about diet

7/28/2019 About Diet

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About

DIET

DIET is the most significant educational intervention in the country, while the

NCERT came up in the 1960s and the State Councils of Education Research andTraining came up in 1970s, the need for a third tier of training and resource

support structure, right at the district level was genuinely felt in order to improve

the quality of basic education. As result DIETs were set up in almost all the

districts of all the states in the country.

Govt. of India gave top priority to elementary education. Different education

commissions were constituted which submitted their reports and on the basis of

their findings, Govt. made drastic change in the education policy. In the beginning

education was a state subject but through an amendment in the constitution in

1976 the subject of education was put on the concurrent list. As a result State

Govt. as well as Central Govt. now collectively frame a particular education policy

& National Education Policy 1986, introduced a new pattern of education know as

10+2+3 system. Establishment of DIETs is based on the recommendations of

National Education Policy 1986.

District Institute of Education and Training, Hatta was established in Oct.1988 by

converting Junior Basic Training School which was set up on 01-01-1973. The sole

purpose of DIET is to conduct different kinds of trainings programmes to

improve the quality of basic education and create a desirable environment within

the district in regard to enroll more and more children of school going age and

pave the way for retention of those who are admitted in the school and to ensure

the high literacy percentage of male and female as whole.

DIET Hatta has an academic faculty of highly qualified teachers who

simultaneously work as Block Mentors too, especially to supervise the on going

different schemes of Basic Education and guide the teachers to implement the

scheme in an effective way through the seven departments as categorized below:


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The Education Commission (1964-66) had

observed that of all the factors that influences the

quality of education ....the quality; competence &

character of the teachers are undoubtedly the

most significance. But these in turn depends

substantially on the quality of training and other

support provided to them. Until adoption of NPE

this support in the area of Elementary Education

was being provided largely at National and State

level only by Institution like NCERT, NIEPA &

SCERTs. Likewise in the area of Adult Education,

this support was being provided by the Central

Directorate of Adult Education at the national

level and the State Resource Centers (SRCs) at

the state level. Below the state level there are

Elementary Teacher Education Institutions but

their activities were confined mostly to Pre-

Service teacher education. Thus their roles were

limited. There were larger problems like outdated

teaching practice & course of study.

By the time of adoption of NPE, Elementary and

Adult Education System were too vast to be

adequately supported by National and State level

agencies alone. Therefore NPE accordingly

. - , .

2. District Resource Unit.

3. Planning, Management and Innovation Coordination

Department.

4. Media and Educational Technology (ET) Department.

5. Work Experience Department.

6. Curriculum, Material Development and Evaluation

Department.

7. Methods and Evaluation Department.

8. Education for Equality Department.

9. Para-academic,Psychology Counseling and Guidance

Department.

10. Physical Education Department.

11. Art and Aesthetic Education Department.

As an apex body in the field of Basic Education at the district level DIET Hatta

has been assigned to fulfill the following objectives;

1. To make sincere efforts in regards to enroll the children of age group 6-14 those

who are identified through a special programme of SCHOOL CHALO ABHIYAN.

2. To increase minimum learning level and achievement level of the students as has

been instructed by the education department under D.P.E.P. & S.S.A. programmes.

3. To prepare master trainers / resource persons to guide and train the teachers who

are working in primary and upper primary schools.

4. To monitor the performance of different functionaries like B.R.C. / N.P.R.C. /

District Coordinators / A.B.S.A. to obtain a desired result.


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envisaged addition of third district level tier to

support the system in the shape of DIETs in every

district of the country. With the introduction of this

third layer of support system expectation would

be of wider quantitative and hopefully qualitative

coverage as DIETs would be closer to the field

and therefore more alive to the problems and

needs.

The mission of the DIETs is to provide academicnd resource support to the grass root level for theuccess of the various strategies and programmeeing undertaken in the areas of elementary &

Adult Education.

NG PROGRAMME SCHEDULE Need Assessment 2008-09

going training programmes which take place at DIET as well as BRC / NPRC level.

6. More emphasis to promote girls education through NPEGEL / Meena manch and

other adequate schemes of woman sensitization like Woman Motivators Group.

7. Sincere efforts are being made ensure maximum utility of T.L.M. (Teacher

Learning Material) with a view to have an effective teaching process in the school

education.

8. A careful watch in regard to access / retention / minimizing dropouts is being

kept at DIET level through its mentors.

ABOUT DIET DISTRICT CHAPTER

Facts

Date of Establishment : Oct.1988

Name of Institution District Institute of Education and

Training

Hatta

Location : Navodaya Ward, Damoh Road,

Hatta

Name of Courses : Diploma in Education (D.Ed.)

Intake / Seat Capacity : 50 Seats (Regular)

200 Seats (Correspondence)

Name of affiliating / examining body : Board of Secondary Education

Madhya Pradesh, Bhopal


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Teacher training 2008-09 is being planned on the basis of post test Analysis, Feed

back analysis and teacher profile. All the teachers will not be given training in all

subjects, it is according to their requirement and priority of subjects reflected in

the teacher profile

The training need assessment is carried out in DIET two Ways

(1) Teacher Evaluation-

(I) post test analysis and on the basis of teacher profile at DIET level

(II) out comes of action research studies of DIETs.

(III) By applying adapts tools.

(2) Learner Evaluation

(I) Sample analysis of 5th and 8th Board Exams answers

sheets.

Requirement of Training

The requirement of training of teachers has been ascertained by analyzing the

pre and post test of teachers taken during their training in the year 2007-08.The

results of the analysis is as follows.

In-service Teachers Training

Teacher is the key factor to facilitate the academic inputs in

School. Training of Teachers helps in making education experience qualitative

and bringing about an attitudinal change among Teachers. The vision for

Teachers Training is three fold;

INTRODUCTION

Pre-Service Teacher Education (PSTE) is the prime branch of DIET, which offers

a 2 year Diploma in Teacher Education (Elementary level) for post higher

secondary students of Madhya Pradesh with priority given to students of the

district.

This is a Two Year Elementary Teacher Education Programme preparingteachers for imparting education in Primary Classes.

At the end of the two year Programme the student teachers will be able to:-

a) Attract and retain in the school all school-age children from the school vicinity.

b) Be familiar with the socio-economic status of families in the neighborhood.

c) Adopt innovative and interesting techniques of teaching children from Standards I

to VIII.

d) Mobilize means and materials for academic facilitation of the children.

e) Develop appropriate basic personal and special skills in the pupils in each

standard.

The Government of Madhya Pradesh has made the curriculum for two years

D.Ed. course.

In the preparation of the curriculum, the suggestions offered by the National

Council for Teacher Education in its Curriculum Framework for Quality

Elementary Teacher Education have been appropriately incorporated.

The Curriculum aims at preparing professionally competent and committed

teachers. The main features of this curriculum are

a. Practicum oriented courses,

b. School based internship,

c. School community relationship,

d. Comprehensive / continuous / competency based

evaluation,

e. Development of skills necessary for transactional


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1- In Service Teachers Training

2-Induction Training for newly recruited teachers

3-Training of BRCs and CACs

5 days In-service teachers training will be held in summer

vacations for the teachers of the 10 urban schools taken up by DIET lecturers for

improving achievement level. These teachers will be trained on the spot in schools

for remaining target by the DIET lecturer in charge.

Primary school Teachers of rural and urban schools will be

given 5 days training during summer vacation at the block level. The First Phase

of training will be of 5 days wherein a pre test of all trainees will be held. This

training will focus on 'Children's language Improvement Programme' (CLIP).

During this training teachers will be trained for enhancement of children's

language skills especially dictation and reading along with 4 fundamentaloperations of Mathematics, viz., Addition, Subtraction, Multiplication and

Division. Thereafter 10 days training will be given to these teachers during

monthly meeting at cluster level during 10 months of academic session. The third

phase will include another 5 days of training at DIET during which teachers will

be trained from each primary school on roster basis. This will be done in such a

manner that at least one teacher remains in the school during this training. A post

test will be conducted during this training. Trainees successfully passing the post

test and presenting project work dissertation will be given reimbursement for the

expenses made on self study material and project work.

strategies,

f. Development of innovative thinking,

g. Practices in classroom instruction,

h. School management,

i. Development of commitment in student-teachers towards the learners, the

society, professional growth and basic human right.

The D.Ed. course is of two years duration and the total number of working days

in a year is 220 days which include compulsory Internship for 40 days and

examination.

The eligibility for admission to the course is a pass with at least 45% marks in the

Higher Secondary or any equivalent examination conforming to the norms set byNCTE / State Government, if, any.

Admission is made on the basis of the marks obtained by the candidate in the

qualifying examination.

The reservation of seats for SC/ST/OBC/Handicapped etc., will be followed as per

rules.

The student-teachers will take Government examination both the years.

In the first year there will be examination in following papers viz.

1. Role of the teacher and education in Developing Indian

Society.

2. Child Psychology

3. School Organization & Planning

4. Child Centered Education & Educational Technology

5. Hindi Teaching Methods

6. Mathematics Teaching Methods

At the end of second year there will be examination in following paper viz.


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The Upper Primary School Teachers will be given 7 day

training for science and mathematics at IASE/CTE (PGBT) level. This training

will be based on Active Learning Methodology.

No. of PS teachers No. of MS teachers

4052 1850

Teacher training 2008-09 is being planned on the basis of post test Analysis,

Feed back analysis and teacher profile. All the teachers will not be given

training in all subjects; it is according to their requirement and priority of

subjects reflected in the teacher profile. This training is imparted to 4052

primary and 1850 upper primary teachers as per instruction from RSK.

Activity based learning methodology will be adopted on pilot basis in 10 schools in

the district. Teachers from these schools will be trained on Activity Based

Learning. Training of these teachers will be done through exposure visit to

municipal corporation schools of Chennai in Tamilnadu.

Induction Training of New Teachers

Residential Induction Training will be given to newly recruited teachers of

Primary and Upper Primary level in the State. This will be a 20 days residential

training in 2 phases. First training will be immediately after the recruitment of

teachers. Remaining 10 days training will be given during the monthly meetings at

cluster level.

Induction Training planned for New teachers 2008-09

Type of Level Target Duration No. of Venue

1. Educational Psychology

2. Nutrition, Health & Physical Education

3. English (Second Language) and its teaching methods

4. Sanskrit (Third Language) and its teaching methods

5. Social Science and its teaching methods

6. Science and Environment Education and its teaching

methods

Besides external examination there will be internal examination in all the subjects

conducted by a visiting commission from other DIETs. After the assessment of

the performance of the student teachers, a consolidated mark statement will be

submitted to the Board of Examinations, which will be entered in the markstatement.

Internship for 40 periods in a year comprising 40 periods observation and 40

periods teaching practice is mandatory for completing the course; the I year

students will take up internship in primary class and the II year students in upper

primary classes; senior teachers in the schools will be the guide teachers.

Some Government Primary / Middle Schools have been identified for this

purpose.

The DIET has adequate infrastructure as well as instructional facilities besides

qualified and experienced teaching faculty. The infrastructure includes

classrooms, laboratory, library, playground with games facilities.

All curricular / extra curricular activities keep the DIET faculty as well as the

student Teachers busy; the sports day, the field trip, literary association activities,

national environmental awareness campaign sponsored by Government of

Madhya Pradesh, celebration of all national festivals including Teachers Day are

some of them.


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training Programme

Induction SS-II

& SS-3

511 30 Days 2 DIET

98 SSII and 413 SSIII new appointed teachers will be given 30 days training

scheduled at DIET Hatta

Training of BRCs and CACs

The BRCs along with 3 Resource Persons from each block will be given 7 days

training at at IASE/CTE (PGBT) level. The CACs will be given 7 days training

at at DIET level. The CACs will also be given 10 days training during monthly

meetings at DIET.

Proposed evaluation plan activities for 2008-09 of the district

S.No. Activity Responsibility

1 To develop question papers and material by

teachers at school level for class- 1 to 8 exam

except annual exam of class 5 & 8.

School

2 To develop question papers by DIET through

workshop.

DIET

3 To make available question papers and

answer books for class- 5th and 8th annual

exam and ensure availability to schools.

ZSK

4 To make available blue print, model questionpapers question banks and progress cards to

schools.

ZSK

5 Analysis of quarterly results and answer

books with respect to quality parameters

JSK, BRC

and DIET

Educational psychology is an application of the principles of psychology for

effective learning and modification of behavior on desirable dimensions.

Knowledge of educational psychology makes a teacher effective in motivating the

pupils in their learning. In short it is an inseparable part of strategy in education.

List of Competencies

After undergoing the course, the student teacher

1. Explains psychology and its relationship with Education.

2. Classifies different branches of psychology and explains

their significance.

3. Explains the importance of heredity and environment and

its influences in educational process.

4. Explains the growth and human beings and their behavior.

5. Explains the different aspects of the development of the

child.

6. Describes the individual differences and adjustment and its implication in

learning.

7. Explains the primary needs of the children.

8. Explains the secondary needs of the children.

9. Explains the concept of socialization.

10. Explains the theories of learning and the factors influencing

learning.

11. Explains the different types of learning.

12. Describes the effects of different methods used for learning

process.

13. Understands the concept of motivation and the steps to be

taken to motivate the children.


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6 Non cognitive activities-

Games & sports, Scout and guides, Yoga,

Mogli utsav, drawing and painting, etc.

JSK/ Block/

district/ state

level

7 Remedial teaching classes ZSK/DIET

Madarsa Teacher training

As per norms of SSA 2 teachers from each madarsa ie t total 70 teachers have

ven 20 days training with view of modernization of madarsa .In 2008-09 ,70

from madarsa will be trained.

Special programmes for enhancing competencies in language and

mathematics

Specific programmes will be conducted to enhance competencies in basic

reading writing and comprehension skills in primary classes through reading

writing campaign.

Special programmes will be taken up to enhance basic competencies in

15. Develops skill of observation, listening, responding and

understanding.

16. Describes memory, remembering and forgetting and identifies conditions of good

memory.

17. Explains thinking process and its uses-perception, conception, apperception for

different ages.

18. Explains the role of creativity and its development.

19. Explains the meaning of intelligence and understands the changing concept of

intelligence.

20. Enhances personality development of pupils.

21. Describes the mental hygiene and mental health.

22. Understands exceptional children and their significance.

23. Practices guidance and counseling for school pupils.

EDUCATIONAL TECHNOLOGY

Senses are the gateways to acquire knowledge Educational Technology gives

training in learning through senses. It gives opportunity to learn joyfully. It can

bring the whole world into the classroom. It helps the trainees to have a first hand

experience on newly evolved teaching aids and equipments. Hence a good

exposure in Educational Technology is the need of the day for the Students of the

Diploma Course in Teacher Education.

Objectives

The Aim of Education is the knowledge not of facts but of values.

In the heart of dedicated professionals is the belief that the primary goal of educatiostudent achievement. The objective of education is to turn the eyes, which the already possesses, to light. The whole function of education is not to put knowledgthe soul but to bring out the best things that are latent in the soul.

What strategies would bring about greatest student achievement and improved outto maximize student learning and to implement collaborative experimental student-c

A focused approach on this shifting paradigm from teaching to learning and making

Functional

Madarsa

Target

for

2007-08

Achievement

Teachers

training in

2007-08

Proposed

Teachers

training in

2008-09

35 70 00 70


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mathematics in the early primary classes. Focus will be on class 1 to class 3 so as

to inculcate fundamental competency in children.

Special programmes will also be taken up to enhance competencies in

Mathematics and Science in the upper primary level from class 6 to 8.

Once the competency in fundamental basics of the subject and languages

are achieved it will be of much help to students in learning process and this will

help in improving the achievement level of the students.

238093 students of primary and 108368 students of upper primary schools

are covered under the learning enhancement Programme that means the

Programme will be conducted in all 1421 primary and 520 upper primary

schools of the district.

TLM are the actual instrument that help is curriculum transaction in the

classes and the child. It includes textbooks, workbook, teacher guide teaching

aids (concrete material) supplementary reading material etc. Out of the above

mentioned material it has been observed that the textbooks is the main or some

time only tool which is available with the teacher and is used for teaching

learning.

The TLM available in the schools

1. Block board

2. Textbooks-cum-workbook

3. Teachers guide

4. Supplementary reading material

that without change something sleeps inside us and seldom awakens.

To Provide high level of education and knowledge to students.

To Provide information of new and upcoming technologies to the student

To Encourage students for research and development.

To Provide career guidance through eminent personalities from academics

and industries.

To Organize seminars, guest lectures, industrial training for the student.

To develop personality and inculcate practical knowledge among students


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These are already available in schools hence district will develop its own need

based TLM and train the Jan Shikshak. So that Jan Shikshak are equipped to

give academic support to teachers of the school under their jurisdiction. This

year we emphasis will be on low cost no cost material development specifically

for upper primary classes. The TLM will be developed on hard spots

identified through results, classroom observation and feedback etc. TLM

handbooks have been developed for all subjects and given to schools for

development and effective use of TLM. This will be closely monitored during

2007-08.Question banks have been developed for all classes and all subjects

and given to teachers. This will enable them in framing competency based

questions for use during teaching and also tests. This will be ensured and

closely monitored during 2007-08.

in the process of learning enhancement Programme the role of teachers is

very important because they are the one who directly interacts with children.

Apart from teachers time to time monitoring and instructions by CRCs,

BRCs, DIET officials will play important role in the implementation of the

Programme.

To evaluate the outcomes and interventions of the Programme the faculty

from DIET and PGBT officials will be deputed who will guide and instruct for

the proper implementation of the Programme.

To improve the quality of classroom process so as to meet the aim of quality

education to all following steps will be taken -

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