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 grade to be able to complete all administrative matters internally, as s/he has to seek for certain activities signatures from senior-ranking officers outside the DIET in order to run the DIET. This undermines the functioning of the DIET both internally, and from the outside. While in the other two States the issue was unresolved, Gujarat had created an administrative solution - ‘ad hoc’ postings. The ad hoc route allows an interested teacher who wants to work in a more senior capacity in a DIET but does not have the requisite qualification to opt for a DIET post – but at the cost of civil service security. The Surat DIET Principal explained: P They resign from there and after 6 months here they are dismissed as it’s a 6 months ad hoc senior lecturer post. When the word ‘ad hoc’ comes it’s obvious that they won’t come. With ad hoc there are problems like you don’t get leave or increment. So as soon as those who were ad hoc got a chance somewhere else they left here and went. When GPSC last issued appointments for class 2 education officers as [school] principals, 8-10 colleagues from different DIETs left and joined there. Our senior lecturer who was here also went to school. In other places they get security and steadiness so they will go - it’s but natural. A So at present there is no provision to take them permanently in the DIET? P Here the Principal is ad hoc and a senior lecturer is also ad hoc. Junior lecturers are secure (GUJ/SUR Prin 18.1.01). The ad hoc arrangement suits people such as this Principal who are not averse to taking a risk: Here I got a space. Things I wanted to do, things which I couldn’t do, something I thought but couldn’t do.. I got the opportunity to do everything here. Means whatever dreams I had seen here I got an opportunity to make them come true (GUJ/SUR Prin 22.12.00) 3.6.3 ‘Distributed’ leadership In Indore and Dhar DIETs, while there was instability at the Principal level, stability and leadership emerged from a different quarter – a group of senior lecturers. In Indore DIET they had been able to put their DIET on the District’s educational map but they did not enjoy the authority to carry all staff with them. In Dhar DIET, there was three highly proactive staff members. The contribution they could make was also recognised by the DPEP, and offered them interesting opportunities. However, the nature of the DPEP relationship with this DIET meant that they were drawn as individuals into DPEP initiatives, rather than into developing the institutional profile of their DIET. DFID 67
District Institutes of Education and Training: A Comparative Study in Three Indian States 3.7 DIET staff ’s perceptions of constraints to effective functioning In workshops with the research team, DIET staff themselves raised with a number of concerns that, in their view, presented constraints to their effective functioning. The concerns raised were broad and general, and similar across the DIETs: 1. Facilities in Udaipur, Indore and Dhar DIETs were seen to be lacking: so for example in Udaipur DIET, the Planning and Management branch listed: ‘Expectation: we want modern facilities like computer, training package, other instruments, vehicle for the Dept. etc. Apart from this we need more rooms, separate lecturers’ rooms with full facilities’ (July 1999). 2. Poor facilities and high teacher: student ratio in schools 3. Need to change the pre-set curriculum to make it more relevant 4. Attitude of teachers: no motivation, teachers don’t think teaching is important 5. Low content knowledge of all teachers, including para teachers 6. Training packages developed outside the DIET have no flexibility but have to be delivered as a total package 7. Need for support and development for DIET staff themselves through training, exposure visits 8. Teachers need skills in working with communities to stress the importance of education and sending children to school regularly While the concerns were common across the DIETs, there was variation in attitudes to those concerns. In relation to the DIET as an agent of change, this variation illustrates differing levels of institutional agency, ownership and responsibility. In Dhar and Udaipur DIETs, and among some staff in Santrampur, Masuda and Indore DIETs, there was a tendency to interpret the issues they noted as things they could do nothing about. As a result, they located responsibility for any remedial action elsewhere. Udaipur DIET for example had identified limited use of teaching learning materials in schools as an area of concern; yet the final solution is a systemic change that can only be effected by the Education Department: Goal: Whatever TLA are made in this department should be used in schools as much as possible. As many teachers as possible should get involved in the programme to improve the quality of primary education and to make the training programmes more effective. To achieve this goal: for training and development of TLA, the training programmes should be conducted at the school cluster level. For this, 30-40 school clusters should be made in the area (RAJ/UDR July 1999). These DIET staff rarely made connections between, for example, a high student: teacher ratio and the relevance of training inputs they gave; or whether teachers 68 DFID
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District Institutes of Education and Training - Teacher Education

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