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 Figure 0.1: Situation analysis framework Professional inputs Human Financial NGOs DDO Internal Systemic Leadership DPEO CRC Resource dependency Management 0.4 Site selection BRC Human Financial Policy documents Linkages outside DIET Resources within DIET Physical Values Calendar Activities PRESET, INSET, other branches DIET SITUATION ANALYSIS Institutional staffing Teamwork Co-operation Assumptions Understandings Action with teachers, schools Planning Expertise Impact and relevance for clients Teachers Students Schools Village communities Cluster/ Block Resource Centres Other institutions Policy inputs Capacity building Two DIETs each were selected from the States of Gujarat, Madhya Pradesh and Rajasthan, to gain a range of social and governmental contexts. An added dimension was the inclusion in each State of one DIET from a District where an external intervention was running (the District Primary Education Programme in Gujarat and Madhya Pradesh, see box 0.1) and the Lok Jumbish project in Rajasthan (see box 0.2). The other DIET in the State was internally resourced – a regular ‘government DIET’. Sample DIETs were selected in consultation with each apex State body. No preference for a particular DIET was shown, although in Rajasthan, the then Chairman of Lok Jumbish encouraged the team to work with Masuda DIET (Ajmer District), which he considered the best developed of the three DIETs adopted by Lok Jumbish. Otherwise, it was acknowledged that the vast majority of DIETs were not meeting expectations, and the project was expected to shed light on reasons for this. State-level officials in all three States were supportive and available for discussion and feedback throughout. For DIETs participating in the project, this would be a first experience of a process-orientated research approach, and of a project that intended to provide developmental support according to their priorities. There was openness towards these ideas and widespread agreement of the need for support, although in practice the extent to DFID 5
District Institutes of Education and Training: A Comparative Study in Three Indian States which DIETs saw the project as an opportunity and were able to make use of it varied considerably. The two sites in Rajasthan were Udaipur and Ajmer Districts. The situation analysis was completed in both these DIETs but professional development activities were somewhat constrained in both of them, for different reasons. In Madhya Pradesh, two DIETs in the west of the State were selected. Indore DIET is a large and well established DIET in a large city; Dhar DIET is in the neighbouring, predominately tribal, District. All proposed activities could be undertaken in both these DIETs. Unfortunately, the team was not able to continue work with the pilot project DIET in Gujarat, owing to a change in leadership. Full access to the second intended sample DIET in Gujarat was also problematic despite the support of State-level officials; the staff development strand of the project could not be initiated in that DIET although a situation analysis was completed. As a result, the team worked closely with the State government, and directly with teachers; towards the end of the project, the government invited the team to work in Surat DIET, which had begun to emerge as the State’s leading DIET, but there was insufficient time to embark on the collaborative professional development strand. Fig. 0.2 shows the site locations. 0.5 The research team The research team consisted of six local researchers, coincidentally female and under 30, each of whom was attached to one DIET and came from the State in which she was employed; the Project Manager (Indian) and Director (British); and local support staff. Most of the project researchers were new to qualitative research, so their ongoing professional development was an integral part of the project (a full reflection on this process is given in Dyer, Choksi et al 2002). The research team had an initial intensive week of training in qualitative methods and professional development was sustained by whole team workshops of 5-6 days every two months throughout the project term. Senior team members visited each site between workshops to provide support to the researcher and discuss findings, and to engage with DIET staff on professional development aspects. 6 DFID
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District Institutes of Education and Training - Teacher Education

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