ANNUAL WORK PLAN 2012-13

Contents

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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.

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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

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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.

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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 %.

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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.

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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 ::

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.

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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

Major Rivers

1.Brahmaputra

2.Mara Pagaldia

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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:[email protected],[email protected]

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2. Anandapuram Yoga Institute

C/o Vivekananda Vidyalaya,

Nalbari,

Phone-(03624)-221020

EDUCATION:

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

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

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

*5015 upgraded EGS to Primary Schools are not considered.

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

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

SOURCE: DISE, 2011-12

DEMOGRAPHY:

Demographic profile, 2011 Census:

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Comparative population statistics:

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 Border:

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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.

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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.

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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.

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iv) Boundary wall with iron g

v) Fire fighting

Estimate Cost :

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.

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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

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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.

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(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.

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(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,

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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.

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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

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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.

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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.

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•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.

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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

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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.

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(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)

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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

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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

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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

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6.PROCESS AND PERFORMANCE INDICATORS

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

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

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CONSOLIDATED PROPOSAL – OF DIET, NALBARI

(Rupees in Lakhs)

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a.PROCESS AND PERFORMANCE INDICATORS (2011 – 12)

(a)Process indicators:

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(b)Performance indicators:

5.3INFRASTRUCTURAL PROPOSAL

5.5 Function wise planning formats:

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.

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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

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

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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.

( 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.

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