You claim to increase your access, but on the other hand you restrict admission to B.Ed only to in-service teachers. Does it not go against the facets of openness?

As far as B.Ed is concerned if you assess the situation little analytically you would
realise that our stand helps in increasing the access. This is due to the fact that it is not
very convenient for an in-service teacher to do B.Ed through the conventional system.
Now, if our B.Ed is made open even for the freshers there is a likelihood of the freshers
fairing better at the entrance test and thus reducing the scope for the in-service teachers.
So our stand in a way provides increasing access to those who are otherwise deprived
of it.