DIETs FOR RESTRUCTURING THE ACADEMIC EDIFICE: A STRUCTURAL ANALYSIS

Transcription

1 11 DIETs FOR RESTRUCTURING THE ACADEMIC EDIFICE: A STRUCTURAL ANALYSIS 4.1 Introduction National Policy on Education (NPE) 1986 envisioned a dynamic change in the field of education particularly in the primary sector. The vision emerged out of the lower level of educational achievement throughout the country at all the educational sectors. The proposals and reforms in the field of education concentrated mostly on higher education sector since independence till the emergence of NEP, The implication of the changed pedagogy of school education, in its varied perspectives, is indeed put for intellectual reflection. Today school education is undergoing a transition from teacher centered to learner centered. The child pedagogy and issue based curriculum, which is in the process of implementation in school education is expected to reduce the limitations of the existing system. The critical pedagogy would de-power minds explosives of knowledge-domination and engineered culture. It should empower learners with critical thinking, democratic philosophy, individual experience, mired interpretations and ability to recognize and resist propaganda. It is imparted along with discourse analysis that evidently explores the ways in which texts are interrelated and places specific emphasis upon the interaction between the reader and the writer. A multi dimensional analysis of the text is invited at present in the

2 11 classrooms. The emergence of plurality of meaning would de link the knowledge-power duo. Meaningful academic planning done in participative manner based on bottom-up approach proves to be the crux of successful implementation of the curriculum. The need for powerful teachers is evident in this concrete academic context. (DIET Guide line 1989) Academics generate and analyze theory while educators conduct the practice of schooling. This splintering of the field has created serious problems for both groups: the views, needs and beliefs of practicing educators are not always given serious attention while academics generate educational theories. Any innovation in school education should precede a similar one in teacher education. The SSA and the SCERT arrange inservice training programmes to equip the teachers in tune with the new pedagogy launched. But the gap between the curriculum followed at present for teacher education and the school curriculum are not sufficiently bridged by these efforts. It is mainly because of these factors that the Kerala Development Report (Central Planning Commission, 2008) makes the following comment regarding the present teacher education and training programmes: Under the DPEP and now under SSA, teachers in the

3 11 elementary classes get in-service training periodically. But the teachers in the secondary and higher secondary classes do not have much opportunity for in-service training. There is need for coordination of the activities of SCERT and the DIETs in the state to extend training to these sections of the teachers also. Many new self financing training colleges and institutions of education have come up in recent years. The colleges of Education are affiliated to different universities in the state. Streamlining of the activities of these colleges will lead to a standardized educational and training programme suitable to the collective interests of the state. (Govinda 1998) 4.2 DIET- Origin and Development The Human Resource Development department identified the possibility for nurturing human potential for national re construction. National prosperity depended on the efficiency of human potentials. Human potentials are planned to be manipulated in tune with the fast developing technology through scientific mode of educational endeavor. Hence HRD concentrated on Human Empowerment through Proper Planning from the grass-root level. The negligence of plan makers on education since independence stagnated the developmental sectors. First Five Year Plan caused for

4 11 discontent and dissatisfaction among the lower classes which are the majority of population. The 1986 policy viewed for apprehending the basic needs of the village folks and channelises human brilliance to creative and productive sector through developmental strategies. HRD envisioned several welfare measures in the re-structuring of general education scenario. The major problem identified for the deterioration in the level of achievement is focused on unscientific methods of educational planning. One of the major causes identified in this regard was the existing curriculums which do not touch the contemporary needs. The lengthy nature of curriculum and the unsuitable transactional mode drew back the mental attitude of the learners engaged in the curriculum and that of the community. The mechanical processing of curriculum transaction caused for dissatisfaction among the learning folk. The stereo-typed or the conventional type of teaching strategies discarded the learner by suppressing the democratic principle in the classroom. It is in this context that the NPE came out with the large number of proposals including a core curriculum and participatory training strategies. The innumerable number of teachers through out the country desired new strategies of teaching and in-depth information on the teaching content and of audio visual materials. The centralized system of training neglected the

5 11 opportunity for majority of the teachers to attend the training.there emerged a need to decentralize the training by taking district as a desirable unit.(ncte 2000) Thus the NPE proposed the Operation Black Board (OBB) Scheme, Massive Orientation for teachers, up gradation of training strategies etc. DIET as a means for co-ordinating, Planning, Training and Monitoring began to emerge at different parts of the country in a phased manner. In Kerala this institutions started in 1989 and completed its establishment in 14 districts by Establishment of DIETs in Kerala was mooted through a nodal office started in 1987 at State Institute of Education,(SIE) Thiruvananthapuram under a Research officer. The plan proposals were prepared and submitted to Ministry for Human Resource Development (MHRD) by setting the areas bound to the directions of the MHRD norms Table 4.1 DIETs and its year of establishment

6 11. District Year of establishment Thiruvananthapuram 1992 Kollam 1992 Alappuzha 1992 Pathanamthitta 1991 Kottayam 1992 Idukki 1992 Eranakulam 1992 Trissur 1989 Palakkadu 1991 Malappuram 1991 Kozhikkodu 1992 Wayanadu 1989 Kannur 1992 Kasargodu 1989 Source: Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram (1992)

7 The Origin and Development Of DIETs In Kerala DIETs in Kerala started in 1989 in three districts-wynad, Kasargodu, and Trissur. In 1991 three more DIETs came in to existence at Malappuram, Pathanamthitta and Palaghat and in 1992 the remaining seven DIETs were established 4.4. Goals of DIETs The following goals aspirated through the establishment of DIETs: (1) Provide leadership in innovative pre-service primary teacher Training (2) Contribute to the development of quality learning materials for Primary education. (3) Carry out innovations for improving the functioning of primary schools. (4) Conduct in-service training programmes to primary school teachers. (5) Carry out field base empirical studies to improve the primary schools. (6) Train functionaries in NFE and adult education. (7) Provide support to district authorities in planning and achieving the goals of universalisation of Elementary Education (UEE) The guideline proposes adequate functional autonomy in -academic, administrative and financial areas Structure of DIETs

8 12 In order to facilitate suitable structure to implement the innovative concept of DIET, seven academic branches have been suggested. 1. Pre Service Teacher Education (PSTE) 2. Planning and Management (P&M) 3 In Service programmes, Field interaction Innovation and Coordination (IFIC) 4. Work Experience (WE) 5. District Resource Unit (DRU) 6. Education Technology (ET) 7. Curriculum Material Development and Evaluation (CMDE) All the above academic areas have faculty appointed to look after the concerned functions. Following table shows the pattern of employees deployed for a DIET as per the MHRD Guidelines Table 4.2 Pattern of employees deployed for a DIET as per the MHRD Guidelines S. No Branch Sr.Lectu rer Lecture r Special Categories Class -IV Tot al 1 PSTE Lab Asst 10 2 WE WE Teacher 3 3 DRU Steno 7 4 IFIC Clerk 3 5 CMDE ET Teacher 3 7 P&M Statistician 3 8 Library 1-Librarian 1-Clerk 2

9 12 9 AdmnSection 1-Superintendent 1-Accountant Clerks 10 Principal 1 1 Total Source:Government of India. MHRD Guide line (1989) Table 4.3 indicates the pattern of employees functioning now in a DIET of Kerala. S.No Branch Sr. Lecturer Lecturer Special Categories Class Total IV 1 PSTE WE DRU IFIC CMDE ET P&M Library 1-Librarian 1 9 Admn Section 1-Superintendent 4-Clerks Principal 1 1 Total Source: Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram (1989)

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11 Functions of DIET Major functions of DIETs are pre-service teacher education at primary level, in-service education to primary teachers and non-formal and adult education functionaries, resource support to primary schools and adult education centers and action research in the area of Primary Education and Adult Education Major Functions of Academic Branches The programmes and activities of different branches in the context of the mission of DIET have wider innovative base, marking significant departure from the existing practices.(diet Guide line 1986) Pre- service Teacher Education (PSTE) Branch DIET will organize two year teacher training programmes with an intake of 40 students in a year. The minimum academic qualification for admission is higher secondary schooling. The curriculum followed in DIETs shall be that of NCTE in due course of time. Selection to the PSTE candidates are made by the education department observing the norms of reservation of Public Service Commission (PSC) Planning and Management (P&M) Branch Planning and management faculty plays an important role in the functioning of DIET. This unit will maintain an appropriate database for

12 12 the district regarding Universalisation of Elementary Education (UEE) and National Literacy Mission (NLM).In this regard some studies on enrolment, retention, regularity of attendance including SC/ST children are conducted for framing policies. It also provides technical assistance in the areas of school mapping, Micro-planning for specific areas, school complexes and instructional objectives etc. Besides this, it acts as a nodal branch to select all programmes of community involvement in basic education particularly District Board of Education / Village Education Committee (DBE)(VEC) & Community leaders etc. DIET experience their experiments in teachers training, class room innovations and material preparation at the pre service training camps In-service programmes Field interaction and Innovation Coordination (IFIC) Branch Continuous in service education of teachers is necessary to keep them alert of the changes taking place in their professional environment and to develop their skills and attitudes in the light of their changing role. Latest approaches and methodologies should be followed in the training. This branch provides up-to-date information that caused for pedagogic transformation, shift in paradigm and activities related to evaluation to practicing teachers. The faculty should interact with field realities to identify problems and to prescribe solutions. Information about worthwhile

13 12 experiences, innovations etc. should be obtained. Action research and research works needs to be conducted to tackle the specific problems. These field experiences should be used in different in service education programmes Work Experience (WE) Branch This branch identifies locally relevant areas related to work experience. The curricular materials, low-cost teaching aids and evaluation tools/ techniques etc. will be developed by this unit. It will also help educational authorities to plan and implement work experience in the district effectively in all the schools and AE/NFE centers District Resource Unit (DRU) Branch This branch assists educational authorities in planning and coordinating training programmes for Adult and Non-formal Education personnel throughout the district and to provide necessary support in organising such programmes. The instructional and training material relating to adult and non-formal education will be developed by the respective units based on local needs. The necessary evaluation technique and tools will also be prepared for judging the effectiveness of the programmes Educational Technology (ET) Branch

14 12 Faculty of Educational technology plays a vital role in effective teaching and learning. This department will prepare low cost teaching aids like charts, diagrams, models, photographs, slides, audiotapes etc. for elementary and non- formal education and provide training to teachers in the use of technology in teaching Curriculum Material Development and Evaluation (CMDE) Branch Curriculum for elementary Teacher Education, Adult Education and Non-Formal Education needs to be developed according to local environment and circumstances. The curriculum developed at the district level should include topics like local geography, folklore, legends, customs, forests, Flora and fauna, fair and festivals, demography, geology, minerals, agriculture, Industry, communities and tribes etc. This branch may focus on development of techniques and tools like test, question banks, rating scales, and observation schedules, diagnostic testing for continuous and summative evaluation EDUCATIOANAL PROFILE OF KERALA AND THE SAMPLE DISTRICTS State of Kerala,the southwest tip in the peninsular India, came in to existance on the Ist of November The State Re-organisation Commettiee included some parts of Karnataka to form the district of Kasargodu by excluding some areas of Nanchinadu to Tamilnadu on

15 12 Lingustic basis while the state unification. There are 14 districts in the state streching a sea cost of 746 Kms endowed with palm trees, backwaters and greenaries covering sevaral rivers and streams,diverce flora and funa and with divergent culture.the state has an elaborate history of educational development. Even before the emergence of the Europians, the state experienced educational programmes in an elobarate and uniqe manner. The system of Gurukula which were known as Patasalas had played a distingushed role in making the state literete and placing formost among Indian states in the Educational map.the contributions of Christian missioneries and the vision of constantly changed democratic governments expanded the educational facilities to the level of a symbolic representation among the Indian states.the benevolent attitude of the rulers of the Pricely states never discoureged educational rights even to the lowest of the society. Kerala is the first among the Indian States in achieving Universal Elementary Education. The constitutional commitment of educational establishment of schools, colleges, vocational institutions and other specialised educational institutions are well in advance.no district in the state is left with inaccesible to learning centers. Even the remotest of the villages are blessed with educational institutions- Multi Grade Learning Centers (MGLC). The severly bed ridden children are provided with

16 12 Resourse Teachers for Home tuition through Alternate schooling systems.the following table shows the section wise details of the number of schools and Teachers in the State since Independence

17 13 Table 4.4 section wise details of teachers ( ) Source: Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram Number of Teachers( ) Year High School Section UP Section LP Section Grand Total Male Female Total Male Female Total Male Female Total Male Female Total ! Table 4.5 Sectionwise details of the number of schools ( )

18 13 Number of Schools( ) Year High School UP Schools LP Schools Grand Gov t Gov t Aided Unaided Total Gov t Aided Unaided Total Aided Unaided Total Total 162! Source: Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram. Following table (4.6)shows the details of the different types of educational institutions in Kerala.( ) Type of schools Govt Aided Un Auded Total Higher Secondery(HSS) VocationalHigher Secondery (VHSS) High School (HS) Upper Primary (UP) Lower Primary (LP)

19 13 School for the Handicaped Anglo Indian schools Teacher Training Institute (TTI) Source: Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram Table 4.7 Number of Teachers ( ) Section Govt Aided Un aided Total HS UP LP Total Source: Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram The geographical features of the State are of three type Low Land, Middle Land and High Land.The High land is blessed with dense forest where Tribel settlements are commonly found. Whereas in the Lowland the fisherman community occupy their settlement. Both were the areas of educational backwdness during the period of the state formation.the conditions have changed and there is no demarcation between these three areas as far as the educational expansion is concerned. The rural urban conglomoration in the state is very megre because facilities available at both these areas are more or less equal.

20 13 Table 4.8 Total number of schools in the sample district District Level of schools Type of schools Govt Aided Unaided Total HS TSR PGT KLM UP LP HS UP LP HS UP LP HS 1011 Total UP LP TOTAL Source: Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram

21 Educational profile of sample Districts Thrissur Thrissur district represents the middle zone of the state. The district is popular for its cultural heritage through the immemmorable Pooram and festivals. The unique Kerala Art Form Keralanadanam and the classical dance form Kathakali are indebted to the district. The renound literary genious Ullor S.Parameswara Ayyar owe to the district and the Sculpture and the mural paintings of Vadakkumnatha Temple sourrounded by the famous Thekkumkadu Maidanam made the district to name as cultural district of Kerala. The district is situated at the middle part of the state by sharing its boundaries with Eranakulam at south Palakkadu at East and Malappuram at north The eastern part of the district is blessed with coastal areas.

22 13 Table 4.9. Details of schools in the district(trissur) LP UP HS Edn-Sub G A UA T G A U A T G A UA T 1 Chalakudy Irijalakuda Kodungallur Mala Irijalakuda( DEO) Cherpu Trissur East Trissur west Trissur(DEO) Chavakkadu Kummamkulam Mullaserry Valappade Vadakkumchery Chavakkadu(DEO) Trissur (R) Source : Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram Table 4.10 Details of Teacher Population Source : Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram LP UP HS

23 13 Table 4.11 Details of samples of teachers from Trissur Educational Dist Sub District No of Teachers LPS UPS HS Total Irijalakuda Chalakudy Irijalakuda Kodungallur Mala Trissur Cherpu Trissur East Trissur west Chavakkadu Chavakkadu Kummamkulam Mullaserry Valappade Vadakkumchery Total Source: Field data Palakkadu Palakkadu,the district that situated at the northeast part of the state,is generally carries a loan culture from the Tamil nadu. The entire eastern part is bounded by the hills of westernghats of India and shares the boundaries with Tamilnadu. The Silent Valley, ever green forest and the Attapady hill stations differs from the life of other part of the district.the southwest and the western part of the district is shared with Trissur and Malappuram. Palakkadu is one of the districts in the state that do not have coastel region.the district was a part of the Madras Residency before the unification of the state. Hence the educational development taken place at Travancore Cochin and Malabar State were not enjoyed by the district.yet it has its own

24 13 educational background to cope with the other parts of the state. After the reunification of the state in 1956,this part of the Madras Residency was also progressed with the newly emerged district in the state Table 4.12.details of Schools in the district of Palakkadu LP UP HS Edn-Sub Govt A UA T G A UA T G A UA T 1 Alathur Chittur Kollamkodu Mannarkadu Palakkadu Parali Kuzhalmandam Palakkadu(DEO) Cherpulassery Ottapalam Pattambi Shornur Trithala Ottapalam(DEO) Palakkadu (Revennu) Source :Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram LP-Lower Primary UP- Upper Primary HS High School G - Government School A Aided School UA Un Aided School Table 4.13 Details of Teacher Population- Palakkadu LP UP HS Source :Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram

25 13 Table 4.14 Details of sample of teachers from Palakkadu Educational Dist Sub District No of Teachers LPS UPS HS Total Palakkadu Alathur Parali Chittur Palakkadu Kollamcodu Kuzhalmantham Mannarkadu Ottapalam Ottapalam Pattambi Shornur Trithala Cherpalassery Total Source :Field data Kollam Kollam district is situated at the southern zone of the state. The district shares its bounderies with Thiruvanathapuram in the south Pathanamthitta in the east and Alappuzha in the north east. The district also shares its boundery with Tamilnadu at Thenmala and so the influence of Tamil language, culture and life are predominent in some of the areas of the

26 13 district. The western part is totally covered by Arabian sea and the district has an Anglo Indian Village at Thankasery with a rich and varied western culture still in practice. Table 4.15 Details of schools in the district. Educatioan- Sub dist LP UP HS G A UA T G A UA T G A U A 1 Chavara Chathanur Karunagapally Kundara T 5 Kollam Kollam DEO (Total) Kottarakara Kulakkada Sasthamcotta Veliyam Kottarakara DEO(T) Chadayamang alam 11 Anchal Punalur Punalur DEO(Total) Kollam Revennue Source: Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram. There are three Educational District in the Revenue District Kollam, Kottarakara and Punalur. The 12 Educational sub district in the district are

27 14 chadayamangalam, Anchal, Punalur, Kulakkada, Sasthamcotta, Chavara, Karunagapally, Kollam, Chathanur, Veliyam, Kundara,and Kottarakara. Table 4.16 Details of teacher population in Kollam district LP UP HS Source :Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram Table 4.17 Details of sample of teachers from Kollam. No of Teachers Educational Dist Sub District LPS UPS HS Total Kollam Kollam Kundara Karunagapally Chavara Chathanur Kottarakara Kottarakara Kulakkada Veliyam Sasthamcotta Punalur Chadayamangalam Punalur Anchal Total Source : Field data

28 14 An institution which established for a radical social change do have wider in the educational and cultural sector.diets an institution for teacher empowerment and thereby building up of learner capasity has been visioned in a wider perspective every where that seek reformation.but the establishment of such an institution could not enter into the hearts of the educational reformers.the determination,the blackspot and the uncertinities in this field are to spoted out in a war footing and a rewamping is expected for HRD through DIETs