In order to up-grade the level of teachers, reorientation courses are being
organized regularly by the State Institute of Education (SIE) at Divisional level and at
District level it is being looked after by the District Institute of Education and
Training (DIET). The DIETs are functioning in
each of the Districts in Jammu Province under
the over all supervision and control of SIE.
Quality parameters:
The five fold strategy pursued by the government to address quality concerns,
besides provision of infrastructure and human resource for primary education, include:
1
Provision of improved curriculum and teaching learning material.
2
Improving the quality of teaching learning process through the introduction of
child centered pedagogy
3 increase
focus on specification and measurement of learner achievement levels
4
capacity
building of teachers, and
5 Onsite
support for teacher training.
The strategy has been, to begin
with, to concentrate on effecting changes in the classroom transaction through intensive
training programmes and eventually move to bring about changes in material and textbooks
through participation of teachers.
The Job Profile of SIE and DIETs
State Institute of Education, Jammu
The reorganization of SIE and establishment of DIE’s (Presently
DIETs) was done in 1978 in order to reorganize the existing setup of the state institute
of education and to set up District functionary units.
State institute of education has the following wings
Science Wing
Mathematics Wing
Social Science Wing
Language wing
Publication wing
Educational Technology Cell
Non- formal Education Unit
Work Experience and Vocational Education Unit
Statistical Unit
Establishment and
Accounts Units
The Functions of SIE are as under:-
1. Organization of pre-service and in-service training
of teacher education with special emphasis on
content training
Training of Key Resource Persons
Training of Resource Persons
Organization of workshops/orientation programmes in collaborations
with national level agencies and state Education Department
2. Preparation of Instructional Material/ Guide
books for teachers in various subjects
Modules
Glossaries
List of Equipments and material for laboratories of Sec and Hr. Sec.
Schools
3. Organization
of meetings, conferences, Quiz programmes, Seminars, Lectures, Demonstrations and other
programmes like Science Exhibition at District and Divisional Level
4. Publication
of Educational Journal, reports, Studies etc from time to time in the field of educational
Research and training.
5. Organization
of short training programmes/Courses in modern Management techniques for education
officers and administrators
6. Conduct
of Action Research in the Field of :
Survey
Strengthening of labs
Academic Guidance
Academic Inspection
The other functions of SIE are to implement centrally sponsored
Schemes like PMOST, OBB, SOPT SS, Improvement of Science Education, Computer Education,
and Conduct of RIMC Examination.
Besides this the staff of SIE gets training from NCERT New Delhi,
NIEPA New Delhi, RIE Ajmer, IMPA,
J&K, MHRD, BOSE and other allied Agencies for improvement of trends and techniques of
Education Process.
District Institute
of Education and Trainings
The DIE’s were
converted into DIETs after National Policy on Education 1986. The DIET’s faculty is trained by SIE and
other experts. They are getting training from NCERT, NIEPA, RIE, IMPA and other agencies
related with Education to get acquainted with the latest trends and techniques of teaching
learning and for better understanding of the concept.
In Jammu Division there are six DIETS. In each District there is a DIET. The
location of the DIETs is as under:
-
DIET Jammu
Jammu District
-
DIET Basholi
Kathua District
-
DIET Reasi
Udhampur District
-
DIET Kishtwar
Doda District
-
DIET Rajouri
Rajouri District
-
DIET Poonch
Poonch District.
Functioning of DIETS
All the DIETs have
Major Seven Wings/units
i.
Pre-service teacher Education wing (PSTE)
ii.
In-service programme Field interaction and innovation and coordination wing (IFIC)
iii.
District Resource unit(DRU)
iv.
Planning and Management (P&M)
v.
Educational
Technology Cell (ETC)
vi.
Work Experience Cell (WE)
vii.
Curriculum Material Development and Evaluation wing (CMDE)
The DIETs are manned
by Seven HOD’s, 15-16 DIET Lecturers one
Principal and other non-teaching staff. HOD of DRU wing is the vice-principal of the DIET
as per the guidelines enshrined in NPE 1986 under a document called “Pink Book”.
The DIETs in J&K have not been strengthened as per the guidelines issued by MHRD.
However main functions performed by the DIETs are as follows: -
Orientation cum
training programmes for the teachers upto Elementary Level
D.E.Ed
Classes on regular basis
Organization of District level Science Exhibitions
Organization of Seminars, debates, Quiz competitions, paper reading contests etc.
Follow up of
Training/ Orientation Programmes
Monitoring of SSA
Programmes.
Preparation of
Instructional Material in the Shape of Module.
Sample Survey etc.
In-service training of teachers up-to secondary level in all subjects
Organization of short term courses, orientation courses, re-orientation courses,
and workshops on different subjects.
Orientation of teachers on latest technology of teaching and methodology of
teaching.
Discussions and solutions on bottlenecks and hard spots of different subjects.
Preparation of low-cost & no-cost teaching aids.
Workshops on Work experience subjects like Toy making, Candle making, soap making
and other local crafts.
There is also a one year regular programme of D. E. Ed course for untrained
undergraduate teachers. The teachers are deputed on the seniority basis to the DIETs for
undergoing this diploma course.Moreover DIETs have occupied a focal position in Monitoring
of several components/ interventions under SSA like utilization of recurring grants,
Construction component and training. In order to
supplement and facilitate the DIETs some sub-district structures like ZRC’s at Zonal
level and CRC’s at cluster level have been established which facilitate our DIETs in
flow of information and monitoring and Evaluation. For
talent search the DIETs have a yearly programme of Science Exhibition and conduct of
frequent Debates, Seminars, and Paper reading Contests. In science exhibition all children
including the students of private schools are asked to prepare Models/Modules on the Theme
suggested by NCERT. It may not be out of place here to mention that Children from J&K
state have got several positions and Prizes.DIETs also prepare modules on instructional
material and conducts surveys on Out of school children, Drop out children and conduct
research on subjects like causes of low literacy, causes of low achievement and other
educational
Teacher Training 2004 - 2005
During 2003-04,
35206 teachers were provided in-service training of 20 days and 4350 teachers were
provided 60day training. During 2004-05 there was target of 45590 in-service, 12102
untrained and 9805 induction training. Considering the fact that it would be difficult to
provide 60 day training to the untrained teachers it was decided that a 20 day in-service
training should be provided to the teachers across the board. Therefore 20 day training
was imparted to 36759 teachers throughout the state. Trainings were organized in Jammu
during summer vacation and in Kashmir during winter vacations.
During 2003-04 a teacher training
design for 20 day training programme was devised by the project. The training design was
circulated among all the concerned and the training were conducted in a focused manner in
all the districts of the state. The details of the training design developed during
2003-04 have been elaborately discussed in 2004-05 plan and need not be reiterated.
However, it was felt that there is a need to make the teacher training design context
specific so that the district specific training needs are addressed. At the same time it
was felt that the 20 day training programme should include a sensitization regarding the
various functional areas of Sarva Shiksha Abhiyan like inclusive education for disabled,
gender issues, planning process, etc. It was also felt that rather than prescribing a
teacher training design from the state level it should grow and develop from the varied
experiences of the trainers at the district levels. With this in mind a three day workshop
of all Principals of SIEs and DIETs and the State Resource Group for Pedagogy was
conducted in DIET Srinagar. MHRD guidelines for conducting 20 days teacher training and
the training design developed by the State Project Directorate were circulated among the
participants. The teacher training design had to be broad based in the light of the role
which Sarva Shiksha Abhiyan envisages for a teacher; a role which goes beyond pedagogy and
envisions the teacher as a social activist actively participating in the universal
enrolment, retention and improving the life skills of children through good quality
education.
In all 38
participants took part in the three day workshop Based on the analysis of the major issues
in Pedagogy and district specific training needs. Separate district wise suggestive
teacher training designs were developed in the workshop. The training designs were
developed for 20 days training programme for in-service teachers. The training designs
were developed district wise where district specific issues were also addressed. A
suggestive training design at the state level was also developed. In the training design
developed during 2003-04 it was felt that the design touches the other aspects of scheme
very peripherally. It was felt absolutely necessary to prepare a training design which
addresses all the issues under Sarva Shiksha Abhiyan. However, this was not to deny the
primary importance of the pedagogical role which a teacher has to play.
In our training Programmes we initially concentrated on development of TLM by
participants in workshop conducted in participatory
and interactive mode by working out
alternative mode of cascade that led to “capacity building” at divisional,
district as well as zonal levels. It is not
exclusively a centralized programme going down the line but one that is re-examined at
each level and reconstructed by that level. Besides capacity building it also leads to
“ownership” at all the levels. |
