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 a) the extent to which pre-service education prepares teachers for the circumstances in which they will find themselves once in post b) the quality of in-service inputs and delivery mechanisms, and fit between training programmes and teachers’ perceived needs c) the capacity of each DIET to engage in research that relates to their own and teachers’ needs. 3 To assess each DIET’s internal managerial capacity and its external relationships with institutions in the District and other levels of the administrative hierarchy, and review how they are integrated into the strategy of universalising elementary education. 4 To use research findings in a continuous process of providing support and initiative to assist the development of capacity in DIETs, and to use this research project to strengthen and expand that capacity through both participation and example, both at the District and other levels of the administration where stakeholders have been identified. Findings Trends across the sample sites indicate a need for readjustment and focused development of DIETs in a process of institutional renewal if they are to be effective in systemic support for teacher development. The report raises four areas of key concern for policy and practitioner communities: • The need for a sharper conceptualisation of institutional purpose and the roles of DIET branches and DIET staff in relation to that institutional purpose • The need for a holistic rather than compartmentalised approach to teacher development through DIETs • The need to recognise the specialised nature of elementary teaching and teacher education and recruit DIET staff, as elementary teacher educators, accordingly • The need to provide for continuous professional growth of teacher educators to extend their understanding of, and engagement with, the field, for example through encouraging processes of reflection and action A sharper conceptualisation of institutional purpose Processes of devolving power and autonomy for teacher development to DIETs remain, despite policy intentions, incomplete. Tensions of decentralisation hamper the DIET in emerging as an institute firmly embedded in, and serving, its District. In-service teacher education programmes are designed and funded at state level or above, and delivered at the District level, according to numerical targets. Although evaluation and follow-up of training impact in the field are rarely undertaken, DIET staff deliver programmes they sense are not meeting teachers’ needs. Current centralised arrangements fail to challenge their sense that it is their duty to deliver what they are given, rather than adapt materials to local conditions and DFID viii
District Institutes of Education and Training: A Comparative Study in Three Indian States requirements as the DIET mandate envisages. A further barrier to effective decentralisation lies in DIET staff ’s lack of the technical skills needed to assess teachers’ needs, and respond accordingly – which can serve as a justification for not challenging state-generated programmes. Decentralisation initiatives in Madhya Pradesh address some of these issues, but the need to support DIET staff in developing appropriate skills to work effectively in a decentralised context remains. Not all staff members were aware of the functions of each of the DIET’s branches. Staff related easily to the ‘traditional’ occupations - pre-service and in-service training - but had less clear understandings of the role in elementary education of, for example, planning and management or curriculum development. Reflecting this, teachers saw the DIET as a training institute, rather than as the holistic teacher development institute policy envisaged. The apex State level institute in each State, itself undergoing revitalisation under the same scheme that established DIETs, tended towards an evaluative rather than supportive role. The majority of sample DIETs would benefit from proactive support in forging a meaningful purpose and identity, and in resolution of the apex institute’s role vis-à-vis DIETs. Within their District, two of the six sample DIETs had created their own niche through proactively developing a profile for the DIET. Through proactive leadership by its Principal, Surat DIET in Gujarat had become firmly established as a prime local educational resource. It was a hub of educational activity and had undertaken needs analyses, developed programmes with local relevance, and effectively mobilised local human and financial resources. Indore DIET was also establishing a similar identity. Both these DIETs also demonstrated not only the importance of partnerships with Cluster Resource Centres for effective outreach, but also the continuing relevance of the DIET idea. With a network of support institutions for decentralised teacher education now in place, action is needed by each to ensure that they interact effectively with one another. Decentralisation requires the creation of meaningful of State-DIET- Cluster Resource Centre partnerships, where links and purposes in relation to teacher development are clearly defined. Proactive nurturing of new identities and capacity development is needed to assist in maximising the strategic position of each institution, and moving away from embedded centralised relations. Towards holistic teacher development The model of teacher education adopted in both pre- and in-service training is a transmission approach to developing skills and knowledge. Development of skills ix DFID
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District Institutes of Education and Training - Teacher Education

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