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7/28/2019 About Diet
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About
DIET
DIET is the most significant educational intervention in the country, while the
NCERT came up in the 1960s and the State Councils of Education Research andTraining came up in 1970s, the need for a third tier of training and resource
support structure, right at the district level was genuinely felt in order to improve
the quality of basic education. As result DIETs were set up in almost all the
districts of all the states in the country.
Govt. of India gave top priority to elementary education. Different education
commissions were constituted which submitted their reports and on the basis of
their findings, Govt. made drastic change in the education policy. In the beginning
education was a state subject but through an amendment in the constitution in
1976 the subject of education was put on the concurrent list. As a result State
Govt. as well as Central Govt. now collectively frame a particular education policy
& National Education Policy 1986, introduced a new pattern of education know as
10+2+3 system. Establishment of DIETs is based on the recommendations of
National Education Policy 1986.
District Institute of Education and Training, Hatta was established in Oct.1988 by
converting Junior Basic Training School which was set up on 01-01-1973. The sole
purpose of DIET is to conduct different kinds of trainings programmes to
improve the quality of basic education and create a desirable environment within
the district in regard to enroll more and more children of school going age and
pave the way for retention of those who are admitted in the school and to ensure
the high literacy percentage of male and female as whole.
DIET Hatta has an academic faculty of highly qualified teachers who
simultaneously work as Block Mentors too, especially to supervise the on going
different schemes of Basic Education and guide the teachers to implement the
scheme in an effective way through the seven departments as categorized below:
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The Education Commission (1964-66) had
observed that of all the factors that influences the
quality of education ....the quality; competence &
character of the teachers are undoubtedly the
most significance. But these in turn depends
substantially on the quality of training and other
support provided to them. Until adoption of NPE
this support in the area of Elementary Education
was being provided largely at National and State
level only by Institution like NCERT, NIEPA &
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 the State Resource Centers (SRCs) at
the state level. Below the state level there are
Elementary Teacher Education Institutions but
their activities were confined mostly to Pre-
Service teacher education. Thus their roles were
limited. There were larger problems like outdated
teaching practice & course of study.
By the time of adoption of NPE, Elementary and
Adult Education System were too vast to be
adequately supported by National and State level
agencies alone. Therefore NPE accordingly
. - , .
2. District Resource Unit.
3. Planning, Management and Innovation Coordination
Department.
4. Media and Educational Technology (ET) Department.
5. Work Experience Department.
6. Curriculum, Material Development and Evaluation
Department.
7. Methods and Evaluation Department.
8. Education for Equality Department.
9. Para-academic,Psychology Counseling and Guidance
Department.
10. Physical Education Department.
11. Art and Aesthetic Education Department.
As an apex body in the field of Basic Education at the district level DIET Hatta
has been assigned to fulfill the following objectives;
1. To make sincere efforts in regards to enroll the children of age group 6-14 those
who are identified through a special programme of SCHOOL CHALO ABHIYAN.
2. To increase minimum learning level and achievement level of the students as has
been instructed by the education department under D.P.E.P. & S.S.A. programmes.
3. To prepare master trainers / resource persons to guide and train the teachers who
are working in primary and upper primary schools.
4. To monitor the performance of different functionaries like B.R.C. / N.P.R.C. /
District Coordinators / A.B.S.A. to obtain a desired result.
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envisaged addition of third district level tier to
support the system in the shape of DIETs in every
district of the country. With the introduction of this
third layer of support system expectation would
be of wider quantitative and hopefully qualitative
coverage as DIETs would be closer to the field
and therefore more alive to the problems and
needs.
The mission of the DIETs is to provide academicnd resource support to the grass root level for theuccess of the various strategies and programmeeing undertaken in the areas of elementary &
Adult Education.
NG PROGRAMME SCHEDULE Need Assessment 2008-09
going training programmes which take place at DIET as well as BRC / NPRC level.
6. More emphasis to promote girls education through NPEGEL / Meena manch and
other adequate schemes of woman sensitization like Woman Motivators Group.
7. Sincere efforts are being made ensure maximum utility of T.L.M. (Teacher
Learning Material) with a view to have an effective teaching process in the school
education.
8. A careful watch in regard to access / retention / minimizing dropouts is being
kept at DIET level through its mentors.
ABOUT DIET DISTRICT CHAPTER
Facts
Date of Establishment : Oct.1988
Name of Institution District Institute of Education and
Training
Hatta
Location : Navodaya Ward, Damoh Road,
Hatta
Name of Courses : Diploma in Education (D.Ed.)
Intake / Seat Capacity : 50 Seats (Regular)
200 Seats (Correspondence)
Name of affiliating / examining body : Board of Secondary Education
Madhya Pradesh, Bhopal
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Teacher training 2008-09 is being planned on the basis of post test Analysis, Feed
back analysis and teacher profile. All the teachers will not be given training in all
subjects, it is according to their requirement and priority of subjects reflected in
the teacher profile
The training need assessment is carried out in DIET two Ways
(1) Teacher Evaluation-
(I) post test analysis and on the basis of teacher profile at DIET level
(II) out comes of action research studies of DIETs.
(III) By applying adapts tools.
(2) Learner Evaluation
(I) Sample analysis of 5th and 8th Board Exams answers
sheets.
Requirement of Training
The requirement of training of teachers has been ascertained by analyzing the
pre and post test of teachers taken during their training in the year 2007-08.The
results of the analysis is as follows.
In-service Teachers Training
Teacher is the key factor to facilitate the academic inputs in
School. Training of Teachers helps in making education experience qualitative
and bringing about an attitudinal change among Teachers. The vision for
Teachers Training is three fold;
INTRODUCTION
Pre-Service Teacher Education (PSTE) is the prime branch of DIET, which offers
a 2 year Diploma in Teacher Education (Elementary level) for post higher
secondary students of Madhya Pradesh with priority given to students of the
district.
This is a Two Year Elementary Teacher Education Programme preparingteachers for imparting education in Primary Classes.
At the end of the two year Programme the student teachers will be able to:-
a) Attract and retain in the school all school-age children from the school vicinity.
b) Be familiar with the socio-economic status of families in the neighborhood.
c) Adopt innovative and interesting techniques of teaching children from Standards I
to VIII.
d) Mobilize means and materials for academic facilitation of the children.
e) Develop appropriate basic personal and special skills in the pupils in each
standard.
The Government of Madhya Pradesh has made the curriculum for two years
D.Ed. course.
In the preparation of the curriculum, the suggestions offered by the National
Council for Teacher Education in its Curriculum Framework for Quality
Elementary Teacher Education have been appropriately incorporated.
The Curriculum aims at preparing professionally competent and committed
teachers. The main features of this curriculum are
a. Practicum oriented courses,
b. School based internship,
c. School community relationship,
d. Comprehensive / continuous / competency based
evaluation,
e. Development of skills necessary for transactional
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1- In Service Teachers Training
2-Induction Training for newly recruited teachers
3-Training of BRCs and CACs
5 days In-service teachers training will be held in summer
vacations for the teachers of the 10 urban schools taken up by DIET lecturers for
improving achievement level. These teachers will be trained on the spot in schools
for remaining target by the DIET lecturer in charge.
Primary school Teachers of rural and urban schools will be
given 5 days training during summer vacation at the block level. The First Phase
of training will be of 5 days wherein a pre test of all trainees will be held. This
training will focus on 'Children's language Improvement Programme' (CLIP).
During this training teachers will be trained for enhancement of children's
language skills especially dictation and reading along with 4 fundamentaloperations of Mathematics, viz., Addition, Subtraction, Multiplication and
Division. Thereafter 10 days training will be given to these teachers during
monthly meeting at cluster level during 10 months of academic session. The third
phase will include another 5 days of training at DIET during which teachers will
be trained from each primary school on roster basis. This will be done in such a
manner that at least one teacher remains in the school during this training. A post
test will be conducted during this training. Trainees successfully passing the post
test and presenting project work dissertation will be given reimbursement for the
expenses made on self study material and project work.
strategies,
f. Development of innovative thinking,
g. Practices in classroom instruction,
h. School management,
i. Development of commitment in student-teachers towards the learners, the
society, professional growth and basic human right.
The D.Ed. course is of two years duration and the total number of working days
in a year is 220 days which include compulsory Internship for 40 days and
examination.
The eligibility for admission to the course is a pass with at least 45% marks in the
Higher Secondary or any equivalent examination conforming to the norms set byNCTE / State Government, if, any.
Admission is made on the basis of the marks obtained by the candidate in the
qualifying examination.
The reservation of seats for SC/ST/OBC/Handicapped etc., will be followed as per
rules.
The student-teachers will take Government examination both the years.
In the first year there will be examination in following papers viz.
1. Role of the teacher and education in Developing Indian
Society.
2. Child Psychology
3. School Organization & Planning
4. Child Centered Education & Educational Technology
5. Hindi Teaching Methods
6. Mathematics Teaching Methods
At the end of second year there will be examination in following paper viz.
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The Upper Primary School Teachers will be given 7 day
training for science and mathematics at IASE/CTE (PGBT) level. This training
will be based on Active Learning Methodology.
No. of PS teachers No. of MS teachers
4052 1850
Teacher training 2008-09 is being planned on the basis of post test Analysis,
Feed back analysis and teacher profile. All the teachers will not be given
training in all subjects; it is according to their requirement and priority of
subjects reflected in the teacher profile. This training is imparted to 4052
primary and 1850 upper primary teachers as per instruction from RSK.
Activity based learning methodology will be adopted on pilot basis in 10 schools in
the district. Teachers from these schools will be trained on Activity Based
Learning. Training of these teachers will be done through exposure visit to
municipal corporation schools of Chennai in Tamilnadu.
Induction Training of New Teachers
Residential Induction Training will be given to newly recruited teachers of
Primary and Upper Primary level in the State. This will be a 20 days residential
training in 2 phases. First training will be immediately after the recruitment of
teachers. Remaining 10 days training will be given during the monthly meetings at
cluster level.
Induction Training planned for New teachers 2008-09
Type of Level Target Duration No. of Venue
1. Educational Psychology
2. Nutrition, Health & Physical Education
3. English (Second Language) and its teaching methods
4. Sanskrit (Third Language) and its teaching methods
5. Social Science and its teaching methods
6. Science and Environment Education and its teaching
methods
Besides external examination there will be internal examination in all the subjects
conducted by a visiting commission from other DIETs. After the assessment of
the performance of the student teachers, a consolidated mark statement will be
submitted to the Board of Examinations, which will be entered in the markstatement.
Internship for 40 periods in a year comprising 40 periods observation and 40
periods teaching practice is mandatory for completing the course; the I year
students will take up internship in primary class and the II year students in upper
primary classes; senior teachers in the schools will be the guide teachers.
Some Government Primary / Middle Schools have been identified for this
purpose.
The DIET has adequate infrastructure as well as instructional facilities besides
qualified and experienced teaching faculty. The infrastructure includes
classrooms, laboratory, library, playground with games facilities.
All curricular / extra curricular activities keep the DIET faculty as well as the
student Teachers busy; the sports day, the field trip, literary association activities,
national environmental awareness campaign sponsored by Government of
Madhya Pradesh, celebration of all national festivals including Teachers Day are
some of them.
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training Programme
Induction SS-II
& SS-3
511 30 Days 2 DIET
98 SSII and 413 SSIII new appointed teachers will be given 30 days training
scheduled at DIET Hatta
Training of BRCs and CACs
The BRCs along with 3 Resource Persons from each block will be given 7 days
training at at IASE/CTE (PGBT) level. The CACs will be given 7 days training
at at DIET level. The CACs will also be given 10 days training during monthly
meetings at DIET.
Proposed evaluation plan activities for 2008-09 of the district
S.No. Activity Responsibility
1 To develop question papers and material by
teachers at school level for class- 1 to 8 exam
except annual exam of class 5 & 8.
School
2 To develop question papers by DIET through
workshop.
DIET
3 To make available question papers and
answer books for class- 5th and 8th annual
exam and ensure availability to schools.
ZSK
4 To make available blue print, model questionpapers question banks and progress cards to
schools.
ZSK
5 Analysis of quarterly results and answer
books with respect to quality parameters
JSK, BRC
and DIET
Educational psychology is an application of the principles of psychology for
effective learning and modification of behavior on desirable dimensions.
Knowledge of educational psychology makes a teacher effective in motivating the
pupils in their learning. In short it is an inseparable part of strategy in education.
List of Competencies
After undergoing the course, the student teacher
1. Explains psychology and its relationship with Education.
2. Classifies different branches of psychology and explains
their significance.
3. Explains the importance of heredity and environment and
its influences in educational process.
4. Explains the growth and human beings and their behavior.
5. Explains the different aspects of the development of the
child.
6. Describes the individual differences and adjustment and its implication in
learning.
7. Explains the primary needs of the children.
8. Explains the secondary needs of the children.
9. Explains the concept of socialization.
10. Explains the theories of learning and the factors influencing
learning.
11. Explains the different types of learning.
12. Describes the effects of different methods used for learning
process.
13. Understands the concept of motivation and the steps to be
taken to motivate the children.
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6 Non cognitive activities-
Games & sports, Scout and guides, Yoga,
Mogli utsav, drawing and painting, etc.
JSK/ Block/
district/ state
level
7 Remedial teaching classes ZSK/DIET
Madarsa Teacher training
As per norms of SSA 2 teachers from each madarsa ie t total 70 teachers have
ven 20 days training with view of modernization of madarsa .In 2008-09 ,70
from madarsa will be trained.
Special programmes for enhancing competencies in language and
mathematics
Specific programmes will be conducted to enhance competencies in basic
reading writing and comprehension skills in primary classes through reading
writing campaign.
Special programmes will be taken up to enhance basic competencies in
15. Develops skill of observation, listening, responding and
understanding.
16. Describes memory, remembering and forgetting and identifies conditions of good
memory.
17. Explains thinking process and its uses-perception, conception, apperception for
different ages.
18. Explains the role of creativity and its development.
19. Explains the meaning of intelligence and understands the changing concept of
intelligence.
20. Enhances personality development of pupils.
21. Describes the mental hygiene and mental health.
22. Understands exceptional children and their significance.
23. Practices guidance and counseling for school pupils.
EDUCATIONAL TECHNOLOGY
Senses are the gateways to acquire knowledge Educational Technology gives
training in learning through senses. It gives opportunity to learn joyfully. It can
bring the whole world into the classroom. It helps the trainees to have a first hand
experience on newly evolved teaching aids and equipments. Hence a good
exposure in Educational Technology is the need of the day for the Students of the
Diploma Course in Teacher Education.
Objectives
The Aim of Education is the knowledge not of facts but of values.
In the heart of dedicated professionals is the belief that the primary goal of educatiostudent achievement. The objective of education is to turn the eyes, which the already possesses, to light. The whole function of education is not to put knowledgthe soul but to bring out the best things that are latent in the soul.
What strategies would bring about greatest student achievement and improved outto maximize student learning and to implement collaborative experimental student-c
A focused approach on this shifting paradigm from teaching to learning and making
Functional
Madarsa
Target
for
2007-08
Achievement
Teachers
training in
2007-08
Proposed
Teachers
training in
2008-09
35 70 00 70
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mathematics in the early primary classes. Focus will be on class 1 to class 3 so as
to inculcate fundamental competency in children.
Special programmes will also be taken up to enhance competencies in
Mathematics and Science in the upper primary level from class 6 to 8.
Once the competency in fundamental basics of the subject and languages
are achieved it will be of much help to students in learning process and this will
help in improving the achievement level of the students.
238093 students of primary and 108368 students of upper primary schools
are covered under the learning enhancement Programme that means the
Programme will be conducted in all 1421 primary and 520 upper primary
schools of the district.
TLM are the actual instrument that help is curriculum transaction in the
classes and the child. It includes textbooks, workbook, teacher guide teaching
aids (concrete material) supplementary reading material etc. Out of the above
mentioned material it has been observed that the textbooks is the main or some
time only tool which is available with the teacher and is used for teaching
learning.
The TLM available in the schools
1. Block board
2. Textbooks-cum-workbook
3. Teachers guide
4. Supplementary reading material
that without change something sleeps inside us and seldom awakens.
To Provide high level of education and knowledge to students.
To Provide information of new and upcoming technologies to the student
To Encourage students for research and development.
To Provide career guidance through eminent personalities from academics
and industries.
To Organize seminars, guest lectures, industrial training for the student.
To develop personality and inculcate practical knowledge among students
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These are already available in schools hence district will develop its own need
based TLM and train the Jan Shikshak. So that Jan Shikshak are equipped to
give academic support to teachers of the school under their jurisdiction. This
year we emphasis will be on low cost no cost material development specifically
for upper primary classes. The TLM will be developed on hard spots
identified through results, classroom observation and feedback etc. TLM
handbooks have been developed for all subjects and given to schools for
development and effective use of TLM. This will be closely monitored during
2007-08.Question banks have been developed for all classes and all subjects
and given to teachers. This will enable them in framing competency based
questions for use during teaching and also tests. This will be ensured and
closely monitored during 2007-08.
in the process of learning enhancement Programme the role of teachers is
very important because they are the one who directly interacts with children.
Apart from teachers time to time monitoring and instructions by CRCs,
BRCs, DIET officials will play important role in the implementation of the
Programme.
To evaluate the outcomes and interventions of the Programme the faculty
from DIET and PGBT officials will be deputed who will guide and instruct for
the proper implementation of the Programme.
To improve the quality of classroom process so as to meet the aim of quality
education to all following steps will be taken -