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Reorganization & Restructuring of Teacher Education Role of SCERTs B.Seshu Kumari Director, SCERT, Andhra Pradesh.

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Presentation on theme: "Reorganization & Restructuring of Teacher Education Role of SCERTs B.Seshu Kumari Director, SCERT, Andhra Pradesh."— Presentation transcript:

1 Reorganization & Restructuring of Teacher Education Role of SCERTs B.Seshu Kumari Director, SCERT, Andhra Pradesh

2 SCERT, Andhra Pradesh The State Council of Educational Research and Training (SCERT), Andhra Pradesh was established on , amalgamating the following institutions:  The State Institute of Education  The State Bureau of Education and Vocational Guidance,  The State Science Education Unit SCERT is functioning as the academic wing of the Department of School Education in formulating and implementing the policies and programmes of the Government in the field of School Education. The present building of SCERT has been constructed in 1977.

3 Academic and Non-academic posts in SCERT, AP No. of posts sanctioned Posts filled Vacant Posts % of Vacant posts Director1100% Academic6029 (regular) % Non- Academic 6628 (regular) % Total

4 Development of Curriculum, Syllabus and Instructional Material for Primary, Upper Primary, Secondary and Alternative Systems of School Education. Development of Curriculum and Material for Pre-service Teacher Education courses viz., Pre Primary Teacher Education course, D.Ed., Pandit courses – Telugu Pandit, Hindi Pandit, Urdu Pandit courses. Development of new evaluation procedures and material for use by Schools and Teacher Education institutions. Organization of orientation / in-service programmes for the professional growth of Teachers, Teacher Educators and other Departmental Personnel Conduct research in education, with focus on School and Teacher Education Implementation of Right to Education Act as academic authority at State level by discharging all such relevant activities articulated in the act. Functions of S.C.E.R.T

5 Monitoring, Supervision and Guidance for effective classroom practices. (Bridging gap between methods and techniques advocated in training programmes and the actual classroom practices) Development of programmes for School and Teacher Education adopting latest Educational Technology & ICT (Development of Computer Software, Tele mode training through EDUSAT, etc.) and dissemination to micro level. Providing Resource support in implementing the academic policies and schemes laid down by the Government like AEP, Inclusive and Girl child Education, etc.. Dissemination of knowledge relating to contemporary developments to be adopted by Schools and Teacher Education Institutions. Coordination with national and international academic organizations relating to School and Teacher Education. Publication of journals, periodicals, books etc., Functions of S.C.E.R.T … Contd.

6 Existing structure of SCERT: The SCERT is functioning through 11 departments, each department headed by a Professor assisted by lecturers to take up various initiatives and assist Government in policy formulations along with implementation and evaluation.

7 Department of School Education Minister of School Education Secretary to Govt. Department of School Education Commissioner and Director of School Education Director, SCERT Academic Wings Administrative Wings 11 Departments 1.Dept. of Educational Foundation 2.Dept. of curriculum & Text Books 3.Dept. Maths & Science 4.Dept. of IED 5.Dept. of Evaluation 6.Dept. Population Education 7.Dept. of UNICEF 8.Dept. AV Education 9.Dept. of Educational Statistics 10.Dept. of vocational Education 11.Dept. of computer Education (Each Dept. headed by a Professor and assisted by Lecturers) Administrative officer Section A Section B Section C Section D (Each Section headed by a superintendent and supporting staff) ORGANOGRAM

8 Department of School Education Minister of School Education Secretary to Govt. Primary Education Commissioner and Director of School Education Director, SCERT, AP Academic Wings Administrative Wings 11 Departments 1.Dept. of Educational Foundation 2.Dept. of curriculum & Text Books 3.Dept. Maths & Science 4.Dept. of IED 5.Dept. of Evaluation 6.Dept. Population Education 7.Dept. of UNICEF 8.Dept. AV Education 9.Dept. of Educational Statistics 10.Dept. of vocational Education 11.Dept. of computer Education (Each Dept. headed by a Professor and assisted by Lecturers) Administrative officer Section A Section B Section C Section D (Each Section headed by a superintendent and supporting staff) ORGANOGRAM Minister of School Education Secretary to Govt. Secondary Education

9 Proposed Structure of SCERT - ORGANOGRAM Director, SCERT Dean Administrative WingsAcademic Wings Academic Divisions Division-IDivision-IIDivision-IIIDivision-VIDivision-IVDivision-V Technical Wing

10 Details of proposed Divisions Sl.NoName of the Division / DepartmentFaculty members 1 Division of Teacher Education & Foundation (Philosophy, Psychology, Sociology) 1. Pre-service Education DIETS (Govt. & Private) CTEs / IASEs (Govt.) 2. In-service Education  Professor & Head (1)  Associate Professor (5)  Assistant Professor (5) 2. Division of Curriculum & Material Development 1.Dept. of Maths & Science Education 2. Dept. of Social Sciences & Humanities 3. Dept. of Language Education (Indian Languages & English) 4. Dept. of Art Education 5. Dept. of Art Education, Work Education, Physical & Health Education and Vocational Education 6. Dept. of Programme Monitoring, Evaluation  Professor & Head (1)  Associate Professor (2)  Assistant Professor (2)  Associate Professor (1)  Assistant Professor (1)  Associate Professor (1)  Assistant Professor (2)  Associate Professor (1)  Assistant Professor (2)  Associate Professor (1)  Assistant Professor (1)  Associate Professor (2)  Assistant Professor (2)

11 Sl.NoName of the DepartmentFaculty members 3. Division of Technological Services (ICT) 1.Dept. of Computer Education 2.Dept. of Educational Technology  Associate Professor (2)  Assistant Professor (2)  Computer Programmers (2) 4. Division of Special Needs and Social Justice 1.Dept. of Inclusive Education 2.Dept. of Population Education & Urban studies 3.Dept. of Focused Group Education (SC/ST), Girl Child Education and ECE  Professor & Head (1)  Associate Professor (1)  Assistant Professor (1)  Associate Professor (1)  Assistant Professor (1)  Associate Professor (1)  Assistant Professor (1) 5. Division of Educational Surveys, Research & Policy Perspective  Professor & Head (1)  Associate Professor (1)  Assistant Professor (2) 6. Division of Library and Documentation  Librarian (1)  Assistant Librarian (1)  Assistants (2) 7. Technical Staff for different departments  Computer Assistants (1)  Assistants (2)  Laboratory Assistants(2)

12 Sl.No Name of the Department Faculty members 9. Administrative Section  Administrative officer (1)  Accountant (1)  Superintendent (4)  Senior Assistant (6)  Junior Assistant (12)  Data Entry Operator (8)  Record Assistant (8)  Xerox & Roneo operator (2)  Office subordinate (10)  Security & Night Watch (outsourcing– 3 shifts)  Campus Sanitation & Maintenance – Sweepers, Scavenger etc (outsourcing) Hostel  Hostel Warden / In charge (1)  Care Taker (2)  Maintenance (outsourcing)  Mess (outsourcing) Note: The existing post of Professor in SCERT is equivalent to Associate Professor/Readers of Universities. In the proposed structure Professor, SCERT shall be of the cadre of Professor of Universities / Joint Director, Department of School Education.

13 Sl. No. Type of Teacher Education Institutions GovernmentPrivateUniversitiesTotal No. of Institutions Intake capacity No. of Institutions Intake capacity No. of Institutions Intake capacity No. of Institutions Intake capacity 1. Elementary Level (D.Ed.) Status of Elementary Teacher Education Institutions Andhra Pradesh

14 Status of Secondary Teacher Education Institutions Andhra Pradesh Sl. No. Type of Teacher Education Institutions GovernmentPrivateUniversitiesTotal No. of Institutions Intake capacity No. of Institutions Intake capacity No. of Institutions Intake capacity No. of Institutions Intake capacity 1. Secondary Level - B.Ed

15 Status of Language Pandit Teacher Education Institutions Andhra Pradesh Sl. No. Type of Teacher Education Institutions GovernmentPrivateUniversitiesTotal No. of Institutions Intake capacity No. of Institutions Intake capacity No. of Institutions Intake capacity No. of Institutions Intake capacity 1. Telugu Pandit Hindi Pandit Urdu Pandit

16 Status of Teacher Education Institutions in AP Sl. No.Type of Teacher Education Institutions GovernmentPrivateUniversitiesTotal No. of Institutions Intake capacity No. of Institutions Intake capacity No. of Institutions Intake capacity No. of Institutions Intake capacity 1Pre-Primary Elementary Level (D.Ed.) Secondary Level - B.Ed PG Level - M.Ed Telugu Pandit Hindi Pandit Urdu Pandit College of Phy. Education – B.P.Ed Total

17 Issues and Concerns 1.Infrastructure – One time grant is provided under CSS for construction of buildings. Periodic sanctions for upkeep and maintenance of buildings is not provided i.Staff rooms ii.Conference / training halls, furniture, equipment iii.Laboratories, equipment iv.Computer lab, equipment v.AV Education, equipment vi.Hostel vii.Auditorium 2.Human Resource: i.Policy of government in posting professors, lecturers ii.Inter transferability between academic and administrative posts – floating staff iii.Vacancies iv.Service related issues v.Training in ICT & use 3.Reporting to Multiple Heads – lack of autonomy 4.Flow of funds under CSS: the funds under CSS at present are being released to the State Government Account. But the heads of account to which the funds are released do not match with the components under which budget is released for Teacher Education Institutions. Hence, except for salaries all other funds released i.e. In-service Programmes, Research, Faculty Development are not being fully or effectively utilized.

18 Issues and Concerns …. Contd. 5.Education of Marginalised groups i.Tribal education ii.Focus on Girls Education iii.Out of School children – STC material development, training 6.Capacity building of SCERT faculty i.Text book writing ii.Research iii.Evaluation 7.Training programmes, Courses offered by SCERT 8.Due to establishment of parallel structures through flagship programmes like DPEP, SSA, RMSA there is often replication of roles and functions. i.Teacher training ii.Material development iii.Monitoring & supervision iv.Research v.Evaluation

19 Issues and Concerns …. Contd. 10.Conduct of various tests, examinations and coordination of recruitment process – most of the personnel are not available for regular SCERT work. However adequate corpus is built for SCERT.

20 Possible Solutions 1.SCERTs are identified as Academic Authority in most states – clear definition of Roles, responsibilities, structure of SCERT i.In relation to TEIs (DIETs, CTEs) ii.Various schemes and programmes 2.Infrastructure – i.Sanction for construction ii.Periodic sanctions for upkeep and maintenance of buildings 3.Human Resource: i.Policy of government in posting professors, Associate Professors, Assistant Professors ii.Attract professionals through lateral entry iii.Tenure iv.Incentivizing tenure in TEIs v.Training in ICT & use vi.Faculty development program 4.Functional autonomy to SCERT 5.Discouraging parallel TE structures under CSS or State programs

21 Possible Solutions … Contd. 6.Flow of funds under CSS: need to split the salary component and other sanctions – release of salary component to State Government and other programme fund (Faculty development, Inservice training, research, contingencies) to Director,SCERT as in case of SSA and RMSA 7.Strengthening of Physical infrastructure of Teacher education Institutions : need to strengthen them through 100 % funding under CSS 8.Training Need assessment of various functionaries, design and conduct of programmes for: i.In service teachers, teacher educators ii.Educational administrators 9.Linkages with other institutions and universities 10.Offering programmes in partnership with national institutions 11.Strengthen educational research in partnership with universities 12.Evaluation programmes 13.Focus on vocational education 14.Use of ICT 15.Education of Marginalised groups


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