District Institutes of Education and Training - Teacher Education
District Institutes of Education and Training - Teacher Education
District Institutes of Education and Training - Teacher Education
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<strong>District</strong> <strong>Institutes</strong> <strong>of</strong> <strong>Education</strong> <strong>and</strong> <strong>Training</strong>: A Comparative Study in Three Indian States<br />
3.2.2 Lok Jumbish <strong>and</strong> the DIETs<br />
In 1995, after Lok Jumbish had covered Ajmer, Bikaner <strong>and</strong> Dungarpur <strong>District</strong>s,<br />
it adopted <strong>and</strong> reorganised the DIET in those <strong>District</strong>s, to make them resource<br />
institutions for its programmes. Detailed recruitment procedures were framed;<br />
buildings were inspected <strong>and</strong> plans drawn up for repair, additions <strong>and</strong> alterations;<br />
attempts were also made to create a resource network <strong>and</strong> provide training for<br />
faculty staff. The three DIETs adopted by Lok Jumbish were also re-organised<br />
from seven into five branches (Table 3.2).<br />
Table 3.2: Organisation <strong>of</strong> the Lok Jumbish DIETs<br />
1 PSTE Pre-service training<br />
2 Induction<br />
ISTE (ET + WE + IFIC + Communications Officer)<br />
Orientation/ attitudinal/ induction / reorientation programmes for<br />
teachers, HMs <strong>and</strong> resource persons. When any new cluster was<br />
drawn into LJ, it helped screen <strong>and</strong> then conducted an orientation<br />
programme for the Resource Persons needed to train teachers. The<br />
emphasis was more on attitudes <strong>and</strong> mentality <strong>of</strong> the person; DIET<br />
staff reported that if a person is academically weak, s/he can be helped<br />
to improve but if her/his attitude is negative, whatever the input, this<br />
will affect the quality <strong>of</strong> work. During the observation period, LJ<br />
issued an order that no new block would be taken up; no further<br />
orientation programmes were conducted.<br />
3 MLL Minimum Levels <strong>of</strong> Learning<br />
The LJ pattern in schools is based on MLL. This branch takes care <strong>of</strong><br />
MLL based training programmes for teachers by preparing Master<br />
Trainers in all subjects taught in schools. Out <strong>of</strong> 8 blocks, 2 clusters<br />
<strong>of</strong> 5 blocks had started MLL up to class III; in another block all<br />
clusters had an MLL based curriculum up to class V; in a further<br />
block, all clusters up to class VII were on the MLL. The MLL<br />
department is also supposed to monitor schools <strong>and</strong> training<br />
programmes <strong>of</strong> the teachers conducted by the resource persons at<br />
each <strong>of</strong> the block.<br />
4 Sahaj Shiksha<br />
This branch takes care <strong>of</strong> the NFE programmes <strong>of</strong> the district, by<br />
training NFE centre instructors<br />
5 P & M<br />
This department plans DIET programmes, but it was observed that<br />
its key focus was the planning <strong>and</strong> management <strong>of</strong> VIII board exams.<br />
The head <strong>of</strong> P&M was initially introduced as the person who takes<br />
care <strong>of</strong> the VIII board.<br />
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