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 • None of the training programmes observed had a strong focus on children’s learning and children’s achievements: they were geared towards providing teachers with information, knowledge, and activities. The end is, in this way, subsumed by the means. Aspects of learning, and promoting learning, could be stressed in programme formulation, for example by providing learning objectives for training sessions that are shared with trainees and form a framework for evaluation. This would model for teachers ways of doing the same things with children. 10.2.6 The DIET and decentralisation Chapter Six found that funding issues were a source of tension with the State level, placing obstacles in the way of a DIET, such as Surat in the sample, that is moving towards the exercise of institutional agency and autonomy. Differing perceptions about autonomy were another key aspect of DIET-State tensions, with the DIET staff claiming a lack of freedom that State officials claim they have. DIETs are found to be at different stages in their capacity and will to accept the accountability and responsibility that decentralisation demands, and this points towards a need not only for support, but also for differentiated support, to help them develop in this direction. At the District level, DIETs are not able to take administrative sanctions over teachers, and have an advisory status only. They depend on the District Education Office to second teachers for training. Current procedures lead to duplication and wastage of training places, unless – or sometimes even when – a DIET deliberately cultivates good working relations, as in Surat and Indore Districts. This contributes to DIET inefficiency and is costly in terms of negative impact on DIET morale and public image. Proaction by Surat and Indore DIETs greatly assisted in ensuring that Education Department officers were aware of the DIET’s role and of their own office in supporting it. Institutional reform in Madhya Pradesh is likely to improve these aspects of internal efficiency significantly. Cluster Resource Centres experienced similar tensions to DIETs in respect of having only an advisory role. Focus group discussions with Resource Centre staff in Santrampur District revealed a matrix of concerns clustered around structural constraints, impressions of teachers’ pedagogical shortcomings; sense of their own pedagogical challenges; issues relating to community interactions. These Resource Centres are the ‘outreach’ faculty of the DIET, but only in Surat, Indore and Masuda DIETs did the staff see it as part of their mandate to support the development of these personnel’s skills. In the DPEP Districts, a ‘parallel’ structure which tended to bypass the DIET created a separation between the DIET and the resources it needs to reach out effectively. DFID 197
District Institutes of Education and Training: A Comparative Study in Three Indian States Policy issues for the DIET in a context of decentralisation • DIETs and their apex body have yet to develop the sense of partnership implied in decentralisation, rather than the hierarchical relationship of a centralised system. If decentralisation is to gather pace, State officials need to adjust their role away from supervision and towards one of consciously nurturing and supporting DIETs to assist them in growing into their role. Perceptual barriers to operating in a decentralised way are constraints as real as operational obstacles and need to be consciously worked through in partnership. • An aspect of innovation and change management that emerges from this study is that when a new structure is introduced, or an old structure takes on a new role, all officials need a full induction to the innovation itself, and their own direct or indirect roles in supporting it. • As Cluster Resource Centres are rolled out, further resolution is required of how they and DIETs should articulate with one another to achieve meaningful integration and create feedback loops. The trends reported here reveal differing levels of integration and understanding of the need for that integration, indicating a need for some DIETs to receive more concentrated support than others to achieve integration with the Cluster Resource Centres. • The impact on DIETs of an external initiative that almost usurped their functions has been recorded here, and noted by the Sarva Shiksha Abhiyan. Madhya Pradesh has been a pace-setter in achieving convergence through major institutional reform and there may be a need for Gujarat and Rajasthan State Governments also to consider where duplication and overlap are creating role conflicts and reducing efficiency. 10.2.7 Professional development through collaborative action research with DIETs Chapter Seven showed that research was a neglected area of DIET functioning, and had hitherto been used to meet the information needs of the State rather than as a means of helping DIETs immerse themselves in understanding local teachers’ concerns and how the DIET might respond to them. Collaborative action research emerged as a tool for professional development with DIET staff in the three sites that opted into this project strand. DIET staff initially focused on concerns they could do little to address and made assumptions about teachers that were challenged by the project team, leading to investigation via action research. Five topics emerged from the DIETs: a) on teachers’ attitudes to change; b) transmission loss in the cascade model; c) time management in the DIET; d) teacher motivation; and e) language teaching. Project a) generated a wealth of detail that provided the DIET with clear indicators of teacher expectations about their role, understandings of policy messages, and current concerns. Project b) prompted reflection on the relevance of training and on trainers’ own training needs, and revealed a strong 198 DFID
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District Institutes of Education and Training - Teacher Education

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