District Institutes of Education and Training - Teacher Education

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District Institutes of Education and Training: A Comparative Study in Three Indian States each of our schools and see whether the scheme is actually running. Take some trouble and do come to our school because as it is others come to give us guidance, we are satisfied by their guidance but we need your guidance too, because in 5 years we have been unable to make the villagers understand that the scheme which is running is good, in which the child is learning easily while playing. We try 100 times to explain to them but are unable to succeed. It could be possible that you come to our school and satisfy the village people that this scheme really is good, your child will be able to read and write very soon. It might be possible that they would listen to you. As it is, the whole world that the grass is greener on the other side you would be new for them and they would consider you as a higher authority. The villagers believe that we do a job free of cost and these words are not out of their heads. For this reason only we expect from you that you visit one school once a year but certainly do come because then we would also get a chance to learn from you. No-one in this world is perfect, somewhere or other, a person makes mistakes. This is the only hope: that you come for supervision for each of our schools (MP/DHA/Kuk 003). Whatever scheme you people have introduced has never been evaluated. You people should go to each of the schools and evaluate the teacher and children. How will you come to know whether the scheme you introduced is running smoothly or not? For that, you yourselves should come to our schools. Whatever you do will be happy. We feel that you introduce a scheme and forget. For this reason, take some trouble to give inspiration to move forward. It would be very nice (MP/DHA/Kuk 015). We expect the minimum from you. You come to our school and whatever improvement we are making, if you evaluate it, it would be good (MP/DHA/Kuk 017). This action research project provided Dhar DIET with a wealth of insights into teachers’ attitudes to change that challenged their initial assumption. Teachers’ responses were impressively detailed and through the pages, some of them spoke personally to the DIET staff. Since part of this exercise had been aimed at helping DIETs identify a role for themselves, the feedback from the themes that emerged from teachers’ responses to the final question was particularly helpful (Box 7.3). Box 7.3: Dhar teachers’ expectations of the DIET DIET support needed for evaluation School visits expected so teachers can get guidance and inspiration Role in persuading villagers about validity of activity-based approaches Role in achieving a better fit between curriculum and local circumstances Provide TLM Re-consider frequent changes and introduction of new schemes. DFID 143
District Institutes of Education and Training: A Comparative Study in Three Indian States 7.4.2 Transmission loss in the cascade This project was generated by Indore DIET. Almost all DIET training follows a cascade model to some extent, typically along the lines of the pattern shown in Fig. 7.2 for Madhya Pradesh, and transmission loss within the cascade was a concern across DIETs. Figure 7.2: A cascade training model, Madhya Pradesh Personnel District Resource Group Briefing Master Trainers Expansion Teachers training Detailed Place and people 5 days at Bhopal Given by SCERT, RIE and College of Education (DIET + RPs 12 people) 5 days in I Given by those who went to Bhopal to the 80 Master trainers in I District 12 days: 5 (content-based) + 7 maths and EVS Given by MTs at block level in 7 places in I district to about 800 teachers Mode and materials Materials – same module throughout. Training focuses on content, activities, demo lesson. Classroom activities for each unit, how to evaluate teaching, how to make it effective and interesting In the discussion of this topic, the DIET felt that they would enrich the training they gained from the State, and so there was no question of transmission loss at that point – rather, they talked of transmission gain at the DIET level. They strongly felt that transmission loss occurred at the point of the cascade where they trained Master Trainers: Transmission loss starts at the MT level, teachers are not expert in training. Their major role is not training so this loss takes place there. MTs are not mentally prepared to teach teachers. Administrative slackness is another cause. In the message some percentage is lost. For example, for Child-Centred Approach they don’t convey exactly what the concept is. They then define it according to themselves. Our assessment is that most of the MTs failed to grasp so in the field they do it according to their own ideas. Some continue to do evaluation traditionally, some just ticked, these children have achieved this much (MP/IND/Ch April 99). However the DIET wanted to try and find out more about what could be going wrong at each level. It was decided that at each level, when receiving and giving training, the trainer would keep a diary of reflections on the training programme, including areas where doubts and concerns remained, and try to see how these gaps might impact on training the next level. The diary writing was structured by prompts on a sheet stuck into the diary: 144 DFID
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District Institutes of Education and Training - Teacher Education

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