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Get UpdatesTripura Teachers’ Eligibility Test or T-TET is conducted for candidates who are interested to teach in Class I to V and Class VI to VIII, respectively. The conducting authority released the T-TET notification 2022 on November 5, 2022. The application form can be submitted from November 14 to 22, 2022. Tripura Teacher Eligibility Test is conducted by Teachers Recruitment Board, Tripura (TRBT). The test is conducted in two papers – I and II. Paper I is for candidates who wish to be a teacher for Class I to V. Paper II is for candidates who wants to teach in Class VI to VIII. Candidates securing qualifying marks in the exam will be declared qualified in Tripura TET. The qualifying marks are 90 for General Category while it is 83 for SC/ST/PH candidates. Candidates who secure the passing marks will be called for certificate verification. The Tripura TET certificate is valid for a period of seven years from the date of issue of the same.
| Full Exam Name | Tripura Teacher Eligibility Test |
| Short Exam Name | Tripura TET |
| Conducting Body | Teachers' Recruitment Board Tripura |
| Frequency of Conduct | Once a year |
| Exam Level | State Level Exam |
| Languages | Bengali, English |
| Mode of Application | Online |
| Application Fee (General) | 300 Rs [Offline] |
| Mode of Exam | Offline |
| Mode of Counselling | Offline |
| Tripura TET Paper 1 - Duration | 2 Hours 30 Minutes +1 More |
Past Dates and Events
17 Jun, 2023
Result - Provisional - Paper 1 & 2 | Mode: Online
06 Apr, 2023
Answer Key - Final | Mode: Online
05 Jan, 2023 - 09 Jan, 2023
Answer Key | Mode: Online
15 Dec, 2022 - 20 Dec, 2022
Admit Card | Mode: Online
25 Nov, 2022 - 28 Nov, 2022
Fee payment last date | Mode: Online
14 Nov, 2022 - 24 Nov, 2022
Application | Mode: Online
05 Nov, 2022
Advertisement | Mode: Online
Tripura TET Eligibility Criteria
The eligibility criteria has been prescribed by the examination authority separately for Paper I and II. The detailed Tripura TET Eligibility Criteria is given below as per the papers.
Tripura TET Eligibility Criteria for Paper I
Tripura TET Eligibility Criteria for Paper II
Age: There is no age limit for appearing in Tripura TET.
Tripura TET Eligibility Criteria – Important Points
Number of Attempts
There is no limit in the number of attempts. Candidates who have earlier qualified Tripura TET earlier can also apply to improve their score.
Mode of Application : Online
Tripura TET application form can be filled in online from November 14 to 22, 2022. While filling Tripura TET application form, candidates must ensure that they fulfill the eligibility criteria. The examination fees for Tripura TET are Rs 300 for general while it is Rs 200 for SC/ST/PH. Examination fees can be remitted through challan. Candidates can fill the application form and pay the fees till November 25, 2022.
Steps to fill Tripura TET application form
The details of each stage of Tripura TET application form are explained below
| Registration | Candidates will have to register for the exam by using the online registration form To register, candidates will have to enter the certain details. After registration, candidates registration number and password will be generated Candidates are required to upload their scanned images of photograph and signature |
| Login | Once registered, candidates can login with their registration number or email ID and date of birth. The registration number/email ID serves as User ID and Date of Birth as password |
| Filling the application form | The application form mainly contains the qualification details |
| Finalise the application form | Candidates can edit the details entered in the application form till they finalise the same. Candidates to proceed for fee payment have to finalise Tripura TET application form |
| Pay the fees | Candidates will have to pay the examination fees using challan |
| Provide the payment details | Paying the examination fees through challan candidates will get journal number from the bank. Candidates will have to provide the number as well as other details in the payment details form |
| Print payment acknowledgement page | After successful payment, candidates will get application acknowledgement slip. Candidates should print the slip for further reference |
| Category | Quota | Mode | Gender | Amount |
|---|---|---|---|---|
| General | Offline | Female, Male | ₹ 300 | |
| SC, ST | Offline | Female, Male | ₹ 200 |
Child development and learning |
|---|
| Growth, development and maturation-their relationship with learning |
| Principles of development |
| Impact of heredity and environment on development-nature-nurture controversy |
| Socialization process of the child |
| Domains of development up to late childhood-physical, cognitive, emotional, social, moral and language |
| Theories of Piaget, Kohlberg, Carol, Chomsky, and Rogers in relation to child development |
| Concept of child centric and activity based education |
| Individual differences-attitude, aptitude, interest and intelligence-their measurement |
| Theories of intelligence: Spearman, Guilford, Thurstone |
| Gender and education with special reference to child development |
| Mental health of the child-adjustment and behavioural problems during childhood |
| Understanding differences among the children based on language, caste, community, religion and gender |
| Distinction between assessment for learning and assessment of learning-school based assessment, continuous and comprehensive evaluation, perspective and practice |
| Preparation of appropriate tools for measuring learning outcome of the learners |
Concepts of inclusive education and understanding children with special needs |
|---|
| Concept of exceptional children and children with special needs (CWSN) |
| Addressing learners from diverse backgrounds including disadvantaged and deprived |
| Concept of learning disability (LD), addressing the needs of children with learning disabilities |
| Addressing the gifted, creative, specially abled learners (mentally retarded and physically challenged) |
Learning and pedagogy |
|---|
| Process of thinking and learning of children, causes of children's failure to achieve success in school performance in respect of quality education |
| Basic approaches to learning-process of teaching and learning, children's strategies of learning, learning as social activity, social context of learning |
| Alternative concepts of learning in children-understanding children's 'errors' as significant steps in the learning process |
| Cognition and emotions: Concept and nature of cognition, basic emotions, characteristics of childhood emotionality |
| Motivation and learning-factors contributing to learning, personal and environmental, influence of motivation in learning |
| Classroom management-creation of non-threatening learning environment, managing behavioural problems in class room |
| Punishment and its legal implication, rights of a child |
| Guidance and counselling-concept, nature and types |
Language comprehension |
|---|
| Passages from prose and poetry |
| Grammatical knowledge: Article, concord, interrogatives, framing yes/no and 'WH' questions, question tags, prepositions, tense and time, determiners, phrasal, verbs, gerunds and participle, reflexive pronouns, linkers, auxiliary verbs |
| Vocabulary: Word formation from jumbled letters, antonyms and synonyms, affixes, idioms and phrases, formation of short sentences from jumbled words |
Pedagogy for language development |
|---|
| Learning and acquisition |
| Principles of language teaching |
| Role of listening and speaking; function of language and how children use it as a tool |
| Critical perspective on the role of grammar in learning a language for communicating ideas in oral and written form |
| Challenges of teaching language in diverse classrooms-language difficulties, errors and disorders |
| Introduction to English phonology-vowels and consonants, syllable division, IPA, stress |
| Evaluating language comprehension and proficiency in LSRW (listening, speaking, reading, and writing) |
| Teaching-learning materials: textbooks, multimedia materials, multilingual resources of the classroom |
| Strategies for teaching children with special needs (CWSN) |
| Remedial teaching |
Geometry |
|---|
| Types of angels, measurement of angels, line, axis, reflection and symmetry |
| Shapes, spatial understanding, solids, perimeter of rectilinear figures, area of rectangles, practical problems, surface area and volume of solids (sphere, cube, rectangular, parallelepiped), practical problems |
Measurement |
|---|
| Basic operations in solving problems involving length, weight, time, capacity and their standard units, relation between them |
Numbers |
|---|
| Natural numbers, place value, addition, subtraction, multiplication and division of natural numbers, factors and multiples, prime factors, lowest common multiple (LCM) and highest common factor (HCF), decimals and their operation on decimals |
Arithmetic |
|---|
| Unitary method, ratio, proportion, percentage, average, profit and loss |
Fractions |
|---|
| Concept of fraction, fraction of a measure such as metre, litre, gram, fractional parts of objects, equal fractions, operations on fraction, practical problems |
Pedagogical issues in mathematics |
|---|
| Language of mathematics |
| Community mathematics |
| Nature of mathematics, understanding children’s thinking and reasoning, place of mathematics in curriculum, historical development of mathematics, great mathematicians and their contributions (Indian and World) |
| Methods of teaching mathematics, inductive and deductive method, analytical and synthetic method, project method, laboratory method |
| Instructional material in mathematics, TLM in mathematics, mathematics laboratory, mathematical puzzle |
| Evaluation, concept of continuous and comprehensive evaluation |
| Problems in teaching mathematics |
| Remedial teaching and error analysis |
Family and friend |
|---|
| Relationships, duties of family members, nuclear and joint families, social abuse (child marriage, child labour, dowry system), rights and responsibilities in common places |
Work and play |
|---|
| Different types of professions in our surroundings, effects of games and sports on health |
Plants and animals |
|---|
| World of plants and animals, parts of plants (leaves, flowers, types of root and stem, different kinds of fruit and seeds), germination, pollination, dispersal of seeds, plants in our society (sacred groves, flowers and festivals, vanamohatsav) |
| Photosynthesis, animals in different environments, movement and food habit, uses of animals, animal products, reserve forest, sanctuaries, tiger reserves, national parks |
Food |
|---|
| Different types of food, balanced diet and its importance, nutrients of food, nutrient deficiencies and related diseases |
Health and hygiene |
|---|
| External parts of body and their cleanliness, general understanding of internal parts of our body, causes of some common diseases (gastroenteritis, amoebiasis, anaemia, flurosis, malaria and dengue) and their prevention. |
Shelters |
|---|
| Types of shelters, characteristics of animal shelters, various types of houses and building materials |
Travel |
|---|
| Types of vehicles used, railways, waterways and airways |
Water |
|---|
| Types of water resources, conservation of water resources, water pollution, cause and prevention of water pollution, impact of water pollution on environment, flood and drought |
Air |
|---|
| Composition of air, causes and impact of air pollution on environment, green house effect and global warming |
Soil |
|---|
| Different types of soil, soil erosion, impact of soil pollution and its prevention |
Energy |
|---|
| Types of energy and its transformation from one to another, application of energy in daily life, various types of fuels, renewable and non-renewable resources of energy, conservation of energy |
Environmental characteristics of Tripura |
|---|
| Location, climate, crops, clothes, village, districts, physical features, hills and plains, rivers, plants and animals, endangered and rare species, reserve forests, sanctuaries |
Environmental protection |
|---|
| Constitutional provision, role of individuals, local bodies and government in environmental protection, major environmental protection acts |
Pedagogical issues in environmental studies |
|---|
| Concept and scope of environmental studies |
| Significance of environmental studies |
| Integrated approach in environmental studies |
| Scope and relation of environmental studies to science and social science |
| Comprehensive and continuous evaluation |
| Teaching material-aids |
| Approaches of presenting concepts |
Child development (elementary school child) |
|---|
| Concept of development and its relation with learning |
| Growth and development, stages of development, infancy, childhood and adolescence |
| Principles of development of children |
| Influence of heredity and environment on the development of child, role of the teacher |
| Socialization process, social world and children, role of parents, peers and teachers in the process of socialization |
| Piaget, Kohlberg, Vygotsky, constructs and critical perspectives, cognitive development theory of Piaget, moral development, theory of Kohlberg, social constructivism, theory of Vygotsky and their educational implications |
| Concept of child-centred and progressive education, methods of teaching and learning, concept of progressive education, role of the teacher |
| Critical perspective of the construct of intelligence, multidimensional intelligence, Sternberg's information processing theory, concept of I Q, intelligence tests |
| Language and thought, different stages of language development, role of teacher in the process of language development |
| Gender as a social construct, gender roles, gender-bias and educational practices, gender equality, teacher's role |
| Individual differences among learners, understanding differences based on diversity of language, caste, gender, community and religion |
| Distinction between assessment for learning and assessment of learning, school based assessment, continuous and comprehensive evaluation, perspective and practices |
| Formulating appropriate questions for assessing readiness levels of learners for enhancing learning and critical thinking in the classroom and for assessing learner's achievement |
Concept of inclusive education and understanding children with special needs |
|---|
| Addressing learners from diverse back grounds, including disadvantaged and deprived, educational implications |
| Addressing the needs of children with learning difficulties, mentally retarded, physically challenged, socially and culturally deprived, identification and remedial measures |
| Addressing the needs of exceptional children, gifted, creative, specially abled children |
Learning and pedagogy |
|---|
| Process of teaching and learning, creating learning situations, criteria of learning experiences, different modes of learning, social learning, cooperative and collaborative learning, group discussion, role of teacher |
| Motivation and learning, factors affecting learning, theories of learning: Pavlov, Thorndike, Skinner, Piaget and Vygotsky |
| Motivation: Concept, types, and importance to learning, theories of motivation |
| Cognitive processes: Perception, concept formation, thinking, imagination, reasoning, inductive and deductive, problem solving and memory |
| Emotion: Characteristics, emotional maturity, emotional intelligence, emotional quotient (EQ) |
| Personality and adjustment: Concept, approaches, type and trait, measurement of personality, projective and non projective techniques and adjustment mechanisms |
Language comprehension |
|---|
| Passages from prose and poetry |
| Grammatical knowledge: Concord, question tags, prepositions, tense and time, determiners, phrasal verbs, gerunds, error identification, modals, degree of comparison, transformation of sentences |
| Vocabulary: Word formation from jumbled letters, antonyms and synonyms, affixes, one word substitution, idioms and phrases |
Pedagogy for language development |
|---|
| Language acquisition and learning |
| Principles of language teaching |
| Language skills-strategies to develop them |
| Critical perspective on the role of grammar in learning a language for communicating ideas in oral and written form |
| Challenges of teaching language in diverse classrooms-language difficulties, errors and disorders |
| Introduction to English phonology-stress, intonation, IPA, transcription and prosody |
| Teaching-learning materials: Textbooks, multimedia materials, ICT, multilingual resources of the classroom |
| Assessment-self, peer and teacher |
| Strategies for teaching children with special needs (CWSN) |
| Remedial teaching |
Number system |
|---|
| Knowing our numbers, whole numbers, positive and negative integers, rational numbers-their properties, fractions and decimals, playing with numbers |
Algebra |
|---|
| Formation of algebraic expressions, idea about monomials, binomials and Polynomials , addition, subtraction, multiplication and division of algebraic expressions |
| Some identities as (a+b)² = a² + 2ab + b² , (a-b)² = a²-2ab+ b², a²-b² =(a+b) (a-b) and their applications, formation and solution of linear equation for one unknown variable, factorization using identities |
| Factorisation in (x+a) (x+b) form exponents and powers |
Arithmetic |
|---|
| Square and square root, cube and cube root, ratio and proportion, inverse proportion as proportionality with the reciprocal, percentage, profit and loss, simple and compound interest |
Geometry |
|---|
| Lines and angles, triangles and its properties, congruency of triangles, classification of quadrilaterals as rectangle, square, rhombus, parallelogram, trapezium, and their various characterization, idea of various polygons |
| Practical geometry (triangle and quadrilateral), symmetry |
Mensuration |
|---|
| Perimeter and area of rectangle, square, parallelogram, rhombus, trapezium, triangle and circle, the idea about cuboid, cube, cylinder and their surface area and volume |
Data handling |
|---|
| Graphical representation, representing numerical data, as pictographs, bar graphs, double bar graph and pie chart; tabular representation, representing numerical data as frequency table, mean, median and mode and their applications. |
Pedagogical issues in mathematics |
|---|
| Nature of mathematics, understanding children’s thinking and reasoning, language of mathematics, community mathematics, place of mathematics in curriculum aims and objectives of learning mathematics in primary classes |
| Values of mathematics learning, correlation with other subjects, lower primary and upper primary mathematics curriculum |
| Mathematics, trends and developments, historical development of mathematics, history of great mathematicians and their contributions |
| Approach to mathematics learning, proper learning experiences keeping in mind the characteristics of children, natural learning capacity and the learning process of the child, theoretical base of learning mathematics |
| Different teaching learning methods, inductive and deductive method, analytic and synthetic method, project method, laboratory method, planning of a lesson |
| Learning materials in mathematics, textbook and handbooks, mathematics collection, collection of mathematical puzzles, riddles, etc |
| Mathematics learning evaluation: Concept of continuous and comprehensive evaluation, evaluation activities, grading the performance and recording the results, diagnosis, remedial teaching and error analysis |
Food and nutrition |
|---|
| Definition, sources of food, components of food, type of food, balanced food, ideal food, nutrition and its importance, human digestive system and digestion process, food adulteration |
| Plant nutrition (autotroph, heterotroph, parasite, insectivorous, plants, symbiosis, interrelationship between plants and animals (coexistence) |
Micro organism and activities |
|---|
| Definition, types microorganisms with examples, beneficial organisms and their role, diseases caused by different micro-organisms, their mode of transmission, symptoms and preventive measures |
Circulation and conduction |
|---|
| Definition, blood and its composition, heart structure, arteries, vein and capillaries, circulation pattern in animals, conduction in plants |
Ecosystem and natural resources |
|---|
| Ecosystem and its components, food chain, its types with examples, food web, food pyramid, energy flow in ecosystem, biosphere, biodiversity and conservation, renewable and non-renewable resources, reserve forest, sanctuaries, national parks |
Agriculture and tools |
|---|
| Crops, types, harvest and management, agricultural tools, fertilisers, manures and pesticides, irrigation and technique, crop protection, plant diseases and control, taxonomy, systematise, classification, binomial nomenclature |
Pollution |
|---|
| Definition, types of pollution and pollutants, green house effect, global warming, acid rain, impacts of different types of pollutants upon animal lives and control measures, biodegradable, nonbiodegradable pollutants |
Motion, force, and pressure |
|---|
| Rest and motion, graphical presentation of straight line motion, Newton laws of motion and their application, different types of force, concept of thrust and pressure, atmospheric, barometer. |
Thermal physics |
|---|
| Heat and temperature, thermal conductivity, radiation, application of thermal insulators, thermometer |
Sound |
|---|
| Characteristic of sound, application of sound, intensity of sound, sound pollution |
Electrostatics, current electricity, and magnetism |
|---|
| Frictional electricity, electroscope, earthling, lightning, electric cell, heating, chemical and magnetic effects of current, properties of magnet, applications, earth's magnetism |
Optics |
|---|
| Reflection in plane and spherical mirrors, image in lenses |
Solar system |
|---|
| Sun, planets, satellite, comets, galaxy |
Metal and non-metal |
|---|
| Acid, base, chemical properties of metal and non-metal physical and chemical changes of materials |
Pedagogical issues in science |
|---|
| Nature and structure of sciences, natural science-aims and objective, understanding and appreciating science, methods of science-observation, experiment, discover, innovation, questions approaches to the science curriculum |
| Criticism of contemporary science education, aims and objectives of science education, science literacy, approaches of science education, taxonomy of science education, knowledge domain problem solving skills, creativity domain, attitudinal domain |
| Application domain, scientific inquiry, pedagogic strategies, activity based collaborative and cooperative learning, significance of the history of science, significance of laboratory evaluation, continuous and comprehensive evaluation (CCE) |
| Assessment of performance scientific attitude, role of science teacher, teaching and learning aids, psychological basis of science learning, problems and remedial teaching |
The solar system |
|---|
Globe, latitudes and longitudes |
|---|
Interior of the earth |
|---|
Rocks |
|---|
| Types and characteristics |
Major landforms of the earth |
|---|
| Processes and types |
Atmosphere |
|---|
| Composition, structure, temperature, pressure, wind system and precipitation |
Water |
|---|
| Ocean currents and tides |
Our changing earth |
|---|
| Weathering and erosion, works of river, glacier, wind and sea waves |
Human environment relation |
|---|
| Settlement, transport, and communication |
India |
|---|
| Relief, drainage, climate, natural vegetation and wildlife |
Resources |
|---|
| Concept, classification, mineral and power resources, resource conservation, human resource |
Agriculture |
|---|
| Types of farming and major crops |
Industry |
|---|
| Classification, locational factors of industries, iron and steel industry, cotton textile industry, information technology (IT) industry |
Disaster |
|---|
| Natural and man-made |
Civilization |
|---|
| Egypt, Mesopotamia, Harappa and Aryan civilization, Buddhism and Jainism |
Sixteen mahajanapada and the first empire |
|---|
| Asoka the great, science and literature in Gupta age, art and architecture of Pallavas in south India |
Sultans of Delhi |
|---|
| 1st and 2nd battle of Tarain, foundation and consolidation of Delhi Sultanate, the slave dynasty-Iltutmish |
Khalji dynasty |
|---|
| Allauddin |
Invasion of Taimurlong |
|---|
| Invasion of Taimurlong |
The bhakti and sufi movements |
|---|
| The Bhakti and Sufi movements |
Babur |
|---|
| Beginning of the Mughal Rule-1st and 2nd battle of Panipath, battle of Khanuar, battle of Chousa, Akbar the great, Mughal art and architecture |
The establishment of company power in India, battle of Palashi, battle of Buxar, Grant of Diwani, Agrarian revolts, Munda, Santal, Indigo (Nil) revolt, the revolt of 1857-1858, social and cultural reform movements of India in 19th century |
|---|
The national movement |
|---|
| Gandhian era, role of Netaji Subhas Chandra Bose |
Tribal society and festival in Tripura |
|---|
Diversity in Indian society |
|---|
| Society and institutions, gender issues, inequality and social justice, issues of the marginalized, human rights, understanding media |
Government, democracy, legislative, executive, judiciary, election process in India, the constitution of India, central and state government, local self-government in Tripura |
|---|
Pedagogical issues in social science |
|---|
| Nature, scope, and significance of social science curriculum: Trends, principles and organizations, techniques and planning of instruction, types of learners and requirements (academic and environmental) for learning, problems of teaching social science |
| Nature, scope, and significance of social science curriculum: Problems of teaching social science, co-curricular activities, purpose and modern trends of evaluation |
TRBT prescribes the exam pattern of Tripura TET separately for Paper I and II. The exam pattern provides candidates details regarding the subjects, number of multiple choice questions, marking scheme, total marks, mode of exam and question pattern. Before beginning with the preparation, candidates are advised to check Tripura Teacher Eligibility Test exam pattern to get an idea regarding the overall structure of the exam. Candidates can check below Tripura TET exam pattern according to Paper I and II.
Tripura TET Exam Pattern for Paper I
The structure of Tripura TET exam pattern for undergraduate teacher (Paper I) is given below.
| Subjects | Number of questions | Total marks |
| Child Development and Pedagogy | 30 | 30 |
| Language I: English | 30 | 30 |
| Language II: Bengali | 30 | 30 |
| Mathematics | 30 | 30 |
| Environmental Studies | 30 | 30 |
Structure of Question Paper
Tripura TET Exam Pattern for Paper II
The exam pattern of Tripura TET prescribed for graduate teachers is given below.
| Subjects | Number of questions | Total marks |
| Child Development and Pedagogy: | 30 | 30 |
| Language I (English): | 30 | 30 |
| Language II: Bengali | 30 | 30 |
| A) Mathematics and Science (For Mathematics and Science Teachers) | 60 | 60 |
| B) Social Studies (For Social Studies Teachers) | ||
| (c)For any other Teachers: Either a or b |
| State | City |
|---|---|
| Tripura | Agartala |
| Belonia | |
| Dharmanagar | |
| Kailashahar | |
| Kamalpur | |
| Khowai | |
| Sonamura | |
| Udaipur |
The exam authorities release a tentative answer key, on which candidates can raise objections. Candidates have to pay a fee of Rs. 500 per question to raise challenges. candidates can check paper-wise tentative answer keys of Tripura TET in the 'What's New?' section of the official website - trb.tripura.gov.in. Candidates can find the links to raise challenges by logging in through the 'Apply Online' button on the official website. A final Tripura TET answer key will be published after all objections have been taken into consideration. Tripura TET answer key is published in PDF format and contains question IDs and correct answer IDs for all the papers. Using Tripura TET answer key, candidates can check the correct answers of questions asked in the exam. The result of candidates will be prepared based on the final Tripura TET answer key.
Teachers' Recruitment Board, Tripura declares Tripura TET result after the evaluation process. Tripura TET result is made available online. Tripura TET result displays the roll numbers, names, category and marks obtained by candidates. Candidates securing the passing marks will be called for document verification. The final result will be declared after document verification. In case candidates find any error in the merit list or Tripura TET result should contact TRBT for correction. Candidates will be issued certificate cum marksheet after verification of documents.
TRBT has prescribed the qualifying marks for Tripura TET. To qualify the examination, candidates will have to secure the qualifying marks. The qualifying marks for UR candidates is 90 out of 150 while it is 83 out of 150 for SC/ ST/ PH candidates. Only those who secures qualifying marks will be called for document verification.
| Validity of Exam Result: | For 7 Years |
| Mode of Exam: | Offline |
| Contacts: | 03812304868 |
| Relevant Links: | Official Website Link Click Here |
| +2 More |
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Hope you got your answer.
hello!
Hi,
IGNOU B.Ed Eligibility Criteria:
Candidates need to fulfill the parameters mentioned below in order to meet eligibility for B.Ed Entrance Exam 2020:
Candidates should clear their graduation or post-graduation in Sciences/ Social Sciences/ Commerce/ Humanities with at least 50% marks.
Candidates should be trained in-service teachers in elementary education.
As your percentage is less so you can't apply.
Thanks.
hi,
see there is no official notifications available right now regarding the results, it was expected to be out on end of november or first week of december.
so regularly check the official website for upcoming results.
hope you may understand.
03812304868
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