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 Person s/he initially trained, s/he can assess the strengths and weakness of the initial training and consider how further support may be given, or initial approaches adapted. Similarly, a Resource Person who trains a Master Trainer would go and watch some Master Trainers give their training to find out how well they do it, and in so doing, improve his or her knowledge about future inputs to the Master Trainer training. 9.6.2 Evaluations At present there is no systematic evaluation of training inputs. A feedback loop such as that suggested above, or of any kind that helps evaluation of the effectiveness of training inputs, would help to boost quality. At present this is done informally to some extent, and needs to become more systematic. The training programme itself is also not externally evaluated informal evaluation of each programme takes place but a more comprehensive evaluation would help shape future training programmes by more accurately identifying aspects of success and areas that require attention. 9.6.3 Reference material rather than a training module The initial training module attempted to identify the expected outcomes of this training. This was important as it gave clarity and direction to the training programme. However, it resulted in a list with many aspects for the training programme to cover, using the same module throughout – and ‘outcomes’ were in fact programme aims. No module was used in the second year, and this allowed more flexibility and focus on the textbooks and processes. While a module is not required for future training, there is a need to define, and differentiate between, both the aims of the programme, and the intended outcomes for the learners. Closer definition of expected outcomes would aid more detailed planning and guide evaluation. There is also an argument for follow-up material, rather than a module for the training, for teachers to refer to later on. This would be reference material for teachers to take away, and would inform discussions at Cluster Resource Centres in the following months. It would also have the advantage of ensuring that all teachers have clear and common information, rather than at present where they are dependent on the capacity of individual trainers to answer their questions. 9.7 Sustaining inputs from cascade training: the role of Cluster Resource Centres The cascade training by its very nature is an intensive, once-off experience. Typically, time is too short, and there is no or very limited opportunity to practise DFID 185
District Institutes of Education and Training: A Comparative Study in Three Indian States new skills. It can set things in motion, but as it offers teachers no chance to practice and return with their questions, it will remain inefficient unless it is consolidated. Cluster Resource Centres provide the platform for continuous reflection and discussion of training inputs and training needs, and reporting back at Cluster Resource Centre meetings. The expectation that training would be consolidated at the Cluster Resource Centres was implicit. In future cascades, the planning of the cascade model could usefully include the follow-up after the cascade within the conceptualisation of the cascade itself. This structuring of the training experience beyond the short-term intensive input phase into a longer, experimental and reflective phase can help ensure that the impetus given by the cascade is immediately followed up once teachers return to schools (see Fig 9.4). 9.8 Development of trainers The State is gradually building up a resource of teacher trainers who are called on to act at various points in the cascade model. The area that requires further strengthening is that of developing trainers’ skills as trainers, and in particular to distinguish between teaching adults (which they are doing as trainers) and teaching children (which is what the training programme is about). Figure 9.4: Enriching the cascade by consolidation by Cluster Resource Centres 1 training message via cascade 2 consolidation – experimentation by teachers over time; ongoing reporting/ discussion at CRC level ▲ 1 2 Any cascade faces tensions between meeting the numerical demands of such a vast teacher constituency and the numbers of good quality trainers available. Some of the trainers observed are less effective than others, but there is at present no evaluation of their performance. Any future movement towards quality assurance depends on such evaluation. 186 DFID ▲ 3 3 feedback on teacher experience via CRC to programme designers to tune next inputs to teacher experiences
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District Institutes of Education and Training - Teacher Education

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