Ministry of Human Resource Development, Government of ...

Ministry of Human Resource Development, Government of India, New DelhiPreparation of the publication at Vidya Bhawan Society, Udaipur.

Cover Design: Kailash Yadav and Namrita BatraLayout Design : Kailash Yadav and Namrita Batra

Voices of Teachers and Teacher Educators

Volume I Issue 2 May 2012

About the publication

The launch of the journal 'Voices of Teachers and Teacher Educators' is an initiative of

the Ministry of Human Resource Development (MHRD) to highlight the vital role of

Teacher Education in India, as the country is poised to provide quality education to all

its children, irrespective of gender, caste, creed, religion and geographies under the Right

of Children to Free and Compulsory Education Act (RtE), 2009. The large influx of teachers

necessitated under RtE represents the biggest opportunity to bring fresh life into schools

for decades to come. The challenge is to enhance the role of teachers in shaping the

social transformation India is witnessing, as well as have a long lasting impact on the

quality of education, also making it significantly more equitable. Teachers and all those

in the system need to recognize that their ownership and voices are important and that

they can and do learn not only from their own experiences but also from each other

through collective reflection and analysis. The publication attempts to lend voice to

teachers, their educators, researchers, administrators and policy makers in the varied

institutions: Schools, CRCs, BRCs, DIETs, IASEs, CTEs, SCERTs etc., and make visible

their engagement in accomplishing extraordinarily complex and diverse tasks that they

are expected to perform. Contributions are welcome both in English and Hindi and

there are plans to produce the journal in a multilingual format in the near future.

Call for contributions

This publication is for all of us: teachers, teacher educators, administrators, researchersand policy makers. It is to provide a platform and also to build a network for our voices,ideas and reflections. Since the idea is to make this journal reflect all our voices it wouldonly fulfill its purpose, if we contribute to it in as many ways as we can. We lookforward to all of you contributing with your experiences, questions, suggestions,perspectives as well as critical comments on different aspects of teacher education andschooling. This could also be through comments and reflections on the current issue.Your contribution could be in the form of articles, reports documents, pictures, cartoonsor any other forms of presentation that can be printed. We look forward to your inputsto make this journal truly reflective of our voices. It is proposed that this be a quarterlypublication. We would like to receive contributions for the next issue by 15th August,2012. We also look forward to comments and suggestions for improvements of thepublication to make this a participative endeavor and improve its quality.

Editorial Team

Janaki Rajan is Professor of Education at Jamia Millia Islamia. She was Director, State Council ofEducational Research and Training, Delhi from 2000-2006. She holds master’s degrees in EnglishLiterature, Psychology and Education. Her research, publications, teaching and activist interests liein the areas of gender, inclusive education, curriculum and cultural studies, women and child rights.

Hriday Kant Dewan is Education Advisor, Vidya Bhawan Society, Udaipur, Rajasthan, He has aPh.D. in Physics from Delhi University. He is involved in strengthening SCERTs and DIETs, textbookdevelopment, teacher and teacher educator training and research and dissemination in education.

Sunita Singh is an Assistant Professor of Education at Le Moyne College in Syracuse, USA. She holdsa Masters in Linguistics and a Ph.D. in Elementary Education. Her areas of research include elementaryliteracy, early childhood education, second language and literacy, and teacher education.

Farah Farooqi teaches in Institute of Advanced Studies in Education, Jamia Millia Islamia. She wasearlier associated with Department of Elementary Education, Lady Shri Ram College, Delhi University.Farah has been involved with writing of textbooks both with SCERT and NCERT. She was the chiefadvisor of EVS text books which were prepared after NCF 2005.

Assistant Editor: Namrita Batra, Vidya Bhawan Education Resource Center, Udaipur.

Chief Editorial Coordinator: Dr. Amarjit Singh, Joint Secretary, Ministry of Human ResourceDevelopment, Government of India.

Publication Coordinator: Mr. Vikram Sahay, Director, Department of School Education and Literacy,Ministry of Human Resource Development, Government of India.

Contributors

1. Janaki Rajan, Institute of Advanced Studies in Education, Jamia Millia Islamia, New Delhi

2. Hriday Kant Dewan, Vidya Bhawan Society, Udaipur, Rajasthan

3. Sunita Singh, Le Moyne College, Syracuse, NY, USA

4. Farah Farooqui, Institute of Advanced Studies in Education, Jamia Millia Islamia, New Delhi

5. Gurjeet Kaur, Institute of Advanced Studies in Education, Jamia Millia Islamia, New Delhi

6. Jessy Abraham, Institute of Advanced Studies in Education, Jamia Millia Islamia, New Delhi

7. K.R. Sharma, Azim Premji Foundation, Uttarakhand

8. Sukanta Kumar Mahapatra, National Institute of Open Schooling, Delhi

9. Shahnaz D.K., Government Secondary School, District Udaipur, Rajasthan

10. Sudhir Srivastava, Chhattisgarh SCERT

11. Kalyani Krishnan, Lady Shri Ram College, Delhi University

12. Namrita Batra, Vidya Bhawan Education Resource Centre, Udaipur, Rajasthan

13. Richa Goswami, Vidya Bhawan Education Resource Centre, Udaipur, Rajasthan

14. Preeti Misra, Vidya Bhawan Education Resource Centre, Udaipur, Rajasthan

Illustrations and Photographs

1. Prashant Soni, Vidya Bhawan Education Resource Centre, Udaipur, Rajasthan

2. Vidya Bhawan Education Resource Centre, Udaipur, Rajasthan

Contents

Editorial

Section I: Inside the classrooms: Experiences of teachers, trainees and educators

1. Kaise padhyen ganit?Ek shikshak ne likha apne shikshak mitra ko khat

Sudhir Shrivastav

2. Kaksha mein dictionaryShahnaz D.K.

Section II: Schools: Ambience, management, innovations

3. Children's voices during assembly timeMaking school assemblies a space for children's participation in Baran distriact, Rajasthan

Namrita Batra

4. Reforming teacher management system in India : Voices fromwithin and outsideSukanta Kumar Mahapatra

Section III: From practitioners, researchers, policy makers

5. Testing as assessmentH.K. Dewan

Section III: Teacher education: Reflection on issues, challenges, effectivepractices

6. Rethinking elementary teacher preparation : A syllabus revisionexercise for the course 'Pedagogy of EVS' in DIET curriculumFarah Farooqui and Gurjeet Kaur

Section IV: DIETs: Reflections, issues, challenges

7. DIET mein sikhne-sikhane ki jugatK.R. Sharma

8. In search of good resource persons : What interactions withDIET faculty showsRicha Goswami

Section V: Reports of conferences, seminars, workshops

9. National Seminar on Teacher Education- Pedagogic Trajectories23-24 September, 2011, Lady Shri Ram College, Delhi University

Kalyani Krishnan

1

5

6

9

18

21

26

29

31

10. National Consultation on Special Training under RtE, 200912-13 April, 2012, Jaipur

Preeti Misra

11. Teacher challenges for Educational for All in India : InternationalConference on Teachers for Education for All29-30 May, 2012, New Delhi

Teacher Education - Ministry of Human Resource Development

Section VI: International Practices

12. Guidelines for developing standards in early childhoodcare and educationSunita Singh

Section VII: Policy Diary

13. The Draft National Policy on Early Childhood Care and EducationJessy Abraham

34

37

42

45

Editorial

The Right to Education Act (RtE) 2009 focuses on improving the quality of education and making itavailable to all children. Besides other factors, it lays emphasis on having trained teachers to meetthese goals. The assumption is that a trained teacher would be better prepared to understandchildren, be sensitive to their diverse backgrounds and understand other curricular matters better.She would also appreciate the goals of education for a democratic republic like India that believes inplurality and encourages diversity. Thus, RtE expects that a teacher can through training, beprofessionally prepared to teach better, keeping in mind the interests of children as well as theirexperiences and voices such that learning excites and challenges them and assessment is asstress-free as possible. In an attempt to ensure that the training process of teachers is not delayedendlessly, it lays down that all teachers would have been so trained by the year 2014.

With a short time-fuse and a metaphoric gun on the head, states are desperately looking for measuresto certify their untrained teachers by enrolling them in courses. Given the weaknesses of the teachereducation system like a lack of good teacher educators, lack of mechanisms for preparing such teachereducators etc., it is unrealistic to ensure fast-track, quality training for all untrained teachers.

Over the last two decades, the issue of modifying or changing teacher preparation programs has beenextensively debated. Alternative pre-service and in-service teacher education programs have begun toemerge. The battle for change has been tough as neither the institutions delivering teacher training northe prospective teachers are keen on long duration programs which demand greater commitment. TheRtE time-line has been added into this melting pot, rendering sustained reform in quality teachereducation even more difficult. The discourse on building capacity in institutions of teacher educationand making them more quality conscious is replaced by the need to have a large numbers of teachersgo through some certification process and be recognized as trained.

The gaps in the massive training courses/programs necessitated by DPEP/SSA have still not beencorrected. A similar and deeper concern that has been looming over pre-service training, has got moreintense. The large under-staffing in DIETs and government colleges and their disinclination andunder-preparedness to understand NCF 2005, NCFTE 2010 suggest their incapability to bring to theground the tenets and principles of RtE as well. The implementation of RtE and the time-periods itenvisages need close examination. Mechanisms for building institutional capacity for teacher education,including through institutions that are outside the fold of the government but have the capability tolead this transformation for both pre-service and in-service programs, need to be investigated.

A related stipulation of RtE of constituting school management committees, though laudable, meritscloser examination. According to the bill 75% of the members of the committee should be the parentsand the rest from local bodies. No doubt community ownership of schools can strengthen schools inmany ways. It can shake the system out of its complacency by making it more accountable. All thesame it puts a greater responsibility on the school for spearheading social change.

In a recent instance, two adolescent children, a girl and a boy, studying in a government-aided schoolwere found consistently talking to each other. The teachers tried to convince the children that this wasinappropriate. The boy was scolded and fined where as the girl’s parents were summoned to theschool. The girls parents immediately withdrew the girl from the school for the fear of ‘social shame’.The girl was not even allowed to take her class 10 examinations. The school, thus partnered with thecommunity, in a silent and violent conspiracy to punish the girl for her perceived intransigence ofexpected gender norms and roles. Such incidents, raise questions on the preparedness of teachers andthe school in dealing with matters which require questioning existing social mores and practices. Inthe above case the teachers could have handled the situation in a much more sensitive manner. Theycould have engaged with the parents of both children as well as the and the community to bring abouta change in the perception that the burden of protecting ‘dignity’ is to be shouldered by only the girl.

Most of our teacher education programs do not adequately prepare teachers to engage with the schooland community to attempt changes in culture and belief systems. The school and the communitycontinue to maintain status quo in important areas particularly, equity and rights of children. Thus, ifthere are opportunities for including progressive voices from any quarter of society in the committee,then such opportunities must be explored and widened. This would mean making the requirement ofcommunity engagement with schools, flexible. The idea of community as assumed in the Right toEducation Act needs to be unpacked. The community around the school in all probability would havea common belief system. There is need to add a plural and egalitarian view-point to the committee toengage with such issues and move towards a more equitable and just society.

As this issue goes online, India will be preparing to host an International Conference on TeacherEducation in partnership with UNESCO followed by E9 meeting. It is perhaps for the first time that theagenda focuses on issues of one country, India. Over the last two decades we have had a variety ofinternational projects and missions set up to improve elementary education including those for teachereducation. These attempts have been full of energy and resources and the zeal accompanying theseefforts needs to be complimented. However, as India gears towards concretization of legislativeimperatives of quality education, we need to recognize that education is not a ‘project’ or a short-termmission; it is an effort to continuously engage with generations meaningfully. The process of educationneeds to be worked on continuously. The drive for energizing and transforming institutions of educationhas to be continuously maintained. Improvement and transformation cannot be a one-time ortime-bound effort. The principles emanating from RtE 2009, NCF 2005, NCFTE 2009 as well as theseries of seminars on teacher development, need to be worked upon continuously until a culture ofquality, equity and justice becomes embedded in all Indian schools and teacher education institutions.


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1


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2


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nwljs fnu 'kke dks tc ge lc lkFk cSBs Fks rHkhogk¡ lR;k vkbZA mlds ,d gkFk esa dSaph vkSj nwljsgkFk esa bykfLVd dh nks Mksfj;k¡ Fkha& ,d cM+h] ,dNksVhA mls ns[krs gh mldh ek¡ us iwNk] ̂ ^vjs! bls D;ksadkV Mkyk\**

lR;k us cM+h 'kkafr ls dgk] ̂ ^bl VqdM+s dks nqdkuokyh vkUVh dks okil djuk gSA vki ,d ehVj ykusdks cksyh FkhaA vkUVh us pkj lsaVhehVj T+;knk ns fn;kgSA**

uhys'k ckrsa [+kRe ugha gks jgh gSa] xks;k fpB~Bh ugqbZ fdrkc gks xbZA dbZ cSBdsa gks xbaZ] ckrsa iwjh ughagqbZaA VqdM+s&VqdM+s esa fy[kh ;s fpB~Bh VqdM+ksa esa gh i<+ysuk] ysfdu i<+ t+:j ysukA bruh ckrksa esa dksbZ ,drqEgkjs dke vk tk, rks eq>s rlYyh gks tk,xhA eq>srqEgkjh dksf'k'kksa ij ;d+hu gSA ;d+hu gS fd rqEgkjscPps rqEgsa I;kj djus yxsaxsA bl ;d+hu dks lp esacnyus ds fy, FkksM+h&lh ckrsa vkSj---A

3


vc rd tks fy[kk og cPpksa ls tqM+k gqvk FkkAtc ge cPpksa dh {kerkvksa vkSj det+ksfj;ksa dks igpkuusyxrs gSa vkSj mUgsa vPNh yxus vkSj u yxus okyhvuqHkwfr;ksa dks [+kqn Hkh eglwl djus yxrs gSa] rks eq>syxrk gS fd ge ,d vPNs f'k{kd gksus dh fn'kk esavkxs c<+ jgs gksrs gSaA ysfdu bruk gh i;kZIr ughagksrkA blds ckn t+:jr gksrh gS] viuh tkudkjhvkSj i<+kus ds rkSj&rjhd+ksa dks csgrj cukus dhA

vius Kku dks c<+krs jgus vkSj tks dqN ge tkursgSa mls rkt+k djrs jgus dh gekjh vknr cgqr cf<+;kLrj dh ugha gSA fiNys lIrkg ,d f'k{kd lkFkh ls HksaVgqbZA pkj ekg gq,] os izkFkfed 'kkyk ls mPp izkFkfed'kkyk esa inkafdr gq, gSaA ;gk¡ xf.kr i<+kus ds uke lsos cgqr ijs'kku fn[ksA mudk dguk Fkk] ^êSa fdllslh[kw¡\** tc eSaus mudks iwNk fd vkius xf.kr dhiqLrdksa dks i<+k D;k\ rks mudk tokc ̂ ûgha** FkkA eSausmuls fQj iwNk] ^îzkFkfed 'kkyk esa xf.kr i<+kus dsfy, xf.kr dh fdrkc i<+rs Fks\** rks mUgksaus dgk] ̂^dHkhbldh t+:jr gh ugha iM+hA** blds igys Hkh cgqr lsyksxksa esa ,slh lksp ns[kus dks feyhA

eq>s yxk fdlh Lrj ij ge lksprs gSa fd gesa cgqrvkrk gSA mlesa dqN tksM+us ds fy, lUnHkZ <w¡<+us] dqN

i<+us ;k dqN djus dh vko';drk ugh gSA ogha nwljhrjQ+ FkksM+h&lh ifjfLFkfr;k¡ cny tkus ij gekjsgkFk&ik¡o Qwy tkrs gSa vkSj rqjar ge ;g lksp ysrs gSafd gels rks dqN gks gh ugha ldrkA nksuksa vksj pjeij jgrs gSaA chp esa jgus dh vknr gh ugha cuhAfdrkcksa ds lalkj dks dHkh ns[kk gh ugha vkSj blhfy,mldh rkd+r dk Hkh vankt+k Hkh ugha yxk;kA uhys'k]eSa le>rk gw¡ fd fdrkcsa gekjh cgqr vPNh nksLr gSavkSj cf<+;k Vhpj HkhA izf'k{k.kksa] dk;Z'kkykvksa vkSjcSBdksa esa Hkh cgqr dqN lh[kus&tkuus dks feyrk gSfdUrq ge viuh NksVh&NksVh leL;kvksa ds fy, mldkbUrt+kj ugha dj ldrsA ;fn esjh ckr Bhd yxs rksxf.kr dh fdrkcksa dks ,d ckj iwjk i<+ yks Ëkhjs&ËkhjsA;d+hu ekuks bruh lkjh ubZ ckrsa feysaxh fd rqEgsavk'p;Z gksxkA

vkSj gk¡] ;g fo'okl j[kuk fd rqe ,d vPNsf'k{kd gksA NksVh&NksVh vlQyrk,¡ rqEgkjk jkLrkugha jksd ldrha] bruk ladsr t+:j djrh gSa fd jkLrkcnyus dh t+:jr gSaA rks dqN&dqN u;k djks vPNkyxsxkA

fpB~Bh fy[kukA rqEgkjh fpfB~B;k¡ eq>s vPNhyxrh gSaA

rqEgkjk ghlqËkhj

Initiating dialogue

This issue of the publication has contributions from student teachers, school teachers, teacher educators,researchers and policy makers from schools, DIETs, CTEs, IASEs, SCERTs and NGOs of experiences theyvalue. We invite you to write about any of your memorable experiences from your professional life that excite,motivate, encourage, initiate reflection or provoke some other form of engagement and send it to us so that wecan share it with everyone. You can also send in questions or comments on issues that concern you and you feelneed public discussion. Contributions may be sent to: [email protected], and [email protected]

4


gekjk fo|ky; cqfu;knh fo|ky; gksus ds dkj.kgekjs ;gk¡ esgekuksa dk vkuk&tkuk yxk jgrk gSD;ksafd ,sls fo|ky;ksa dh la[;k Hkkjr esa de gSAblfy, yksx blds ckjs esa tkuus dks mRlqd jgrs gaSAfiNys o"kZ ¼2008½ gekjs ;gk¡ ,d vfrfFk Ldwy ns[kusvk, tks fons'k esa viuk vË;kiu dk dk;Z dj jgs gSaAmudh #fp cPpksa ds lkFk dke djus esa Fkh vkSjvaxzst+h fo"k; ls lacafËkr dqN xfrfofËk;k¡ cPpksa dslkFk djuk pkgrs FksA tc os esjh d{kk pkSFkh esa vk,rks mUgksaus eq>ls iwNk fd D;k cPpksa ds ikl fMD'kujhgS\ esjs euk djus ij mUgksaus iwNk fd D;k os dHkhfMD'kujh dk mi;ksx djrs gSa\ eSaus dgk] ^^gk¡]dHkh&dHkh ykbczsjh ls ykdj dqN u, 'kCn <w¡<+rs gSaAij ,slk djus ds fy, mUgsa fMD'kujh ckj&ckj feyrhugha D;ksafd ykbczsjh esa Hkh nks gh fMD'kujh gSaA mUgksausdgk] ̂ ^vPNk] vki esjh enn djsa rks ge cPpksa ds lewgcuk ysrs gSa vkSj nks fMD'kujh ls Hkh dke pyk ysaxsA**mUgksaus cPpksa dks vyx&vyx rjg dh xfrfof/k djusds fy, nh vkSj nks lewgksa dks dqN vaxzst+h ds 'kCnfMD'kujh ls <w¡<+us ds fy, dgkA cPpksa dh geus enndh vkSj os dke vklkuh ls djus yxsA lHkh cPpksa dksfMD'kujh ls dke djus esa et+k vk;kA

muds tkus ds ckn eSaus lkspk fd cPpksa dhfMD'kujh esa tks #fp txh gS mls dSls cuk, j[kk tk,fd os bl dk;Z dk ykHk mBk ldas vkSj mudh vaxzst+h

esa #fp c<+s o Mj nwj gksA eSaus ykbczsfj;u ls ckr dhrks mUgksaus esjh enn djus ds fy, lykg nh fd esjsikl nks iqjkuh nhed yxh fMD'kujh gSa ftldk mi;ksxcsf>>d cPps dj ldrs gSaA QV Hkh tk,xh rks dksbZckr ughaA eq>s ;g eaT+kwj Fkk fd nhed yxh fMD'kujhgh cPpksa ds fy, ys yww¡A D;ksafd cPpksa ds fy, ubZfMD'kujh e¡xokuk laHko ugha FkkA gekjs fo|ky; esaxk¡o ls vkus okys cPpksa ds ekrk&firk muds fy,bruk [+kpZ ugha djrs gaS fd os mUgsa fMD'kujh fnykik,¡A cPpksa us nhed yxs iUuksa ij Hkh dbZ 'kCnksa dsvFkZ <w¡<+ fy, vkSj vfËkd #fp ls dke djus yxsAijUrq iqjkuh fMD'kujh T+;knk fnu ugha pyh vkSj lkjsiUus QVus yxsA eSaus ,d ckj fQj dksf'k'k dh vkSjizËkkukË;kfidk ls fuosnu fd;k fd eq>s de&ls&denks fMD'kujh ubZ eaxok nasA ijUrq fQj ,d ckj eq>s nksiqjkuh fMD'kujh ns nh xbZa fd tc rd ubZ e¡xokrs gSablls dke pykvksA fQj cPpksa us nks iqjkuh fMD'kujhys yh vkSj yxkrkj mudh #fp vaxzst+h ds u, 'kCnksaesa c<+us yxhA bldk izHkko Dykl ykbczsjh esa fn[kusyxk cPps vaxzst+h dh ftu fdrkcksa ls Mjrs Fks mUgsai<+us yxs] Hkys gh mudk mPpkj.k x+yr gksrk ysfduos Mjrs ugha FksA u, 'kCnksa ds vFkZ <w¡<+us yxsA vc d{kkfMD'kujh ds fy, yM+kb;k¡ gksus yxhaA lHkh cPpsigys ysuk pkgrs FksA eSaus mUgsa viuh ckjh dk bart+kjdjuk fl[kk;k ftlesa dkQ+h le; yxkA ijUrq Ëkhjs&Ëkhjsos lh[k x,A

vc os cPps d{kk ik¡poha esa vk x, gaSA bl o"kZHkh mUgksaus viuk fMD'kujh ns[kuk tkjh j[kk gSA bllsyxrk gS fd vc ;g mudh vknr cu xbZ gSA osviuh Dykl ykbczsjh esa vkSj vfËkd fMD'kujh dh ek¡xdjus yxsA eSaus mUgsa dgk fd rqe vius xqYyd ds iSlksals D;k [+kjhnrs gks\ mUgksaus dgk] ̂ ^f[kykSus] u, diM+s]lkbfdy vkfnA** D;k dqN iSls fMD'kujh ds fy,fudky ldrs gks\ dqN cPps ,d lkFk cksys] ^^gevius jk[kh ds iSlksa ls ubZ fMD'kujh ys vk,¡xsA**

'kgukt+ Mh-ds-

d{kk esa fMD'kujh

5


Namrita Batra

Children’s voices during assembly timeMaking school assemblies a space for children’s participation in Baran district, Rajasthan

Abstract

The article presents a researcher’s perspective of how teachers of some schoolsin Baran district made morning assembly a more meaningful time for children

by giving them space to present poems and stories of their choice.

10%40 ij fo|ky; ds izkax.k esa lHkh ckyd&ckfydk,aiafDr esa cSB x,A yM+ds o yM+fd;ka vyx&vyx iafDr;ksaesa cSBs FksA cPpksa us cSBs&cSBs f'k{kdksa ds funsZ'k ijlko/kku&foJke fd;kA lHkh cPpksa ds lkeus rhu ckfydk,acSBh Fkha ftUgksaus lcls ifgys oansekrje~ xk;k ftldknksgjku ckdh cPps dj jgs FksA blds ckn **gesa rqe egkucuk nks eka** izkFkZuk gqbZ fQj *relks eka T;ksfrZxe;* vkSjfQj vkse 'kkafr vkse vkSj blds ckn 2 fefuV dk ekSu j[kkx;kA ekSu ds ckn ,d cPps us iqu% lko/kku&foJkedjk;kA izkFkZuk lHkk esa 3 f'k{kd ,oa iz/kkuk/;kid mifLFkrFksA buesa ls nks f'k{kd fo|kFkhZ fe= ;kstuk ls FksA bldsckn ckjh&ckjh ls dqN cPpksa us laL—r ds 'yksd cksys vkSjmldk fgUnh vuqokn Hkh fd;kA cPps yksd rks Åaph vkokt+esa cksy jgs Fks vkSj mldk fgUnh vFkZ cgqr /khjs ls cksy nsrsFksA dqN 'yksd bl izdkj Fks] *fouk'kdkys foijhr cqf)*]*ohj HkksX;k olqU/kjk* vkfnA

jktdh; izkFkfed fo|ky; ckWl[ksM+k ¼eky½] lejkfu;k¡] 'kkgckn

igys fnu izkFkZuk 10%35 vkSj nwljs fnu izkFkZuk 10%40 ij'kq: gqbZA igys fnu 4 f'k{kd vk, o nwljs fnu 3 f'k{kdvk,A iz/kkuk/;kid th yap ckn vk, FksA igys fnu ,df'k{kd us cPpksa dks izkFkZuk esa iafDr;ksa esa [kM+k fd;kA rhuyM+fd;ka *n;k dj nku HkfDr dk* izkFkZuk cqyk jgh FkhaAckdh cPps muds ihNs&ihNs cksy jgs FksA izkFkZuk lHkk esa tkscPps drkjksa esa b/kj&m/kj gks jgs Fks] f'k{kd mUgsa ekj djlhèkk [kM+k gksus ds fy, dg jgk FkkA nwljs fnu izkFkZuk esanwljs f'k{kd us cPpksa dks iafDr;ksa esa yxk;k rFkk tks cPpsizkFkZuk esa b/kj&m/kj gks jgs Fks] mUgsa ihV dj lh/kk ykbZuksaesa yxk jgk FkkA nksuksa gh fnu izkFkZuk esa cPpksa us izfrKk] jk"Vªxku o xhr] nksgs] dfork,a cksyhaA cPpksa dks f'k{kd us,d&,d djds [kM+k fd;k rFkk xhr] nksgs o dfork,a cksyusds fy, dgkA ,slk nksuksa fnu gh gqvkA cPpksa us nksgs tSls&*cM+k Hk;k rks D;k Hk;k tSls isM+ [ktwj] iaNh dks Nk;k ughaQy yxs vfr nwj* o *lkWbZ bruk nhft, tkus dqVqEc lek,]esSa Hkh Hkw[kk u jgwa lk/kq u Hkw[kk tk;sa* vkfn lquk,A ckdh cPpsbuds ihNs&ihNs cksy jgs FksA blds vfrfjDr cPpksa usdfork,a tSls& Hkkyw vk;k Hkkxk&Hkkxk vkfn dfork,a lqukbZaAjktdh; vk- mPp izkFkfed fo|ky;] [kk.Mk lgjksy] chph] 'kkgckn

6


The account of morning assembles given aboveare brief but vivid descriptions from two schoolsin Baran, one of the most backward districts ofRajasthan. Morning assembly is a time-honouredand integral part of the Indian school time-table.The tenor of assemblies in government schools isremarkably similar all over India. Assembly-timeessentially includes recitation of prayer, thenational song and national anthem, slogansproffessing national pride and social change andsometimes children are expected to respond togeneral knowledge questions. Throughout thistime children are supposed to maintain silenceand recite when teachers instruct them to. Manya time there is not even a change in the order ofthe pieces being recited. Even a cursory glance atthe children during assembly time indicates theirlistlessness and disengagement with the entireprocess. This is especially true for the youngerones who have not fully memorized what theyare reciting and seem to be simply opening andclosing their mouths to avoid being singled outby teachers and reprimanded for indiscipline. Thebeginning of the school day, a time which shouldbe full of energy and vitality for children, is a timewhen children are required to be part of an activityof which they understand very little and whichgives them little or no space for their own ideasand expression.

Baran is one of Rajasthan's 33 districts.Eighty-three percent of its population livesin rural areas. It has a tribal population (21%)which is higher than the state figure of 13%.The literacy rate as per the 2001 census is59.5%; there is a significant differencebetween the male (75.8%) and female (41.5%)literacy rate.

Digantar and Vidya Bhawan in partnershipwith the Government of Rajasthan and theICICI Centre for Elementary Education (ICEE)had worked in the district with the QualityEducation Program (QEP), an initiative underSarva Shiksha Abiyaan (SSA). An importantarea of intervention for the project wasimpacting the learning environment in theschool and the classroom along withenhanced proficiency levels of children andimproved attitudes of school staff andfunctionaries towards their roles andlearning. The program was based on the

belief that children actively construct theirknowledge and also have immense potentialto learn from each other. The teacher has avery significant role to play in that sheprovides space to children to question,comment, explain, reflect, analyze, infer,imagine and critique. She also providesopportunities for cooperative learning.

QEP acknowledged the importance of morningassembly in the daily time-table of the school. Itconsidered assembly-time much more than amorning ritual requiring a monotonous repetitionof the same activities each day and attempted toshape this time such that the whole school couldcome together to go forth in the day with confidenceand energy. For the program this morning time wasa space for children to express themselves in wayswhich have meaning for them and with enthusiasmand enjoyment. It also considered it a time forchildren of different classes to get to know each otherand for teachers and students to plan together forthe day as well as for upcoming school events. Italso believed that if teachers and students jointlyprepared for the assembly with activities likesweeping the space where assembly was to be held,spreading mats, organising materials, and so on, itwould help develop a sense of joint responsibilitytowards school material and space.

Giving space to children’s voices and makingassembly time meaningful for them was importantfor QEP. Efforts in this direction started in morethan one way. The program samarthaks(facilitators) who used to visit these schools onweekly basis first became silent spectators to theassemblies. After observing quite a few assemblies,they understood the routine and initiated adialogue with teachers about the engagement ofchildren in the daily ritual. Did the youngerchildren understand what they were reciting?How did children relate to the shlokas and slogansthat they chanted? What about vande matram andjan gan man? Did children of primary classesunderstand the meaning of words like ‘collector’,district’, ‘state’, ‘country’, ‘capital’ etc., which wererecurrently a part of the general knowledgequestions? Teacher responses to these questionsvoiced a fervent need for children to be inculcatedwith both moral values and national pride. Atthe same time, they agreed that assembly would

7


be more meaningful for children if they were givenopportunities to express themselves. This gavesome space to the samarthaks for affecting the toneof the assemblies.

The samarthaks started introducing childrento various balgeets (children’s songs) during class-time. It soon became apparent to teachers thatchildren enjoyed these songs immensely. Eachtime the samrthak entered a school childrencrowded around her asking her to repeat thesongs they liked most or asking her to teach themnew songs. They were also keen to come up inclass and recite these songs individually and ingroups. From there onwards, it was not verydifficult for the samarthak to negotiate with theteachers for time, for children’s recitation of poemsof their choice during assembly-time. Thesamarthaks also started regularly telling stories tochildren using both action and expression duringlanguage classroom time. Teachers observed how,during these story telling sessions, childrenwould sit at the edge of their seats with batedbreath, waiting to hear what would come next orwould guess what would come next. Thisinspired some of them to try the same not onlyduring classroom time but also.

Initially, the samarthak had to take initiativein asking children to make a presentation in theassembly. Also, on days that the samrthak wasnot there in the school, children’s presentationwere not a part of the assembly. However aschildren learnt more and more balgeets and startedfeeling that the assembly was a space for theirexpressions they started volunteering duringassembly-time to recite poems of their choice.Teachers also started asking children to preparefor the next days assembly-time.

After three years of intervention, ourobservation of Dhaturia school tell us that mostchildren wanted to present during assembly andsubstantial time was also devoted to children’screative efforts, by teachers. It was also hearteningto see children's intense enjoyment in not onlymaking their own presentations but also injoining in collectively with the child who waspresenting. Children’s voices and actions whilethey sing….Lal tamatar bade mazedar…Aa rebadal…. Kya tumne kyaa tumne naii dekha jii…Harasmandar, gopi chandar… filled the morning air,and at the end of the assembly, children walkedinto their classes with anticipation of things tocome.

References

Vidya Bhawan Education Resource Centre (VBERC). 2009. Quality education program : A baseline study.Udaipur : VBERC

Vidya Bhawan Education Resource Centre (VBERC). 2007-2009. Interim assessment field notes.Udaipur : VBERC

8


Sukanta Kumar Mahapatra

Reforming Teacher Management System in India: Voices

from Within and Outside

Abstract

The paper highlights the recruitment, compensation, incentives, training mechanismsand cadre system of teachers of six countries using comparative literature and reportsof Organization for Economic Co-operation and Development (OECD) and WorldBank. It adds to the evidence that a number of challenges exist in restructuring theteacher management system in India, and also discusses a select number of successfulpolicies and practices for effective retention of quality teachers.

IntroductionOver the last two decades, teacher supply, qualityof teaching and teaching work-force have been thefocus of research both in developed and developingnations. While many developing nations aregrappling with the shortage of qualified andexperienced teachers, it has been an issue fordeveloped countries to retain better qualified andmore experienced teachers both in the professionitself and in the school sector (Furlong, Smith &Brennon, 2009). On the other hand, it has beenchallenging for every nation to check high rates ofstaff turnover and uneven distribution of qualifiedteachers across the school system.

It has been recognized that improving highpupil-teacher ratio (PTR) as well as improvingthe quality of teaching force in terms of'qualification, experience and competence' are ofhigh importance for the effective functioning ofan educational system (World Bank, 2005).Thishas resulted in a focus on reforms in terms ofqualification, competency, pay and incentivestructures to attract the work-force and retain thecurrent-work force in the educational system withits varying qualifications, salaries and incentivesand parameters with regard to effectiveness of theteacher management system.

This paper looks into policies and practicesof Malaysia, China, Australia, Canada, SouthAfrica and Mexico with a view of drawing lessonsfor India. These countries, like India, have afederal structure where education is stateresponsibility and this include regulations forteacher education. They are representative of the

African, American, and Asia-Pacific regions andare also rated very high in their respective regionson educational indicators. While Canada andAustralia rank 3 and 5 in the PISA# ranking,Mexico, Malaysia and South Africa respectivelyrank 53, 45 and 83 in the EFA Development Index(EDI)#.

Overview of the education system of the sixcountriesThe socio-economic and political context variesto a large degree from country to country. Largerthe size of the population, greater the scope forexpansion of its educational system. China hasthe largest population- 1,315 million, whileMalaysia has only 20 million.

The ages for compulsory schooling vary from6 to 16. In some cases, compulsory schooling startsat 5 or 6 years and goes upto 15 years of age. Onlyin South Africa is the entry age 7 years.

In Australia, government schools are thedirect responsibility of the relevant state orterritory minister, while non-government schoolsare established and operate under conditionsdetermined by government and registrationauthorities. Many non-government schools havesome religious affiliation, most with the CatholicChurch.

In China, the government is the principleinvestor in education, though private educationalinvestment has been increasing rapidly since 1978.Local governments play a key role in compulsoryeducation, while central and provincialgovernments are dominant in higher education.

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In occupational and adult education,non-governmental entities including industrialorganizations, businesses and public institutionsplay an important role. The Ministry of Educationis the supreme administrative body for educationin the country, with numerous branches atprovincial and local levels. Fiscal allocations aremade on a region-by-region basis through theMinistry and account for majority of theeducational funding. China’s education systemconsists of four basic educational 'components':primary education, secondary education, highereducation and adult education.

In Canada, each province and territory hasthe power to establish it’s own autonomouseducation system and to make decisionsregarding schools, teachers and curriculumwithin its province/territory.

Public expenditure on education is animportant indicator of public provisioning.Malaysia invests 8.1% of GDP, Canada 6.3% andAustralia invests 4% (UIS, 2006). Malaysia paysits teacher high salaries amounting to 2.7% ofGDP.

Teacher recruitment and selectionIn most of the countries, tensions exist betweenissues connected with teacher supply anddemand and entry qualification levels to teachertraining programs. Minimum tertiary levelqualifications are prescribed for appointment ofteachers. But some countries appoint teachers,lowering qualifications either due to paucity of awork-force having the required qualifications orthe demand from work-force from particulargroups and communities.

In Australia, teacher recruitment is a meritselection process and involves assessment of anapplicant through a written application,supporting documentation, an interview andreferee reports. Following this assessmentprocess, applicants are assigned a recruitmentrating with suitably qualified applicants beingimmediately considered by school principals forteaching vacancies at their schools. Offers ofpermanent and contract employment are madethroughout the year depending on the system’spriorities (Australian Capital Territory forEducation and Training, 2010).

The Department of Education, South Africain 2006 reported that there has been a decline inthe enrolment of student-teachers over the pastdecades and also a decline in the number ofAfrican student-teachers who have proficiencyin indigenous languages. On the other hand, itwas found that student-teachers undergoingB.Ed. courses, do not teach for long in the country.South-Africa introduced a scheme of bursaries tobenefit about 3500 student-teachers every year.These students sign contracts that they have toteach for a number of years in South Africa.

In Australia, all states prescribe four yearsof training in accredited university courses inorder to be employed on a permanent basis.Teachers who have qualified in the past witheither a two-year diploma or three-year degreeand have not updated their qualifications areusually ineligible for permanent employment,except in areas where schools are unable to fillvacancies. Since the introduction of longer pre-service programs, including the B.Ed. programs,there has been a massive upgrading ofqualifications. Many teachers have beensupported by schools and employing authoritiesto undertake part or full-time studies anduniversities have introduced flexible schemes torecognize prior learning, experience andcompetence, with a great variety of study routesand programs. There are also provisions forappointing candidates with three years ofexperience if required, though they are paid asalary lower than that of new entry teachers withadequate qualifications.

In South Africa, to be recruited as a teacher,the aspirants needs to have a four-year B.Ed.degree and a one-year post-graduatediploma-following an approved firstdegree-known as the PGCE or higher diploma ineducation. But practising teachers, bothunqualified and under-qualified can top up theirperformance with the National ProfessionalDiploma in Education (NPDE). These educationcourses are validated by the Council on HigherEducation (CHE). The teacher selection is doneby school governing bodies (SGBs) although insome cases, the SGBs (including parentrepresentatives) are not well-equipped for this role(OECD,2008).

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Mexcio and Ontario, Canada's prospectiveteachers are required to go through somecompetitive tests for entry into the teachingprofession even after acquiring the requisitequalifications. Tests are conducted to assess theprospective candidates’ suitability for a career inteaching- basic skills such as literacy andnumeracy; subject matter knowledge in the chosenarea of specialization; professional knowledge;teaching skills and on-the-job performance.

Till recently, recruitment procedures in Indiadid not include a competency test at the entrylevel. State governments recruited teachers withprescribed educational qualifications andpre-service teacher training without testing theknowledge of content and ability to engage in theteaching-learning process. The assumption wasthat deficiencies can be plugged via in-servicetraining. The situation is very acute in rural andtribal settings in India, where teachers arerecruited without meeting minimumqualifications and training due to lack ofperson-power in those reserved seats. Teachersface numerous challenges due to lack of trainingto teach in these multicultural settings and so theyteach according to their own understanding ofthe classroom. With the advent of RtE, nationaland state level teacher eligibility tests have beenintroduced; no one may be appointed a teacherwithout qualifying in these, although some statesin the north-east may be given some additionaltime to meet this criteria.

Teacher preparationThere is remarkable variability with regard toteacher preparation in both pre-service andin-service teacher training in many aspects suchas institutional contexts, content area, timeallocation and forms of practical training both innature and time period. (Stuart, 2003; OECD, 2005;Reimers, 2003).

Pre-service teacher education programs aretermed as Initial Teacher Preparation (ITP)programs and fall into two categories: theconsecutive model and the concurrent model(Eurydice,2002).The first involves receiving degreelevel education before enrolling in a particularprogram of ITP while the second combines thestudy of a particular subject with theoretical andpractical components of teacher education andtraining. The selection criteria for pre-service

teacher education vary according to the modelsof ITP practised in the country. While mostcountries follow the concurrent model, Australiahas both consecutive and concurrent models.Consecutive programs allow flexible entry intoteacher education. Graduates can enter teachereducation even after having completed a firstdegree in another discipline and by deferring thedecision point. (OECD,2005).

In India, there are more than 500 districtinstitutes of education and training (DIETs), 100colleges for teacher education (CTEs), 30 institutesfor advanced studies in education (IASEs), manyuniversity departments of education as well asthousands of private teacher training colleges.There are university-based teacher educationprograms offering B.Ed. of one year at the statelevel for preparing secondary level teachers; thereare very few central institutions who offer atwo- year B.Ed. On other hand, DIETs and manyother private institutions offer a diploma programfor elementary teachers (D.Ed., STC or PTC) of twoyears. These are much shorter in duration whencompared to, teacher education programs forprimary education at the international level whichare on an average 3.9 years in length. For lowersecondary education this duration is 4.4 yearsand for upper secondary 4.9 years (OECD, 2005).In almost all states and territories of Australiaand Canada, a minimum of four years of academicstudy, including at least one year of pre-serviceteacher education is the minimum requirementfor entry of new teachers and re-entry ofpreviously experienced teachers into permanentpositions (UNESCO, 2008). Likewise, Mexicoprescribes four years of minimum initial teacherpreparation. Malaysia prescribes one year ofpost-graduate diploma in teaching and a five andhalf year duration for bachelors in teaching.

In-service education is also very importantin shaping the future roles of teachers ineducational settings. Therefore, every country hasprovisions for in-service education and trainingfor their teachers. With regard to the kind ofin-service education and training, Greenland(1983) has put forth four classifications: In-serviceeducation/training (i) for unqualified teachers;(ii) to upgrade teachers; (iii) to prepare teachersfor new roles; such as teacher education orprincipals and (iv) curriculum related, when there

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are curricular changes in the system, or whenteachers require some short refresher courses(Reimers, 2003). Malaysia, for example, providesin-service training for practising teachers and alsoorganizes short-term courses, seminars andconferences to enhance their teaching abilities aswell as professional and disciplinary knowledge.Some universities which organize off-shore anddistance education programs for busy teachers,who are unable to attend campus-based academicprograms. Malaysia also has the provision ofsponsoring teachers with monthly allowances aswell as full-salary leaves for in-service training.

In China, in-service trainings are based on amultiple model. In-service training for teachersinclude degree and non-degree education. Degreeeducation includes not only make-up education forin-service teachers without qualified certificates butalso upgrading education for in-service teacherswith qualified certificates. On the other hand, non-degree education is in four modes: University/college training, school-based training, district orcountry teacher training and on-line training forrural teachers. There are also provisions forsubscribing to newspapers and books along withprovision of salary and allowances so that everystudent can study in his or her own spare time. Thegovernment publishes teacher guides andnewsletters about the new curriculum to allowteachers to communicate with each other, organizesteachers to accept compulsory or voluntary trainingand arranges on-the-spot instructional meetings sothat teachers can recount their experiences.

In Mexico, there are two national policiesconcerning initial training of basic teachers: TheProgram for Academic Transformation andStrengthening of Normal Schools and TheNational Policy for Training and ProfessionalDevelopment of Basic Education Teachers. As apart of these policies, national, regional and stateworkshops are held regularly to update teachersabout the changing curriculum. Materials are alsopublished and distributed among basic educationteachers. There is also provision for productionand transmission of television programs relatedto curricular contents and operation of awebpages in order to update and communicatewith teachers about the changing curriculum andoptions for academic make-up courses forteachers and administrators who do not havebachelor degrees or have not graduated.

On the other hand, in Australia, many in-service development programs are undertaken byteachers largely at their own expense. Thistakes the form of traditional Ph.Ds and M.Eds.with research base, membership of andattendance at professional associations,professional reading and participation inschool-based or program-based professionaldevelopment, outside teaching hours. In addition,they can also take up post-graduate diplomas andpost-graduate certificate courses designed forspecific courses such as multi-cultural education,aboriginal studies, civics and citizenshipeducation, language teaching, women’s studiesetc. Most Australian teachers are found to bemotivated to accept this in-service developmentstrategy because it plays a large part in theircareer development and also in getting salariesand incentives.

Australia also makes special efforts to buildresearch skills during their pre-service education.On the other hand, teachers in Mexico areprovided field-work opportunities to acquaintthem to school-level activities. School-basedexperience for students in Mexico consists ofplacement in a school in the final year of training,and includes the provision of financial support.Student-teachers are guided by a group of teachersat host schools and followed by a tutor at theteacher education institutions.

In India, in-service programs are organizedand managed by various providers both atnational and state levels. While state governmentsprovide institutional and financial support forin-service programs, support is provided at thenational level by institutions like National Councilof Educational Research and Training (NCERT)and National University of Educational Planningand Administration (NUEPA) and throughDIETs, SCERTs, BRCs and CRCs at the local level.Sarva Siksha Abhijan (SSA) has recently providedfor an annual 20-day in-service training fortrained teachers, a 60-day refresher course foruntrained teachers and a 30-day orientation forfreshly trained recruits. In spite of provisions forpre-service and in-service training, several studiesindicate that pre-service education does notprepare teachers to meet the teaching needs of amultigrade classroom and a high student- teacherratio (Nilsson,2003). In Tamil Nadu, half of the

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grade 4 teachers who participated in a test couldnot answer 20% of the grade 4 questions inMathematics (Bashir,1994). A recent study inBihar and Uttar Pradesh shows that only 28% ofthe surveyed teachers in government schools orprivate schools in the 10 district sample couldsolve area-based problems in Mathematics.Thefindings from language tasks completed byteachers also show that less than 50% teacherscould meaningfully summarize a class 5 levellanguage text. Four difficult words from a class 4level text were selected and teachers were askedto write the meaning of each word in simplelanguage. Less than 50% of the surveyed teacherscould correctly perform this task. When asked towrite a few sentences, teachers made severalspelling mistakes (Kingdon and Bannerjee, 2009).

Teacher appraisal and incentivesIt has been widely recognized that salary scalesmotivate staff to improve performance and thathigher salaries need to be paid for better workand for more vital and important jobs in theeducation service (Thompson,1995).Yet, in mostnational education systems, career structure,salary scales and post-eligibility requirements arestill based on length of service and qualifications,and not on the quality of the job. There are threemain models of performance: 'merit pay', whichinvolves providing individual teachers withhigher pay based on student performance onstandardised tests and classroom observation;'knowledge and skill-based compensation', whichinvolves higher pay for extra qualification orprofessional developments, and demonstratedknowledge and skills, which are believed toincrease student performance; and 'school-basedcompensation', which involves group-basedfinancial rewards, typically based on studentperformance for a grade level or whole school.

In Canada, teacher salary schedules aredetermined by a combination of years ofpost-secondary education and years of teachingexperience. Additional allowances are also paidto teachers whose positions include additionaladministrative responsibilities.

In Mexico, a number of indicators are used toreward teachers. For example the creation of theCarrera Magisterial in 1992 was aimed at raisingthe quality of basic education through

professional training of teachers, a new learningpresence in schools and by improving workingconditions in schools. There are five levels ofpromotion ('A', 'B', 'C', 'D' and 'E') in the system.This evaluation is based on multiple variables likeexperience, professional skills, education skill andcompletion of accredited courses and studentachievements (Acevedo, 2002). Apart from CarreraMagisterial (CM), educators in Mexico areevaluated with another program called theVertical Ladder Program. This program is aimedat allowing educators to move to a higher categoryor to another level or higher salary. However,evaluation mechanisms only take into accountteachers’ seniority, academic training, updatingbut not their performances. Under the policyframework, teachers whose performance is notup to the mark or are under-qualified are givencontinuous feedback to update their qualificationsor improve their performance. In the first instance,teachers are informed verbally by the schoolprincipal or supervisor and if there is noimprovement, the authority gives writtennotification to the teacher. In extreme cases, therecan be change in the teachers’ workplace.Sometimes teachers’ unions and parentassociations also play a leading role in identifyingteachers because they observe the performance oftheir children and children's relationship withteachers.

There is also provision for certifyingprofessional competencies of teachers in normalschools. This evaluation is done by means of anational certification examination, evaluation ofpracticum in front of a group and presentation ofevidence of systematic improvement of practicum(Guevera and Gonzalenz, 2004).The work culturein Mexico provides a nice opportunity forprofessional growth of teachers. Since the schoolruns in a shift arrangement and five hours on anaverage is fixed for job responsibilities, the teachergets enough time for continuing their study alongwith their teaching job.

In Australia, almost all awards have someprovision for performance pay. Teachers receiveannual increments based on their level ofperformance and this increment can be withheld.There is a system of career structure that involvesa two to four stage range from beginning teachersto experienced teachers, to experienced teacher

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with responsibility (leading teachers) or positionsor learning area or grade-level co-ordinator,assistant principal, principal and regional/district office position. As teachers advance fromone stage to the next they are expected to havedeeper levels of knowledge, demonstrate moresophisticated and effective teaching, take onresponsibility for co-curricular aspects of theschool, assist colleagues and so on. By the leadingteacher stage, they are expected to demonstrateexemplary teaching, educational leadership andability to initiate and manage change (AustralianGovernment for Education and Training, 2009).In the pyramidal structure, promotional positionsare significantly fewer than classroom teachingpositions. Unfortunately, in India, salary andincentives/promotion are based on years ofexperience instead of competency of teachers.

On the other hand, Malaysia has setbenchmarks of qualification to provide salaries andincentives. Teachers with higher qualification arebetter paid than those with lower qualifications.Under the new proposed single-tier scheme,candidates applying for teaching jobs are dividedinto separate categories– graduates, non-graduates, primary school teachers, secondaryschool teachers, senior assistants andheadmasters, each of them compensated withdifferent pay-scale. For example, those who holda diploma will get a lower salary and start at alower job rung compared to a teacher with degreein the same tier. Similarly, teachers who seek tofurther their studies are rewarded with a higherpay scheme once they have completed theireducation. This is aligned with Ministry ofEducation's objective to extend appreciation andrecognize those with better academic credentials.Teachers, during their teaching career, areobserved by a panel of inspectors from time-to-timewhile headmasters and deputies make annualappraisals of performance for promotion andother corresponding rewards.

The kind of incentives for teachers in SouthAfrica is of a different nature. South Africa paysincentives for better performing teachers on thebasis of a within school or district assessment.According to the 2008 salary agreement, allteachers who perform at a ‘satisfactory’ level asper an estimate made by an assessment panelwithin the school will receive a 3% pay increase

every second year, over and above the regularinflationary increases. Teachers, who are deemedto perform at good or ‘outstanding’ level, willreceive, in addition, an increase of 3% or 6% everysecond year. The assessment currently focuses onbehavioral input factors such as ability to prepareclasses and conduct pupil assessments, but the2008 agreement includes an in-principleacceptance by unions and employers that in futureyears, pupil performance should be brought tobear upon the assessment of the teacher. There isalso provision of another incentive scheme- theannual National Teachers Award. Under thisscheme, the nine provincial departments ofeducation nominate a total of 72 teachers, whoare given an award at the national level(Government of South Africa, 2009).

In China, schools or other institutions ofeducation conduct assessment of teachers’political awareness and ideological level,professional competence, attitude towards workand performance. On the other hand,administrative departments of education guideand supervise assessment work for teachers.Assessments are made taking opinion fromteachers themselves, their colleagues as well asstudents and these form the basis for teacherappointments, pay rise as well as rewards andpunishments. China has made a special provisionfor those who want to serve in rural areas. Theseteachers are provided with 10% more salary thantheir urban counterparts and if they continue theirservice for 10 years, another 10% is added to theirsalary and this does not include their routinesalary increase (World Bank, 2009).

In Quebec, Canada, experienced teacherscoach and guide student-teachers, undertakespecific training and receive either additionalpay or a reduction in classroom teachingresponsibilities. About 12000 teachersparticipate in the mentor program. Some of theseexperienced teachers also have an opportunityto become co-researchers with university staffand to participate in collaborative studies onsubjects such as teaching, learning, classroommanagement and student success or failure. Inaddition, experienced teachers may receive timerelease from their normal duties to providesupport for less experienced colleagues (OECD,2005).

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To conclude, it was found that there weremarked changes in teachers with regard toteaching behavior and job satisfactionfollowing appraisal and feedback in most ofthe countries in the study. These arousedhealthy competition among teachers and theircapabilities were also built up with trainingto strengthen. Therefore, better teacherappraisal and feedback should be linked to thecareer growth of teachers.

Policy implications for IndiaThe wealth of policies that India can benefit from,of the six nations under study are too numerousto be presented here. Some key policies worthemulating are:

• China model of incentives for attracting

teachers in remote rural and tribal areas andfor those who wish to continue their servicein these areas.

• Mexico and Australia policies with regard to

salary and incentives so that bright andtalented young people are attracted toteaching jobs.

• Mexico’s practice of flexible school-timings

for teachers to prepare themselves forteaching activity.

• Australia and Canada models for pre-service

teacher education.

• Australia model for teacher performance

assessment and incentives.

• South Africa’s model of bursaries for

indigenous language medium teachers.

• Malaysian model of off-shore, in-service

programs.

• Mexican model of collective and

multi-stakeholder approach for certifyingteachers.

• South Africa and Mexico’s approach to

performance linked teacher incentives.

Finally, more and more research is needed tosupport professional development of teachers. Thereare some countries which have an up-to-datedatabase about teachers, teacher managementand teacher development, and India needs to setthis in place at the earliest.

References

Australia Council for Educational Research (ACER). (2008). How can we raise the quality of schooleducation so that every students benefits? Melbourne: ACER.

Bacharach, S., Conley, S.C., & Shedd, J.B.(1990). Evaluating teachers for career rewards and merit pay.In Millman, J. & Darling-Hammod, L. (Eds), The new handbook of teacher evaluation. (pp 133-146). BeverleyHills, CA: Sage Publications.

Clee & Nabors. (1992). Teacher incentive programs-do they make better teachers? Education, 113, 145-48.

Danielson, E.R.(2003). School issues: Pay for performance-what are the issues? Education World.

Department of Education, Science and Training. (2003).Australia’s teacher: Australia’s future. Canberra:Department of Education, Science and Training.

Farell, C. & Morris,J.(2004).Resigned compliance: Teacher attitude towards performance related payin schools. Educational Management Administration and Leadership, 32(1), 81-104. UK: Sage.

Firestone, William, A. & Pennel, R. (1993). Teacher commitment, working conditions and differentialincentive policies. Review of Educational Research.

Glewwe, P. & Kremer, M.(2005).Schools, teachers and education outcomes in developing countries. Retrievedin August 2010 from www.givewell.org/files/DWDA%202009/... /Econ Education Handbook.pdf

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Gordon, R., Kane, T.J. & Staiger, D.O. (2006). Identifying effective teachers using performance on theJob. Washington DC: The Brooking Institution.

Grattan Institutes. (2010). What teachers want: Better teacher management. Retrieved fromwww.grattan.edu.au/pub_page/report_what_teachers_want.htm

Guthrie, J.W., & Springer, M.G.(2006). Teacher pay for performance: Another fad for lasting policy?Education Week, April 5,2006.

Halliday, I .(1999). Teacher management and records in the national education system. London:Commonwealth Secretariat.

Harvey-Beavis, O.(2003). Performance-based rewards for teachers: A literature review. Paris: Organizationfor Economic Co-operations and Development (OCED).

Hobson, A.J et. al.(2010). International approaches in teacher selection and recruitment. OECD Educationworking Papers, No. 47. OECD Publishing.doi:10.1787/5kmbphhh6qmx-en

Ingverson, L.C., & Chadbourne, R.(1997). Reforming teacher pay system: The advanced teacher skillsin Australia. Journal of Personal Evaluation in Education, 11(1), 713.

Jacobson, S. (1995). Monetary incentives and the reform for teacher compensation: A persistentorganizational dilemma. International Journal of Educational Reform.

Jacobson, S.L. (1992). Performance-related pay for teachers: The American experience. In Tomlison,H.(Ed) Performance-related pay in education. London: Rutledge.

Johnson, S.M. (1984). Merit pay for teachers: A poor prescription for reforms. Harvard EducationalReview, 54(2),175-185.

Johnson, S.M. (1986). Incentives for education: What motivates, what matters. Educational AdministrationQuarterly, 22 (3), 54-59.

Lortie , D.C. (1975). School teachers: A sociological study. Chicago: Chicago University Press.

Medley, D. & Belfield, R.( 2006).Pay for performances where output is hard to measure: The case for performancepay of teachers.

Medley, D.M. & Coker, H.(1987). The accuracy of principals’ judgments of teachers’ performance.Journal of Educational Research, 80 (4), 242-257.

Odden, A. & Kelly, C. (1997). Paying teachers for what they know and do: New and smarter compensationstrategies to improve schools (2nd Ed.). Thousand Oaks, CA: Corwin Press.

Organization for Economic Co-operation and Development (OECD) (2005).Teachers matter: Attracting,developing and retaining effective teachers. Paris: OECD.

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OECD. (2009). School evaluation, teacher appraisal and feedback and the impact on schools and teachers. Paris:OECD.

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Richardson, R.(1999). Performance-related pay in schools: An evaluation of the governments’ evidence to theschool teachers’ review body. London: National Union of Teachers.

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Skilbeck, M. & Connell, H.(2003). Attracting, developing and retaining effective teachers; Australian countrybackground report. Commonwealth Government Department of Education, Science and Training.

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Thompson. (1995).The utilization and professional development of teachers: Issues and strategies.Paris: IIEP.

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Hriday Kant Dewan

Testing as assessment

Abstract

This article attempts to present various issues surrounding large-scale assessment thatpredominate the present education system while juxtaposing these with principles abouteducation, curriculum, assessment and knowledge emanating from National CurriculumFramework 2005. It attempts to highlight the competing imperatives of large-scale assessmentsand the very purpose for education.

Assessment has always been central to theprocess of education. It influences the structureof the curriculum, classroom process andteaching-learning materials. It is seen to serve asan indicator of the health of the system.Assessment outcomes can be carefully examinedto improve and modify existing processes.However, the emphasis on assessment hasincreasingly acquired center stage withoutsufficient care and time being given to the analysisof performances; there is a propensity to shiftstrategy and direction without examining thefunctioning of the processes.

The traditional notion of one-time assessmentas indicator of capability and potential has beenstrongly challenged. There is sufficient evidencethat children are able to perform very differentlyif the contexts and manner of assessment arealtered. There is now a greater recognition of thelag between learning and performance indiscourses on education. There is also arecognition of the multiple dimensions that aredeveloped through the process of engaging in theclassrooms. Emphasis has been placed ondifferentiating between being educated andbecoming literate. Arguments have been madeabout the unsuitability of one-to-one mapping ofwhat happens in the school to the learning of thechild. The incompleteness of school knowledgein relation to knowledge for living in a societyand towards wider conceptual understanding iswell-known and widely discussed. There is alsothe recognition that learners coming from diversebackgrounds have different experiences whichalso constitute learning and this learning isneither acknowledged nor identified.

The National Curriculum Framework (NCF)2005 and the assessment process put forward in

the source books suggest the need for multiple waysof assessment. It deemphasizes paper- pencil testsas well as assessment processes that areuni-dimensional in their purpose or in theirmethodology and those that exist only for thepurpose of evaluating children’s classroomachievement.

Assessment needs to be a natural part of theteaching-learning process and not a separateendeavour in itself. NCF 2005 also emphasizesthinking about the purpose of assessment andthe relationship of the purpose to its nature andstructure. The recently promulgated Right toEducation Act (RtE) 2009 also emphasizes astress-free assessment process and the integralrelationship between assessment and teachingand learning. It is in this context that we need toconsider the assessment of children acrossborders, both intra and international.

In the last few years, assessment of childrenand comparison across borders has grown in sizeas well as in detail. International and nationalagencies claim to have validated universallyapplicable assessment tools to test understanding.These tests are considered to be usable across allborders- geographical, economic, sociological orcultural. The idea of comparing children hasimplications for the purpose of education as wellas the system that governs it. It also has importantimplications for what we consider to be theprocess of learning and our beliefs about howchildren learn.

The purpose of these tests, where data isaggregated at macro levels, can only providegeneral global indicators. The data at present islargely used for the purpose of ranking theperformance of systems, irrespective of their

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respective initial conditions, opportunities anddevelopmental possibilities. The usual key pointof performance comparison is the estimatedexpenditure by the system. The comparisons arenot expected to act as motivators but as gap findersand rankers. There is no analysis done with theteam directly engaged with children about thereasons for the performance. Responses are notqualitatively analyzed, and even if they are theycannot help develop an understanding about thelearning processes and mechanisms of thinkingof children at a specific place unless there is dialogwith children and teachers on the nature of theresponses. The important point, however, is thatsuch an effort is not even attempted.

Such processes are therefore not able togenerate strategies and suggestions to thoselagging behind- a basket of suggestions fromwhich they have the right and responsibility tochoose and act. The framework for comparisonamong educational systems is done in terms ofcost. The principle underlying this comparisonis surprising. It appears to be based on theargument that since developing countries haveless to spend and have more children to educate,the education system must be such that with thesame amount spent by the government, it shouldachieve more learning and for more children. Thediversity in children and the context of schoolsand their impact on immediate performance isnot considered. Over the last decade or more,there has been acknowledgement that each childhas a specific context and that education mustbe related to and emerge from the context of thechild. There is also an emphasis that assessmentshould be comprehensive continuous and mustbe part of the teaching-learning process. Paperand pencil tests must not be the only focus;assessments must also be made based onactivities and interactions of the teacher with thechildren. This suggests an awareness of thecontext of the child and her knowledge, both inteaching-learning and in assessment. Thissuggests that the testing for each child needs tobe according to her ability and contexts. It musttake into account the previous level and the kindof exposures the child has had; must give her theopportunity to perform to the best of her ability. Italso suggests that assessment should givefeedback to the child and to her teacher so thatthe process of learning improves.

All this is not new. There has always been arecognition that assessment must be based onclose and intense interactions between the teacherand the child. The counter argument that theseinteractions and relationships make assessmentsubjective, have led to the development of largepublic examinations that are supposed to beobjective.

The urge for objectivity and the need to makeminute comparisons between students'performance has lead to the development ofsystems that claim absolute objectivity at thesurface level. While no one is prepared to dismissthe need for judging the ability of the learner toformulate long and medium length answers toquestions, they are not a part of these tests. Thereis also recognition of the need to developcapability of analysis and expression, yet thepresent system shies away from including suchtasks in the assessment and evaluation process.The fact that large number of learners have to beexamined and compared in a short time framealso demands that such questions be avoided.They take a lot of the evaluator's time and bringingconsistency in such evaluations across thediversity of learners, their contexts and acrossevaluators requires a mammoth effort. The entireprocess of education, including the process ofassessment, measured in economic costs alsodiscourages such tasks. The assessment systemsnow in place have not only to be objective butalso needs to be such that they require minimalhuman engagement. Multiple-choice question(MCQ) papers, where assessment is done throughOMR sheets have become the sine qua non oftesting. Once the paper is designed, theassessment does not require any kind of academicor pedagogic human engagement except in themechanical sense of printing, distributing,collecting back and placing on the OMR sheetreader. There can be no process of engagementwith the learner regarding how she thought aboutthe questions and the reasons she chose aparticular answer; no question of any feedback toher or to her teacher.

It is also important to look at the nature ofquestions required for such assessments and theinherent problems associated with such tasks.Clearly, for the assessment to be consideredeffective, it has to be a test that is not built from

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conventional questions. The presentunderstanding of education such as in NCF 2005also emphasizes that the assessment tool shouldrequire the learner to think and to reason. A lot ofeffort is required therefore to prepare such testitems. Given the intense competition that suchtesting generates, children and their tutors, in anattempt to succeed, have begun ‘teaching to thetest’ and there are many kinds of coaching centresthat have sprung up to render students ‘test wise’.This battle between coaching institutes and thosecreating test items is intense. The nature ofquestions has to be modified each time in anattempt to enable test items to be challenging.This puts pressure on the people who form thetest items. They have to be creative andimaginative. Those who construct these taskshave to each time strive to make them differentand new. Test items need to be unusual items thatare not obvious. Often, items so created, given thediversity, can lend themselves to multipleinterpretations. If the questions have to expectthinking and fresh reasoning, it is difficult tocreate options that can be properly understoodby all learners in the same way. Either they willbecome trivial or they could become options wheremany may reason differently and pick upalternative choices. Such a test would, therefore,will not pick up what the child knows and willonly pick up the fact that she has answered thequestion incorrectly. Even if a child picks up thecorrect choice, we cannot decide if it is because ofher understanding or just due to a reasonableguess or practice.

There is also now an increasing recognitionthat school education must help learners developthe ability to solve different kind of problems andissues. These should also relate to the experience,life and needs of the child and help her deal withissues in a rational and logical manner. There isalso an emphasis that children should learn toabstract from logical formulations, be able to linkmany steps while appreciating the relationsbetween concepts and each of the steps.Large-scale tests seek to avoid descriptive or evensuch numerical questions that require displayof steps followed to arrive at the solution. In sucha situation, the task of assessing problem-solvingability is dependent on the ability to constructitems that will test this aspect irrespective ofcontext, background and experiences.

An important part of problem-solving is tocomprehend it and that needs the ability tounderstand and relate to the context of thequestion. Once that is understood, theabstraction of details and identifying the specificsteps in the process, the ideas, concepts andquantities to be dealt with becomes possible. Thedifficulty is that the need to create new problemsand not have very long problems forces thecontexts to be under-specified, under-definedand sometimes even be almost entirely absent.All the issues viz. need for testing on a largescale, need for so-called ‘objectivity’ and theanalysis of filled scripts and preparing merit listsare in some sense fulfilled by MCQ sheets. Thosewho create the test items do not have exposureto the learners across the large sample chosen.There is also lack of understanding aboutproblem solving skills and what they include,leading to a situation where the problems set arealien to the experience and understanding ofchildren.

There is no longer any illusion that schoolteaching and regular interaction with thecurriculum will be the basis for preparing forlarge scale assessments. The questions in presentday testing are of a certain kind and need to beunravelled before they can be answered. Thisunraveling is easier if the context is familiar. Theonly other enabling possibility is of priorexposure to such problems. The fact is thatpeople who form questions come from a certainbackground which implies certain experience,and manner of thinking and learning. Childrenwho are from a similar background or arefamiliar with it, tend to have an edge over thelarger number of children who get ignored informulations of the test items simply because thetest formulators are not from their backgroundsor are not aware of.

While there may be justification for anassessment at a large scale and there may be adesire to follow what is happening broadly ineach state or country at the macro level, thecurrent mechanism for it, the analysis done onit and the way the results are used leaves a lotto be desired. We need to revisit ourunderstanding of education, its process, qualityand its problems if relevant and validassessments are to emerge.

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Farah Farooqi

Gurjeet Kaur

Rethinking elementary teacher preparation

A syllabus revision exercise for the course ‘Pedagogy of EVS’ in DIET curriculum

Abstract

This article presents an ideational backdrop and rationale for the changes proposed inthe existing syllabus for environmental studies education in the DIETs of Delhi withpurpose of sharing these reflections with the academic community and initiate debate.

Curriculum updating is an exercise that allteacher preparation agencies periodically engagewith, as part of their continued efforts to alignteacher preparation processes with the aims ofeducation in a fast changing society and thedevelopments in the field of school education. TheDelhi based DIETs began their curriculumrevision process in 2008. As members of the groupthat worked on revision of the course ‘Pedagogyof Environmental Sciences (EVS)’, we present herethe ideational backdrop and rationale for thechanges proposed in the existing syllabus. Thepurpose of writing this paper is two-fold: i) toengage in self reflection and articulate thethoughts that formed the basis of the suggestedchanges and ii) to share these thoughts with theacademic community at large.

Perhaps it would not be a hyperbole tosuggest that NCF 2005 provided a fresh vantagepoint to understand school education. Curricularchanges that ensued and textbooks that werewritten carried forward the vision of thedocument. The new EVS textbooks blazed a trailby providing exemplars of an integratedperspective in Environmental Studies. Eventhough the need to take an interdisciplinary viewin EVS had been appreciated for quite some time,the implementation of this did not actually cameabout and EVS continued to be taughtdisjointedly as EVS (science) and EVS (socialscience) with little common ground between thetwo courses except for the title. Khushi Khushi aseries of textbooks for elementary schoolsproduced by Eklavya Bhopal were an attempt atintegration-even here, what was done was putdifferent science and social science topics together

under one cover. The integration if at all, therefore,remained superficial and cosmetic. The newNCERT textbooks gave the philosophy ofintegration a tangible shape by puttingknowledge about the world in frameworks thatwere diverse and drawn from different societal,cultural, historical and natural contexts of society.This further gave us the confidence that EVScurriculum can be organised in a conceptuallyintegrated manner and the same can be proposedas a worthwhile option in teacher preparationprograms as well.

For the task assigned to us, we drewextensively upon our teaching experience in theB.El.Ed. program which runs in select colleges ofUniversity of Delhi and is a path-breaking inmany ways which include: its location in collegeswith other higher education programs thusbreaking the isolation of teacher preparation;structure in terms of being a four-year integratedprogramme offering a study of liberal coursesalong with education and pedagogy; and mostimportantly in curriculum which includes anextensive theoretical study coupled withpracticum that consistently urges students toreflect upon their practical experiences and buildlinkages with theory thus introducing futureteachers quite early to the significance of praxis(reflection in action) in education. As teachereducators in this program we encouraged ourstudents to prepare integrated unit plans whichwere thematic and included content drawn fromdiverse areas of society. As we had theopportunity of observing these plans beingsuccessfully implemented in schools, we wereable to also gauge the comparative advantage of

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integration from children’s developmentalperspective.

We present below the major shifts in therevised syllabus and rationale for the same.

Shift from EVS (science) and EVS(social science)to EVS as an integrated area of learningMajor policy documents in Indian education havealways emphasised the need for environmenteducation. The focus has been on preserving andrestoring the quality of the physical environmentof our planet. Concerns such as deforestation,pollution and wastage form the focus of thedeliberations. However, the notion of'environment studies’ extends beyond just‘conservation education’. It has evolved both as acomposite discipline that cuts across thetraditional boundaries of different subjects andseeks to develop in learners a holisticunderstanding of the world around them; andalso as an approach that propagates learningabout the environment through use of theimmediate environment itself as a rich resource.The notion of environment is not confined to thephysical environment and includes the socialaspect of environment as well. A child right fromthe time she enters this world interacts with herenvironment holistically. Everything around herincluding inanimate objects, natural phenomena,people, relationships between them etc., form thesubject of her thought and investigations. She doesnot compartmentalise knowledge into subjectareas the way school labels it later. It thereforemakes sense to continue this natural course bypresenting knowledge in an integrated mannerand only gradually weaning children away froma consolidated to a fragmented view, whenperhaps they are old enough to appreciate therationale behind the convenience of it.

However, taking an integrated perspective ofenvironment does bring ambiguities with respectto the scope of EVS. The issue has also perplexedscholars who have deliberated upon the issue. Ifenvironment is construed as the entiresocio-physical milieu of the child then it effectivelyencompasses all human knowledge and cannottherefore, be dealt with without categorization ofsome sort. One way of dealing with this is to takechild as the basis for curriculum, begin by talkingabout things in her most immediate environment

and only gradually move outwards and fartherin terms of space, time and abstraction (VidyaBhawan Seminar Proceedings, 1995). Commonarguments forwarded against including ‘science’and ‘social science’ under the umbrella of EVSare of two kinds: The first is that the nature ofinquiry in science is inherently different from thatin social science and it is therefore not feasible tointegrate these two different ways of going aboutinvestigating the environment. The argumentcarries merit for it is true that though certain waysto inquire, such as collecting facts, looking forevidences, eliciting patterns and analysingcause-effect relationships may be common toscience as well as social science, certain otheraspects such as the nature of experiments in thetwo areas is quite different. For instance, theelement of ‘control’, extremely crucial in variousscientific experiments is not extendable to Humansciences. However, the important issue to beconsidered here is that whether it is desirable, soearly in learners’ lives, to dichotomise the waysto knowledge. It would perhaps make morepsychological sense to let children freely exploretheir world through questions of varying natureand thus allow them to independently come toappreciate how it is the nature of questions posedand thereby the context that decides theappropriate path to finding the solutions. Ourexperience with young children both at a personallevel as well as through the B.El.Ed. interns whoexamined children’s world views in their projects,informs us that differentiation of knowledge isnot a natural phenomenon. For children thequestion, ‘why is water, a freely availableresource, unevenly distributed among people?’may be as much a subject of investigation asquestions like ‘why do rivers flow towards thesea?’ or ‘how is water able to dissolve only certainsubstances and not others?' All these questionsare equally valid questions that beg for satisfyinganswers. Our successful experience of the holisticapproach in EVS gives us the strength ofconviction to posit it as a useful strategy forplanning and organising learning experiences forchildren at primary level.

The second argument against an integratedview of EVS is that clubbing two ‘inherently’different areas of study takes away the ‘rigour’from either discipline. This is what we may call

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the purity vs. dilution dilemma. This dilemma alsoderives from a dichotomised view of knowledge.The underpinning assumption being thatknowledge of the physical and social worldexists as two parallel streams and that mixingthe two would dilute their qualitative strength.This view that assigns knowledge to separateintellectual planes not only forms questionablecategories of knowledge but also createsundesirable hierarchies within knowledgesystems and needs to be resisted. In fact, the wholeissue of multidisciplinarity vs. interdisciplinarityof EVS is addressed once we transcend thetraditional lens of looking at knowledge through‘disciplines’. The revised syllabus has thereforedevoted the first unit to perspective building inEVS. It urges students to look at the curricularvision and how it is translated into the syllabusand subsequently into textbooks. It alsoencourages students to look at different ways ofcurriculum organisation such as interdisciplinaryand multidisciplinary approach etc., andunderstand for themselves the significance andmerits of these different approaches.

Including children’s ideas or alternativeframeworks into the syllabusInvestigation of learners’ preinstructional ideasbecame an important subject of science educationresearch in the 1980s and continues to generateresearch interest even to this day. Considerableresearch evidence generated across varyingcontexts over the past three decades highlightssome very significant aspects about the ways inwhich children form ideas about the worldaround them. It was found that students were not‘blank slates’ and brought to science classes theirown thoughts and explanations about the waythe world functions. Many times these ideas,formed on the basis of everyday observations,differ from the accepted ideas and are called‘alternative frameworks’ (Driver,1981). Students’preinstructional ideas of various phenomena suchas water, air, force, energy, electricity, motion,combustion and many more came to be widelyexamined and documented. This intuitiveknowledge called ‘children’s science’ by Gilbert,Osborne and Fensham (1982) or ‘commonsensereasoning’ (Bliss, 2008) and ‘naive physics’(Reiner,Slotta, Chi & Resnick, 2000) highlights the factthat children begin to develop their personal

world views very early. The same is true of ideasin social science and other areas. These personalworld views then influence future learning byforming a conceptual backdrop against whichfuture experiences and instruction areinterpreted. Further, many of these ideas aretenacious and may continue to exist despiteseveral years of formal science instruction.Instead of discarding children’s variantpreconceptions as irrelevant, as has been thetraditional pedagogic practice, our currentunderstanding of the teaching-learning processinforms us of the urgent need to not only examinethem but to take them as starting points forplanning future teaching- learning situationswith children. There has been a radical shift fromviewing these ideas as ‘obstacles’ to treating themas ‘springboards’ for designing future instruction.A study of children’s ideas therefore, merits animportant place in syllabus.

Freeing pedagogy from the ‘methods of teaching’It was observed that the existing DIET syllabusmanifested a widely prevalent tendency in teacherpreparation- that of tying down all understandingof the teaching-learning process to certain‘methods of teaching’. This tendency is indicativeof two underlying suppositions- that there existcertain well spelt out ‘methods’ that are mutuallyexclusive to a certain degree and that afamiliarization with these methods would equipthe future teacher to appropriately shoulder theresponsibility of charting the educational path ofstudents. Both these suppositions can beconvincingly contested. First, because by lookingat the teaching-learning process through the lensof certain methods, it robs pedagogic study of itsinteresting complexity and richness and rendersit homogenous, simplistic, dull and unnatural. Aproject may well involve laboratory work orsurveys, which in turn could require problemsolving and all these together could be ‘discovery’oriented. The teaching-learning process has to belooked at essentially as an inquiry-driven exercisethat may take on various forms as per need. Thesecond supposition is also unfounded as itinfuses in future teachers a false sense ofcomplacency regarding their own preparednessas they wrongly assume that knowing thesemethods equips them to take on the challenge ofsuccessfully teaching children. It emanates from the

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stimulus-response paradigm that 'lecture method'would lead to a different kind of understanding asopposed to a 'better' 'project method'.

Shift from viewing assessment as anindependent exercise to viewing it as part ofteaching-learningIn the new syllabus, assessment has beenconsciously put, under the unit titled'teaching-learning process' to emphasise thephilosophical position that assessment has tocomplement and support the teaching-learningprocess. Multiple ways of assessing children arelisted than given in the current syllabus.Assessment has been rightly considered to bebroad based in terms of assessing variety of skillsand concepts possessed by different children.This makes it a more inclusive exercise rather thanan exclusionary one which gives advantage toonly a few children.

Encouraging reflectionA progressive perception of the profession viewsit not as a mono-directional application oftheoretical knowledge but rather as an ongoingengagement with field realities in light of whichtheoretical understandings are reunderstood,reinterpreted or even revised. This perceptionresonates with the idea of ‘Epistemology ofPractice’ (Schön, 1983).This form of practice isdynamic because it evolves with time as thepractitioners get more opportunities to build freshunderstandings of their profession. To prepare suchprogressive practitioners, it is important that theyare initiated into the habit of consistently reflectingupon their field experience. This has been attemptedin the current syllabus by way of one of the associatedtasks of unit 4 'planning for teaching', in which it issuggested that students maintain their reflectionlogs by regularly writing reflective journals duringthe course of their school experience. Experienceshows that even though the initial entries in suchjournals may not extend beyond mere reporting butthrough consistent interaction with the mentors, theytend to become more intellectually incisive.Providing reflection a legitimate curricular spacewould be helpful in crystallisation of anintellectual professional disposition among futurepractitioners. For example students understandchildren’s ideas about different concepts betterand are able to use this experience in planningeffectively for children.

Including a reading listA theory course, taken at its face value, may lenditself to different interpretations. Intendedinterpretation is facilitated by means of suggestedreadings. These readings are carefully selected tomirror the perspective envisioned in the course.More than the prescribed course content, it istherefore the annexed reading list that shapes thecourse transaction. The existing syllabus did notcarry an appended reading list. The reading listfor the revised syllabus, prepared after muchconsideration and deliberation, was attuned tothe reenvisioned syllabus. The readings are alsopitched at different levels– some are essentialreadings which are mandatory to transact theperspective and objectives of the paper; advancedreadings which both students and their teacherscan access for deeper understanding; discussionreadings, which the students are encouraged todo with their peers and teachers in class. Originalworks of thinkers were included instead of mereinterpretations. Such works that allow a directgrasp of the original ideas lead to cultivation ofricher insights. For instance, Piaget’s work ‘TheChild’s Conception of Physical Causality’ wouldnot only apprise the future teachers of children’sdifferent understandings of the world but alsoinitiate them into ways through which children’sworld views were accessed by Piaget. This isexpected to cue the future teachers about ways ofgoing about conducting their own studiespertaining to children’s ideas. Reading anddiscussing, P.Sainath’s, 'Everybody Loves a GoodDrought', will give the students a full picture interms of understanding the social scienceconcepts and issues such as public distributionsystem (PDS), migration, displacement,harvesting and also education. Including suchreadings will also help the students makelinkages across the curriculum, for example withthe 'Contemporary India' paper 7 in the 1st yearand the 'Pedagogy of Social Science' paper in the2nd year. We also feel that such readings willalso help them understand the social reality ofchildren whom they may eventually teach.

Weaving content into the pedagogyThe content has not been given separately like inthe current syllabus. We argue that pedagogicalissues cannot be discussed in vacuum and thatrelevant content will have to be necessarily drawn

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upon for deliberations upon issues relating to theteaching-learning process. The content in the newsyllabus is entwined with the issues and ideas,along the syllabus length. A departure from thecurrent syllabus is that it is anticipated thatlearners will have a deep engagement with theissues and concepts mentioned in the syllabus.Therefore, the expectation in the new syllabus ismuch more than mere clarifying of concepts tillclass 12 level as implied in the present syllabus.We strongly believe that trainee students’ indepthunderstanding will lend itself to enhancedchildren’s learning. It is only when they have adeeper understanding of concepts themselveswill they be capable of making the conceptssimpler (and not simplistic) for children.

For example, such questions can only beasked by teachers when they have a deep enoughunderstanding of particulate nature of matter,children’s development level and pedagogy.

• Could you see the salt after it dissolved inwater? If no, why?

• Does that mean that now the water does nothave salt? If it has then where is the salt?

Moreover the content appears as integratedthemes such as water, food, transport etc. Thechoice of readings further lends strength toholistic understanding of issues.

Inclusion of tasksIn the new syllabus an attempt has been made toinclude some tasks or activities for transacting

the syllabus. These are only suggestive andsupportive for the educators embarking upon thetask of transacting the new syllabus. The teachersare of course free to devise new pedagogic ways ofdealing with the syllabus. Our B.El.Ed. experiencetells us that giving importance to the agency of thelearners by giving them spaces to construct theirown knowledge is important because of tworeasons. One is that it leads to a deeper conceptualunderstanding. Secondly, it gives confidence to theteachers that activity-based assignments caneffectively happen in classroom situations. It iswell known that teachers continue to teach the waythey are themselves taught. Moreover, it isimportant especially for teacher educators toremain conscious of not only their pedagogy butalso the beliefs and value systems which areinevitably caught by the learners. So, while unit 3titled ‘teaching-learning process’ mentions ‘waysof conducting inquiry’ as a topic of study, theassociated task elaborates the idea through helpfultriggers by suggesting meaningful activities. Theactivities based on the prescribed schoolcurriculum will help future teachers in planningtheir classes.

The above essay gives an account of theperspective with which changes were made inthe current syllabus. As mentioned in thebeginning of the essay, curriculum revisionshould be an on-going exercise. The new syllabustherefore is open to critical analysis and furtherchange and enrichment.

References

Bliss, J. (2008). Commonsense reasoning about the physical world. Studies in Science Education, 44(2),123- 155.

Driver, R. (1981). Pupils’ alternative frameworks in science. European Journal of Science Education, 3(1),93-101.

Gilbert, J. K., Osborne, R. J. and Fensham, P. J. (1982). Children’s science and its consequences forteaching. Science Education, 66(4), 623-633.

NCERT.(2005). National Curriculum Framework. New Delhi: NCERT.

NCERT.(2006). Syllabus (Volume 1)- Environmental Studies, Classes III-V, 90-134.

Reiner, M., Slotta, J.D., Chi, M.T.H. & Resnick, L.B. (2000). Naive physics reasoning: A commitment tosubstance-based reasoning. Cognition and Instruction, 18(1), 1-34.

Schön, D. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith

Vidya Bhawan Society. (1995-96). What is this called EVS? Proceedings of a seminar on EVS. Udaipur:Vidya Bhawan Society.

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bl fygkt+ ls gesa eglwl gqvk fd ft+yk f'k{kk,oa izf'k{k.k laLFkku ft+ys dh ,d vge bdkbZ gSAblh ut+fj, ds lkFk geus jktLFkku dh dqN Mk;V~lds lkFk tqM+us dh dksf'k'k dhA

bl nkSjku ge fo|k Hkou esa cqfu;knh f'k{kk dksle>us dh fn'kk esa Hkh dk;Z dj jgs FksA ge ;g Hkhle>uk pkg jgs Fks fd vkf[k+j cqfu;knh f'k{kk dhdkSulh ckrsa gSa tks vkt ds lanHkZ esa izklafxd gSa ftUgsaMk;V~l ds lkFk foe’kZ dk fgLlk cuk;k tk,A gesavglkl gqvk fd csgrj f'k{kk ;k xq.koÙkkiw.kZ f’k{kkdh tM+sa cqfu;knh f'k{kk esa lekbZ gqbZ gaSA

;gk¡ eSa jktLFkku dh nks Mk;V~l& jktlaen ft+ysesa ukFk}kjk rFkk ck¡lokM+k ft+ys esa x<+h Mk;V ds lkFkfo|k Hkou ds tqM+ko vkSj ogk¡ lh[kus&fl[kkus dhizfØ;kvksa dks ysdj fd, x, dk;Z dks laf{kIr :Ik lsj[kus dk iz;kl d:¡xkA

geus Mk;V ds ySc ,fj;k ds Ldwyksa esa bl le>ds lkFk laokn fd;k fd izkFkfed 'kkyk esa f'k{kd dhHkwfedk dkQ+h egÙoiw.kZ gSA bls ,d n`<+ fo'okl ds:Ik esa ekuk x;k gS fd f'k{kd dh Hkwfedk vlk/kkj.kgSA nwljk] lkexzh o xfrfofèk;ksa dh tkudkjh nsus lsT+;knk mu okftc xfrfof/k;ksa dks cPpksa ds lkFkdjuk vge gSA lkFk gh ;g vkSj Hkh vge gS fdvkf[k+j lkexzh vkSj xfrfof/k;ksa ls dkSuls dkS’ky vkSj{kerkvksa dks gkfly djuk pkgrs gSa] bl ckjs esa f'k{kddks ltx cukus dh t+:jr gSA

ukFk}kjk Mk;V dh ySc ,fj;k Ldwy izkFkfed'kkyk miyh vksM.k ds lkFk dk;Zf'k{kk esa vFkZiw.kZ f'k{kk ds ea=ksa dh c;kuckt+h rks [kw+cgksrh gS exj mldk O;kogkfjd i{k izf'k{k.kksa esa Hkhizfrfcafcr ugha gksrkA bl laiw.kZ dk;Z dks bl le>ds lkFk fd;k x;k fd tc ge vFkZiw.kZ f'k{kk dh ckrdjrs gSa rks blds ek;us ;s gSa fd lcls vk[k+jhik;nku ij fojkteku Ldwy esa vk jgs cPps rd igq¡pcusA d{kk iqLrdky; ,slk gh ,d fopkj gSA [kkldjgkf'k;kd`r ifjokj dh og cPph ;k cPpk ftlds ?kj

26


esa fyf[kr lkexzh dk iwjs rkSj ij vHkko gksrk gSA blotg ls mldks ikB~;iqLrd ds vykok vkSj dksbZfyf[kr lkexzh ds lkFk vius dks tksM+us ds voljugha feyrs gSaA ge ekurs gSa fd d{kk iqLrdky;]vFkZiw.kZ f'k{kk dks O;ogkj esa ykus dk ,d lkFkZdd+ne gSA

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Ldwy dh f'kf{kdk ikoZrh Hkxksjk ds 'kCnksa esa vkxsdh dgkuh dqN ;ksa gS&ßdqN fdrkcksa ij esjs }kjkcPpksa ds lkFk dk;Z fd;k x;kA uko pyh] NqVdhfxygjh] vkn'kZ dgkfu;kas vkfn esa ls jkspd dgkfu;k¡o dfork,¡ esjs }kjk cPpksa dks lqukbZ xbZaA d{kk esanhxj fdrkcksa dh cnkSyr ,d vyx gh ekgkSy curktk jgk FkkA cPps tgk¡ d{kk esa o.kZekyk ds fgTtksa esamy>s jgrs Fks ogha vc d{kk dk ekgkSythoar gks mBk FkkA cPps vc fdrkcksa dksmyVrs&iyVrsA fdrkcksa dks [kksy&[kksydjfp=k s a v k S j fyf[ kr lkex z h e s alaca/k fcBkdj vuqeku ds lkFk i<+uk lh[kjgs FksA njvly cPpksa ij ;g yknk gqvkcks> ugha Fkk cfYd cPps [kq+n&c&[kw+n i<++uklh[kuk pkg jgs FksA

vc cPps [kkyh dkyka'k esa bu fdrkcksadks i<+rsA eSaus loZizFke ̂uko pyh* iqLrd esanh xbZ dgkuh ij ,d dfork dk fuekZ.kfd;k o cPpksa dks lqukbZ tks mUgsa ilanvkbZA cPpksa us ,d vkSj fdrkc ̂gyhe pykpkan ij* cM+s pko ls i<+hA tc eSaus Ik;kZoj.kv/;;u esa lkSj ifjokj okyk ikB i<+k;k

vkSj pk¡n ds ckjs esa crk jgh Fkh rks dqN cPps chp esagh cksy iM+s] ^^gk¡] eSMe] geus gyhe pyk pk¡n ijfdrkc esa i<+k gS fd pk¡n ij isM+ vkSj yksx&ckx ughagSA** blls eq>s ;g vuqHko gksus yxk fd cPps i<+ukvkSj i<+dj le>uk lh[k jgs gSaA

,d fnu eSaus NqVdh fxygjh okyh dfork lqukbZftlesa ,d NksVh&lh] Hkksyh fxygjh }kjk Ik;kZoj.kdh j{kk dk lans'k fn;k x;k gSA blh lanHkZ esa eSausfxygjh dh ,d vkSj dgkuh lqukbZ ftlesa Jhjke dhyadk ij p<+kbZ ds le; fxygjh us viuk lg;ksxiznku fd;k FkkA blls fxygjh vkSj vU; thoksa dsvoyksdu dh Hkkouk tkx`r gqbZA blh izdkj ls mDriqLrdksa esa vafdr gLrfufeZr I;kjs&I;kjs o lqanj fp=ksadks ns[kdj cPpksa esa fp= cukus dh Hkkouk tkx`r gqbZvkSj cPpksa us fp= cukuk 'kq: fd;k ftlls fp=dykds dkS'kyksa dk fodkl gqvkAß

x<+h Mk;V ds iwoZ lsokdkyhu Nk=ksa ds lkFkizf'k{k.k ds nkSjku vuqHkox<+h Mk;V ds Nk=ksa ds lkFk ekr`Hkk"kk f'k{k.k ij Hkhle> cukus dh dksf'k'k dh xbZA ,d egÙoiw.kZ le>;g cuh fd ekr`Hkk"kk dh tc ckr dj jgs gSa rksbldk vFkZ ;g ugha fd ge vaxzst+h dk fojks/k dj jgsgSaA dgk ;g tk jgk gS fd tks cPpk vius ?kj&ifjos'kesa Hkk"kk cksyrk gS mls ut+jankt+ djuk cPps ds otwndks dqpyuk gSA blfy, Ldwy ds 'kq#vkrh lkyksa esacPpksa dks ekr̀Hkk"kk esa f'k{kk nsus dh t+:jr dks eglwlfd;k x;kA cPpk ftu 'kCnksa vkSj vuqHkoksa dks ysdj

27


vkrk gS mls Ldwy udkj nsrk gSA ,d rjg ls ge cPpsdh vfHkO;fDr ds vkSt+kj dks gh [kkfjt dj nsrs gSaAcPps ds ikl tks Hkk"kk;h {kerk gS mlh esa og laokndjsa rks lh[kus&fl[kkus ds jkLrs Hkh [kqy ldrs gSaAblfy, ;g t+:jh gS fd ekr`Hkk"kk esa f'k{kk nh tk,A

bl l= esa Ik;kZoj.k v/;;u dh dqN voèkkj.kkvksaij ppkZ dh xbZ fd dSls bUgsa ekr`Hkk"kk esa i<+k;ktk,A vius vklikl ds isM+ksa ij ppkZ vkSj Nkuchuesa cPps rHkh lfØ; :Ik ls Hkkxhnkjh dj ldrs gSa tcHkk"kk mudh viuh gksA vxj Hkk"kk mudh viuh ughagksxh rks os mlesa Hkkx ysus ds ctk; nwj Hkkxus dhdksf'k'k djsaxsA

njvly] bl iwjh izfØ;k esa Mk;V ds vdknfedlnL; Hkh ekStwn FksA bu l=ksa dh lajpuk dqN blizdkj ls cukbZ Fkh fd Nk= Lo;a gh lewg esa i<+us dkdk;Z djsa vkSj fQj lkewfgd l= esa viuh le> dksizLrqr djsaA bl rjg ls geus d{kk f'k{k.k dh iwjhizfØ;k dks thoar cukus dh dksf'k'k dhA bu l=ksa esaNk=ksa dks lkewfgd dk;Z djus dh ,d n`f"V feyhAf'k{kk esa lkewfgdrk dh nqgkbZ rks dkQ+h nh tkrh gSexj mls x<+h Mk;V ds Nk= O;ogkj esa Hkh ykrs gq,fn[k jgs FksA

x<+h Mk;V ds iwoZ lsokdkyhu Nk=ksa ds lkFkgeus djds lh[kus ds dqN l= Hkh vk;ksftr fd,Abu l=ksa esa foKku fo"k; esa iz;ksx djus ds voljmiyC/k djk,A iz;ksx ,sls ftuesa lkexzh ,slh gks tksvius gh ifjos'k ls vklkuh ls fey tk,A dqN blhizdkj ds iz;ksx ,d Øec) <ax ls djok, x,A

njvly] foKku f'k{k.k esa iz;ksx djds rqjar ghmlds fu"d'kksZa dks crkus dk izpyu jgk gS tks foKkudh izÑfr ds l[+r f[k+ykQ gSA geus bu l=ksa esa dqNiz;ksx djk, vkSj fQj fu"d"kZ fudkyus ds fy, Nk=ksadks ck/; fd;kA bl iwjh izfØ;k esa tgk¡ foKku dhizd`fr ls Nk= voxr gq, ogha muesa iz;ksxksa dks djusvkSj fu"d"kZ fudkyus dk vkRefo'okl Hkh iSnk gqvkA

bUgha l=ksa esa Vh-,y-,e- ij laokn fd;k x;kAMk;V Lrj ij ft+ys ds f'k{kdksa dh Vh-,y-,e- fuekZ.kds fy, dqN jkf'k dk izko/kku gSA bldks ysdj Mk;Vesa dkQ+h pgy&igy gksrh gS exj ;g izfØ;k d{kkvksads Lrj ij izfrfcafcr ugha gks ikrhA cqfu;knh f'k{kkesa Vh-,y-,e- dh vo/kkj.kk ij Nis ,d ys[k dks iwoZ

lsokdkyhu Nk=ksa dks fn;k x;k rFkk ml ij ppkZ dhxbZA Vh-,y-,e- dh vo/kkj.kk ;g gS fd dksbZ ,slhewrZ lkexzh gks ftlds ek/;e ls cPpksa esa lh[kus&fl[kkusdks ysdj le> cusA bl rjg dh lkexzh cPpksa dhiqLrd Hkh gks ldrh gS ftlds ek/;e ls cPps i<+uk]vkSj i<+dj lh[krs gSaA blfy, cPpksa dh cf<+;kiqLrdksa dks Vh-,y-,e- dk fgLlk cuk;k tkus ij t+ksjfn;kA vkxs ds l=ksa esa cPpksa dh fdrkcksa dh leh{kkbl le> ds lkFk dh xbZ fd NksVh d{kkvksa ds fy,os fdruh lkFkZd gSaA

dqy feykdj ;g dgk tk ldrk gS fd izf'k{k.kdk;ZØe esa iwoZ lsokdkyhu Nk=ksa dks jpukRed <ax lslh[kus&fl[kkus ds fy, ubZ&ubZ lkexzh dks vkt+ekusds volj miyC/k djk,A bl iwjh izfØ;k dk ,dlkFkZd vlj ;g gqvk fd Mk;V ds vdknfed lewgpkgs iwoZ lsokdkyhu izf'k{k.k gks ;k lsokdkyhu izf'k{k.kgks] os egt+ f'k{kk ds fl)karksa dh ppkZ djus ds ctk;lh[kus&fl[kkus dh izfØ;kvksa dks 'kkfey djus dhvksj vxzzlj gks jgs FksA bl mnkgj.k ls ;g Hkh lkfcrgksrk gS fd Mk;V~l esa lh[kus&fl[kkus dh xaqtkb'kfn[kkbZ nsrh gSA cl] volj iSnk djus dh t+:jr gSA

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Richa Goswami

In search of good resource persons: What interactions withDIET faculty shows

Abstract

Over the last decade, there has been a gathering sense of disappointment about the ways inwhich DIETs, which were envisaged by policy to be key strategic resources at districtlevels, operate. This article is a thoughtful account of the realities faced by DIET faculty as

they struggle to contemporize teacher training at the district level.

During a teacher training in Delhi, I had theopportunity to meet a DIET faculty member whowas responsible for the in-service trainings in hisdistrict. We started talking about teachers’participation and how, after a break in a trainingsession it is difficult to ensure that teachers returnand to sustain their interest in the training. Inthis training, a teacher had sought permission toleave and it was clear others felt the same way.After persuading the teacher to attend for somemore time, the faculty member asked for feedbackon the session. The resource person for the sessionhad emphasized that teachers need to feelconfident enough to stand in front of an audience.He asked each teacher to come one-by-one andpresent something, a song, a joke, or share theirexperiences. This was a big group of teachers,almost a hundred. The activity sustained theirinterest for a very short period and then turnedmonotonous. After a point, the resource personhimself could not listen attentively to what theparticipants were saying.

As I narrated this, the faculty lookeddisappointed and asked me what could be donein this situation. His earlier energy to welcometeachers and ensure their participation was lost.He was now on unsure ground. He pointed outthat even though we were placed in Delhi it wasnot possible to get persons who had the capabilityand experience required for these trainings. Hereferred to Moloyshree and Ashish Ghosh, tworenowned theater educators who had thecapability of doing good theater, talking to othersabout it, who had a vision not only about theatre,its relevance for society and education but alsoan understanding of society, diversity, inequityand the role of education. They had the ability to

engage teachers and enthuse them with their ideas.But such people were so few, and DIETs, in orderto fulfil the expectations of providing pre-serviceand in-service trainings had to organize a largenumber of trainings. So, where were theysupposed to get good resource persons from?

While expectations from DIET faculty arepitched at a high level, there is dearth of trainingand education that would enable them to handleall this. They are expected to that have linkageswith other resource agencies at district, state ornational levels and NGOs. Unfortunately, evenwhen DIET faculty were willing to go out of theway to organize effective training, gettingappropriate resource persons proved to beextraordinarily difficult. The rules and proceduresof DIETs are also complex and make it difficultfor the DIETs to involve NGOs.

Most DIETs are understaffed and most of theirtime is taken up with conducting classes fortrainee-teachers. Thus, they do not have any timeto engage with the schools or other organizationsin the district from where they can identify goodresources. Other than the academic inputs in termsof teaching (with scant resources), many DIETfaculties are also expected to be a part of day-to-day,non-academic, administrative matters likeadmissions, accounts, etc.

This is not to say that the idea behind settingup of the DIETs has failed. There is one instancewhere I happened to experience something verypositive which made me understand the potentialof DIETs and school engagement. It was at aschool level meeting where a DIET faculty cameto introduce us, members of an interventionproject, to the school teachers. She knew most of

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the teachers by name and knew how long theyhad been in the school. She had met most of theteachers in the in-service programs which hadbeen organized at the district level. The respectand appreciation that this DIET faculty enjoyedwith the teachers and her rapport with them wasremarkable. She seemed to have genuine respectfor the teachers and what they were trying to doin the schools, which was in turn reciprocated bythe school teachers.

It may be concluded that since DIETs wereestablished with the understanding of being ableto provide support to school teachers and be anacademic linkage in the entire process ofschooling, they need to be given opportunitiesand capacity building to work at both the levels.There needs to be systemic interventions to makethem confident about interacting with schoolsin more meaningful ways.

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Kalyani Krishnan

A report of the

National Seminar on Teacher Education– Pedagogic Trajectories23-24th September, 2011, Lady Shri Ram College, Delhi University

‘Learning to teach’ and ‘teaching to learn’ arecomplex and multidimensional processes whichencompass synthesis, interaction andapplication of knowledge from multiple sourcesand dynamic contexts. Teacher educationdiscourses draw from these experiences andengagements and create multiple patterns.However, research, policy, theory and practicehave not quite managed to make these patternsapparent across different contexts and curricula.This is where the shared experience and praxisamongst the community of teachers, teachereducators and researchers assumes importancein evolving a kaleidoscopic vision for a teachereducation program. With this as the objective, theDepartment of Elementary Education, Lady ShriRam College for Women with support from theUniversity Grants Commission organized theNational Seminar on Teacher Education‘Pedagogic Trajectories’ from 23-24 September 2011at the college premises. The broad aim of theseminar was to arrive at a shared understandingof the changing nature of pedagogies and to initiateand sustain dialog and reflection.

After an initial selection, 35 papers werepresented in four thematic areas by teachereducators, school teachers, administrators andeducationists. These were:

• Teacher education programs- looking

through a kaleidoscope;

• Engaging with practitioners;

• Teacher education and schools: A dialog;

• Insights from the field: Experiential narratives

The seminar began with a panel discussionon ‘Teacher education programs– Policy,perspective and praxis.’ Issues dealt thereinincluded the state of teacher education in thecurrent socio-political context; the emergingpolices for promoting public-private partnershipsin education, the role of teacher education

programs in context of the Right to Education Act,policy level initiatives at the national level, theneed for strong linkages between schools and teachereducation programs so as to evolve a meaningfulpraxis, and the role of teacher education in cateringto the needs of contemporary society.

The two sessions on ‘Teacher educationprograms- looking through a kaleidoscope’ hadresearch scholars and educationists presentingpapers ranging from the dilemma of contentstrengthening to looking at pedagogical aspects inteacher education programs, taking stock of DIETsas a preparation for teachers- number of pre-serviceteacher education institutes in each state, numberof unqualified teachers and the administrativestructures, professional development of teachers,physical education and teaching of Science to theissues of assessment in teacher education.

In the session on ‘Engaging with practitioners’papers presented ranged from looking at aconceptual framework to prepare teachers asreflective practitioners, mentoring as a successfulmodel for continuous professional development(CPD) of teachers, looking at collaborative actionresearch for CPD and using ICT for continuousprofessional development of educators.

‘Teacher education and schools– A dialog’,brought together school teachers and teachereducators, both advocating for strong partnershipsbetween teacher education institutions andschools. Presenters talked of reimagining teachingpractice, building sustained dialogs andinstitutional linkages as means of achieving thesame.

The last theme of the seminar ‘Insights fromthe field: Experiential narratives’ focused onteacher educators and research scholars bringingin their experiences and reflections on both‘theory’ and ‘praxis’ in education. Researchersshared the educational aspirations of childrenof inter-state migrant families and theirimplications for a teacher training program,

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while teacher educators looking critically at thecontent and curriculum of pre-service teachereducation programs.

The seminar acquires importance in that itbrought together schools teachers, researchers and

teacher educators together to bring to the surfacethe pedagogic practice of the teacher educationprograms in India. A monograph of the selectedpapers was published in 2010, documenting thecollective wisdom of teacher educators as reflectivepractitioners and researchers.

Table 1Papers presented at the seminar

Pre-service teacher education: Smriti Sharma Assistant Professor, Lady Shri RamThe neglected agenda College for Women, New Delhi

Discontents of ‘teacher training’: Dev Pathak Assistant Professor in Sociology,A critical discourse on teacher South Asian University, New Delhieducation in the neo-liberal context

Expectations of schools from teacher Agnes Joseph and Curriculum Developer, Currimakerseducation programs Nisha Sharma Education Pvt. Ltd.

Science and ethics: A confluence of Aastha Saxena Research Scholar, Central Institutedisciplines and implications for of Education (CIE), Delhi Universityteacher education

Education for sustainable development Anamika Srivastava Research Scholar, Zakir Husainand the teacher education program Centre for Educational Studies, JNU

Inclusive classrooms: Issues and Sheela Rajeshwari Ph.D. Scholar, CIE, Delhi Universitychallenges in pre-service teacher and Vandana Saxenatraining programs

Physical education in the making of Meenakshi Pahuja Assistant Professor, Lady Shri Ramthe teacher College for Women

Reimagining teaching practice by Indira Vijaysimha Azim Premji Universitybuilding strong partnerships withschools and teachers

Bridging the gap between teacher Suneeta Mishra Member, NCTEeducation and school: Dimensions,possible solutions and personalexperiences

Schools and teacher education programs Kanwaljeet Khungar, Teacher, Bharat National Public SchoolMegha Sehgal,Deepti Goel andHarpreet Kaur

Pedagogy in teacher education programs Vishnukant and Teacher Educator, PresidiumAsmita Bhutani

Preparing teachers for reflective Huma Ansari and Asistant Fellow, Digantar, Jaipurpedagogic practices: Digantar’s Manoj Kumarintervention

Conceptual change: Research trends and Gurjeet Kaur Assistant Professor, Faculty ofimplications for science teacher preparation Education, Jamia Millia Islamia

Addressing nature of science in Manisha Wadhwanee Associate Professor, Aditielementary teacher education using Dabas Mahvidyalaya, Delhicontroversial issues

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Opting out of fixed moulds Maya Joshi Associate Professor, Department ofEnglish, Lady Shri Ram College forWomen

Assessment as opportunity for Nupur Samuel Academic Fellow, General English,growth: Formative assessment and Ambedkar University, New Delhiteacher education program

Reflections on the B.El.Ed. program Suvasini Assistant Professor, Education,Miranda House, Delhi University

A short-term project of Karnataka DIET T. K. Raghavendra Lecturer, DIET, Karnatakain pre-service teacher education

Kitaabon ke roshni mein hum: Sharada Kumari Senior Lecturer, DIET, New DelhiA project approach to learning Mythili R. and Research scholar, University of

Sunil Kumar A. Madras

The Nagaland Board of Secondary Jayshri Kannan Director, ELT Curriculum Reforms,Education: A story Nagaland Board of Secondary Education

Emancipatory pedagogy for a complex Heemal Handoo Bhat DAV Public School, New Delhiclassroom transformation

Educational aspirations of children of Priyanka Varshney Research Scholar, Department ofconstruction workers and Vandana Saxena Edcuation, Delhi University

Continuing support for CPD Vishnu Kant and Director, Currimakers EducationSarita Sharma Pvt. Ltd.

Conceptual framework for mentoring Charu Sharma University Teaching Assistant, CIE,as CPD Delhi University

Digital media: A way to professional Roopak Chauhan Program Manager, American Indiadevelopment Foundation

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Preeti Misra

A report of the

National Consultation on Special Training under RtE : Trends,challenges and priorities

12-13 April, 2012, Jaipur

A two-day national consultation on SpecialTraining under RtE, 2009 took place in Jaipur on12-13 April 2012. The consultation had beenorganized, at the behest of Ministry of HumanResource and Development (MHRD), by SarvaShiksha Abhiyan (SSA), Rajasthan in partnershipwith UNICEF. It was attended by members fromUNICEF offices of different states, staterepresentatives from SSA and representatives fromgovernment and non-government organizations.The focus was on mainstreaming of the out-of-school (OoS) children and the possible strategiesfor same were discussed in great detail. Severalconcerns were also raised during the consultationas were observations and recommendations. Theultimate aim of the consultation was to arrive at aset of guidelines that could serve as the roughframework for drafting policy recommendations.

RtE 2009 Act came into effect on 1st April 2010.These two years have highlighted the need to actwith speed if we wish to fulfill the provisions ofthe Act within the stipulated timeframe. One ofthe biggest challenges faced is in theimplementation of Section 4 of the Act: Theprovision that stipulates age appropriateadmission into school.

The consultation highlighted the fact thatchallenges in mainstreaming of OoS children aremulti-pronged starting with identification of suchchildren and ending with ensuring that theyreach age appropriate levels and do not drop out.The definition of OoS children varies acrossstates, organizations and individuals and hencethe reported number of such children dependson who is reporting. A key issue that is oftenignored while identifying such children isdetermining the reasons as to why the child haseither not been to school or dropped out. Thisneeds to become a vital step covered as part ofchild identification.

While there are several steps in the process ofmainstreaming OoS children, and all of these werecovered, the focus of the consultation was onprocesses that ensure accelerated learning morecommonly called ‘Special Training under RtE’.There were several presentations that dealt withthe different aspects of mainstreaming andshowcased innovative ideas which can serve asmodels.

Child Tracking and IdentificationSeveral presentations focused on the issue ofidentification of OoS children. It became very clearthat there are several facets to this problem andcovering them during the identification processwill serve to streamline the mainstreamingprocess. For example, the issue of who should beconsidered as out-of school: Children who havenever been to school or those with poor or lowattendance etc. It is important to have clear-cutguidelines regarding age of children, definitionof school and definition of attendance to ensurereliable data of OoS children. The presentationby CORD, defined a child between 6 to 14 yearsage as on 30th September and not attending aformal school at the primary or higher level, as‘out-of-school’. It further stipulated that a childin this age group and studying in pre-primaryclasses is also out-of-school as is a child who isabsent continuously for 30 days, from school.

There are several factors that influencechildren being out-of-school such as poverty,gender, social groups (SC, ST, Minority) andlocation of the child and hence it is important torecord these while preparing the profile of OoSchildren. There was discussion regarding issuesthat arise during child tracking as anticipatingpotential problems can ensure a smoother surveyand more reliable data.

The consultation presented some examplesof what has been done by states. The monitoring

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system developed by Gujarat was presented aswas the method adopted by SSA Rajasthanduring child identification. One possible systemof child-tracking involves making the existingsystem of data collection through the districtinformation system for education(DISE), andchild tracking surveys as the backbone ofeducation statistics. Overall, it was suggested thatinformation on age, class and schoolparticipation of the child cannot be based onlyon parents’ reporting but needs to be verified withlocal schools registers, attendance data shouldbe collected, so that children who are enrolledbut not attending can be easily identified and mostimportantly anganwadis can play a major role inidentifying OoS children and bringing them toschool at an appropriate age. The issues oftracking children with disabilities, migrantchildren, street children, children in areasdisturbed by civil strife was discussed.

Enrollment and MainstreamingSubsequently, the consultation discussed thequestion of accelerated learning as it is demandedby age appropriate admissions. There wereconcerns voiced that there is a danger of settingup a parallel system and that this system oflearning needs to be integrated with mainstreamschools.

While enrolment drives prove effective foryounger children, bringing an older child uptoage appropriate levels involves not just impartinglanguage and math skills but as importantlysocial-motivational skills, awareness of rights,confidence building etc., as well. The content andcurriculum of the learning program needs to becarefully designed to reflect this. The knowledgeand skills of the child need to be consideredduring training design. Depending on thenumber of OoS children, there can be differentmodels of accelerated learning: non- andresidential bridge courses (RBCs), courses run bythe teacher or courses run by educationalvolunteers that are placed within a school.

In the case of RBCs, a short period inductioncamp or a readiness program prior to the actualRBC increase retention. This observation wasshared by the representative from Odisha, whodescribed the model being followed in their state.The chief characteristic of this model was

categorization of children into never enrolled,drop-outs and frequent absentees. The strategyhas three major steps: School readiness programs,bridging and eventually mainstreaming. Thespecial training material follows the class specificmodel where the essential concepts from eachclass are identified and existing material onselected topics is used. Several other examples ofalternative learning environments were presentedsuch as those by CARE, Uttar Pradesh and MVFoundation.

Group WorkThe consultation consisted of presentations aswell as tasks on which discussions took place insmaller groups. The questions posed to the groupsfocused on content and curriculum of specialtrainings, programs of teacher developmentrequired for teachers of such programs and therole played by the community in special trainings.

While RtE recommends a strong schoolmanagement committee (SMC) and has definedseveral responsibilities for the latter, the reality ismost SMCs are defunct either due to lack ofawareness (mostly in rural areas) or disinterest(in urban areas). They can be made functionalthrough special orientation and capacityenhancement programs, such that for SMCmembers become aware of their roles andresponsibilities. This can be done in partnershipbetween the government and non-governmentagencies. The capacity enhancement exercisewould be in the following areas: Child mapping,maintaining records of all school age children,mobilization and preparation of OoS children,and most importantly generating awareness ofRtE and its various provisions.

The groups also came up with somequestions that were relevant to the current contextof education (and not just special training) suchas what should be the profile of a child who issaid to be elementary level educated? If only twoyears are given to bridge the gap, what do you doif the child has not reached the appropriate levelat the end of the period? Should the provision ofspecial training be dropped in 5-6 years as wewill not have ‘never enrolled’ or ‘drop-outchildren’ by then? What should be the basis ofteacher selection- professional qualification oraptitude/ attitude of a person?

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ConclusionThere is now only one year left to meet theprovision of RtE that stipulates the enrollment ofall children in the age group 6-14, in ageappropriate classes in mainstream schools. Thechallenges in reaching this stage are vast, rangingfrom identification of all such children to ensuringthat they remain in school and achieve the desiredlevel. Several stakeholders are involved in theprocess (government, community, NGOs etc.) and

the role that each can play in the process needs tobe mapped. The Government can provide aplatform for dialog and provide financial supportbut also needs to build mechanisms to make thesystem and officials (not just teachers but headteachers, BEOs, CRCs, DEOs etc) accountable.Perhaps, most important will be the role ofcommunity, as represented by the SMC, indeciding how successful we are in achieving thisgoal.

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Teacher Challenges for Education for All in IndiaConference on Teachers for Education for All

29-30 May, 2012, New Delhi

Teachers for Education for All: Background andRationaleAt the World Education Forum in 2000, theinternational community defined the globalEducation for All (EFA) agenda as relating to sixareas: early childhood care and education,primary education, youth and adult learningneeds, literacy, gender equality and quality ineducation. Three quantifiable goals were set for2015: halving the number of illiterates, universalprimary education and gender equality, the lattertwo being reiterated in the MillenniumDevelopment Goals (MDGs).

Teachers are a precondition to theachievement of all EFA goals and the key tobridging both the qualitative and quantitativetargets. At the Oslo meeting in December 2008,the Education for All High Level Group (HLG)made recommendations to all EFA partners andnational governments to identify their short andmedium-term needs for recruitment, deployment,training and retention of teachers. Therecommendations also called upon developmentpartners to support national efforts in this area,to identify and meet the needs specified, and toprovide predictable support to cover theassociated costs.

Following the recommendations of the HighLevel Group Meeting to address the teacherchallenge the International Task Force forTeachers for EFA was established in early 2009.Within the purview of its mandate outlined inthe Action Plan, the International Task Force onTeachers for EFA supports an accelerated effortto bridge the teacher gap by addressing threeprincipal areas- policy, funding and capacity-building, through a range of activities andmechanisms.

To this end, the Secretariat for the Task Forceon Teachers for EFA housed at UNESCO has

organized, among other activities, a series ofconferences and policy dialog forums focusing on awide range of teacher-related issues. A good case inpoint is the International Conference on Teachersfor EFA in Africa in January 2011 in Nairobi, Kenya.This regional conference brought together educationspecialists from over 20 countries and 30 institutionsin the field of education to deliberate over thenecessity of qualified and committed teachers foreducation quality.

Following the success of this internationalconference, the Secretariat in conjunction with theGovernment of India is organizing a two-day longconference which will focus on a range of issuesrelated to teacher challenges in India. These issueshave been identified through deliberationsbetween the Government of India and theSecretariat of the International Task Force onTeachers for EFA.

In its record of numerous activities, theSecretariat, will, for the first time co-organise aconference concentrating on the teacherchallenges of one country alone. The timing ofthe conference is propitious as India will assumethe chair of the E-9 Secretariat and will host the9th E-9 Ministerial Review Meeting on the agreedtheme of 'Inclusive Quality Education’ inmid-2012.

Teachers for Education for All in India:

Overview and context

India is one of the major emerging economies ofAsia and the world. Ensuring sustainability of theexpanding economic success of the country putsmuch emphasis on the need for well-balanceddevelopment. With the recognition that educationis the cornerstone for all development, this vastcountry which is divided into 28 states and 7 unionterritories, with over 600 districts and 0.6 millionvillages, has taken major strides in makingeducation available to its diverse population.

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The Sarva Shiksha Abhiyan (SSA) isGovernment of India’s flagship program for theachievement of Universalization of ElementaryEducation (UEE) in a time-bound manner. The86th amendment to the Constitution of Indiadeclared making education to children betweenthe age group of 6-14 years a fundamental right.SSA is being implemented in partnership withstate governments to cover the entire country andaddress the needs of 192 million children in 1.1million habitations. The program seeks to opennew schools in those habitations which do nothave schooling facilities and strengthen existingschool infrastructure through provision ofadditional class rooms, toilets, drinking water,maintenance grant and school improvementgrants. In addition, SSA seeks to provide qualityelementary education including life skills and allround development of children. SSA has a specialfocus on girl’s education and children withspecial needs and seeks to provide computereducation to bridge the digital divide.

SSA recognizes the importance of teachers asa key element in achieving Universalization ofPrimary Education (UPE). To this end, SSA aimsto provide additional teachers to existing schoolswith inadequate teacher strength and reinforcethe capacity of existing teachers by extensivetraining, grants for developing teaching-learningmaterials and strengthening the academicsupport structure at cluster, block and districtlevels. Despite considerable progress achievedwith regard to SSA, challenges still remain. Theshortage of teachers has been identified as acrucial factor in the success of Sarva ShikshaAbhiyan. With the growing emphasis on qualityeducation and the Universalisation of SecondaryEducation (Rashtriya Madhyamik ShikshaAbhiyan-RMSA) foreseen as a priority after 2015,the need to address a wide range of teacher-relatedissues is a pressing priority. The NationalCurriculum Framework 2005 and the Right toEducation Act (RtE) that came into force in April2010, has furthermore emphasized the need toaddress both the qualitative as well asquantitative aspects of the teacher deficit.

In keeping with this background, the TeacherChallenges for Education for All in Indiaconference will focus on six areas identifiedduring discussions between the Task ForceSecretariat and the Government of India.

The conference will bring together members ofthe Central and State governments as well as awide range of stakeholders from non-governmentaland civil society organisations at the national levelas well as international organizations to deliberateover the following six areas:

• continuing professional development for

teachers in India;

• decentralization: challenges and steps forward;

• gender issues in teacher force;

• public-private partnerships to address theteacher gap;

• inclusive education for children with specialneeds;

• monitoring and evaluation

ObjectivesThe objective of the conference is to deliberate overthe six aforementioned areas and the issues thatfall under their premise with a view to generaterecommendations that could inform future policydecisions at the central and state level.

The conference also allows for an opportunityfor sharing of policy-related experiences withother member countries of the InternationalTeachers Task Force.

FormatPanel discussions with three/four invitedspeakers and time for questions and answersfollowed by working groups, plenary session anda session dedicated to recommendations andwrap-up.

Sessions proposed- Professional development for teachersIn the contemporary socio-economic context ofIndia, learners, on the one hand, have a widerange of demands and expectations from teachers.On the other, the teacher’s professional successand capacity to serve the system and its policygoals also depend on his/her awareness ofchallenges that India and its society are facing interms of gender disparity, cultural diversity,inequity and inequality. The two aspects togetherreinforce the need for a state-of-the-art continuingprofessional development for teachers in India. Inaddition, the National Curriculum Framework forTeacher Education that was published in 2009/

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2010 has emphasized the importance of in-serviceprograms that could sustain continuingprofessional development. The areas/questions fordiscussion, each covering a large range of issues,which come under this section, are as follows:

• redesigning and upgrading current teachereducation programmes: What are thechallenges and opportunities?

• harmonisation and revitalisation of teachereducation infrastructural provision acrossthe country: What necessary measures?

• use of open and distance learning (ODL) forcontinuous professional development:Possibilities for the future?

- Decentralization: Challenges and steps forwardThe Chattopadhyaya Committee Report (1983-85)emphasized the significance and need for adecentralized system for the professionalpreparation of teachers. This policy was put inplace proactively by the Central Government inthe 8th Plan with the establishment of DistrictInstitutes of Education and Training (DIETs),Institutes of Advanced Studies in Education(IASEs) and Colleges of Teacher Education (CTEs)through the Centrally Sponsored Scheme ofRestructuring and Reorganisation of TeacherEducation. Of the 599 districts in the country,District Institutes of Education and Training(DIETs) were set up in 571 districts, of which only529 are functional to date. The DIETs areenvisioned as ‘academic lead institutions’ toprovide guidance to all academic functionariesin the district. There is need to strengthen waysin which teachers themselves directly shape andcontribute to their own professional developmentthrough decentralized structures that have beenestablished, and an increased role in pre-serviceteacher education as well. There is also anincreasing need to link schools to communities.

The areas/questions for discussion, eachcovering a large range of issues that come underthis section are as follows:

• revitalizing existing structures (DIETs andother sub-district structures): What are thechallenges and opportunities?

• strengthening decentralized management andparticipation of teachers in teacher education.

• developing strategies for mobilizingcommunity participation: What are thechallenges and opportunities?

• developing strategies for a collaborativerelationship between teachers and community:what are the challenges and opportunities?

- Gender issues in teacher forceWomen and the teaching profession is an areathat is particularly pertinent to the educationMDGs and EFA goals. Developing countries arecurrently working towards overcoming the dualchallenges of education expansion and universalprovision while ensuring quality and equity. Inthe context of countries that have achieved thegoals of Universal Primary Education (UPE) andgender parity in education, historical analysisindicates that an influx of women into the teachingprofession has been central to these successes. Incountries where girl child education remains achallenge, a dearth in female teachers within thesystem has been identified as one of the corebarriers to gender parity and equality ineducation. The role of women in the teachingprofession in India as in other developingcountries is not without challenges. Under SSA,several initiatives were put in place to addressthe gender issue particularly in rural areas. Thesituation is reversed in urban areas with fewermen in the teaching force leading to an absence ofmale teacher role models for boys. The other sideof the issue are the consequences of a ‘feminizedprofession’ leading to a diminishing value ofprofessional status and identity, and a genderingacross teaching and education management, withmore men occupying high school and managerialpositions as compared to women.

The areas/questions for discussion, eachcovering a large range of issues that come underthis section are as follows:

• challenges of developing gender sensitivepractices in school and sensitising teachersto issues.

• best practices of women participation in theteaching profession: An opportunity to scale up

• incentives to promote female participation inthe teaching profession- strengtheningopportunities for women’s participation ineducation administration and management.

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- Public-private partnerships: Innovativeapproaches to address the teacher gapThe rapid entry of non-state organizations, someof which are set up by professionals and othersdrawing on corporate profits in the business worldcould be regarded as a sign of greater engagementbetween the state and non-state sector. In recentyears there have been radical initiatives of multi-partner engagements in education to bring aboutimprovements in the quality of schooling bydrawing on the different core competencies ofvarious providers to work towards programs thatemphasise for example the importance ofinnovative textbooks and teaching tools to createand support an environment of in-servicetraining. The areas/questions for discussion,each covering a large range of issues that comeunder this section are as follows:

• innovative approaches of NGOs to addressteacher gaps: Learning from experiences

• role of corporate foundations in addressingthe teacher challenge: What are thechallenges and opportunities?

• exploring new partnerships for advocacy ofthe teacher cause: Possibilities of mediaengagement

- Inclusive education for children with specialneedsThe Greek philosopher, Aristotle, once said that“things that are alike should be treated as alike,whereas things that are unalike should be treatedunalike in proportion to their unalikeness”. Thepolicy of inclusion in our system underscores theimportance of participation of all children in thelearning processes and activities in school andeven outside school. It is important to recognizetalent and abilities in children but at the sametime opportunities need to be given to all childrenand their strengths need to be identified andappreciated. Thus, both pre-service and in-serviceteacher education programs must respond to thespecial needs of children and take intoconsideration the individual needs of all childrenincluding children with disabilities and learningdifficulties. Teachers need to be encouraging,supportive and act as humane facilitators inteaching-learning situations to enable learners todiscover their talents, realize their physical andintellectual potentialities to the fullest, and to

develop character and desirable social andhuman values to function as responsible citizens.The areas/questions for discussion, eachcovering a large range of issues that come underthis section are as follows:

• the changes in the teacher educationcurriculum from the perspective of inclusionof children with special needs (CWSN) ineducation

• identifying practices of effective andmeaningful collaboration amongst staffmembers and between teachers and parents,with NGOs to promote inclusive educationthrough collaborative efforts.

• changing role of special educators/resourceteachers in facilitating inclusion of CWSN ineducation

The focus will be on international bestpractices in teacher development for workingwith children with single/multiple disabilities;sensitising teachers towards child protectionissues as well as developing strategies forinvolving the community.

- Monitoring and Evaluation of Teacher PolicyReformsA glaring weakness of existing teacher educationpractices is the restricted scope of evaluation ofstudent teachers and its excessively quantitativenature. The qualitative angle that takes intoaccount other professional capacities andcompetences like attitudes and values are missingfrom evaluation exercises. Furthermore, there is alack of sustained evaluation interventions thusmaking informed policy decisions difficult. Themain areas/questions for discussions that fallunder this session are as follows:

• designing instruments for assessment andevaluation: Capturing progress

• developing a scheme for comprehensive andcontinuous monitoring and evaluation:Sustaining momentum

• innovations in monitoring and evaluation:Strategies to reach the unreached

Draft list of participants• representatives from the Ministry of Human

Resource Development, Government of India

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• representatives of state governments

• representatives from national NGOs

• representatives of the national civil societyorganizations

• representatives of members countries of theInternational Task Force for Teachers for EFA

• members of the Steering Committee of theInternational Task Force for Teachers for EFA

• representatives of Secretariat of theInternational Teacher Task Force for Teachersfor EFA

• representatives of UNESCO (Headquarters,Delhi Country office)

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Sunita Singh

The Standards Initiative

Abstract

This article describes the Common Core Initiative in the United Statestowards development of standards in language and mathematics. Theidea behind development of these standards is to help teachers enhance

students' learning

The recent Common Core initiative in the UnitedStates in 2010 has led to the development ofstandards that provide a 'consistent, clearunderstanding of what students are expected tolearn, of knowledge'. These standards also presenta global outlook to prepare students at a level thatis analogous to international standards andincorporates new technologies. According to Hill(2011), 'Core curriculum standards staircasegrowing text complexity, an increased use oftechnology for sharing information and concepts,and a content-rich curriculum which assures

smoother grade-to-grade progression (p. 43).'An overview of the Common Core for EnglishLanguage, Arts and Literacy in History/SocialStudies, Science, and Technical Subjects (K-12)indicates that they reflect cross-disciplinaryliteracy perspective and integration of the skillsof reading, writing, speaking, and listening witha focus on information texts (Common Core StateStandards Initiative, 2010b). Each of thefoundational skills is linked with a descriptionof how it is relevant for higher academic purposes.Table 1 provides a snapshot of comprehensionand collaboration skills that a third grade studentis expected to know.

The standards for mathematics reflect morefocus and coherence- required especially becausestandards for mathematics in the United Stateswere not as rigorous or even comparable tostandards in other high performing countries.These firstly reflect the National Council ofTeachers of Mathematics standards for 'problemsolving, reasoning and proof, communication,representation, and connections' (Common CoreState Standards Initiative, 2010c p. 6). Secondly,they reflect the levels of proficiency spelled out inthe National Research Council’s report Adding ItUp and these include: Adaptive reasoning,strategic competence, conceptual understanding(comprehension of mathematical concepts, operationsand relations), procedural fluency (skill in carryingout procedures flexibly, accurately, efficiently andappropriately), and productive disposition (habitualinclination to see mathematics as sensible, useful, andworthwhile, coupled with a belief in diligence andone’s own efficacy).

A snapshot from the third grade geometrysection is provided in Table 2.

Table 1

Comprehension and collaboration for grade 3

Engage effectively in a range of collaborativediscussions (one-on-one, in groups, and teacher-led), with diverse partners, on grade 3 topics andtexts, building on others’ ideas and expressingtheir own, clearly.

• Come to discussions prepared, having reador studied required material; explicitly drawon that preparation and other informationknown about the topic to explore ideasunder discussion.

• Follow agreed-upon rules for discussions(e.g., gaining the floor in respectful ways,listening to others with care, speaking oneat a time about the topics and texts underdiscussion).

• Ask questions to check understanding ofinformation presented, stay on topic, andlink their comments to the remarks of others.

• Explain their own ideas and understandingin light of the discussion.

Source: Common Core State Standards Initiative, 2010b, p. 24.

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Source: Bracken and Crawford, 2010, p. 424

Conceptualcategories

Time/sequence

Conceptual examples

Once, twiceFirst, second, thirdMorning, daytime, eveningBefore, after, finishedNever, alwaysEarly, late, next, arrivingFast, slowNew, old, young, oldNearly, just, waitingDays, weeks, months, seasons, years

Sub-domains

Mathematical seriationFrequencyNatural occurring eventsTemporal order of eventTemporal absolutesSchedulingRelative ageTemporal nuancesSpeedLarger temporal periods

Table 3

Table 2Reason with shapes and their attributes,

geometry, grade 3

• Understand that shapes in different

categories (e.g., rhombuses, rectangles, andothers) may share attributes (e.g., havingfour sides), and that the shared attributescan define a larger category (e.g.,quadrilaterals). Recognize rhombuses,rectangles, and squares as examples ofquadrilaterals, and draw examples ofquadrilaterals that do not belong to any ofthese subcategories.

• Partition shapes into parts with equalareas. Express the area of each part as aunit fraction of the whole. For example,partition a shape into 4 parts with equalarea, and describe the area of each part as1/4 of the area of the shape.

Source: Common Core State Standards Initiative, 2010c, p. 26

Although the initiative of the common corestandards is well received, they are not withoutissues. For example, while the standards areset, it is not clear to what extent materials usedare consistent with these and how would theyalign with the state standards (Porter,McMaken, Hwang, & Yang, 2011). Further, thefact that the standards focus on studentlearning and not on strategies for teaching,leaves room for grade level proficiency ininclusive classrooms for all.

Early childhoodThe conceptualization of the fundamentalconcepts that teachers can use for systematicinstruction in the early childhood grades isnecessary. Bracken and Crawford (2010) presenta sample for the teaching and learning of suchconcepts by categorization into conceptualcategories, subdomains, and provide conceptualexamples of each. An example from one suchcategory is provided in Table 3.

While content area standards provideguidelines for content area learning, in earlychildhood classrooms, a lot more has to beconsidered. Quality early childhood educationcan promote the growth of cognitive, linguistic,physical, social, and emotional development inchildren (National Association for Education ofYoung Children, 2009). These are crucial forbuilding a foundation for later academic andsocial competence. A clear layout of standards interms of their content and the relationship tofuture outcomes can lead to greater opportunitiesfor well rounded development in the early years.It is critical that the early learning standardsemphasize significant, age appropriate contentand outcomes, are developed and reviewedthrough informed, inclusive processes, and useimplementation and assessment that are ethicaland appropriate for young children. These shouldbe accompanied by strong supports for earlychildhood programs, professionals, and families(National Association for Education of YoungChildren, 2002).

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Teachers, especially in the early grades, arefaced with challenges daily as they strive to makeappropriate decisions to select the most effectivestrategies that will enhance their students’

learning. These challenges also includeaddressing needs of students who do not speakthe language of instruction as their first languageand students with disabilities.

References

Bracken, B. A. & Crawford, E. (2010). Basic concepts in early childhood educational standards: A 50-state review. Early Childhood Educational Journal, 37, 421-430.

Common Core State Standards Initiative. (2010a). The Standards. Retrieved from http://www.corestandards.org/the-standards

Common Core State Standards Initiative. (2010b). Common core state standards for English language, artsand literacy in history/ social studies, science, and technical subjects. (pp. 1-66). Retrieved from http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

Common Core State Standards Initiative. (2010c). Common core state standards for mathematics.(pp. 1-93). Retrieved from http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

Hill, R. (2011). Common core curriculum and complex texts. Teacher Librarian, 38 (3), 42-6.

National Association for Education of Young Children. (2002). Early learning standards: Creating theconditions for success. (pp. 1-10). Retrieved from http://www.naeyc.org/files/naeyc/file/positions/position_statement.pdf

National Association for Education of Young Children. (2009). Developmentally appropriate practice inearly childhood programs serving children from birth through age 8. (pp. 1-32). Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf

National Council of Teachers of Mathematics. (2011). Standards and Focal Point. Retrieved from http://www.nctm.org/standards/default.aspx?id=58.

National Research Council. (2001). Adding it up: Helping children learn mathematics. Washington DC:National Academy Press.

Porter, A., McMaken, J., Hwang, J., & Yang, R. (2011). Common Core Standards: The New U.S. IntendedCurriculum. Educational Researcher, 40(3), 103–116.

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Jessy Abraham

The Draft National Early Childhood Care and Education Policy

Abstract

This article outlines the provisions of the recently created draft policy on EarlyChildhood Care and Education, explores possible linkages and mechanisms forquality in-service delivery, research and capacity building for ECCE and for

integration of ECCE with the school system

The Ministry of Women and Child Developmenthas put forward the draft National EarlyChildhood Care and Education Policy 2012which ‘reaffirms the commitment of theGovernment of India to provide integratedservices for holistic development of all children,along the continuum, from the prenatal periodto six years of age.’ The Policy lays down theway forward for a comprehensive approachtowards ensuring a sound foundation, withfocus on early learning, for every Indian child.This is one of the most crucial policies for ourcountry, especially when we have 158.7 millionchildren in the 0-6 years age group (Census2011) and there are less than 12 ECCE centresfor every 1000 population (Kaul and Sankar,2009).

India has made several commitmentstowards ECCE on global platforms and issignatory to Millennium Development Goals(MDG) wherein five of the eight goals pertain tohealth, nutrition, and education of the youngchild. The Convention on the Rights of the Child(CRC 1989) views ECCE as the first goal to beachieved, since ‘learning begins at birth’ and toprovide assistance to parents and legal guardiansin their child rearing responsibilities. The DakarFramework for Action (2000) and MoscowFramework for Action (2010) reaffirmed India'scommitment to ECCE. As ECCE is outside thepurview of the Right to Education (RtE 2009), it isappropriate to formulate a policy on ECCE.Similar to the national policy on education whichresulted in programs and allocation of funds foreducation, this policy on ECCE is to provideguidelines and future directions to alldevelopments in the area of ECCE. The Policy hasfive sections namely:

• ECCE : The context including the preamble,

social policy and program;

• ECCE: The definition;

• Policy vision and objectives;

• Policy focus area;

• Implementation.

According to the preamble, the first six yearsof life, referred to as early childhood, areacknowledged as the most crucial period, whenthe rate of development is very high andfoundations are laid for cumulative, lifelonglearning and human development. Therefore, itbecomes imperative to accord priority attentionto ECCE and invest adequately in it by providingcommensurate resources. This understanding ofECCE may guide us in our efforts to achieve MDGgoals. The Policy rightly recognizes the traditionalpractices of child rearing, which stimulateddevelopment and were shared and passed onfrom one generation to another. The changes inthe family as well as social context and theglobally emerging realization of the importanceof the early years is all given its due importance.In India, we have diverse cultural and languagecontexts and the Policy should recognise that aswell. India has a wealth of traditional practicesin ECCE that date back almost 5000 years but theseinitiatives started being documented formallyonly in the latter half of the nineteenth century.The early pioneers of the movement were GijubhaiBadheka, Tarabai Modak, Maria Montessori,andseveral others. The writings of great Indianeducational thinkers such as Mahatma Gandhi,Rabindranath Tagore, and Zakir Hussain havealso drawn attention to this important aspect ofeducation in the formative years of a child’s life.

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At the time of independence, the need forpreschool education was primarily fulfilled byvoluntary organisations and/or privateinstitutions. The recognition of ECCE as a sector,which is represented by people having wide rangeof qualifications including no qualification,matric, diploma in nursery teacher training, B.Ed.nursery and child development professionals, isalso a context of this policy. ECCE services,delivered through public, private and non-governmental channels, are taken into theprogram context. There is a need for bettercoordination within government departments,within government management teams, state andlocal level partners and private initiatives forECCE. The Policy rightly emphasizes the needfor a database covering facilities available, theactual number of children attending, ECCEprovisions and their breakup as per delivery ofservices, type of services, including those coveredby the private sector etc. Another important aspectof the Policy is that need for standards of qualityfor non-formal pre-school, education andinadequate understanding of the concept of ECCE,philosophy and importance of ECCE among allstakeholders were also taken into account.

The Policy has been put forward to initiatereforms, measures and corrective actions. ECCErefers to programs and provisions for children fromprenatal to six years of age and caters to needs of achild in all domains of development i.e. physical,motor, language, cognitive, socio- emotional, andcreative and aesthetic appreciation; and ensuressynergy with health and nutrition aspects. Thiswould cover developmental priorities for each substage within the continuum, i.e. care, earlystimulation/interaction needs for children below3 years, developmentally appropriate preschooleducation for 3 to 6 year olds, and a more structuredand planned school readiness component for 5 to6 year olds. The definition could include the term'center based' and thus limit the coverage of theprogram, otherwise even households will needto be covered. In the present economic scenario ofour country, even if we are able to cover centerbased ECCE programs of anganwadis , crèches, playgroups/schools, preschools, nursery schools,kindergartens, preparatory schools, balwadis, itshould satisfy our goals. There could be apossibility of dividing the group of prenatal to 6

year old into two groups, one below 3 years, whoneed more caring and related services, and thesecond consisting of 3 to 5 year olds as pre-primarylevel group with the focus on not only all rounddevelopment but also readiness for the primaryeducation.

The vision of the Policy is to promote inclusive,equitable and contextualised opportunities forpromoting optimal development and activelearning capacity of all children below 6 years ofage. It envisages pathways for a successful andsmooth transition from care and educationprovided at home to centre based ECCE andthereafter to school-age provision, by facilitatingan enabling environment through appropriatesystems, processes and provisions across thecountry. Vision for under 3 year olds and 3 to 5year olds could give more clarity. The principlesinforming this policy are universal access, equityand quality in ECCE and strengthening capacity.Though the decision to universalize the provisionof ECCE for all children, mainly throughIntegrated Child Development Services (ICDS) inpublic sector and other service provisions acrosssystems, will definitely help the ECCE sector, itwill be better to include elementary schools toowherever possible. Many people have pointed outthat education component has been left out in thePolicy and anganwadi centres (AWCs) or crècheswhen attached to primary schools will performbetter. Community based and NGO based modelsshould be experimented and promoted. The ECCEsector should be given due emphasis by providinghealth services to schools, and counsellingservices for parents. This linkage when built up,will ensure school retention. If different efforts aretaken up in isolation, the child will not getmaximum benefit.

Developmentally appropriate practices inalignment with basic quality standards andspecifications and regulatory framework for ECCEcould offer equity by ensuring basic quality inputsand outcomes, across all service providers andsectors undertaking such services. The goal is toimplement all this within a period of five years.

Quality of ICDS and other related traininginstitutes including child development resourcecentres in National Institute of Public Cooperationand Child Development (NIPCCD), regional

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centres with mandates for operating helplines,counselling centres, capacity developmentcentres, assessment centres and advocacy hubswill also be upgraded. While it is good to involveNIPCCD and also ICDS centres, at the same timeinvolvement of the Home Science colleges andhuman development professionals could also beexplored. There are many universities with childdevelopment centres and they should be tappedas resources for strengthening and capacitybuilding programs of ECCE workers at differentlevels. A sound system for data collection/generation and information management needsto be established across the country with the useof information technology which will allow forregular compilation and analysis of the data onECCE. Though ICDS has its own monitoringmechanisms, involving the community andparents of children, after giving them training, isneeded. Research, evaluation and innovation arenot possible without funding; if more funds aremade available and if higher educationinstitutions get involved it could lead to betterquality research, evaluation and documentation.If pre-primary is made a compulsory part of primaryschools, both the monitoring and the research willbe taken care of by the primary schools andeducation departments provided they are givenorientation and training for the same.

A major deterrent to ensuring the right kindof ECCE is the lack of understanding ofdevelopmentally appropriate ECCE among the

parents and other stakeholders. In order toaddress this deficit, the Policy suggests extensiveuse of media, including folk, print and electronicmedia, to reach out to parents, caregivers,professionals and the larger community to createawareness. Parent and community outreachprograms will be strengthened to establishcollaborative, care providing relationships. Theinstitutional mechanism to ensure coordinationis through National and State ECCE Councils. Atpresent more funds are spent by the states andvery less amount is being spent by the center onECCE. If the government really wants to reaffirmits commitment, the central funding for ECCEshould increase further and give space to childrenbelow 5 also in the elementary school. Theimplementation of the new policy will be reviewedevery five years. Periodic appraisals will also bemade to assess progress of implementation andmake mid-course corrections, if and whenrequired.

ConclusionThe policy and its implementation is a muchneeded initiative and the Ministry of Women andChild Development needs to be appreciated. Thepolicy focuses on making ICDS universal. TheMinistry of MHRD should also be involved inthis policy and be given the opportunity tointegrate school education with ECCE. The RtEAct could be amended to include the 0-6 agegroup, thus completing our commitment tochildren.

References

Kagan, S.L.& Kauerz, K. (2009). Governing American early care and education: Shifting fromgovernment to government and from form to function. In Feeney,S., Galper,A. & Seefeldt, C. Continuingissues in early childhood education. New Dehi:PHI Learning Pvt. Ltd.

Kaul,V. & Sankar. (2009) Educational for all mid-decade assessment : Early childhood care education.National University for Educational Planning and administration (NUEPA). Retrieved from http://www.educationforallinindia.com/early-childhood-care-and-education-in-india.pdf

Kohler-Koch, B. and Rittberger, B. (2006). Review article:The governance turn in EU studies. Journal ofCommon Market Studies, 44:1,27-49. Retrieved from at http : //onlinelibrary.wiley.com /doi/10.1111 /j.1468-5965. 2006. 00642.x/references

Kooiman, J. (1993). Modern governance: New government society interactions. London : Sage.

The Hindu. (2012). Early childhood care and education policy proposed 26th March 2012. Retrievedfrom http://www.thehindu.com/news/national/article3223704.ece

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Abbreviations

AWC : Anganwadi Centre

B.Ed. : Bachelor of Education

B.El.Ed. : Bachelor of Elementary Education

BA : Bachelor of Arts

BEO : Block Education Officer

BRC : Block Resource Centre

CHE : Council on Higher Education

CM : Carrera Magisterial

CPD : Continuous Professional Development

CRC : Cluster Resource Centre

CRC : Convetion on the Rights of the Child

CTE : College of Teacher Education

CWSN : Children with Special Needs

D.Ed. : Diploma in Education

DEO : District Education Officer

DIET : District Institute of Education and Training

DISE : District Information System for Education

DPEP : District Primary Education Program

ECCE : Early Childhood Care and Education

EDI : EFA Development Index

EFA : Education for All

EVS : Environmental Studies

GDP : Gross Domestic Product

HLG : High Level Group

IASE : Institute of Advanced Studies in Education

ICDS : Integrated Child Development Services

ICEE : ICICI Centre for Elementary Education

ICT : Information Communication Technology

ITP : Initial Teacher Preparation

M.Ed. : Master of Education

MCQ : Multiple Choice Question

MDG : Millennium Development Goals

MHRD : Ministry of Human Resource Development

NCERT : National Council for Educational Research and Training

NCF : National Curriculum Framework

NCFTE : National Curriculum Framework for Teacher Education

NGO : Non Government Organization

NIPCCD : National Institute of Public Cooperation and Child Development

NPDE : National Professional Diploma in Education

NUEPA : National University of Educational Planning and Administration

ODL : Open and Distance Learning

OECD : Organization for Economic Cooperation and Development

OMR : Optical Mark Recognition

OoS : Out-of-School

PDS : Public Distribution System

Ph.D. : Doctor of Philosophy

PISA : Program for International Student Assessment

PTC : Primary Teaching Certificate

PTR : Pupil-Teacher Ratio

QEP : Quality Education Program

RBC : Residential Bridge Course

RMSA : Rashtriya Madhyamik Shiksha Abiyan

RtE : Right to Education

SC : Scheduled Caste

SCERT : State Council of Educational Research and Training

SGB : School Governing Body

SMC : School Management Committee

SSA : Sarva Shiksha Abhiyan

ST : Scheduled Tribe

STC : School Teaching Certificate

UEE : Universalization of Elementary Education

UNESCO : United Nations Educational, Scientific and Cultural Organization

UNICEF : United Nations International Children’s Emergency Fund

UPE : Universalization of Primary Education

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