Dr. Bimal Charan Swain
Dr. Bimal Charan Swain has been teaching B.Ed., M.Ed. and M.Phil. (Education) students since
last seventeen years in different Government Teacher Education Institutions of Odisha. He has
successfully guided six Ph.D. scholars. He has also guided more than twenty five students for
their M.Ed. and M.Phil. dissertations. More than 60 research papers and articles of Dr. Swain
have been published in national and international journals and edited books. He has attended and
presented papers in more than fifty state, national and international seminars. He is a member of
Board of Studies in Education in different Universities and Autonomous Colleges of Odisha. Dr.
Swain is the Advisory Board Member/Editorial Board Member of ten national journals on
Education. He is the co-author of the book Elements of Education and Education of Scheduled Tribe Adolescents. At
present he is working as Reader in Education in Radhanath I.A.S.E., Cuttack, Odisha.
Dr. Sewali Borah
Dr. Sewali Borah obtained her Ph.D. Degree in Education from Utkal University, Bhubaneswar.
She has 16 years of teaching experience in B.Ed. colleges. She has attended some national and
state level seminars in Education. She is a member of different organizations and has published
more than 11 research papers in different national and international journals. She has completed
a research project on present system of evaluation at elementary level. She is working as
Lecturer in Education in College of Education, Nagaon, Assam.
Dr. Tapan Kumar Basantia
Dr. Tapan Kumar Basantia is working as Associate Professor in Education in Central University
of South Bihar, Gaya. Before joining in this University he was working as Assistant Professor in
Assam University, Silchar and Mizoram University, Aizawl. He has more than fifteen years of
teaching experience at M.A. and M.Phil. levels. He has already guided eight Ph.D. schools and
nine M.Phil students. He has published more than twenty five papers in different national and
international journals and published a book in the area of Doctoral Research. He has completed a
major research project and associated with different national organizations. He has participated
and presented papers in more than thirty national and international seminars.
Quality is the foremost need for every walk of life of human being. As the life of human
being is covered by education, the system of education must be qualitative. Crosby
(1979) defines quality as “conformance to requirement” while Juran and Gryna (1980)
define quality as “fitness for use”. According to Deming (1986) quality is “a predictable
degree of uniformity and dependability at low cost and suited to the market”.
Quality in educational programme has been variously conceptualized as meeting specific
standards, being fit for purpose or as transformative. Harvey and Green (1993) offered
five interrelated concepts of quality in education: as exceptional; as perfection (or consistency);
as fitness for purpose; as value for money; and as transformative. Accordingly,
quality of education has been seen with reference to excellence in education, value addition
in education (Feigenbaum, 1983), and meeting or exceeding customer’s expectation
of education (Parasuraman et al. 1985). Quality improvement is a never ending process.
“Quality of education plays pivotal role in the process of development of nation. Hence,
quality concerns in education are national priorities for all nations” (Newton, 2007).
Quality in life leads us towards making a healthy and competent society. Without influence
of education we cannot think about it. In this regard UNESCO (2009) stated, “Quality
requires both establishing quality assurance systems and patterns of evaluation as well
as promoting access and create conditions for the completion of studies and should be put
in place for the entire higher education sector”.
Quality of teachers depends to a large extent on the quality of teacher education. The Education
Commission (1964-66) states, “Out of all different factors which influence the quality
of education and its contribution to national development, quality, competence and
character of teachers are undoubtedly the most significant. Nothing is more important
than securing a sufficient supply of high quality of recruits to the teaching profession, providing
them with the best possible professional preparation and creating satisfactory conditions
of work in which they can be fully effective”. Teacher education provides not only
the skill about how to teach in the classroom but it helps the teacher to develop the ability
to take care of himself, to adjust with the physical conditions, healthy adjustment with the
social environment, to handle and shape the future generation. The NCTE (2009) promises
to translate the vision into reality and prepare humanistic and reflective teachers that
has the potential to develop more professional teachers and improve the quality of education.