REPORT OF THE JOINT REVIEW MISSION

ON THE CENTRALLY SPONSORED SCHEME OF TEACHER EDUCATION

[CSSTE]

AUGUST 17 - 24, 2016

INDEX OF CONTENTS

TITLE Page Numbers

1. Mandate Communicated to the Mission Members…………………….…………… 1

2. Executive Summary..…………………………………………………………………. 2

3. Methodology of Review Adopted………………………………………………….…. 3

4. Field Level Formations in Place for the Implementation of the

CSSTE-DIET/BTC…………………………………………………………………… 3

5. Colleges of Teacher Education, Institutes of Advanced Studies in Education……. 5

6. State Councils of Educational Research and Training…………………………...… 7

7. Financial Releases for the Years 2014-15, 2015-16 & 2016-17…………………...… 9

8. Areas of Concern and Need for Attention………………………………………..….. 10

9. Aspects for Appreciation and Adoption…………………………………………..…. 12

10. Recommendations………………………………………………………………..……. 14

11. List of JRM Members….…………………………………………………………..….. 15

12. State Reports

12.1 Assam…………………………………………………………………….……

12.2 Chhattisgarh…………………………………………………………………..

12.3 Jharkhand………………………………………………………….………….

12.4 Madhya Pradesh………………………………………………………………

12.5 Uttar Pradesh………………………………………………………………....

Abbreviations :

ABL - Activity Based Learning

BTC - Basic Training College

CSSTE - Centrally Sponsored Scheme on Teacher Education

CTE - College of Teacher Education

DIET - District Institute of Education and Training

FY - Financial Year

GoI - Government of India

Govt. - Government

IASE - Institute of Advanced Studies in Education

ICT - Information Communication Technology

JRM - Joint Review Mission

NCF - National Curriculum Framework

NCTE - National Council of T

NGO - Non Government Organization

RTE - Right to Education

SCERT - State Council of Educational Research and Training

TE - Teacher Education

TEI - Teacher Education Institution

TLM - Teaching Learning Materials

UC - Utilization Certificate

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Report of the Joint Review Mission on the Centrally Sponsored Scheme on Teacher Education [CSSTE]

(August 17 - 24, 2016) 1: MANDATE COMMUNICATED TO THE MISSION MEMBERS The mandate of the Joint Review Mission 2016 takes initial appointment letter issued by the Joint Secretary to his letter dated 22.07.2016. In Annexure I of the letter, page no. 2 lays down the requirements of the Government of India to the Members of the JRM. Accordingly, the members conversed at Delhi on 17.8.2016 to consider the work plan they would be adopting in the course of their field visit to the 5 designated states of Assam, Chhattisgarh, Jharkhand, Madhya Pradesh and Uttar Pradesh. It was unanimously agreed that the teams would ensure the information required as laid down in the terms of reference of the JRM of the Teacher Education. The terms of reference had laid down that the mission will carry out the comprehensive review of information received regarding.

a) Annual work plan and budget approvals and fund releases to the States/UTs for FY Existing/Current;

b) Progress on process and performance indicators included in the Guidelines; c) FM Rs (Previous Year) and GoI budget allocations for Teacher Education Scheme for FY

Existing/Current; d) Progress made on utilization of funds at the institutional level. e) Progress against sanctioned annual work plans f) Quality of the curriculum (of the pre-service programmes) and modules (of the in-

service training); g) Processes set up to ensure effective and timely utilization along with the compliances

needed; h) Quality of resource material used by teacher trainees and teacher educators; i) Mechanism for networking and mutual learning between Teacher Education

Institutions; j) Avenues for Capacity Building, On-site Support and Professional Development of

teacher educators; k) Review action taken report on recommendations of JRM.

The guiding principles adopted was to review the status of progress in the overall implementation of the teacher education scheme and also to complement the many and intersecting dimensions related to programme planning, implementation, monitoring and evaluation, with respect to each of the programmatic implementation items under the scheme. Also, members of the mission were alert to the other issues of relevance to teacher education like curriculum, convergence and cadre management of teacher educators.

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2: EXECUTIVE SUMMARY

The CSSTE was approved in 12th plan as an improvement over the teacher education process evolved by the GoI in 1987. The review of the implementation of the Scheme in the States of Assam, Chhattisgarh, Jharkhand, Madhya Pradesh and Uttar Pradesh only has been carried out.

The current JRM has approached the review to cover field level functional operations. To assess the effectiveness at the cutting edge of the scheme.

The JRM then has tried to see if the support to this cutting edge by district and regional level institutions that support systematic training of untrained in-service teachers is adequate and also to gauge if the support and expansion of horizons among trained and practicing school level teachers, is adequate or not.

The JRM has also examined the support available from the University Departments of the Education, wherever they exist, and have observed that if it were possible to start such departments in the universities, where they do not.

The JRM has also examined the role and support extended by the SCERTs to marshal the programme and to create indicators of rapid or languid progress, considering the bulk of the GoI’s assistance goes to the SCERTs for the Non-recurring and Recurring costs. The JRM notes that use of funds depends on the dynamism of the person leading the SCERT.

The JRM looked at the development of curriculum for TE and the research carried out at different levels and feels this is an area that can improve significantly.

The NCTE is found to have a rather poor appreciation by the institutions that have to interact with that agency.

The JRM has held wrap up meetings with the State Govt., at times represented by the highest levels such as the Additional Secretary to the Govt. and sometimes with a relatively lower level functionary of a Director in the Department of Education.

The JRM has also tried to assess the extent of the use of ICT by the respective State Govts. The individual State reports detail the status of the need for improvement or suggested aspects for adoption due to their novel and innovative content.

The JRM feels that considering the significant absence of adequate means at the field level for translating the Govt. of India’s intent to rejuvenate and rebuild the teaching cadres, it would be essential to develop support systems that are needed at the field level.

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The JRM has noted that there is all round dissatisfaction in the financial management of the CSSTE that would need to be addressed with a will to encourage improving the quality of teachers in the states that have been reviewed. This will help GoI realise the intention and also make the states feel that an important aspect of educational administration is not hamstrung by complex financial processes and responsibility overburdens.

3: METHODOLOGY OF REVIEW ADOPTED Methodology adopted by the JRM: The JRM has based its entire Review Mission as the given mandate of the GoI. The requirements have been kept in focus and the gathering of facts after observation and followed by inquiry. Field visits were under taken to see what is happening on the ground. Where something was not quite clear, concerned people in-charge were asked to explain. The received information was then cross-checked with concerned groups, to obtain a better understanding. There was a distinct message conveyed that the exercise of the Review was neither an inspection nor an audit. However, the state level functionaries endeavoured to show compliance with GoI’s stipulations. 4: FIELD LEVEL FORMATION IN PLACE FOR THE IMPLEMENTATION OF THE CSSTE – DIET/BTC The DIETs and/or the BTCs have grown over time and the CSSTE can claim credit for having created a teachers’ focal centre at the District level. In the States visited and the DIETs seen, the buildings are in condition ranging from good to in-need-for improvements. In the State of Assam, out of 34 districts only 23 districts have DIETs. All the 23 DIETs are in functional stage. Out of these 23 DIETs 18 DIETs are conducting D.El.Ed. Course since 2012. The total NCTE recognized intake capacity of DIETs is 1120. The DIETs, Lakhimpur and Goalpara run B.Ed. course with an intake capacity of 50 each. The DIET, Kamrup has also been recognized to start 2 year B.Ed. course with an intake capacity of 50. The remaining DIETs have also initiated actions for getting recognition to start B.Ed. course from NCTE. The DIETs also conduct D.El.Ed. Course through Open and Distance and Learning mode under Krishna Kanta Handique State Open University (KKHSOU) as Study Centres. The problem of untrained teachers in the districts is addressed through giving short-term in service teacher training on school subjects. In the State Assam, it is seen that the Basic training centres, Normal schools and DIETs are functioning parallel running the D.El.Ed. Course. The four DIETs visited in the State Assam function in sound buildings with good infra structure and facilities. They have well equipped library with more than 5000 books and 2 to 3 educational journals, Mazagines etc. They have their own web site and are familiar with the MOOC and other on line resources which are used. Sufficient classrooms to run the existing D.El.Ed. Course is found. But more class rooms and infra structure in terms of laboratories – subjectwise and expansion of ICT labs are required to

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run the 2-year B.Ed. programme. Separate methodology labs according to NCTE need to be developed to train the B.Ed. students. The DIETs have been collaborating with SSA and SCERT on various training programmes, workshops, development of text books, materials etc. Besides this, they seemed to be actively engaged in organizing seminars on school education and collaborating with SCERT in conducting achievement surveys for class V,VIII and X in the districts of Assam. Innovative practices with respect to pedagogy, assessment, maintenance of portfolio, facilitating students, art and craft are seen reflected through faculty work and student work samples Lack of release of fund regularly stands as a barrier for continuing the teacher development programme in the districts. Since 2013, the DIETs have not been receiving funds towards conducting training programmes and research activities. However, as specified above, they are actively involved in the programmes conducted by SSA and SCERT. Due to lack of funds, the DIETs are not in a position to monitor the schools and provide academic leadership in the districts. It is observed that all students of D.El.Ed. belong to Arts stream. The science and mathematics at upper primary level seemed to be totally neglected. Besides this, the intake of students is bifurcated into primary and upper primary groups which is not in consonance with NCTE guidelines. In the State of Chhattisgarh 16 DIETs were functional out of 19 DIETs. Besides, 02 BTIs were also functional till date. Funds were reported to have been released on time, however, remained underutilised released under the head Activities, the reasons being lack of teacher educators and lack of orientation of faculty members about the role of DIETs. The visit to 03 DIETs revealed that the majority of the faculty members are aware about the paradigm shift in school education as well as subsequent changes in teacher education curriculum. With the involvement of one NGO the activity based teaching in schools as well its use in classrooms by the Pre-service trainees is gaining momentum. A number of positions are lying vacant in DIETs. The physical Infra-structure needs to be improved including the laboratories, hygienic drinking water facilities, toilet facilities etc. The basic educational facilities like laboratories, technological equipments were found lacking in all the three DIETs. DIET, Raipur has its own functional practicing School in the campus. Good efforts have been observed for campus development in two DIETs (Raipur & Janjgir). The team was unable to observe the regular classes in two DIETs because of non-availability of students at the time of visit. The curriculum has been revised and in accordance with NCFTE, 09 and NCTE regulations, 2014. Annual work plans were developed by all the DIETs visited. No co-ordination was noted between the DIET and SSA authorities. Transaction of curriculum as observed in one of the DIETs was taking place through lecture method and without any use of ICT. However, DIET, Raipur reported to use teaching strategies based on constructivist paradigm. The DIETS follow the manual developed by SCERT for School Experience programme. The situation was not same in all the three DIETs. One could see different status in respect of functioning of various DIETs. Considering the DIETs certainly as institution for teacher’s training the overall scenario was quite unsatisfactory with reference to quality indicators. In the State of Jharkhand, two DIETs and one CTE were seen to be actively imparting teacher education to student-teachers with adequate infrastructural and human resources. These institutions were also found integrating environmental, cultural and social concerns within their

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curriculum. However, no other activities such as research, extension, development of material were found to be conducted by these institutions. One other DIET and another CTE (designated as IASE with) visited were found equipped with infrastructure viz., laboratories, library, classrooms, hostel and also teacher educators (although on deputation) with no NCTE recognition (pending) and hence no student-teacher was found enrolled in these two institution. Funds received from the GOI under the Teacher Education Scheme in the year 2014-15 were reported to be utilized majorly for imparting trainings in the year 2015-16 by DIETs and CTEs. In 2015-16 and also in the current year no fund has been released to the state as state could not submit UC of previous fund timely. Jharkhand Council of Educational Research and Training was found to be actively involved in textbook development for upper primary classes with very less number of faculty members. The concerns of this JRM for the state of Jharkhand are: the state needs to take up teacher education on priority basis in view of providing opportunities to affordable quality teacher education to students belonging tribal areas by strengthening JCERT and other TEIs filling up all the vacant posts and also revising teacher education curriculum at the elementary and secondary stages as per the NCTE regulations 2014 Fund flow mechanism need to strengthened with regard to TE scheme in the state of Jharkhand. In the State of Madhya Pradesh, three DIETs were seen to be functioning out of sound buildings. Funds received from the GoI wherever used seems to have been used appropriately. Classrooms, laboratories, libraries, equipment and the general environment were good. The IASE and DIET in Bhopal has the unique Status of having a number of schools in its campus. It would be ideal for them to use these institutions as Demonstration Schools. The classes in progress showed a very enthusiastic gathering of both teachers and students. Material for use in schools and in the process of training teachers are available. The DIETs were certainly institutions of teacher training. One concern that arose in the course of visit was the certification at the end of a training session and the overall underuse of funds allotted for Monthly monitoring and Evaluation. In the State of Uttar Pradesh, the JRM teams has visited four DIETS, namely Agra, Mathura, Varanasi and Lucknow, one CTE Varanasi and one IASE Allahabad. The Mathura, Lucknow and Varanasi DIETs were found vibrant and active. The activities in these institutions are covering various aspects of teacher preparation. They are utilizing all the available resources in very effective manner. The funds received from Centre seem to be utilized in sufficient manner. There are many vacant posts in DIETs, CTEs and IASEs. These needs to be filled as per NCTE norm soon for quality preparation of teachers in the State. The intake of all DIETs has been increased to 200 students per batch. This is putting excessive strain on the present infrastructural resources and needs to be addressed as per the NCTE norms. 5: COLLEGES OF TEACHER EDUCATION, INSTITUTES OF ADVANCED STUDIES IN EDUCATION The distinction between CTEs and IASEs has been overlooked in favour of brevity. The CTEs and the IASEs that are in place, play an important role to augment the number of trained teachers and to prepare teacher educators. The aspect of training of teachers is addressed adequately.

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However, the aspect of preparing teacher-educators requires special attention and be given a roadmap for adoption. As the need to enhance numbers, make curriculum, provide solutions in administration, the general observation has been that more work needs to be done. Given the ability to undertake research, the research output is pedestrian. In the 5 States visited, there are 10 IASEs and 22 CTEs sanctioned. The number functioning is 20 CTEs and 7 IASEs. Added to this are the vacant posts that results in a significant amount of funding under the CSSTE not being utilized by the IASEs and the CTEs. What is utilized by way of amount payable to persons recruited under the CSSTE is held up for payment due to utilization certificate have not been given for other scheme related expenditures incurred in the course of implementing the scheme. This linking causes grave resentment among unpaid persons in these institutes who have joined as a part of the additional staff under the scheme. Two Secondary Teacher Training Institutes namely, College of Teacher Education, Guwahati and Post Graduate Teachers Training College, Jorhat have been up-graded to IASE during 10th five Year Plan. Presently, these two institutes are providing 2 years B. Ed. Programme for pre-service secondary school teachers and occasionally involved in in-service training programme organized by SSA/RMSA. The philosophy of establishing IASE after the recommendation of NPE, 1986 is not conceptualized properly by the state. Even though both the Colleges of Teacher Education were upgraded to IASEs in the State, yet they are primarily operating as pre-service institutes, largely due to non-availability of funds to carryout in-service programs in the State. Hence no in-service programmes were undertaken and organized since 2013-14 academic session onwards and the modules and materials are not in tune with present times. It was noticed that the syllabus of the 2-year B.Ed. course running in IASEs is developed by the affiliating University which is not in tune with the NCF-2005 and guidelines of NCFTE-2009. Though the course titles are at par with the NCTE guidelines, the content under course papers require revision are still reflecting conventional and traditional approach which is not in consonance with the NCTE and NCF-2005 guidelines. The infrastructure and academic facilities found in both CETs and IASEs are in a very poor condition which do not suffice the training requirements of B.Ed. course. The libraries in these centres are in very poor condition with inadequate books and lack of maintenance. Though there is physical space for labs, they are very poorly equipped which is point of concern. The research area seemed to be neglected in these centres. Action research is carried out by few faculty members, the outcomes of which are not utilized in any way to improve school or teacher education. The internship programme planned doesn’t not reflect meaningful tasks and the idea of school attachment programme as envisioned in NCTE guidelines. No collaborative efforts with other educational sectors such as SSA, RMSA and DIETs are seen towards development of school or teacher education. No innovative practices with respect to pedagogy, assessment or research is seen. The CTE, Raipur affiliated with Pandit Ravishankar Vishva Vidyalaya with a few DIETs under its Jurisdiction is functioning with adequate physical infra-structural facilities and human resources. The laboratories and library were not found to be satisfactory, need to be improved with additional resources. The faculty is mentoring the action researches and is publishing the

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research. Many new practices are being adopted like Dharohar, Sanjha Pahal, Chai Pe Charcha, team teaching etc. The way internal assessment was being done was quite appreciable. The students and teachers were also reported to use ICT for their assignments. The college is regularly conducting capacity building programmes for teacher educators in the area of research methodology. The State has IASE at Bilaspur affiliated to Bilaspur University with a few DIETs under its Jurisdiction. It is functioning in a poorly maintained building. The classrooms were ill-equipped. The B.Ed. and M.Ed. syllabus have been revised but no references have been given. Only a few faculty members were involved in undertaking researches. The faculty needs to be empowered for undertaking researches and shifts taking place in the area of teacher education. The faculty remains occupied with PSTE and In-service programmes being planned in adhoc manner. The teaching-learning material developed was also found to be inadequate. The state of Jharkhand has been providing infrastructural and human resource support to DIETs, IASE and CTE with the state grant. However, the state has yet to empower these institutions to take up many roles other than pre-service TE as indicated in the TE scheme e.g. in-service teacher training, research and development therefore it is needed on the part of the state to develop mechanism in the state to implement the scheme in the state in an organised manner. There are 7 CTEs in Madhya Pradesh and the number of IASEs is 4, only 2 State Universities are having Department of Education whereas there are 16 universities that do not have any such Department. The CTEs were functioning and the funds allocated in 2015-16 were Rs. 4,347,000 and the balance remaining is Rs. 2,368,046. Only 1 CTE spent more than ninety five per cent of the allocated money. The allotment of Rs. 6,837,000 was made for the IASEs under which the balance amount is Rs. 2,607,680 and only one IASE utilized the first instalment. In Uttar Pradesh the CTE-Varanasi has been functioning as an extended unit of DIET Varanasi. It needs to regain its own legacy and must function as CTE-Varanasi. IASE-Allahabad has been functioning without any major role to play in Teacher Education. The institute is in the process of initiating its own UG teacher education programme that has been recognised by the NCTE. Yet it needs affiliation to one of the State Universities. The library of the IASE is a unique and valuable library with rare collections. It needs to be preserved and digitised. 6: STATE COUNCILS OF EDUCATIONAL RESEARCH AND TRAINING The JRM notes that the SCERTs in all the states visited act as the nodal point from which the field formations of the TEIs receive their lead, directions, fund releases and management. The SCERTs have acted on the role assigned under the CSSTE, the part they have to play in adopting the NCF, 2005 and the role they have to discharge under the RTE Act 2009. The SCERTs had their own premises and they seem to be adequate for the discharge of their operations. The personnel deployed were stated to be adequate, however the capabilities of each contributing functionary needs to be examined.

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In exercise of powers conferred under section 29 (1) of RTE Act 2009 Government of Assam notified SCERT as the State Academic Authority vide order No. PMA.627/2010/34 dated 6th June 2011. The duties of the Academic authority are to lay down the curriculum and evaluation procedure for elementary education. Soon after its establishment, the administration of all primary teacher training institutions, such as Normal Schools, BTCs and DIETs were transferred from the Directorate of Elementary Education to SCERT. The B.Ed. colleges and Hindi Teacher Training College in the State were originally under the administrative control of the Directorate of the Higher education. Those were also brought under the control of SCERT in the year 1991-92. Annual work plan and Budget(AWP&B) for the years 2012-13,2013-14,2014-15 and 2016-17 have been submitted by the State to MHRD, GOI. Various need based programmes and activities have been incorporated for quality assurance in schools and teachers. The plan also includes infrastructural improvement of TEIs and enhancement of intake capacity to mitigate the annual demand for proposed teachers in Assam. Restructuring and reorganization of SCERT, Assam is still under process which is at Govt. level since 2012 though proposal was incorporated in the Perspective Plan for CSSTE in 2012 and approved by the PAC. Short tenure of Directors in SCERT, Assam is a major problem. As per SCERT Service Rules, 2005 the post of Director should be filled up through open advertisement by APSC. Until then, a senior ACS officer is entrusted the responsibility as full time Director. There are number of academic posts vacant under each teacher education centre which need to be filled. As per the scheme, out of the total academic posts sanctioned in SCERT, 33 posts have been filled up; 281 posts in DIETs, 46 posts in CTEs and 18 posts in IASEs. Due to the delay in release of funds from the State, the training programmes and other academic activities are affected. Separate cadre for teacher educators is yet to be notified by the Govt. It is observed that only 15.94% of students have cleared TET in 2015 in the State. The untrained teachers (63%) teaching in schools have been given some sort of short term training programmes and through distance mode. During last two years no fund has been received for conducting academic activities under CSSTE. Limited scope for continuous professional development is observed among the faculty members of SCERT, except for some individual efforts which is on a small scale. There is no financial facilities for sponsoring faculty members for attending international/ national conference/ seminar/ symposium outside the state and abroad. Inadequate library which is not updated with required educational journals- international and national, reports etc. In the State of Chhattisgarh, SCERT is found to be fully functional with its different cells. It is mainly busy with preparation of text books for Standard 1 to 10 for the State and their piloting. Also with the support of different NGOs like Pratham, ICICI Foundation, Samarta Charitable Trust, RTE Forum and Azim Premji Foundation SCERT works for the capacity building of student teachers and in-service teachers. It reveals a symbiotic relationship between SCERT and NGOs for overall quality improvement of education. SCERT has also developed 300+ learning centres under the project of EDUSAT, but are not in use now-a-days. SCERT is taking initiatives for the capacity building of teachers and teacher educators but the programmes are neither based on any systematic need assessment nor any follow up and monitoring strategy is adopted after the programmes are completed. It is maintaining its own web portal. Almost with full-fledged staff, SCERT is striving for achieving its major objectives but facing problems of not having

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envisioned facilities. The faculties are generally transferred frequently to school system and also deputed from school system, which further creates problems of developing their capacities. In the state of Jharkhand, the JCERT has not yet been fully functional to realise its roles towards the teacher education institutions in the state. Presently, the JCERT has been developing textbooks for primary and upper primary classes and also joining Jharkhand Academic Council for the revision of D.El.Ed.(2007). The SCERT at MP is undoubtedly a fount of activity as it has to guide the work of 45 DIETs, 7CTEs and 4 IASEs. It has been able to ensure that the field level functionaries are aware of the steps to be taken for conduct of training, creation of TLM and make contributions to ABL. The SCERT U.P. is gradually coming into its own under the present leadership. Playing a coordinating and planning role including coordinating the DIETs and various Centre supported programmes. Presently the SCERT is called upon to perform well beyond its weight and doing an admirable job. This will have to be enhanced as it is called upon to play a nodal role in ensuring quality school education in a vast state. An immediate challenge is to try and ensure that NCTE norms in terms of infrastructure and Faculty requirements are implemented in the institutions under the SCERT. The SCERT is also aware of the need to set up Quality monitoring mechanisms for the DIETs, CTEs and IASEs to ensure that its efforts reach all the corners of the state. A feather in the cap of the Basic Education Department and SCERT of U.P. is the creation of the separate cadre for DIET lecturers in 2013. UPPSC has conducted selection process by advertising in February 2014 and 1280 posts of Lecturers in DIETs are expected to be filled very soon in next three months. However, the selections to Senior Lecturers and Principals are still from the general pool and the SCERT is aware that to find committed and experienced persons for these roles in the numbers required continues to be a challenge. Another challenge facing the SCERT is the need to orient and building the capacity of the new recruits along with the existing faculty. 7: FINANCIAL UTILIZATION FOR THE YEARS 2014-15, 2015-16 AND 2016-17 BY THE STATES: The Revised CSSTE of 2012 sets forth the approach to planning, the preparation, appraisal and the approval of State generated plans. The financial assistance under the CSSTE is to reach State Governments directly and through the respective treasuries by way of the Central Government fund transfer mechanism. However, GoI could make direct transfers to agencies involved in development of teacher educators and monitoring of DIETs. Releases to States would be in two instalments in a year subject to getting Utilisation Certificates. The funding pattern has been fixed at 60:40 in States other than the North –East where funding is in the ratio of 90:10.

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The funds allotted by the central Government and the State–wise utilisation is as below:

(Rs. in lakh)

STATES ALLOTMENT UTILIZATION

2014-15 2015-16 2016-17 2014-15 2015-16 2016-17

Assam 2892.73 3112.88 2142.59 2892.73 1888.55 No UC

Chhattisgarh 1008.54 448.72 1849.98 1378.59 1024.36 653.42

Jharkhand 232.55 Nil Nil No UC

Madhya Pradesh 1891.59 1319.21 2737.34 1891.59 Nil Nil

Uttar Pradesh 3987.28 3551.09 2840.63 3987.28 3551.09 Nil

It may be seen from the above table that there has been a significant underutilisation of funds allotted. The linking of the non-submission of utilisation certificate of one scheme aspect such as construction for stopping the release of funds for projects on curriculum preparation, is not helping the progress of the scheme. The functionaries at the field level will need to be brought up to speed on the ways and means to account for the moneys that they receive and use. Audit yardsticks may be made known to the sanctioning authorities in DIETS and CTEs on what needs to be done to ensure a smooth and uninterrupted flow of funds from the GoI. 8: AREAS OF CONCERN AND NEED FOR ATTENTION

It is the view of the members of the JRM that the scheme is dependent on a large number of persons involved in academic functions and a careful balance needs to be made to see that the through put of the training of maximum number of untrained teachers is not lost sight of in the secondary out puts of TLM, process management and other issues.

The quality of the teacher educators is to be constantly be monitored and seen to it that their capabilities are not allowed to diminish.

It is a serious concern that while numbers of untrained teachers have to decline, it is essential that a system is put in place to see that such trained teachers regularly attend schools punctually, take classes, use the training and the material provided in the classrooms and spend time with the school children.

There appears to be a need to increase the involvement of the community to prevail upon the teacher to deliver in the form of creative, capable and skilled children. If the RTE is going to want parents send their children to schools, then the parents must be promised what will be the outcomes from time to time. A process for parents to report shortfalls or non-delivery must be put in place with a response system that increases parent confidence in the effort of the Government.

Teacher education must be a priority area with a vision and proper perspective plan with short, medium and long term goals.

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There is a need to identify one nodal institution either SCERT or IASE or Department of Education in the respective state for effective implementation of the scheme. This would also be helpful in curriculum revision process keeping everyone at one page in respect to the contextual needs.

TE curriculum needs to be addressing various issues which are very pertinent for inclusion of the special groups in the society like gender, CWSN etc. for making teachers responsive towards the need of the society.

There is a huge gap between the demand and supply of the teacher positions as there is paucity of human resources leading to weak performance. Almost 50 per cent of the vacancies are to be filled up in the TEIs. The same is reflected in infrastructure availability as the resource requirement and fund utilization is also being flagged by the JRM Team.

Research dissemination is an area of concern as there is no common agency documenting and recording the year wise reports as it is done in the fragmented manner in the form of compendiums in various TEIs. There is a need for up-gradation of library resource material network, also to use the ICT for subscribing the e- journals for which there are separate funds available through the TE Scheme. It is often conducted in the ad hoc manner and needs continuous monitoring mechanism.

Continuous programmes for capacity development are not in place and are often conducted in the fragmented manner for the professional development of Teacher Educators. The policy of regular in service programmes are in place but it is not done with the needs based analysis.

The untrained teachers are imparted training through various means especially the distance mode through the Open State University. But there are no regular programmes being conducted on regular basis.

Disbursement of funds on time is critical as due to which many activities are postponed at the fag end of the financial year. The Utilisation Certificate is not in consonance to the norms of the MHRD due to lack of clarity on the item wise allocation.

TET is not being conducted in regular intervals. This renders existing Faculty without any crop of new teachers leading to the dissatisfaction due to heavy workload.

The cadre of TE for vertical mobility also needs to be examined for the career progression of teacher educators. The prolonged consideration at various levels leads to disillusionment among the cadre. Government of India may like to suggest a uniform policy or formulate cadre recruitment rules.

There are no linkages and networks between the TEIs, School Education and Higher Education. The same is being observed for the TEIs, SSA and RMSA which calls for the convergence of activities between various providers through management processes.

Use of technology in implementation of scheme needs to be expanded with reference to the need of capacity building of the Principals for the same. The open transparent mobility tracking system may also be developed for complete information on teachers with reference to their capacity building and progression.

No impact evaluation studies on the TE scheme are available which may be an indicator for assessing the performance of the TE Scheme.

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There is no proper awareness about the implementation of scheme for which the National and Regional Workshops are being held through MHRD for explaining the process of fund mobilization in the State.

Under Corporate and Social Responsibility (CSR) there may be a linkage for managing teacher and teaching activities through some industry participation like teacher attendance which are in place with reference to some states.

Context specific requirements are missing with reference to the tribal belt versus other areas which was visualized under the formation of BITEs which is at the nascent stage in all the states visited by the JRM team.

9: ASPECTS FOR APPRECIATION AND ADOPTION ASSAM In Assam, the DIETs are using innovative approaches in their assessment procedures where self, and peer assessment are used. Teacher educators function as mentors in different groups of students where they facilitate their learning. Holistic rubrics are used in assessing D.El.Ed. students and portfolios for each student is maintained. The DIETs have also been actively encouraging the pre-service students in creating art and craft products which are local and native in origin. The opportunities created not only in skill development of budding teachers, but in appreciating their culture. CHHATTISGARH

The SCERT has strong networking with the NGOs. Some projects are being undertaken in collaboration with NGOs as mentioned below: Project named as CAML (Combined Activities for Maximized Learning) for

Development of teaching competence of student teachers and in-service teachers jointly by SCERT and PRATHAM

Development of Subject Resource Centres, jointly by SCERT and ICICI Foundation Organisation of Literacy Programmes under Room to Read Project, jointly by SCERT

and Room to Read Development of Teaching Learning Centres (TLCs) for teacher’s Professional

Development, jointly by SCERT and Azim Premji Foundations Development of Support Centres for deprived sections of students of Std. III to VI, by

Samarth Charitable Trust with a view to: Develop basic learning skills among the students Develop long term self-sustenance among the students Giving information about Government help to them under various policies

and programmes

Preparation of text-books for Std. I to X, based on the recommendations of NCF-2005 and teaching- learning material for in-service teachers and D.Ed. trainees. The SCERT has developed Reading material on all the courses prescribed in the revised curriculum and has also uploaded the same on its webportal. Besides, the reading material for B.Ed Iyear has also been prepared and uploaded on the webportal.

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Development and maintenance of web portal by SCERT.

Some best practices have been observed in the visited CTE and IASE, which are as follows: Development of a Museum named ‘Dharohar’ having collection of technological

devices and educational materials having being used by the faculty since its inception in 1956 (in CTE).

Organisation of educational meet on daily basis named ‘chay pe charcha’ to discuss innovations and resolve problems and issues (in CTE).

Organisation of training programmes for teacher educators for their capacity building in Research methodology including the teacher educators from the private B.Ed. Colleges in the State.

JHARKHAND Girls’ Education and Gender Concerns:

The state provides importance to girls’ education and gender concerns. In all the functional TEIs visited girls and boys were found actively participating in all the activities, viz-a-viz, cultural and academic. Girls’ hostels were found in all the CTEs and DIETs visited. One running girls’ hostel (DIET, Giridih) visited by the JRM team was found well-maintained with all necessary facilities (open space, water, toilets, Television, Beds, Study Tables, etc.) with approximately 70 girls residing in the hostel.

An administrative mechanism as an alternative arrangement is evolving in the State where Deputy Director is made in-charge of all the Teacher Institutions at the regional level for continuous support and mentoring. The JRM team observed this mechanism in the Hazaribag district and found that this has been working well to imbibe optimism in the working of TEIs in the region though in the absence of required from the JSCERT in the State.

MADHYA PRADESH Some of the best practices are:

Good synergy was observed between State administrative authorities, SCERT and faculty members of different TEIs for implementing the TE Scheme.

For addressing the issue of student absenteeism monitoring tools like ‘Yellow card’ were developed which was used in Ratlam District to capture the status of schools visited by officials of District Administration.

For quality improvement in schools several initiatives namely Pratibha Parva, Gyan Pitara, Apni Pathsala Kaise Ho, Aas Paas Ki Khoj, Shala Gunvatta, etc. are launched for evaluation, monitoring and academic support. The curriculum of the school textbooks were also revised and the detailed guidelines for the teachers on evaluation from grades 1-8 with worksheets for practice are also in place. The textbooks are printed in five different languages.

ICT is used extensively to support Teacher Education in the form of Education Portals, online admission for pre service education in all TEIs. The education portals were also providing resource material support to the teacher educators.

Strong research culture in different TEIs visited by JRM was illustrated as IASEs, CTEs and DIETs. All TEIs had documented and are conducting Action Research and short term

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researches. Some of the TEIs publish their own Educational Research Journals. State Resource Group (SRGs) orient district and zonal level functionaries and the detailed guidelines are provided in the Module entitled ‘Shodh Nirdesh’ to IASEs, CTEs & DIETs for conducting research work.

There was focus on the inclusive education through well managed and fairly equipped departments of Inclusive and ICT education in the TEIs visited.

UTTAR PRADESH Some of the strengths or innovations observed are:

DIET-Mathura has been working to strengthen extension activities. The institute has been working hard for strengthening its efforts in collaborative learning through participatory approach between school, society, state and institution. The project ‘KOSHISH’ is the initiative of DIET-Mathura.

There is an inspiring illustration of inclusive education observed in DIET-Lucknow. There are ramps and Divyang friendly services available in the institute and as a result one of the students, who is Divyang, has scored more than 80% of marks in first semester exam.

The production of teaching learning material (TLM) in these two DIETs is vigorously pursued.

Specific modules for school internship are produced and distributed among students.

The use of ICT enabled services are observed in DIET Lucknow and Mathura.

The SCERT has prepared and placed the new syllabus and study materials for the D.Ed. course (BTC) on line for easy access for all faculty members and students.

10: RECOMMENDATIONS

It is recommended that periodic academic monitoring of Teacher Education Institute be under taken by agencies selected by the Central or State Govts. Syllabi revisions from time to time. Other academic activities conforming with NCTE is standard for infrastructure and operative personnel are suggested to be the focii of such monitoring.

The JRM recommends that the efforts of all agencies involved in Teacher Education are to be harnessed and used to improve the quality, content, practice and products of Teacher Education. This has been seen to be done in one of the State with very favourable results. The co-ordinating agency has to be rendered full co-operation by all concerned.

The JRM recommends that awareness programmes be held by the GoI from time to time in the States for helping field functionaries is familiarise themselves with the latest groomed rules, financial processes. Planning techniques, curriculum related advances and trends in teacher education.

The JRM strongly recommends that the NCTE website is made multi-lingual. As the field level functionaries across the country may not be comfortable to work in an English only or a Hindi based system. This single step would help reach all Districts to the NCTE.

The JRM recommends that targeted assistance be extended to teacher educators in specific areas of children with special needs, use of ICT, gender sensitization skills to address social as well global concerns.

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The JRM recommends that technology be used to manage the entire range of teacher education. From this the Govt. must derive maximum capacity to plan future training rounds, monitor regular and punctual teacher attendance at the schools where they are posted and to track and record the successes and/or failures of teachers and many other aspects useful to teacher management.

The JRM recommends to the Govt. to have a competent agency to conduct an assessment of the potential in the 5 States for making use of ICT from the stage of hard ware and power condition, maintenance ability, software procurement and readiness to use ICT in teacher education upon ascertaining the field conditions and assessing the case of effective use of ICT, provide for appropriate and required assistance especially in the most valuable regions of the State.

11: LIST OF JRM MEMBERS 1 Shri S. M. Acharya, IAS (Mission Leader), Former Secretary, Govt. of India 2 Shri Rabin Chhettri, (Member), Director SCERT, Sikkim 3 Dr. Mona Sedwal, (Member) ,Assistant Professor, Dept. of Training and Capacity

Building in Education, NUEPA 4 Professor Kalpesh H. Pathak, (Member), Dean & Principal, Indian Institute of Teacher

Education, Gandhinagar Gujarat 5 Dr. Sayed Moin, (Member), Head Teacher Education & Director Distance Education,

SCERT, Bihar

6 Shri Kamal Mahendroo, (Member), Vidya Bhawan Society, Udaipur 7 Professor Anita Rastogi, (Member), Dept. of Educational Studies, Jamia Millia Islamia

8 Professor Satish Pathak, (Member), Faculty of Education & Psychology, MS Baroda

University, Gujarat

9 Professor Ranjana Arora, (Member), Head, RMSA Cell, NCERT

10 Professor C. Nongbri, (Member), Head, Dept. of Education, North Eastern Hill University

(NEHU)

11 Professor Manjula P. Rao, (Member), Dept. of Education, Regional Institute of

Education, Mysore

12 Professor Bhujendra Nath Panda, (Member), Head, Dept. of Education, Regional

Institute of Education, Bhubaneshwar

12: STATE REPORTS (Appended)

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Joint Review Mission 2016-17

17th to 24th August, 2016

JRM Members Prof. Bhujendra Nath Panda

Prof. Manjula P. Rao

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List of Abbreviations Used

Abbreviation Expansion

AWP&B Annual Work Plan and Budget

BTC Basic Training Centre

BITE Block Institute of Teacher Education

BRC Block Resource Centre

CCE Continuous Comprehensive Evaluation

CRC Cluster Resource Centre

CSR Corporate Social Responsibility

CTE College of Teacher Education

D. El. Ed. Diploma in Elementary Education

DEP Distance Education Program

DIET District Institute of Education and Training

GOI Government of India

ICT Information and Communication Technology

JRM Joint Review Mission

MHRD Ministry of Human Resource Development

NCF National Curriculum Framework

NCFTE National Curriculum Framework for Teacher Education

PPP Public-Private Partnership

RMSA Rashtriya Madhyamik Shiksha Abhiyan

RTE Right to Education

SCERT State Council for Educational Research and Training

SC Scheduled Caste

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ST Scheduled Tribes

SMC School Management Committee

SSA Sarva Shiksha Abhiyan

TE Teacher Education

TEI Teacher Education Institution

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Executive Summary

The Ministry of Human Resource and Development (MHRD, Government of India constituted

a Joint Review Mission (JRM) vide Office D.O. No. 43-27/2012-EE.9 dated July 22, 2016, a

two member committee - as a learning mission - to assess the progress made by various States

towards implementation of the revised Centrally Sponsored Scheme of Teacher Education and

to suggest measures for strengthening the same. The JRM in Assam was conducted from

August 17 to August 24, 2016.

Assam is one of the few states to roll out the Centrally Sponsored Scheme of Teacher Education

Institutions in the initial years of the scheme (1988-89) and expanded the same in subsequent

plan periods to achieve its targets. Currently Assam has 23 functional out of 27 DIETs, 19

Basic Training Centre, 07 Normal Schools, 02 functional out of 07 BITEs, 08 CTEs ,02 IASEs

and 03 Department of Education out of 05 State University and under the administrative

control of SCERT. As a follow-up action of the earlier JRM report, certain measures were

taken by the State towards the improvement of teacher education programme. However, certain

gaps are still existing due to administrative, financial and academic constraints.

Restructuring and Reorganization of SCERT as an apex academic authority is still

under process (waiting for the concurrence of finance dept in Govt for approval). The common

cadre for teacher educators for effective management by SCERT has been submitted to Govt

which is under process. Annual work plan and Budget(AWP&B) for the years 2012-13,2013-

14,2014-15 and 2016-17 have been submitted by the State to MHRD, GOI. Various need based

programmes and activities have been incorporated for quality assurance in schools and

teachers. The plan also includes infrastructural improvement of TEIs and enhancement of

intake capacity to mitigate the annual demand for proposed teachers in Assam.

With respect to the recommendation to creation of posts and recruitment at different levels,

interviews have been conducted by APSC for certain teacher educators’ posts in SCERT.

Measures have been taken to fill up the posts of teacher educators in DIETs and IASEs as well.

Similarly, filling up of Principals post in some of the DIETs and CTEs is in the process. Filling

of posts through promotions has also picked-up pace in the state. Yet there are many vacant

posts in the TEIs including the posts of Heads of Institutions

With respect to the recommendation made on Curriculum Revision, the State Curriculum

framework has been brought out in the light of NCF 2005. The State has revised the School

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Curriculum as per the National Curriculum Framework (NCF) 2005 after translation into their

own mother tongue (Assamese) and has released new text books. The new curriculum and text

books have been introduced in all the DIETs, BTCs and Normal Schools. The D.El.Ed

Curriculum of teacher education has been revised, approved and is being implemented. The

courses of study have been developed in conformity with NCFTE, 2009 and the model course

of study provided by NCTE. The syllabi of B.Ed. and M.Ed are developed, but they are not in

conformity with NCTE, 2014 guidelines. Orientation of teachers and teacher educators on

newly developed curriculum of D.El.Ed was carried out by SCERT. The State has also

developed the resource materials for the D.El.Ed course and the academic calendar for

elementary stage in 04 medium of instruction, viz, Assemese, English, Bodo and Bengali.

Looking into the need and demand for teachers in field, it is planned to increase the intake

capacity of TE programs for which approval of NCTE is being sought. With respect to the

infrastructure and instructional facilities, the condition of IASEs, and CTEs are quite

inadequate and not supportive. Even in SCERT, the technological support is found inadequate

to conduct training programmes. There is a need to strengthen the infrastructure and

technological facilities in all TEIs.

The training of untrained teachers is being taken care through distance education

programme in the State. The DIETs of the State in collaboration with the distance education

centres offer Distance Education Programmes (DEP) using the same D.El.Ed new curriculum

and newly developed text books. The IASEs and the CTEs also enrol the deputed teachers

who are already in service, but untrained in their teacher education courses. Teacher Eligibility

Test (TET) is being introduced as a precondition for the appointment of teachers.

The DIETs have adequate infrastructure and resource materials in terms of classrooms, ICT

and lab facilities. But expansion of labs for science, mathematics and ICT is required to

facilitate certain pedagogical experiences among the B.Ed students.

The SCERT scarcely has any publications of its own. Allotment of funds is considered as

a major problem behind this. Certain innovative practices in guiding student teachers and in

assessment approaches are seen among the DIETs. Emphasis given to the development of Art

and craft skills among the DIET students is witnessed through the artifacts produced by them.

Though researches are not carried out to survey the conditions of school education, or to

study the impact of certain schemes etc, a few action researches have been carried out by the

teacher educators in in DIETs, IASEs and CTEs for their professional development.

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The key issues and challenges of teacher education in the state of Assam are given below.

1. The state of Assam has not developed the State policy and perspective plan on Teacher

Education with changing times to address teacher education issues in the context of

expansion, capacity building and restructuring etc., till date.

2. There are Basic Training Centres, Normal Schools and DIETs running parallel with

D.El.Ed course.

3. Inadequate attention to human resource planning and rationalization at the state level

has culminated in large vacancies in TEIs and SCERT of the State. There is no transfer

and posting policy for TEIs Faculty members.

4. Huge inter-district variations exist pertaining to infrastructure and institutional facilities

across teacher training institutions in the state.

5. Many TEI’s do not receive timely funds to implement their plans, and to support their

on-going operations.

6. Lack of clear guidelines from SCERT, and an ineffective decentralized management

system, inadequate mentoring and monitoring mechanisms are the major hindrances for

any innovative programmes and activities in the state.

7. Virtually there is a misconception in understanding of the role and functions of IASE

and CTE among the faculty members.

8. The absence of Teacher Education Directorate in the State is a major problem for the

State to improve the quality of Teacher Education programme.

9. Institutions engaged in Teacher Education programme have not evolved their identity

in line with the recent policy changes. There is little clarity among the personnel on

their role and operational responsibilities.

10. There is a need for performance appraisal of teacher education institutions and

constructive feedback for improvement of quality of their performance.

11. There is a lack of quality leadership across the TEIs institutions. Individuals in

leadership positions are managing the institution with little or no interest in most of the

places.

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12. SCERT as a leading policy body or key academic/leadership authority of the state has

not been empowered with adequate autonomy rather serving as policy implementer.

13. NCTE approvals have been obtained in some cases to open B.Ed courses in DIETs, and

M.Ed courses in CTEs and IASEs without adequate infrastructure/ laboratory and

faculty positions and proper orientations.

14. There is imbalance in the subject specific intake in the science/mathematics during

student selection in D.El.Ed course. Hence there will be a major shortage in the State

for teachers of Mathematics and Science in future.

15. TEI’s have nearly fifty per cent vacant positions. The culture of appointment of

contractual positions should follow the guidelines of either NCTE/State Govt.

16. There are minimal opportunities for participating in workshops, seminars or field trips

to develop a deeper understanding about issues related to education. Most of the

younger faculty seemed unaware of the discourses in education regarding curriculum,

teaching methods, curriculum frameworks, role of SCERT and TEIs in material

development, research and innovation, etc.

17. Establishing institutional linkages with peer institutions has not been given priority.

There is absence of inter- linkages amongst the DIETs, BRCs, CRCs, SSA and RMSA

and this extends to SCERT, CTEs, IASEs and University Department of Education.

18. The role of ICT in teacher education as a pedagogical resource is often seen as

hardware/software tools and not as an integral part of facilitating teaching-learning.

Many TEIs are not fully well equipped in ICT gadgets. Pre-Service curriculum only

aims to enhance the ICT awareness of pupil- teachers; there is no discourse on using

ICT as pedagogic tools. The competencies of ICT are inadequate even among the

teacher educators.

19. Teacher educators’ understanding of basic concepts of RTE, 2009, NCFTE, 2009, JVC

2012 is quite superficial.

20. The existing B.Ed. curriculum is not in tune with the guidelines and the

recommendations of NCTE-2014.

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21. Teacher education institutions have not offered any in-service training programmes for

teachers and teacher educators in the State since 2013-14 sessions onwards.

22. Research and innovation capacity in TEI’s has not been developed, which subsequently

results in lack of research culture among the faculty members.

23. The issues of untrained teacher are alarming in the state. Though the state is addressing

the same with the help of State Open University, it is difficult to cover the enormous

number of untrained teachers ( 64,000)

Introduction

A Joint Review Mission on the Centrally Sponsored Scheme for Teacher Education [CSSTE],

constituted by the Department of School Education & Literacy for Assam was carried out from

18th to 20th August 2016 by Prof. B.N.Panda ( RIE (NCERT) Bhubaneswar and Prof. Manjula

P Rao ( R I E (NCERT) Mysore who were the team members of the Joint Review Mission.

In the course of the visit, the team interacted with the Director and other faculty of the State

Council of Education Research & Training (SCERT) and Principals of DIETs, Assam and also

held meetings with Principals and faculties of selected District Institutes of Education &

Training (DIETs) in the districts of Assam, Colleges of Teacher Education [CTEs] and

Institutes of Advanced Study in Education [IASEs]. In addition, the team also interacted with

the student teachers of those DIETs visited. On the last day, a wrap up meeting was held with

the Commissioner of the state to appraise of the observations made and the issues and concerns

that need to be looked into for improving the quality of teacher education in the State.

The following IASE, CETs DIETs, in the districts of Assam were visited by the team

for the purpose of reviewing the status of teacher education sponsored by CSSTE.

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Sl.

no

Date TEIs visited

1 18.8.2016 SCERT, Assam – Brief meeting with the Director SCERT, faculties of

SCERT, Principals of DIETs

2 18.8.2016 Field visit to IASE, Guwati, interactive meeting with the faculty

Field visit to DIET, Darrang

Visit to a private B.Ed college without giving prior information about

the visit

3 19.8.2016 Field visit to DIETs, Kamrup, DIET, Goalpara

Field visit to CTE, Goalpara

( interactive meeting with the faculty in the above centres)

4 20.8.2016 Field visit to DIET,Morigaon, DIET,Nagaon

Field visit to CTE, Nagaon

5 20.8.2016 Wrap up meeting with Sri. Preetom saikia, IAS, Commissioner &

Secretary, Elementary Education, Assam

The team wishes to record its appreciation of the assistance extended by Dr. Deva Kumar Dutta,

Reader, SCERT, Assam and State Nodal officer, CSSTE for facilitating the visits to the teacher

education centres and discussions with the faculties.

Background Information

The State Assam has 35 districts with 239 blocks. The State has 40002 lower primary

schools, 9500 upper primary schools and 8687 secondary schools, 3375 senior secondary

schools. The total enrolment is 5115088. At present, while the number of DIETs sanctioned is 27,

only 23 are functional. Since the State has added 7 more new districts, a proposal seeking approval

for starting new DIETs has been initiated. Besides this, there are 2 Institutes of Advanced

Studies in Education (I.A.S.E.), 8 Colleges of Teacher Education (C.T.E.), 7 Normal Schools,

19 Basic Training Centers (B.T.C.), 1 Hindi Teacher Training College (H.T.T.C.), 1 Hindi

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Training Centre (H.T.C.), 1 Pre-Primary Teacher Training Centre (P.P.T.T.C.) functioning

under the administrative control of the Directorate of S.C.E.R.T., Assam. In exercise of powers

conferred under section 29 (1) of RTE Act 2009 Government of Assam notified SCERT as the

State Academic Authority vide order No. PMA.627/2010/34 dated 6th June 2011. The duties

of the Academic authority are to lay down the curriculum and evaluation procedure for

elementary education. There are 5 State Universities, out of which only 3 universities has

Department of Education.

Disbursement of funds under the scheme

With respect to the funds from the central, it is understood that the Central’s share is 90% and

the State’s share is 10% towards the scheme. As per the documents procured on funds release,

it is understood that the funds have been released from 2012-13(2766.88 against approved

budget by TEAB of 3811.80) in 2013-14(3763.47 has been releasd against the approved budget

by TEAB of3763.47) in 2014-15, 3850.13 has been released against the approved budget by

TEAB of 3850.13. The utilization certificate has been submitted to GOI by the State for release

of 2nd instalment. The disbursement of funds under the scheme for 2015-16 for different TEIs

are as follows: (in lakhs)

SCERT – 30.40 appraised against 169.60 sought

DIETs - 3867.20 appraised against 4115.66sought

IASEs - 26.00 appraised against 30.00 sought

CTEs - 273.18 appraised against 409.87 sought

Annual work plan and Budget (AWP&B)

Annual work plan and Budget(AWP&B) for the years 2012-13,2013-14,2014-15 and 2016-17

have been submitted by the State to MHRD, GOI. Various need based programmes and

activities have been incorporated for quality assurance in schools and teachers. The plan also

includes infrastructural improvement of TEIs and enhancement of intake capacity to mitigiate

the annual demand for proposed teachers in Assam.

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SCERT Assam

In order to streamline, integrate and coordinate academic and professional activities at

the school level as well as for administrative convenience, the SCERT, was set up in 1985 as

a State level counterpart of NCERT with a skeleton staff. Apart from implementing its own

programmes, SCERT, Assam provides the required coordination for activities including quality

issues amongst the existing institutions working in the field of educational research and

training. Soon after its establishment, the administration of all primary teacher training

institutions, such as Normal Schools, BTCs and DIETs were transferred from the Directorate

of Elementary Education to SCERT. The B.Ed. colleges and Hindi Teacher Training College

in the State were originally under the administrative control of the Directorate of the Higher

education. Those were also brought under the control of SCERT in the year 1991-92. At present

the constituent units of SCERT viz. the SIE, SISE and E.T. Cell have been merged with SCERT

for administrative convenience. The Educational and Vocational Guidance Bureau (EVGB)

initially set up as a part of SCERT was transferred to Directorate of Secondary Education later

on. The SCERT, Assam with its 11 departments cater to the needs of the State with respect to

curriculum revision, material development, empowerment of teachers and teacher educators

through training in the districts, and also engages itself with the conduct of educational surveys

and research activities.

Issues and concerns of SCERT

Restructuring and reorganization of SCERT, Assam is still under process which is in

Govt. level since 2012 though proposal was incorporated in the Perspective Plan for

CSSTE in 2012 and approved by the PAC.

Short tenure of Directors in SCERT, Assam is a major problem. As per SCERT Service

Rules, 2005 the post of Director should be filled up through open advertisement by APSC.

At present a senior ACS officer is entrusted with the responsibility as full time Director.

The posts of Joint Director and the posts of Deputy Director also needs to be filled up.

As per the status report presented by SCERT faculty, and the interaction session which

the team had with the faculty reveal that there are number of academic posts vacant under

each teacher education centre which need to be filled up. As per the scheme, out of the

total academic posts sanctioned in SCERT, 33 posts have been filled up; 281 posts in

DIETs, 46 posts in CTEs and 18 posts in IASEs. The process of filling the vacant

positions is being delayed as it involves going through APSC

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There is a delay in release of funds from the State to the TEIs, due to technical problems,

such as SCERT not having a separate account. Due to this, the training programmes and

other academic activities are affected. It is reported that some of the centres also have

difficulty in getting salary regularly.

Separate cadre for teacher educators is yet to be notified by the Govt.

Organizational restructuring of SCERT is still in the process.

Lack of dissemination-It is observed that the training programmes attended by the

SCERT faculty in NCERT and RIEs do not reflect in the annual work plan of SCERT for

training the resource persons at District level. This leads to wastage of resources and also

training provided which fail the purpose of reaching the practitioners in the field who are

the main agents in improving the quality of school education. The funding by MHRD

under the CSSTE must include more budget towards organizing training programmes and

workshops on improving school and teacher education.

It is observed that only 15.94% of students have cleared TET in 2015 in the State.

The status of untrained teachers (63%) teaching in schools calls for immediate attention,

though they have been given some sort of short term training programmes which cannot

be equalized with the full fledged teacher education programme such as B.Ed . The

training of these teachers is felt mandatory in view of the trends in the pedagogies and

changing scenario of school education, role of teacher and learners.

It is observed that the teacher education institutions such as IASEs and CTEs have poor

quality in terms of maintenance of existing infrastructure, labs and libraries. Even the

percentage of successful trainees passing out of the institutions is not very encouraging.

There is a need for periodic monitoring in order to maintain the standards of institution,

academic, pedagogic and learning standards.

The SCERT must take initiatives in assessing the performance of the institutions and the

teacher educators by using certain performance indicators on the above aspects.

SCERT faculty need to play proactive role in equipping the DIETs who intend to start 2-

year B.Ed course with required competencies and capabilities with respect to secondary

level education, subject and pedagogical knowledge and skills.

There is a need to converge DIETs, SCERT, CETs, IASEs, SSA and RMSA for sharing

a common platform together with respect to certain roles and responsibilities related to

quality improvement of school and teacher education.

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Due to paucity of funds, activities under different Departments are hampered to a great

extent. During last two years no fund has been received for conducting academic activities

under CSSTE. A very little amount has been received from State Govt. which is not enough

to organize training, research and other academic activities.

Limited scope for continuous professional development is observed among the faculty

members of SCERT, except for few individual efforts. There is no financial facility for

sponsoring faculty members for attending national or regional conference/ seminar/

symposium outside the State.

Convergence and linkage among different stakeholders of elementary, secondary and

higher education is not found which affects academic endeavour for quality education.

The library is not updated with required educational journals- international and national,

reports etc.

Institute of Advanced Studies in Education (IASE) - Assam

Two Secondary Teacher Training Institutes namely College of Teacher Education,

Guwahati and Post Graduate Teachers Training College, Jorhat have been up-graded to IASE

during 10th five Year Plan. Presently, these two institutes are providing 2 years B. Ed.

Programme for pre-service secondary school teachers and occasionally involved in in-service

training programme organized by SSA/RMSA. The working condition of IASE is not in tune

with the guidelines provided under the CSSTE.

1. Curriculum and Pedagogical Practices of Pre-Service programme

It is noticed that the B.Ed. Course running in the IASEs is developed by the affiliating

University. The syllabus of B.Ed course is not in tune with the NCF-2005 and NCFWTE.

Only the course titles are found to be as per NCTE recommendations, but the content under

the course papers still remain to be very theoretical and conventional.The approaches

followed to transact the curriculum, Internship programme to be organized for the students is

also not in tune with the NCTE guidelines. The school based activities that need to be carried

out as a part of the 4months internship programme for the B.Ed course is not spelt out in the

approved syllabus.

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2. Curriculum and Pedagogical Practices of In-Service programme

Even though both the Colleges of Teacher Education were upgraded to IASEs in the

State, yet they are primarily operating as pre-service teacher education institutes, largely

due to non- availability of funds to carry out in-service programs in the State. No in-service

programmes were undertaken since 2013-14 academic session onwards due to paucity of

funds. The resource materials and the modules used do not reflect the recent trends in

education.

3. Continuing Professional Development of Teacher Educators and other officials

The continuing professional development of teacher educators and other officials in the

IASEs are mainly limited to faculty participations in seminars, workshops and conferences,

which are not necessarily linked to their professional needs. Due to this they face problems

in confronting the multiple challenges and changes taking place in the school system .Very

few faculty members expressed that they have participated in professional development

programs in the areas of action research and management and organized short term program

for the subject teachers/ of their jurisdiction. The professional development of IASE faculty

must be based on real needs and useful to the learning society. The capacity building of

teacher educators becomes mandatory if they are to engage in training of DIETs and teacher

community for their professional development.

4. Infrastructural Facilities and Instructional Resources

IASEs do not have adequate infrastructure, laboratory facilities, computer lab, psychological

materials and science equipment, to meet the demands of the curriculum. The library is poorly

maintained with limited books. Toilets were found to be in very poor condition due to lack of

maintenance.

5. Research, publication and Innovation

No innovative practices are found to be used in their transactional and evaluation

approaches. Some faculty members have carried out action researches on their own without

15/23

any financial facilities. But the outcomes of research are not utilized in real class room

situations. They may be encouraged to disseminate their research work through seminars,

conferences and forums organized at different academic organization. Since there is no

research and publication Unit at IASE, no journal/ magazine is published.

6 . Leveraging ICT

The use of ICT in IASEs is observed to be limited to only to the use of power point

presentations. There was a need expressed for internet facilities to access online journals

and resources. Lack of comprehensive vision and action plan, dearth of adequate and

appropriate infrastructure, resources and no proper integration of content, pedagogy and

ICT are the challenges of IASE at the moment.

7. Annual Work Plan and Fund Utilization

The faculty after preparation of AWP&B s u b m i t s t h e s am e t o SCERT for consideration

and release of funds from MHRD. Except for the salary, no central funds are being received

by the IASEs since 2013-14 to organize training or academic program.

8. Convergence and Inter-institution linkages and networking

It is observed through interactions that there exist no significant linkages/convergence

between IASE and the DIETs, CTEs, the other IASE and SCERT and other organizations like

SSA. RMSA, Department of Education and UNICEF functionaries. The Institute seems to be

working in isolation and conducting pre-service education courses only. Occasionally, the

Facul ty members of IASE act as resource persons for workshops and programs organized

by SSA/RMSA and participate as resource persons in few in-service training programs

organized by SCERT and so on.

16/23

9. Cadre and Personnel Management

There are no teacher cadre management rules in the state till date. No additional posts have

been created with the up gradation of these institutes into IASEs. There are many academic

posts lying vacant. Since IASEs are responsible for catering to the needs of CTEs and DIETs

with their jurisdiction, it is important to strengthen the academic staff of these institutions

with priority.

10. Process and Performance Indicators

Faculty members of the IASEs appear to be quite active in pre service programme and

participation in seminars and conferences. The data base regarding different critical areas of

teacher and school education are not maintained by them. The contact of IASE with the

school community is found to be very poor except during the internship programme of B.Ed

course.

Recommendations - IASEs:

IASEs must be encouraged to prepare and submit AWP&Bs to MHRD for approvals

after proper deliberations and in consonance with SCERT, CTEs and DIETs

Restructure of IASEs in terms of faculty, staff, cadre and departments as per the

guidelines of the 12th Five Year Plan

Develop institutional vision, detailed strategy and action plan for each IASE in

alignment with NCTE 2014 regulations and the 12th Five Year Plan Guidelines

Develop awareness among the IASE faculty that it is an academic and research

institution and its role is multi fold.

Ensure that the B.Ed and M.Ed syllabus is in line with NCF 2005 and NCFTE 2009

and that classroom processes reflect the same.

17/23

Competencies in using ICT as a pedagogical tools among teacher educators must be

strengthened. for better teaching learning process

Document field activities, institutional processes and innovative activities and use

documents as sources for research and faculty development

Facilitate continuous dialogue with teacher education institutions across the State

COLLEGES OF TEACHER EDUCATION (C.T.E.): Assam

The establishment of Colleges of Teacher Education or the so-called B.Ed. Colleges is

a milestone in the history of teacher education in Assam. At present, 8 Government CTEs are

running in the State and are recognised by NCTE. All the CTEs are having 2 year B.Ed. course

and have applied to NCTE for conducting D.El.Ed./M.Ed. course.The College of Teacher

Education have been established by upgrading the B.Ed. Colleges in the following phases

Sl

No. Name of the College upgraded as CTE

Name of CTE after

upgradation

Year of

upgradati

on

1. Govt. College of Teacher Education

(Provincialized), Kokrajhar CTE, Kokrajhar 1989

2. Department of Education, Dibrugarh

University CTE, Dibrugarh 1989

3. Post Graduate Training College, Jorhat

CTE, Jorhat (later on it has

been upgraded as IASE in

the year 2005-06)

1989

4. Govt. B.T. College, Goalpara CTE, Goalpara 1993-94

5. College of Teacher Education (Non-

Govt.), Mangaldoi CTE, Mangaldoi 1993-94

6. Govt. College of Teacher Education,

Tezpur CTE, Tezpur 1993-94

7. Teacher Training College, Silchar CTE, Silchar 1993-94

8. Govt. Sikshan Mahavidyalaya, Nagaon CTE, Nagaon 2001-02

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9. College of Teacher Education, Golaghat CTE, Golaghat

2001-02

(Taken

over in the

year 2009)

1. Pre-Service Teacher Education Curriculum and Pedagogical Practices

The curriculum of the B.Ed. program running in the CTEs and private institutes is developed

by the respective affiliating University of the state. But proper attention of NCFTE 2009

and NCF 2005 are not being reflected in the curriculum even after revision. It is

recommended that through visioning workshop and dialogue across universities at State level

is required to revise the curriculum with top priority.

The Teaching in the pre-service classes observed was in lecture mode with minimum

interaction through dialogue and discussion. The annual intake capacity is on an average

100 students per institution and a 100% enrolment was observed in most of the institutions

visited.

2. In- service program and Pedagogical Practices

The nomenclatures of earlier B.Ed. Colleges has been changed to CTEs with hardly any

change in the staff structure and functional aspects. They are still functioning as pre-service

institutions, focusing on B.Ed programme only. Though they are identified as CTEs and

AWP&B is submitted, there has not been any sanction of budget from the Teacher Education

Scheme to organize in-service program since 2014. Hence, the faculty members are not fully

engaged meaningfully. The earlier materials developed for conducting different in-service

programmes need revisit and attention.

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3. Continuous Professional Development of Teacher Educators and Other Officials

Those CTEs visited by the JRM team it is seen that faculty members are exposed to seminars,

paper presentations and attending workshops to improve their professional development at

state/national level, but most often the exposure is not linked to their professional needs.

Use of the library and readings by the faculty members in their respective institution

are found to be minimal due to lack of availability of good materials.

4. Infrastructural Facilities and Instructional Resources

The available infrastructure and buildings for running pre service and in service courses lacks

proper care and maintenance. The laboratories, libraries, and computer laboratories with ICT,

etc need to be strengthened and improved. Good furniture, LCD projectors, smart boards, etc.

may be provided for effective teaching learning process.

5. Institutional Leadership and Management

The posts of principals of CTEs are not being filled up. Very few innovations/ research

studies, seminar presentations, articles for publication in journals etc. were taken up by the

staff members. Keeping in view of the policy guidelines on CTEs, the state may organize

capacity building programme for the faculty members on various aspects of school

education. A strong program on institutional leadership should be conceptualized and

conducted for the principals of CTEs for effective management. There are 12 non-academic

positions in CTEs duly filled up, but the workload of these staff is not found satisfactory.

6. Research and Innovation

Research culture and innovations are found very weak. No substantial innovations and

researches were observed. It is recommended that specific training on action research and

other areas may be organized for the faculty members.

20/23

7. Leveraging ICT

The computer labs are not well equipped with internet facility. The use of computer is

minimal in the teaching learning process. The CTEs may be well equipped with all modern

facilities at the earliest. On surprise visit to the private unaided colleges by the JRM team, it

was noticed that they are relatively better in terms of the number of systems, internet

arrangements and expertise.

8. Annual Work Plan and Fund Utilization

The Annual Work Plans and Budgets of CTEs are prepared and submitted to SCERT and in

turn to MHRD from SCERT. But there has been no release of funds to the CTEs since 2014,

to undertake any academic programmes.

9. Inter-Institution linkages

The CTEs have not actively formed linkages with other teacher education institutes like

DIETs, IASEs, BRCs and CRCs, schools and other academic institutions in their respective

regions. There is no active collaboration on projects or research studies undertaken on

partnership among these institutions or even among the CTEs themselves.

10. Process and Performance Indicators

None of the CTEs have developed data bases on secondary school teachers and children, and

needs of the teachers of their region/ jurisdiction for their professional development. No

studies, documentation and man power planning have been done on these aspects

Recommendations- CTEs

Restructuring of CTEs is needed as per the guidelines of the 12th Five Year Plan

Developing institutional vision and action/ perspective plan for each CTE a s

p e r the 12th Five Year Plan Guidelines is required.

Building awareness of the CTE as an academic and research institution, and its role

in teacher education

Establishing linkages/ convergence with schools, SSA, RMSA, DIETs, SCERT and

other Teacher Education Institutions and partnerships with NGO’s and UNICEF

Ensure that the B.Ed. Curriculum is revised in line with NCF 2005 and NCFTE 2009

and that classroom processes reflect the same

21/23

Organize orientation and continuous professional development of CTE

faculty on recent trends in education and priority areas as visioned in the NCF-2005

and NCFWTE.

Documentation of field activities, institutional processes and use documents as

sources for research and faculty development is required.

Develop a joint review mechanism to evaluate performance of the CTEs

Ensure adequate infrastructure and Set up Program Advisory Committee for each CTE.

DIETs

Out of 34 districts only 23 districts have DIETs. All the 23 DIETs are in functional

stage. Out of these 23 DIETs, 18 DIETs are conducting D.El.Ed. Course since 2012. The total

NCTE recognized intake capacity of DIETs is 1120. The DIETs, Lakhimpur and Goalpara run

B.Ed. course with an intake capacity of 50 each. The DIET, Kamrup has also been recognized

to start 2 year B.Ed. course with an intake capacity of 50. The remaining DIETs have also

initiated actions for getting recognition to start B.Ed. course from NCTE. The DIETs also

conduct D.El.Ed. Course through Open and Distance and Learning mode under Krishna Kanta

Handique State Open University (KKHSOU) as Study Centres. The problem of untrained

teachers in the districts is addressed through giving short-term in service teacher training on

school subjects. The DIETs have well equipped library with more than 5000 books and 2 to 3

educational journals, Mazagines etc. The DIETs have been collaborating with SSA, SCERT

on various training programmes, workshops, development of text books, materials etc.

Besides this, they also conduct some seminars on school education. The DIETs were also

involved in conducting achievement surveys with SCERT for class V, VIII and X.

Issues and concerns – DIETs

Shortage of teacher educators due to non-filling up of vacant post of academic position

as per NCTE norms and non-rationalization of existing teacher educators poses problem for

smooth running of the courses in DIETs.

Lack of release of fund regularly stands as a barrier for continuing the teacher

development programme in the districts.

22/23

Due to lack of convergence among different stakeholders posed a problem for concerted

effort for successful implementation of the Govt. schemes & programmes.

There is no mechanism to monitor the follow up action of the training imparted to the

teachers implemented at the school level due to lack of funds for field visits.

There is no mechanism to assess the performance of teacher educators to enhance their

capacity and excellence.

Insufficient resource materials for D.El.Ed. and B.Ed. course especially on the emerging

issues as per the curriculum

Due to lack of infrastructural facilities in ICT component, DIETs are not in a position to

conduct teacher training programmes effectively.

Lack of Release of sufficient funds for conducting programme and activities, publication

of journal, magazine, resource materials.

Strengthening of infrastructural facilities as per NCTE norms and standards to enable

the DIETs for introduction of teacher education course and enhancement of intake

capacity thereof.

General Recommendations

Recommendations have been formulated keeping in view of the challenges specified above.

The recommendations given by earlier JRM need attention and commitment on the part of State

Government to overcome the difficulties visualized without any further delay.

1. Preparation of long term and short term action plans on TE is the need of the hour. Special

attention must be given to linkages within and outside the TE Institutions.

2. Redefine the role of SCERT as the academic leader of the State with Teacher Education

directorate. Man power planning to be made to overcome the future requirements of different

category of teachers.

3. Initiate programs to build leadership capacities across all TEI’s and to provide adequate

autonomy for institution building and team management.

4. Establishment of Teacher Education Regulatory body is the need of the hour to control and

manage private teacher education institutions in the state.

23/23

5. Address critical infrastructure issues in the TEIs. Civil work survey of institutions is needed

to map the adequacy and requirement for renovations/ extension of class- rooms, hostels,

library, reading rooms, resource centres, etc.

6. Continuing Professional Development Policy Framework should be prepared by the state for

capacity building of the teacher educators and teachers of the state to meet the future challenges

in the field of education.

7. Encourage TEIs to conduct self-assessment to understand their success and failure for fine-

tuning their plans.

8. Create a TE Quality Cell with SCERT and all TEIs to publish quality journal/ magazines to

showcase their work

9. Create a permanent cadre of teacher educators for the TE and SCERT. Plan and implement

a recruitment drive for filling-up vacant positions in various TE institutions.

10. Plan regular exchange and interaction sessions between various peer and other institutions.

Orientation programme for the faculty members on internship and new syllabus/ curriculum to

be organized before the commencement of the courses.

11. Develop substantial resource materials, text books, reference books etc. in Assamese

languages to overcome the difficulties of the student teachers.

12. Form a research advisory board to guide and enrich the research activities of the SCERT

and TTI’s.

13. Develop a robust monitoring and coordination committee to evaluate the activities of TEIs

of the state. Prepare a monitoring guideline to visit officials and teacher educators in the field

to provide onsite support.

14. Conduct research and analyse learning outcomes of students to determine impact of various

programs and to take corrective actions.

15. Document the best practices undertaken by the faculty members for the development of the

TEIs of the state and share it among the teacher educators during orientation/ refresher

programme.

24/23

16. Provide training on ICT to use it as a pedagogical tools to increase the quality of teaching.

Prepare an ICT policy framework to strengthen the ICT capacity of the teacher and teacher

educators of the state. Organize orientation programme on MOOC/OER/NROER and other

important learning tools for giving benefit to the teacher educators to strengthen their cognitive

capital.

17. The organization of DEP programme has emerged as one of the key activities of DIETs

and SCERT. Increase the duration from two to three years as per the guidelines of NCTE.

18. Research and innovation has remained the weakest area in the SCERT and TEIs. This area

needs to be strengthened in all TEIs.

19. Harness the opportunities to avail multiple sources of resources from UNICEF/TESS India

to meet the demands of the TEIs.

21. Introduce integrated teacher education programme in phased manner in the TEIs for having

quality teacher for the system.

24. Justify the workload of the existing faculty members by engaging them to prepare different

learning materials for the students on their specialized areas by constituting a team across the

institutions and prepare modules to strengthen the capacity building of the in service teachers.

25. Emphasis/ priorities be given on CWSN and minorities children requirements in the

institute/ state so that they will be an integral part of the inclusive setup.

26. Open a bank account in SCERT with approval of the State finance department to maintain

the record of fund received from CSSTE Scheme and submit the audited account on time for

getting the fund flow on time.

27. The State Government may develop a Teacher Education online portal and link all the TEIs

to upload their activities in the line of MHRD Prashikshak portal for DIETs.

28. The State Teacher Eligibility Test be undertaken in a fixed time duration in the line of

CTET pattern for appointment of teachers rather than as and when it is required. Priorities are

to be given to open TEIs in tribal dominated areas to bring them into main stream.

29. Formulate an admission policy of intake of students for teacher education programmes- 10

to 20 per cent seats in each of the TEIs to admit science and maths students to avoid lack of

teachers in these areas in future.

1

JOINT REVIEW MISSION ON CENTRALLY SPONSORED SCHEME FOR TEACHER EDUCATION [CSSTE]

CHHATTISGARH August 17 to 20, 2016

1. INTRODUCTION

A Joint Review Mission on the Centrally Sponsored Scheme for Teacher Education

[CSSTE], constituted by the Department of School Education & Literacy, MHRD and

consisting of Prof. Anita Rastogi and Prof. Satish Pathak, visited Chhattisgarh during

August 17 to 20, 2016. In the course of the visit, an interaction meet was held with

the Director and other faculty members of the State Council of Educational Research

& Training (SCERT), Chattisgarh, Principals of the District Institutes of Education &

Training (DIETs), College of Teacher Education [CTE], Raipur and Institute of

Advanced Studies in Education [IASE], Bilaspur and the representatives of NGOs

working in the state at SCERT. In addition, the team visited SCERT Chattisgarh

located at Raipur , CTE, Raipur, IASE, Bilaspur and three DIETs namely DIET Janjgir

DIET Raipur and DIET Korba. The schedule of the visit planned by the nodal officer

of SCERT is as under:

S. No. Date and time Programme

1. 17-08-2016 3.30 p.m. to 8.30 p.m.

Interaction Meet with the Director & Faculty of SCERT and Heads of CTE, IASE and DIETs at SCERT

2. 18-08-2016 2.30 p.m. to 7.30 p.m.

Meeting with the members of NGOs working with SCERT and DIETs

3. 19-08-2016 7.00 a.m. to 12.00 p.m.

Visit to DIETs at Korba and Janjgir and IASE, Bilaspur

4. 20-08-2016 9.00 to 7.30 p.m.

Visit to CTE, Raipur and DIET, Raipur Wrap-up meeting with the Secretary, Education and SCERT officials

2

2. BACKGROUND

The State has been divided into 27 Districts and 146 Blocks having 31,282 lower primary schools , 38,807 upper primary schools , 1844 secondary schools and 2190 senior secondary schools. The CSSTE attempts to support Institutions such as SCERT, IASE, CTE and DIETs, all of which serve only government schools. However , there are private schools also in the State. The State has SCERT at Raipur. The status of other CSSTE supported institutions in the State is as follows:

S.No. Name of the Institute

Sanctioned Functional

1. IASE 01 01

2. CTE 01 01

3. DIET 19 16

4. BITE 03 00

State Institute of Educational Management and Training (SIEMAT) and English

Language Teaching Institute (ELTI) are also housed in SCERT, Chattisgarh. Two Basic

Training Institutes ( BTIs )are also functional in the State .

3. KEY OBSERVATIONS

The IASE, CTE and DIETs are mainly acting as Institutes of Pre-service Teacher

Education and faculty of none of the institutes established under CSSTE is clear

about the mandate of the respective institute.

SCERT is mainly focussing on two aspects:

1. Conducting In-service Programmes mainly for teachers.

2. Publication of T-L material mainly School Text books; Text books for

D.El.Ed. trainees.

The PSTE programmes run by the institutes are M.Ed./ B.Ed / D.Ed. None of the

institutes is running Integrated Programes for Preparation of Teachers.

Only 04 Universities have Department of Education out of 13 State Universities.

B.Ed is run mainly by Private colleges and need to be monitored for quality.

Still there are about 26529 untrained teachers working at elementary stage. (The

number also includes teachers working in Private schools) The matter as

revealed by SCERT is pending with NCTE.

3

Special Cadre of teacher educators does not exist. The teachers are deputed from

the School sector as teacher educators. Not only the teachers, but Principals,

DEOs etc., are also deputed who have mainly the experience of administration.

On joining SCERT they are least interested in the activities of DIETs /SCERT. The

personnel so deputed lack orientation about the vision and rationale behind

conceptualisation of DIETs and IASE.

The criteria of deputation as teacher educators are not defined. Some have been

just deputed by administration due to various reasons but other than academic

and only a few have joined due to their interest in preparing teachers and

teacher educators.

There is dearth of teachers in DIETs . The vacancies are to the tune of 64%.

Curriculum and its transaction

Curriculum of D,Ed. has been revised as per NCFTE,2009 requirements and is in

order. The IASE and CTE have also revised B.Ed. curriculum. The B.Ed.and M.Ed

Curriculum offered by IASE (affiliated to Bilaspur University ) and CTE Raipur

(affiliated to Pandit Ravishankar Shukla Vishwavidyaylaya, Raipur) have also

been revised but need to be reviewed .

The curriculum transaction at CTE takes cognizance of the principles of

andragogy as reported by the Principal.

The classroom observed in one of the DIETs was being held in lecturen mode. It

was revealed in the interaction with the students that the students of B.Ed/M.Ed

are depending on a few books of text book type and not referring to reference

books/classics etc., in different subjects. The Lesson plans were prepared using

Herbartian/RCEM approach. However, The interventions made by PRATHAM in

D.Ed programme for ‘teaching –learning using activity method’ has been

reported to have made impact in the schools as reported by teacher educators.

The prospective teachers are writing Reflecting journals just as diaries,

reporting the day’s activities.

INSET Programmes

The in-service programmes are being conducted by IASE, CTE and DIETs but in

an adhoc manner. Neither any formal mechanism for need identification is

adopted nor any mechanism exists for feedback and monitoring of In-service

programmes .

4

The training of teacher educators from DIETs/IASE is negligible. However, a few

programmes for orienting teacher educators in new curriculum have been

organised by SCERT.

Research Work

Researches undertaken by the Teacher Educators are negligible. Only action

researches are being taken by a few faculty members of IASE/CTE. Teacher

educators are mentoring a few action researches undertaken by school teachers

and compiling the same. Further, the action researches undertaken over a

period of time are more of repetitive nature. The same holds true for DIETs.

Impact studies were also not found.

Financial Aspects

Funds are being released on time as reported by the SCERT, IASE ,CTE and DIET

faculty. The procedures are intact and especially in year 2016-17 the funds are

being released as per Annual Work Plan.

There is underutilisation of funds for programmes/ activities because of dearth

of faculty and lack of awareness about the type of activities to be undertaken by

them

The TEIs are also getting financial support from European Commission

Structure

Both the SCERT and DIETs are working as one unit. The SCERT has not been

restructured as per CSSSTE guidelines, 2012. This is hampering the progress

related to various functions of SCERT/DIETs. The teachers are just deputed to

DIETs / SCERT without taking into cognizance the job profile/ specialisation

required and then made in-charges of various cells but almost all the personnel

are involved in one or two major tasks like Text Book development.

The Programme Advisory Committee of SCERT is not functional, however, in

DIETs they were found to be functional.

Not much work is being done in the direction of SCERT as Academic Resource

Centre.

Building & Equipments

The buildings of SCERT and CTE are in a good condition and adequate. However,

building of IASE is in a pathetic condition. DIET buildings need repair and

5

maintenance. The physical Infra-structure including the laboratories, drinking water

facilities, toilet facilities etc. was not satisfactory . The basic educational facilities like

laboratories, technological equipments were also found lacking in all the three DIETs visited

by the team.

The Library exists in all the institutions. The seating capacity of the library was

not adequate. Reference books were not sufficient. Even a number of books

given as references in the syllabus were not found. E-resources are not

subscribed by the libraries.

ICT and its Use

The use of ICT by the teacher educators or academic or administrative purposes

was found to be negligible. The two main reasons could be identified as ICT

facilities not being available and accessible to all and lack of awareness among

the teacher educators about their use.

The entire setup of EDUSAT has not been utilised .and need to be replaced by

Broadband or Internet based technology and be used for continuous professional

development of teachers and teacher educators

LCDs are available but used in in-service programmes by the experts.

Sharing of Experiences

SCERT has meetings with the heads of subordinate agencies on monthly basis.

No such mechanism is in vogue for sharing of experiences among faculty

members of different DIETs.

Prashikshak

The progress of the State wrt to ‘Prashikshak’ is not satisfactory. The state is still at the

stage of developing data base of TEIs.

Linkages with other agencies

SSA , RMSA are separate agencies working on their own. The representatives are

members of PACs. However, no joint efforts are made for development of annual

wok plan/ calendar of activities and subsequent training of teachers.

6

Aspects for Appreciation

The SCERT has strong networking with the NGOs. Some projects are being undertaken in collaboration with NGOs as mentioned below: Project named as CAML (Combined Activities for Maximized Learning) for Development of

teaching competence of student teachers and in-service teachers jointly by SCERT and PRATHAM

Development of Subject Resource Centres, jointly by SCERT and ICICI Foundation Organisation of Literacy Programmes jointly by SCERT and Room to Read Development of Teaching Learning Centres (TLCs) for teacher’s Professional Development,

jointly by SCERT and Azim Premji Foundations Development of Support Centres for deprived sections of students of Std. III to VI, by

Samarth Charitable Trust with a view to: Develop basic learning skills among the students Develop long term self-sustenance among the students Giving information about Government help to them under various policies and

programmes

Preparation of text-books for Std. I to X, based on the recommendations of NCF-2005 and teaching- learning material for in-service teachers and D.Ed. trainees. The SCERT has developed Reading material on all the courses prescribed in the revised curriculum and has also uploaded the same on its webportal. Besides, the reading material for B.Ed Iyear has also been prepared and uploaded on the webportal.

Development and maintenance of web portal by SCERT .

Some best practices have been observed in the visited CTE and IASE, which are as follows: Development of a Museum named ‘Dharohar’ having collection of technological devices

and educational materials having being used by the faculty since its inception in 1956 (in CTE).

Organisation of educational meet on daily basis named ‘chay pe charcha’ to discuss innovations and resolve problems and issues (in CTE).

Organisation of training programmes for teacher educators for their capacity building in Research methodology including the teacher educators from the private B.Ed. Colleges in the State.

RECOMMENDATIONS

Vacant Faculty Positions in DIETs need to be filled up on urgent basis. Further, it

should be ensured that the faculty deputed/recruited should fulfil the eligibility

conditions laid down by NCTE.

Separate cadre of teacher educators should be created.

Programme Advisory Committee should be made functional in SCERT.

The buildings of IASE and DIETs and hostels need renovation being in pathetic

condition.

There is a need to have vision at the State and Institutional levels.

SCERT may be upgraded to a Teacher Education University at the State level and

all the TEIs including private institutions running Teacher Education

Programmes be brought in its purview.

The funds be also sanctioned for faculty development, civil works and

contingency.

7

There is a need for restructuring of SCERT as per CSSTE Guidelines, 2012.

The faculty needs to be oriented about the mandate of SCERT/DIETs/IASE/CTE

so that they have clarity about their job profile.

There is a need to evolve systematic and objective mechanism for identification

of in-service needs so that need based programmes can be organised . The

mechanisms for feedback and monitoring of programmes needs to be evolved.

Research Capacity of the faculty working in TEIs needs to be developed.

Impact studies to study the impact of In-service programmes should be

conducted and new models of INSET should be evolved.

Training Management System should be used to develop profile of In-service

teachers and Teacher educators for subsequent use for organising INSET

programmes.

All the sanctioned DIETs and BITEs need to be operationalized at the earliest.

The potential of technology should be harnessed for capacity building of teachers

and teacher educators. The existing EDUSAT setup may be replaced/modified

with the new technology and setups be used for In-service education of teachers

and teacher educators. Further, CPD of teachers and teacher educators maybe

carried out through blended mode.

A mechanism needs to be evolved for networking and mutual learning between

TEIs. Potential of ICT should be harnessed or creation of learning communities,

e-groups etc.

The progress towards Prashikshak Portal being unsatisfactory be speeded up.

The SCERT library may subscribe e-resources and all the TEIs be linked so that

they can have access to these e-resources.

The DIETs may be graded on the basis of Quality Indicators and differential

support be provided to them as per their requirements.

The SCERTs and DIETs should also focus on other functions too and not merely

on PSTE and In-Service

The team wishes to place on record its gratitude to Shri. Sanjay Kumar Ojha, Director, SCERT, Chattisgarh , Dr. Utpal Chakraborty, Nodal Officer for the JRM Visit, Principals of CTE, IASE and DIETs , faculty members and administrative staff of SCERT, Chattisgarh, CTE, Raipur, IASE,Bilaspur, DIET Raipur, DIET Korba and DIET Janjgir for making the JRM visit a fruitful endeavour.

1

JOINT REVIEW MISSION ON CENTRALLY SPONSORED SCHEME FOR TEACHER EDUCATION

[CSSTE]

Jharkhand

August 18 to 20, 2016

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Executive summary

Introduction

The Centrally Sponsored Scheme for Teacher Education (TE) has been operational to provide support in the

area of teacher education across the states/UTs. In view of observing progress in the implementation of this

scheme in the states/UTs and also to recommend measures and road map, the Joint Review Missions (JRM)

have been constituted by the Ministry of Human Resource Development (MHRD), Government of India. The

24th JRM TE team for Jharkhand visited Jharkhand from 17th August to 20th August 2016. The team consisting

of Prof. Ranjana Arora and Prof. C. Nongbri visited Jharkhand Council of Educational Research and Training

(JCERT), Ranchi University, the designated Institute of Advanced Studies in Education (IASE), Colleges of

Teacher Education (CTEs), Districts Institutes of Educational Technology (DIETs) and Jharkhand Academic

Council (JAC). On the whole, the team covered three districts out of 24 districts in the Jharkhand. The team

could not visit private teacher education institutions due to the paucity of time. Interactions were held with

Director, Secondary Education, Deputy Director, Secondary Education and also In-charge Director of JCERT,

Dean, (students’ welfare), Ranchi University, Secretary and members of JAC, Principals, faculty members

and also student teachers of DIETs and CTEs. The briefing meeting with the Secretary, Education could not

be held due to her busy schedule in the state. However, Director, Secondary Education was apprised about

the concerns of the JRM team with regard to teacher education in the state.

The scope of this team’s work was to understand the development in the area of teacher education in the state

and also to take a stock of the implementation of Teacher Education Scheme so as to help provide academic

support and guidance.

I. Status of Teacher Education in the State:

Teacher Education Institutions

1. The state has 24 districts and 21 DIETs are sanctioned, out of which 17 DIETs are operational. But, due to

non-recognition of five DIETs from the NCTE, presently, only 12 DIETs are running D.El.Ed. Course. Five

out of these seventeen DIETs now have infrastructure and adequate staff in place as per the NCTE regulation

2014, however, recognition is awaited from the NCTE. With regard to remaining sanctioned DIETs, the

state has been making its efforts towards identifying land and developing infrastructure.

2. The number of College of Teacher Education is 3. Out of the 3 Colleges, one CTE at Hazaribag is running

B.Ed. (two year) course, the other two CTEs are awaiting recognition from the NCTE. CTE, Bariyatu (which

has been visited by the team) has all necessary infrastructure and staff in place as per the NCTE norms.

3. There is only one IASE (CTE Kanke, Ranchi upgraded to IASE as per the state officials), however, the JRM

team did not find any document which shows that the institute has received IASE status.

4. The state has five state Universities, out of which, two Universities have Department of Education. But all

these five Universities are running B.Ed. (two year) Course. Only two Universities (Vinoba Bhave, Hazaribag

and Kolham, Jamshedpur) are running M.Ed. Course in the state. Integrated Teacher Education Courses are

yet to take off in the state.

5. The number of private teacher education colleges is 97.

6. Intake in Majority of DIETs and CTEs intake is of 50 students per unit. However, two DIETs and one CTE

have 100 students per unit.

7. The state has huge shortage of academic staffs in the existing Teacher Education Institutions.

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8. Due to National Council of Teacher Education (NCTE) Regulations 2014 about the infrastructure and

staffing, which was not fulfilled by the five DIETs and three CTEs, these institutions have not been taking

admission for past few years. This has restricted the access of many students to affordable teacher education

courses for the last few years. This need to be given urgent attention both by the states, MHRD and the

NCTE.

9. In DIET, Hazaribag, CTE, Ranchi and CTE, Bartyaru, which were visited by the JRM team it was found that

a good number of faculty (7-11) are present without having pre-service education classes and any research

work. In all three places one training progamme for English teachers was found running. No research and

other projects and activities were found in these institution, rather teacher educators were found demoralized,

however, ready to take up the task.

10. The institutions (CTE, Hazaribag and DIET, Ratu) having students enrolled in B.Ed. and D.El.Ed were found

well-functioning with 100% attendance of student-teachers and teacher educators. These institutions have

also taken initiatives towards protecting tribal culture and also the environment.

11. Interaction with student-teachers and teacher educators revealed that they are aware of the pedagogic shifts

in the new syllabi in B.Ed. and also want change in the syllabi of D.El.Ed in view of changing scenario of

school education in the country. However, almost all the CTEs and DIETs do not have the capacity of

transacting reformulated teacher education courses (as per the concerns expressed by the faculty members of

DIETs, CTEs and also members of JAC).

12. Girls’ Education and Gender Concerns:

The state provides importance to girls’ education and gender concerns. In all the functional TEIs visited girls

and boys were found actively participating in all the activities, viz-a-viz, cultural and academic. Girls’ hostels

were found in all the CTEs and DIETs visited. One running girls’ hostel (DIET, Giridih) visited by the JRM

team was found well-maintained with all necessary facilities (open space, water, toilets, Television, Beds,

Study Tables, etc.) with approximately 70 girls residing in the hostel.

13. An administrative mechanism as an alternative arrangement is evolving in the State where Deputy Director

is made in-charge of all the Teacher Institutions at the regional level for continuous support and mentoring.

The JRM team observed this mechanism in the Hazaribagh district and found that this has been working

well to imbibe optimism in the working of TEIs in the region though in the absence of required from the

JSCERT in the State.

14. Good synergy was observed between CTE and Universities and also between JAC and JCERT.

15. It was found that in one of the DIETs, the D.El.Ed. Course is delayed. Students in the batch of 2013-15 were

still waiting for final exams.

16. The state provides importance to girls’ education and gender concerns. In all the functional TEIs visited girls

and boys were found actively participating in all the activities, viz-a-viz, cultural and academic. Girls’ hostels

were found in all the CTEs and DIETs visited. One running girls’ hostel (DIET, Giridih) visited by the JRM

team was found well-maintained with all necessary facilities (open space, water, toilets, Television, Beds,

Study Tables, etc.)With approximately 70 girls residing in the hostel.

II. Teacher Education Curriculum

1. D.El.Ed. curriculum (2007) has yet to be revised as per NCFTE and NCTE regulations, 2014. B.Ed.

Curriculum has been revised in 2012 by the Universities concerned. The responsibility of revising D.El. Ed.

curriculum lies on Jharkhand Academic Council which is actually a School Examination Board. Interacting

with the members of JAC, it was found they have recently initiated discussion on the D.El.Ed curriculum in

July, 2016.

2. Variation has been observed with regard to implementation of syllabus in B.Ed. Course. The CTE,

Hazaribagh follows two year B.Ed syllabus of Vinoba Bhave State University, whereas CTE, Kanke, Ranchi

has decided to follow the syllabus developed by the Ranchi University.

3. Teacher Training as well as support material developed by the state have not been found in the state TEIs.

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III. Fund Flow and Expenditure under Centrally Sponsored Scheme of Teacher Education

1. Fund for CSS Teacher Education released by the MHRD goes to Directorate of Primary Education and

distributed to DIETs and other TEIs. The fund amounting 232 lakh has been received by the state in September

2014, which was then distributed to DIETs in the month of March 2015. The direction for utilization of the fund

was not clear to the DIETs Principals and others. Most of them did utilize the funds received by them in the year

2015-16 for the training of the newly recruited teachers and on some other items I.e. infrastructure, etc., as per

the state instruction. They did send the Utilization Certificate to the Directorate of Primary Education, however,

consolidated UC has not been sent to the MHRD by the concerned Directorate. The details are given in the

following table:

2. In absence of the UC received by the MHRD, even though the TEAB approved funds for the year 2015-16 and

2016-17, no fund has been released to the state further.

3. Presently, all the expenditures related to infrastructure, training, etc. In the teacher education institution are

being done with the state grant.

IV. Challenges for Teacher Development in Jharkhand:

The State does not have a nodal Institution closely looking into the issues of Teacher Education. Recently,

JCERT has been provided with a few faculty members, however, it does not have full-fledged Director.

Deputy Director, Secondary Education has been given the charge of the Director, JCERT. The Council is yet

not fully functional. In the absence of a functional SCERT the state is severely challenged to lay down any

vision or perspective on teacher education. The State appears only to have reacted to various demands made

by the government at the center or provisions in different schemes.

Though initiatives on the part of the state have been taken to make DIETs and CTE in compliance with the

NCTE norms however, process for the evolution of these institutions is yet to emerge and where the

institutions do exist, the concept of an IASE, a CTE, or a DIET has yet not been articulated in them.

The state is further challenged in the absence of a cadre for teacher education. The state also does not have

provisions for research degrees in Education. The vision and scope of the Teacher Education Institutions do

not yet follow a plan. As the leadership and faculty of these institutions are primarily drawn from an

administration cadre and recently from schools, they are yet to articulate their roles and responsibilities as

academics. However, in a recent initiative, the state has brought out policy on teacher education cadre and

bifurcation of officials begun, however, appointments in teacher education cadre yet to be done.

A brief interface with the curriculum and pedagogy in the pre-service institutions at Jharkhand revealed the

lack of resource support within the system and the absence of good libraries with updated reading materials,

learning resource centers, lack of ICT facilities and also preparedness for use of ICT. These are basic facilities

in the absence of which, imagining any teacher education reform would be difficult.

The admission process in some of the DIETs and CTEs has collapsed in the last 2 years, reportedly due to

change in admission criteria as per the NCTE norms.

About 80% of the B.Ed. colleges are run by private institutions, where there are concerns with quality. The

private colleges get faster recognition in comparison to government institution due to the nature of autonomy

within the institution. However, due to complexities of administrative requirements in the process of getting

recognition, government institutions are not able to get this recognition faster which make those students

suffer who cannot afford teacher education in private colleges for years. This not only places question mark

on supply of quality teachers by the private colleges, but also on state goals of providing equality in access

to teacher education courses.

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There is no research in teacher education at all levels of teacher education, and there is a lack of exposure of

the faculty to contemporary research in education. This further incapacitates/challenges the feedback loop in

the school system.

Absence of faculty development programmers for both teacher educators and teachers within the system is

conspicuous. Where these do exist, they are not planned and more in place due to a response to the

government schemes or programs.

The State has a huge backlog of teacher vacancies and untrained teachers. The state has put in place a

programme developed by National Institute of Open Schooling (NIOS) for training of para teachers.

However, only 50% of these teachers (15000, as reported in UDISE) are reported to be trained by NIOS in

2013-15. Rest of the teachers (8100) could not be trained due to the withdrawal of permission to NIOS for

the training of untrained teachers.

There are no inter-linkages and convergence of Teacher Education with other state programs and Centrally

Sponsored Schemes such as SSA and RMSA. However, in a recent initiatives of the state, Those DIETs

which do not have pre-service course at present have been given responsibility to provide in-service trainings

to teachers in all the subject areas under SSA and RMSA.

Program Advisory Committees (PAC) of the DIET are not found in place.

The curriculum D.El.Ed is about 9 years old and not at par with NCFTE and also NCTE 2014 regulation.

The B.Ed. Course has been revised as per NCFTE 2009, it has yet to be revised as per the NCTE 2014

regulations.

In-service Training is currently in the purview of the SSA and RMSA, again a reaction to funding provisions.

It appears to be based on a piece meal approach, and an overall vision and consequent planning for the same

is missing.

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V. Recommendations:

Recommendations, in view of the above challenges before the state and keeping in mind the unique context of

Jharkhand, the JRM puts forth the following recommendations.

For the State

The JCERT needs to be made fully functional recruiting required faculty members and appointing full-

fledged Director to look after the teacher education in the entire state. There is a need to speed up this process

which is long-pending in the state.

Capacity of all the teacher educators, working in DIETS, CTEs, IASE and University Department as well as

state officials working in the area of teacher education need to be built immediately on the emerging concerns

in school as well as teacher education, annual planning of teacher education programmes at their own level

and also pedagogic shift which is reflected in NCFTE curriculum.

Although, the process has already been initiated to make cadre of teacher educators. Mapping of officials and

teachers in the system who can either be recruited/deputed as Teacher Educators, or be involved as Resource

Persons is being done. However, in view of the situation of teacher education in the state, the process needs

to be speed up with filling up of the vacancies.

The issue of IASE recognition needs to be sorted out, and the designated institution (CTE, Ranchi) need to

be notified as IASE with making them oriented on roles and functions of the IASE. Rather this need to be

done with every upgraded DIET and CTE which are still playing their conventional roles of pre-service

teacher training and not expanding their roles in view of new expectations such as research, extension, etc.

The state government may need to take appropriate steps to establish DIET in every District with pre-service

teacher education programme in place. The CTEs need to be strengthened further to begin M.Ed. Course.

There is a need to bring existing teacher education courses at par with the NCTE 2014 regulations.

There is also a need to synchronize and centralize the academic calendar of the pre-service institutions, so

that delay in courses should not happen.

Issues mentioned earlier with current merit led admission process- Common Teacher Education Test needs

to be in-place in the state bringing all the private institutions in its purview for improving quality of teacher

education. Although, the state has begun discussion on this issue, it need to be taken up seriously.

Promote research and build in an agenda around local concerns and needs

Provide adequate avenues for professional development of teacher educators and teachers

Regulatory mechanism for the curriculum and evaluation in the private teacher education institutions need to

be urgently put in place. Private institutions need to be brought under a state oversight and monitoring

mechanism.

Utilisation Certificate of the funds received under CSSTE in 2014-15 need to be immediately sent to the

MHRD for smooth implementation of the scheme in the state.

Ranchi University need to have Education Department with adequate faculty (Education) in place for guiding

teacher education in the entire state.

Jharkhand has to priorities teacher education in the state and formulate vision as well as perspective state

plan for Teacher Education.

For MHRD

1. MHRD need to support state for strengthening the process of fund flow in the state with respect to this

scheme. An orientation programme specifically for those states including Jharkhand need to be conducted

by the MHRD with NUEPA and NCERT to help the state for making road map for improving the status

of teacher education.

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For NCTE

1. The NCTE needs to provide the recognition to the institutions in the Jharkhand which have already applied

for recognition at earliest so that these institutions can immediately start the process of admission to provide

access to affordable teacher education to hundreds of students belonging tribal areas in the current year.

2. It is observed that NCTE has comprehensive on-line process for providing recognition to TEIs in the

states/UTs, to make this process smoother the portal may be made multilingual.

For NCERT

1. NIE and RIE, Bhubaneswar need to undertake capacity building programmes for the faculty members of the

TEIs in Jharkhand specifically on the pedagogic concerns as well as in the area of research.

2. The NCERT need to design and promote leadership programme for the teacher educators in the entire country

emphasizing on academic monitoring, curriculum transaction and also including planning and administration in

teacher education institutions.

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MAIN REPORT

1. Introduction

The Centrally Sponsored Scheme for Teacher Education (TE) has been operational to provide support in the

area of teacher education across the states/UTs. In view of observing progress in the implementation of this

scheme in the states/UTs and also to recommend measures and road map, the Joint Review Missions (JRM)

have been constituted by the Ministry of Human Resource Development (MHRD), Government of India. The

24th JRM TE team for Jharkhand visited Jharkhand from 17th August to 20th August 2016. The team consisting

of Prof. Ranjana Arora and Prof. C. Nongbri held a meeting with Principals of all District Institutes of

Education & Training (DIETs), Colleges of Teacher Education [CTEs] and Institute of Advanced Study in

Education [IASE]. The team also visited the designated Institute of Advanced Studies in Education (IASE),

Colleges of Teacher Education (CTEs) and Districts Institutes of Education and Training (DIETs). On the

request of the JRM team, the state has arranged meeting with the Jharkhand Academic Council (JAC) and

also with the Dean (Students’ Welfare) who is looking after teacher education matters in Ranchi University.

On the whole, the team covered three districts out of 24 districts in the Jharkhand. The team could not visit

private teacher education institutions due to the paucity of time. Interactions were held with Director,

Secondary Education, Deputy Director, Secondary Education and also In-charge Director of JCERT,

Secretary and members of JAC, Principals, faculty members and also student teachers of DIETs and CTEs.

The briefing meeting with the Secretary, Education could not be held due to her busy schedule in the state.

However, Director, Secondary Education was apprised about the concerns of the JRM team with regard to

teacher education in the state after the visits to some of the TEIs in the evening of the first day of the visit i.e.,

August 18th, 2016.

The team wishes to record its appreciation of the assistance extended by Shri Arvind Jha, Deputy Director,

Secondary Education Department and also the I/C Director of JCERT, Shri Kumud Chaudhary, Training

Coordinator, JCERT in facilitating the visit.

Objective

The JRM was required to review the current state of budget approvals and fund releases, teacher education

institutions, their infrastructure and teaching -learning process, quality of the curriculum of training

programmes, quality of resource material, etc. The mission members are of the view that it would have been

more appropriate if the terms of reference could have also included visits to schools and interaction with

officials of SSA and RMSA.

Background

Since inception of Jharkhand as an autonomous state, 24 Government Primary Teacher’s Education Institutes

were already established in different part of the state. Out of these 24 Teacher Education Institutes, Govt. of

India was upgraded 9 institutes as District Institutes of Education & Training (DIETs) prior to 1993-94.

Further, in 2006 the Teacher Education Approval Board (TEAB) has given approval to upgrade another 8

Government Primary Teacher Training Colleges situated in the districts of West Singhbhum, East Singhbhum,

Ranchi, Hazaribagh, Palamu, Garhwa, Sahebganj, and Bokaro as District Institute of Education & Training

for the concerned districts. In 2011-12, the TEAB has been approved another two districts namely Dumka

and Pakur to have DIETs after upgrading the existed Primary Teacher Education Institutes in the district,

which is still in progress. The TEAB meetings held in 2012 to 2015, has given approval to another three

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districts with subject to submission of detailed project reports with provision of land and building plan for

each new DIETs.

Currently, the state has now 21 sanctioned District Institute of Education & Trainings (DIETs). Out of these,

17 DIETs are functional in the state.

For Teacher Education at secondary level the state have four Govt. Teacher Training Colleges. Two Govt.

Teacher Training colleges are located at the state capital, Ranchi whereas other two are located at Hazaribagh

and Deoghar which is also located in two separate regions in the state. Govt. Teacher Training College, Kanke,

Ranchi have status of IASE, whereas other three Govt. Teacher Training Colleges are known as CTEs.

The JRM Team

The Joint Review Mission to Jharkhand was conducted by Prof. Ranjana Arora, NCERT and Prof. C. Nongbri,

NEHU, Shillong, Supported by Shri Arvind Kumar Jha, I/C Director, JCERT and also the nodal officer for

the JRM and Shri Kumud Chaudhary, State Consultant. The team visited the State from 18th August 2016 to

20th August 2016. The schedule of the visit was as given in the table:

Date Institutions Visited and Meeting Conduced

18/08/16 1. JCERT, Ranchi, Jharkhand

2. DIET, Ratu, Jharkhand (situtated in the campus of the

JCERT)

3. Meeting with the Principals of all the DIETs, CTEs ,

IASE and also JCERT I/C Director and Faculty members

4. Meeting with the Director, Secondary Education

19/08/16 1. DIET, Hazaribag

2.CTE, Hazaribag

3. DIET, Girdih

20/08/16 1. CTE (designated as IASE), Kanke, Ranchi

2. Meeting with the Dean (Students’ Welfare) who is also

looking after teacher education matters in Ranchi

University.

3. DIET, Bariyatu

4. Meeting with the Secretary, JAC and other officials of

JAC

Educational Profile

Sharing borders with Uttar Pradesh and Chattisgarh in the west, with Bihar in the north, West Bengal in the

east and Orissa in the south, Jharkhand became the 28th state of the Indian Union on 15 November 2000. The

literacy rate in Jharkhand has since seen an upward trend and is currently placed at 67.63 percent (Census of

India, 2011). However, this figure is marked by a major disparity among the genders, 78.45 percent for males

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and 56.21 percent for females. 28% of the population belong to tribal groups, while 12% to the scheduled

castes. (Please also see Annexure-I)

I. Status of Teacher Education in Jharkhand

I.1 Teacher Education Institutions

SCERT

The State does not have a Department or Directorate looking into the issues of Teacher Education with full

focus. Even the SCERT is not strengthened. The State appears only to have reacted to various demands made

by the government at the center or provisions in different schemes. An organic process for the evolution of

these institutions has not emerged, and where the institutions do exist, the concept of an IASE, a CTE, or a

DIET has yet not been articulated in the institutions. It is significant to note that there have not been any

demands from local pressure groups for putting in place these institutions.

Jharkhand Council for Educational Research and Training (JCERT) was established in 2007. Currently,

JCERT, is located at DIET campus at Ratu, Ranchi. JCERT constitutes of an Executive Committee to take

important decisions and review programmes & functions. Also two major committees were constituted for its

proper functioning as (a) Working Committee and (b) Textbook Approval Committee.

JCERT had initiated its recruitment process in April’2013, which was not accomplished due to inadequate

responses against the advertisement published for Director, Deputy-Director/HoD, Asst. Director, Secretary

and Accountant each.

Currently JCERT has following officials:

– Director (Director, Secondary Education cum JCERT)

– Officer in-charge (Deputy Director, Secondary Education cum In-Charge JCERT)

– Three Faculty Members (teachers on deputation from higher secondary schools)

– Consultant (External Resource Person)

– Two Support Staff

As per the state, the land has been allotted to JCERT to develop its permanent campus in the same premise

where construction of new composite infrastructure is in progress. Overall organisational restructuring of

SCERT is under process. The state government has developed separate Teacher Educators Cadre in the state

as per NCTE guidelines in the year 2015-16. The recruitment policy of state has also been drafted by the

department. However, their implementation progress has not yet been reported.

DIETs

Since inception of Jharkhand as an autonomous state, 24 Government Primary Teacher’s Education Institutes

were already established in different part of the state. Out of these 24 Teacher Education Institutes, Govt. of

India upgraded 9 institutes as District Institutes of Education & Training (DIETs) prior to 1993-94. Further,

in 2006 the Teacher Education Approval Board (TEAB) had given approval to upgrade another 8 Government

Primary Teacher Training Colleges situated in the districts of West Singhbhum, East Singhbhum, Ranchi,

Hazaribagh, Palamu, Garhwa, Sahebganj, and Bokaro as District Institute of Education & Training for the

concerned districts. In 2011-12, the TEAB has been approved another two districts namely Dumka and Pakur

to have DIETs after upgrading the existed Primary Teacher Education Institutes in the district, which is still

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in progress. The TEAB meetings held in 2012 to 2015, had given approval to another three districts with

subject to submission of detailed project reports with provision of land and building plan for each new DIETs.

Currently, the state has 21 sanctioned District Institute of Education & Trainings (DIETs). Out of these, 17

DIETs are operational in the state. Further out of these 17 DIETs, only 12 DIETs are running D. El. Ed.

course. Five out of these seventeen DIETs have infrastructure and adequate staff in place as per the NCTE

regulation 2014, however, recognition is awaited from the NCTE. Due to non-recognition from NCTE, these

DIETs do not have enrolment of student teachers with regard to remaining two sanctioned DIETs, the state

has been making its efforts towards identifying land and developing infrastructure.

BUILDING OF DIET HAZARIBAGH Meeting with Principals of DIETs, CTEs and IASE

Pre-service Teacher Training Programme at DIET Girdih

CTEs and IASEs

For Teacher Education at secondary level the state has four Govt. Teacher Training Colleges. Two Govt.

Teacher Training colleges are located at the state capital, Ranchi whereas other two are located at Hazaribagh

and Deoghar which is also located in two separate regions in the state. Govt. Teacher Training College, Kanke,

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Ranchi has status of IASE, whereas other three Govt. Teacher Training Colleges are known as CTEs. One

CTE at Hazaribag was found running B.Ed. (two year) course, the other two CTEs were still awaiting

recognition from the NCTE in CTE Bariyatu (which was been visited by the team) all necessary infrastructure

and staff were found in place as per the NCTE norms. There is only one IASE (CTE, Kanke, Ranchi upgraded

to IASE as per the state officials), However, the JRM team did not find any document which shows that the

institute has received IASE status. Interacting with Principal and faculty members of the institute, it was

revealed that as per the letter received from the NCTE in August 2015, the CTE has received conditional

recognition for running B.Ed. in CTE and is now in the process of initiating admission for B.Ed.(two year).

This IASE will follow B.Ed. Syllabus of Ranchi University.

University Education Department

The state has five state Universities, out of which, two Universities have Department of Education. But all

these five Universities are running B.Ed.(two year) Course. Only two Universities (Vinoba Bhave, Hazaribag

and Kolham, Jamshedpur)are running M.Ed. Course in the state. Integrated Teacher Education Courses are

yet to take off in the state.

Intake of Students:

Intake in Majority of DIETs and CTEs is of 50 students per unit. However, two DIETs and one CTE have 100

students per unit.

I.2 Shortage of Academic Staff:

The state has huge shortage of academic staffs in the existing Teacher Education Institutions. The following

table shows the same:

I.3 No Admission in a few of TEIs

Due to National Council of Teacher Education (NCTE) Regulations 2014 about the infrastructure and staffing,

which was not fulfilled by the five DIETs and three CTEs, these institutions have not been taking admission

for past few years. This has restricted the access of many students to affordable teacher education courses for

the last few years. This need to be given urgent attention both by the states, MHRD and the NCTE.

Instituti

ons

Sanctio

ned

Post

Fill

ed

Pos

t

Vacant

Post

Remarks

SCERT 12 5 7

DIETs

323 11

3

110 Some DIETs also have their academic

staffs (qualified for teacher educators)

educators) deputed from schools.

CTEs

51 14 37 CTEs also have their academic staffs

(qualified for teacher educators) educators)

deputed from schools.

IASEs

9 6 3 CTE(IASE) also has academic staffs

(qualified for teacher educators) deputed

from schools

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I.4 In-service Training Programmes

In DIET, Hazaribag, CTE, Ranchi and CTE, Bartiyatu, which were visited by the JRM team it was found that

a good number of faculty (7-11) are present without having pre-service education classes and any research

work. In all three places one training progamme for English teachers was found running. No research and other

projects and activities are found in these institution, rather teacher educators are found demoralised, however,

ready to take up the task. It was the recent initiative of the state to conduct continuous subject-cum-pedagogy

training programmes under SSA and RMSA.

I.5 Functioning DIETs and CTEs

The institutions (CTE, Hazaribag and DIET, Ratu) having students enrolled in B.Ed. and D.El.Ed were found

well-functioning with 100% attendance of student-teachers and teacher educators. These institutions have also

taken initiatives towards protecting tribal culture and also the environment. Interaction with student-teachers

and teacher educators revealed that they are aware of the pedagogic shifts in the new syllabi in B.Ed. and also

want change in the syllabi of D.El.Ed in view of changing scenario of school education in the country.

However, almost all the CTEs and DIETs do not have the capacity of transacting reformulated teacher

education courses (as per the concerns expressed by the faculty members of DIETs, CTEs and also members

of JAC). Good synergy was observed between CTE and Universities and also between JAC and JCERT.

I.6 Status of pre-entry test and TET in the state.

The reported that Teacher Eligibility Test (TET) in the state was conducted by Jharkhand Academic Council

(JAC) in Academic Year 2013-14. Overall 81096 candidates were enrolled in L-1 segment for Class 1-5 whereas

109274 candidates were enrolled in L-2 segment for Class 6-8. There were 23238 candidates from L-1 segment

were successfully qualified whereas 43752 candidates were declared qualified in L-2 segment. In the state, 31.11

% (Primary) and 49.00 % (Upper Primary) students have cleared the TET exam. During current academic year

state has been decided to conduct Teacher Eligibility Test in forthcoming months. In view of vacancies of teachers

existing in the state, this exam needs to be regularised.

I.7Girls’ Education and Gender Concerns

The state provides importance to girls’ education and gender concerns. In all the functional TEIs visited girls

and boys were found actively participating in all the activities, viz-a-viz, cultural and academic. Girls’ hostels

were found in all the CTEs and DIETs visited. One running girls’ hostel (DIET, Giridih) visited by the JRM

team was found well-maintained with all necessary facilities (open space, water, toilets, Television, Beds,

Study Tables, etc.) with approximately 70 girls residing in the hostel.

II. Teacher Education Curriculum

Curriculum being a core aspect of teaching –learning processes at all the stages of school and teacher

education, it needs to be developed and reviewed in consonance with the emerging needs of the society.

In Jharkhand, the team has following observations about TE Curriculum:

1. D.El.Ed. curriculum (2007) has yet to be revised as per NCFTE and NCTE regulations 2014. B.Ed.

Curriculum has been revised in 2012 by the Universities concerned.

2. Variation in terms of themes, topics, papers is observed in the B.Ed. Syllabus at different CTEs. The CTE,

Hazaribag follows two year B.Ed syllabus of Vinoba Bhave State University, whereas CTE, Kanke, Ranchi

has decided to follow the syllabus developed by the Ranchi University.

14

3. The responsibility of revising D.El.Ed. Curriculum lies with Jharkhand Academic Council which is actually

a School Examination Board.

4. Interacting with the members of JAC, it was found, they have recently initiated discussion on the D.El.Ed

curriculum in July, 2016.

5. Ranchi University which prepares syllabus for teacher education course does not have its education

department and faculty in education. However, this university has three constituent composite colleges

affiliated to it which are maintained and run by the University and these colleges have B.Ed. Course which

is offered in self-financing mode. The University also gives affiliation to private colleges once they get the

NCTE recognition. The University has nominated Dean (Education) from the Principals of one of the

private colleges.

6. The Ranchi University has formulated B.Ed. Syllabus as per the NCTE 2014 regulation following proper

channel of Board of Studies, Academic Council and Syndicate.

7. Teacher Training as well as support material developed by the state have not been found in the state TEIs.

III. Fund Flow and Expenditure under Centrally Sponsored Scheme of Teacher Education

1. Fund for CSS Teacher Education released by the MHRD goes to Directorate of Primary Education and

distributed to DIETs and other TEIs. The fund amounting 232 lakh has been received by the state in September

2014, which was then distributed to DIETs and other TEIs in the month of March 2015. The direction for

utilization of the fund was not clear to the DIETs Principals and others. Most of them did utilize the funds

received by them in the year 2015-16 for the training of the newly recruited teachers and on some other items

i.e. infrastructure, etc., as per the state instruction. They did send the Utilization Certificate to the Directorate

of Primary Education, however, consolidated UC has not been sent to the MHRD by the concerned Directorate.

The details of funds under CSSTE are given in the following table:

Details of the Budget under CSSTE (Rs. In lakh)

Year

Approved

Budget by

TEAB

Funds Released Funds

Utilized

Remarks

Central

Share State

Share

Central

Share

State

Share

2012-

13 Nil Nil Nil Nil Nil -

2013-

14 Nil Nil Nil Nil Nil AWP not submitted

2014-

15

465.

11

155.0

4 232.55 70.81

80.4

6

As per the state record

the fund distributed to

DIET (Rs. 154.93

lakh), CTE (Rs.45.00

lakh), IASE (Rs.15.00

lakh) and SCERT

(Rs.17.62 lakh) in the

year 2015-16. (As per

15

interaction with the

GCERT.

2. In absence of the UC received by the MHRD, even though the TEAB approved funds for the year 2015-16

and 2016-17, no fund has been released to the state further.

3. Presently, all the expenditures related to infrastructure, training, etc. In the teacher education institution are

being done with the state grant.

IV. Challenges for Teacher Development in Jharkhand:

Jharkhand has to prioritize teacher education in the state and formulate vision as well as perspective state plan

for Teacher Education.

The State does not have a nodal Institution closely looking into the issues of Teacher Education. Recently,

JCERT has been provided with a few faculty members, however, it does not have full-fledged Director.

Deputy Director, Secondary Education has been given the charge of the Director, JCERT. The Council is yet

not fully functional. In the absence of a functional SCERT the state is severely challenged to lay down any

vision or perspective on teacher education. The State appears only to have reacted to various demands made

by the government at the center or provisions in different schemes.

Though initiatives on the part of the state have been taken to make DIETs and CTE in compliance with the

NCTE norms however, process for the evolution of these institutions is yet to emerge and where the

institutions do exist, the concept of an IASE, a CTE, or a DIET has yet not been articulated in them.

The state is further challenged in the absence of a cadre for teacher education. The state also does not have

provisions for research degrees in Education. The vision and scope of the Teacher Education Institutions do

not yet follow a plan. As the leadership and faculty of these institutions are primarily drawn from an

administration cadre and recently from schools, they are yet to articulate their roles and responsibilities as

academics. However, in a recent initiative, the state has brought out policy on teacher education cadre and

bifurcation of officials begun, however, appointments in teacher education cadre yet to be done.

A brief interface with the curriculum and pedagogy in the pre-service institutions at Jharkhand revealed the

lack of resource support within the system and the absence of good libraries with updated reading materials,

learning resource centers, lack of ICT facilities and also preparedness for use of ICT. These are basic facilities

in the absence of which, imagining any teacher education reform would be difficult.

The admission process in some of the DIETs and CTEs has collapsed in the last 2 years, reportedly due to

change in admission criteria as per the NCTE norms.

About 80% of the B.Ed. colleges are run by private institutions, where there are concerns with quality. The

private colleges get faster recognition in comparison to government institution due to the nature of autonomy

within the institution. However, due to complexities of administrative requirements in the process of getting

recognition, government institutions are not able to get this recognition faster which make those students suffer

who cannot afford teacher education in private colleges for years. This not only places question mark on

supply of quality teachers by the private colleges, but also on state goals of providing equality in access to

teacher education courses.

There is no research in teacher education at all levels of teacher education, and there is a lack of exposure of

the faculty to contemporary research in education. This further incapacitates/challenges the feedback loop in

the school system.

Absence of faculty development programmes for both teacher educators and teachers within the system is

conspicuous. Where these do exist, they are not planned and more in place due to a response to the

government’s schemes or programs.

16

The State has a huge backlog of teacher vacancies and untrained teachers. The state has put in place a

programme developed by National Institute of Open Schooling (NIOS) for training of para teachers. However,

only 50% of these teachers (15000, as reported in UDISE) are reported to be trained by NIOS in 2013-15.

Rest of the teachers (8100) could not be trained due to the withdrawal of permission to NIOS for the training

of untrained teachers.

There are no inter-linkages and convergence of Teacher Education with other state programs and Centrally

Sponsored Schemes such as SSA and RMSA. However, in a recent initiatives of the state, Those DIETs which

do not have pre-service course at present have been given responsibility to provide in-service trainings to

teachers in all the subject areas under SSA and RMSA.

Program Advisory Committees (PAC) of the DIET are not in place.

The curriculum D.El.Ed is about 9 years old and not at par with NCFTE and also NCTE 2014 regulation.

The B.Ed. Course has been revised as per NCFTE 2009, it has yet to be revised as per the NCTE 2014

regulations.

In-service Training is currently in the purview of the SSA and RMSA, again a reaction to funding provisions.

It appears to be based on a piece meal approach, and an overall vision and consequent planning for the same

is missing.

V. Recommendations:

Recommendations, in view of the above challenges before the state and keeping in mind the unique context of

Jharkhand, the JRM puts forth the following recommendations.

For the State

The state of Jharkhand has to prioritize teacher education and formulate vision as well as perspective plan

for teacher education in the state. The JCERT needs to be made fully functional recruiting required faculty

members and appointing full-fledged Director to look after the teacher education in the entire state. There is

a need to speed up this process which is long-pending in the state.

Capacity of all the teacher educators, working in DIETS, CTEs, IASE and University Department as well

as state officials working in the area of teacher education need to be built immediately on the emerging

concerns in school as well as teacher education, annual planning of teacher education programmes at their

own level and also pedagogic shift which is reflected in NCFTE curriculum.

Although, the process has already been initiated to make cadre of teacher educators in the state. Mapping of

officials and teachers in the system who can either be recruited/deputed as Teacher Educators, or be involved

as Resource Persons is being done. However, in view of the situation of teacher education in the state, the

process needs to be speed up with filling up of the vacancies.

The issue of IASE recognition needs to be sorted out, and the designated institution (CTE, Ranchi) needs to

be notified as IASE with making them oriented on roles and functions of the IASE. Rather this need to be

done with every upgraded DIET and CTE which are still playing their conventional roles of pre-service

teacher training and not expanding their roles in view of new expectations such as research, extension, etc.

There should be a nodal agency to lead the development of teacher education curriculum and curriculum

material at all the levels so that linkages between different levels will be strengthened.

The state government may need to take appropriate steps to establish DIET in every remaining District with

pre-service teacher education programme in place. The CTEs need to be strengthened further to begin M.Ed.

Course.

There is a need to bring existing teacher education courses at par with the NCTE 2014 regulations.

There is also a need to synchronise and centralize the academic calendar of the pre-service institutions, so

that delay in courses should not happen.

17

Issues mentioned earlier with current merit led admission process- Common Teacher Education Test needs

to be in-place in the state bringing all the private institutions in its purview for improving quality of teacher

education. Although, the state has begun discussion on this issue, it need to be taken up seriously.

Research need to be promoted with an agenda to be build up around local concerns and needs.

Adequate avenues for professional development of teacher educators and teachers need to be setup.

Regulatory mechanism for the curriculum and evaluation in the private teacher education institutions need

to be urgently put in place. Private institutions need to be brought under a state oversight and monitoring

mechanism.

Given the vacancy position in the state, TET needs to be regularized.

Utilisation Certificate of the funds received under CSSTE in 2014-15 need to be immediately sent to the

MHRD for smooth implementation of the scheme in the state.

Ranchi University need to have Education Department with adequate faculty (Education) in place for

guiding teacher education in the state at the secondary stage.

The state needs to make effort making infrastructure of Teacher Education institutions accessible to all.

For MHRD

MHRD need to support state for strengthening the process of fund flow in the state with respect to this

scheme. An orientation programme specifically for those states including Jharkhand need to be conducted

by the MHRD with NUEPA and NCERT to help the state for making road map for improving the status of

teacher education.

For NCTE

1. The NCTE needs to provide the recognition to the institutions in the Jharkhand which have already applied

for recognition at earliest so that these institutions can immediately start the process of admission to provide

access to affordable teacher education to hundreds of students belonging tribal areas in the current year.

2. It is observed that NCTE has comprehensive on-line process for providing recognition to TEIs in the

states/UTs, to make this process smoother the portal may be made multilingual.

For NCERT

1. NIE and RIE, Bhubaneswar need to undertake capacity building programmes for the faculty members of

the TEIs in Jharkhand specifically on the pedagogic concerns as well as in the area of research.

2. The NCERT need to design and promote leadership programme for the teacher educators in the entire

country emphasizing on academic monitoring, curriculum transaction and also including planning and

administration in teacher education institutions.

Joint Review Mission on Teacher Education in

Madhya Pradesh

Team Leader Mr. S. M. Acharya

Members

Mr. Rabin Chhettri Dr. Mona Sedwal

Joint Review Mission on Teacher Education in Madhya Pradesh

Page 1

1. GENERAL INFORMATION The state of Madhya Pradesh consists of 51 Districts and 313 Blocks situated in the heart of the country with a geographical area of 3,08,000 sq.km making it the second largest state geographically.The State shares borders with five other states viz., Rajasthan in the north-west, Uttar Pradesh in the north, Gujarat in the west, Maharashtra in the south and Chhattisgarh in the north-east. The state is divided into six regions namelyMalwa, Nimar, Bundelkhand, Baghelkhand, Chambal and Mahakaushal which have different dialects as well.Madhya Pradesh also consiststhe country's largest forest coverage of 94689.38 sq.km. Out of 94689.38 sq.km.; 61886.49 sq.km. is reserved forest, 31098 sq.km. is protected forest and 1705.85 sq.km. falls under unclassified forest. The Scheduled Caste population accounts for 5.6 per cent and Scheduled Tribe population at 14.7 per cent as per Census 2011. In the State there are 88644 lower primary schools; 53868 upper primary schools; 6570 secondary schools and 7692 senior secondary schools. The total enrolment in the schools amounts to16906195. The administrative structure of the school education is illustrated in the following organogram. (Figure 1)

Figure 1: Administrative Structure

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For teacher education there are 47 sanctioned DIETs in the state out of which 45 are functional. The number of CTEs are 7, number of IASEs are 4, only 2 State Universities are having Department of Education whereas there are 16 universities that do not have any such Department.

The JRM in Madhya Pradesh (MP) was organised from 18-20 August 2016. The team visited and interacted with certain institutions involved with teacher education such as: the SCERT, 2 IASE, 1 CTE and 5 DIETsand also held discussions with the Faculty and students. At the end of the visit there were discussions with the Additional- Chief Secretary and the Commissioner Education from RajyaShikshaKendra, Government of MP. 2. BRIEF OF THE STATE ON TEACHER EDUCATION SCHEME

a. AWP and Budget Approvals Theexpenditure incurred on the Teacher Education is shared in the proportion of 60:40 between the Centre and the State. For 2015-16 total budget approved for the Teacher Education by the State was Rs. 3517.90 lakhs for which the Central share received was Rs. 1319.21 lakhs and the State share released was Rs. 642.28 lakhs.The total expenditure up to March 2016 was Rs. 1605.70 lakhs and the balance unspent amount is Rs. 355.79 lakhs.

b. Process and Performance Indicators In 2011 State has formulated Madhya Pradesh School Education Teacher Education and Training Academic (Gazetted) Service Recruitment and Conditions of Service Rules. For direct recruitment in TEIs, the MP Public Service Commission (MPPSC) is the designated agency but the vacancies in TEIs are filled through deputation/transfer of qualified academic staff from school education and Tribal Welfare Department. Non academic staffs are posted in the TEIs from School Education Department at District level.

Separate cadre for teacher education was formulated in 2011. Recruitment rules for the Cadre have been revised to incorporate NCTE-2014 prescribed qualifications. According to the State, the proposed rules have been sent to Government of India for approval.

The state also conducts the admissions to professional courses viz. - D.El.Ed., B.Ed. etc., through the open online process on merit basis. Teacher Eligibility Test (TET) was conducted through Professional Examination Board in the year 2011 for appointment of Samvida Shikshak and for current vacancies TET is proposed in 2016. Eligibility for the post of teachers is as per RtE Act and NCTE norms.

c. FMRs and GoI Budget Allocations Under TE-CSS, 32 civil works of DIETs/CTEs/IASEs are in progress. Total cost of approved works is Rs. 4,467.16 lakhs, GoI has released Rs. 3,291.07 lakhs and same has been utilized. The State requires Rs. 1,176.09 lakhs for the completion of the ongoing works. The State Government makes provision of central share and state

Joint Review Mission on Teacher Education in Madhya Pradesh

Page 3

share in advance in the state budget.The state governemtn meets salary expenditure for staff working for teacher education from its own resources leaving little for non staff salary expenditure generated from the work generated under Teacher Education.

d. Utilization of Funds at the Institutional Level Theexpenditure on Teacher Education institutions in 2015-16 for DIETs was allotted for Rs. 31,017,000 for which the balance remaining is Rs. 10,514,831 including the carry forward unspent amount for the financial year 2014-15. But it is interesting to note that as per the figures from Annexure 1E illustrates that out of 45 DIETs only 7 spent more than 75 per cent of allocation for Monitoring, Management and Evaluation (MME) in the institute.

Similarly for CTE the amount allocated in 2015-16 wasRs. 4,347,000 and the balance remaining is Rs. 2,368,046. Only 1 CTE spent more than ninety five per cent of the allocated money. The allotment of Rs. 6,837,000 was made for the IASEs under which the balance amount is Rs. 2,607,680 and only one IASE utilised the first instalment.

The SCERT received Rs. 8,251,000 for conducting research and various capacity building programmes for the financial year 2015-16 but the balance remaining is Rs. 7,044,000. According to the State officials this gap exists due to not including the expenditures of the programmes already conducted.

e. Curriculum for Pre-Service Programmesand Modules for In-Service Training Based on the guidelines of NCF-2005, NCFTE-2009 and RTE-2009 a new curriculum was developed for 'Diploma in Elementary Education (D.El.Ed.) as per the requirements of the State with the help of experts from Institute of Advance Studies in Education (IASE) College of Teacher Education (CTE) and District Institute of Educational Training (DIET) and was introduced in the session 2014-15. Accordingly the curriculum of the school was revised in 2006-07 along with the pre service programmes in 2014.

There is a separate Cadre of Teacher Educators in the state and SCERT has created a separate cell for implementing the RtE. Arrangements for promotion are being madein the cadre of teacher educators in harmony with teacher educators drawn from the school education cadre on deputation.

For in service training programmes the development of training material and moduleswere illustrated and were based on training needs of the teachers. Subject wise lesson plans were developed for classes 6 to 8, under Active Learning Methodology (ALM) (for around 14,000 schools). Activity Based Learning (ABL) has been simplified in 2015. Simplified ABL kits have been developed and distributed to schools (for around 16,000 schools).

There have been various teachers training programmes conducted through TEIs: Leadership Training; Shala Sidhdhi- 'Hamari Shala Aisi Ho'; Padhe Bhaarat, Badhe Bhaarat; Follow-up training at JSK level; Training for Rashtriya Aavishkar Abhiyaan

Joint Review Mission on Teacher Education in Madhya Pradesh

Page 4

(RAA); SMC Training; Pedagogy Based Training Courses; and 'Awakened Citizen Programme'- Module on Inculcating Value Education.

Need assessment of in-service teachers has been identified through the analysis of results drawn from 'Pratibha Parv'; information uploaded on education portal by teachers;and analysis of various monitoring reports. This process led to the formulation of simplified version of ABL launched in 2015.

f. Annual Budget Compliances as per GoI Norms There has been under utilisation of funds due to the non-justification of the funds spent and the utilisation certificate acceptance.

g. Resource Material The resource materials were developed and used by the teacher educators in the DIETs visited by the JRM Team. The resource room had various books and periodicals and some Journals were also published by the TE institutions. It was observed that there could be a common platform for sharing and disseminating the resources developed for wider information.

h. Networking and Sharing of Experiences among Teacher Education Institutions For sanctioning the research studies and action researches a Research Advisory Committee was formed in 2006-07, according to the guidelines provided by MHRD and Ed.CIL (Technical Support Group) New Delhi. The studies conducted by the TE institutions are also maintained in the form of a compendium which is used as reference material by the students and teacher educators.

The resource material for teacher trainees and teacher educatorsfor special BTC (6 months course approved by NCTE for B.Ed. qualified teachers teaching in primary school) was developed and disseminated through TEIs. Library facilities are available at TEIs including online resources, 'Gyan-Pitara' on education portal, OERs (TESS-India), MOOC programme, virtual classes from EDUSAT etc. are being used as resource material.

It has been reported that the EDUSAT facility in SCERT is being used for virtual classes for D.El.Ed., B.Ed. and M.Ed. courses. The education portal is offering various resources for the teacher educators. Further Massive Open Online Course (MOOC) has been introduced (May-2015) for teacher educators/teachers in the state in collaboration with TESS-India. So far, 900 teacher educators/teachers have successfully completed the course. MOOC program is also translated into Hindi version for teachers. OERs developed by TESS-India are localized/contextualized and audio-video clips being used in the various training programmes. Teachers are using these OERs and AV clips in their class room transactions, where ICT facilities are available.

The on going programme of ‘Meri Shala Kaisi Ho’ has been merged seamlessly with the new 'Shala Sidhi' framework the state has launched with the name of 'Hamari Shala Aisi Ho' which is an quality initiative. This programme envisages the

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improvement of quality of schools through evaluation. The TE institutions are also studying the effectiveness of the programme, assessing its impact on various parameters and also help in development of requisite training modules.

'Gyan-Pitara' as a separate module is also developed on state education portal for teachers and students, which covers educational videos, opportunities for posting questions, innovations in teaching-learning, teacher's hand-book, multi media animations etc. Some teaching learning videos on basic competencies and basic concepts for class 1 to 8 have also been uploaded as 'GyanPitara' module on education portal.

The state conducts monitoring and evaluation of the TEIs through thevisits by SCERT- OIC and District wise Officer-in-Charge deputed from RajyaShiksha Kendra. It is also reported that there are regular monthly Video Conferencing with TEIs, DPCs (SSA), BRCs by senior officials of RajyaShiksha Kendra that provides guidance and support in the implementation of various activities in the district. Edusat Video Conferencing facility is being used for interactive communication with TEIs. In addition roster and panelinspection comprising of academic and financial experts are also being conducted.

3. GENERAL OBSERVATIONS

The State Government has made necessary budgetary provision in the State Budget for the Teacher Education Scheme as it was reported that there was no delay in the disbursement of the salaries to faculty and non teaching staff.

The State Government has developed a separate cadre for teacher educators but there are issues related to two parallel structures based on the schools and TE appointments.

SCERT has been organizationally restructured by the State Government but there are issues related to the cadre promotion sporadically.

The State has 1455 unqualified teachers at elementary secondary level due to their lower qualifications which is an obstacle in the way of quality education.

Out of 18 State Universities in Madhya Pradesh only 02 universities having the Department of Education that calls for steps to build strong linkages between TEIs and universities to improve the quality of education.

The revision of curriculum for B.Ed. as per norms and standards of the NCTE Regulation, 2014 has been completed and implemented from 2015-16 while the revision of the D. El. Ed. Curriculum is currently under process. Currently it is not possible to observe any impact but the increase in the duration of B.Ed. courses will have its implications in terms of the infrastructure and faculty requirements.

Joint Review Mission on Teacher Education in Madhya Pradesh

Page 6

The major issue is related to the vacancies in the TEIs which accounts for 48.35 per cent as illustrated in the following Table.

Name of Post No. of posts sanctioned in TE Cadre Gazette

No. of posts filled

No. of posts vacant

Percentage of vacant posts

Commissioner 1 1 0

Additional Director 3 1 2

Joint Director 10 2 8

Professor 25 3 23

Principal (DIET/PPTI) 48 (47+1)

27 (26+1)

21

Assistant Professor 258 90 171

Senior Lecturer 286 154 131

Lecturer 435 272 159

Total 1066 550 515 48.35%

In the State, 30 per cent students have cleared the TET exam. Last TET was held in 2011 but there has been no further TET since then.

The infrastructure in the TEIs is satisfactory. During the visit there were no issues raised.

The issues are more in terms of the dissemination of the researches conducted as the compendium are available at the SCERT or the respective TEIs which may be uploaded as PDF for sharing across the teacher educators and students.

4. RECOMMENDATIONS

The State has almost 15 per cent of the ST population in the state but it has not been mentioned in the issues related to the enrolment and transaction of curriculum for the ST group. The disaggregated figures of student enrolment and the achievement may be critical in probing further for improving the quality of curriculum of the TEIs.

There is an urgent need for filling up the vacant positions as it will have a percolating impact on the quality of education in the long run.

In some TEIs there have been issues related to the quality of civil works being conducted as well as incomplete buildings that may be mapped and attended to appropriately.

Joint Review Mission on Teacher Education in Madhya Pradesh

Page 7

Document and showcase the innovative practices in TE within and outside the states. Such recognition by the State ensures the motivation and dedication of the faculty and staff.

The use of ICT is evident but it needs to be widespread as the utilisation of the allocated funds is almost nil by almost 70 per cent of DIETs in the financial year 2015-16 for MME.

The Cadre and Personnel Management with reference to the career progression is also an area that needs attention.

5. List of Institutions Visited The JRM team visited various TEIs in the State from 18-20 August 2016 as illustrated in the following Table.

S. No. Date Type of TEI Place Remark

1. 18 August 2016 DIET Indore Virtual 2. 18 August 2016 IASE Indore Virtual 3. 19 August 2016 DIET Mandsaur Actual 4. 19 August 2016 DIET Piploda Virtual 5. 19 August 2016 CTE Ujjain Actual 6. 19 August 2016 DIET Ujjain Actual 7. 20 August 2016 IASE Bhopal Actual 8. 20 August 2016 DIET Bhopal Actual 9. 20 August 2016 SCERT Bhopal Virtual

Total Number of Institutions Covered:

State Council of Educational Research and Training: 1 Institute of Advanced Studies in Education: 2 College of Teacher Education: 1 District Institute of Education and Training: 5

6. ANNEXES

The Annexes as per the format provided by the MHRD for information to be collected during the visit to TEIs are enclosed.

1 of 8

REPORT OF THE JOINT REVIEW MISSION ON THE CENTRALLY SPONSORED SCHEME OF TEACHER

EDUCATION (CSSTE)

For Uttar Pradesh

Date of visit to State: 18-20 August, 2016

1.0 Introduction

The team constituted for the purpose had visited the state during 18-20 August 2016. The team reached on 17th Aug. 2016 and was welcomed by Sr. Official of SCERT, UP. The members of the team were:

1. Shri Kamal Mahendroo, Vidya Bhavan Society, Udaipur 2. Dr. Syed A. Moin, Director Distance Education, SCERT, Bihar 3. Dr. Kalpesh H Pathak, Dean & Principal, IITE, Gandhinagar

The team had the briefing meeting with Shri Ajay Kumar Singh, Secretary Basic Education, Govt. of UP; Dr. Sarvendra Vikram Bahadur Singh, Director, SCERT, UP; Sr. Officials of SCERT, Principals of DIETs, Faculties working at SCERT and Sr. Teachers working at different educational institutes of the state.

The meeting was chaired by Secretary Basic Education, Govt. of UP and it was a very fruitful discussion between Members of JRM and the Officials representing the State. Director, SCERT, UP initiated the discussions with a presentation on the latest achievements with support in CSSTE. The team shared the concerns and objectives of the mission as briefed by the MHRD officials with a view to have collaborative and effective interaction during the visit.

The Mission organised into two teams for visiting two different areas of the state. Shri Mahendroo and Dr. Moin visited western part and Dr. Pathak visited eastern part of the state. Team A visited the Mathura and Agra DIETs and a neighbouring school of Mathura DIET. The Principal of DIET Firozabad along with her team came for discussion to Agra as the team was short of time. The team B visited DIET Varanasi; CTE, Varanasi and IASE, Allahabad. The Principals of neighbouring DIETs were also present during the visit. The team had an opportunity to visit DIET, Lucknow together.

After visiting institutions, once again JRM team met all the officials; Secretary Basic Education chaired the session. The team presented a summary of their observations and broad recommendations. The presentation was received very positively by the State team. Secretary has promised to look into the suggestions and recommendations positively.

2.0 Objectives

The main objective of the JRM was to review status of progress in overall implementation of the Teacher Education Scheme and to also comprehend the many and intersecting dimensions related to programme planning, implementation, monitoring and evaluation, with respect to each of the programmatic interventions under the Scheme. Also, the Mission was to review other issues of relevance to Teacher Education like Curriculum, Convergence, and Cadre Management of Teacher Education, etc. The guiding principle was one of a Learning Mission: (a) learning of progress made against agreed indicators and processes, as well as (b) cross sharing of experiences that highlight strengths and weaknesses with a view to strengthening implementation capacities.

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2.1 The Mission carried out a comprehensive review of information received regarding:

(a) Annual work plan and budget approvals and fund releases to the States/UTs for FY Existing/Current;

(b) Progress on process and performance indicators included in the Guidelines;

(c) FMRs (Previous Year) and GoI budget allocations for Teacher Education Scheme for FY Existing/Current;

(d) Progress made on utilization of funds at the institutional level.

(e) Quality of the curriculum (of the pre-service programmes) and modules (of the in-service training),

(f) Processes set up to ensure effective and timely utilization along with the compliances needed,

(g) Quality of resource material used by teacher trainees and teacher educators,

(h) Mechanism for networking and mutual learning between Teacher Education Institutions,

(i) Avenues for Capacity Building, On-site Support and Professional Development of teacher educators.

(j) Review action taken report on recommendations of JRM.

3.0 Background

Uttar Pradesh is the largest province of the country. Following Table: 1 shows the data of school education.

Table: 1 STATE OVERVIEW: UTTAR PRADESH

Number of Mandals 18

Number of Districts 75

Number of Blocks 880

Primary Schools Lower 168890

Upper 76882

Secondary Schools Secondary 9596

Senior Secondary 13154

Total Enrolment 22430632

The following “Table: 2” shows the data of CSSTE institutions:

Table: 2 Overview of CSSTE Institutions in UP

Sanctioned Functional

DIET 73 70

CTE 3 3

IASE 3 3

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4.0 General Observations

The following observations were made by the team while interacting with the State Officials, Principals, Faculties and other stake-holders.

1. The team was happy to observe that of the four, three DIETs are functioning with full spirit for both the pre-service and in service teacher training programs. They are substantially contributing towards the noble cause. The SCERT officials frankly admitted that they would count 10 out of a total of 70 DIETs to fall in this excellence category. These ten lead DIETs can be given a nodal role to support and motivate 6 to 7 DIETs each in their neighbouring districts.

2. At the same time one DIET clearly was at the other extreme of dysfunctionality. The state of the institutional premises itself was shocking. It gave the team an opportunity to analyse the causes behind this and share their analysis. The single most important factor seemed to be the quality and stability of leadership in the institution. The present Principal had taken over only 7 days ago. But even here the heartening factor was that the young faculty, once drawn out of their defensive shell, were making an emotional appeal for help to change the state of their institution. The potential to become a good institution was definitely there to be tapped.

3. While visiting Mathura DIET, the team has observed a bond between schools, society and institution. The DIET has been playing a pivotal role through its programme KOSHISH to reach out to the schools in the district to improve the quality of these schools. The motivated teachers from these schools are being encouraged and utilised as Resource Teachers in the DIET training programmes. They are also helping the Principal in overcoming an acute faculty shortage (only two faculty members!) in running the DIET pre-service course also. In turn, the student teachers are spending their Internship period in schools by contributing to improving the school in some tangible way as part of their work through their teaching effort and through an action research project. This was a very motivating exemplar of staff shortage being turned around to involve a large number of teachers from the district. The KOSHISH effort involved and sought support from District Administration and Local Governance Bodies at all levels.

4. There is an excellent example of inclusive education at DIET, Lucknow. Shri Aishwarya is suffering from very severe disease so he cannot move on his own. But with due support from the Principal and the Faculty he has scored 84% in the examination of first semester of BTC.

5. The team was impressed to see the variety of efforts to implement the school internship experience for their students meaningfully. The efforts at DIET Mathura and Lucknow were noteworthy. Even at DIET Agra the presentation of a very motivated Junior High School teacher who was operating a single teacher school was a bright spot. She was guided by a motivated Faculty member suitably. These experiments in school internship also emphasized the need to share and orient the other DIET faculty to move beyond the limited ‘lesson planning’ approach to school experience.

6. The team saw that the old teacher education institutions have very beautiful heritage buildings lying in state of disrepair and misuse. A campaign to reclaim these buildings and invest in their upkeep and maintenance could be more economical than investing in new construction. It would ease the pressure on infrastructure and also add to the aesthetics of our campuses. All of the buildings of DIETs, CTE and IASE need immediate maintenance, renovation and extension. The innovative approach to utilisation and enhancement of DIET Lucknow building and infrastructure is an inspiring example.

7. The intake per year in DIETs across the state has been increased from 50 or 100 students to 200 students every year. With a two-year course being implemented all these DIETs will very soon have 400 students. This is posing a big challenge in terms of buildings, classrooms, library facilities, faculty, etc. Solutions to these challenges will need to be worked out at state level and supported appropriately under the CSSTE.

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8. The SCERT U.P. is gradually coming into its own under the present leadership. It is an SCERT whose Academic resources are spread out in Allahabad in the SIE, SISE and other institutions while the small Lucknow team plays a coordinating and planning role including coordinating the DIETs and various Centre supported programmes. It is also coordinating with SSA and RMSA located in the same vicinity. Presently the SCERT is called upon to perform well beyond its weight and doing an admirable job. This will have to be enhanced as it is called upon to play a nodal role in ensuring quality school education in a vast state.

9. An immediate challenge is to try and ensure that NCTE norms in terms of infrastructure and Faculty requirements are implemented in the institutions under the SCERT. The SCERT is also aware of the need to set up Quality monitoring mechanisms for the DIETs, CTEs and IASEs and ensure that its efforts reach all the corners of the state.

10. A feather in the cap of the Basic Education Department and SCERT is the creation of the separate cadre for DIET lecturers in 2013. UPPSC has conducted selection process by advertising in February 2014 and 1280 posts of Lecturers in DIETs are expected to be filled very soon in next three months. The selected Lecturers will be posted according to the norms by the SCERT. However, the selections to Senior Lecturers and Principals are still from the general pool and the SCERT is aware that to find committed and experienced persons for these roles in the numbers required continues to be a challenge. Another challenge facing the SCERT is the need to orient and building the capacity of the new recruits along with the existing faculty.

11. The number of Private Colleges for Teacher Education courses far out numbers the Government Institutions. The SCERT as yet is in no position to monitor them and relies on NCTE to do that. There is need to establish an appropriate coordinating mechanism between NCTE and the State Government to ensure that proper planning of student intake is done to match the teacher requirement so that new institutions are opened accordingly. The DIETs are at present overburdened by the task of coordinating counselling of admissions for all the TE colleges and school internship allocation. The Secretary Basic Education himself underlined the need to stream line this.

12. The CTE-Varanasi has been functioning as extended unit of DIET-Varanasi; it requires to regain its own legacy and must function as CTE-Varanasi.

13. IASE-Allahabad has been functioning without any major role to play in Teacher Education. The institute is in process of initiating UG teacher education programme and has been recognised by NCTE, yet it needs affiliation to one of the Universities. The library of the IASE is a unique and valuable library with rare collections. It needs to be preserved and digitised.

14. The team was worried by the fact that CSSTE supported institutions staff continue to receive their salaries after months of delay. The Secretary Basic Education appreciated the need to develop a mechanism for regular disbursal of salaries of the employees of CSSTE institutions and promised to take it up at appropriate levels.

5.0 Status of Specific Issues

Some of the measures have been observed for the resolutions of specific issues.

There are efforts being made for restructuring the SCERT and hope it will be done soon.

In the State, 24.86 % students in the Primary level and 14.03% in the Upper Primary level have cleared the TET exam. Last TET was held in February, 2016.

Vacancies in CSSTE Institutions in UP

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a. There is 51% of the posts yet to be filled up in SCERT-UP.

b. There are 34 % of vacancies in Academic category in DIETs to be filled.

c. There are 56 % of vacancies yet to be filled in CTEs?

d. There are 77 % of vacancies to be filled in IASE.

Vacancies in Academic Positions

Name of post Sanctioned Filled Vacant Position %

Principal 70 22 48 68.57

Vice Principal 70 20 50 71.43

Senior Lecturer 420 84 336 80

Lecturer 1190 329 861 72.35

Total 1750 455 1295 74

Separate cadre of Teacher Educators created 2013.

Posts of 1280 Lecturers advertised by the UPPSC in February, 2014

Written test held on 15-03-2015

Final selection is in process.

Some of the Pending issues pertaining to CSSTE under the process:

i. State Govt. would send the details of expenditure as well as status of progress and completion of civil works of the 8 BITEs which have already been sanctioned by the TEAB and they have forwarded to MHRD for further perusal.

5134

5677

0

20

40

60

80

100

SCERT DIETs CTE IASE

% of Vacancies in CSSTE Institutions in UP

0%

20%

40%

60%

80%

100%

Principal Vice Principal Senior Lecturer Lecturer Total

Filled in and Vacant Positions in Academic Category

Filled Vacant Position

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ii. State Govt. would complete construction of the Academic/Administrative Block in the 3 new DIETs (Kasganj, Amethi and Ghaziabad) by the next financial year i.e., 2017-18. The state has ensured that the construction would start immediately.

iii. State Govt. would prioritise filling up of all vacancies in TEIs including the SCERT in the next 6 months.

Financial details (Releases, unspent balance etc.) under The Teacher Education Scheme:

(Rs. In lakhs)

Year Approved Budget

Funds released Central Share

Funds Utilised Percentage of Funds utilised (Centre Govt.)

2012-13 6292.84 5733.05 5173.26 90.24

2013-14 6550.26 5845.43 5140.63 87.94

2014-15 3987.28 3987.28 3987.28 100

2015-16 3551.09 3551.09 3551.09 100

2016-17 6365.41 2840.63 * 0

Source: Compiled from the information furnished by TSG-TE

*Funds for existing year is just released and will be utilised as per the budgetary provisions as reported by SCERT officials.

6.0 Action Taken on Recommendations of previous JRM

Recommendation Implementation

Large scale vacancies in TTIs Cadre for teacher educators (Lecturers) is created in 2013. 1280 posts of Lectures in DIETs, SCERT, and its Units advertised in February, 2014. Selection process is underway.

0 1000 2000 3000 4000 5000 6000 7000

2012-13

2013-14

2014-15

2015-16

2016-17

Central Share and Utilisation

Funds Utilised Central Share (Funds Released) Budget Approved (Central Share)

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Gaps in terms of institutional linkages SCERT is maintaining vertical and horizontal linkages with SSA, RMSA, Social Welfare Dept., Minorities Dept., as well as other organisations: UNICEF, TESS India, CARE India, STiR Education etc.

Institutional mechanisms of coordination between State Project Office and State Department of Education

There is very good coordination between SSA, SCERT and Department of Basic Education and there is no duplication of programmes or activities.

Training on ‘Educational Philosophy and Practice’ for Principals, Vice Principals and Senior Lecturers of DIETs

The officers are provided a foundation training, which caters to their needs. However, the contents of this training need to be reviewed and improved.

Effective use of technology to optimize envisaged linkages

BTC content material is prepared and made available online along with the syllabus. However its access by DIET faculty and students needs to be encouraged and monitored.

MOOC for teaching learning process done in year 2015-16

Programme for professional development needs and modalities

Professional development programme in the field of research methodology, leadership programme, curriculum studies and assessment training are organised by NCERT, RIEs, NEUPA from time to time.

A group of 29 teacher educators visited Arizona State University, USA in two phases.

Training on ‘Educational Philosophy and Practice’ for Principals, Vice Principals and Senior Lecturers of DIETs

The officers are provided a foundation training, which caters to their needs.

Reading material on RTE 2009, NCF-2005 and NCFTE-2009

SCERT has developed reading material, which explains the educational principles mentioned in RTE-2009, NCF-2005 and NCFTE-2009 in the year 2014-15 and 2015-16.

SCERT has developed curriculum for 2 yrs D.Ed. Course based on NCFTE-2009 in 2013-14.

SCERT has developed content material for BTC and proposes to continue material development.

7.0 Strength or Innovation observed

DIET-Mathura has been working to strengthen extension activities. The institute has been working hard for strengthening its efforts in collaborative learning through participatory approach between school, society, state and institution. The project ‘KOSHISH’ is the initiative of DIET-Mathura.

There is an inspiring illustration of inclusive education observed in DIET-Lucknow. There are ramps and Divyang friendly services are available in the institute and as a result one of the students, who is Divyang, has scored more than 80% of marks in first semester exam.

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The production of teaching learning material (TLM) in these two DIETs is vigorously pursued.

Specific modules for school internship are produced and distributed among students.

The use of ICT enabled services are observed in DIET Lucknow and Mathura.

The SCERT has prepared and placed the new syllabus and study materials for the D.Ed. course (BTC) on line for easy access for all faculty members and students.

8.0 Recommendations

The JRM team recommends as under:

DIETs

1. The SCERT may take lead in making teacher educators aware of all innovations that can be possible through CSSTE.

2. The state may appoint qualified senior officials at senior positions as per NCTE Rules and Regulations 2014.

3. The state may develop a road map to educate teacher educators with a view to make them efficient and effective teacher educators.

4. There is a dire need of renovation in old buildings of DIETs. Many institutions have heritage buildings that need to be reclaimed and refurbished.

5. Our institutions need to have infrastructure facilities and amenities as per the requirement of NCTE Rules and Regulations 2014. The State Authority may set up its on Review and Monitoring mechanisms to ensure that the norms are implemented in its own institutions.

6. There is a dire need of procuring ICT enabled gadgets and software for training purpose. 7. The state must ensure the appointment of Lecturers as early as possible to ensure quality

education. Their orientation and capacity building will also need immediate attention. 8. The use of ICT is essential and must be included in the curriculum. There is a need for

computer and other resource centres as per NCTE Rules and Regulations 2014. 9. The SCERT needs to put in place an academic review and follow-up monitoring mechanism

for the development of all DIETs to ensure quality improvement in teacher education. This could include peer review and support from DIETs that show exemplar practice.

10. The state should develop such DIETs where innovative practices are observed as model DIETs.

CTE

1. CTE must be developed as resource centre for the teachers of catchment area. 2. There is a need of all such facilities required as per NCTE Rules and Regulations 2014. 3. There must be academic staff be appointed as per NCTE Rules and Regulations 2014. 4. The CTE should carry out researches in teacher education.

IASE

1. IASE is to take lead in research activities and training of teacher educators. 2. IASE must be strengthened in terms of amenities as per NCTE Rules and Regulations 2014.

************* END OF 24TH JRM REPORT ************