1st Aug 08 - 31st Jan 09

215As per the field data the role of BRC/CRC’s in teacher training- Arrangement of training, conduct training &arrangement of facilities, arrangement of meal. Predominantly the role is visualized as managing the logistics.Almost all schools (105 out of 108) have reported that there is no calendar for trainings and follow upprograms available at BRC/CRC level. But 3 BRC visited said that training calendar is available and isbeing followed. Mostly the follow up is construed as school visits. But follow up in particular subjectsor themes do not exist.Degree of effectiveness of training (asperceived by teachers)?schools50.00% 155.00% 360.00% 3065.00% 1767.00% 170.00% 1775.00% 1Average 3Good 30very good 3total schools 106u. What is the expected number of school visits to be made by BRC/CRC in State and in the districts visited? Is it being followed?Out of 105 schools there were two major responses- 33 reported 40 schools and 22 reported 30 schools. All reported that thisis being followed. There does not seem to be clarity regarding the number of schools to be visited.v. What are the BRCC’s and CRCC’s doing during these visits? Check their reports? How much of it relates to pedagogicimprovement issues and how much on “administrative” matters? Are they conducting model lessons in classroomsthemselves, are they helping teachers to teach certain difficult topics better? Do they conduct random tests for children’slearning? Any other aspect or innovative steps taken by BRCC’s /CRCC’s to improve teacher performance and children’slearning?w. Is the DIET interacting, with BRC/CRCs and what is their role in capacity building; academic supervision and guidance; actionresearch and monitoring of BRC/CRCs?Are the BRC/CRCs extending their academic support to EGS/AIE centres/courses in their area? If so how and in what manner? If not,why?From the schools response- Some of the frequent responses to the above question areimprovementof enrollment solve all matter check attendance & guide teacher guide teachersolve teacher problem. We can see that the role is mostly administrative type and not academic.Response from the 3 BRC - They conduct training and present always at right time on training and guide theteachers and give them help of any type.(xlix) Does the SPO have a Quality Coordinator? What is their role? Do they have asystem and format to review district wise programmes? What is the frequency?What is the arrangement for coordination with SCERT and DIETs?To be ascertained from SPO.215