ANNUAL WORK PLAN 2012-13

AWP & B, 2012-13 OF DIET, NALBARI PREPARED ON THE BASIS OF PERSPECTIVE PLAN

(2012-17)

ANNUAL WORK PLAN, 2012 – 13

OF DIET, NALBARI.

Contents

Chapter

Page

1.

Brief note on Nalbari district

→→

and educational profile

→→

2-15

2.

Current Staff & Plan

→→

16-17

3.

Civil Works

→→

18-26

4.

AWP (2012-13)

→→

27-29

4.1 Key activities

→→

29-30

4.2 Strengthening Teacher

edn. in district

→→

30-32

4.3 Resource center

→→

32-34

4.4 Supervision & support

→→

35-36

4.5 Finance

→→

37-38

4.6 Systemic linkage

→→

38

6.

List of activities for 2012-13

→→

39-40

7. Process & performance indicators

→→

41-42

8. Function wise planning formats

→→

43-44

9.Resource center & documentation

→→

45

10

Programme conducted for faculty of DIET

→→

48-53

11Technology in teacher education

→→

54-56

12

Innovation

→→

57

13

Content & Materials

→→

58

14

On-site support of Teacher

→→

59

15

Research and Development

→→

60-65

16

Staff Plan

→→

65

17

Budget & Finance

→→

66

18

Claim for Recurring Assistance

→→

67

– 1 –

The District (Nalbari) Scenario::

The Historical background of the Nalbari District is well known to the people all over the States. Nalbari it has developed into a multi- lingual settlement ideal for administration, educational and ecclesiastical expansion. In this brief paper , I have tried to identify firstly the process of urbanization that took place over the last hundred years, which gave the town a cosmopolitan outlook. Secondly, I have mapped out a brief sketch of the town of Nalbari, with various social groups whose languages play an important role in the lives of the town. Thirdly I have found that urban ethnic groups have their distinct settlements in different parts of the town, which adds to the mosaic of this social fabric. At the end of this paper reports on the ethnic and linguistic complexity of this town, which gives in a dist character. Urbanization refers to the movement of population that resides in urban areas, and the resulting increase in population from rural areas. Urbanization means the movement of people from village to town and the effect of this movement upon the migrants and their families and upon their fellowmen in the villages. Urbanization may be defined, as a process of concentration of non-agricultural occupations and land uses around a single nucleus or multiple nuclei.

The settlements thus, emerging create a distinctive physical and social environment different from the adjourning regions. It provides contrasts in terms of occupations, socio-economic value systems, way of life, degrees of social-economic awakening and level of social and economic interaction. The study of the processes of urbanization and urban growth thus, is primarily concerned with the recognition and analysis of the basis economic and sociological factors that are responsible for the physical growth of settlement to an urban centre. The dynamics of urbanization, however, is complex one. The natural increase of existing urban population add to total number of people on one hand and the people from adjoining regions tend to concrete to already crowded clusters , on the other hand, the concentration of population in such clusters is guided both by push factors in the adjoining regions and pull factors operating in the urban centers. Thus, urbanization refers to the movement of people from the rural areas leading to the process of change in values, attitudes and styles of those people, who migrate to cities and towns from villages.

Ethnic composition:

Nalbari is a district where different religious people mainly Hindus, Muslim, Christians, Jains and Animistic ( tribal religion) . The different ethnic groups have been practicing their own religious activities peacefully . The concept of ethnicity helps in understanding the heterogeneity of population. If ethnic loyalties are acquired by birth, they are called primordial. Punekar thinks that ethnicity is “ the sense of people hood or we feeling shared by members of a group. It is in the town that we find various groups based on ethnicity.

– 3 –

Ethnic Settlements:

The population composition of Nalbari town is ethnically dominated by the Assamese , Bodo, Bengali, Nepali, Hindustani ( people outside Assam). Linguistic uniformity brought greater harmony amongst the different ethnic groups who used to differ not only in their spoken languages, but also in their administrative organizations, customary lows, and social and societal institutions. Such harmony as is expected, has been at work positively in the growth of Nalbari despite the fact, that different group maintains their identities . Inter- ethnic relationship within the town generally appears to be harmonious not only in the economic field, but also in social context. Various ethnic groups are almost equally important as a business communities in matters of business dealings. Any such apprehension is further thwarted by the fact that social interaction between different ethnic groups with regard especially to marriage is very common.

INTRODUCTION:

Nalbari District is situated in between Kamrup and Barpeta District. For better administration, old Kamrup District has been divided into three Districts. Nalbari was declared a sub division of undivided Kamrup District in 1967. Rajendra Mohan Goswami, ACS was first Sub Divisional Officer in Nalbari. Nalbari Sub Division is formally declared as a District in 14th August,1985.Shri V.K. Pipersenia, IAS, was first Deputy Commissioner in Nalbari.

A. GENERAL INFORMATION:

1. Geographical Location:

The Nalbari District is situated in between 26oN and 27o N latitude and 91o E and 97o E longitude . The northern side of the district is bounded by the Indo-Bhutan International boundary and the southern side by the mighty Brahmaputra. The Darrang and the Kamrup District falls in the east and the Barpeta District in the west.

2. Area and Administrative Division:

The Nalbari District stands covering an area of 999.90 sq.km. consisting of 1(one) Civil Sub-Division, 8 no.Revenue Circle, 8no. Community Development Blocks, 6no. Police Stations,7no. Anchalik Panchayats and 65 no. Gaon Panchayats covering 471 villages

– 4 –

3. Physical features

The entire area of the District is situated at the plans of the Brahmaputra Valley. The tributaries of the Brahmaputra, Nona, Buradia, Pagaldia, Borolia and Tihu which are originated from the foothills of the Himalayan Range are wild in nature and have enormous contribution towards the agrarian economy of the district.

4. Soil

The Soil condition of District is a heterogeneous one. The Soil of the northern part of the district is clayey and loamy where as middle part is loamy and sandy. The Soil of the southern part of the district is composed of sandy soil.

5. Climate & Rainfall

The District has a sub-tropical climate with semi – dry hot summer and cold winter. During summer, generally during the months from May to August, heavy rainfall occurs for which the district experiences flood. The District experiences annual (average) rainfall and humidity @ 1500 mm and @ 80 % respectively.

B. POPULATION (As per Census of undivided Nalbari):

1. Population :

Accordingly to 2001 census, the populations of the District is 1138184 Again, according to size of population, the rank of the District stands at 10th (2001 census) as against 9th in 1991.

– 5 –

2.Child population:

As per 2001 Census, out of the total population of the district ( 1138184),161616 are children belongs to the age group 0-6 years and accounts for 14.20% of the total population of the district. According to the size of children population, the rank of the district degraded to the 12th position among the 23 civil district of the State as against the 8th position in 1991 with 189113 children. Thus, the percentage trend in 2001 ( -14.54 ) over the child population figure of 1991.

3.Density :

The District with 2.88% area of the State shelters about 4.27 % of the States total population as per 2001 census. The density per sq. km. In the District is 504 persons an against 340 persons per sq. km. For the whole State. The density per sq. km. In the district , as per 1991 census was 450 as against 286 persons for the State as a whole.

The density per sq. km. For urban area is calculated as 1977 an for rural area as 495 as per 2001 census as against 1689 and 443 persons in respect of rural areas and 1689 persons in urban areas.

4.Rural and Urban composition:

The district has a total of 1110706 rural and 27478 urban population as per 2001 census. Thus, nearly 97.59% of the total populations of the district live in villages. As per 1991 census, the figure of rural and ur5ban populations of the district were 992915 and 23475 respectively. Thus, the percentage of decadal growth (1991-2001) of rural and urban population of the district are calculated as

(+) 36.24 of the State as a whole.

In respect of child population (0-6) years age group), 98.19 % live in rural area and 1.81 in urban area as per 2001 census.

5.Population of SCs & STs :

The Scheduled Castes and Scheduled Tribes population details has not been published by the Census Authority till preparation of this report . However, as per 1991 census, the Scheduled Castes and Scheduled Tribe population of the Nalbari District was 89194 and 179641 respectively constitution of 8.78% and 17.67% of the total population of the District. The Scheduled Caste and Scheduled Tribe population together account for 26.45 % of the District’s total population which was much higher than that of state figure of 20.23 %.

– 6 –

6.Literacy :

As per 2001 census, out of the total population (1138184).664886 persons are declared literate. In 1991, the figure of literate was 463162 and as such percentage of literates increased by 43.55 in 2001 over 1991.

The rate of total literacy of Nalbari District, according to 2001 census, is 68.08 as against 33.99 in 1991. Thus, the decadal (1991- 2001) progress of literacy rate is calculated as (+) 12.09. The total literacy rate of the State as a whole (64.28 : 2001 census ).

As per 2001 census, the rate of literacy in rural area of the district in rural area is 67.55 and in urban area is 88.61 as against 55.38 and 80.62 respectively in 1991.

7 No. of Occupied Residential Houses:

As per 1991 census, the rural areas of the District have a total of 160803 occupied residential houses with 160804 households. In respect of the urban area of the District, there are 4138 residential houses and 4138 households.

How to reach :

Road links to Nalbari is through National Highway 31 and Broadgauge Line. Nalbari town is 2 Km away from the National Highway 31. Nearest Railway Junction is Rangia. Nalbari Town is 60 Km away from Guwahati Bus Stand.

By Bus

1. From Guwahati : Avail any delux bus or auto to Adabari Public Bus Stand and from there take any Nalbari Bounded Bus and get down in Nalbari Town.

2. From L.G.B. Airport, Borjhar Guwahati: Avail a taxi to Adabari Bus Stand from there take any Nalbari Bounded Bus.

– 7 –

By Train

From Paltan Bazar Railway Station avail any Train and get down in Nalbari Railway Station. Major Trains are Kamrup Express ( Starts at 7 am ), Brahmaputra Mail( Starts at 12-30 am), Inter-city Bangaigaon Express (Starts at 5-15 pm ) Chifung Mail (Starts at 3-15 pm ) . Train takes maximum 2 hours to reach Nalbari.

Occupational Pattern :

The occupational distribution of the people in the district is not satisfactory. About 62.99% of the rural populations are cultivators and about 75.26 of the rural people depend on agriculture.

Out of total population about 7% are landless, 4% re marginal landholder, 31% are small land holders and 21% are big land holder.

Live Stock ::

Forest / Fisheries

1.57%

Mining & Queering

.006%

Household industries

2.01%

Manufacturing

2.91%

Construction

1.25%

Trade & Commerce

5.52%

Transport & Communication

1.09%

Other services

10.35%

Industry :

Nalbari District is industrially very backward. There is no heavy industry. There are only three medium size industries. One Polyester Fabric production industry at present sick. Small industries like Handloom are found mainly in rural areas, specially in tribal areas.

– 8 –

Sericulture is also an important subsidiary occupation of the tribal . There are some weaving enters also. Nalbari is famous for cane and bamboo product. These products are exported all over the state as well as outside that state also.

Nalbari District at a Glance (After Division)

Basic Information

Area in Sq Km.

999.90

Latitude

26oN and 27o N

Longitude

91o E and 97o E

Total Population( Census 2001) Divided

6,71,940

Length of National High Way

38 Km

Length of PWD Roads

1582 km

Length of Gravel Road

1041.12 km

No of Sub Division

1

No of Revenue Circle

8

No of CD Block

8

No of Education Block

5

No of CIC

12

No of Town

2

No of Gaon Panchayat

65

No of Zila Parishad Constituency

23

No of Anchalik Panchayat Constituency

7

No of LAC

3

No of HPC

4

No of BSS

37

No of K. Oil Depot

16

No of Villages ( Divided)

471

No of Police Station

6

No of Police outpost

10

No of Tea Garden

3

No of Commercial Bank

25

No of Rural Bank

24

– 9 –

No of Cooperative Bank

5

No of Head post Office

1

No of Post Office

37

No of Sub Post Office

204

No of Fire Station

3

Occupational Profile

State Govt Employee

16,160

Central Govt Employee

1,423

State Semi Govt Employe

771

Central Semi Govt Employee

609

Local bodies Employee

140

Cultivators

1,34,043

Agri Labour

49,552

Other Industries

12,350

Trade & Commerce

17,659

Others

1,05,723

Total Main Workers

3,19,327

No of Unemployed Youth registered (As on

78,790

31-12-2000)

Health

Civil Hospital

1

Block Public Health Center

7

Mini Public Health Center

30

Community Health Center

5

State Dispensaries

14

Health Sub Center

217

Major Rivers

1.Brahmaputra

2.Mara Pagaldia

10 –

3. Burhadia

4. Nona

5.Tihu River

Local Newspaper Published From Nalbari

1)Louit Jyoti (Weekly) Ajanta Offset Printers, Pin-781335 Phone-(03624)-220569

2)Amar Nalbari.(Weekly) Popular Publication, Pin-781335 Phone-(03624)-220500

Hotel for Accommodation

1.Hotel Premoda

Gopal Bazar, Nalbari Phone: (03624)-220588

2.Hotel Gayatri

Near Hari Mandir, Nalbari Phone:(03624)- 220543

3.Hotel Bardoishila

Near SP Office, Nalbari Phone: (03624)-220973

4.Abhilash Lodge,

College Road, Nalbari

Yoga and Meditation Centre

1.Rajyoga Education Centre

(Brahma Kumaris)

Hajo Road, Nalbari, Assam-781335

Phone-(03624)-220845 Email:mailto:bkjonali@rediffmail.com,bkjayanta@rediffmail.com

– 11 –

2. Anandapuram Yoga Institute

C/o Vivekananda Vidyalaya,

Nalbari,

Phone-(03624)-221020

EDUCATION:

Number of primary and middle schools, enrolment and teachers, 2010-11:

Particulars

Nalbari

Assam

No. of Primary School

884

35065

No. of Middle School

Govt./Provincialized

Primary with UP

39

941

Upper Primary

115

4908

Composite

73

1462

Recognized

Upper Primary

131

5397

Composite

6

277

Total

364

12985

Primary

Enrolment

Female

77874

1279368

Total

153639

2655582

Teachers

Female

902

30340

Total

2607

81554

Middle

Enrolment

Female

69988

1110913

Total

132280

2156110

Teachers

Female

313

9675

Total

3150

100477

Source: Statistical Handbook Assam 2009

– 12 –

Number of high, higher secondary schools and junior colleges, enrolment and teachers, 2010-11:

Particulars

Nalbari

Assam

High School

No. of Institutions

194

5714

Enrolment

Female

10550

301754

Total

27350

663722

Teachers

Female

741

16809

Total

1633

62175

Higher Secondary

No. of Institutions

46

933

Enrolment

Female

12750

79143

Total

29660

188309

Teachers

Female

131

5481

Total

305

16346

Junior College

No. of Institutions

21

218

Enrolment

Female

6080

25447

Total

15100

58855

Teachers

Female

90

992

Total

245

2913

Source: Statistical Handbook Assam 2009

Status of classrooms in Govt. / Provincialized primary and upper primary schools:

District /

*No. of

No. of

**No. of

No. of

Average Student Class-

Pupil Teacher ratio

State

Primary

classrooms

Upper

classrooms

room ratio

(PTR)

Schools

in Primary

Primary

in U.P.S.

Primary

Upper

Primary

Upper

Schools

Schools

Primary

Primary

Nalbari

834

2622

154

702

16.94

25.01

18.6

13.1

Assam

30050

86150

5849

24412

25.09

37.15

30.7

21.3

*5015 upgraded EGS to Primary Schools are not considered.

**Upper Primary Schools having primary classes are taken as Primary

13 –

Government and provincialized primary & upper primary schools having various facilities, 2010-11:

District /

Primary School

Middle School

State

No. of

Drinking

Common

Girls Toilet

No. of

Drinking

Common

Girls Toilet

Schools

Water

Toilet

Schools

Water

Toilet

Nalbari

834

812

768

264

154

150

137

94

Assam

30050

27026

20953

15110

5849

5316

4298

4340

SOURCE: DISE, 2011-12

DEMOGRAPHY:

Demographic profile, 2011 Census:

District

Area in Sq.

Population

Male

Female

Rural

Urban

Population

Km.

Density per

Sq. Km.

Nalbari

1009.57

769919

395804

374115

687368

82551

763

Assam

78438.08

31169272

15954927

15214345

26780516

44388756

397

– 14 –

Comparative population statistics:

District

Population 2001

Population 2011

Sex Ratio

Decadal Growth

Rate (%)

Total

Male

Female

Total

Male

Female

2001

2011

1991-

2001-11

01

*Nalbari

689053

356730

332323

769919

395804

374115

932

945

14.21

11.74

Assam

26655528

13777037

12878491

31169272

15954927

15214345

935

954

18.92

16.93

Source: DISE, 2011-12

*Due to creation of new 4 districts the rates for 2001 have been affected in 12 districts

Literacy rate by sex:

District

Person

Male

Female

2001

2011

2001

2011

2001

2011

Nalbari

72.66

79.89

80.95

85.58

63.71

73.85

Assam

63.25

73.18

71.28

78.81

54.61

67.27

District Border:

East

Kamrup District

West

Barpeta District

North

Bhutan

South

River Bramhaputra

– 15 –

2.

CURRETNT STAFF AND PLAN ( 2012-2017)

NAME OF INCUMBENT WITH PAY AND ALLOWENCES for the year 2012-2013 ::

Existing Pay and Allowance

Proposed Pay and Allowance as per UGC

Total Basic

Total Basic

Diff.of

pay for the

pay for the

Pay &

Name of Incumbent

Desg.

Scale of Pay

year

Other

Grand Total

Scale of Pay

year

Other Allow.

Grand Total

including

Allow.

including

Allow.

amount of

amount of

increment

increment

1

2

3

4

5

6

7

8

9

10

11

Principal

12,000/- to 40,000/-,GP-6,300/-

219600

168900

388500

37,400/- to 67,000/-,GP-10,000/-

568800

523920

1092720

704220

Vice-

Principal

12,000/- to 40,000/-,GP-6,100/-

217200

167100

384300

37,400/- to 67,000/-,GP-10,000/-

568800

523920

1092720

708420

Munindra Barman

Senior-Lect.

12,000/- to 40,000/-,GP-6,100/-

341643

260432

602075

do

580176

534158

1114334

512259

Vacant

Senior-Lect.

Do

720000

544200

1264200

do

3412800

3083520

6496320

5232120

Mainu Barua Kalita

Lecturer

12,000/- to 40,000/-,GP-5,900/-

288876

220857

509733

15,600/- to 39,100/-,GP-7,000/-

276624

260962

537586

27853

Anarbala Das

Lecturer

Do

288876

220857

509733

do

276624

260962

537586

27853

Minakshi Das Barua

Lecturer

Do

276073

211255

487328

do

276624

260962

537586

50258

Chitra Narayan Barua

Lecturer

Do

269733

206500

476233

do

276624

260962

537586

61353

Lalita Bhuyan Deka

Lecturer

Do

269733

206500

476233

do

276624

260962

537586

61353

Kuldip Mazumdar

Lecturer

Do

269733

206500

476233

do

276624

260962

537586

61353

Kamala Goswami

Lecturer

Do

269733

206500

476233

do

276624

260962

537586

61353

Monidipa Sarma

Lecturer

Do

269733

206500

476233

do

276624

260962

537586

61353

Homeswer Deka

Lecturer

Do

269733

206500

476233

do

276624

260962

537586

61353

Smriti Das

Lecturer

Do

269733

206500

476233

do

276624

260962

537586

61353

Jiten Sarma

Lecturer

Do

269733

206500

476233

do

276624

260962

537586

61353

Chinmoy Talukdar

Lecturer

Do

250455

192041

442496

do

276624

260962

537586

95089

Madhusmita Sarma

Lecturer

Do

269733

206500

476233

do

276624

260962

537586

61353

Kamal Mahanta

Lecturer

Do

225094

173021

398115

do

276624

260962

537586

139471

Manju Chutia

Lecturer

Do

225669

173452

399121

do

276624

260962

537586

138465

Ganesh Goswami

Lecturer

Do

341643

260432

602075

do

276624

260962

537586

-64490

Ashok Kumar Sarma

Lecturer

Do

246049

188737

434786

do

276624

260962

537586

102800

Narayan Bharali

Head/Asst.

5,200/-

to 20,200/- ,GP- 3,100/-

159952

124164

284116

9,300/- to 34,800/-,GP-4,600/-

170136

165122

335258

51142

Jubaraj Das

U.D.A.

5,200/-

to 20,200/- ,GP- 2,900/-

141066

110000

251066

9,300/- to 34,800/-,GP-4,200/-

165240

160716

325956

74891

Moni Ram Swargiary

U.D.A.

do

179871

139103

318974

do

165240

160716

325956

6982

6549664

5013048

11562712

10333800

9588420

19922220

8359508

– 16 –

Existing Pay and Allowance

Proposed Pay and Allowance as per UGC

Total Basic

Total Basic

Diff.of

pay for the

pay for the

Pay &

Name of Incumbent

Desg.

Scale of Pay

year

Other

Grand Total

Scale of Pay

year

Other

Grand Total

including

Allowance

including

Allowance

Allow.

amount of

amount of

increment

increment

1

2

3

4

5

6

7

8

9

10

11

6549664

5013048

11562712

10333800

9588420

19922220

8359508

Narayan Deka

U.D.A.

5,200/- to 20,200/-,GP- 2,900/-

154028

119721

273749

9,300/- to 34,800/-,GP-4,200/-

165240

160716

325956

52207

Pradip Sarma

Accountant

5,200/- to 20,200/-,GP- 2,900/-

157186

122090

279276

do

165240

160716

325956

46681

Chandan Kalita

Steno

5,200/- to 20,200/- ,GP- 2,900/-

148373

115480

263853

do

165240

160716

325956

62103

Parkishit Tamuly

Steno

do

148373

115480

263853

do

165240

160716

325956

62103

Bipin Talukdar

W.E.T.

5,200/- to 20,200/-,GP- 2,900/-

142449

111037

253486

do

165240

160716

325956

72470

Jonali Medhi

Stat/Asst.

do

126745

99259

226004

do

165240

160716

325956

99952

Tilak Kr. Rabha

Librarian

do

133220

104115

237335

do

165240

160716

325956

88621

Munin Ch.Talukdar

Technician

8,000/-to 35,000/-,GP-4,300/-

171788

133041

304829

do

165240

160716

325956

21127

Ranjit Barman

L.D.A.

5,200/- to 20,200/-,GP- 2,200/-

110906

87380

198286

do

165240

160716

325956

127671

Dhiraj Deka

L.D.A.

Do

110906

87380

198286

do

165240

160716

325956

127671

Barun Kumar

L.D.A.

Do

110906

87380

198286

do

165240

160716

325956

127671

Gautam Patowery

L.D.A.

Do

113930

89648

203578

do

165240

160716

325956

122379

Gautam Das

L.D.A.

Do

110906

87380

198286

do

165240

160716

325956

127671

Gangadhar Deka

Lab/Asst.

Do

110906

87380

198286

do

165240

160716

325956

127671

Tarini Bhuyan

Gr-IV

4,560/- to 15,200/- ,GP- 1,500/-

87149

69562

156711

5,200/-to 20,200/- GP-1900/-

86904

90214

177118

20407

Baikuntha Barman

Gr-IV

Do

87149

69562

156711

do

86904

90214

177118

20407

Dipul Kalita

Gr-IV

Do

87149

69562

156711

do

86904

90214

177118

20407

Biren Haloi

Gr-IV

Do

87149

69562

156711

do

86904

90214

177118

20407

Labonya Baishya

Gr-IV

Do

87149

69562

156711

do

86904

90214

177118

20407

Dipak Das

Gr-IV

Do

87149

69562

156711

do

86904

90214

177118

20407

TOTAL::::

8923180

1864137

15800365

13168584

12379726

25548310

9747945

– 17 –

3.CIVIL WORKS ::

Introduction :

Nalbari being a thickly populated district having a large No. of untrained teachers serving in lower & upper primary level. Besides there is a huge gap of teachers. Students ratio exist as well. So a large Nos. of trained ratio exist as well. So a large Nos. of trained teachers are to be produced to rectify the shortfall. Moreover, the requirement of upgrading the skill of teaching of the existing untrained staff is also a big task ahead.

BTC cannot fulfill the requirement of progressively demanding training facilities of lower Primary teaching staff alone. One the other hand, to train-up the upper primary school teachers, another arrangement was the need of the hour. Catering to be need of imparting training to teachers of both lower & upper primary level, in the year 1997-98 the district institute of education & training, (DIET) was set up at Nalbari in the 3rd phase of construction among seven DIETs in the state of Assam.

Role & Function :

1.Training to the in service teachers (including OBB Teachers) in both lower primary (L.P.) & upper primary (M.E.) as short term courses. Thus, to regularizes their services.

2.Two years Diploma course for fresh students known as pre-service teachers education (P.S.T) enrolled by merit basis selection. They are entitled to get teacher’s job in Govt. running/ aided schools.

3.School support visit for academic assessment.

4.Short term & long term Training under various centrally sponsored schemes. Sarva Siksha etc. Training module preparation is also in the ambit of DIET, Nalbari.

5.Sarba Siksha consultation services by experienced lecturers of DIET.

6.Development of Teaching learning materials, curriculum materials development & evaluation (CMDE), question papers, teacher’s hand book & reference book etc.

7.Assisting to text book preparation.

18 –

8.General study & survey of low female literacy, girl’s education, out of school children for SC/ST minorities as well as general categories and development of Teaching staff in those sectors.

9.Planning, management, teleconferencing, support of district resource unit, Adult education & non-formal education.

Existing Accommodation :

Students in pre-service teacher’s education (PST) 2 years course.

Lower primary – 50 Nos. in one batch at a time.

Upper primary- 50 Nos. in one batch at a time.

Where total Hostel capacity required for minimum 200 Nos. boarder at a time.

Administrative block- Assam type

= 308.00 m2

Class room Assam type

= 435.00 m2

Computer section & library Assam type

= 208.00 m2

Existing hostel Assam Type

= 210.00 m2

Of 20 Nos. boarder capacity

– 19 –

Staff :

The total staff of DIET, Nalbari is 49 Nos. including (1) one principal & seventeen (17) lecturers with three years teaching experience, master degree holder & B. Ed. As engaged in research & Training to improve the quality of elementary education in the district.

Location :

The DIET, Nalbari is situated at 14 k.m. south of Nalbari district head quarter at Karia, Katpuha, River Pagladia fows 1 k.m. North-east of the location it’s a high land and having no records of flood. The DIET, Nalbari have been functioning in this location since the year 2006 having a plot of land measuring 22 bighas.

Instification of taking up the project :

1.Class room : Due to ever increasing demand of training faculties in Upper & Lower primary schools as per the right to education Act. 2009, the existing accommodation of classroom is not sufficient. Also the introduction of new courses like pre- services teachers education (PST) and other board based categories now implementing and planning for future expansion. It has been decided to arrange more shifts of trainees in the DIET, for doing so, two more additional class-room Buildings are necessary

2.Hostel : Nalbari DIET is situated at extreme Southern Corner of the Nalbari district. So, boarding facility for 200 Nos. of students in two years PSTE course is necessary to smooth running of the courses now, accommodation of only 20 boarders are available at the existing Assam type hostel. Hostel accommodation could not be provide with earlier scheme due to paucity of found is now proposed to be constructed for 100 boarders.

20 –

Physical & Financial phasing of the project (year wise) project implementation schedule

Sl. No.

Item/activities

Year-2012-13

1st Qtr.

2nd Qtr.

3rd Qtr.

4th Qtr.

A

Physical

i) Land Development

ii) Internal Road

iii) Sanitary & Water supply

iv) Boundary wall with iron gate

v) Fire fighting

B

Financial (Rs. In Lakh)

5.00

10.00

5.00

Item/ Activities

Year 2012-13

Year 2013-14

1st Qtr.

2nd Q

3rd. Qtr

4th Qtr.

1st Qtr.

2nd Qtr.

3rd. Qtr.

4th Qtr.

A) Physical

i) Land Development

ii) Internal Road

iii) Sanitary & Water Supply

– 21 –

iv) Boundary wall with iron g

v) Fire fighting

B) Financial (Rs. In lakh)

7.70

4.00

6.80

1.50

Estimate Cost :

Sl. No.

Item

Amount in Rs.

i)

Land Development

7,70,700.00

ii)

Hostel ( 2 storied) & class room bidg ( 4 units)

2,69,88,648.00

iii)

Electrification

15,94,988.00

iv)

Internal Road

1,93,400.00

v)

Sanitary & Water Supply

2,14,985.00

vi)

Boundary wall with iron gate

6,88,764.00

vii)

Fire fighting

1,06,500.00

Total

19,74,349.00

1% cess

19,743.00

Contingency L/S

5,908.00

Grand Total

3,10,00,000.00

– 22 –

This estimate is prepared on the basis of Assam P.W.D. Schedule of Rates for building 2012-11 published under authority of chief engineers P.W.D. (Building) & P.W.D. (Roads) along with Analysis rates.

Implementation agency and project formulation team :

Pre-construction stage :

i)Survey and preparation of estimate : 15 days

ii)NIT & issue of work order : 1 month

Construction stage :

iii)Commencement of work : 7 days from the date of issue of the work order.

iv)Time of completion : 18 months.

Availability of Land :

The DIET has land property measuring 22 Bighas at Karia, Katpuha, Where the Institute is now functioning in nearly 1 Bighas

land.

Maintenance arrangement for the project :

After comissing of the project the over all maintenance of the structures will be take of from the state Govt. own fund.

– 23 –

Blue print/ Design :

The design and estimate of the RCC hostel and class rooms of DIET will be in accordance with APWD specification and codes there in.

Estimate for Sanitary & Water supply works for Hostel building of DIET, Nalbari

Sl. No.

Item of works

Unit

Qnty.

Rate

Amount

Rs.

Rs

1/1.2.0(b)

Eurpean pan

No

8

3547.02

28376.00

1.25.(b)

European pan

No

8

3451.79

27614.00

3/1.7.2(b)

Wash basin

No

12

2.382.70

28592.00

3/1..9.4

Kitchen sink

No

1

6908.42

6908.00

4/1.12.1

Mirror

No

12

427.61

5131.00

3/1.14.1(A)(ii)

Soap tray

No

29

345.13

10009.00

6/1.15.1(a)

Towel rail

No

16

830.74

13292.00

7/1.23.1(ii)

110 mm PVC pipe

No

66

512.93

33853.00

(iii)

90 mm PVC pipe

No

30

365.43

10963.00

(v)

60 mm PVC pipe

No

30

200.34

4007.00

8/1.23.2(a)(ii)

87.50 bend

No

12

216.76

2601.00

(iv)

75 mm

No

20

137.40

2748.00

9/1.23.3 (a) (ii)

bend with door

No

6

263.87

1583.00

– 24 –

(iii)

90 mm

No

10

184.54

1845.00

10/1.23.4 (a)(ii)

450 PVC bend

No

10

182.53

1825.00

(iii)

90 mm dia

No

40

142.07

5683.00

12/1.23.5 (a) (ii)

110 mm dia tee

No

20

279.01

5580.00

(b) (iii)

90 mm dia

No

22

264.02

8808.00

(iv)

75 mm dia tee

No

30

194.99

5850.00

13/1.24.5

PVC cowel

No

4

101.29

405.00

141.25.3 (iii)

C.P. grating

No

18

114.38

2059.00

15/1.29.1

Man hole cover

No

4

2686.45

10746.00

16/1.30.1

Construction of filter bed

No

24.30

2346.90

57030.00

17/1.30.2

Inspection pit

No

2

2419.67

4839.00

18/1.23.1.(v)

PVC pipe 60 mm

No

80.00

200.34

16027.00

19/1.23.7 (a) (ii)

PVC single ‘Y’

No

8

313.53

2508.00

20/1.23.9 (a)(i)

PVC double ‘Y’

No

8

443.39

3552.00

21/1.23.12 (a) (i)

Cross ‘T’ with door

No

.12

552.90

6635.00

(ii)

ii) 75 mm x 75 mm

No

10

405.06

4051.00

22/1.15.9 (b)

Towel ring

No

12

702.19

8426.00

23/6.2.1 (vii)

Septic tank 50 users

No

2

33286.89

66574.00

1/1.10.4(A) (i) (c)

C.P.V.C. Pipe 40 mm OD

M

190.00

271.08

51505.00

c)

25mm OD

M

80.00

152.84

46339.00

ii)

Concealed (b) 20 mm OD

M

60.00

175.48

10529.00

– 25 –

2/1.23.1. (a) (i)

160 mm dia P.V.C. Pipe

M

6.00

1048.77

6293.00

3/1.3.2.(ii) (i)

Jaquare make Bib cock

No

40

623.70

24948.00

4/3.3.1. (i) (a) (ii)

15 mm angular stop cock

No

28

612.15

17140.00

3/3/5.1 (ii)

Pillar cock

No

12

623.00

7476.00

6/3.8.4. (iii)

CP shower

No

16

501.73

8028.00

7/3.3.1. (i) (b) (ii)

Concealed stop cock

No

16

1287.83

20605.00

8/5.2.2 (A) (i)

2000 litre syntax tank

No

6

12440.51

74643.00

9/3.1.1. (i) (n) (i)

40 mm G.I. pipe

RM

130.00

304.15

30415.00

Total-

364495.00

– 26 –

4. Annual Work Plan (2012 – 2013)

In view of the aforesaid broad frameworks, DIET, Nalbari has come up afresh with a perspective plan.

DIET, Nalbari has prepared the Perspective plan through a consultative process of all internal faculty and stakeholders, which would provide a vision and a roadmap for the next 5 years. The Plan would provide a sense of direction to the DIET. It would reflect an understanding of teacher professional development status in the district, the District schools’ educational requirements, and the state’s overall plans and directions for both teacher professional development and school improvement. AWP would be developed within this overall five year perspective plan.

The Annual Work Plan, 2012-13of the DIET, Nalbari emerges as an activity signifying the autonomous character of the Institution and also providing it with focus for the year. The AWP & B preparation process has:

Involved all District with education, in particular the BRCs and CRCs, and within the framework of an educational plan for the district.

Been participatory in its approach, involving all DIET faculties.

Been based on review of the previous year AWP and reflection on achievements in relation to that.

Planned in advance for various State programmes impacting on DIET faculty time and resources.

Considered the parallel efforts of other agencies at the District level, including Non-Government Organizations and other departments.

Focused on and reflect district needs and district specific concerns, setting realistic goals

Visualized relationship of DIET activities with schools, BRCs, CRCs and other District institutions.

Had a mix of both training and capacity building related workshops and activities as well as research, studies and material development.

Included the faculties’ own capacity building and reflective review, planning and meeting requirements.

(a) The teacher professional development focus: DIET, Nalbari has a reasonable track record in continuous teacher professional development—in-service and pre-service (for 2 batches during 1999-2001). It would provide different types of forum for interaction and resource support to teachers and teacher educators.

Provide school leadership.

Provide quality in-service programmes for teachers and also coordinate the requirements of in-service training for teachers to be provided by a network of other institutions.

Focus on teacher professional development (TDP) and contribute to school improvement efforts by enhancing school heads’ and teachers’ capacity and autonomy.

27 –

(b)DIET, Nalbari would initiate both mapping and assessing school quality and form a part of overall strategies for school improvement. It can play multiple roles in this, including development assessment, the use of monitoring tools, need assessment analysis, delivery of training and follow-up for purposes of support and impact assessment. Such an approach and role for the DIET would require tight coupling with the BRCs and CRCs. It would also require a well- coordinated role for DIET, Nalbari in formulation of district plans for school improvement.

(c)It is essential that DIET, Nalbari retains and strengthens its focus on elementary education. In addition, it needs to develop ways of strengthening its contribution to RMSA related in-service trainings for the secondary schools of the district. As there are only 10 CTEs operational in the state under the state govt. and as there does not exist any CTE in Nalbari district, DIET, Nalbari may ably come forward to shoulder the task of implementing interventions for secondary stage as well. However, such an expansion of role to cover secondary stage needs to be supported with sufficient faculty.

(d)There is need to extend teacher education work into special education as well and this can be built into DIET, Nalbari.

(e)DIET, Nalbari proposes to have permanent structures of faculty affiliation which are based on faculty expertise areas—e.g. language group, mathematics and science group, social science group, arts and physical education group. However, activities and programmes, e.g. PSTE, quality assessment and monitoring, designing a special intervention for particular schools, etc. would be the responsibility of coordination groups or working groups who are constituted by the Principal, on an annual basis or as and when new tasks emerge, rather than being permanent groups. These flexible groups of one, two or three members (depending on the size of the responsibility)can draw expertise from across the other faculties of the institute and other institutions for the purpose of executing these tasks. Each such working group would have administrative support. Flexibility of the institutional structure is important, as the focus on district specific needs and issues would also be possible with such flexibility. E.g. a Wing/Group/Centre to focus on education of children, whose parents migrate seasonally or to focus on concerns of educating children from tribal communities.

(g) DIET, Nalbari requires an independent ‘institutional’ identity and character with a focus on academic excellence. For this, there is need for

(i)Agreement on a long term commitment to the role that DIET, Nalbari is expected to play within the State Education Department.

(ii)Providing adequate foundation for the development of an Institution including:

infrastructure suitable to the scope of the institution as a District Training and Resource Center.

appointment of the Principal through selection with adequate tenure and autonomy to develop the institution.

recruitment of dedicated faculty of requisite/desired areas of expertise and to the full complement..

recruitment of field support faculty and administrative staff of requisite/desired numbers.

28 –

(iii) Enabling it to develop its own character and focus areas through support for an environment of autonomy in academic areas, financial areas, and personnel policy.

(iv) Developing indicators for effectiveness of PSTE and ISTE programs conducted by it.

4.1 KEY ACTIVITIES AND PROGRAMMES

(A)DIET, Nalbari has envisioned a set of core academic activities.

Pre-Service Teacher Education (Elementary).

In-Service Teacher Education (Elementary and Secondary)

Designing interventions for direct support to schools and work with special groups in the District

Studies on status of education, education assessment, and documentation.

Annual academic plan and periodic reviews, for the district, in consultation with various related organizations and stakeholders.

Running an effective Resource Centre without reach, in conjunction with BRCs and CRCs.

Details of the key-activities:

1. Continuous Teacher Professional Development

As suggested in the NCFTE 2009, all programmes involving teacher education need to be tailored and connected to realize the goal of continuous professional development. These programmes would include pre and in-service education, trainings, workshops, professional forum as well as programmes at the Block and Cluster levels.

1.1 Conducting and supporting Pre-service teacher education (PSTE)

(a)DIET, Nalbari proposes to enhance its intake capacity from 50 to 100 per batch of PSTE programme

(b)DIET, Nalbari would revitalize PSTE through their D. El. Ed program by applying quality standards in all respects, including rigorous admission procedures, preference wherever applicable to students from SC, ST and minority groups, recruiting qualified faculty, having full number of teacher days, and suitable infrastructure.

It will use the PSTE programs and the young student teachers to carryout documentation with respect to local knowledge resources such as local histories, geographies, biologies, anthropologies such as documenting flora, fauna, soil, water, terrain; folk lore, toys,

29 –

games, puzzles, food types, measurements, indigenous practices and so on. This could offer rich opportunities in teaching learning materials and classroom pedagogies.

It will implement the 2-yr D. El. Ed Teacher Education curriculum, 2012 developed in the light of NCFTE 2009 at the state level, where in its faculty participated. This curriculum includes the following kinds of learning opportunities for student-teachers:

Observe and engage with children, communicate with and relate to children.

Understand the self and others, one’s beliefs, assumptions, emotions and aspirations; develop the capacity for self-analysis, self-evaluation, adaptability, flexibility, creativity and innovation.

Develop habits and the capacity for self-directed learning, have time to think, reflect, assimilate and articulate new ideas; be self-critical and to work collaboratively in groups.

Engage with subject content, examine disciplinary knowledge and social realities, relate subject matter with the social milieu of learners and develop critical thinking.

Develop professional skills in pedagogy, observation, documentation, analysis and interpretation, drama, craft, story-telling and reflective inquiry.

DIET, Nalbari would constantly be monitoring the implementation of the curriculum and will provide feedbacks to SCERT, Assam for any required revision, modification.

4.2.Strengthening Teacher Education in the District

2.1Conducting and supporting In-service teacher education (ISTE)

ISTE is in urgent need of quality improvement, so that teachers find the content of training useful, motivating and relevant to their work. DIET, Nalbari would design and offer high quality in-service education for teachers and thus will set up models of good practice. It will also support the development of quality teacher educators and MRPs by offering ISTE for teacher educators. Courses of short and long duration designed to develop either specific skills or areas of interest would be offered to teachers over a year to enable teachers of the district to develop a specific core area in which they need to strengthen their knowledge-base and professional skills. Enrichment of content and acquaintance with newer pedagogical approaches will add to improving the performance level of teachers. It is proposed to award certificates against all these courses.

It would use Training Management Systems which will be linked to the BRCs to identify which teachers may benefit most from training and also to manage the entire process more effectively.

– 30 –

2.2Design and conduct of trainings should respond to the following concerns

(1)Trainings would be designed and delivered locally to the extent possible. The Master Resource Persons’ involvement in training objectives, leading to training design would lead to better quality trainings for teachers.

(2)Cascade training models would be used for specific skill and information related areas where, there is less likelihood of dilution across levels. Cascade designs could also have elements for local alternation based on assessing the situation.

(3)Trainings will be carried out based on the cluster/block person’s assessment of needs of teachers in their clusters and linked to a process of school follow-up and mentoring in which the CRCCs/Resource Teachers(RT) participate. For this, the trainings would be carried out at the cluster level. CRCCs/RTs need to have information regarding who needs what training, based on which teachers are called. After training of the teachers, the training needs to include debriefing of CRCCs/RTs in terms of how to carry out the school based support.

(4)For training to be more effective, trainers need to meet with the same group of teachers again, after they have had some opportunity to practice, so that they can discuss what worked, what did not and also address the issues that teacher’s experience. For this ‘split model’ would be adopted for some programmes. In such a model, sessions would be of say 2 days followed by a month or two of practice followed by again meeting (of the same group with the same trainers) for two or three days to reflect and to learn, etc.

(5)Small groups for training (i.e. about 25 to 30) and resource and ideas enrichment trainings would lead to more impact and make trainings more interesting and relevant for teachers. Teacher trainings, if it is viewed holistically within the perspective of the whole school’s institutional development, including its ethos and support for teacher’s practice is more likely to cumulatively result in practical changes that can have a curriculum impact.

(6)The development of attitudes of teachers seems to be a major concern today. DIET, Nalbari would have a special focus on development of motivated, committed and performing teachers.

A Master Resource Person would:

Have in-depth subject knowledge and related pedagogic knowledge and experience.

Have knowledge of children’s learning and also of teaching learning materials.

Be able to understand teachers’ needs and adapt or design workshops/training modules and interactions with them to address their professional development.

Be able to communicate effectively and convincingly.

Be able to visualize the nature of school support and mentoring required by teachers.

Be able to respect teachers as adult professionals and thus create within the training process the space for their reflection and contribution.

The availability of pools of master resource persons in all the curriculum areas(academic subjects as well as music, theatre, art and craft) would also directly contribute to enriching the quality of teacher interactions in monthly meetings, during trainings and workshops and

– 31 –

school based mentoring. The financial and academic assistance in nurturing this idea will be facilitated by the Program Advisory Committee of the DIET.

ISTE in blocks

DIET, Nalbari would support the delivery of high quality ISTE at the blocks. The focus areas for the DIET could be to :

1.Develop BRC into a training facility—with training management system, infrastructure and resource centre.

2.Plan and oversee the workshops for teachers to include plan for follow up by CRCCs/RTs.

3.Use school and cluster level data for planning and management of workshops and monitoring school quality.

Processes:

1.MRPs for each subject area would be selected by BRC team from working efficient Teachers/retired teacher-educators/college teachers and so on, based on basic knowledge of subject area and reputation as teachers.

2.Training would include subject knowledge, pedagogic related and education related knowledge, use of TLMs and training of trainers related skills, Design of training modules, implementation of training along with feedback on training aspects, Self-evaluation, peer evaluation and expert evaluation and feedback.

3.BACG- led school follow-up would be planned for post training period.

Features of teacher training designs:

1.School follow-up would be visualized as a part of training process itself.

2.The split design provides spaces and time for same training group of teachers to meet again and reflect on the classroom practices in relation to the training provided.

3.The CRCCs, BRCCs, RTs become oriented on the importance of school follow-up and its linkages with planning.

2.Respecting the profession of teachers requires timely communications and attention to quality.

3.Financial norms need to support additional days for planning meetings and for advance purchase of materials and storage of materials etc.

This model of in-service training followed by school based mentoring requires high quality teacher educator capability as well as investment of time and money.

32 –

School Improvement: SMCs and field interaction

An important dimension of school improvement which requires academic strengthening activities is the capacity building of SMCs to be able to play effective role in schools. DIET, Nalbari would develop modules for this training, especially to enhance the SMCs ability to contribute to school development plans. It would also monitor the efficacy of SMCs in the District through studies, and plan for further inputs.

2.5 Professional forums

All professionals seek to develop and meet professional standards. Forums are key spaces for the strengthening of reflective practice throughout the education system. Forums also serve as a motivational environment of interaction with people and ideas and provide opportunities for exposure, learning and discussion of different perspectives, experiences, and experiments of teaching-learning processes, material development and of training. Thus, DIET, Nalbari would hold:

Organization of school quality review meetings.

Subject forum meetings of teachers and/or teacher educators.

Seminars for teacher educators with opportunities for presentation of internet work .

4.3.Resource Centre

DIET, Nalbari would develop and run Educational Resource Center for the District. A Resource Centre would be created specifically to make available to teachers, teacher educators and district education planners, the range of materials and resources they require for their professional practice. The DIET, Nalbari will develop as a repository of resources and would also assist in adapting curricula at local level. The Resource Center could contain a range of materials for teachers, teacher educators, students, Resource Persons and resource groups. They would also be a place where people could come and share ideas about education.

3.1The resource centre would include:

A functioning library of reference books, children’s books teaching learning materials, textbooks, maps and other resource materials, including access to Internet and computer enabled resources.

Local materials of relevance to education (teaching and planning) such as studies of education in the district and education statistics, a collection of local experiments and innovative efforts related to education, etc.

Tools and materials for replication of teaching aids, etc.

33 –

Sets of materials that teachers can borrow and take into classroom for direct use(multiple kits for demonstrations and organizing activities for whole class).

Updated database on resource persons/groups, resource organizations/agencies and research institutes working in education and make it available at district level for academic purposes.

A variety of material, e.g. books, teaching – learning material, tools for developing materials and computers and internet may be kept in the resource centre. This material could be used to prepare unit and lesson plans, do research on subject areas and teaching methods and provide ways to self-study. Examples would be:

Reference books and encyclopedia in regional Language and also in English. Resource books and reference books with up to date information on various academic subjects and areas such as art, theatre and creative work.

Source books of ideas on teaching learning and discussing aspects of children and childhood.

Textbooks of all levels and especially from other states to provide alternative ideas to teacher on content.

Locally relevant materials for easy access to teachers. Studies done by NGOs and universities on the status of education in the district.

Books and displays of the local culture, history, flora and fauna and local resource persons who are knowledgeable about the local ecology.

Teaching learning materials that can be used to demonstrate ideas.

Sets of kits so that a whole activity based class can be organized.

Charts for wall display.

Children’s story books from which may be read out or provide to students or teachers for reference in their project work

Raw materials and tools needed to replicate teaching learning materials that teachers could use in their classrooms.

Computers with internet facility and audio-video resources like CD/DVDs.

The Education Resource Center will be a space for holding discussions and sharing ideas. The Resource Center space has to be conducive for holding discussions. A well- ventilated room with basic furniture is essential. There would be a black-board(s), white board and markers, charts so that ideas can also be visually captured.

All materials would be catalogued in both the local language and English. A description of materials in terms of their usage, subject area, class/grade level and concepts will be made available to help the users to find and search materials.

It would be useful to keep the record of usage and access of the material. Using a simple computer based worksheet which captures data about who was issued the material, when and their remarks when returning the material could help discover interesting uses to which the material is being put.

– 34 –

3.2DIET, Nalbari would like to avail the facilities of regular up-linking and down-linking (sub-hub) with other DIETs of the state and the SCERT through EDUSAT. The resource center will work to nurture a professional community of users by:

1.Promoting an interest in and a culture of using the library as a support for teaching and training, for ideas and for materials.

2.Developing a culture of sharing ideas and experiences by contributing materials developed by teachers, etc. to the resource center.

3.Networking the district, blocks, clusters and school resource centers for effective exchange of ideas, information and resources.

4.Providing academic help and support to resource groups working at different levels (district, block and cluster levels) in the district.

5.Facilitating teachers in developing and using low cost, locally available educational resources.

6.Providing a forum for interactions with educationists, intellectuals, artists, creative teachers, resource persons and resource group to the district functionaries, including CRCCs, BRCCs, RTs, DIET faculty, D. El. Ed and B. El. Ed students.

3.3The use of Resource Centre (RC) and educational technologies would be integrated within the curriculum. Appropriate training would be provided to the faculty in use of such applications before they can be integrated into the curriculum. DIET, Nalbari would build a cadre of teachers with computer competence through organizing regular workshops on Educational Technology. Information and Communications Technology including TV, radio, telephony and internet would be used as useful resources to provide access to ideas and enable wider dissemination of information. Rather than being the work of an education technology wing, technology will be an integral part of the knowledge and practice of all teacher educators.

3.4Organising such a resource centre in a place which is accessible and visible, and ensuring its function would require adequate personnel to maintain it and keep it open for long hours. This would require additional budgeting. The running of a RC would be a good site for effective collaboration with a NGO or a Public-Private Partnership model to be effected.

4.5.Supervision and Support

1.In matters of teacher education both pre and in-service, DIETs need to play a supervision and support role. They could play a role in monitoring and strengthening TEIs in the Dist. Activities discussed above such as resource centres, capacity building of Teacher Educators, organizing professional fore and strengthening PSTE are all part of this role.

1.School Improvement: Being located at the District level, DIETs could evolve capacity for basic research and documentation methods, effective ways of handling data pertaining to various aspects of academic achievement and provisioning and also relating to teachers

35 –

and their practice. DIETs can actively engage in the academic review of primary schools and secondary schools for addressing ‘quality’ issues at the District level. For this, DIET, Nalbari would do the following:

Conduct regular monitoring of school quality through school visits and assessment of children (quality of learning, teacher practice, institutional development, etc.). They could produce district level reports on quality parameters pertaining to the schools, including the status of schools and schooling in the district.

Carry out consolidation and analysis of information on status of schools and status of learning to provide feedback to BRCs and CRCs for school visits and institutional support. Besides, understanding the status of schools will help plan with BRCs the types of trainings and activities to be conducted for the district.

With a robust understanding of status and needs, contribute to developing the plans for SSA through this process.

Focus on regular documentation of special academic programmes for special groups, special forms of interventions etc, developed for the district, e.g. for tribal children, for girl children, etc. and NOT merely oversee implementation

Provide regular documentation of state led interventions for school academic quality improvement, e.g. Science-mathematics exhibition, feedbacks on textbooks, reading programme, etc.

The focus would not only to enable DIETs to produce such reports, but more importantly, to use these reports for the purposes of review and planning at their own level and also at the levels below them: block and cluster, and to develop quality improvement programmes and activities based on such reports.

2.Empowering DIET, Nalbari to exercise such autonomy would involve:

To enable DIET, Nalbari to take considered decisions on matters of programmes and activities, funding and staffing, the PAC and the EC have to be made operational.

(a)The Programme Advisory Committee (PAC) would serve to advise and guide the Institute in planning and conducting of its programme and activities. The Committee requires the different kinds of members to achieve autonomy to make programmatic and financial decisions and enable it to achieve coordination and congruence with other programmes and institutions. However, to achieve quick decision making, the PAC could have a smaller subset forming the Executive Committee (EC) which could beheaded by the Zilla Parishad Head or the District Magistrate.

This committee would oversee the academic programmes of the DIET and its associated finances.

(i) The funds from the center or state would be managed by the PAC with significant autonomy to the DIET based on the AWP. The AWP is presented to the PAC is discussed, modified(if required) and approved. The PAC meets once at the beginning of the financial year to approve the AWP and then six months later to do a half yearly review of the progress of activities of the DIET.

– 36 –

(ii)The EC meets once every quarter to review the activities of the DIET, guide it and also approve any decisions for funding any proposals not originally under the AWP.

(iii)For this, the PAC can devolve certain financial and operating powers to the EC to take decisions quickly. The EC could also hold Emergency meetings for any urgent issues arising out of local conditions which either requires funding at short notice or immediate action. For instance, there could be the possibility of political agitation in the near future and the EC could meet to take decisions about providing increase security to the college and hostel or take decisions on closure. If the training room at the DIET requires urgent repairs to the roof, then such decisions could be put forward to the EC. Alternatively, if there is a sudden opportunity to send faculty members from the district for an exposure visit to a well-known Teacher Education college in another state, then such a visit could be approved by the EC.

(iv)The DIET needs to maintain minutes of all such meetings for history. Preferably such documentation can be recorded digitally and shared with all the participants so that there is clarity on what was discussed and agreed to. Each meeting could begin with a review of minutes from the previous meeting which need to be passed by the group.

4.6.Finances:

(a) DIET, Nalbari require higher investments in its infrastructure and facilities for faculty and students in order to emerge as strong centers for teacher professional development and school improvement. This needs to be understood as a much needed investment for a more long-term institutional development.

Adequate provisioning of space, including building additional classrooms, training and meeting rooms, faculty rooms and play facilities

Library needs to be enhanced in order to function as a Resource Center for the district.

Full-fledged computer center with internet for faculty and students

Individual work spaces with computers for all faculty

Multimedia presentation capabilities- TV, DVD player and projectors. Recent innovations in pico-projectors have substantially reduced their costs.

Hostel facilities for students of the pre-service training programmes and long term ISTE programmes.

Vehicle for visiting BRCs, CRCs, schools and district level institutions.

Power backups and Fire safety equipment

A conference Hall

Outsourcing some responsibilities like security, peons, cosmetic staff, canteen and staff needed for upkeep of the campus

The AWP needs to be approved by the PAC and could comprise the following sections:

1.Infrastructure and maintenance- Physical and IT Capacity building (Faculty, Teacher Educators and other staff)

37 –

2.Research – for all types of research and documentation activities. This would include costs of data processing, field work, and research assistants etc.

3.Administration – this would include all overhead costs

4.Maintenance Grants -which would cover support for the development and maintenance of the resource centre

5.Programmes – this would include all requirements of the teaching programmes and development activities of the DIETs. Curriculum renewal etc. would come under this head.

4.7. Systemic linkages

A.It is necessary for DIET, Nalbari to break the insularity from other institution and key sites of education decision-making bodies at district level and enter into active relationships with other district level institutions and forums that are contributing to and shaping elementary education and children’s all round development.

B.The Zilla Parishad (ZP) has a direct interest in elementary education and the DIETs need to begin to interact formally with ZP on matters of education and quality. Issues of elementary education require an interdepartmental approach. The Departments of Social Welfare, Tribal Welfare, Minority Education, Women and Child, Health, Sports and Youth are relevant Government Departments with whom DIET interaction is necessary. DIETs could have members (by rotation) on different advisory committees.

C.Formal linkages with district teacher associations and other centers for teacher development such as B.Ed and D.Ed colleges and University Department of Education would be necessary for DIET. Coming into active collaborative linkages with District Institutions of Higher education would also enhance the academic aspects of DIET work. These collaborative linkages could lead to the development and implementation of programmes together, undertaking action research or interventions and so on.

D.DIETs are directly administered by the SCERTs. To promote institutional autonomy at the level of the DIET itself, the SCERTs will need to move away from a hierarchical relationship to nurture DIETs. While state level priorities may well be envisaged at SCERT, they must necessarily be informed by the work of DIETs. The SCERT could provide a professional forum for DIET principals to interact with each other to share knowledge and experience particularly in research, designing special interventions, developing locally relevant materials, and reflexive in-service teacher professional development programmes. The SCERTs could establish a cell which would focus on supporting the development of DIETs. Further, DIET personnel can be permanent members to various committees under the SCERT (e.g. Program Advisory Committee, Policy Research Committee and the TE Pre-Service curriculum Committee)

E.State programmes can be made functional across DIETs by (a) coordination between state and District planning processes (b) having a few, limited programmes for state wide implementation and organizing regular interaction meetings between SCERT and all the DIETs.

6.6 Several other National and sometimes also International agencies, and Non-Government Organizations working on issues such as ‘Child Labour’, ‘Children’s rights’, disabilities, and so on also increasingly have a District presence and the formal interaction of these institutions and agencies at the District level would mutually benefit organizations and work, and also avoid unnecessary duplication or

38 –

working at cross purposes. Such institutions need to inform the DIET of their current and proposedactivities through frequent presentations. The DIET could evolve formal affiliations/certifications necessary for any educational interventions by international or national organizations. Such certificates could be reviewed periodically with the onus on the organization.

F. Linkages with the Block Resource Centres and the Cluster Resource Centres are important to conceptualize. BRCs and CRCs have tended to be vehicles for the programmes and data requirements of the SSA. However, given that their core mandate is ISTE, school follow-up and support and resource support, their activities are integrally linked to and in alignment with the DIETs. Inter-institutional linkages need to be forged formally, so that eventually these institutions come under the DIETs similar to how the DIETs come under the SCERT.

The role of the DIET is not only important to the functioning of the CRC-BRC but is also influenced by them. Comprehensive Evaluation of Centrally Sponsored Scheme on Restructuring and Re-organization of Teacher Education recognizes that “…with the creation of BRCs and CRCs the scope of activities of DIETs has substantially changed which places new demands on the knowledge and skills of the professionals working in DIETs/CTEs and IASEs” (MHRD, 2009)…”The upgraded DIETs should be expected to provide leadership both to the BRCs and CRCs…” (MHRD, 2009). In addition, NCF for Teacher Education also indicates that “it would be necessary for training schedules to be announced well in advance” and “processes for field support for training would need to be worked out by agencies providing training and need not fall as mass responsibility of the CRP” (NCTE, 2009).

5. List of activities proposed for 2012-13;

(a)Research and Action research

1.Students achievement level at VIII terminal stage

2.Reading ability enhancement in primary schools

3.Students’ dropout from school

4.Community participation in school

5.Use of library in secondary school.

6.Continuous assessment of students in elementary schools

(b)Resource center and documentation

1.Use of ICT

2.Use of local resources

3.Use of library

4.Quarterly publication

(c)Training programme for teachers, BRCC, CRCC, SMC

39 –

1.Programme of beautification of school campus.

2.Training on life skill development for up teachers (at district)

3.Workshop for development of lesson based TLMs on mathematics for UP & LP teachers (at district)

4.Workshop for development of reading materials for LP teachers (district level)

5.Winter camp for students of UP and secondary schools (block level)

6.2-days awareness programme in sanitation, health & hygiene.

7.Training of presidents & secretaries of SMCs (primary school) on school management (block level)

8.Training of Art Education in U.P. Teacher.

9.Training of school support and monitoring for BRCC/CRCC/RTs(district level)

10.Orientation to teachers on RTE.

11.Orientation on training management system

12.Programme o Pupils evaluation, Action Research and P & M.

(d)Programme conducted for DIET faculty

1.Seminar on educational research

2.Exposure visit to other DIETs outside the state

3.Meeting of teacher educators forum of district

4.Training on ICT

5.DIET forum meeting

(e)Technology in teacher education

1.EDUSAT based training

2.Training on MIS

3.Computer literacy programme

(f)Innovations

1.3-R’s Guaranteed Programme.

2.Integrated learning improvement programme.

(g)Content& Material development

1.Development of audio-video CDs on story telling in English for LP schools

2.Preparation of science models relevant to textbook lessons

3.Preparation of mathematics kit-box

(h)On-site support to teachers

1.Visit to schools

2.Preparation of school development plan

40 –

6.PROCESS AND PERFORMANCE INDICATORS

5.1ABOUT DIETs (to be filled up by the State Government)

No. of districts created up to March,

27

No. of DIETs which submitted self-

2011

appraisal Report to NCTE for 2011-12

No. of districts created between April

4

No. of DIETs which have submitted

18 Functional + 5 Non-functional + 4

2002 and March 2011

Annual Action Plan for 2012-13

proposed

No. of DIETs sanctioned

No. of DIETs functional

18

(1) Upgraded

14

Nos. Upgraded

(2) New

9 Nos. New

No . of DIETs with NCTE recognition

18

No. of DRCs sanctioned and

Nil

for D.Ed course

functioned and functional

Annual intake capacity in DIETs

50

Annual intake capacity in DIETs

Actual no. of trainees admitted in

45 nos.

2011-12

No. of DIETs having functional website

Nil

– 41 –

Proposed for Annual Plan ( 2012-2013)and Perspective Plan ( 2012-2017) for DIET, Nalbari

Sl.

Name of

Component

Requirement for the year 2012-2013

Requirement for the 2012-2017

No.

Institute

Total

State Share

Central Share

Total

State Share

Central Share

1

2

3

4

5

6

7

8

9

A.

Recurring Grant::

1.

Salary/Wages ( in existing pay

158.00 lakh

15.80 lakh

142.20 lakh

1030.58 lakh

103.05 lakh

927.53 lakh

scale)

2.

Programme

30.00 Lakh

3.00 Lakh

27.00 Lakh

150.00 Lakh

15.00 Lakh

135.00 Lakh

3.

Faculty Development

5.00 Lakh

0.5 Lakh

4.50 Lakh

25.00 Lakh

2.50 Lakh

22.50 Lakh

4.

Contingency

15.00 Lakh

1.50 Lakh

13.50 Lakh

75.00 Lakh

7.50 Lakh

67.50 Lakh

5.

Technology Support ( Additional

2.00 Lakh

0.2 Lakh

1.80 Lakh

10.00 Lakh

1.00 Lakh

9.00 Lakh

support including maintenance

up to Rs. 2.00 lakhs)

DIET,

Total of A. Recurring Grant::

210.00 lakh

21.00 lakh

189.00 lakh

1290.58 lakh

129.05 lakh

1161.53 lakh

1

B. Non-Recurring Grant::

Nalbari

1.

Civil Works

310.00 Lakh

31.00 Lakh

279.00 Lakh

310.00 Lakh

31.00 Lakh

279.00 Lakh

2.

Equipment

20.00 Lakh

2.00 Lakh

18.00 Lakh

20.00 Lakh

2.00 Lakh

18.00 Lakh

3.

Hub / Switch

0.70 Lakh

0.07 Lakh

0.63 Lakh

0.70 Lakh

0.07 Lakh

0.63 Lakh

4.

Training / Orientation of

1.00 Lakh

0.10 Lakh

0.90 Lakh

1.00 Lakh

0.10 Lakh

0.90 Lakh

Teacher Educators.

5.

Module Development

10.00 Lakh

1.00 Lakh

9.00 Lakh

10.00 Lakh

1.00 Lakh

9.00 Lakh

6.

Hardware support

5.00 Lakh

0.50 Lakh

4.50 Lakh

5.00 Lakh

0.50 Lakh

4.50 Lakh

Total of B. Non-Recurring

336.70 lakh

33.67 lakh

303.03 lakh

336.70 lakh

33.67 lakh

303.03 lakh

Grant::

Sub Total ( A+B) =

556.70 lakh

55.67 lakh

501.03 lakh

1637.28 lakh

163.72 lakh

1473.56 lakh

– 42 –

CONSOLIDATED PROPOSAL – OF DIET, NALBARI

(Rupees in Lakhs)

Amount Required 2012-2013

State Share

Central Share

Budgetary

Sl.

Name of

Provision

Non –

Non –

Non –

made in

No.

Institute

Recurring

Total

Recurring

Total

Recurring

Total

Recurring

Recurring

Recurring

the State

Budget

1

DIET,

346.70

210.00

556.70

34.67

21.00

55.67

313.03

189.00

501.03

55.67 lakh

Nalbari

lakh

lakh

lakh

lakh

lakh

lakh

lakh

lakh

lakh

– 43 –

a.PROCESS AND PERFORMANCE INDICATORS (2011 – 12)

(a)Process indicators:

Process Indicators

Response/status

1.

Does the DIET have a detailed

Yes, DIET, Nalbari has a data base, which has been collected

database on the schools, teachers, BRCs and CRCs in the

from DISE, SEMIS, Statistical handbook and other sources. On

district that it serves?

the basis of this data base, other data are generated, which are

required programme wise.

2.

Has the DIET conducted a training

Yes, DIET, Nalbari had conducted a need analysis in the year

need analysis for teachers?

2010.

3.

Does the DIET hold regular meetings

DIET, Nalbari holds regular meetings with SSA, SCERT,

with (a) SSA (b) RMSA (c) IASE (d) CTE (e) SCERT

Assam. This kind of activities is yet to be initiated with RMSA,

IASE, CTE.

4.

Has there been positive feedback on D.

There has been positive feedback from the 2-yr PSTE

El. Ed programme by student teachers? Are there records

programme which was initiated for two batches during 1999-

of the same?

2001. However, the institute also has positive feedback from the

recently concluded D. El. Ed (ISTE) programme.

Though these records are not structurally kept, yet the DIET

journal indicates this aspect.

5.

Has there been positive feedback on in-

Yes, there are positive feedbacks from the in-service

service programmes by elementary school teachers? Are

programme. But the system of keeping the records of it is yet to

there records of the same/

be implemented.

6.

Does the DIET using a training

Yes, DIET, Nalbari is having a training management system.

management system?

7.

Does the DIET conduct research

Yes, several action researches were conducted with the

studies related to teachers in the area that it covers?

financial support from SSA.

8.

What are the areas of research

Methodology & practice in classroom, students’ absenteeism,

covered?

motivation, use of TLMs, students’ assessment, students’

dropout.

9.

How many publications have been

About 20 by different faculty.

authored by Diet faculty – conference/seminar

presentations, reports, newspaper/journal articles, books

etc?

10.

Are there regular faculty development

Not regularly, yet it is being done now and off.

programme for DIET faculty?

11.

How many faculty members at the

Faculty members have been deputed in different points of time

DIET were deputed for conferences, went on study leave

to different state level conferences and also to few national level

– 44 –

and undertook exposure visits?

conferences.

12.

What is the frequency of faculty

These meetings are held issue-wise. Though there is no specific

meetings with in the DIET? Are there records of the same?

dates for holding the meeting, yet on the average two meetings

are held in every month.

13.

What has been the most ‘talked about’

School support

process improvement in the year with in the DIET?

Performance Indicators

Response/status

Input/activity measures:

1.

Number of visitors to the DIET resource

RC is yet to be established.

center every month (excluding students visits during the

library period)

2.

Number of DIET faculty visits to

100 schools, each of 5 hours duration

schools in a quarter (each visit is to be of 4 hours duration)

3.

Availability of

technology

enabled

At present 3 computers are functioning without internet. E-mail

infrastructure (functioning computers, internet, e-mail id

id is available. 1 betacom set is available.

and multi-media facilities)

4.

Average duration of principal-ship in the

5 years

last 5 years

5.

% of faculty positions filled

65%

6.

% of new books (less than 3 years old)

35%

Output/outcome measures:

1.

Number of qualified teachers added to the system

The PSTE students of 1999-2000, 2001-2002 batches have

through DIETs

been engaged in various sectors of education system- as

teacher in school, as SSA activist, as educational personnel of

NGO. (This PSTE programme discontinued in 2002 by the govt.

of Assam)

The new 2-yr PSTE has been introduced in 2012 only.

2. % of DIET students who cleared TET

2-yr PSTE has been introduced afresh in 2012 only. However,

out of the PSTE of 1999 – 2001 (conducted for 2 batches and

then discontinued by state Govt), who were age-wise eligible,

about 90% cleared TET.

3.

Number of modules for training of teachers, etc.

6 modules on the basis of teachers’ needs.

prepared by DIET faculty.

4.

Number of action research undertaken by the DIET

5 action researches.

faculty

5. Number of resource materials

developed

by DIET

faculty for school teachers.

– 45 –

6.

Number

of faculty of DIET who

17 faculty members

underwent capacity development and training

programmes

7.

Has the

DIET prepared the Annual

Yes.

Action Plan, 2012 – 13

(b)Performance indicators:

5.3INFRASTRUCTURAL PROPOSAL

Name of DIET

Year in which

Component

Installment No.

Amount

Amount

of

% of grant

Remarks

central

grant utilized

utilized

assistance

received

1993-94

Equipment

1

7.20 lakh

7.20 lakh

Nil

1994-95

Civil Works

1

34.80 lakh

34.80 lakh

Nil

DIET,

2005-06

Equipment

1

4.10 lakh

4.10 lakh

Nil

NALBARI

2005-06

Civil Works

2nd

34.80 lakh

34.80 lakh

Nil

2006-07

One time grant

one time grant

20.00 lakh

20.00 lakh

Civil Works

5.5 Function wise planning formats:

A

Pre-service programme :

Goal : To introduce experiential learning and reflective practices in pre-service teacher – trainees.

Barriers : Lack of understanding of what is experiential / reflective learning ; mindsets of hierarchy and knowledge – transmission; Teacher Educators have never experienced such methods themselves.

– 46 –

Strategies :

1.Identity progressive schools in Assam ( or near Assam) which practice experiential learning and reflective practices, identify a Team of Teachers Educators and Trainees to conduct a Learning Visit and workshop, by the staff of the school, to help Teachers Trainees understand how to implement this in their schools [ costing: Learning Visits]

2.Ask Teachers Trainees to devise similar methodologies or strategies to implement these processes in their teaching practice.

3.Trainees to try it out for 4-6 weeks ( for the duration of their Teaching Practices ) and document their experiences and reflection.

4.Teachers Educators discuss and reflect together with trainees what were the insights gained through the experience.

5.Teachers Educators will draw up a plan for using reflective & experimental method for teaching their own papers, and will share that with Workshop RPs for feedback.

6.Techers

Name of the course

Intake approved by NCTE

Duration of programme

Actual number of trainees admitted in

2011-12

D. El.Ed.

50

2 yrs

45

* 2-yr D. El. Ed. PSTE has been introduced only in June, 2012.

– 47 –

B. RESOURCE CENTER AND DOCUMENTATION

GOAL:: To create specifically to make available to teachers, teacher educators and district education planners , the range of materials and resources they required of their professional practices.

BARRIERS:: Lack of resource centre could contain a range of materials for teachers, teacher educators, students, Resource Persons and resource groups.

STRATEGIES::

1.Promoting an interest in and a culture of using the library as a support for teaching and training, for ideas and for materials.

2.Developing a culture of sharing ideas and experiences by contributing materials developed by teachers, etc. to the resource center.

3.Networking the district, blocks, clusters and school resource centers for effective exchange of ideas, information and resources.

4.Providing academic help and support to resource groups working at different levels (district, block and cluster levels)

in the district.

Facilitating teachers in developing and using low cost, locally available educational resources.

Function

Plan for 2012-13

Resource

No.

of

No.

of

Total

Planned

Planned

Estimated

Expected outcomes

support

documents

orientation

expenditure

number of

number

of

expenditure

types

/publications

held

with

documents

orientations

(in Rs)

released

teachers

/publications

held

with

releases

teachers

Use if ICT

Nil

Nil

Nil

1

12

0.50 lakhs

The teachers would realize the

importance of ICT in tl-process

1. The teachers would realize

the

importance

of

local

Use of

resources

local

Nil

Nil

Nil

1

12

0.50 lakhs

2.

Teachers

would

be

resources

motivated to plan and make

use of it integrating the

curriculum.

– 48 –

Teachers would

develop

a

Use of

Nil

Nil

Nil

1

12

0.50 lakhs

culture of library book reading

library

as a part of their professional

development

1. Teachers would be exposed

Quarterly

to new trends in tl-processes

Nil

Nil

Nil

4

1 2

0.50 lakhs

2.

Teachers

would

be

publication

motivated to prepare and write

in academic journals.

( D ) TRAINING PROGRAMMES FOR TEACHERS, BRC AND CRCC, VEC, SMC MEMBERS ETC.

Goal : To help teachers to contextualize their teaching of specific subjects in the classroom.

Barriers : Lack of understanding of how to contextualize learning, teachers have not been exposed to this before, lack of Master Trainers who are skilled in this.

Strategies :

1.Gain clarity of what contextualization of subjects means – collective reading of NCF 2005

Look for examples in the Focus Group Papers. Consult with Experts ( e.g. Loreto Day School, RPs from Delhi ) [TA- DA for RPs]

2.Select small group of teachers from each subjects and each class ( let each teacher choose 1 subject and class to focus on ), on volunteer basis.

3.Conduct workshops with small groups of teachers (10) class-wise and subject-wise , to arrive at an understanding of what contextualization means for that class/ subject ( Total 4 subjects x 5 classes x 10 Trs/workshop= 200 trs total) [costing : workshop cost]

4.Ask teachers to conduct a pre-test to test children’s learning to particular concepts in each subject ( decided by DIETs)

5.These teachers will pilot test this in the classroom, and report back to DIET, conduct a post-test to assess improvement of children’s understanding and learning of those concepts.

6.DIET and teachers revise their understanding.

7.Give a timeframe for all Teachers in the District to try it out in their classes, in at least 1 subject and class.

8.Each teacher will generate a document with examples of how they have contextualized in their subject and class.

49 –

9. Hold a seminar to disseminate this to all the other DIETs.

function

During 2011-12

Plan for 2012-13

Nature of

Number of

Average

Total

Planned

Average

Estimated

Expected outcomes

programme

participants

duration of

expenditure

number of

duration of

expenditu

programmes

participants

programme

re

(in Rs)

Induction training

Nil

300

—–

2.10

The new teachers would

for Action Research

lakhs

develop their capacity

Training on life skill

Nil

600

2 days

2.10

The teachers would be

development for up

lakhs

able to help students

teachers (at district)

acquire life skills

Workshop for

Nil

800

3 days

3.40

1. The teachers would

development of

lakhs

be equipped with the

lesson based TLMs

skills of preparing TLMs

on mathematics for

2. Teachers would make

UP & LP teachers

use of TLMs in

(at district)

classroom.

Programme of

Nil

240

2 days

1.80

Science temper would

beautification of

lakhs

be developed in students

school campus

and schools

Workshop for

Nil

800

2 days

1.32

1. The teachers would

development of

lakhs

be equipped with the

reading materials

skills of preparing grade-

for LP teachers

wise reading materials

(district level)

2. Teachers would make

use of reading materials

in schools.

2-days awareness

Nil

700

2 days

2.00

Motivated to healthy

programme on

lakhs

atmosphere at school,

sanitation , health &

society.

hygiene

Field trips for

Nil

1000

1 day

1.50

Students would get

students on social

lakhs

exposure to local

science (school

resources related to

level)

curriculum.

Training on Art

Nil

300

3 days

3.20

Teacher would able to

– 50 –

Education for U.P.

lakhs

develop the skill

Teacher

Art competition

Nil

800

1 day

1.70

1. Students would be

among students of

lakhs

motivated towards art

LP, UP and

and creative education.

secondary schools.

2. students would be

(block level)

motivated to prepare and

maintain school display

board.

Orientation to

Nil

450

2 days

3.30

BRCC/CRCC/RT would

teachers on RTE

lakhs

be able to undertake

effective school visit and

support programmes

Awareness

Nil

28

2 days

0.95

They would be equipped

programme Girl

lakhs

with the skill for day to

Child/ Child Labour

day situation

/ AIDS etc.

Workshop for

Nil

400

2 days

0.40

Master resource pools

formation of Master

lakhs

would be developed in

Resource groups

each block

(pools) (district

level)

Orientation on

Nil

106

2 days

0.35

DIET would be able to

training

lakhs

operationalize effective

management

TMS.

system

Programme on

Nil

560

3 days

4.00

Teachers freezing can

Pupil’s Evaluation,

lakhs

be reduced.

Action Research

(P&M)

Total

30.0 akhs

– 51 –

E. PROGRAMME CONDUCTED FOR FACULTY OF DIET

GOAL:: To work for the capacity building of the teachers and other field functionaries of elementary education.

BARRIER:: Many new concepts are daily emerging in the field of content and methodology and also use of TLM in orphicated manner.

STRATEGIES::

2.To ease Teaching-learning processes and to infuse upon the pupil about the concepts laid in content areas, faculties in charge of different branches are to work in a positive direction.

3.Electronic devices are there to help the teachers for classroom transaction.

4.Right to education act 2009 has laid down much responsibilities to the agencies working for the growth development and proper intension of academic activities so that none is left untouched.

5.To fulfill the constitutional commitment no habitation is to be left without a school as such mapping of habitation are required RTE has clearly advocated for providing.

Function

During 2011-12

Plan for 2012-13

Number

Brief

Total

Number of

Brief nature of the

Estimated

Expected outcomes

of CTE

nature of

expenditure

IASE

programme

expenditure

faculty

the

faculty to

covered

programme

be covered

Exposure

Nil

2

Visit reputed NGOs,

2.40 lakhs

Faculty

members

visit to other

DIET

undertaking

will be

exposed

to

DIETs

innovative

practices

different

innovations

outside the

in education.

and

they would

state

acquire

skills

for

enriching

their

practices

in

the

district

Meeting of

Nil

2

Sharing

of

different

0.70 lakhs

Faculty

members

teacher

issues

prevailing in

will be

exposed

to

– 52 –

educators

the field.

different

issues

in

forum of

the district

district

Training on

Nil

2

Use of ICT in tl-

0.40 lakhs

Faculty

members

ICT

processes

will be

enriched

in

ICT technology

DIET forum

Nil

2

Sharing of

ongoing

1.50 lakhs

Faculty

would

be

meeting

researches

all

over

exposed

to various

the

country

by

research studies and

invited

findings

and would

experts/educationists

be able

to develop

and

discussion

on

innovations

academic matters

pertaining to school

education.

Total

5.0 Lakhs

– 53 –

F. TECHNOLOGY IN TEACHER EDUCATION

INFORMATION TECHNOLOGY IN TEACHER EDUCATION

GOAL:: ICT can promote international collaboration and networking in education and professional development.

BARRIERS:: Rapid development in ICT, especially the Internet, traditional initial teacher training as well as in service continued training institutions worldwide are undergoing a rapid change in the structure and content of their training and delivery methods of their courses.

STRATEGIES ::

1. For this purpose training programmes in the

field

of technology should

be conducted, planned in such a

way that the teacher trainees can incorporate

the

finest idea of technology

of today’s world.

2. To provide such training programmes certain requirements are necessary physical as well as human

resource. And to carry out such programmes a neat and acute Annual Action Plan should be prepared.

PHYSICAL RESOURCE/REQUIREMENTS/ELECTRONIC EQUIPMENTS WITH EXPENDITURE

Sl.

Particulars

Qnty.

Rate (Rs.)

Amount (Rs.)

No.

1.

Server Computer (Xeon processor/4GB RAM/250 GB

1 No.

55000/-

55000.00

HDD/ODD/18” Monitor/Keyboard/Mouse

2.

Desktop Computer for Client (Intel Dual Core CPU/2 GB RAM/500

GB

2 No.

25000/-

50000.00

HDD/ODD/18” monitor/ Keyboard/Mouse

3.

Laptop Computer

1 No.

30000/-

30000.00

– 54 –

(Intel Dual s Core CPU/2 GB RAM/500 GB HDD/ODD/14”

Display/Wi-Fi/Web Cam/ Win7 HB)

4.

3 KVA Online UPS

with dry

cell for 1 hr backup

1 No.

70000/-

70000.00

Colour

Laser printer

5.

1 No.

33000/-

33000.00

(A4/18ppm/HI-Speed USB/30000 page- month)

6.

Print

/Scan/Copy

/

Fax

– all

in one

machine (A4/18

1 No.

20000/-

20000.00

ppm/Network ready/ADF)

7.

Photo copy machine

(Photostat)

with stabilizer

1 No.

55000/-

5500.00

8.

Hi-speed Internet connection from BSNL

1 No.

5000/-

5000.00

9.

HD Web Cam

1 No.

2000/-

2000.00

10.

LAN Installation and

Configuration

5000.00

11.

Air Condition (1.5 ton split AC) with installation and stabilizer

3 No.

36000/-

108000.00

12.

Diesel Power Generator (DG) (15 KV, auto start)

1 No.

345000/-

345000.00

13.

False ceiling

400 sq. ft.

100/-

40000.00

14.

Vinyl carpeting

400 sq. ft.

120/-

48000.00

15.

LCD Projector and Screen

1 No.

42000/-

42000.00

16.

Table for computer and office

5 No.

3500/-

17500.00

Chair for computer and office

1 No.

2500/-

25000.00

17.

Storage almira

1 No.

10000/-

10000.00

– 55 –

18.

Operating system software for server computer (Win 7 pro)

1 No.

12000/-

12000.00

Operating system software for client computer (Win 7 Pro)

2 no.

7000/-

14000.00

Electricity Job in the room

19.

40000.00

(Wiring /Light fitting/ MCB box fitting etc.)

Digital Camera

20.

1 No.

15000/-

15000.00

(10 MP/Video recording/4x optical zoom)

Total

10,81,500.00

Function

During 2011-12

Plan for 2012-13

Number of

Brief

Total

Planned

Brief

Estimated

Expected outcomes

teacher

objectives of

expenditure

number of

objectives of

expenditure

educators

the

teacher/teacher

the

faculty

programme

educators to be

programme

covered

covered

The faculty would

EDUSAT

Hub

acquire the skills of

based

Nil

10

0.25 lakhs

conducting

management

training

programme through

hub

Capturing,

collating,

Faculty would acquire

Training on

Nil

20

analyzing,

0.35 lakhs

the skill of capturing,

MIS

generation of

collating, analyzing,

date and their

generating data

use

Computer

Basic

Faculty would acquire

literacy

Nil

20

computer

0.60 lakhs

computer literacy

programme

literacy

– 56 –

G. INNOVATIONS

GOAL:: Innovative classroom practice is a new approach that enhance the teaching learning process in the classroom.

BARRIERS:: Lack of knowledge of an relevant topics, and access the problems, related to teaches, teachers training institutions and community.

STRATEGIES::

i)To develop functional understanding of Educational Psychology and methodology among teachers.

ii)To develop skill in the planning of lesson and developing an ability f preparing instructional materials and teaching materials.

iii)To develop positive attitude for continuous learning and keeping abreast with the latest content and methodology.

iv)To develop constructive and co-operative attitude towards, students and the community.

v)To develop the skill of questioning , the skill of illustrating, the skill of demonstrating etc.

Function

During 2011-12

Plan for 2012-13

Nature of

Number of

Brief

Total

Number of

Brief objectives

Estimated

Expected outcomes

innovation

beneficiaries

objectives

expenditure

beneficiaries

expenditure

covered

proposed to

be covered

3R’s Guarantee

For quality

To provide quick

Nil

68 CRCs

development in all

1.36 lakhs

remedied lesson to

Programme

schools.

academically weak.

To preserve the

Integrated

reach traditional

All schools

local resources

Learning

and people

for use in

Improving teaching-

improvement

Nil

0.50 lakhs

of the district

curriculum

learning process.

programme

and state

transaction and

(CLIP)

other general

purposes.

– 57 –

H. CONTENT & MATERIAL DEVELOPMENT

GOAL:: Teachers needs to be acquainted with the knowledge relating to the concept.

BARRIERS::

Evaluation

has posed

as a different problem now-a-days. The concept of continuous and

comprehensive evaluation has been opted in our state.

STRATEGIES::

1.

The content areas given in our text books are needed to be customized.

2. As per NCF 2005, specially in Social Science, environmental Education etc. lots of materials are

to be prepared to fit into the text book now all India level in the local situation.

3. Make the pupil learn

about the local things like

culture, history, environment, geographical

situation , social conditions etc. 40% of such content area is to be prepared locally.

Function

During 2011-12

Plan for 2012-13

Type

Number of

Target

Total

Number of proposed

Target

Estimated

Expected outcomes

publications/releases

group

expenditure

publications/releases

group

expenditure

Development

of audio-

video CDs

All LP

Teachers would be able to

on story

Nil

1

1.20 lakh

schools

use it English classroom

telling in

English for

LP schools

Preparation

Teachers would get exposure

of science

All UP

to these models and will take

models

schools &

Nil

3

0.50 lakh

effort to prepare science

relevant to

secondary

model in schools in

textbook

schools

participation with students.

lessons

Preparation

Teachers would get exposure

All LP &

to the kit-box and will take

of

Nil

2

UP

0.50 lakh

effort to prepare the same

mathematics

schools

schools in participation with

kit-box

students.

– 58 –

I.ON-SITE SUPPORT TO TEACHERS

GOAL:: DIET has a special role in making the elementary level institution functioning in proper direction.

BARRIERS:: DIET are the decentralized field level agency working for the growth and development of elementary education.

STRATEGIES ::

1.Lots of projects and activities designed for the teachers and pupils of these institutions are to be materialized by DIETs.

2.Practical and functional operation of schemes and projects are really ton be done by DIETs as their own work schedule.

3.DIET has six departments to see the various activities for training in content and methodology.

4.Practically DIETs are to be in short co-ordination with these institutions.

5.Activity is best known as support and monitoring. \under school support and monitoring following activities are identified.

Function

During 2011-12

Plan for 2012-13

Number

Average

Total

Planned

Average

Estimated

Expected outcomes

s visited

duration of

expenditure

numbers

duration of

expenditur

each visit

of visit

each visit

e

1. Schools will be exposed to demonstration

of lesson transaction/science models/math-

Visit to

kits.

400

5 hours

From SSA

800

5 hours

0.60 lakhs

2. Schools will be able to address different

schools

issues cropped up academic domain of

schools.

Preparat

ion of

school

Nil

400

5 hours

1.80 lakhs

Schools would be able to prepare and

develop

implement SDP.

ment

plan

– 59 –

( I ) Research and Development

RESEARCH AND ACTION RESEARCH

GOAL::

Education is the development of all those capacities in the individual which will enable him to control his environment and fulfil his possibilities.

BARRIERS:

The complexity of present social and economic life has made the role of school, the teacher, the teacher educator, the administrator even more significant.

MAJOR STRATEGIES

One of the major strategy would be to empower the teacher educator to handle the research work and action research programmes

To train the teacher trainees and the resource persons in the block and cluster level so that they can conduct action researches regularly on class room, school and community related practices, issues and problems.

To develop the culture of thinking and solving the problems scientifically and systematically

To develop a trend of maximum use of library, computer and internet, develop the work culture of collecting primary or first-hand data/information etc.

– 60 –

1) Annual Work Plan for Research and Action Researches (2013/14)

Function

Plan for 2012-2013

Research Title

No.

Dissemination details

Expected outcomes

(How would the research be used)

This research work will be conducted by 2/3 teacher

The outcome of this study gives

Participative management and

educators and the necessary questionnaire will be developed

the relative information about the

organizational climate as

1

and standardized by themselves. This will be a comparative

management type and the

predictors of school

study. In the first stage the schools should be categorized on

organizational climate type of the

effectiveness

the basis of its performance and the will be proceed for the

school and its role in school

teachers’ effectiveness part.

effectiveness.

Function

Plan for 2012-2013

Research Title

No.

Dissemination details

Expected outcomes

(How would the research be used)

This study will be conducted by 2/3 teacher educator. With the help

Aggressive behavior of the school

of the self structured questionnaire the researcher will collect data

going students is a vital problem in

A study on Aggressive behavior of

and analyze accordingly. After the reviewing the related studies the

the present day

context.

The

1

researchers will set the objectives and hypotheses. The

suggestive measures

may help

the

the school going adolescents in

methodology will be descriptive survey method. In this study the

teachers, the parents to counsel them

Nalbari district of Assam

researcher will interview some psychological counselor and

properly.

psychiatrists for remedial measures.

– 61 –

Function

Plan for 2012-2013

Action Research Title

No.

Dissemination details

Expected outcomes

(How would the research be used)

It will be an action research. The time frame for this action

With the help of the suggestions of

this action research improvement

research will be three months. One or two teacher educator

1.Use of appropriate teaching

1

in teaching of art education in

will conduct this study. By Oct last week the final report should

learning materials for Art Education

teacher training institutes, LP and

be submitted to the Principal. With the help of self constructed

UP schools can be brought.

tools the study will be conducted

Function

Plan for 2012-2013

Action Research

No.

Dissemination details

Expected outcomes

Title

(How would the research

be used)

It will be an action research. The time frame for this action

With the help of the suggestions of

this action research improvement in

research will be three months. One or two teacher educator

1.Use of appropriate teaching

teaching of art education in teacher

1

will conduct this study. By Oct last week the final report should

learning materials for Art Education

training institutes, LP and UP

be submitted to the Principal. With the help of self constructed

schools can be brought.

tools the study will be conducted

Function

Plan for 2012-2013

– 62 –

Action Research

No.

Dissemination details

Expected outcomes

Title

(How would the research

be used)

2. Involvement of community

It will be an action research. The time frame for this action

This type

of studies

can

develop

innovative

ideas

in

teaching

resources in the teaching learning

research will be three months. One or two teacher educator

1

learning process. It can also bring

process in the subject Environmental

will conduct this study. With the help of self constructed tools

the community more closure to the

studies and Social Science

the study will be conducted

school.

Function

Plan for 2012-2013

Action Research

No.

Dissemination details

Expected outcomes

Title

(How would the research

be used)

With the help of the suggestions of

It will be an action research. The time frame for this action

this

action

research the teacher

educators and the teacher trainees

3. Improvement of evaluation system

research will be three months. One or two teacher educator

1

will

be

introduced

with

the

in the class room situation

will conduct this study. With the help of self constructed tools

improved

ways/ new

trends

of

the study will be conducted

evaluation system in the class

room.

Function

Plan for 2012-2013

– 63 –

Action Research

No.

Dissemination details

Expected outcomes

Title

(How would the research

be used)

4.Effectiveness of the Mother Groups

1

It will be an action research. . Two teacher educators will be

With the help of the suggestions of

for better academic achievement and

involved in this study. With the help of self constructed tools

this action research the mother

emotional adjustment of the pupils

the study will be conducted,

groups will be empowered which

will result in better academic

achievement

and

emotional

adjustment of their children.

– 64 –

5.4 Current Staff and Plan – 2012-13

Sl.

Name of

No. of posts sanctioned

Post Filled

Vacant posts

% of vacant posts

No.

DIET

Academic

Non

Total

Academic

Non

Total

Academic

Non

Total

Academic

Non

Total

academic

academic

academic

academic

BU

AU

BU

AU

BU

AU

BU

AU

BU

AU

BU

AU

BU

AU

BU

AU

BU

AU

BU

AU

BU

AU

BU

AU

1

<![if ! IE]>

<![endif]>Nalbari

25

23

48

18

23

41

7

7

28%

0%

28%

<![if ! IE]>

<![endif]>DIET,

Total

B.U. – Before Up-gradation

A.U. – After Up-gradation

– 65 –

5.6 BUDGET AND FINANCE

Sl. no.

Head of expenditure

Central

Expenditure

Unspent

Total proposed

State

Claim

from

assistance

incurred

balance as on

2012-13

contribution

GOI (2012-13)

2011-2012

31.3.2012

2012-13

EXISTING DIET

1

Strengthening

of

physical

infrastructure

(i)

Civil works

310.00 lakhs

31.00 lakh

279.00 lakhs

(ii)

Equipment

20.00 lakhs

2.00 lakh

18.00 lakh

2

Programme and activities

8.50 lakh

8.50 lakh

32.26 lakhs

3.23 lakh

29.03

lakh

3

Salary of faculty and staff

sanctioned and

filled up

139.79 lakh

132.00 lakh

Nil

159.00 lakhs

15.9 lakh

143.1 lakh

after up-gradation

4

Faculty development

0.50 lakh

0.50 lakh

Nil

5 lakhs

0.50 lakhs

4.50 lakh

5

Contingencies

2.50 lakh

2.50 lakh

Nil

15.00 lakhs

1.5 lakh

13.5 lakh

6

TECHNOLOGY

IN

3.55 lakh

3.55 lakh

Nil

8.70 lakhs

0.87 lakh

7.83 lakh

TEACHER EDUCATION

Hard ware support

6.15 lakh

0.615 lakh

5.54 lakh

Purchase of hub/switch

0.70 lakh

0.07 lakh

0.63 lakh

One

time

orientation

/training

of

teacher

1.00 lakh

0.10 lakh

0.90 lakh

educators

Additional

0.85 lakh

0.085 lakh

0.77 lakh

support/maintenance

– 66 –

5.7CLAIM FOR RECURRING ASSISTANCE FOR THE YEAR 2012-13: PART- II: ESTIMATED EXPENDITURE ON SALARIES: DIET, Nalbari

Estimated

<![if ! IE]>

<![endif]>Net claim from GOI on account of salaries for 2012-13

Number of post

annual

expenditure

for 2012-13

on posts

which were

Principal

Vice principal/sr. lecturer

lecturer

Para academic staff

Pay scale:Rs. 37400-67000

Pay scale: Rs.37400-67000

Pay scale : Rs. 15600-

Pay scale;

+ GP

+ GP

39100 + GP

a)

19300-34800+ GP

b)

15600-39100+GP

c)

19300-34800+GP

d)

5200-20200+GP

sanctioned

Filled

sanctioned

Filled

sanctioned

Filled

sanctioned

Filled

<![if ! IE]>

<![endif]>nos.

<![if ! IE]>

<![endif]>districtwhereNameDIETofis located

<![if ! IE]>

<![endif]>upgradedWhethernewor

<![if ! IE]>

<![endif]>sanctionYearof

Before

After

up as

Before

After

up as

Before

After

up as

Before

After

up as

<![if ! IE]>

<![endif]>In anceexistpriorupto– gradation(whetherfilled

<![if ! IE]>

<![endif]>Filled31.3.12uponas

<![if ! IE]>

<![endif]>expenditureActual201112onin- mentionedsalariespostscol.ofin 7,10,13,extentwerefilledtheythe16to

<![if ! IE]>

<![endif]>contributionState

up-

up-

on

up-

up-

on

up-

up-

on

up-

up-

on

gradati

gradati

31.3.1

gradati

gradati

31.3.1

gradati

gradati

31.3.1

gradati

gradati

31.3.1

on

on

2

on

on

2

on

on

2

on

on

2

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

1

158.0

146.00

15.9

143.1

<![if ! IE]>

<![endif]>Nalbari

1995

1

7

1

17

17

23

23

0

lakh

lakh

lakh

lakh

2

3

4

5