government should provide at least one government college offering both UG and PG courses in each branch of AYUSH in every state across the country.

7. Balancing Traditional Knowledge with Modern Practices

AYUSH systems are deeply rooted in traditional knowledge, yet there is increasing pressure to integrate modern medical practices, research methodologies, and technological advancements. Striking a balance between preserving the traditional aspects of these systems and adapting to contemporary practices is a major challenge for the NTET.

The exam could include dedicated sections that test both traditional knowledge and modern medical research techniques, encouraging a more holistic approach to AYUSH education.

Conclusion

The NTET is a pivotal tool for improving the quality of education in India’s traditional medicine systems, but its potential is hampered by several challenges. Addressing issues such as awareness, curriculum alignment, infrastructure gaps, Inconsistent Implementation and regional disparities will ensure that the exam serves its intended purpose of producing highly qualified and capable teachers for AYUSH institutions.

Due to the limited number of AYUSH institutions and restricted employment opportunities each year, the government, along with NCISM and NCH, may decide to conduct the NTET exam exclusively for candidates who are employed for the first time as Assistant Professors, Associate Professors or Professors. These candidates must take the exam within one year of their appointment in order to continue in service.

By overcoming these challenges, the NTET can ensures access to quality and affordable medical education, availability of adequate and high-quality medical professionals of Indian System of Medicine and Homoeopathy contributing significantly to strengthening India’s healthcare system and promoting the global acceptance of traditional medicine.