Reports and Other Materials Brought Out during 1996-97 1. Status and Needs of North-Eastern States in the School Education Sector (mimeographed)
2. Teacher Centres: A Blueprint (mimeographed)
3. Special Orientation Programme for Primary School Teachers (SOPT)
4. Innovative Experiments and Practices in Teacher Education (mimeographed)
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5. Appraisal of Material Used in the In-service Training of Teachers in States and UTs (mimeographed)
6. Innovative Experiments and Practices in Teacher Education (Summaries of Papers Selected for Award) (mimeographed)
7. Monitoring and Evaluation of Training Quality: A Framework (mimeographed)
8. Curriculum and Syllabi for M.Ed. (Elementary Education) Programme (mimeographed).
9. Innovative Experiments and Practices in Pre-Primary Education Vol. 11 (mimeographed)
10. Innovative Experiments and Practices in Teacher Education (Awarded Papers 1996-97) (mimeographed)
11. Innovative Experiments and Practices in Teacher Education (summaries of papers) (mimeographed)
12. Teachers' Service Conditions and Redressal of their Grievances in Private Schools (mimeographed)
Regional Level Inputs to Teacher Education The RIE, Ajmer organised training in Action Research of the faculty of DIETs of the states of Rajasthan, Punjab, Himachal Pradesh, Jammu and Kashmir. The curriculum of elementary teacher education of Rajasthan was modified and updated in collaboration with the SIERT, Rajasthan, Udaipur.
The RIE, Bhopal organised (i) Training of DIETs faculty in techniques of writing question papers and evaluation, (ii) Training of DRU faculty of DIETs in NFE, (iii) Training of supervisory personnel at block and district levels in effective implementation of DPEP and MLL-based teaching-learning process, (iv) Training of DIETs personnel in CMDE in Gujarat, (v) Orientation of KRPs to operationalise psychological laboratory in CTEs and IASEs, (vii) Induction training of DIETs personnel in CMDE in Maharashtra and Goa, (viii) Training of DRU faculty of DIETs in Alternative Schooling including NFE and ET, (ix) Orientation of KRPs in content/ methodology in Science at B.Ed. level, and (x) Orientation of DIETs faculty in elementary education.
The RIE, Bhubaneswar undertook a programme to locate, analyse and field-test various innovative in-service training practices in operation in various institutions/ organisations in the states.
A composite group of teachers and teacher educators was oriented with regard to (i) the importance of Physical Education and (ii) planning the focus and structure of curriculum activities in Physical Education at the primary level. A training package for a three week course to enhance the context and methodological base of teachers was developed and tried out. Certain improvements in language, diagrams, presentation, treatment, examples (concept-wise) in the Chemistry textbook at the plus-two level were suggested after detailed analysis of the same.
Five training programmes were organised by the RIE, Bhubaneswar for the DIETs faculty of Assam, Bihar and Orissa for capacity building on various issues and trends in primary education. Some of the areas covered using modules developed by the institute include: (i) Preparation of teaching aids and materials on a zero-cost basis, (ii) Continuous and comprehensive evaluation, (iii) Competency-based teaching, (iv) Activity-based teaching strategies resulting in joyful learning structures, (v) Classroom management in a multi-grade set-up and large classroom sizes, (vi) Guidance and counselling as inputs for optimising the functioning of primary schools, (vii) Role of community participation in primary schools, (viii) Techniques for developing diagnostic tools, and (ix) MLL as an objective to achieve quality with equity.
The RIE, Mysore provided training to the faculty of DIETs in language teaching, Mathematics teaching, Special Education, Environ- mental Education, Multi-grade Teaching, Evaluation, Action Research and Educational Technology with the help of training materials developed by the faculty of the institute. Training packages on Remedial Instruction to Slow Learners in Mathematics, Sample Survey Methods, Competency-based Teaching in Environmental Studies and Continuous and Comprehensive Evaluation (CCE) have also been developed. The RIE, Mysore trained extensively students of pre- service course in elementary education on the structure, issues and problems related to the elementary education. The focus remained on improvement of quality of 'teaching and learning in primary schools. As a part of this programme, research studies in areas such as attainment of MLLs, competency-based
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teaching, curriculum transaction and classroom practices, in-service education of teachers and learning difficulties/deficiencies of children were carried out.
The RIE, Mysore is organising a 15-month training course especially designed for the head teachers of Maldives. As a part of this, a bridge course in English was offered to give special training in phonetics, basic linguistics, grammar and development of reading and writing skills. These teachers are being exposed to courses in different pedagogical areas including planning and management of education.
The RIE, Mysore provided support and academic inputs to the 'One- way Video and Two-way Audio' interactive mode of training primary school teachers in the context of training of Mathematics teachers. A research project entitled 'Impact of SOPT Training Programme on Classroom Practices' in the states of Karnataka and Andhra Pradesh as a part of the SOPT project is in progress.
The North-East Regional Institute of Education (NERIE) primarily aims at capacity-building of the state and district level institutions for promotion of teacher education in the region. The long-term role of the NERIE would be to facilitate human resource development in the region to enable the states to provide quality inputs in school education. The institute has been designed keeping in view the demographic socio-educational and cultural variations of the region. It would pay attention on special problems of the region including those of, unqualified and untrained teachers, high rate of drop-out and low level of pupils' achievement. Among other things, it will give appropriate inputs to promote educational technology and develop research based interventions for improvement of school education.
The NERIE has started functioning in a rented building at Shillong. Steps are being taken to procure land for the institute and providing staff for making it fully functional. The NERIE, Shillong continued liaisoning with the states, MHRD and other constituents of the NCERT. A one-day seminar on 'Burning Issues and Concerns in Education' was organised. In the seminar, information and ideas were exchanged on topics like Value Education', 'Mathematics Education', 'Environmental Education', 'Guidance and Counselling', 'Universalisation of Education' and 'NERIE Requirements for the NE Region'.
A brochure on 'Perspective of School Education in North-East states with Special Reference to Meghalaya' containing topics on different dimensions to school education was brought out. A workshop- cum-training in Mathematics for the KPs of Meghalaya was organised.
The NERIE provided academic support and consultancy to the states. It is represented in several state-empowered and task force committees constituted to prepare plan proposals for centrally sponsored schemes. In the context of identification of educational needs of the states requiring inputs from the constituents of the NCERT, the State Coordination Committees (SCCs) have been set up in Arunachal Pradesh, Meghalaya, Mizoram, Nagaland, Tripura and Sikkim.
Course-wise Enrolment in RIEs during 1996-97
S. No. Course Ajmer Bhopal Bhubaneswar Mysore
1. BSc. BEd.
I Year 71 81 96 74
II Year 70 69 72 58
III Year 56 52 77 37
IV Year 65 55 70 51
2. B.A. B.Ed.
III Year - 50 63 24
IV Year - 40 61 39
3. M.Ed. 19 13 31 29
(Elementary)
Total 281 360 470 312
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Demonstration Multipurpose Schools Each of the Regional Institute of Education (RIE) at Ajmer, Bhopal, Bhubaneswar and Mysore has a Demonstration Multipurpose School (DMS) attached to it. These. demonstration schools are an integral part of the RIEs and act as laboratories for trying out innovative practices in school education and teacher education. The teacher trainees en- rolled in the various pre-service teacher education courses offered by the RIEs also undergo practical training in these schools.
The DM schools with Classes I to XII impart education through English medium. These schools are affiliated to the Central Board of Secondary Education (CBSE), New Delhi. These schools also offer guidance and counselling facilities and have the unique distinction of having vocational courses at the plus-two level, viz. Structure and Fabrication, Basic Electronics Technology, Office Management and Secretarial Practice.
Examination Results of RIEs during 1996-97
Pass Percentage
S. No. Course Ajmer Bhopal Bhubaneswar Mysore
1. B.Sc. B.Ed/ 81.8
B.Sc. Ed.
I Year 95.83 88.46 78.8
II Year 96.49 96.36 85.8
III Year 98.46 100.00 84.2
IV Year 100.00 100.00 97.2
2. B.A. B.Ed/ 96.6
B.A. Ed.
I Year - - -
II Year - 98.03 93.6
III Year - 100.00 100.00
IV year - 100.00 100.00
3. M.Sc.Ed.
Physics - - - 100
Chemistry - - - 88.2
Mathematics - - - 100
Life Science - - - -
4. M.Ed. 100.00 91.67 100 77.7
Class-wise Enrolment in DM Schools during 1996-97
Class Ajmer Bhopal Bhubaneswar Mysore
I 32 60 68 70
II 32 64 71 70
III 33 78 74 70
IV 36 79 71 67
V 32 71 115 66
VI 57 95 134 77
VII 66 73 127 71
VIII 60 77 130 61
IX 75 76 132 68
X 59 67 117 70
XI 44 64 86 44
XII 43 62 73 44
Total 569 866 1198 778
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Examination Results of DM Schools in 1996
Pass Percentage
Class Ajmer Bhopal Bhubaneswar Mysore
X 75.2 93.9 96.8 100.00
XII (Science) 87.5 95.2 89.8 97.00
XII (Arts) 92.0 100.00 76.2 -
XII (Commerce) 85.5 100.00 72.2 -
XII (Vocational) 100.0 100.0 46.7 -
XII (Humanities) - - - 100.00
XII (Office Manag- - - - 100.00
ement and Secretarial
Practice)
The DM schools have well-qualified and experienced staff, and are equipped with excellent laboratories and good libraries. In addition to the normal teaching work, the faculty of DM schools is also involved in experimentation and innovations for developing new techniques/programmes in classroom teaching to bring about qualitative improvement intire pupils' achievement. The schools have been implementing the programme of Competency-Based Teaching (CTB) with an action research approach to ensure attainment of Minimum Levels of Learning (MLLs) by students.
Reports and other Materials Brought Out during 1996-97
RIE Ajmer 4
1. Content Enrichment on Selected Topics of Physics at +2 Level (xeroxed)
2. Content Enrichment Package in Selected Topics of Mathematics at +2 Level(xeroxed)
3. Training Package on Teaching Social Science at Upper Primary Level (xeroxed)
4. Content Enrichment Material for +2 Level in Chemistry for the State of Rajasthan (xeroxed)
5. Content Enrichment Package in Chemistry at +2 Level (xeroxed)
1. Training of DIETs Faculty in the Techniques of Writing Question Paper and Evaluation (typed and xeroxed)
2. Prathmik Ster Per Bahu-Kakshiya Shikshan Prayog avam Parikshan (Hindi version) (typed and xeroxed)
3. Case Study of DIETs of Gujarat: Structural and Functional Analysis and Evaluation (typed and xeroxed)
4. Analysis of Answer Scripts of Science at Secondary Level of M.P. Board for Identification of Common Errors (A Research and Development Programme)
5. Common Errors' Analysis in Social Science Question Papers and Answer Scripts (typed and xeroxed)
6. Orientation of KRPs of Maharashtra and Goa in Content/Methodology in Science at B.Ed. College Level (typed, xeroxed and bound)
7. Resource Book for Teaching Physics at Senior Secondary Level (typed, xeroxed and bound)
8. Training of Supervisory Personnel at Block and District Levels in Effective Implementation of DPEP and MLL-based Teaching-Learning Process (being typed).
9. Training of DRU Faculty in DIETs in Alternative Schooling Including NFE and ET (being typed)
10. Training of DRU Faculty in NFE (being typed)
1. Classroom Processes leading to Connotative Relativity: A Generative of Primary Level Pupils' Alternative Cause Conceptions
2. Assessment of Cognitive Development
81 Level of the Primary Stage Pupils with Special Reference to Sex
3. Continuous and Comprehensive Evaluation (xeroxed)
4. Policies, Programmes Implementation of International Educational Value Education at Teacher Training Level (xeroxed)
5. Innovative Practices in Primary Education: Seminar Report (mimeographed)
6. Training Materials on Environmental Orientation to School Education for DIETs of Eastern Region.(xeroxed)
7. Analysis of Syllabi and Textbooks of Secondary and Higher Secondary Level of Orissa and Identification of Concepts Related to Adolescence Education (xeroxed)
8. Competency-based Test for DIET Faculty of Eastern Region (typed)
1. Evaluation of Competency-based Instructional Materials Developed by Tamil Nadu for (a) Tamil, (b) Mathematics, (c) Environmental Studies, (d) Teachers' Handbook (computer print)
2. Evaluation of Competency-based Instructional Materials developed by Kerala for (a) Malayalam, Environmental Studies, (c) Mathematics (computer print)
3. Evaluation of In-service Material Developed under DPEP Kerala: A Study (computer print)
4. Vigyanotsavam: A Case study (computer, print)
5. Evaluation of Competency-based Instructional Materials Developed by Karnataka for (a) Mathematics, Environmental Studies, (c) Kannada (computer print)
6. An Investigation into the FEEL Training Programme: A Case Study (computer print)
7. Workbooks: Mathematics I and II (printed)
8. Teachers' Handbook: Mathematics I (printed)
9. Textbook and Workbook: Kannada I and II (printed)
10. Teachers' Handbook: Kannada (printed)
11. Enrichment materials in Physics for Senior Secondary Teachers (computer print)
12. Analysis of Common Errors in Chemistry Committed by Students at plus-two Level (computer print)
13. In-service Training Practice in Vogue in Southern States (computer print)
14. Interactive Video Programme Materials SOPT (computer print)
Field Services The NCERT has set up Field Offices all over the country for liaison work with the State Departments dealing with school education and teacher education. These Field Offices provide information to the states about the programmes and activities of the constituent units of the NCERT. They also collect and communicate to the constituent units of the NCERT information regarding specific needs of the states and the UTs under their jurisdiction requiring NCERTs inputs. The Field Offices also provide support to different constituents of the NCERT for organising their programmes and activities.
During 1996-97, the Field Advisers in the states assisted various constituents of the NCERT in the conduct of some of their programmes in the states and the UTs. They also carried out various liaison/assistance functions pertaining to implementation of programmes and activities undertaken by the different constituents of the NCERT, the MHRD, concerned State Education Departments, etc, which, inter alia, included the following:
* Helping the RIEs in matters related to organisation of meetings of the State Coordination Committees (SCCs) to assess the educational needs of the states/UTs requiring NCERT inputs.
* Liaison work among the State Education Departments/Organisations, NCERT and the MHRD and dissemination of educational information.
Assistance to the State Education Departments in the context of
* Selection of teachers for national awards
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* Training of teachers
* Study of vocational education programmes
* Development of curricula/instructional material and their review
* State-level toy-making competitions
* Policy formulation
Assistance to the MHRD in the context of
* Monitoring of implementation of the centrally sponsored schemes in the states and UTs, such as SOPT
* Pre-sanction appraisal of NFE proposals submitted by voluntary agencies
* Assessment of functioning of NFE voluntary agencies running NFE Centres through Joint Evaluation Teams (JETs)
Assistance to the Constituents/Departments of the NCERT in the context of
* Sixth All India Educational Survey
* National Talent Search Examination
* On-the-spot study of implementation of vocational education programmes.
* Wide publicity to
* Diploma Course in Guidance and Counselling
* International Poster Contest in Population Education
* Competition of Innovative Experiments and Practices in Teacher Education/School Education
* Organisation of state-level science exhibitions
* Collection of information/documents such as, (a) price of textbooks and exercise books/note books in the states/UTs, and (b) procuring educational psychology curriculum on elementary teachers in India.
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