District Institutes of Education and Training - Teacher Education

District Institutes of Education and Training: A Comparative Study in Three Indian States
Box 0.2: Lok Jumbish
Lok Jumbish (people’s movement) was launched by the Swedish International
Development Authority in 1992 as a people’s movement for universalization of
primary education, for women’s equality and to re-establish the dignity of
teachers. It was implemented in phases: phase I from June 1992 – June 1994;
phase II July 1994 – June 1998, with a 3: 2: 1 expenditure ratio between SIDA,
the Government of India and the Government of Rajasthan. SIDA terminated
funding in 1998, following India’s nuclear tests; funding was taken up the UK’s
DFID on a share basis with the DPEP.
The aims of LJ (LJ 2000) were to:
• Provide education to all children below 14 years of age by strengthening the
present educational system and by adopting non-formal education where
necessary.
• Ensure that all children who have taken admission regularly attend their
respective schools or sahaj shiksha kendra and finish their primary education.
• Adopt such a structure and activities that results in empowerment of women
and that education enforces women equality.
• Improve the quality of education and to establish such a system that the all
children achieves at least minimum level of learning.
• Make an effort to bring equality in education so that equality is fostered
between boys and girls, between socially and educationally deprived sections
of society and other sections of society.
• Improve upon the content and delivery of education in such a way that it
relates to their local environment, local culture, their life and their work.
• Draw communities into planning and managing education.
Its seven guiding principles were:
1 People’s Participation 2 Decentralisation
3 Equality for women 4 Respect for Teachers
5 Quality and improvement in education 6 Training
7 Evaluation
LJ espoused a process rather than product approach, achieved through
partnerships, decentralised functioning and participatory learning. While there
would be integration with the mainstream education system, there would also
be flexibility of management through multiple levels of leadership, commited to
quality and the mission mode.
DFID 9