PRESENTED BY:

ALOK SHARMAAssistant Professor (SIEMAT)

NODAL OFFICER, RMSA (SCERT)

SCHOOL EDUCATION DEPARTMENT

CHHATTISGARH

NewDelhi , August 02, 2013

A Very Warm Welcome to all of you on behalf of

Government of Chhattisgarh

Presentation ManagementGeneral:

� State Profile

� Education Profile

� Administrative Set Up & Responsibilities

� Teacher Training Institutes in the State & Intake

� Teacher Training Status in the state

� Description of Teacher Training

� Description of Training of Other Officials

� Management Development Programme

Description of Principal Training under RMSA

� Training Need Assessment / Brain Straining.

� Main Findings of TNA

� Principals Oriented in last years.

� Selection of Master Trainers

� Training Contents

� Training Pedagogy

� Innovative Practices in Principal Training.

Description of Teacher Training under RMSA

� Training Need Assessment

� Main Findings of TNA

� % of Trained Teachers

� Teachers Oriented in last years.

� Selection of Master Trainers

� Training Contents

� Contents & Pedagogy

� General Issues

� Training Pedagogy

� Innovative Practices in Teacher Training.

Area – 135194 Sq.Km

Population – 2.554 Crore

(2.11 % of India)

Male: 1.28 Crore; Female:1.27 Crore

Rural: 79.7 %; Urban: 20.3 %

Population Density -189 People/Sq.KM

Sex Ratio – 991; GPI-1.0

Tribal Population – 32.46 %

Revenue Districts – 27

Educational Districts - 27

Blocks – 146

Clusters – 2069

Villages – 21,904

Chhattisgarh at a Glance:Chhattisgarh, a 21st century State,

came into existence on November 1, 2000.

Gender % of State Literacy

Male 81.45%

Female 60.59%

Total 74.04%

Literacy

Tribal dominated state, total 42 tribes

Name of STATE ChhattisgarhNo. of IASEs sanctioned

functional1

No. of Revenue Districts 27 10

No. of Education Districts 27 2

No. of Blocks/Mandal 146

No. of DIETs

sanctioned/Functional16

Number of Lower Primary

Schools33513

No. of DRCs

sanctioned/functional0

Number of Upper Primary

Schools (including composite

schools)

13880

No. of CTEs

sanctioned/functional1

Number of Secondary Schools

(including composite schools)2335

Number of Senior Secondary

Schools (including Composite

schools)

1870

No. of state Universities:

(i) Having Department of

Education

About State (as on 31st march, 2013)

U-DISE DATA IS NOT FINALISED SO LAST YEAR DATA IS BEING USED

Educational Data

Educational Data (Continued)

class

Total no.

of

teachers

English indian

languages

social

science

Physical

Sciences

Biological

SciencesMaths

Physical

education

Computer

science

IX-X 13289 1991 4167 2182 1996 1079 1706 157 11

XI-XII 13179 800 946 0 824 314 612 85 1

There are 24 Subjects offered in XI-XII , so the other No. of Teachers are: 9597 Totaling 13179

Subject specialization

2.3 STATUS OF SUBJECT SPECIALIZATION OF TEACHERS AT SECONDARY AND SENIOR SECONDARY LEVEL

Type of Teacher

education institution

No.of

institutions

Intake

capacity

No.of

institutions

Intake

capacity

No.of

institutions

Intake

capacity

No.of

institution

s

Intake

capacity

2-Year D.Ed. 18 1750 14 770 32 2520

1-Year B.Ed. 2 360 1 300 105 11100 107 11760

4-Year B.EI.Ed N.A

2-Year D.Ed.(Special

Education)- - - - - - - N.A

1-Year

B.Ed.(Speacial

Education)

- - - - - - - N.A

1-Year M.Ed 2 70 1 35 19 690 22 795

2.4 TEACHER EDUCATION INSTITUTIONS

Government Aided Private Total

Educational Data (Continued)

Schooling FacilitiesSchools having secondary sections by source of

funding

Total 5313

Stata Govt. 3374

CentralGovt. 48

Pvt. Aided 98

Pvt. Unaided 98

Janbhagidari 143

CG SEB 2

59%

37%

0%1% 1%2% 0%

Total

Stata Govt.

CentralGovt.

Pvt. Aided

Pvt. Unaided

Janbhagidari

CG SEB

State Government Schools, GoCGSecondary

Only

Secondary

with Higher

Secondary

TotalSecondary

Only

Secondary

with Higher

Secondary

Total

BALOD 46 96 142 13 18 31 173

BALODABAZAR 90 104 194 0 194

BALRAMPUR 4 2 6 72 43 115 121

BASTER 4 4 8 58 64 122 130

BEMETARA 72 77 149 0 149

BIJAPUR 0 13 23 36 36

BILASPUR (CHHATTISGARH)118 82 200 38 26 64 264

DANTEWADA 0 20 19 39 39

DHAMTARI 46 71 117 14 13 27 144

DURG 47 102 149 0 149

GARIABAND 26 23 49 49 33 82 131

JANJGIR - CHAMPA 142 131 273 0 273

JASHPUR 3 2 5 70 61 131 136

KANKER 19 7 26 101 77 178 204

KAWARDHA 88 50 138 0 138

KONDAGAON 4 5 9 68 54 122 131

KORBA 21 8 29 71 61 132 161

KORIYA 28 14 42 51 38 89 131

MAHASAMUND 63 87 150 0 150

MUNGELI 72 35 107 0 107

NARAYANPUR 1 1 2 8 12 20 22

RAIGARH (CHHATTISGARH)46 66 112 57 62 119 231

RAIPUR 60 103 163 0 0 163

RAJNANDGAON 95 106 201 37 35 72 273

SUKMA 0 19 11 30 30

SURAJPUR 13 20 33 60 54 114 147

SURGUJA 5 15 20 74 47 121 141

Grand Total 1113 1211 2324 893 751 1644 3968

Department of Education Tribal/Social Welfare Dept.

Grand

Total

District

Administrative Set-up of the School Education Department in

Chhattisgarh

SECRETARYSCHOOL EDUCATION

DIRECTOR

SCERT/SIEMAT

DIRECTOR

PUBLIC INSTRUCTIONS

CTE/ IASE

DIET

CRCC

BRCC

SCHOOL

DEO

BEO

MISSION

DIRECTOR SPD

DPC

Different Organizations/

Institutions in Education

� Directorate of School Education (DPI)� State Council of Educational Research & Training (SCERT)� State Institute of Educational Management and Training

(SIEMAT) � English Language Teaching Institute (ELTI)� Colleges of Education (IASE / CTE)� Chhattisgarh Board of Secondary Education� Text Book Corporation � Chhattisgarh Madarsa Board� District Institute of Education & Training (DIET)� District Centre for English

School Set-up

Types of Schools & their set-up in the state are as follows:

� Pre-primary School- Anganwadi Centres

� Primary School (Class 1 to 5)

� Upper Primary School (Class 6 to 8)

� High School (Class 9-10)

� Higher Secondary (Class 11-12)

Objectives of R.M.S.A. Chhattisgarh

� Universal Retention by 2020.

� Universal access to secondary education by 2017.

� To achieve GER of 75 % for class IX-X within 5

years (i.e. by 2014)

� To improve quality of secondary education through

making all school conform to prescribed norms &

standards.

� To remove disparity based on gender socio-

economic class, geography and disability.

Issues of Teachers’ Training� Teaching are focused on subjective knowledge &

achievement of students only.

� Subject Philosophy, pedagogy, teacher preparedness on socio-economic context are not being addressed sufficiently.

� Adolescent pedagogy are not being understood.

� Teaching theories & methodology are not being used appropriately which leads to disinterest of students.

� Classroom transaction does not include case study, projects, assignments, self study, exposure etc.

� Teacher education does not capture the mind, taste, appreciation of subjects.

Strategy for Improving Quality

� Making all schools conform

to prescribed norms.

� Improvement in

infrastructure (Classroom,

science lab, computer lab,

art & craft room, electricity,

Internet facilities, drinking

water, toilet etc.)

� Improving pupil-teacher

ratio.

� Improving pupil-classroom

ratio.

� School Governance reform

� Capacity building & empowerment

of teachers through in-service

teachers training.

� Leadership Training of school

heads.

� Promoting Co-curricular activities.

� Curricular & examination reforms.

� Use of ICT.

� Focus on Science, Mathematics &

English.

Pupil Teacher Ratio (PTR) & Student

Classroom Ratio (SCR)

Year PTR SCR

2011-12 51.22 35.58

2010-11 61.53 48

2009-10 48.34 -

Strategy for Improving Equity

� Special Incentives for girls.

� Appointment of more female

teachers.

� Toilets for girls.

� Residential facilities for women

teachers.

� Girls Hostel.

IN-SERVICE TRAINING 2010-11� In 2010-11 , the in-service training of teachers and principals was conducted

in face to face mode . Teachers training was conducted at district level and

principal training was conducted at limited zone levels by Master Trainers

through SCERT.

� Master Trainers for teachers training were selected through written

examination & interview by SCERT at state level.

� Teachers were trained on the following main topics :

1 .RMSA-An introduction 2. Motivation 3. Personality Development 4.

Guidance & Counseling . 5. Subject based training

� Principals were trained on the topics mainly include :

RMSA-An introduction 2. Professional Motivation 3. . Personality

Development 4. Guidance & Counseling 5. Academic Leadership 6.

Administrative Skills 7. Managerial Skills 8. Financial Skills

� Out of 13152 teachers & 2859 principals targeted , 12186 teachers

(92.6%) & 2075 (72.57%) principals were trained for 05 days

respectively .

IN-SERVICE & INDUCTION TRAINING (2011-12)

� 05 days in-service teachers training and 10 days induction training to

newly promoted & newly recruited teachers were given face to face

training on the following main topics :

1.To develop teaching/learning environment 2. Co- curricular Activities 3.

General issues of first period 4. Pedagogy 5. Problem based learning 6. Job

chart of teachers 7. Leadership skills 8. Guidance & Counseling . 9.

Subject based training

� The capacity building of Principals (In-service Training ) was done on

the following main issues :

� 1.School management 2. Chhattisgarh civil service conduct rules 3. Disciplinary

action 4. Confidential report 5. Administrative powers of principals 6. School

administration 7. Management of school records 8. Store purchase process 9.

Auditing of accounts 10. Maintenance of note sheets 11. Govt. correspondence

12.Budget 13. RTI 14. Job charts

� 11637 teachers out of 12763 targeted (89.3%) and 2755 principals out of

3076 targeted (89.5%) were given 05 days in-service training .

� More over 4633 newly promoted & newly recruited teachers out of targeted

6043 ( 76.7 %) were given 10 days induction training .

TEACHER TRAINING IN 2012-13� The face to face in-service training was conducted on all 27 district HQ of state at DIET’s and HSS

where sufficient infra-structure including furniture , computer , projector & mike system was available .

� The training was conducted for 03 subjects in one batch of capacity 50 each at every training centre

and remaining three subjects in another batch alternately.

� 02 day training need analysis workshop was organized comprising of ADPO RMSA, 04 MTs of each

subject, Teachers trained in each subject last year , Principals, state level officials & 05 SMDC

members .

� On the basis of training need analysis, the training was aimed on:- Community Participation,

Personality Development, Communication Skills, Making of question papers , blue print and evaluation,

Guidance & Counseling, Subject Specific Issues.

� Most of the teachers were not acquainted with proper question paper making, blue print & evaluation.

They also appreciated orientation on general issues.

� The training module for all the 06 subjects namely Hindi , English , Sanskrit ,Mathematics , Science &

Social Science were developed.

� The capacity building of 15626 teachers teaching at secondary level (81.43 %) was done .

� Moreover 563 newly promoted teachers out of 626 and 1605 newly recruited teachers out of

1880 altogether total 2168 teachers (86.51%) were given 10 days Induction.

� The District Resource Persons were selected through written examination & interview by SCERT.

� The entire Training programme was monitored by SPO RMSA and SCERT Officials regularly from the

state and District Project Officers & Assistant DPO’s at district levels.

Status of In Service Training

Target Trained % Target Trained % Target Trained % Target Trained % Target Trained %

1 2009-10 16500 9758 59.13 --- --- ----- ----- ------ ------ ------- ------

2 2010-11 13152 11910 90.55 ----- ----- 330 330 100 ----- ----- 2859 2021 70.68

3 2011-12 12451 11114 89.26 6043 4633 76.66 408 610 44 44 100 2980 2668 89.53

4 2012-13 18898 15626 83.57 ---- 2168 738 549 74.39 146 123 84.24 1997 -----

6100148408 6043 6801 1476 1489 190 167 7836 4689 TOTAL

RMSA: Training Status of the preceding yearsSN. Year

In-service Training Induction Training MTs MDP Principals

In Service Training of Teachers 2013-14

� Teachers training are very important to upgrade the

quality of teachers by their capacity building so it is very

necessary that teachers be trained on attitude as well as

on subject content.

� For year 2013-14, SCERT is the nodal agency again with

support from SPO RMSA.

� There are major changes in teachers training pattern in

the year 2013-14, out sourcing of more and more experts

from reputed institutions outside state is being done.

� Training is being imparted mainly on activity based along

with group discussion, case study, assignment etc.

Objective of the Training for 2013-14

� The state proposes 05 days in service training of teachers for

development of positive attitude, creative, innovative & student

friendly teaching techniques, encouragement for self

improvement & self study, development of cognitive

presentation & communication skill and encouragement of

teachers to share their innovative teaching experiences & learn

from each other so that quality of education at secondary level

improves.

� In 2012-13, a large number of fresh teachers have been recruited

in secondary schools as SK-01 as well as a large number of

upper primary school teachers have been promoted as lecturers

(PGT) and posted in secondary schools. So, the state proposes

10 days induction training for them.

Training Need Analysis:� TNA workshop have been organized by SCERT at state level inviting

all ADPO’s RMSA of all districts, 04 last year Master Trainers of each

subject, 04 last year trainees teachers of each subject , 04 newly

recruited / promoted teachers of each subject , 05 principals and 10

state level officials relating to education . The outcome of this

workshop will be the base for teachers training in 2013-14.

� The Teacher Training of the year 2013-14 is focused mainly on:

� Training on new teaching techniques

� More and more activity based training including

� Group Discussions

� Training based on Teaching Aids

� Training on Motivation

� Training on Subject Content & Hard Spots

Training Need Analysis: Main Findings

� New teachers should get chance to test their conceptual clarity.

� Innovative techniques should be used in training.

� The experts must be derived from outsourcing.

� The group discussion, project work must be enhanced.

� The expectations of the trainees from the training should be

obtained.

� The some light moments like cultural programmes should also

be organised.

� Training manual should be prepared.

� Teachers diary must be prepared.

� Newly teachers should get training in all 06 subjects whereas

old teachers should be oriented in science, Maths & English

only.

Training Need Analysis: Main Findings..

� General Issues should contain topics like:

� Innovative teaching & ALM.

� Curriculum Reform

� School Calendar

� Co-curricular activities

� Motivation, Commitment & Accountability

� SWOT /Self assessment

� Girls Safety

� Career Guidance

� Problems of Adolescent children.

� Communication skills

� Leadership

� Classroom management & pedagogy

� There is a need of shifting from administration to management.

� Optimum utilization of all type of resources whether it is human resources, time, cost etc. (5 M’s:-Man, Material, Machine, Minutes & Money)

� Attitudinal problems of the employees.

Issues identified for Principal’s Training:

� Coordination & convergence problems

� Problems in lacking leadership or team spirit.

� No clarity of vision & the planning concepts.

� Not efficient in public dealing.

� Computer untrained.

� Impact of individual behaviour & work behaviour.

� Monitoring & evaluation.

Ethos & Values Aptitude & Attitude

� Unaware of values.

� Not able to understand responsibilities.

� Not having the sense of Belongingness

� No Moral Bindings.

� Insensitive towards work.

� Lacking in aptitude (knowledge & skills)

� Mechanized working

� Delaying tactics

� Sharing or exchange of papers / information not taking place.

� Not adhere to rules, overlooking the rules

� Lacking in Pro activeness

� Underestimation of own capacity

Managerial Problems

� Underestimation of capacities

� Improper distribution of works among employees

� More pressure on efficient employees.

� No appreciation for good work

� Multiple works

� No work culture in the organization

� Problems of office management

� No Role clarity

� Not able to prioritize the work

� No self updating

� Lacking in team work

� Not acquainted to rules

� Inefficiency to do work

� Non-academic nature

� No transparency in work

� Coordination problems

Objectives / Expected Outcomes:

� To make them good and efficient academic leader & administrator for betterment of the institution.

� To develop leadership qualities & problem solving attitude.

� To enable them to understand the concept of Total Quality Management.

� To acquaint trainees with administrative, financial and academic issues.

� To make them understand the various issues like Academic Supervision, School Governance, school Appraisal and Child Rights etc.

� To make them able to handle institutional planning, Action Research, Inspection & Supervision, Co-curricular activities, examinations etc.

TRAINING FOR PRINCIPALS OF HIGHER SECONDARY SCHOOLS.ON

EDUCATIONAL MANAGEMENT

Contents of Principals’ Training

Academic Aspects Administrative Aspects

� Role & Responsibilities of Principals

� Diagnostic & Remedial Teaching

� Community Participation for Quality Improvement

� School Calendar

� Problems of Adolescent children

� ICT

� CCE

� Conduct Rules

� RTE Provisions

� RMSA -Provisions, Issues & Challenges

� DEPARTMENTAL ENQUIRY

� Role of SMDC & SMC

� U-DISE

� Store & Purchase Rules

� Responsibilities of DDO

� Retirement Claims

� RMSA Funds-Guidelines

Financial Aspects

Contents of Principals’ Training: Organizational Development / Managerial &

Leadership Aspects� Vision & Mission

� Formulating Vision of a School

� Objectives & Goal Setting

� JDs & Performance Appraisal

� Performance Appraisal

� School Improvement Plan

� School Appraisal / Assessment of Institution

� Developing tools for self Assessment of school

� Organizational Culture

� Creating Culture

� Dimensions of Organizational Culture

� Career Guidance & Counseling

• Exploring Self

� Leadership & Motivation

� Managerial Skills

� Time management in school administration

� Developing Communication expertise

� Quality Management

� Institutional Planning

Other Tasks

� Assignments at the end of each day.

� Group Activities

� Group Presentation

� Assignments at the end of Training Programme.

MDP for Principals

� In the year 2012-13 , 44 principals were sent to Indian

Institute of Management (IIM ) Kolkata for 05 days MDP

Training in the month of April-May 2012 . The approval for

MDP training of 44 principals was for the year 2011-12 but it

was conducted in 2012-13. The main focus of that training

was on :

� Inter-personal Relation

� Conflict

� Human Nature

� Management

� Leadership

� Community Participation

Capacity Building for Master Trainers on Organizational

Behavior & Leadership (Conducted in January 2013)

� Total Achievement- 75

� The training is designed to achieve the objectives in the areas

'Organizational Development' & "School Leadership"

� The topics covered were:

�Career Guidance & Counseling

�Exploring Self

�Leadership & Motivation

�Managerial Skills

�Time management in school

administration.

�Developing Communication

expertise

�Quality Management

�Institutional Planning

�Formulating Vision of a School

�Objectives & Goal Setting

�JDs & Performance Appraisal

�School Improvement Plan

�Developing tools for self

�Assessment of school

�Dimensions of Organizational Culture

MDP for Principals by IIM

� Total Achievement- 123

� SCERT in collaboration with IIM Raipur conducted a series of five days

Residential training Program for Principals of High & Higher Secondary

Schools on School Leadership and Management.

� Total 123 principals carefully chosen from high & higher secondary schools

located in block headquarters who represented in the training programmes

� The capacity building programme began from Oct, 2012 and ended on Feb,

2013

� The entire MDP comprises of two Phases i.e. Phase 1 and Phase 2. The

phase I includes 5 days residential Program focused on the themes of

Leadership Training which involves broad Institutional Leadership, Quality of

Education, Personal Role Modeling, Managing School Effectively, time

Management, Developing Communication Skills, Computer learning etc.

� The Phase II of the program covered the follow-up of the Programme

comprises of Project work.

Monitoring of the Training and follow up� The entire training process is being monitored continuously by SPO RMSA

and SCERT Officials at the state level and by DPO’s , DIET Principal &

Assistant Commissioner , TWD in their respective districts

� A status report of educational level of the school including last year board

exam. result , extra curricular activities , infra structure , community

participation, etc. is compiled.

� After training , in every 03 months all the principals will be bound to send to

DPO’s the updates of improvement by training in another format developed

by SRG which will show the impact of principals training .

� Moreover , the officer in-charge of the principals training in SCERT & SPO

RMSA will talk to 50 Principals every month and will support them to achieve

gain in educational quality .

� The baseline study(the achievement level) of students who takes the

admission in class IX is being carried out this year & results of this will be

basis for next year training.

� The learning enhancement programme is also being initiated this year.

Innovative Practices adopted� Training is being conducted in order to improve classroom processes

through case study, project work, group work, group presentation, assignment, techniques for self updating etc.

� The use of technology (Computer & LCD), CDs & TLM to enhance interactive processes.

� Over 200 SITs of STATE EDUSAT NETWORK are also being used for follow up training etc.

� Exposure during in-service training to some educational institutions like visit to science centre, schools, university department etc.

� Eminent subject experts from national level are being invited as well as some good experts from various colleges.

� Experts from Indian & state administrative services are also invited for various lectures on general issues like leadership, motivation, commitment, communication skills etc.

� Pre & post test are being conducted in each training.

� Continuous feedback through expectation templates & feedback forms training are being obtained during training & after the training as well.

Challenges� The conduct of need based training & parallel training classes.

� The selection of good master trainers who have good expertise over subject contents & pedagogy& also having good communication skills.

� The attitude of teachers towards updating their knowledge & classroom transactions.

� In some parts large class size still persists.

� Intensive monitoring & onsite support to the distant schools.

� Not using of ICT applications & Internet is by the large number of teachers.

� The inappropriate pedagogy for weak & talented students

� Well equipped training halls & good residential facilities in all districts & block HQ for effective residential in-service training for principals & teachers.

� Incompetent curricular planning- not giving weightage to curricular & curricular activities.tiv

� Critical thinking, creativity, application of knowledge etc. not being emphasized in school & teaching practices.

� Lacking value based education & appreciation of subjective knowledge.

�

Impacts Future Generation,

Computer Generation

alok_sharma2k@yahoo.com