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 Rajpur schools, and of teachers more widely, that the role of the DIET is a training institute. Pre- and in-service training are discussed in chapters 4 and 5 respectively, and this section focuses on the remaining branches of the DIETs. Planning and management (P&M) Planning and Management is seen as one of the most prestigious DIET branches and occupied by the most senior or most respected staff in all DIETs. However, none of them had any formal training in planning and management, or experience beyond what they had gained as former upper secondary teachers. In addition to providing direct training in planning and management (for example to school Principals), this branch should help other branches with their planning and management to help the DIET run smoothly. This integration was absent in Udaipur and Dhar DIETs, but happened by default in Masuda and Surat DIETs because of short staffing. In Udaipur DIET, P&M would collect data about training programmes and compile them, but did not work with each branch to assist them in using those data; each branch would prepare its own plan independently. P&M should also maintain a teacher’s profile of the district which is continuously updated and modified, and is an important planning instrument; its effectiveness is shaped by relationships with the Education Department which is responsible for deputing teachers for training (see chapter 6). P& M also collects data and information from the field about enrolment, retention, drop-out, and so on, to be shared with the relevant administrative offices. Use of these figures was made by Masuda DIET, via Lok Jumbish, and by Surat DIET, but in other DIETs these were not seen to be issues of the DIET’s concern. All P&M staff acknowledged a need for further training in this area. District Resource Unit (DRU) The DRU is intended as a resource centre for the District, reaching out via nonformal education, early childhood education, and collaboration with the Social Welfare and Tribal departments. Dhar DIET had one incumbent of its DRU. He was very active with the Madhya Pradesh Alternative Schooling / Educational Guarantee Scheme programmes and frequently called on in an individual capacity by DPEP as a resource person. At the other end of the scale, the DRU of Udaipur DIET was mainly concerned with training teachers in how to integrate population education into regular teaching: staff reported that these programmes have failed to make any impact: ‘Two percent of the formal educational budget is spent on NFE and the output is also 2%’. Observation of their training programmes revealed a lecture-based approach to imparting the values of the module designers to teachers. DFID 61
District Institutes of Education and Training: A Comparative Study in Three Indian States Educational Technology (ET) The ET branch conducts training and workshops for teachers for developing low cost teaching learning materials, develops video material for training, and provides technical support to other departments during their programmes. Dhar DIET, which lacked even the basic technology of adequate staff toilets, had not been able to get funds to have its Xerox machine repaired for six months (personal communication, 21.6.99) but did have a satellite dish for teleconferencing. Staff members were unenthusiastic, saying they found the relevance of teleconferencing materials low for their District. Indore DIET was also a teleconferencing centre but it, in contrast, had an active ET branch, whose head was frequently called to the SCERT to contribute to tele-conferencing programme design. This DIET had a reputation for strong ET although this expertise remained individual and was not shared to develop an institutional resource. In Udaipur DIET, the ET branch had developed a series of video cassettes and transparencies for training teachers in Hindi, Maths, English and science teaching. The research team looked in detail at the English videos. The videos were long, were not broken up into teaching sequences, and were used as an alternative to the teacher, rather than as a learning aid. The team made various suggestions along the lines of those discussed in chapter 9. These were well received by Udaipur DIET staff, whose professional development in this area had been technically rather than pedagogically oriented. Surat DIET had a well established ET branch. One of the main uses to which this had been put was in making links with local TV, so that coverage of DIET activities was regular. This helped the DIET gain and maintain a high profile and visibility for its activities in the District. Elsewhere, there was an enthusiasm for the technology, but there was a tendency to see this technology as an end in itself, rather than as a means of supporting learning. Curriculum, materials development and evaluation (CMDE) According to the DIET guidelines, the CMDE branch should develop new locally relevant curricular units in dialects and work with the District Resource Unit. There was no evidence across the DIETs of work on curriculum development. Similarly, nothing was to be found in these DIETs on developing the methods of formative evaluation that are crucial to the competency-based approach. All CMDE branches focused on the production of teaching-learning materials, samples of which were displayed in the DIET. These teaching-learning materials generally comprised a single aid rather than multiple sets, and were therefore primarily teaching, rather than learning, aids. Many elaborate teaching-learning materials were made with only a single application. The DIETs’ approach to 62 DFID
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District Institutes of Education and Training - Teacher Education

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