1. Addressing Issues of Equity Through Teacher Support Structures
Dr. S.A. Moin
HOD, Teacher Education
SCERT, Bihar

2. Understanding Equity as an Organisation
Giving all children opportunities for a good quality education
Addressing the issues of Gender, disability, Focus Group through this structure
Equity is governing principle in all activities including curriculum designing, text book development, training modules, formation of committees for developing different materials

3. Issues Need to be addressed in Teacher Support System
How to:
Integrate the approach of equity in curriculum, syllabus and text books
Develop teacher training modules, learning materials and teacher guide
Train teacher educators and teachers on equity model
Consistently provide supportive supervision in schools

4. Equity issues addressed through SCERT approach
Bihar Curriculum Framework 2008
BCF designed with Equity as
Major domain
Integrated through the
curriculum, syllabus & text books
Special focus on participation
of female writers and female
teachers and focus group in writing
text books

5. Equity issues addressed through SCERT approach
Diploma in Elementary Education discusses about Equity (Teacher Development Programme):
…..Despite of diversity among children, all should get opportunity of learning and teaching with special arrangement within general classrooms …….
….To understand education with context to tradition and society, a teacher should understand the literary works of great authors like Gijubhai, David Husbrow……
…..Understanding of ‘Equity’ and ‘Diversity’ should be Core of a teaching process….

6. Equity issues addressed through SCERT approach
Text books developed in light of NCF and BCF to address Equity as infusion model
Selection of content is equity-based
Equity maintained in all exercises as well as other project work/classroom assignments etc
Involvement of writers from every strata of society

7. Equity issues addressed through SCERT approach
Continuous Professional Development of Teachers and Teacher Educators
Following training modules were developed with Equity as a major issue
Development of teacher training modules for secondary teachers: Taleem, Bhaskar, Utprerak, Jagriti, Pustkalayam
Development of teacher training modules for primary teachers: Ujala, Bodhi Samvad, Bodhi Vriksh, Pallav, Prerna

9. Policies and Programmes for Equity
In addition to RMSA and SSA following schemes are provided by State govt.:
Free scholarship to all girls
Mukhya Mantri Balak/Balika cycle Yojna
Bihar Shatabdi Mukhymantri Balika Poshak Yojna
Cash Prize for Top Rankers completing std X & XII Bihar Gaurav Scholarship
Implementation of Scouts and Guide Schemes
Rural Student Talent Scheme
Admission of differently-abled children in KGBV
Uthan, Utkrisht centers for out of school focus Group children

10. Policies and Programmes for Equity
50% reservation for Female teachers
KGBV Scheme residential schools at upper primary level for girls of SC, ST, OBC and minority communities
Project Hunar for female minorities aimed at providing free skill based training
Formation of VSS: Representation of 50% females, SC/ST, mothers of differently-abled children, 1 member from Meena Manch, 1 member from Bal Sansad

11. Role of SCERT to support the Schemes
SCERT develops modules for training of teachers/motivators, learning materials, teacher guide etc. for all these programmes
SCERT also provides training to Master Trainers to orient about the programmes and schemes
Provides regular academic support in implementation of the programmes with the help of DIET/BRC/CRC

12. Strategies developed SCERT has close linkages with RMSA, SSA
SCERT has defined structure
and academic control on DIETs,
BRCs and CRCs
Development of teacher training programmes
Created a strong resource group for various academic activities
Created a strong monitoring group comprising SCERT faculty and experts from different institutions
Documents Good practices
Partnerships between government agencies and bilateral agencies like UNICEF, Azim Premji Fondation, TESS India, Vidya Bhawan, Eklavya, Save the Children
DIET
BRC
CRC

13. Key Changes among officials/Teacher Educators
More and more teachers and functionaries are coming forward from among women and the marginalised section of the society
Social and academic acceptance of the marginalised section has been the key achievement in the state
The enrolment of girls especially from the marginalised section has significantly increased

14. Addressing the Challenges
Acceptance among larger group still a gap
Consistent supportive supervision for enhancing academic skills of teachers still needs more sustained efforts

15. Learning
Creation of own cadre through the experiences aiming to enhance the capacity of the team is a sustained effort
Professional Development of teachers to address the issue of education of children with disabilities for an inclusive environment is crucial
On-site support to teachers involving community, parents, partners etc. is vital
Consistent supportive supervision helps to ensure transaction of child-centered learning to ensure equity issues

16. Marching towards Education for Equity, Harmony and Excellence!