In the context of globalization, numerous educational commissions and education experts worldwide have expressed various opinions regarding education. As a result, the National Curriculum Framework (NCF) was introduced in India in 2005, and the State Curriculum Framework was introduced in 2010. The National Curriculum Framework for Teacher Education (NCFTE-2009) was also published. In light of this, a revised curriculum has been developed. Additionally, in 2014, the Justice Verma Committee issued significant guiding recommendations concerning teacher education.

As a result of all these efforts, fundamental changes have occurred in primary and secondary education. These changes primarily pertain to the structure, curriculum, teaching-learning methods, the use of technology, and assessment. Given these changes, it is necessary for teachers to be capable of effectively addressing the challenges that arise, which is why the curriculum for the Diploma in Elementary Education (D.El.Ed.) has been restructured. While redesigning the curriculum, the focus was on developing the essential competencies, performance, and commitment of teachers.

Various non-governmental organizations in the state are conducting successful experiments related to teacher training. The positive outcomes of these experiments are becoming evident. To ensure that all student-teachers in the state benefit from these educational methods, efforts have been made to incorporate them into the curriculum design of various subjects.

According to the Right of Children to Free and Compulsory Education Act 2009, the structure of primary education is divided into two stages: Classes 1 to 5 for primary education, and Classes 6 to 8 for upper primary education. In accordance with this structure, teachers for Classes 1 to 5 are appointed with qualifications like HSC and D.EL.ED, while teachers for Classes 6 to 8 are appointed with a graduate degree (B.A/B.Sc/B.Com, D.El.Ed.). Keeping this perspective in mind, the curriculum for the Diploma in Elementary Education is structured in two parts: the first year (Part 1) and the second year (Part 2).