Abstract

This study highlights the perspectives of key stakeholders, including teacher educators and principals, on the Secondary Teacher Education Programme (STEP) curriculum, its implementation, and assessment mechanisms in Manipur. It underscores the gap between the prescribed curriculum frameworks and actual practice, emphasizing the need for context-sensitive reforms. Data collected through surveys and interviews reveal various systemic and infrastructural factors that influence the effective delivery of teacher education in the region. The findings contribute to a deeper understanding of the regional dynamics affecting teacher education and offer recommendations to strengthen curriculum implementation and assessment processes in alignment with contemporary educational policies.