UNIT V - DISTRICT INSTITUTE OF EDUCATIONAL TRAINING

DISTRICT INSTITUTE OF EDUCATIONAL TRAINING: INTRODUCTION

While all the inputs listed in the preceding paragraph are crucial, the last two are especially so. About teachers, the Education Commission (1964-66) had observed, “of all the factors that influence the quality of education… the quality, competence and character of teachers are undoubtedly the most significant”. But these in turn depend substantially on the quality of training and other support provided to them. The importance of the last input mentioned in the preceding Para viz. academic and resource support-can therefore hardly
be over-emphasized. Until the adoption of the NPE, this support in the area of elementary education was being provided largely at the national and State levels only by institutions like NCERT, NIEPA and SCERTs. Likewise in the area of adult education, this support was being provided by the Central Directorate of Adult Education at the national level, and by State Resource Centers (SRCs) at the State level. Below the State level, there were elementary teacher  education  institutions  but  their  activities  were  confined  mostly  to  pre-service teacher education. The physical, human and academic resources of most of the institutions were inadequate even for this limited role. They also tended to adopt teaching practices, which were not in consonance with the ones they prescribed to prospective teachers. There were certain larger problems as well e.g. courses of study being out-dated.

By the time of adoption of the NPE, elementary and adult education systems were already too vast to be adequately supported by national and State level agencies alone. The NPE implied their further expansion as also considerable qualitative improvement. Provision of support to them in a decentralized manner had therefore become imperative. The NPE and POA accordingly envisaged addition of a third-district level-tier to the support system in the shape of District institutes of Education and Training  (DIETs). With this, expectation would be of wider quantitative coverage as well as qualitatively better support as these Institutes would be closer to the field, and therefore more alive to its problems and needs.

Pursuant to the  provisions  of  NPE on teacher education, a centrally sponsored Scheme of Restructuring and Reorganization of Teacher Education was approved in October 1987.  One  of  the  five  components  of  the  Scheme  was  establishment  of  DIETs.  Draft guidelines for implementing the DIET component were circulated to States in October 1987 and  have,  together  with  certain  subsequent  circulars,  formed  the  basis  for  its implementation so far. Till October 1989, Central assistance had been sanctioned under the Scheme for setting up a total of 216 DIETs in the country.

The  present  document  purports  to consolidate, amplify  and  revise  the  existing guidelines in regard to DIETs. With this, all earlier guidelines on the subject would stand superseded.

DIETs: Mission and Role

With the background given in the preceding sections, a DIETs Mission could be briefly stated in the following terms: -

“To provide academic and resource support (vide Para 1.5) at the grass-roots level for the success  of  the  various  strategies  and  programmes  being  undertaken  in  the  areas  of elementary and adult education, with special reference to the following objectives: -

ELEMENTARY EDUCATION

UniversalisationofPrimary/Elementry Education. 

   Adult Education

   NLM targets in regard to functional literacy in the 15-35 age group.

The above is a general mission statement. It will have to be translated into specific goals for the DIET, so as to suit the needs of individual states and districts, and will be ultimately operationalised through specific performance norms set for individual DIETs.

DIETs: Pace-setting Role

Pursuit of excellence would have to inform all activities of the DIETs, in which context, it will have two inter-related aspects:-

(i)         (i) Excellence in the Institute’s own work, and

(ii)        (ii) Helping the elementary and adult education systems in the district, in

achieving excellence.

As far as the first aspect is concerned, efforts will be made to provide to DIETs all
necessary physical and manpower resources. But it will be for them to harness these and
other available  resources  in  the  best possible  manner, so as  to achieve and  promote
excellence.

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

DIETS: PART OF A LARGER DESIGN

It would be clear from Para 1.5 and Annexure .I that DIETs are a part of a larger strategy to achieve national goals in the areas of Elementary and Adult Education. Various components of the strategy are inter-dependent and mutually reinforcing. Annexure I also outlines DIETs role in the context of the other components. DIETs cannot therefore afford to view themselves in isolation, and must faithfully discharge their role of supplementing and complementing other parallel initiatives.

DIETS: TRANSACTIONAL PHILOSOPHY

A DIET WILL HAVE 3 MAIN FUNCTIONS, VIZ.

(I)         Training (both of induction level as well as continuing varieties)

(i)         Resource  support    (extension/guidance,  development  of  materials,  aids,

evaluation tools, etc.) and

(ii)        (Action research

This  section  discusses  the  basic  approach  and  philosophy  to  be  followed  in undertaking these functions, especially training.

Basic Transactional Approach for the DIETs: Placing the Learner at the Centre

The NPE and POA plead for adoption of a Child Centered approach in elementary education. The relevant portion of NPE reads:

Child Centered Approach

A  warm  welcoming  and  encouraging  approach, in  which  all concerned  share  a solicitude for the needs of the child, is the best motivation for the child to attend school and learn. A child-centered and activity-based process of learning should be adopted at the primary stage…”

Para 14 of Chapter II of the POA states that “by making Elementary Education child-centered,  we  would  be  introducing  a  long-awaited  reform  in  the  system.  The  most important aspect of this reform will be to make education a joyful, innovative and satisfying learning activity, rather than a system of role and cheerless, authoritarian instruction”.

In the case of Adult Education Programmes also, it is clear that functional literacy should be imparted to adults in a participative, learner-active mode.
            The above statements contained in the NPE and POA have profound implications for programmes  of  teacher education  and  training  of  instructors  of  adult  and  non-formal education. The child or learner centered approach necessitates a fundamental change in the manner of curriculum transaction. The challenge is an especially daunting one in view of the special  characteristics  of  our  system-high  pupil-teacher  ratio,  multi-grade  teaching,  in-
adequate physical facilities, and so on. The role of the teacher/instructor would now be no longer one of transmitting readymade knowledge to the learner, but, instead, that of a designer and facilitator of learning experiences, a manager of instruction and  learning resources, and an active contributor to the all-round development of the learner. 

            All programmes  of  pre-service  and  in-service  teacher education  and  of  training AE/NFE personnel in the DIET would be so designed as to train the teacher/instructor in transacting curriculum, keeping the learner at the centre of the teaching-learning process. If the DIET is to achieve this, it follows that it will have to transact its own programmes in the same learner-centered mode, which it would expect of its trainees. This basic approach would imbue the transaction of all programmes in a DIET. Some of the implications of this
would be as follows:

   Programmes  will  be  need  based.  Even  within  group  of  trainees/participants,  individual differences and needs will be identified and catered to.

   Trainees will be enabled to experiment, discover, learn, practice and innovate for  themselves,  rather  than  being  lectured  to.  Learning  activities  will  be  suitably organized, in individual and group modes.

   Maximum  possible  use  will  be  made  of  the  local  environment  in  the  learning process. Curricula and learning activities will be suitably related to it.
   Good work done by trainees will be duly recognized, encouraged, displayed and  publicized.

   The DIET will itself adopt the attitude of a “life-long learner” rather than that of an oracle or know-all. It would receive as much from the ‘field’ as it would endeavor to give to it. The district will serve as the ‘school’ for its learning experiences, while it may carve out one or two special areas as its ‘lab areas’.

DIETs: Special Target Groups

“The concept a National System of Education implies that, up to a given level, all students,  irrespective  of  caste,  creed,  location  or  sex,  have  access  to  education  of  a comparable quality: says the NPE. It goes on to say “to promote equality, it will be necessary to provide for equal opportunity to all not only in access, but also in the condition for success”. This is quite the essence of the universalisation task, and means that needs of educationally disadvantaged groups would have to be given maximum attention. The largest
such groups are: -

(i)         (i) Girls and women

(ii)        (ii) Scheduled castes and Scheduled tribes

(iii)       (iii) Minorities

(iv)       (iv) The handicapped, and

(v)        (v) Other educationally disadvantaged groups e.g. working children, slum-

dwellers, inhabitants of hilly, desert and other inaccessible areas, etc.

It follows that DIETs also, in all aspect of their work, would have to give primary attention to promotion of education of the above groups.

DIETs: Autonomy and Accountability

Para  10.1 of  the  NPE says  “an  overhaul  of  the  system  of  planning  and management of education will receive priority”. It also says that in this process, two of the “guiding considerations” will be: -

(i)         (i) “Decentralization and the creation of a spirit of autonomy for educational

institutions: and

(ii)        (ii) “Establishing the principle of accountability in relation to given objectives

and norms”.

In view of the above, DIETs would need to be given adequate functional autonomy-academic, administrative and financial-and would at the same time be accountable laid down objectives and norms. They would be institutions of the State Government or UT Administration,  and  will  therefore  be  ultimately  answerable  to  them.  The  State government/UT Administration, and will therefore be ultimately answerable to them. The
State Government/UT Administration may exercise its supervisory functions through the SCERT and SRC.

However, the immediate accountability of the DIET will be to the District Board of Education (DBE), which, according to the NPE, is to be created to manage education up to the higher secondary level. The DBE will set specific goals (in the long, medium and short term) and performance norms for the DIET. It will do so in consultation; with the Institute, and keeping in view general norms and guidelines lay down at the national and State levels.
It will also review the Institute’s performance vis-à-vis such goals and norms on an ongoing basis. Till DBEs are set up, State Governments may; designate SCERT/SRC or some other suitable educational authority to perform the DBE’s functions vis-à-vis DIETs.

DIETS: LINKAGES

Not merely will every DIET 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 AE and NFE, and with District level officers in these three sectors), but will also establish officers In these three sectors), but will also establish close linkages with organizations and Institutions at the national, State, Divisional and district levels whose objectives and interests converge with its own. Some of these institutions would be as follows:-

At the Divisional Level

NGOs, institutions of higher education, secondary teacher education institutions, DRDA, local Radio Station (wherever applicable), etc.

At the Divisional Level

University Dept. of Education, Institution of Advanced Study in education (IASE)*, NGOs and other concerned organizations and institutions.

At State Level

SCERT, SIET, SRC FOR ADULT EDUCATION, NGOS
At the National Level

NCERT(including its Regional College within whose jurisdiction the state falls), NIEPA, Centre for Cultural Resources and Training (CCRT), Directorate of Adult Education, Central Institute  of  Indian  languages,  Mysore,  Kendriya  Hindi  Sansthan ,  Agra,  other  premierorganizations/institutions and NGOs working in the area of elementary and adult education, etc.  In  specific  terms,  the  linkages  would  be  established  through  a  meaningful  and continuous  dialogue  in  which  institutions  share  problems,  experiences,  achievements,information and resources. The diet may also work as an agency for implementing some of the programmes and activities of national and state level organizations.

DIETS TO BE NON-VOCATION, MAINLY RESIDENTIAL INSTITUTIONS

Organization of in-service programmes for teachers and training programmes for AE/NFE  personnel  would  be  one  of  DIETs  main  functions.  This  activity  would  go  on throughout the year, but would peak during school vacations because that is when the Institute’s resources would be free from the work-load of pre-service training, and also because that would cause minimum dislocation in schools. Therefore, DIETs will be nonvacation institutions-their personnel would have to be classified as non-vacation staff, and given consequential benefits as per State Governments Rules.

DIETs would also be expected to provide residential facilities to as many of their trainees as may be possible within the resources available for construction hostels. In utilizing available hostel accommodation, first priority shall be given to trainees other than pre-service  trainees.  The  latter  shall  be  accommodated  to  the  extent  possible  after accommodation needs of all other training programmes  (e.g. in-service programmes for teachers, training programmes for AE/NFE personnel. etc.) have been met.

FUNCTIONS OF A DIET

The context, mission and role of the DIETs have been discussed in the preceding Chapter. Their functions, as spelt out in the POA, have been quoted in Annex 2. These could be re-stated as follows:-

(1) Training and orientation of the following target groups:-

(i)         Elementary school teachers (both pre-service and in-service education).

(ii)        Head  Master,  Heads  of  School  Complexes  and  officers  of  Education

Department up to Block level.

(iii)     Instructors and supervisors of Non-formal and Adult Education  (induction

level and continuing education)

(iv)     Members of DBE and Village Education Committee (VECs) Community leaders,youth and other volunteers who wish to work as educational activities.

(v)      Resource persons who will conduct suitable programmes for the target groups

mentioned at (I) and (iii) above, at centers other than the DIET.

(1)        Academic  and  resource  support  to  the  elementary  and  adult  education

systems in the district in other ways e.g. by  9I) extension activities and interaction with the field, 9ii) provision of services of a resource and learning center  for  teachers  and  instructors,  (iii)  development  of  locally  relevant materials teaching aids, evaluation tools etc., and (iv) serving as an evaluation center for elementary school and programmes of NFE/AE.

(2)        Action research and experimentation to deal with specific problems of the

district in achieving the objectives in the areas of elementary and adult education.

STRUCTURE OF A DIET: CERTAIN GENERAL CONSIDERATIONS

Looking to the above functions, a DIET would need to have staff strength in the following areas:

(1)          Foundations of Education and Pedagogy:

(2)          The subjects taught at the Elementary stages; namely

(i)         Languages taught at the elementary level in the district (these may be

two, three or even four, depending on the number of language which

are introduced in a State at the elementary stage, and factors like

bilingual character of a district)

(ii)        Mathematics

(iii)       Environmental Studies -Social Science

(iv)       Environmental Studies -Science

ALL INDIA COUNCIL FOR TECHNICAL EDUCATION (AICTE)

All India Council for Technical Education (AICTE) was set-up in November 1945 as a
national level Apex Advisory Body to conduct survey on the facilities on technical education
and to promote development in the country in a coordinated and integrated manner. And
to ensure the same, as stipulated in, the National Policy of Education  (1986), AICTE be
vested with statutory authority for planning, formulation and maintenance of norms and
standards, quality assurance through accreditation, funding in priority areas, monitoring and
evaluation, maintaining parity of certification and awards and ensuring coordinated and
integrated development and management of technical education in the country.

The  Government  of  India      (Ministry  of  Human  Resource  Development)  also

constituted a National Working Group to look into the role of AICTE in the context of proliferation of technical institutions, maintenance of standards and other related matters. The  Working  Group  recommended  that  AICTE be  vested  with  the  necessary  statutory authority for making it more effective, which would consequently require restructuring and strengthening with necessary infrastructure and operating mechanisms.

Pursuant to the above recommendations of the National Working Group, the AICTE
Bill was introduced in both the Houses of Parliament and passed as the AICTE Act No. 52 of
1987. The Act came into force w.e.f. March 28, 1988. The statutory All India Council for
Technical Education was established on May 12, 1988 with a view to proper planning and
coordinated  development  of  technical  education  system  throughout  the  country,  the
promotion of qualitative improvement of such education in relation to planned quantitativegrowth and the regulation and proper maintenance of norms and standards in the technical education system and for matters connected therewith.

The  purview  of  AICTE  (the  Council)  covers  programmes  of  technical  education including training and research in Engineering, Technology, Architecture, Town Planning, Management,  Pharmacy,  Applied  Arts  and  Crafts,  Hotel  Management  and  Catering Technology etc. at different levels.

THE ORGANIZATION

In accordance with the provisions of the AICTE Act (1987), for the first five years after its inception in 1988, the Minister for Human Resource Development, Government of India was the Chairman of the Council. The first full time Chairman was appointed on July 2, 1993 and the Council was re-constituted in March 1994 with a term of three years. The Executive Committee was re-constituted on July 7, 1994 and All India Boards of Studies and Advisory Boards were constituted in 1994-95. Regional Offices of the Ministry of Human Resource Development, Government of India, located at Kolkata, Chennai, Kanpur and Mumbai were transferred to AICTE and the staff working at these offices were also deputed to the Council on foreign service terms w.e.f. October 1, 1995. These offices functioned as secretariats of Regional Committees in the four regions (East, South, North and West). Three new  Regional  Committees  in  southwest,  central  and  northwest  regions  with  their secretariats located at Bangalore, Bhopal and Chandigarh respectively were also established on July 27, 1994.

The AICTE has its Headquarters in New Delhi which has the offices of the Chairman, Vice-Chairman and the Member Secretary and is presently housed in a building having a covered area of 38542 sq. ft. located in Indira Gandhi Sports Complex, Indraprastha Estate, New Delhi. The present building is taken on lease from the Sports Authority of India. The Government  of  India  has  allocated  5  acres  land  in  the  campus  of  Jawaharlal  Nehru University, New Delhi, for constructing the administrative and other buildings of the Council.

The AICTE comprises of nine Bureaus

   Faculty Development (FD) Bureau

   Undergraduate Education (UG) Bureau

 Postgraduate Education and Research (PGER) Bureau 
   Quality Assurance (QA) Bureau

   Planning and Co-ordination (PC) Bureau

   Research and Institutional Development (RID) Bureau    Administration (Admin) Bureau

   Finance (Fin) Bureau

   Academic (Acad.) Bureau

For each Bureau, Adviser is the Bureau Head who is assisted by technical officers and other
supporting  staff.  The  multidiscipline  technical  officer  and  staff  of  the  Council  are  on

deputation  or  on  contract  from  various  Government  Departments,  University  Grants Commission, academic institutions etc.

WHAT ARE THE FUNCTIONS OF UGC AND AICTE IN THE INDIAN EDUCATION SYSTEM?

The Indian education system was in tatters right after independence. The country had witnessed widespread riots across the country, and the whole region was in the state of
chaos.

India needed a profound education system to improve general awareness among its people.

In  the  late  1940′s,  it  was  decided  that  the  country  require  the  services  of  an institution  to  improve  the  general  education  standard  of  India.  UGC  thus  came  into existence in the year 1948.

UGC  was  founded  by  Dr.  Radhakrishnan, and  the  purpose  of  the  body  was to coordinate the various education bodies in the country. UGC acted as a summit body, which overlooked the affairs of various universities, and colleges in the country.

Though initially, the University Grants Commission (UGC) was not assigned the task of handling every university in the country, there were only few select universities under its wings. As more and more universities cropped up, there was a need to catapult the use of UGC to far flung areas.

In the year 1956, the government of India passed a resolution which stated that UGC would be the apex body for each and every university across the country. 

The role of UGC is not just limited to overlooking the affairs of the university. It has a much greater role as UGC is responsible for providing grants and funds for the development of various colleges and universities. The summit body also functions as a sole body, which assist and determines the educational status for women and weaker sections of the society. UGC is also responsible for the promotion of research initiatives within the country. The body makes sure that enough grants are provided in the field of science and technology, to promote the facilities for research.

While the role of UGC is undisputed in the Indian education system, there had been a steady rise in the technical skilled labors in the country, after independence. It became important to provide technical education and expertise to such individuals.

The All India council for technical education (AICTE) was formed in the year 1945 to look after the general standards of technical education in India. It is considered as a top most body, which manages different technical institutes across the country. It provides funding to different technical bodies, if required and also awards certificates to the trainees.

Both UGC and AICTE play a very significant role in the development of general education standard of India.

NCERT

The  National  Council  of  Educational  Research  and  Training  (NCERT)  is  an  apex resource organization set up by the Government of India, with headquarters at New Delhi, to assist and advise the Central and State Governments on academic matters related to school education. It was established in the year of 1961. The objective of NCERT is to assist and advise the Ministry of Education and Social Welfare in the implementation of its policies and major programs in the field of education, particularly school education. To popularize science at school in both urban and rural areas `science kits' for school have been developed by NCERT.

The NCERT also provides technical advice on how to improve the standard of science based education. Related literature has been published by the NCERT for science exhibition every year. The NCERT charter envisages a special place for designing curriculum.

NCERT is expected to review school curriculum as a regular activity ensuring the higher  standards  in  education.  The  National  Policy  of  Education  (NPE)  1986,  and  the Program of Action (POA), 1992 assign a special role to NCERT in preparing and promoting a National Curriculum Framework. The National Curriculum Framework (NCF) 2005 was the outcome  of  wide  ranging  deliberations  and  collective  endeavors.  A  National  Steering Committee was set up.

The committee comprised 35 members including scholars from different disciplines, principals and teachers, representatives of well-known NGOs and members of the NCERT. 

Its  work  was  supported  by 21  National  Focus  Groups,  covering  major  areas  of  the curriculum, national concerns  and  systemic  issues.  Consultations  were  held  across  the length  and  breadth  of  the  country.  In  addition,  NCERT  held  consultations  with  rural teachers, State Education Secretaries and Principals of private schools.


The  NCERT  has  been  identified  by  the  MHRD          (Department  of  Education),Government of India as the nodal centre for strengthening value education in the country at school level. The NCERT provides academic and technical support for improvement of school education through its centers all over India. The NCERT performs the important functions of conducting  and  supporting  research  and  offers  training  in  educational  research methodology. The NCERT offers the pre-service and in-service training of teachers at various levels such as pre-primary, elementary, secondary and higher secondary, and also in such areas as vocational education, educational technology, guidance and counseling, and special 

education in India.

THE NATIONAL COUNCIL FOR TEACHER EDUCATION (NCTE)

The National Council for Teacher Education, in its previous status since 1973, was an advisory body for the Central and State Governments on all matters pertaining to teacher education, with its Secretariat in the Department of Teacher Education of the National Council of Educational Research and Training (NCERT). Despite its commendable work in the

academic fields, it could not perform essential regulatory functions, to ensure maintenance of standards in teacher education and preventing proliferation of substandard teacher education institutions. The National Policy on Education (NPE), 1986 and the Programme of Action there under, envisaged a National Council for Teacher Education with statutory status  and  necessary  resources  as  a  first  step  for  overhauling  the  system  of  teacher education.  The  National Council for Teacher Education  as  a  statutory  body  came  into existence in pursuance of the National Council for Teacher Education Act, 1993 (No. 73 of 1993) on the 17th August,1995.

The main objective of the NCTE is to achieve planned and coordinated development of  the  teacher  education  system  throughout  the  country,  the  regulation  and  proper maintenance of Norms and Standards in the teacher education system and for matters connected therewith.

NAAC - NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL

The  National  Assessment  and  Accreditation  Council      (NAAC)  is  established  byUniversity Grants Commission (UGC) to assess and accredit institution of higher learning in the country. The NAAC was originally formed in 1992 as a result of recommendations from 'National Policy on Education - 1986' which emphasizes on deteriorating quality of higher education in the country.

The NAAC certifies institutions of higher learning (Colleges, Universities, Institutes, etc)  in  the  country;  however,  it  does  not  include  the  institutes  providing  technical education. The approval of technical education is done by National Board of Accreditation (NBA), an organization established by All India Council for Technical Education (AICTE), New Delhi. The NAAC has opened its office in Bangalore, Karnataka.

The higher education in India has grown at a rapid pace after independence. The country has developed its educational resources in all spheres, be it primary education, secondary education, higher education, technical or higher technical education or research. But  the  critics  says  that  the  country  has  allowed  mushrooming  of  private  institutions offering fancy courses and hence pushing the present and upcoming generation far from moral education. To address the issue the 'National Policy on Education - 1986' and the Plan of Action  (POA -  1992) stressed out the need for strategic plans and advocated for the establishment of an independent national accreditation body.

The Assessment and Accreditation council functions through its General Council (GC) and  Executive  Committee  (EC).  Both  the  GC  and  EC  are  represented  by  educational administrators, policy makers and senior academicians from a cross-section of the system of higher education. The president of the GC is Chairperson of the UGC and the chairperson of
the  EC  is  an  eminent  academician.  The  Director  of  the  NAAC  is  its  academic  and administrative head, and is the member-secretary of both the GC and EC. The Council also has many advisory and consultative committees to guide its practices, in addition to the statutory bodies that steer its policies. The NAAC has a core staff and consultants to support its activities. It also receives assistance from a large number of external resources from all corners of the country.

The National Assessment & Accreditation Council (NAAC) stresses on making quality assurance, an integral part of the functioning of higher education institution. The mission statements of the NAAC aim at translating the NAAC's vision into reality, defining the following key tasks of the organization:

§   To  arrange  for  periodic  assessment  and  accreditation  of  institutions  of  higher education or units thereof, or specific academic programme or projects.
§   To  stimulate  the  academic  environment  for  promotion  of  quality  of  teaching- learning and research in higher education institutions.

§   To encourage self-evaluation, accountability, autonomy and innovations in higher education.

§   To undertake quality-related research studies, consultancy and training programme. §   To collaborate with other stakeholders of higher education for quality evaluation, promotion and sustenance.

Guided by its vision and striving to achieve its mission, the NAAC primarily assesses the quality  of  institutions  of  higher  education  that  volunteer  for  the  process,  through  an internationally accepted methodology

TANSCHE

“Universities which foster and promote the objectives of higher education must learn to serve as the Conscience of the nation and this onerous responsibility becomes all the greater in absence of an enlightened public opinion. If universities are to fulfill their tasks competently and adequately, keeping in view the compelling demands of social and economic justice, they have necessarily to redeem themselves from the stranglehold of obsolescence and worn out ideas and become dynamic and with public confidence by equalizing educational opportunities, encouraging both individuality and variety and helping youth to develop their potential to the full in keeping with the present explosion of scientific knowledge and the changing social ethos."

Kothari Education Commissions’ Report

The National Policy on Education (1986), with a view of moving the Higher education system to the central slot in the Education scenario of India, has spelt out the strategies to impart the needed dynamism and vibrancy to tertiary education as never before. Of these
strategies a major one envisioned by it is the creation of structures for coordination at the State and National Levels. It has proposed in specific terms that state level planning and
coordination  of  Higher  Education  should  be  done  through  State  Councils  for  Higher Education set up as statutory bodies. The University Grants Commission and the State

Councils  should  develop  coordinate  methods  to  keep  a  watch  on  standards.  It  is  in pursuance of this significant recommendation of the National Education Policy that the Government of Tamil Nadu established a State Council for Higher Education by the Tamil Nadu  State  Council  for  Higher  Education  (TANSCHE)  Act.  This  statutory  body  started functioning from 9th November 1992.

The main function of TANSCHE as stated in the Act shall be "to coordinate and determine standards in institutions for higher education or research and in scientific and technical institutions, in accordance with the guidelines issued by the University Grants Commission, from time to time."

The  Government  in  setting  up  TANSCHE  has  made  known  their  intentions  in unambiguous words. They expect it to act as a catalyst to bring about a sea change in the domain of higher education with a positively helpful understanding and attitude while liasing with the universities in the State and the University Grants Commission. TANSCHE is not meant to be a fifth wheel in the coach of higher education. Nor is it to be a showpiece serving no definite purpose. TANSCHE's role has many facets, which it needs to constantly keep in perspective in its determined efforts to achieve the goals set for it. The guidelines issued by the University Grants Commission relating to the role and scope of a State Council for Higher Education cover four areas:

1.  Planning and Coordination Functions

2.  Academic Functions

3.  Advisory Functions

4.  Administrative Functions

PLANNING AND COORDINATION FUNCTIONS

Ø  TANSCHE will essentially a coordinator and bridge-builder in its relations with the
      universities at the State level and UGC at the National level.

Ø  TANSCHE  will  be  a  facilitator  in  regard  to  implementation  of  all  university
      programmes aimed at academic excellence.

Ø  TANSCHE will endeavor to assist the universities in all possible ways in their pursuit
      of advanced research in sciences as well as humanities.

Ø  TANSCHE will undertake detailed exercises in manpower planning coordinated with
      educational planning.

Ø  TANSCHE will strive to assist the Government  with its judicious comments and

recommendations  on  all  matters  referred  to  it  including  the  fixation  of Maintenance/Block grants to universities.

Ø  TANSCHE in short, will make every effort to be an integrative force bringing the
      universities into constant touch with each other and be an instrument of cooperative
      action for higher education to enhance its own image impressively.

116 | P a g e

The Tamil Nadu State Council for Higher Education was established by an Act of the Tamil Nadu Legislative Assembly in the year 1992 for the promotion and co-ordination of Higher Education at the State level and coordination of state level programme with those of the University Grants Commission.

To prepare consolidated programmes in relation to the overall priorities and perspectives of higher education and assist in their implementation.

v  To assist UGC in regard to determination and maintenance of standards.

v  To evolve perspective plans for the development of higher education in the State.

v  To forward developmental programmes of universities and colleges to UGC with its
      recommendations and monitor the implementation of such programmes.
      v  To promote cooperation and coordination among Institutes of higher learning.
 ACADEMIC FUNCTIONS

ü  To promote and coordinate programmes of universities and colleges and monitor
      their implementation

ü  To  devise  methods  to  step  up  standards  of  examination  and  suggest  needed
      examination reforms

ü  To facilitate training of teachers in universities and colleges ü  To promote publication of quality text books
ü  To regulate admissions in universities and colleges

ü  To encourage sport and cultural activities in institutes of higher education ü  To encourage extension activities

ü  To  identify  Centers  of  Excellence  in  the  Universities  and  provide  National  and
      international linkage for the growth of science and technology

ü  To promote Institute of Excellence in frontier areas of knowledge

ü  To set up a State Centre for Scientific Research and coordinate the research activities
      among universities

ADVISORY FUNCTIONS

ü  To formulate norms for starting new institutions of higher learning

ü  To suggest ways and means for augmenting additional resources for higher
      education

ü  To evolve guidelines for determination of block grants to universities

ü  To make suggestions to the Government regarding improvements and modifications
      to statutes, ordinances and regulations in the laws relating to the existing
      universities

ü  To advise the Government or any university or college on any matter relating to
      higher education and research

ADMINISTRATIVE FUNCTIONS

ü  To administer and release grants in-aid from the Government to universities

ü  To administer and release research funds, if any, received from National and
      international funding agencies

ü  To identify and administer innovative programmes for sustainable growth through
      self-generated funds from consultancy services to industries

ü  To work in liaison with AICTE in the area of technical education

ü  To perform such other functions as may be prescribed by the government for
      promoting excellence in higher education and scientific research

SCHOOL EDUCATION

School children in Tamil Nadu

The structure of education in the state is based on the national level pattern with 12 years of schooling (10+2+3), consisting of eight years of elementary education, that is, five years of primary and three years of middle school education for the age groups of 6-11 and 11-14 years, respectively, followed by secondary and higher Secondary education of two years each besides two years of pre-primary education. The entry age in class 1 is 5+. Preprimary classes form age group  3 to  4. The higher secondary school certificate enables pupils to pursue studies either in universities or in colleges for higher education in general academic streams and in technical and professional courses.

TAMIL NADU BOARD OF SECONDARY EDUCATION

Tamil Nadu Board of Secondary Education, established in 1910, is under the purview of the Department of Education, Government of Tamil Nadu, India. The Tamil Nadu State Board  of  School  Examination  evaluates  students'  progress  by  conducting  two  board examinations-one at the end of class 10 and the other at the end of class 12. The scores from the class 12 board examinations are used by universities to determine eligibility and as a cut-off for admissions into their programmes.

MEDIUM OF INSTRUCTION

Most private schools medium of instruction is English while the government run schools  are  primarily  Tamil  medium.  The  Kendriya  Vidyalaya's  run  by  the  central government have a dual medium of instruction - English and Hindi.

ACCREDITATION

All recognized schools belong to one of the following accreditation systems:

   Central Board of Secondary Education - for all years of study    Tamil Nadu State Board - for all years of study

   Indian Certificate of Secondary Education - for all years of study

   Matriculation System for classes K - 10 and automatically rolled over to Tamil Nadu
      State Board for classes 11 and 12.

   Tamil  Nadu  Anglo-Indian  School  Leaving  Certificate  for  classes  K          -   10  and

automatically rolled over to Tamil Nadu State Board for classes 11 and 12.

Exceptions to the above rule include a few schools that follow the Montessori Method, International Baccalaureate or the American system.

DIRECTORATES

The Minister of Education, who is a member of the state legislature, is in overall charge of education in the state. The following Directorates implement those education aspects which are under the control of the School Education Department.^[4]

   Directorate of Elementary Education

   State Project Directorate, District Primary Education Programme and SSA    Directorate of School Education

   Directorate of Matriculation Schools

   Directorate of Government Examination

   Directorate of Teacher Education, Research and Training    Directorate of Non-formal and Adult Education
   Directorate of Public Libraries

   Teachers Recruitment Board

   Tamil Nadu Text-book Corporation^[4]

HIGHER EDUCATION

Tamil Nadu has 37 universities, 454 engineering colleges 1150 arts colleges and 2550 schools. Tamil Nadu produces the highest number of engineering graduates in India (around 1,75,000) every year which attracts many software companies to set up their shop in south India. The state is set to achieve 25 per cent gross enrollment ratio in higher education by
2025.

Tamil Nadu Directorate of Technical Education  (TNDTE) under the control of the Higher Education Department deals with Diploma, Post Diploma, Degree, Post Graduate courses  and  Research  programmes.  It  also  regulates  the  establishment  of  technical institutions   including   commerce   institutions   such  as  Typewriting,  Shorthand  and Accountancy.

DTERT

Directorate of Teacher Education Research and Training (DTERT) acts as a state level apex organization for designing and executing training programmes, revising curriculum and syllabus. This State level institute is the academic authority for the implementation of RTE act within the state. It promotes co-ordination and linkages amongst various institutes involved  in  Teacher  Education  and  Training.  DTERT  facilitates  and  promotes  the development of professional skills of various stakeholders of education. It offers academic support to other agencies in organizing training programmes for teachers and trainers. It also organizes evaluation programmes and undertakes research activities in the field of Teacher training and quality elementary education

Rapport with State Level Organizations
Sarva Shiksha Abhiyan

DTERT has been providing professional support to SSA since its inception in 2001. It offers training and capacity development programmes to BRTEs and select teachers in the Key Resource Persons’ training programmes. It conducts collaborative Action Researches and helps SSA personnel in training and designing ABL Cards and revising than as on when there is a revision in syllabus and textbooks.

Directorate of School Education

DTERT  works  in  close  partnership  with  Directorate  of  School  Education.  DTERT produced textbooks for Std I and Std VI. Under Equitable Standard Education (Samacheer Kalvi), DTERT has developed the syllabus for Samacheer Kalvi for Std I to X. All serious academic issues are analyzed by DTERT from time to time and shared with Directorate of School Education.

Directorate of Elementary Education

The  bond  between  Directorate  of  Elementary  Education  and  DTERT  is  special
because DTERT has been the mainstay for ensuring quality in Elementary Education. All the
training  programmes,  funded  by  MHRD,  are  meticulously  planned  after  analyzing  the
training needs of teachers at the elementary level. DTERT’s vision is to enhance the quality
of learning by empowering the teachers in the art of facilitating learning using self-learning
methods such as ABL and ALM. DTERT aims at producing competent teachers in DIETs and
TTIs.

TANSACS

Tamil Nadu AIDS Control Society, with the technical support from NACO, New Delhi, has  a  decade  old  partnership  with  DTERT in  organizing  School Adolescence  Education Programme. DTERT surveyed the impact of earlier training methods and decide to change it. Now  DTERT  has  brought  out  an  Activity  Based  Training  Manual  which  has  won  the admiration of students and all the stake holders who participated in the Life Skill Education Programme.

Rapport with International Organizations

UNICEF supports various training activities of DTERT. Recently UNICEF supported classroom English training in collaboration with British Council, Chennai. About 1, 20,000 teachers from Government Primary Schools got benefitted. DTERT was invited to attend a workshop by Commonwealth Learning (COL) to build the capacity of participants to plan, negotiate  and  manage  appropriate  financial  arrangements  for  the  development  and maintenance of open and distance learning. It was held at Crowne Plaza, New Delhi. COL also organized an international workshop at Utharkhand Academy of Administration in Nainital on result-based Monitoring and Evaluation.

National Level Organizations RIE, Mysore

Regional Institute of Education, Mysore partners with Tamil Nadu in evolving needspecific  training  programmes  for  the  southern  states.  Recently  DIET  faculty  members participated in a workshop in connection with short-term Research Projects at RIE, Mysore. In pursuit of it, each DIET is now involved in doing Short-term Research Project under XI Five Year Plan for Teacher Education 2010.

RIE, Bangalore

Regional  Institute  of  Education,  Bangalore  develops  print  materials,  VCDs  and teaching Aids or English Language teachers. Hello English VCDs and English around us VCDs carved a niche in the hearts of learners at the primary and upper primary level. DTERT extends funding support through the State Government of Tamil Nadu for the material development at RIE, Bangalore.

CCRT, New Delhi

DTERT assists CCRT in identifying teachers with the right attitude for the various training programmes organized for various cultural training programmes conducted for practicing Primary, Graduate and Post-Graduate teachers. CCRT sends the annual calendar of  activities  and  DTERT  Coordinates  with  School  Education  and  Elementary  Education Directorates to depute competent teachers to get the maximum benefit of the cultural training programmes.

NCTE, New Delhi

National Council of Teacher Education guides DTERT by keeping it informed of the
latest Norms and Standards for opening and running new Teacher Training Institutes. NCTE has also come up with a model syllabus for Teacher Education. In future, each SCERT is expected to redesign D.T.Ed source books in conformity with the new syllabus.

NCERT, New Delhi

In addition to NCTE, NCERT provides DTERT necessary professional support. It also gives specific guidelines for introducing reforms in Teacher Education. NCERT offers its support to DTERT directly and also through RIE, Mysore. NCERT’s NCF 2005 helped DTERT in evolving syllabus for Equitable Standards Education for Classes I to X. DTERT implements NCERT sponsored Population Education Programme throughout the State.