Unit-4,

4.3 District Institutes of Education & Training

OBJECTIVES:

 Objective of DIET is to provide academic, resource support at grass root level:

 Universalization of elementary/primary education

 National Literacy Mission targets with regard to functional literacy in age group
15-35 yrs.

 Caters to quantitative improvement.

POA -1986 suggests that DIETs will radically transform present system of
elementary Education by performing following functions:

 Pre-service & in-service education of teachers for formal school system.

 Training & orientation of heads in institutional planning management & micro-
level planning.
 Orientation of community leaders

 Functionaries of voluntary organizations.

 Providing academic support to school complexes

 Doing action research and experimentation work.

 To serve as evaluation centre for primary, upper primary schools, non-formal edu,
adult edu.

 To serve as a resource and learning centre for teacher, instructors.

 Extending consultancy service and advice.

 District powerful unit of educational planning, supervision, control which hitherto

was done at state level.

 It is important organ of District Board of Education assists technical, academic

wing.
 To carry out activities in collaboration with SCERT, State Institutes of
Educational Planning and Administration (SIEPA), Colleges of Education and
University Departments of Education.

 Pre service teacher education programme

 In-service programmes of elementary teachers, headmasters, heads of school,
officers of education department up to block level.

 Field interaction (including extension work)

 Training programme for adult, non-formal education

 Workshops for development of curricula, teaching learning material, testing,

evaluation of tools, techniques, low cost teaching aids etc.

 Orientation programme for members of DBE community leaders, youth, other

educational activities.

 Field studies, action research, experimentation.

Branches of DIET

 Pre-service teacher education unit.

 In-service Programme, field interaction, innovation, coordination &

extension service unit.

 District resource unit for adult and non-formal Education.

 Planning and management unit.

 Educational technology unit.

 Work experience unit(TLM)

 Curriculum, material development and evaluation unit.

Gujarat Council of Educational Research and Training

Backgound:

The State Council of Educational Research and Training came into existence on
5th Jan., 1979 in Orissa, Bhubaneswar.

 The functions of the SCERT were notified by Government and was placed under
the overall control of the Director, Higher Education.

 In the beginning” state Institute of Education” was established for undertaking

activities pertaining to Educational Research & Training.

 In the Gujarat, State GCERT is a pioneer institution in the field of Education at

elementary and secondary school level.

 In the year 1988 it was upgraded as State Council of Educational Research.

 Autonomous status was acquired on dated 07/02/1998 by getting registered under
societies registration act, 1860 & under the Bombay Public Trust Act, 1950.

Objectives of GCERT:

1. To bring about qualitative enhancement at all levels of education.

2. To conduct academic research, extension programs and training activities in the

field of elementary and secondary education.

3. To assist/advise the department of education for implementation of policies and

major programs pertaining to primary & secondary education.

4. To provide Leadership, academic guidance, suggestions to educational institutes

like B.Ed. colleges, CTE. College for Teacher Education.
5. To Guide and monitor the functioning of IASE. Institute of advanced studies in
education.

6. In order to have qualitative improvement and strengthen the standards of

elementary education trainings of various aspects are being conducted statewide.

Functions:

1. To arrange pre service and in service teacher training.

2. To provide training with regard to new trends and approaches, in the field of
education.

3. To organize training for the head teachers principals.

4. To provide the services as guide and adviser.

5. To organize training at various levels.

6. To built up the capacity of Master Trainees.

7. To develop reference materials and modules related to training.

8. To guide and monitor, the training programs organized by DIET. (District Institute of
Education and Training.

9. To provide inspiration, guidance and encouragement to training programs organized

by DIET.

Role and function:

(ii) To act as an agent of change in school education, non-formal education and

teacher education.

(iii) To supervise the working of the Teacher Training Colleges, Secondary

Training Schools and Elementary Training Schools.

(iv) To arrange in service training for different categories of teachers, inspecting

officers and teacher educators and co-ordinate the work of other agencies
operating at the State level,

(v) To organize programmes including correspondence- cum-contact courses for

professional development of teachers, teacher educators and inspecting
officers,

(vi) To produce curricula, instructional materials, text-books for the use of

educational institutions, teacher of pre-schools and elementary schools,
(vii) To provide extension service to teacher training institutions at all levels in the
state,

(viii) To co-ordinate the work of extension service centers of the teacher training
institutions in the State.

(ix) To organize and implement the special educational projects, sponsored by

UNICEF, NCERT and other agencies for qualitative improvement of school
education, teacher education and supervision of education,
(x) To prescribe curricula and text-books for the school and teacher training
centers,

(xi) To produce instructional materials for the use of teacher educators.

(xii) To conduct studies and investigations of the various problems of education,

(xiii) To evaluate the adult and non-formal education programmes or any other
programme that will be entrusted to it by Government,

(xiv) The SCERT shall function as a Centre for Advanced Studies and Research in
Education and can be involved in preparing students for the M.A, M.Phil., and
Ph.D. Degree in Education.
The Director, SCERT shall have the following functions and
powers in addition to those indicated above:

(i) The Director, SCERT will visit the Training Colleges and
Training Schools of the State to make periodical assessment of
the performance of the teachers and evaluate the qualities of
teacher education,
(ii) He will formally assess the work of the personal of the
Training Colleges and Training Schools for maintenances of
the Annual Confidential Records, and
(iii) He shall exercise control over the Inspectors of Schools and
Sub-ordinate Officers for implementing the teacher education
programme, conducting evaluation surveys and monitoring,
organizing experimental and innovative work and for
implementing other programmes approved by the programme
Advisory Committee and the State Government.

5. Highlights of Activities

The SCERT has been implementing some UINCEF

Assisted Projects with the ultimate objective of introducing the materials
developed under the projects in the general system of the state.
This has been achieved to a great extent. Some materials developed under
projects-I and III have been selected for the use on the Adult Education
Centres. Materials developed under Project-IV are being used in all the
Anganwadis of the State functioning under the C.D. Deptt. Some materials
developed under Project Comprehensive Access to Primary Education
(CAPE) are being printed by the state Government for the use in
the general system of Non-formal Education. Other materials have also
been selected and will print as and when funds are available.
As far as Project-II concerning curriculum Renewal is concerned,
it has been decided to finally review the materials in collaboration with the
Board of Secondary Education with a view to using them in the state
system. Steps were also takes for revising general school curriculum in the
light of findings of the projects being undertaken in some experimental
schools.

In view of the above specific objective with which the projects

were undertaken have been generally achieved.
The SCERT also continued to be a centre of activity with regard to the
formulation and implementation of the new Education Policy.
It participated in an effective way in the national debate that was initiated
after the conference of the Education. Ministers and contributed to policy
formulation in respect of Elementary, Secondary and Adult Education
System in Orissa.
The SCERT played an important role in Orissa in implementing
the training programmes and orientation courses for different types of
workers for introducing changes in the system of examination and it is
hopeful that something tangible will emerge in the near future.
Educational Technology with special emphasis
On the utilization of the Indian National Satellite for Educational purposes
was another activity designed to change the approaches and methods to
education. The SIET (the State Institute of Educational Technology) is
still at the formative stage and all activities under this Project are
conducted under the umbrella of the SCERT.
The SCERT decided to work intensively for the education of girls
and weaker sections and a new department even though very small was
created by internal arrangement. It of special significance that the policy
adopted by the SCERT, Bhubaneswar with regard to language teaching in
tribal areas has been widely accepted, at the national level and the
Harijans and Triable Welfere Department have decided to introduce the
primers developed by SCERT in all the Sevashrems of the State.
The SCERT has started collaboration with the newly created
Department, of Environment, Science and Technology and OREDA(Oriss
Renewable Energy Development Agency). New Incentives for school
students participation in exhibitions and seminars and the scope of work
has been considerable expanded.
Materials developed under population education have been
appreciated at the national level and Orissa can be proud of the fact that it
has received maximum grant from UNFPA fund through NCERT on
population activities. It has conducted a very large number of workshops
and training courses for dissemination the ideas of population education.
At Present, the SCERT has been working as the academic wing of
the Department of Education and Youth Services, Government of Orissa.
It has been striving to bring about qualitatives improvement of school
education and teacher education. The operational wave length of the
council has over the years, been raised to the high level of achievements
by successfully implementing the UNICEF and UNESCO assigned
 projects. It has carves out a high profile for itself at the national level and
earned great appreciation from international bodies.
 Chairman -: Shri M.N. bhad;
He speaks beautifully of the universality of life and reminds us as
goodness of our enduring balance of power and humility.
His humble yet powerful creation and highly descriptive images of nature
set against an urban background are alive and incredibly distinct.
His use of rhythm and rhyme is full of genuine human emotions and
benevolent intent.
I am extremely happy and joyful to dedicate this second book of poetries
to my people.
As a brief whatever I saw experienced and realized has reflected and
reproduced in these poem.
Conclusively I am grateful and oblige to all these who extended their
cooperation to publish this book. I hope the readers would enjoy this
creation to their best.
That’s all for me.
I am very happy that trainees lively meters have been collected into a
book. I am sure everyone who reads them will enjoy them as one we do
here in.
Trainees’ depictions of animals’ people events and philosophy have
graced our back pages and now they grace the pages here. Trainees are the
true talents and I am honored to read his book. I have welcomed your
collection into our profession. Diverse ability to address nature culture and
emotions.
Your words and wisdom are greatly appreciated in a multicultural
community the sentiment is universal
I am looking forward to reading your new book and hope that you will
continue to write and express yourself for all to reflect and grow from
your generosity and thoughtfulness.
NATIONAL COUNCIL FOR TEACHER EDUCATION

Objectives:

1. Recognition, status of teacher education

2. Plan, co-ordinate development of tr. education
3. Proper maintenance
4. Standard of teaching

Functions of NCTE:

 Broad mandate given, covers whole gamut of teacher education programme

 Lay down guidelines for starting new courses or training and for providing physical and
instructional facilities

 To undertake and support researches, surveys and studies relating to manpower planning
effectiveness of various models & status of infrastructure facilities of teacher education

 Equip candidates to teach at pre-primary, secondary & senior secondary stages in

schools, non-formal edu. part-time edu. adult edu. correspondence courses.
 To review existing curriculum, instructional processes, evaluate techniques at various
levels and to propose new inputs.

 To design and support innovations and to disseminate new practices, set up institutions
to promote excellence.

 To undertake and support new projects.

 To establish links with national institutions like NCERT, UGC, NEIPA,

 Recommend to Central/State Government Universities, UGC regarding preparation of

suitable plan and to establish international network.

 Lay down guidelines for minimum qualification as a faculty.

 Lay down norms for admission

 Norms for examinations, criteria for admission to such examinations and develop
schemes of courses and training programme.

 To build learning resources in the form of books, journals, AVA, computer programmes
in teacher education.

 To publish occasional papers reports newsletters and journals.

8
 Preparation of competency based and commitment oriented curriculum for elementary
teacher education institutions.

 Evolve suitable performance appraisal system, norms and mechanisms for enforcing
accountability.

 Implementation of curriculum framework for quality teacher education.

 Organizing interaction with teacher education working in IASE, CTE, DIET etc.

 National conference of principals of DIET.

 Seminars on indigenous thoughts on education and their relevance in modern context

 Examine and review periodically the implementation of the norms, guidelines and
standards laid down by the Council.

 Compiling a directory of teacher education of India.

 Prevent commercialization of teacher education.

 Publishing monograph on Indian philosophers for teacher education.

9
NATIONAL COUNCIL FOR TEACHER EDUCATION (NCTE)

2. Introduction
The NCTE has been established as a statutory body to achieve planned and
coordinated development of teacher education system throughout the country and to
ensure the maintenance of norms and standards in teacher education system

the mandate given to the NCTE is very broad and covers the whole gamut of teacher
education programmes including research and training of persons for equipping them to
teach at pre-primary, secondary and senior and senior secondary stages in schools, and
non-formal education, part-time education, adult education and correspondence
education courses.
The National Council for Teacher Education was established by an Act of Parliament
(No. 73 of 1993) with a view to achieving planned and co-ordinate development of the
teacher education system throughout the country, the regulation and proper
maintenance of norms and standards in the teacher education system and for matter
connected therewith.

3. Functions of NCTE

(a) To undertake surveys and studies relating to various aspects of teacher education
and publish the result thereof;

(b) To make recommendations to the Central and State Government’ Universities;

University Grants Commissions and recognized institutions in the matter of
preparation of suitable plans and programmes in the fields of teacher education;

(c) To co-ordinate and monitor teacher education and its development in the country;

(d) To lay down guidelines in respect of minimum qualification for a person to be

employed as a teacher in school or in recognized institutions;

(e) To lay down norms for any specified category of courses or training in teacher
education, including the minimum eligibility criteria for admission thereof and the
method of selection of candidates, duration of te course, course contents and
mode of curriculum;

(f) To lay down guidelines for compliance by recognized institutions, for starting
new courses or training and for providing physical and instructional facilities,
staffing pattern and staff qualification;
(g) To lay down standards in respect of examinations leading to teacher education
qualifications, criteria for admission to such examinations and develop schemes
of courses and training programmes;
 (h) To lay down guidelines regarding tuition fees and other fees chargeable by
recognized institutions;

(i) To promote and conduct innovation and research in various areas of teacher
education and disseminate the results thereof;

(j) To examine and review periodically the implementation of the norms, guidelines
and standards laid down by the Council, and to suitably advise the regonised
institutions;

(k) To evolve suitable performance appraisal system, norms and mechanisms for
enforcing accountability on recongnised institutions;

(l) To formulate schemes for various levels of teacher education and identify
recognized institutions and set-up new institutions for teacher development
programmes;

(m) To take all necessary steps to prevent commercialization of teacher education; and

(n) To perform such other functions as may be entrusted to it by the Central

Government.

Task identified:

 To undertake and support researches, surveys and studies relating to

manpower planning, effectiveness of various models in teacher education and
the status of infrastructure facilities in teacher education.

 To review the existing curriculum, instructional processes and evaluating

techniques at various levels of teacher education and to propose new inputs.

 To design and support innovations in teacher education and to disseminate

new practices.

 To publish occasional papers reports newsletters and journals.

 To undertake and support new projects.

 To set up institutions to promote excellence.

 To establish links with national institutions like NCERT, UGC, NEIPA, and
to establish international network.
  Too build learning resources in the form of books, journals, AVA, computer
programmes in teacher education.

NCTE, major initiatives:

 State level studies in teacher education –current status, issues and future
projections.

 Implementation of curriculum framework for quality teacher education.

 Preparation of competency based and commitment oriented curriculum for

elementary teacher education institutions. Consulting experts groups, dealing
with crucial issues & problems relating to teacher education.

 Compiling a directory of teacher education of India.

 Organizing interaction with teacher education working in IASE, CTE, DIET etc.

 National conference of principals of DIET.

 Seminars on indigenous thoughts on education and their relevance in modern

context i.e. Vivekananda, Rabindranath Tagore etc.

 Publishing monograph on Indian philosophers for teacher education.