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.
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.
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:
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.
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: -
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.
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.
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
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.
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.
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
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
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.
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
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 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 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
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.
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.
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.
of advanced research in sciences as well as humanities.
Ø TANSCHE will undertake detailed exercises in
manpower planning coordinated with
educational planning.
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.
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
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
their implementation
ü To
devise methods to
step up standards
of examination and
suggest needed
examination reforms
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 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
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
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
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
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
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
international funding agencies
ü To identify and administer innovative
programmes for sustainable growth through
self-generated funds from consultancy services to industries
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
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.
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
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.
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
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.
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.
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.