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 This study indicates that a first requirement is the need to reconsider recruitment policy. The double Master’s degree criterion for DIET staff is not found to be a safeguard of quality; rather, it attracts staff with experience in the secondary sector. Indeed, the high qualifications of some staff were leading to disengagement as they felt their talents were wasted, with little call on this level of qualification. The special screening procedures adopted by Lok Jumbish for their DIETs were successful in recruiting staff who had an enthusiasm for elementary education; this enthusiasm was also visible among staff members in Madhya Pradesh who had been ‘head hunted’ into DIETs. The contrast between these staff and others who were simply transferred into the DIET as part of routine posting procedures was manifest. However, these staff tended to use a training model that was heavily dependent on transmission of prescribed content because they did not have practical experience to draw upon. The more effective trainers observed tended to be experienced elementary teachers working at the Cluster level. They were more effective in that they were able to engage teachers during training, providing nuanced explanations based on practical experience, etc. – an approach of structured sharing with peers that provided a training experience that teachers appreciated. While the question of appropriate educational qualifications remains debatable, a complementary recruitment strategy that forms the basis not only of recruitment, but also professional development, is the adoption of a ‘competency wheel’ (see Fig. 10.1). The same tool can be used to consider professional development requirements of staff at any level in the system, whether at the State or sub-District levels, as well as in the DIETs. Concerns over maintaining standards and public accountability can be assuaged by publication of these criteria. The first step in construction of this tool is to consider which tasks and activities are appropriate to a particular post. In the DIET context, this would help to shape a more holistic approach that integrates in-service training, needs assessment, evaluation of processes in schools, management of links with Cluster Resource Centres, and so on. This exercise gives a clear understanding of the job that is to be filled. The second step is to identify the competencies that the future incumbent of that job requires. This allows more flexibility than educational qualifications: it could for example include the competency of good communication skills that is clearly important for a post in the DIET. This study has shown that the institutional design of the DIET has contributed to compartmentalisation. Aspects of teacher development such as curriculum and materials development, planning and management cut across subject areas and need to be closely related to pedagogical processes. Rather than delimit them to specific branches, there is an argument for all staff to have capacities in these generic areas, alongside subject / content DFID 203
District Institutes of Education and Training: A Comparative Study in Three Indian States competence; this can be ensured through designating these as job competencies, which can be assessed at the time of interview and provided for later, if necessary, through training. The identification of the competencies in relation to the post provides a framework against which to recruit and identify the suitability of applicants for the post (Circle A in Fig. 10.1). It can, with existing staff, also frame upgrading and capacity development of existing staff. As each applicant, who brings his/her own particular competencies to the interview (Circle B) is appraised against the job requirement, the extent to which that individual’s capacities meet the job requirements can be seen. Circle C in the Figure represents the fit between the applicant and the job description: the more closely circles A and B overlap to create circle C, the closer the fit between the job requirements (circle A) and the abilities of the person appointed to the job to do it well (circle B). If there is a 100% match, the two circles completely overlap. A tool such as the competency wheel would begin to answer several of the concerns raised by the findings of this study: • 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 teacher education and to recruit staff accordingly • The need to provide for continuing professional growth of teacher educators to extend their understanding of, and engagement with, the field Figure 10.1: matching people to posts: an application of the competency wheel A C 204 DFID B A B C competencies required for the job an individuals’ competencies competencies required for the job, which the individual has competencies that are required for the job, but the person does not have, so will gain from training competencies that the person has, and which are required for the job competencies that the person has, but are not required for the job
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District Institutes of Education and Training - Teacher Education

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