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 Annex 3 Institutional Reform in Madhya Pradesh The initiating document noted that under existing institutional arrangements, in primary education and literacy three different agencies at the State level worked through the same agencies at the District and sub-district levels; so ‘their control by multiple agencies often leads to a conflict of priorities and tasks adversely affecting the achievement of objectives….and a tension of perceptions’ (RGSM 1999: 10). Thus, ‘there is an urgent need for structural convergence of multiple functions so that they become reciprocal and complementary and strengthen each other’ (ibid). This would be a single District Education Centre (Zilla Shiksha Kendra). Sharp criticism is directed towards the academic support system of SCERT and DIETs: The content and form of learning and the process of developing it cannot be imprisoned in an ivory tower. It is this kind of historical enclaving of academic issues which has beenthe single most detrimental factor for the insenstive perpetuation of much that isuniversally indicted by the layman and the expert alike as irrelevant curricula,unimaginative and passive teaching and monotonous memorization. In brief, the qualityof academic processes leave much to be desired and a constant and disturbing indicator ofit are the low levels of scholastic achievements. The fact that children are not learning enough makes a mockery of the vast paraphernalia designated an an ‘education system’ making everyone adept at passing the buck down and then finally out (pp. 10-11). The current arrangements stem from the perception of the school as an appendage of a government hierarchy where the teacher is the government representative accountable to his official superiors and the learners belong to a community outside the school and the wisdom that has to be imparted in the school belongs to a small elite remote from the school (p. 11). The goal of institutional reform was therefore to facilitate the community taking charge of primary education and literacy, supported by government officials. To support this, the various organisations that were operating piecemeal before have been amalgamated into new structures at the District and State level (Figure A3.1). The DIET is now attached firmly alongside EPO3, one the three key integrated structural entities at the District level. Activities of the Education Department are jointly planned by and with the DIET, and teacher education has been integrated into the District Five Year Plan which these agencies have jointly written and are now implementing. DFID 231
District Institutes of Education and Training: A Comparative Study in Three Indian States Figure A3.1: Reformed structures for the District Education Centre EPO 1 Primary education Zilla Shiksha Kendra Zilla Mission Director District Education Officer EPO 2 Total literacy Implementation of schemes related to primary education and literacy State Education Centre Mission Director Upper Mission Director EPO 3 Academic Implementation of schemes related to primary education and literacy To improve co-ordination in the reform, and hasten UEE, SCERT drew up an ‘activity diary’ for 2000-2001 outlining for the entire restructured system the activities to be undertaken, who is responsible for each activity, and a time line. On the back of each planning sheet there is a format for evaluating each step, where problems encountered and solutions developed should be entered. There are special prompts on each page reminding the planner of formerly neglected areas for consideration (such as disabled children, the girl child, etc.) and special charts for those. Budgetary management and functions of the Education Management Information System are also outlined, as are the broad areas of academic activity, such as curriculum development. This overall diary is to be supplemented by each individual’s own job chart, completed according to a blank format entitled ‘my job chart’, to map future tasks to time within the overall responsibilities. This generic format indicated roles and responsibilities for the entire system, and each District would prepare its own District Plan to contextualise, within this overall framework, its own situation and strategies for identifying its own priorities and realising UEE goals. 232 DFID
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District Institutes of Education and Training - Teacher Education

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