President-S.S.S.B.ed College Professional training of teachers has been recognized to be crucial for the qualitative improvement of education since 1960s, but very few concrete steps have been taken in the last three decades to operationalise this. Lack of action may be one of the important factors leading to the current poor state of education in the country. The Kothari Commission (1964-66), in particular, notes the need for teacher education to be “brought into the mainstream of the academic life of the Universities on the one hand and of school life educational developments on the other.” In 1983-85, the Chattopadhyaya Committee Report on Teacher Education envisioned the New Teacher as one who communicates to pupils “the importance of and the feeling for national integrity and unity; the need for a scientific attitude; a commitment to excellence in standards of work and action and a concern for society.” The Commission observed that “what is offered in the majority of our Teaching Colleges and Training Institutes is woefully inadequate” The National Policy of Education (NPE 1986-92) recognized that “teachers should have the freedom to innovate, to devise appropriate methods of communication and activities relevant to the needs of and capabilities of and the concern for the community.” The policy further states that “teacher education is a continuous process, and its pre-service and in-service components are inseparable. As the first step, the system of teacher education will be overhauled.” The Acharya Ramamurti Committee (1990) in its review of the NPE 1986, observed that an internship model for teacher training should be adopted because “the internship model is firmly based on the primary value of actual field experience in a realistic situation, on the development of teaching skills by practice over a period of time.” The Yashpal Committee Report (1993) on Learning without Burden noted “inadequate programmmes of teacher preparation lead to unsatisfactory quality of learning in schools. The content of the programme should be restructured to ensure its relevance to the changing needs of school education. The emphasis in these programmes should be on enabling the trainees to acquire the ability for self-learning and independent thinking.” Recently, The National Knowledge Commission has indentified Quality and Accessibility as two major concerns. Rapid commercialization of schools education has literally driven out the rural students from good schools. This is the community for which Swami Sahajanand Saraswati fought all his life and we must make sure that his vision of egalitarian society does not diminish in any manner. The objective of our college is to prepare competent and dedicated teachers who will strike a balance between inclusion and commercialisation. If we fail to include the children of farmers in mainstream education system, we cannot imagine peace and harmony in our society because this community, even today, comprises & 60 percent of the population employed in unorganized sector. We are also aware of the growing demand of new schools and teachers all over the country. In Bokaro alone, the official records maintain, there is a need of at least 600 more teachers. Similar conditions prevail in other districts of Jharkhand as well. Considering all these recommendations and ground realities we have decided to facilitate teacher training through our college and its associate schools.