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Report of the Joint Review Mission on the Centrally Sponsored Scheme of Teacher Education [Csste]

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Report of the Joint Review Mission on the Centrally Sponsored Scheme of Teacher Education [Csste] REPORT OF THE JOINT REVIEW MISSION ON THE CENTRALLY SPONSORED SCHEME OF TEACHER EDUCATION [CSSTE] AUGUST 17 - 24, 2016 INDEX OF CONTENTS TITLE Page Numbers 1. Mandate Communicated to the Mission Members…………………….…………… 1 2. Executive Summary..…………………………………………………………………. 2 3. Methodology of Review Adopted………………………………………………….…. 3 4. Field Level Formations in Place for the Implementation of the CSSTE-DIET/BTC…………………………………………………………………… 3 5. Colleges of Teacher Education, Institutes of Advanced Studies in Education……. 5 6. State Councils of Educational Research and Training…………………………...… 7 7. Financial Releases for the Years 2014-15, 2015-16 & 2016-17…………………...… 9 8. Areas of Concern and Need for Attention………………………………………..….. 10 9. Aspects for Appreciation and Adoption…………………………………………..…. 12 10. Recommendations………………………………………………………………..……. 14 11. List of JRM Members….…………………………………………………………..….. 15 12. State Reports 12.1 Assam…………………………………………………………………….…… 12.2 Chhattisgarh………………………………………………………………….. 12.3 Jharkhand………………………………………………………….…………. 12.4 Madhya Pradesh……………………………………………………………… 12.5 Uttar Pradesh……………………………………………………………….... Abbreviations : ABL - Activity Based Learning BTC - Basic Training College CSSTE - Centrally Sponsored Scheme on Teacher Education CTE - College of Teacher Education DIET - District Institute of Education and Training FY - Financial Year GoI - Government of India Govt. - Government IASE - Institute of Advanced Studies in Education ICT - Information Communication Technology JRM - Joint Review Mission NCF - National Curriculum Framework NCTE - National Council of T NGO - Non Government Organization RTE - Right to Education SCERT - State Council of Educational Research and Training TE - Teacher Education TEI - Teacher Education Institution TLM - Teaching Learning Materials UC - Utilization Certificate Report of the Joint Review Mission on the Centrally Sponsored Scheme on Teacher Education [CSSTE] (August 17 - 24, 2016) 1: MANDATE COMMUNICATED TO THE MISSION MEMBERS The mandate of the Joint Review Mission 2016 takes initial appointment letter issued by the Joint Secretary to his letter dated 22.07.2016. In Annexure I of the letter, page no. 2 lays down the requirements of the Government of India to the Members of the JRM. Accordingly, the members conversed at Delhi on 17.8.2016 to consider the work plan they would be adopting in the course of their field visit to the 5 designated states of Assam, Chhattisgarh, Jharkhand, Madhya Pradesh and Uttar Pradesh. It was unanimously agreed that the teams would ensure the information required as laid down in the terms of reference of the JRM of the Teacher Education. The terms of reference had laid down that the mission will carry out the comprehensive review of information received regarding. a) Annual work plan and budget approvals and fund releases to the States/UTs for FY Existing/Current; b) Progress on process and performance indicators included in the Guidelines; c) FM Rs (Previous Year) and GoI budget allocations for Teacher Education Scheme for FY Existing/Current; d) Progress made on utilization of funds at the institutional level. e) Progress against sanctioned annual work plans f) Quality of the curriculum (of the pre-service programmes) and modules (of the in- service training); g) Processes set up to ensure effective and timely utilization along with the compliances needed; h) Quality of resource material used by teacher trainees and teacher educators; i) Mechanism for networking and mutual learning between Teacher Education Institutions; j) Avenues for Capacity Building, On-site Support and Professional Development of teacher educators; k) Review action taken report on recommendations of JRM. The guiding principles adopted was to review the status of progress in the overall implementation of the teacher education scheme and also to complement the many and intersecting dimensions related to programme planning, implementation, monitoring and evaluation, with respect to each of the programmatic implementation items under the scheme. Also, members of the mission were alert to the other issues of relevance to teacher education like curriculum, convergence and cadre management of teacher educators. 1 2: EXECUTIVE SUMMARY The CSSTE was approved in 12th plan as an improvement over the teacher education process evolved by the GoI in 1987. The review of the implementation of the Scheme in the States of Assam, Chhattisgarh, Jharkhand, Madhya Pradesh and Uttar Pradesh only has been carried out. The current JRM has approached the review to cover field level functional operations. To assess the effectiveness at the cutting edge of the scheme. The JRM then has tried to see if the support to this cutting edge by district and regional level institutions that support systematic training of untrained in-service teachers is adequate and also to gauge if the support and expansion of horizons among trained and practicing school level teachers, is adequate or not. The JRM has also examined the support available from the University Departments of the Education, wherever they exist, and have observed that if it were possible to start such departments in the universities, where they do not. The JRM has also examined the role and support extended by the SCERTs to marshal the programme and to create indicators of rapid or languid progress, considering the bulk of the GoI’s assistance goes to the SCERTs for the Non-recurring and Recurring costs. The JRM notes that use of funds depends on the dynamism of the person leading the SCERT. The JRM looked at the development of curriculum for TE and the research carried out at different levels and feels this is an area that can improve significantly. The NCTE is found to have a rather poor appreciation by the institutions that have to interact with that agency. The JRM has held wrap up meetings with the State Govt., at times represented by the highest levels such as the Additional Secretary to the Govt. and sometimes with a relatively lower level functionary of a Director in the Department of Education. The JRM has also tried to assess the extent of the use of ICT by the respective State Govts. The individual State reports detail the status of the need for improvement or suggested aspects for adoption due to their novel and innovative content. The JRM feels that considering the significant absence of adequate means at the field level for translating the Govt. of India’s intent to rejuvenate and rebuild the teaching cadres, it would be essential to develop support systems that are needed at the field level. 2 The JRM has noted that there is all round dissatisfaction in the financial management of the CSSTE that would need to be addressed with a will to encourage improving the quality of teachers in the states that have been reviewed. This will help GoI realise the intention and also make the states feel that an important aspect of educational administration is not hamstrung by complex financial processes and responsibility overburdens. 3: METHODOLOGY OF REVIEW ADOPTED Methodology adopted by the JRM: The JRM has based its entire Review Mission as the given mandate of the GoI. The requirements have been kept in focus and the gathering of facts after observation and followed by inquiry. Field visits were under taken to see what is happening on the ground. Where something was not quite clear, concerned people in-charge were asked to explain. The received information was then cross-checked with concerned groups, to obtain a better understanding. There was a distinct message conveyed that the exercise of the Review was neither an inspection nor an audit. However, the state level functionaries endeavoured to show compliance with GoI’s stipulations. 4: FIELD LEVEL FORMATION IN PLACE FOR THE IMPLEMENTATION OF THE CSSTE – DIET/BTC The DIETs and/or the BTCs have grown over time and the CSSTE can claim credit for having created a teachers’ focal centre at the District level. In the States visited and the DIETs seen, the buildings are in condition ranging from good to in-need-for improvements. In the State of Assam, out of 34 districts only 23 districts have DIETs. All the 23 DIETs are in functional stage. Out of these 23 DIETs 18 DIETs are conducting D.El.Ed. Course since 2012. The total NCTE recognized intake capacity of DIETs is 1120. The DIETs, Lakhimpur and Goalpara run B.Ed. course with an intake capacity of 50 each. The DIET, Kamrup has also been recognized to start 2 year B.Ed. course with an intake capacity of 50. The remaining DIETs have also initiated actions for getting recognition to start B.Ed. course from NCTE. The DIETs also conduct D.El.Ed. Course through Open and Distance and Learning mode under Krishna Kanta Handique State Open University (KKHSOU) as Study Centres. The problem of untrained teachers in the districts is addressed through giving short-term in service teacher training on school subjects. In the State Assam, it is seen that the Basic training centres, Normal schools and DIETs are functioning parallel running the D.El.Ed. Course. The four DIETs visited in the State Assam function in sound buildings with good infra structure and facilities. They have well equipped library with more than 5000 books and 2 to 3 educational journals, Mazagines etc. They have their own web site and are familiar with the MOOC and other on line resources which are used. Sufficient classrooms to run the existing D.El.Ed. Course is found. But more class rooms and infra structure in terms of laboratories – subjectwise and expansion of ICT
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