About DIET DIET is the most significant educational intervention in the country, while the NCERT came up in the

1960s and the State Councils of Education Research and Training came up in 1970s, the need for a third tier of training and resource support structure, right at the district level was genuinely felt in order to improve the quality of basic education. As result DIETs were set up in almost all the districts of all the states in the country. Govt. of India gave top priority to elementary education. Different education commissions were constituted which submitted their reports and on the basis of their findings, Govt. made drastic change in the education policy. In the beginning education was a state subject but through an amendment in the constitution in 1976 the subject of education was put on the concurrent list. As a result State Govt. as well as Central Govt. now collectively frame a particular education policy & National Education Policy 1986, introduced a new pattern of education know as 10+2+3 system. Establishment of DIETs is based on the recommendations of National Education Policy 1986. District Institute of Education and Training, Hatta was established in Oct.1988 by converting Junior Basic Training School which was set up on 01-01-1973. The sole purpose of DIET is to conduct different kinds of trainings programmes to improve the quality of basic education and create a desirable environment within the district in regard to enroll more and more children of school going age and pave the way for retention of those who are admitted in the school and to ensure the high literacy percentage of male and female as whole. DIET Hatta has an academic faculty of highly qualified teachers who simultaneously work as Block Mentors too, especially to supervise the on going different schemes of Basic Education and guide the teachers to implement the scheme in an effective way through the seven departments as categorized below:

1. 2. 3.

In-service programmer ,Field Interaction Department. District Resource Unit. Planning, Management and Innovation Coordination Department.

on

The

Education Commission (1964-66) had 4. Media and Educational Technology (ET) Department. observed that of all the factors that influences the 5. Work Experience Department. quality of education ....the quality; competence & character the teachers are undoubtedly 6. of Curriculum, Material Development andthe Evaluation most significance. But these in turn depends Department. substantially on the quality of training and other 7. provided Methods Evaluation Department. support toand them. Until adoption of NPE this support in the area of Elementary Education 8. Education for Equality Department. was being provided largely at National and State 9. Para-academic,Psychology Counseling and Guidance level only by Institution like NCERT, NIEPA & Department. SCERTs. Likewise in the area of Adult Education, 10. Physical Education Department. this support was being provided by the Central Directorate of and Adult Education at the national 11. Art Aesthetic Education Department. level and the State Resource Centers (SRCs) at the state level. Below the state level there are As an apex body in the field of Basic Education at the district level DIET Hatta Elementary Teacher Education Institutions but has been assigned to fulfill the following objectives; their activities were confined mostly to PreService education. Thus in their roles 1. teacher To make sincere efforts regards towere enroll the children of age group 6-14 those limited. There were larger problems like outdated of SCHOOL CHALO ABHIYAN. who are identified through a special programme teaching practice & course of study. 2. To increase minimum learning level and achievement level of the students as has By the time of adoption ofeducation NPE, Elementary been instructed by the departmentand under D.P.E.P. & S.S.A. programmes. Adult Education System were too vast to be 3. To prepare master trainers / resource persons to guide and train the teachers who adequately supported by National and State level are working in primary and upper primary schools. agencies alone. Therefore NPE accordingly 4. To monitor the performance of different functionaries like B.R.C. / N.P.R.C. / District Coordinators / A.B.S.A. to obtain a desired result.

going training programmes which take place at DIET as well as BRC / NPRC level. 6. More emphasis to promote girls education through NPEGEL / Meena manch and

other adequate schemes of woman sensitization like Woman Motivators Group. envisaged addition of third district level tier to 7. Sincere efforts are being made ensure maximum utility of T.L.M. (Teacher support the system in the shape of DIETs in every Learning Material) with a view to have an effective teaching process in the school district of the country. With the introduction of this education. third layer of support system expectation would careful watch in hopefully regard to access / retention / minimizing dropouts is being be of 8. widerA quantitative and qualitative kept as at DIET level through mentors. coverage DIETs would be its closer to the field and therefore more alive to the problems and needs. ABOUT DIET DISTRICT CHAPTER The mission of the DIETs is to provide academic and resource support to the grass root level for the success of the various strategies and programme Facts being undertaken in the areas of elementary & Adult Education. Date of Establishment : Oct.1988 District Institute of Education and

Name of Institution INING PROGRAMME SCHEDULE Training ning Need Assessment 2008-09

Hatta Location Hatta Name of Courses : Diploma in Education (D.Ed.) : Navodaya Ward, Damoh Road,

Intake / Seat Capacity

50 Seats 200 Seats

(Regular) (Correspondence)

Name of affiliating / examining body :

Board of Secondary Education Madhya Pradesh, Bhopal

INTRODUCTION

Pre-Service Teacher Education (PSTE) is the prime branch of DIET, which offers Teacher training 2008-09 is being planned on the basis of post for testpost Analysis, Feed a 2 year Diploma in Teacher Education (Elementary level) higher back analysis and teacher profile. All the teachers will not be given training all secondary students of Madhya Pradesh with priority given to students ofin the subjects, it is according to their requirement and priority of subjects reflected in district. the teacher profile This is a Two Year Elementary Teacher Education Programme preparing The training need assessment is carried out in DIET two Ways teachers for imparting education in Primary Classes. the end of the two year Programme the student teachers will be able to:(1) At Teacher Evaluationand retain school all school-age children from the school vicinity. (I)a) post Attract test analysis and in onthe the basis of teacher profile at DIET level b) Be familiar with the socio-economic status of families in the neighborhood. (II) out comes of action research studies of DIETs. c) Adopt innovative and interesting techniques of teaching children from Standards I (III) By applying adapts tools. to VIII. Mobilize means and (2)d) Learner Evaluation materials for academic facilitation of the children. e) Develop appropriate basic personal and special skills in the pupils in each (I) Sample analysis of 5th and 8th Board Exams answers standard. sheets. The Government of Madhya Pradesh has made the curriculum for two years Requirement D.Ed. course. of Training In the preparation of the curriculum, offered the National The requirement of training of teachers the has suggestions been ascertained by by analyzing the Council for test Teacher Education in its their Curriculum Framework for Quality pre and post of teachers taken during training in the year 2007-08.The Elementary have been appropriately incorporated. results of theTeacher analysisEducation is as follows. The Curriculum aimsTraining at preparing professionally competent and committed In-service Teachers teachers. The main features of this curriculum are Teacher is the key factor to facilitate the academic inputs in a. Practicum oriented courses, School. Training of Teachers helps in making education experience qualitative and about attitudinal change among Teachers. The vision for b. bringing School basedan internship, Teachers Training is three fold; c. School community relationship, d. Comprehensive / continuous / competency based evaluation, e. Development of skills necessary for transactional

strategies, f. g. h. i. Development of innovative thinking, Practices in classroom instruction, 1- In Service Teachers Training School management,

Development of commitment in student-teachers towards the learners, the 2-Induction Training for newly recruited teachers society, professional growth and basic human right. 3-Training of BRCs and CACs The D.Ed. course is of two years duration and the total number of working days in a year is 220 days include compulsory Internship for in 40 summer days and 5 dayswhich In-service teachers training will be held examination. vacations for the teachers of the 10 urban schools taken up by DIET lecturers for improving achievement level. These will be trained the spotmarks in schools The eligibility for admission to theteachers course is a pass with at on least 45% in the for remaining target by lecturer in charge. conforming to the norms set by Higher Secondary or the anyDIET equivalent examination NCTE / State Government, if, any. Primary school Teachers of rural and urban schools will be given 5 days training at the block by level. First Phase Admission is made during on the summer basis of vacation the marks obtained theThe candidate in the of qualifying training will be of 5 days wherein a pre test of all trainees will be held. This examination. training will focus on 'Children's language Improvement Programme' (CLIP). The reservation of seats for SC/ST/OBC/Handicapped etc., will be of followed as per During this training teachers will be trained for enhancement children's rules. skills especially dictation and reading along with 4 fundamental language operations of Mathematics, viz., Addition, Subtraction, Multiplication and The student-teachers will take Government examination both the years. Division. Thereafter 10 days training will be given to these teachers during In the first yearat there willlevel be examination in following papers viz. monthly meeting cluster during 10 months of academic session. The third phase will include another 5 days of training at DIET during which teachers will 1. Role of the teacher and education in Developing Indian be trained from each primary school on roster basis. This will be done in such a Society. manner that at least one teacher remains in the school during this training. A post 2. willChild Psychology test be conducted during this training. Trainees successfully passing the post test presenting project & work dissertation will be given reimbursement for the 3. andSchool Organization Planning expenses made on self study material and project work. 4. Child Centered Education & Educational Technology 5. 6. Hindi Teaching Methods Mathematics Teaching Methods

At the end of second year there will be examination in following paper viz.

1. 2. 3.

Educational Psychology Nutrition, Health & Physical Education English (Second Language) and its teaching methods

The Upper and Primary School Teachers will be given 7 day 4. Sanskrit (Third Language) its teaching methods training for science and mathematics at IASE/CTE (PGBT) level. This training 5. Social Science and its teaching methods will be based on Active Learning Methodology. 6. Science and Environment Education and its teaching No. of PS teachers methods 4052 No. of MS teachers 1850

Besides external examination there will be internal examination in all the subjects Teacher training 2008-09 is being planned on the basis of post test Analysis, conducted by a visiting commission from other DIETs. After the assessment of Feed back analysis and teacher profile. All the teachers will not be given the performance of the student teachers, a consolidated mark statement will be training in all subjects; it is according to their requirement and priority of submitted to the Board of Examinations, which will be entered in the mark subjects reflected in the teacher profile. This training is imparted to 4052 statement. primary and 1850 upper primary teachers as per instruction from RSK. Internship for 40 periods in a year comprising 40 periods observation and 40 Activity based learning methodology will be adopted on pilot basis in 10 schools in periods teaching practice is mandatory for completing the course; the I year the district. Teachers from these schools will be trained on Activity Based students will take up internship in primary class and the II year students in upper Learning. Training of these teachers will be done through exposure visit to primary classes; senior teachers in the schools will be the guide teachers. municipal corporation schools of Chennai in Tamilnadu. Some Government Primary / Middle Schools have been identified for this Induction Training of New Teachers purpose. Residential Induction Training will be given to newly recruited teachers of The DIET has adequate infrastructure as well as instructional facilities besides Primary and Upper Primary level in the State. This will be a 20 days residential qualified and experienced teaching faculty. The infrastructure includes training in 2 phases. First training will be immediately after the recruitment of classrooms, laboratory, library, playground with games facilities. teachers. Remaining 10 days training will be given during the monthly meetings at cluster level. All curricular / extra curricular activities keep the DIET faculty as well as the student Teachers busy; the sports day, the field trip, literary association activities, Induction Training planned for New teachers 2008-09 national environmental awareness campaign sponsored by Government of Madhya Pradesh, celebration of all national including Teachers Day are Type of Level Target Duration No. offestivals Venue some of them.

Educational psychology is an application of the principles of psychology for effective learning and modification of behavior on desirable dimensions. Knowledge of educational psychology makes a teacher effective in motivating the training Programme pupils in their learning. In short it is an inseparable part of strategy in education. Induction SS-II 511 30 Days 2 DIET & SS-3 List of Competencies 98 After SSII and 413 SSIII new appointed teachers undergoing the course, the student teacherwill be given 30 days training scheduled at DIET Hatta 1. Explains psychology and its relationship with Education. Training of BRCs and CACs 2. Classifies different branches of psychology and explains significance. The their BRCs along with 3 Resource Persons from each block will be given 7 days training at at the IASE/CTE (PGBT) level. The CACs will and be given 7 days training 3. Explains importance of heredity and environment at at DIET level. The CACs will also be given 10 days training during monthly its influences in educational process. meetings at DIET. 4. Explains the growth and human beings and their behavior. Proposed evaluation plan activities for 2008-09 of the district 5. Explains the different aspects of the development of the S.No. child. 1 6. Activity Responsibility

To develop question papers and material by School Describes the individual differences and adjustment and its implication in teachers at school level for class- 1 to 8 exam learning. except annual exam of class 5 & 8. 7. Explains the primarypapers needs by of the children. 2 To develop question DIET through DIET 8. 3 9. workshop. Explains the secondary needs of the children. To make available question papers and Explains the concept of socialization. answer books for class- 5th and 8th annual ZSK

10. exam Explains the theories of learning and the factors influencing and ensure availability to schools. 4 To make available blue print, model question ZSK learning. papers question banks and progress cards to 11. schools. Explains the different types of learning. 5 results and answer BRC 12. Analysis Describesof thequarterly effects of different methods usedJSK, for learning books with respect to quality parameters and DIET process. 13. Understands the concept of motivation and the steps to be taken to motivate the children.

15.

Develops skill of observation, listening, responding and understanding.

16. Describes memory, remembering and forgetting and identifies conditions of good 6 Non cognitive activitiesJSK/ Block/ memory. Games & sports, Scout and guides, Yoga, district/ state utsav, drawing and painting, level 17. Mogli Explains thinking process and its etc. uses-perception, conception, apperception for 7 Remedial teaching classes ZSK/DIET different ages. Madarsa Teacher training 18. Explains the role of creativity and its development. 19. Explains meaning of intelligence Functional TargettheAchievement Proposedand understands the changing concept of intelligence. Madarsa for Teachers Teachers 2007-08 training in training in 20. Enhances personality development of pupils. 2007-08 2008-09 21. Describes the mental hygiene and mental health. 35 70 00 70 22. Understands exceptional children and their significance. 23. Practices guidance and counseling for school pupils.

EDUCATIONAL TECHNOLOGY Senses are the gateways to acquire knowledge Educational Technology gives

training in learning through senses. It gives opportunity to learn joyfully. It can As per norms of SSA 2 teachers from each madarsa ie t total 70 teachers have bring the whole world into the classroom. It helps the trainees to have a first hand n given 20 days training with view of modernization of madarsa .In 2008-09 ,70 experience on newly evolved teaching aids and equipments. Hence a good hers from madarsa will be trained. exposure in Educational Technology is the need of the day for the Students of the Diploma Course in Teacher Special programmes forEducation. enhancing competencies in language and Objectives mathematics Specific programmes will be conducted to enhance competencies in basic The Aim of Education is the knowledge not of facts but of values. reading writing and comprehension skills in primary classes through reading In the heart of dedicated professionals is the belief that the primary goal of education is writing studentcampaign. achievement. The objective of education is to turn the eyes, which the soul already possesses, to light. The whole function of education is not to put knowledge in the soul but to bring out the best latent inbasic the soul. Special programmes will bethings takenthat up are to enhance competencies in

What strategies would bring about greatest student achievement and improved outcome to maximize student learning and to implement collaborative experimental student-centere A focused approach on this shifting paradigm from teaching to learning and making the

that without change something sleeps inside us and seldom awakens.

To Provide high level of education and knowledge to students.

mathematics in the early primary classes. Focus will be on class 1 to class 3 so as To Provide information of new and upcoming technologies to the student to inculcate fundamental competency in children. To Encourage students for research and development. Special programmes will also be taken up to enhance competencies in To Provide career guidance through eminent personalities from academics Mathematics and Science in the upper primary level from class 6 to 8. and industries. the competency fundamental basics of the training subject and ToOnce Organize seminars,in guest lectures, industrial for languages the student. To develop personality and inculcate practical knowledge among are achieved it will be of much help to students in learning process and this students will help in improving the achievement level of the students. 238093 students of primary and 108368 students of upper primary schools

are covered under the learning enhancement Programme that means the Programme will be conducted in all 1421 primary and 520 upper primary schools of the district. TLM are the actual instrument that help is curriculum transaction in the

classes and the child. It includes textbooks, workbook, teacher guide teaching aids (concrete material) supplementary reading material etc. Out of the above mentioned material it has been observed that the textbooks is the main or some time only tool which is available with the teacher and is used for teaching learning. The TLM available in the schools 1. 2. 3. 4. Block board Textbooks-cum-workbook Teachers guide Supplementary reading material

These are already available in schools hence district will develop its own need based TLM and train the Jan Shikshak. So that Jan Shikshak are equipped to give academic support to teachers of the school under their jurisdiction. This year we emphasis will be on low cost no cost material development specifically for upper primary classes. The TLM will be developed on hard spots identified through results, classroom observation and feedback etc. TLM handbooks have been developed for all subjects and given to schools for development and effective use of TLM. This will be closely monitored during 2007-08.Question banks have been developed for all classes and all subjects and given to teachers. This will enable them in framing competency based questions for use during teaching and also tests. This will be ensured and closely monitored during 2007-08. in the process of learning enhancement Programme the role of teachers is very important because they are the one who directly interacts with children. Apart from teachers time to time monitoring and instructions by CRCs, BRCs, DIET officials will play important role in the implementation of the Programme. To evaluate the outcomes and interventions of the Programme the faculty from DIET and PGBT officials will be deputed who will guide and instruct for the proper implementation of the Programme. To improve the quality of classroom process so as to meet the aim of quality education to all following steps will be taken -