12th Five Year Plan Period

Teacher Education Institutions (TEIs)

Cluster Resource Centers (CRCs under SSA)Block Resource Centers (BRCs under SSA)Block Institutes of Education (proposed for 12FYP)District Institutes of Education (DIETs)State Council of Education Research and TrainingColleges of Teacher Education (CTEs)Institute of Advanced Studies in Education (IASEs)University Colleges of Education University Departments of EducationPrivate Institutes of Education affiliated to SCERT

Types of Teacher Education provided in TEIsSCERT, DIETs, CRCs, BRCs provide In-service

Education (INSET)DIETs: Elementary Teacher Education (D.Ed.)Institutes of Education affiliated to SCERTs

provide D.Ed. and Pre-school Teacher EducationUniversity Colleges, Departments and CTEs

provide Secondary Teacher Education (B.Eds.)University Departments/ IASEs provide M.Ed.,

M.Phil., Ph.d. in Education

Role of teacher educators in SCERTs and DIETsSCERT and DIET teacher educators have a very large number of responsibilities: ETE CurriculumNTT CurriculumSchool curriculumSchool textbooks preparationTeaching-learning materials preparationConducting pre-service D.El.Ed.CoursesConducting large numbers of in-service

programs

Role of teacher educators in SCERT and DIETsOverseeing affiliation, running of private TEIs for NTT

and D.El.Ed./ETEConducting entrance examinations for ETE , NTTExamination and certification for ETE and NTTOrganize EduSAT programmesConduct school based “action” researchWork with schools in the lab areaParticipate in periodic school improvement

programmesParticipate in selection interview boardsAddress Parliament/Legislative Assembly questions

Role of teacher educators in SCERTs and DIETs

Training for MLL, SOPT, Joyful learning, multi-lingual education etc.

Act as operating office and provide support to national and state committees on education

Provide large scale teacher orientations for life skills, AIDs awareness, literacy mission, continuing education

Variety of roles under SSA in material preparation, training, inspection

Role of SCERTs and DIETs

Gathering data for education surveys for NCERTGathering data for DISEGathering data for state Directorates of EducationParticipate in surveys of out-of-school childrenProvide orientation to school management committee

membersCensus data collectionElectoral rollsElection duty: Panchayat, Zilla, State , National

elections

Role of teacher educators in SCERT and DIETs Compared to the number of posts in SCERT and

DIETs the work expected is astronomical.The CSS scheme guidelines provides for too few

posts mostly envisaged for pre-service teacher education.

When teacher educators are called away for a variety of tasks, pre-service training suffers greatly.

SCERT, DIETs, teacher educators perform the bulk of the work but with little recognition or autonomy to design the initiatives or to time it according to their choice. Little attention is paid to expertise required, or the interest level of teacher educators.

Work: Human power mismatchThe CCS envisioning needs to keep in mind that

they are district centers for education and training , and not just centres of teacher education.

Clarity in terms of the tasks SCERT, DIETS are to perform and create commensurate posts before any discussion on quality or capacity building can be meaningful.

It is time to work out teacher educator: teacher ratio, along the lines of teacher: pupil ratio specified in RtE. For pre-service and in-service alone, a 1:60 ratio is required (1:50 for in-service, 10 pre-service) and additional posts for all other tasks.

Categorizing the work of SCERT and DIET teacher educators

It is impossible to do this satisfactorily, but, going by the generic capacities required, SCERT, DIET teacher educators would be involved in:

Pre-service TEIn-service TESurvey, research, documentationEducational Material Resource development and

collation.

Capacity-building of SCERTs and DIETs

Cross-cutting sub-themes for capacity building :

NeedsModelsCollaborationsMaterials

Needs in Numbers: Units and Context of Planning for SCERT-DIETs The fundamental unit for all planning in

education including teacher education is the catchment area.

Mapping all children of the 3-14 age group, both in and out of school/pre-school provides the database for assessing educational needs such as number of schools classes and teachers required and their subject specializations (Language, Mathematics-Science, Social science).

This in turn provides basis for number of teachers required and their specializations.

Block/District as basis of TE PlanningThe number of teachers required, their

specializations, the kind of teacher education programs needed, the curriculum and the continuous professional needs of teachers in schools is best undertaken preferably at the block, or at the district level.

DIETs are mandated to work towards planning, teacher education and quality improvement of elementary education of the district.

Elements of Planning for TE in districtsDistrict-wise number of teachers with required

qualifications; without required qualifications.District-wise number of teachers without required

qualifications.Additional teachers required in primary schools for

PTRAdditional language teachers required in middle

schoolsAdditional science-mathematics teachers required

in middle schoolsAdditional social science teachers required in

middle schoolsAdditional Head teachers required in primary and

middle schools

DIETs/Districts as basic unit of TE PlanningElements of Planning:Number of catchment areas.Schools in catchment areas, children in schools,

children in catchment areas out of schools by age, male/female, SC, ST, Minorities, mother tongue, in-school, out-of-school, special needs.

Teacher requirement based on total number of children of 6-14 age group and 3-6 age group.

Teachers available in the block.

Strategies for TE for additional teachersIncreasing capacity of existing TEIs with NCTE

approval

Generating Faculty for increased capacity in collaboration with IASEs/universities

Identifying institutions in the district where TE can be conducted: senior secondary schools, KVs, NVs, district higher and technical institutions, ITI? And generating Faculty and resources for this.

Public-private partnerships in the district for TE.

Strategies for generating Teacher Educators Incentives for those who enroll for teacher

educator courses such as M.Ed.Generating M.Ed. Courses in HEIs. These

could be specialization based, with institutions having expertise in the specializations e.g. Bose Institute, Science Centres, Sahitya academies.

Providing study leave to school teachers to acquire teacher educator qualifications.

Creating teacher education cadre for professional advancement.

Strategies for capacity building of teacher educatorsInfrastructure and resource strengtheningICTTranslations and collation of materials for TEBuilding/strengthening librariesBuilding resource units for Languages,

Mathematics, Sciences, Social SciencesDocumenting local resources as strategy for

community engagementDistrict based research studies

Strategies for Teacher Educators

Forum/Network for teacher educators. This can be inter-disciplinary as well as discipline based.

Teacher educators will need to be oriented and assessments made part of TE curriculum

Student performance will need to be observed, evaluated, recorded and portfolios maintained. How to do these will have to be first addressed by teacher educators.

Documenting district resources as a strategy to both build capacity and provide input into school curriculum

Capacity Building –some principlesCapacity building most effective when

embedded in the work of the teacher educatorClear performance based outcomes linked

with rewards as part of the vision of capacity building

Adequate quality materials Collective learning and sharing linked to

institutional goalsBest undertaken in-house with support from

HEIs