PRESENTED BY:
ALOK SHARMAAssistant Professor (SIEMAT)
NODAL OFFICER, RMSA (SCERT)
SCHOOL EDUCATION DEPARTMENT
CHHATTISGARH
NewDelhi , August 02, 2013
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.
�
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