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 It has also provided for the establishment and staffing of District Institutes of Education and Training; in a drive to ensure quality, ‘sub-standard’ teacher education institutions were to be phased out and DIETs introduced in each District, either by upgrading an existing institute, or establishing a new one if this was not possible. 1.3.4 District Institutes of Education and Training The rationale for the introduction of DIETs was that the elementary and adult systems were ‘already too vast to be adequately supported by national and State level institutions alone’ (MHRD 1989: 3) for the further expansion and qualitative improvement advocated by the policy directive. The DIETs were thus conceived as ‘addition of a third – district level – tier to the support system’ which would be ‘closer to the field, and therefore more alive to its problems and needs’ (ibid). They were added as a component of an existing top-down, centralised approach to teacher education, adopting similar structures to those already in existence at the State and national levels. It was stressed that the DIETs are part of a larger strategy to achieve national goals in the areas of Elementary and Adult Education. […] DIETs cannot…afford to view themselves in isolation, and must faithfully discharge their role of supplementing and complementing other parallel initiatives (MHRD 1989: 4). The official DIET guidelines (MHRD 1989) expected them to pursue three key functions: 1 Training and orientation of the following target groups (elementary school teachers; Head Masters, officers of Education Department up to Block level; NFE and adult education instructors and supervisors; members of District Boards of Education and Village Education Committees, other community volunteers; resource persons who will conduct suitable programmes … at the centres other than the DIET). 2 Academic and resource support to the elementary and adult education systems in the district in other ways. 3 Action research and experimentation to deal with specific problems of the district in achieving the objectives in the areas of elementary and adult education (MHRD 1989: 8). It suggested that the DIET should comprise seven branches (Table 1.1), but States could change this structure if they felt an alternative would better suit their purposes. So for example, while Gujarat and Rajasthan retained the suggested structure, Madhya Pradesh opted for 11 branches. DFID 13
District Institutes of Education and Training: A Comparative Study in Three Indian States Table 1.1: Suggested branches and staffing of a DIET DIET branches Staffing 1 PSTE Pre-service teacher education 8 + 1 Lab. asst. 2 WE Work Experience 3 3 DRU District Resource Unit 5 + 2 clerks 4 IFIC In-service programmes, Field Interaction and Innovation Co-ordination 2 + 1 clerk 5 CMDE Curriculum, material development and evaluation 2 6 ET Educational Technology 2 + 1 technician 7 P & M Planning and management 2 + 1 statistician Total Library staff (librarian + clerk); office superintendent, accountant, 5 clerks (incl. 1 for hostel); 6 class IV staff, hostel warden 24 + 6 (faculty member) 15 Grand total 45 Staff would be required to teach in the following areas: 1 Foundations of education and pedagogy 2 The subjects taught at the elementary stages, namely: i languages taught at the elementary level in the district ii mathematics iii environmental studies, social science iv environmental studies, science v work experience vi art education vii health and physical education 3 Non-formal education 4 Adult education 5 Curriculum, materials development and evaluation 6 In-service programmes, field interaction and innovation co-ordination 7 Planning and management 8 Educational Technology (MHRD 1989). Staff should have a Master’s degree in both a subject area and in education, and seven years of elementary sector experience. Ideally, a principal is expected to have a PhD. 1.3.5 Resource Centres in the District A second major structural change in relation to teacher development has been the advent of Cluster Resource Centres (Box 1.1). These were initially instituted by 14 DFID
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District Institutes of Education and Training - Teacher Education

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