1. District Institutes of Education and Training
(Mission, Role and Functions)
Rajdev Singh
DIET, Mattarsham, Hisar

2. District Institutes of Education and Training
Introduction: - DIETs were established according to the provisions of NPE-1986 (National policy on Education, 1986) to organize pre-service and in-service courses for elementary school teachers and for the personnel working in non-formal and adult education.

3. Mission
Their mission is to provide academic and resource support at the grass-roots level for the success of the various strategies and programmes being undertaken in the areas of elementary and adult education, i.e. for the universalisation of primary / elementary education and NLM targets in regard to functional literacy in the age group.

4. Parts of a Larger Design
DIETs are a part of a larger strategy to achieve national goods in the areas of elementary and adult education and function according to the needs of individual states & districts.

5. Pace- setting Role
Pursuit of excellence would have to inform all activities of the DIETs & in this context, it will have two inter-related aspects:-
Excellence in the Institute’s own work, and
Helping the elementary and adult education systems in the district, in achieving excellence.

6. In this context, DIETs would have a very important pace-setting role to play. They are expected to become models for other educational institutions in the district in terns of meticulous, efficient and effective planning and execution of functions, harmonious and creative organizational climate, maintenance of a clean and attractive campus, etc.

7. Transactional Philosophy
A DIET has three main functions, viz.
Training and orientation of the following target groups:-
Elementary school teachers (both pre-service and in service education).
Head Masters, Heads of school complexes and officers of Education Department up to block level.

8. Instructors and supervisors of Non-formal and adult education (induction level and continuing education)
Members of village education committees (VECs), community leaders, youth and other volunteers who wish to work in the field of education.
Resource persons who conduct suitable programmes for the target groups mentioned at (i) and (iii) above, at centres other than the DIET.

9. 2 Academic and resource support to the elementary and adult education systems in the district, e.g. by
Extension activities and interaction with the field.
Provision of services of a resource and learning centre for teachers and instructors.

10. Development of locally relevant materials, teaching aids, evaluation tools, etc.
Serving as an evaluation centre for elementary schools and Programmes of NFE / AE.
3 Action research and experimentation to deal with specific problems of the district in achieving the objectives in the areas of elementary and adult education.

11. DIETs: - Linkages
Every DIET should establish a close and continuing dialogue with the field, i.e. with elementary schools, school complexes, teachers, head masters, school supervisors, instructors/supervisors/project officers of NFE/AE and with district level officers of these three sectors and with organizations and institutes at the national, state, division and district levels whose objectives and interests converge with its own.

12. At the state level:- At the Division & District levels
NGOs, Department of Education of the university, secondary teacher education institutions (College of Teacher Education), IASE, local radio station, etc.
At the state level:-
SCERT, SIEMT, SRC for adult education, NGOs,
At the National level:-
NCERT (NIE, concerned RIE, CIET, CIVE), NUEPA, CCRT, NGOs working in the area of elementary and adult education.

13. Organizational structure of a DIET
There are seven departments / wings / units / academic branches in a DIET which are as follows:-
Department of Pre-service Teacher Education (PSTE)
Department of in-service programmes, field interaction and Innovation Coordination (IFIC)
District Resource Unit (DRU) for adult and Non-formal education.

14. 4. Department of Work Experience (WE).
5. Department of Curriculum, Material Development and Evaluation (CMDE)
6. Department of Educational Technology (ET)
7. Department of Planning and Management (P&M)

15. Functions of Various Academic Branches/Departments
Most programmes and activities of the institute involve more than one branch/department. Some of the major functions of each department are given below. These indicate only principal nodal responsibility. Each department is not an air tight compartment. One department can take the help of other departments to accomplish its various activities.

16. 1. Department of Pre-service Teacher Education
This department has faculty members in the following areas:-
Foundations of Education and Pedagogy.
The subjects which are taught at the elementary stage, i.e.
Languages taught at the elementary level in the district, i.e. Hindi &English.
Mathematics
Environmental studies – Social Science

17. Environmental studies – Science
Work Experience
Art Education
Health &Physical Education

18. Functions
To organise pre-service course (D.Ed of two years duration) for primary teachers &to provide academic inputs in various subjects and co-curricular activities as mentioned in the D.Ed curriculum, Department of Education, Haryana.

19. 2. To provide academic inputs into such in–service programmes for elementary teachers and secondary teachers (from Jan.2007) whose content relates exclusively to the subjects represented in the branch (as mentioned in the D.Ed curriculum) or to its other areas of nodal responsibility such as AE/NFE, etc. Some areas are follows:-

20. Various aspects of education.
Psychological counselling & guidance such as-
Understanding learner’s behaviour at childhood, pre-adolescent & adolescent stages.
Case study
Growth & development
Personality development

21. Habits, traits, interests, attitudes, development of self concept, mental health, adjustment, etc.
Individual differences, creativity and aesthetic appreciation, etc.
Learning process in various subjects.
All general matters concerning teaching methodology.
Content of various subjects.
Action Research to improve learning.
Preparation of low cost teaching aids.

22. 3. Maintenance of Science lab, psychological equipment, art & craft room, equipment and facilities for sports and physical education.
4. Organizing and promoting various co-curricular activities in the institute and various schools of the district (extension work), e.g.
Effective morning assembly.
Debates and elocution, speech competition, etc.

23. Science exhibition.
Eco club activities.
Cultural /literary club activities.
Excursion visits to various places for pre-service students.
Visual and performing arts.
Sports festival.
Various tutorial group activities as mentioned in the D.Ed curriculum.

24. (II) Department of In-service Programmes, Field Interaction and Innovation Coordination (IFIC)
Introduction:- In-service Education:-
A teacher may serve for years. During this long period, requirements of his profession change continuously due to changes in policy, priorities, technology, society and the world at large. Continuous in-service education of teachers is necessary to keep them abreast of the changes taking place in their professional environment and to develop their skills, competencies and attitudes in light of their changing role.

25. “The Indian Education Commission (1966) recommended that in-service programmes should be based on research inputs and training institutions should work on a 12 month basis and organise programmes like refresher courses, seminars, workshops, etc.”
The report of the ‘National Commission on Teachers’ ( ) mooted the idea of Teachers’ centers that could serve as meeting places, where talent could be pooled and teaching experience shared.

26. According to ‘National curriculum Frame work-2005’,
In-service education can play a significant role in the professional growth of teachers and functions as an agent for change in school related practices.
It helps teachers gain confidence by engaging with their practices and reaffirming their experiences.
It provides opportunities to engage with other teachers professionally and to update knowledge.

27. Any curriculum renewal effort needs to be supported with a well thought out and systematic programme of in service education and school based teacher support.
In service education cannot be an event but rather is a process, which includes knowledge, development and changes in attitudes, skills, disposition and practice- through interactions both in workshop settings & in the school.

28. It does not consist only of receiving knowledge from experts but promotion of experimental learning, incorporating teachers as active learners and peer group based review of practice can also become a part of the overall strategy.

29. Field Interaction
DIET is expected to maintain the closest possible contact with the field, i.e. with schools, teachers, NFE/AE/AIE centres & their instructors. Activities taken up in the pursuance of this may be described as ‘Field Interaction’ activities, and would be one of the chief modalities of providing resource and learning support to elementary schools/secondary schools (in Haryana W.E.F. Jan.2007) and AIE centres.

30. In specific terms, field interaction has the following main aims
Identification of the practical problems being faced in the field so as to devise ways of tackling them.
Obtaining information about worth while experiences, innovations, success stories, etc.
Providing academic guidance, advice, extension and resource support to the field (including sharing of resources).

31. For purpose of convenience, field interaction activities may be classified into:-
Extension work, and
Other activities
These are briefly discussed below.

32. (a) Extension work
‘Extension’ means dissemination of all information and messages among educational workers (teachers, heads, instructors, etc.) for effective implementation of policies, programmes and interventions in various areas of a DIET’s concern as given below.

33. New policy decisions, programmes and initiatives.
Results of new research studies, experiments and techniques developed, e.g. for improving enrolment, retention, attainment/achievement levels.
Other matters of professional interest to the teachers/instructors

34. Ways of Dissemination of information
Dissemination of information as above in the district would be primarily the responsibility of the DIET. There are several ways to organize extension work so that necessary information and messages reach the gross-roots level educational workers in a regular and timely manner. Some of these ways are:-

35. Periodic meetings/seminars/conferences of block-level functionaries, heads of school complexes and heads of schools so that they could in turn, disseminate information/messages in monthly meetings of heads of schools/school complexes/teachers/supervisors/instructors.

36. Publication of a newsletter and an institute journal to be sent to every school/AIE centre in the district. The newsletter may be published quarterly. The institute journal may be published annually to begin with and bi-annually after it gets established. The newsletter will contain useful information in capsule for form while the journal may publish full-fledged articles, reports, action research papers, etc.

37. Production and distribution of, brochures, research abstracts, etc
Production and distribution of, brochures, research abstracts, etc. among school and AIE centres.
Circulation of video and audio cassettes, slides and various other teaching aids among schools/school complexes/AIE centres.
A systematic programme of visits by DIET faculty to school complex meetings, ABRC meetings, individual schools & AIE centres, and of bringing Head master/teachers/instructors to the DIET for exposure to new ideas, information and materials.

38. (b) Field Interaction activities
The term ‘extension’ normally denotes a one- way process where the extension agency imparts and the field agency receives. However, the DIET is expected to go well beyond this.
The thousands of teachers and personal of AIE centres scattered in the field are perhaps the best source for obtaining information on practical problems being experienced and worthwhile innovations being done in the field in the area of elementary and adult education.

39. DIET should try and tap this resource maximally in its endeavour to carry out its mission.
For this, its interaction with the field should be as ‘two way’ as possible. Some of these activities are:-
(i) Encouraging teachers, heads and AIE personal to address their professional/ academic problems to the DIET in writing as will as in meetings.

40. All such problems would be received in the nodal branch, i. e
All such problems would be received in the nodal branch, i.e. IFIC branch in the case of schools and the DRU in the case of AIE centres - which would then refer them, depending on their nature, to the concerned department. The latter will convey its comments/advice to the institution / person concerned after such study, examination, action research, etc. as may be necessary

41. (ii). Encouraging teachers, instructors, etc
(ii) Encouraging teachers, instructors, etc. to write papers/articles about their experiences and views on topics of professional interest. Papers of good quality could be published in the DIET’s journal or forwarded for publication to a state/national level journal.
(iii) DIET would also identify field workers of high calibre, competence and commitment. They would then be regularly invited to the DIET and used as resource persons in relevant programmes.

42. (iv) Each member of the DIET faculty is expected to take a few classes/seminars every week –or at least every fortnight in a school/AIE centre. His functioning as a ‘practitioner’ in this manner will substantially enrich him as a trainer.

43. Functions
Director School Education, Haryana has entrusted the job of in-service training of secondary teachers (who teach class IX & X) to the DIET w. e. f. Jan So IFIC department would:-
Identify training needs of secondary teachers in the district and prepare a plan for meeting such needs.

44. Prepare an annual calendar of all in-service programmes of secondary teachers to be held in the DIET.
Organize in-service programmes of secondary teachers in the DIET throughout the year.
Evaluate the quality and efficacy of these programmes, and strive for their continuous improvement.

45. To assist educational authorities in planning & coordination of In-service educational programmes for elementary teachers (to be held under SSA). Monitoring and evaluation of such programmes would also be done by this department.
To identify training needs of elementary teachers in the district and prepare a plan for meeting such needs, i.e. to provide assistance to SCERT regarding the content of the in-service training programmes.

46. District level study centre for in-service education programmes for teachers in the distance-cum-contact modes, which may be organized at the state level.
To maintain the following records of the district.
Block wise list of various govt. & aided schools (primary, middle, High & Senior secondary)
Staff statements of various categories of schools.

47. No. of sanctioned posts (category/subject wise) and teachers in position (block wise).
To maintain a data-base on all persons (teachers), who undergo training at DIET (either face to face or through distance mode) and to organize follow-up activities pursuant to such training through correspondence, visits, transmission of primed material, etc.
To serve as reference and resource centre for teachers who wish to continue their education.

48. To inform the results of various studies, researches, innovations & action researches in the area of school education to the teachers of various schools of the district, i.e. this department would act as the nodal branch for all action researches, and field interaction (including extension) activities of the institute.
Publication of a periodic newsletter and an institute journal to be sent to every school/AIE centre in the district.

49. To maintain the record of In-service training programmes of DIET faculty for its own capacity building. For this purpose IFIC department would keep record of training programmes/workshops / seminars /orientation courses, etc. attended by DIET faculty. Every faculty member on his/her return from such courses would submit a brief report to this department & give his/her brief presentation also

50. To maintain the record of all types of resource support provided on training imparted by the DIET faculty.
To maintain the record of all types of monitoring work & school visits of DIET faculty.

51. (III) District Resource Unit (DRU)
Functions:
Maintenance of record about various types of information regarding AIE centres , such as :
- List of all N.G.O.s running AIE centres in the district.
- List of all AIE centres and their instructors.
- No. of students studying in AIE centres (age group 6-11 &11-14).
- Knowledge about course schedule/curriculum of AIE centres in the district.

52. To assist educational authorities (SCERT, HPSPP, etc) in planning and co ordination of training programmes for AIE (Alternative & innovative Education) personnel throughout the district.
Monitoring of various AIE centres in the district.
Monitoring & evaluating the progress of various NGOs working in the field of AIE.

53. To maintain a database of all AIE personnel who undergo training at the institute.
To maintain data (6-14 age group) about non starters, dropouts and school going children in the district.
Maintenance of record about various types of information regarding ‘Anganwari Kendras’ /ICDS functionaries such as:

54. - List of anganwari centres in the district & their enrolment.
- List of various ICDS functionaries such as, P.O.,CDPOs, supervisers & workers working in the district .
- Working schedule and activity schedule / content of A.W. centres.
Monitoring of anganwari centres.
Maintenance of record about various types of information regarding ‘Bachpanshalas’ run by SSA.

55. Monitoring of Bachpanshalas.
Record of various types of information about SSA and its functionaries in the district.
Coordination with Zila sakhsharta Samiti (ZSS), i.e. information about various programmes (post literacy programmes ) run by it . Monitoring of these programmes will also be done by DRU.

56. Coordination with organisations working in the field of IED (Integrated Education for Disabled) in the district.
To assist educational authorities in carrying out various awareness programmes in the district, e.g. AIDS, Polio, etc.
To under take action research in relevant areas in collaboration with other departments, to the extent necessary.

57. (IV) Department of Curriculum, Material Development and Evaluation (CMDE):
Functions:
To provide frontline curriculum inputs to various schools on topics related to various subjects to supplement the generally prescribed curricula ,e.g. local geography , demographic patterns of the district , legends, customs and traditions, folklore, forests, flora and fauna , fairs , festivals, crop pattern, service occupation, handicrafts, social organizations & their activities, communities, etc.

58. Such type of developmental work would be done through workshops involving other faculty members of DIET, teachers of various categories working in private & govt. schools, NGOs and other experts.
To provides guidelines for continuous and comprehensive evaluation to school teachers.
Tests, question banks, observation schedules & guidelines for diagnostic and remedial programmes.

59. Talent identification/search procedures for students & teachers.
To assess the achievement level of learners in various schools by developing suitable tools. Assistance may be provided to the IFIC branch of DIET by developing tools for measuring these levels.
To provide CMDE related inputs into all other programmes and activities of the institute , e.g. pre-service & in-service programmes for teachers, training programmes for AIE personal, Field interaction (including extension activities ) and action research ,etc.

60. To help the DRU in development work for adult and non formal education.
To assist IFIC department in need assessment in the development of training packages/modules for in service training programmes.
To evaluate the effectiveness of training modules in the field

61. (V) Department of planning & Management (P&M)
Functions:-
To maintain an appropriate database for the district for the planning of various educational interventions.
To conduct studies in areas such as:
- Enrolment , retention and regularity of attendance of children of various groups (females, SC/ST, minorities , handicapped , slum dwellers and other disadvantaged groups ) and various factors effecting these.

62. - Effect of various interventions and incentives on the above.
- Community’s perception of and participation in various educational programmes.
To select lab. Area with in the reach of DIET.
Development of norms, criteria & techniques for evaluation of Institutions, i.e. to find out the best schools/AIE centres at the block & district level.

63. To provide technical guidance to educational authorities in school mapping.
To provide guidance to various schools for the formulation & the execution of institutional planning.
To act as the nodal branch for preparing annual institutional plans and annual self evaluation report for the DIET.

64. To conduct appropriate programmes for head masters, principals, Heads of School complexes and block level educational functionaries in P&M, covering areas like leadership, motivation, involving the community, educational administration, finance & accounting, office procedure, institutional planning, etc.

65. To serve as the nodal branch in relation to all programmes of community involvement in school education, and in particular , to conduct orientation programmes for members of VEC , community leaders, youth & other voluntary educational workers.
To provide P&M related inputs into all other programmes/activities of the institute, e.g. pre-service & in-service programmes for teachers, Field Interaction (including Extension) activities , action research, etc.

66. (VI) Department of Work Experience (W.E)
Functions:-
To maintain TLM lab/art & craft room/workshop.
To conduct in-service programmes for teachers in the areas of W.E. At least one teacher from each (Primary, Middle, High, and Sen. Sec.) School of the district may be trained so that he may undertake some W.E. activities in his/her school.

67. To help the educational authorities, schools and AIE centres in the introduction of work experience activities in their respective schools/AIE centres.
Maintenance of institute building, water & electrical fittings, upkeep &development of the institute campus – roads, playgrounds, lawns, gardens, etc. with the help of PSTE department.
Maintenance of furniture & other properties of the institute and to keep proper record of this.

68. To provide W.E. related inputs into all other programmes of the institute, e.g. pre-service and in-service programmes for teachers and instructors, Field Interaction (Including extension) activities, action research, etc.
To identify locally relevant W.E. areas and material, and in cooperation with concerned nodal branches, to develop low cost teaching aids/TLM.

69. To promote work related hobbies among trainers of the institute.
Tree plantation in the institute (celebration of Van Mahotsava with the help of PSTE department) and maintenance of such plantations.

70. (VII) Department of Educational Technology:
Functions:-
To maintain the following:
All audio visual equipment of the institute.
CCRT educational kit provided by CCRT, New Delhi.
Computer lab/DRC .
Edusat room.
IGNOU broadcast/telecast equipment & room.

71. A library of educational video/audio cassettes & CDs, etc
E.T. related resource support to the PSTE department.
To develop in collaboration with concerned staff of institute & other resource persons , simple, effective and low cost teaching aids for various subjects, e.g. charts, diagrams, models, photographs, slides, audio cassettes/CDs, play scripts, transparencies, etc. (workshop would be conducted for this purpose )

72. To acquaint the pupil teachers with slides, cassettes and textual material available in the educational kit provided by CCRT, New Delhi.
To impart elementary knowledge about the use of computer to the pupil teachers in tutorial groups.
Practice of micro teaching, teaching skills & formulation of lesson plans in tutorial groups.
To train pupil teachers to write audio scripts.

73. E.T. related resource support to the IFIC department (including extension activities)
To acquaint the teachers & students in the schools with various facets of Indian culture with the help of slides , cassettes & textual material available in the educational kit provided by CCRT , New Delhi (extension activity ). It would be helpful for the effective teaching of EVS-I
Use of CCRT educational kit in various in-service training programmes as per requirement of IFIC department.

74. To conduct appropriate in-service programmes for teachers in the area of ET, with special emphasis on.
Development of low cost teaching aids.
Audio script writing.
Effective utilization of educational broadcasts, telecasts, cassettes, etc.
Use of computers in education, e.g. development of computer lesson plans.

75. Schedules of radio & television programmes of CIET (Central Institute of Educational Technology, New Delhi) would be made available to the schools so that they can integrate these programmes in their time table.
Audio cassettes & CDs of lessons (related to various subjects of elementary classes) developed by CIET would be made available in the institute for training and extension activities.

76. To ensure proper functioning of Edusat.
To liaise with nearby Radio station for arranging educational broadcasts suitable for elementary school children, AIE learners, teachers/ instructors of the district.