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 appointees did not. The nature of induction procedures impacted heavily on DIET staff ’s understanding of their roles, explored later in this chapter. Box 3.1 If a teacher educator doesn’t have the skills… “If you want to improve the quality of elementary education, you have to start with teacher educators. It will only go further if they are of quality. Particularly if you want to bring quality in elementary education. We think, bring quality in teachers then in teacher educators. What you should do is bring quality in teacher educators, only then would quality go to teacher. […] If the teacher educator doesn’t have skills how is he going to give skills to teacher? Take an example of teaching swimming. I am teaching swimming, I don’t know swimming. I draw a swimming pool on the blackboard. Show the students the pose for swimming and tell them, ‘children, this is the pose for swimming, push your hands and legs’. This way I can’t teach them swimming. This is the basic difference. If the trainer doesn’t have skills how can he teach the teachers?” 3.4.3 Professional development for DIET staff Professional development opportunities for DIET staff were observed to be very limited, although the need for such opportunities is recognised in policy documentation from the 1990s onwards (e.g. NAP 1996). Some development opportunities do exist: training for example in Planning and Management is offered at the national level, as is training for DIET Principals, but such courses are elective rather than mandatory. Effectively, as one former Lok Jumbish DIET principal in Rajasthan pointed out: Teachers in DIETs are assumed to be already trained and have the right to train teachers, but are in fact untrained so you have untrained teachers imparting training (personal communication Gupta, January 1999). Occasional opportunities at State level tend to take the form of activities related to specific projects or training programmes and are content-related, rather than opportunities to enhance expertise and skills as a trainer. Typically, DIET staff are called to participate at State level as Key Resource Persons in the initial round of training for new programmes conducted in the cascade model. Another option is when DIET staff are invited to contribute to materials preparation at the State level. A trend observed across the DIETs was that usually the same small handful of DIET staff attended such events. These were more senior people who had established a good name for themselves, and whose input would be expected to be useful to the successful execution of the proposed programme. There is no specific provision for those who do not self elect in this way. Such opportunities tended thus to be appropriated as avenues for personal development rather than seen as a means of enriching the institutional portfolio. Surat DIET was the only DIET in DFID 59
District Institutes of Education and Training: A Comparative Study in Three Indian States our sample that routinely made arrangements to ensure de-briefings for staff members who had not attended trainings; some element of this was also found in the Lok Jumbish DIET. Elsewhere, those in the DIET who would be involved in a cascade programme but did not attend training received no benefit at all from the discussions and training which a colleague had attended. The research project was warmly welcomed by those staff who sought a professional development opportunity: We are working as practitioners. With you we will be able to share your experiences as educationalists and researchers. We will be able to share research experience and that’s a big thing. This is our first need. We who are working in this faculty, for our own capacity-building there is nothing. We try to build our capacity and apply in the field. We learn from the people in the field and improve ourselves and again do it. Today this is the only thing we have for learning. Nothing else (RAJ/MAS TT01 25.1.99) However, not everyone sought such opportunities. There were staff in all these DIETs, except Surat and Masuda, who were content to do the minimum of what they described as ‘their duty’, reflecting the ‘government mentality’ unfavourably commented on by some of the handpicked Lok Jumbish recruits. Another avenue for professional development opportunities might have come through links with non-governmental organisations. The link between Masuda and the resource organisation for the Lok Jumbish programme was the only strong link in our sample: Surat DIET had explored possibilities but not found any relevant non-governmental organisations in the District. Indore DIET had been approached for help by a local non-governmental organisation working with slum children and collaboration possibilities were being explored. Udaipur, Santrampur and Dhar DIETs did not have any links with non-governmental organisations. The idea of linking DIETs with non-government organisations had, in these ways, been explored, but had not really flourished. Since the DIETs’ developmental needs are diverse, it is likely that they could be better met by drawing on a network of nongovernment organisations, perhaps put together at the State level, who could provide support for DIETs within identified areas of their own expertise. 3.5 Activities of the DIET 3.5.1 Branch activities As the project progressed, the research team found that the pre-service and inservice branches of the DIETs were active, but there were tensions in the other branches. These findings reflect the views of the teachers in the Gaamru and 60 DFID
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