Planning for Teacher Education

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Transcript Planning for Teacher Education

12th Five Year Plan Period
Teacher Education Institutions (TEIs)
Cluster Resource Centers (CRCs under SSA)
Block Resource Centers (BRCs under SSA)
Block Institutes of Education (proposed for 12FYP)
District Institutes of Education (DIETs)
State Council of Education Research and Training
Colleges of Teacher Education (CTEs)
Institute of Advanced Studies in Education (IASEs)
University Colleges of Education
University Departments of Education
Private Institutes of Education affiliated to SCERT
Types of Teacher Education provided in TEIs
 SCERT, DIETs, CRCs, BRCs provide In-service Education
DIETs: Elementary Teacher Education (D.Ed.)
Institutes of Education affiliated to SCERTs provide D.Ed.
and Pre-school Teacher Education
University Colleges, Departments and CTEs provide
Secondary Teacher Education (B.Eds.)
University Departments/ IASEs provide M.Ed., M.Phil.,
Ph.d. in Education
Role of teacher educators in SCERTs and DIETs
SCERT and DIET teacher educators have a very large
number of responsibilities:
 ETE Curriculum
 NTT Curriculum
 School curriculum
 School textbooks preparation
 Teaching-learning materials preparation
 Conducting pre-service D.El.Ed.Courses
 Conducting large numbers of in-service programs
Role of teacher educators in SCERT and DIETs
 Overseeing affiliation, running of private TEIs for NTT and
Conducting entrance examinations for ETE , NTT
Examination and certification for ETE and NTT
Organize EduSAT programmes
Conduct school based “action” research
Work with schools in the lab area
Participate in periodic school improvement programmes
Participate in selection interview boards
Address Parliament/Legislative Assembly questions
Role of teacher educators in SCERTs and DIETs
 Training for MLL, SOPT, Joyful learning, multi-lingual
education etc.
 Act as operating office and provide support to national and
state committees on education
 Provide large scale teacher orientations for life skills, AIDs
awareness, literacy mission, continuing education
 Variety of roles under SSA in material preparation,
training, inspection
Role of SCERTs and DIETs
 Gathering data for education surveys for NCERT
 Gathering data for DISE
 Gathering data for state Directorates of Education
 Participate in surveys of out-of-school children
 Provide orientation to school management committee
 Census data collection
 Electoral rolls
 Election duty: Panchayat, Zilla, State , National elections
Role of teacher educators in SCERT and DIETs
 Compared to the number of posts in SCERT and DIETs the
work expected is astronomical.
 The CSS scheme guidelines provides for too few posts
mostly envisaged for pre-service teacher education.
 When teacher educators are called away for a variety of
tasks, pre-service training suffers greatly.
 SCERT, DIETs, teacher educators perform the bulk of the
work but with little recognition or autonomy to design the
initiatives or to time it according to their choice. Little
attention is paid to expertise required, or the interest level
of teacher educators.
Work: Human power mismatch
 The CCS envisioning needs to keep in mind that they are
district centers for education and training , and not just
centres of teacher education.
 Clarity in terms of the tasks SCERT, DIETS are to perform
and create commensurate posts before any discussion on
quality or capacity building can be meaningful.
 It is time to work out teacher educator: teacher ratio, along
the lines of teacher: pupil ratio specified in RtE. For preservice and in-service alone, a 1:60 ratio is required (1:50 for
in-service, 10 pre-service) and additional posts for all other
Categorizing the work of SCERT and DIET teacher
It is impossible to do this satisfactorily, but, going by
the generic capacities required, SCERT, DIET teacher
educators would be involved in:
 Pre-service TE
 In-service TE
 Survey, research, documentation
 Educational Material Resource development and
Capacity-building of SCERTs and DIETs
Cross-cutting sub-themes for capacity building :
 Needs
 Models
 Collaborations
 Materials
Needs in Numbers: Units and Context of Planning for
 The fundamental unit for all planning in education
including teacher education is the catchment area.
 Mapping all children of the 3-14 age group, both in and out
of school/pre-school provides the database for assessing
educational needs such as number of schools classes and
teachers required and their subject specializations
(Language, Mathematics-Science, Social science).
 This in turn provides basis for number of teachers required
and their specializations.
Block/District as basis of TE Planning
 The number of teachers required, their specializations,
the kind of teacher education programs needed, the
curriculum and the continuous professional needs of
teachers in schools is best undertaken preferably at the
block, or at the district level.
 DIETs are mandated to work towards planning,
teacher education and quality improvement of
elementary education of the district.
Elements of Planning for TE in districts
 District-wise number of teachers with required
qualifications; without required qualifications.
District-wise number of teachers without required
Additional teachers required in primary schools for PTR
Additional language teachers required in middle schools
Additional science-mathematics teachers required in
middle schools
Additional social science teachers required in middle
Additional Head teachers required in primary and middle
DIETs/Districts as basic unit of TE Planning
Elements of Planning:
 Number of catchment areas.
 Schools in catchment areas, children in schools,
children in catchment areas out of schools by age,
male/female, SC, ST, Minorities, mother tongue, inschool, out-of-school, special needs.
 Teacher requirement based on total number of
children of 6-14 age group and 3-6 age group.
 Teachers available in the block.
Strategies for TE for additional teachers
 Increasing capacity of existing TEIs with NCTE approval
 Generating Faculty for increased capacity in collaboration
with IASEs/universities
 Identifying institutions in the district where TE can be
conducted: senior secondary schools, KVs, NVs, district
higher and technical institutions, ITI? And generating
Faculty and resources for this.
 Public-private partnerships in the district for TE.
Strategies for generating Teacher Educators
 Incentives for those who enroll for teacher educator
courses such as M.Ed.
 Generating M.Ed. Courses in HEIs. These could be
specialization based, with institutions having expertise
in the specializations e.g. Bose Institute, Science
Centres, Sahitya academies.
 Providing study leave to school teachers to acquire
teacher educator qualifications.
 Creating teacher education cadre for professional
Strategies for capacity building of teacher educators
 Infrastructure and resource strengthening
 Translations and collation of materials for TE
 Building/strengthening libraries
 Building resource units for Languages, Mathematics,
Sciences, Social Sciences
 Documenting local resources as strategy for
community engagement
 District based research studies
Strategies for Teacher Educators
 Forum/Network for teacher educators. This can be
inter-disciplinary as well as discipline based.
 Teacher educators will need to be oriented and
assessments made part of TE curriculum
 Student performance will need to be observed,
evaluated, recorded and portfolios maintained. How to
do these will have to be first addressed by teacher
 Documenting district resources as a strategy to both
build capacity and provide input into school
Capacity Building –some principles
 Capacity building most effective when embedded in
the work of the teacher educator
 Clear performance based outcomes linked with
rewards as part of the vision of capacity building
 Adequate quality materials
 Collective learning and sharing linked to institutional
 Best undertaken in-house with support from HEIs