Vision function meta-structure infrastructure, personnel, activities, internal organisational structure
What role does the State Education Department want DIETs to play? Pink book vision: Powerhouse at District level for devolution of academic support to elementary education: Teacher education School improvement through inset Curriculum innovation and district specific curriculum, materials, etc. All key educational work only at State level. District merely an administrative unit. No vision for Elementary Education at eithe State or District level. Inadequate appropriate human resource capacity (Bed/Med all secondary education ) On the whole lacking reform mandate
Pink book Pre service teacher educationDed IFIC DRU WE Important function, especially in states where there were not engough Ded colleges/ programmes. Only part off DIET that functions. Virtually no textbook or curriculum work at the district level. Suboptimal staff strength. Not required after establishment of the DRCs Lacking clear purpose or capability/curriculum vision
Pink book ET Lab Area Structure academic Administrative Linkages District Positioning Not clear why a separate wing. Never took off Rigid and inefficient and meaningless way of organising faculty. No opportunities for Elementary Education Faculty to develop relevant expertise. Inadequate administrative support for huge task of inservice teacher education organisation. With SCERT only administrative. BRC-CRCs non existent. Weak with reference to Admin structure
Wanted a change Pink book out A lot has changed !! Green book in: ecological model. Integrated into the States vision for education and role for an academic institution at the District. NLM DPEP, elementary education reform BRC- CRCs SSA NCF2005 NCFTE RMSA RtE What are the key academic tasks that are required at the District level today? 1.Overview and overall vision and support for schools academic strengthening 2.Support to Block institutions to support schools 3.Academic planning for the District 4.Targetted programmes for children of vulnerable groups. 5.Development of MRPs in various aspects of school curriculum and school requirements. 6.Teacher Professional Development PSTE/INSET-- 7.Oversight of RtE etc.
Need of the hour: institutional character The Institution must emerge as an autonomous Institution, with EACH DIET defining and evolving its particular institutional character. The DIET must cease to function as the district arm of the DSERT. 2. By focusing on and developing a core identity around either Teacher Professional Development or School Improvement, the Institution can acquire overall direction. Adequate infrastructure befitting a key District level institution as well as finances to carry out a variety of activities are also an imperative for Institutional recovery. 4. Breaking out of the current insularity by more vibrant involvement with NGOs and institutes of higher education through various collaborations is imperative. 5. The appointment of the Principal of the DIET MUST be through selection only and s/he must have a minimum tenure of 3-years in the Institute.
Financial and personnel Timely and adequate release of funds is of crucial importance to DIET functioning. While encadrement can assure dedicated academic personnel, it would still not completely solve the problems created by transfers and also by lack of expertise and insularity. Open-selection and movement between institutions through open selections would enhance institutional affiliations and identity. Rather than deficit approach to capacity buildingproactive professional upgradation through advanced courses at universities. NOT ORIENTATION Can have visiting and other types of faculty including 3 year fellowships for teachers
Key focus areas: (a) District specificity and orientation in their overall activities: in particular in areas such as district specific material development, research and action-reseach programmes for special groups in the District. (b) Linkages and Support to teacher professional developmentsecondary, elementary & preschool (c) Linkages and methods of academically monitoring and supervising school improvement/school development. (d) Serving as a Education Resource Centre.
Approaches to school improvement Four core areas School Functioning Academic Work Equity Community
2 broad directions for DIET Administering Academic Work: Without inherent academic capacity, but empowered to resource academic personnel to carry out various academic tasks Performing academic work: by virtue of having academic personnel, with administrative support. Staffed with administration persons. We will not then have academic expectations from this institution. Will require upward & downward linkages Need appropriate human resourcesfaculty with academic specialisations and adequate administrative support for academic work. We will not load the institution with administrative tasks. Will require upward & down ward linkages
13 Approach A: plan, manage district academic needs through teacher devpt Regular monitoring of BRCs, CRCs and schools Outsources expertise needed for INSET programs Consolidates data relating to school quality and provide feedback to BRC, CRCs Runs a Resource Center DIET faculty to act as block support
14 Approach B: In-house expertise to guide school quality and teacher ed Expertise constitutes knowledge and understanding of subjects, pedagogy and research/documentation/analysis. Develops training programs and supports MRPs Monitors school quality through visits and research Runs resource centers DIET faculty support the blocks
Where can the linkage with the University be established? Capacity building: short term and long term courses for faculty in specialisation areas: child development, foundations of education, pedagogy of mathematics, etc. school leadership, policy studies, gender and education, etc. Open academic discussion forum Renewal of teacher education curriculum PSTE& INSET Joint action research programmes and material development Faculty exchange: DIET visiting faculty positions in university and vice-versa