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 Box 4.1: the PRESET course and marks in Rajasthan (up to 2001) First Year (focus on school Stds. 1-5) Paper No. Subjects Internal External Total 1. Principles of education 25 75 100 2. Educational Psychology 25 75 100 3. Special paper (any one) from options a – e 25 75 100 a. Early Childhood Education b. Population education c. Educational Technology d. NFE and Adult education teaching e. Education of children with special needs 4. Hindi 25 75 100 5. Maths 25 75 100 6. Environmental studies (physical & social environment 25 75 100 7. Physical and Health Education 25 75 100 8. Socially Useful Productive Work / Work Experience 25 75 100 Practical work 200 600 800 1. Physical Education 50 2. SUPW 50 3. Art Education 50 4. Moral Education 50 200 200 Practice Teaching Integrated Marks 100 200 300 1. Theory 200 600 800 2. Teaching practice 100 200 300 3. Practical 200 – 200 Total 1300 Second Year (focus on school Stds. 6-8) Paper No. Subjects Internal External Total 1. School administration 25 75 100 2. Hindi 25 75 100 3. English 25 75 100 4. Third language Sanskrit 25 75 100 5. Maths 25 75 100 6. Social Science 25 75 100 7. Science 25 75 100 8. Art Education teaching 25 75 100 200 600 800 Practical work 1. Phy. Education 50 – 50 2. SUPW 50 – 50 3. Art Education 50 – 50 4. Moral Education 50 – 50 200 Integrated Marks 1. Theory 200 600 800 2. Teaching Practice 100 200 300 3. Non format Ed. Teching 100 – 100 4. Capsule preparation – 100 100 5. Practical work 200 – 200 Total 600 900 1500 DFID 75
District Institutes of Education and Training: A Comparative Study in Three Indian States Course work is marked, and there is a summative examination at the end of each year. Students reported that passing this is largely a matter of study technique, as by selective preparation of topics carrying more marks and careful selection of options in the exam, it is relatively easy to pass. A newly-qualified teacher may thus know only about a third of the curriculum content. This helps explain why teachers’ subject competence remains a quality issue. A DIET lecturer explained how this cycle is perpetuated: In English, the comprehension part carries ten marks and tense and clause carry only one mark. The students prepare the unseen passage and leave tense and clause. During their school education, the teachers keep shifting the burden. In the 6th Std. the teacher feels it is for the Std. 8 teacher to teach tense. The 8th Std. teacher feels it should have been taught in the 6th Std. When [the student] reaches the 10th Std. the teacher feels it is too late to teach clause or tense. A student does not get to study these topics. After he has joined STC, he himself feels ‘why study tense or clause when I get only one mark’? So he skips them and instead he studies the other topics. Again he is unclear on what tense is. When he goes to the field to teach he just leaves the topic (RAJ/UDR/TT4 October 2000). In Gujarat, the pre-set course was revised in 1999 (see Annex 3). Development of the new course was intended to be a participatory exercise with DIETs 10 . A five day training programme took place in 1998 for all pre-service college / DIET principals and senior lecturers, but it was reported from Santrampur that it was delivered via ‘Lecture method plus group discussion. For some parts the question method was used. No TLM were used’ (GUJ/SNT/TT 01 15.9.99). The preservice course in the other two States lagged behind changes that were occurring in schools, notably in the failure to introduce students to the idea of competencies. Proaction by the DIETs was required to avoid this. In Indore DIET, staff had prepared their own materials to ensure that students knew of packages being presented to in-service teachers; and in Masuda DIET staff ensured that students were familiar with the idea of competencies although this was not in the pre-set curriculum. Adopting a less proactive role, Dhar and Udaipur DIETs delivered the course as set. 10 GCERT invited each DIET to contribute one module, to be collated at the State level and discussed, prior to issuing a consolidated syllabus. DIETs submitted their modules; but at the same time a funded contract for the work was issued from a different quarter to a local university. Before any official modules could appear, a series of privately published guides reflecting the university modules appeared on the market. During observation, DIETs were coping with the fall-out of this. 76 DFID
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District Institutes of Education and Training - Teacher Education

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