Size - Reduced - Final - Teacher - Education - Plan - Document - Karnataka - All - November - 2012 (4) .Odt

Teacher Education Plan Document – Karnataka
GOVERNMENT OF KARNATAKA
DEPARTMENT OF PUBLIC INSTRUCTION
DEPARTMENT OF STATE EDUCATION RESEARCH AND TRAINING, KARNATAKA
Teacher Education scheme under 12th five year plan.

Perspective Plan - 2012 TO 2016
“Creation of a teacher education system for preparing reflective and humane practitioners
who can facilitate quality school processes, both enabling and inclusive”
Telephone: 080-26422372, 080-26422373, 080- 26422375 http://dsert.kar.nic.in email -

dsert@dataone.in
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Where The Mind is Without Fear
Where the mind is without fear and the head is held high
Where knowledge is free
Where the world has not been broken up into fragments
By narrow domestic walls
Where words come out from the depth of truth
Where tireless striving stretches its arms towards perfection
Where the clear stream of reason has not lost its way
into the dreary desert sand of dead habit
Where the mind is led forward by thee
Into ever-widening thought and action
Into that heaven of freedom,
my Father,
let my country awake
- Gurudev Rabindranath Tagore
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PREFACE
The Karnataka State Perspective Plan for Teacher Education (KSPPTE) for the 12th plan
has been prepared keeping in view the requirement of the state in the Teacher Education
sector as well as the guidelines given by the Ministry of Human Resources
Development, Government of India. Along with the State Perspective Plan, the State Plan
and Budget (SPB) for Teacher Education has also been prepared and presented for the
year 2012-13.
The state has at present 30 DIETs, 10 CTEs and one IASE, along with a number of
Teacher Education institutions, catering to the teacher education sector in the state. These
institutions need to be strengthened further. The DSERT, which is providing academic
leadership in the state, also needs further strengthening.
The perspective plan has proposed 4 new DRCs for the under-served revenue districts. A
proposal has been made for central assistance to establish an additional IASE and two
CTEs. The plan does not seek establishment of BITEs since the existing institutions have
more than adequate capacity for pre-service teacher-education, which is the focus of
BITEs.
Establishment of an academic cadre of teacher educators as well as restructuring of the

TE institutions primarily on curricular areas, with provision for catering to local priorities are
the two significant features of the KSPPTE, these are expected to further strengthen the
academic nature of these institutions and support individual, institutional and systemic
professional development for the purpose of enhancing quality education in the state. The
integration of ICTs for academic and administrative support to institutions is also a focus of
the plan.
A participatory and interactive approach has been adopted in preparing this document.
The entire planning process was conceived by DSERT under several themes and at
different levels involving a team of professionals. A large number of individuals and
organizations have offered valuable support in preparing this document.
Valuable contributions have been received from several principals and lecturers of DIETs,
CTEs, primary and secondary teacher educators as also various educational experts in the
field. The Director, DSERT has coordinated the working group and has brought out this
unique and authoritative document in a record time.
G. Kumar Naik
Principal Secretary
Primary & Secondary Education, Govt. of Karnataka
Bangalore.
Date – October 10th 2012
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1 Executive Summary
The perspective plan for teacher education in Karnataka in the 12th five year plan has
been prepared in accordance with guidelines provided for centrally sponsored scheme of
teacher education by the Ministry of Human Resource Development (Department of
elementary education & Literacy), Government of India.
The perspective plan has been prepared keeping in mind the vision of Teacher education
of Karnataka.
“An autonomous body for preparing reflective and humane practitioners

who can facilitate quality school education and teacher education processes”.
The objectives of the TE plan are:
1. To act as an academic and advisory authority in the state for all policy orientations and
also play the role of implementing agency.
2. To achieve qualitative improvement in school and teacher education.
3. To act as a resource institution for all its stake holders at all levels in the state.
4. To provide teacher development programs and distance education courses.
5. To monitor Teacher Education in the state.
6. To assess, evaluate and strengthen the faculty of teacher education institutions in the
state.
7. To undertake curriculum development and curriculum revision/renewal for school

education and teacher education.
8. To provide academic leadership in School Education in the state.
9. To coordinate at the state level schemes of various state, central and international
agencies like NCERT, NUEPA, UNICEF, UNDP, SSA, RMSA ,RIESI, etc., and
undertake various projects
Chapter I in the plan document presents a general profile of the state, highlighting
geographical, historical, socio-cultural, demographic and administrative aspects. The
chapter also deals with human development aspects, including general literacy.
Chapter II presents a detailed educational profile of the state, focusing on the organization
of the educational system in the state.
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Chapter III supported with extensive facts and figures, deals with teacher Education
scenario in the state, dealing mainly with both pre–service and in-service teacher
education. The same chapter deals with Secondary education.
Chapter IV outlines the present status of school education as well as teacher education.
Chapter V outlines the process of planning that went in to the development of the state
perspective plan.
Chapter VI deals with strategies of teacher education, and also the targets to be realised.
Chapter VII outlines the integration of ICT in to teacher education.
Chapter VIII to XIII are the crux of the plan which deal with consolidated plan of activities
of DIETs, CTEs, IASEs, DSERT, BITE and DRCs.
Annexure I contains the financial out lay and budget. The proposal includes state
consolidated financial out lay followed by individual teacher education institutions.
We thank all the persons concerned involved in preparing this plan.
Sri Rama Rao H.S Sri Kumar Naik G

Director. DSERT. Principal Secretary,
Govt. of Karnataka. Primary and Secondary Education
Govt. of Karnataka.
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Table of Contents
1 Executive Summary..........................................................................................................................4
2 State Profile.....................................................................................................................................12
2.1 General Profile of Karnataka state ..........................................................................................12
2.2 State History ...........................................................................................................................13
2.3 Mineral Resources...................................................................................................................13
2.4 Water Resources.......................................................................................................................13
2.5 Forests......................................................................................................................................14
2.6 Tabular Information about Karnataka......................................................................................15
3 Literacy and Schooling Profile........................................................................................................17
3.1 Overview of Education in Karnataka.......................................................................................17
3.2 Organization of Education System in Karnataka ....................................................................18
3.3 Out of school children............................................................................................................19
3.4 Total enrolment of children from weaker section from class 1 to 10....................................20
3.5 Children from the age group between 13 and 16 years with special needs (by district, age,
gender and type of disability)........................................................................................................21
4 Teacher Education in the state.........................................................................................................23
4.1 Review of Existing Teacher Education Institutions in Karnataka.........................................23
4.2 Institutions/agencies imparting in-service teacher training ..................................................24
4.3 Present Status.........................................................................................................................25
4.4 Quality Concerns...................................................................................................................26
4.5 Management of teacher education programmes ...................................................................27
4.5.1 Some Implications............................................................................................................28
4.5.2 Financial Constraints........................................................................................................29
4.5.3 School related obstacles...................................................................................................29
4.5.4 Some remedial measures..................................................................................................30
4.5.5 Support and Monitoring post workshops / Follow Up.....................................................31
4.6 A Vision for In-service Education at the Secondary Level .....................................................31
4.6.1 The Future Classrooms....................................................................................................31
4.6.2 Objectives of In service Teacher Education.....................................................................32
4.6.3 Strategies..........................................................................................................................32
4.6.4 Establishment Of Resource Centres.................................................................................33
4.7 Role of the Private Sector (NGOs)..........................................................................................33
4.8 Strategies for In-service Training............................................................................................33
4.8.1 Using technology for making teacher training relevant...................................................33
4.8.2 Providing training in using digital methods and processes to make classroom
transactions more effective.......................................................................................................34
4.8.3 Adopting a participatory mode of training including peer-based horizontal learning
processes...................................................................................................................................34
4.8.4. Training in people processes...........................................................................................34
4.8.5 Focusing on life skills......................................................................................................34
4.9 Pre service Teacher Education (Primary)..............................................................................35
4.9.1 Background......................................................................................................................35
4.9.2 Present scenario of pre-service education in Karnataka..................................................36
4.9.3 Pre-service Secondary Teacher Education.......................................................................37
4.9.4 Structure of the B Ed. Programme...................................................................................38
4.10 The Existing structure of DIETs in Karnataka.......................................................................40
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4.11 The Proposed Structure of DIETs in Karnataka.....................................................................40

4.12 DIET Organization Structure ...............................................................................................42
4.13 CTEs of Karnataka.................................................................................................................42
4.13.1 Role of CTEs.................................................................................................................44
4.13.2 Linkage with DIET, DDPI, Schools, BEOs and BRCs/CRCs......................................45
4.13.3 Linkages with academic institutions..............................................................................45
4.13.4 Annual output of teachers .............................................................................................45
4.13.5 Duration and Eligibility.................................................................................................46
5. Planning Process ............................................................................................................................47
5.1 Pre- Plan activities.................................................................................................................47
5.2 Consultations at National level..............................................................................................48
5.3 Consultations at state level....................................................................................................48
5.4 The State Planning Committee..............................................................................................48
5.5 Consultation at District/Institution Level and Planning Process...........................................49
6 Strategies and targets for Teacher Education...................................................................................51
6.1 Plan and strategies of activities of DSERT............................................................................51
6.2 Objectives of DSERT.............................................................................................................51
6.3 Current Academic Structure of DSERT.................................................................................52
6.4 Current Administrative Structure of DSERT.........................................................................53
6.5 Present Functions of DSERT.................................................................................................53
6.5.1 Teacher Education Unit (TEU)........................................................................................53
6.5.2 State Education Evaluation Unit (SEEU)........................................................................53
6.5.3 State Institute of Science (SIS)........................................................................................54
6.5.4 Educational Technology Cell (ETC)................................................................................54
6.5.5 Karnataka Text Book Society (KTBS) ............................................................................54
6.5.6 Other Functions of DSERT..............................................................................................54
6.6 DSERT restructuring .............................................................................................................55
6.7 Summary of specific projects for implementing our vision .................................................58
6.8 Common Cadre for academic stream from TTIs (Govt. D.Ed colleges) to DSERT.............58
6.9 Details of the proposed posts for academic structure of the department...............................59
6.9.1 Administration wing ........................................................................................................60
6.10 Proposed structure of TEIs...................................................................................................61
6.11 Proposed roles and responsibilities of DSERT....................................................................64
7 Integrating ICTs into teacher education and for development of digital educational resources....68
7.1 Background............................................................................................................................68
7.2 Program Scope.......................................................................................................................68
7.2.1 TE institutions..................................................................................................................68
7.2.2 Secondary education........................................................................................................69
7.2.3 Elementary education.......................................................................................................69
7.2.4 Karnataka Open Educational Resources (KOER)............................................................69
7.2.5 Sustainable model............................................................................................................70
7.3 Program methodology to integrate ICTs................................................................................70
7.4 ICT Literacy...........................................................................................................................71
7.4.1 ICT Aided Learning / integrating ICTs into subject teaching-learning............................72
7.4.2 Decentralised, peer-based model of digital resources creation .......................................72
7.4.3 Creation of ICT-integrated text books..............................................................................73
7.4.4 Connecting teachers, teacher educators and educationists..............................................73
7.4.5 Blended learning..............................................................................................................73
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7.4.6 Inclusive teacher education..............................................................................................73

7.4.7 Creation of a public digital learning environment...........................................................74
7.4.8 Evolving state ICT policy for TE.....................................................................................74
7.5 Program Activity Plan............................................................................................................74
7.6 Detailed time plan for content creation 2012-13...................................................................79
7.7 Teacher training workshops...................................................................................................80
7.8 Resource creation (will be identified during workshop).......................................................80
7.9 Outputs...................................................................................................................................81
7.10 Program support ..................................................................................................................81
7.10.1 Support from DIET / TE institution...............................................................................81
7.10.2 Support from MHRD.....................................................................................................81
7.10.3 Support from state government and other sources.........................................................81
7.11 Project Learning Outcomes..................................................................................................82
7.11.1 New Teacher-education Models.....................................................................................82
7.11.2 DIET Academic Leadership...........................................................................................82
7.11.3 Strengthening DIET-BRC-CRC-School Networks........................................................82
7.11.4 Digital learning resources...............................................................................................82
8 Plan of activities of DIETs...............................................................................................................83
8.1 Introduction............................................................................................................................83
8.2 Karnataka Context.................................................................................................................84
8.3 Background of DIETs............................................................................................................84
8.4 Vision for DIETs ................................................................................................................85
8.5 Objectives..............................................................................................................................85
8.6 Integration of ICTs to support new models of TE ................................................................86
8.7 Principles of DIET functioning..............................................................................................87
8.8 The processes and strategies..................................................................................................87
8.8.1 Enacting a Shift in Perspectives and Practices.....................................................................87
8.8.2 Designing courses............................................................................................................88
8.8.3 Conducting blended programs.........................................................................................88
8.8.4 Bringing out Publications.................................................................................................88
8.8.5 Planning and Review as an in-built process.....................................................................88
8.8.6 Sharing.............................................................................................................................89
8.8.7 Collaborative efforts.........................................................................................................89
8.8.8 Appraisal..........................................................................................................................89
8.9 The structure of DIETs in Karnataka.....................................................................................89
8.10 Current wings structure........................................................................................................90
8.11 A critique of the existing wing structure..............................................................................98
8.12 Common department across all DIETs................................................................................99
8.13 “Local wings” in DIETs.....................................................................................................100
8.13.1 Details of local wings...................................................................................................101
8. 14 Activity focus....................................................................................................................106
8.15 Need for dynamic structures..............................................................................................106
8.16 DIET Organization Structure ............................................................................................107
8.17 Visualizing functions and activities of departments of DIET............................................108
8.17.1 Department of Educational Leadership and management (ELM) ..............................108
8.17.2 Department of Pre-Service Teacher Education (PSTE) ..............................................109
8.18 Curricular area departments ................................................................................................111
8.18.1 Department of humanities .......................................................................................111
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8.18.2 Department of Maths, physical and biological sciences..............................................111

8.18.3 Department of Languages............................................................................................111
8.18.4 Department of Education..............................................................................................111
8.19 Curricular resource design and development.......................................................................114
8.20 Research relating to the discipline ....................................................................................114
8.21 Faculty for Educational Technology....................................................................................115
8.22 Staffing pattern and Functions of principal..........................................................................117
8.23 Staffing pattern and Functions of Departments of DIETs..................................................117
8.24 Cadre Management and Personnel policies .......................................................................119
8.25 Training Management System (TMS) and Professional Development.............................120
8.26 Direct Field Interventions and School Improvement.........................................................120
8.27 Studies on Education.........................................................................................................121
8.28 Annual Academic Planning and Reviews.......................................................................121
8.29 Resource Centre at Teacher Learning Centre and Material Development...........................122
8.30 Co-curricular activities .......................................................................................................124
8.31 Programme Advisory Committee (PAC) of DIETs..............................................................124
8.32 Assessment Indicators........................................................................................................125
8.33 Budgets for DIETs...............................................................................................................125
9 Plan of activities - Colleges of Teacher-education .......................................................................131
9.1 Scenario of Secondary Education in Karnataka..................................................................131
9.2 Secondary Teacher Training Institutions in Karnataka........................................................133
9.3 Background of CTEs in Karnataka.....................................................................................135
9.3.1 Placement Policy............................................................................................................136
9.3.2 Role of CTEs..................................................................................................................136
9.4 Linkage with DIET, DDPI(Admin), BEOs BRCs/CRCs and Schools,............................137
9.5 Linkages with academic institutions for academic support ..................................................137
9.6 Annual output of teachers .....................................................................................................137
9.7 In-service Programmes- nature, coverage, quality, impact and follow-up............................137
9.8 Research by CTE.................................................................................................................138
9.9 Development of materials....................................................................................................138
9.10 Issues and Concerns...........................................................................................................138
9.10.1 Jurisdiction of CTEs.....................................................................................................138
9.10.2 Inadequate updated infrastructure facilities ...........................................................138
9.10.3 Restructuring of Staff pattern and placement policy..................................................138
9.10.4 Need to increase the programmes of Capacity building of CTE faculty...................139
9.10.5 Empower the faculty to conduct Research work.........................................................139
9.10.6 Innovative programmes for the stakeholders...............................................................139
9.10.7 Issues and concerns : Aided CTEs...............................................................................139
9.11 Vision for Reorganization..................................................................................................139
9.11.1 Process and strategies...................................................................................................140
9.11.2 Reallocation of Districts to CTEs and Establishment of new CTEs: ..........................140
9.11.3 Restructuring of Staffing Pattern.................................................................................141
9.12 Programmes.........................................................................................................................143
9.13 Public Private Partnership....................................................................................................144
9.14 Pre-Service Programs........................................................................................................145
9.15 Blended model.....................................................................................................................146
9.16 Research and Action Research.............................................................................................146
9.17 Resource Centre and Documentation..................................................................................146
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9.18 Capacity building of Teachers...........................................................................................147

9.19 Programmes conducted for faculty of CTE.........................................................................147
9.20 ICTs in Teacher Education.......................................................................................148
9.21 Innovations...........................................................................................................................148
9.22 Material Development.........................................................................................................149
9.23 On-site Support to Teachers.................................................................................................149
9.24 Infrastructure........................................................................................................................149
9.25 Equipment............................................................................................................................149
9.26 Programme Advisory Committee for CTEs.......................................................................149
9.27 Assessment Indicators........................................................................................................150
10. IASE - Perspective Plan for Institute of Advanced Study in Education (IASE)........................152
10.1 Background........................................................................................................................152
10.2 Profile of IASE in the State...............................................................................................153
10.3 Problems and Issues...........................................................................................................154
10.3.1 Policy...........................................................................................................................154
10.3.2 Research.......................................................................................................................154
10.3.3 Curriculum Development.............................................................................................154
10.3.4 Material and Resource Creation...................................................................................155
10.4 State Perspective Plan for IASE........................................................................................155
10.4.1 Vision...........................................................................................................................155
10.4.2 Roles and Responsibilities...........................................................................................155
10.4.3 Responsibility...............................................................................................................156
10.4.4 Accountability..............................................................................................................156
10.5 Functions............................................................................................................................156
10.5.1 Pre-service and In-service Programmes.......................................................................156
10.5.2 Research and documentation........................................................................................157
10.5.3 Resource and material creation....................................................................................157
10.5.4 Monitoring and evaluation ..........................................................................................157
10.5.5 Forge linkages .............................................................................................................157
10.6 Organogram.......................................................................................................................158
10.7 Goals for the next 5 years .................................................................................................160
10.8 Action Plan.........................................................................................................................161
10.8.1 Annual Targets..............................................................................................................161
10.8.2 Strategies .....................................................................................................................162
10.8.3 Resources Required......................................................................................................163
10.9 Budget................................................................................................................................165
11 Plan of activities of Block Institute of Teacher Education (BITE)..............................................166
12 DRC – Plan for District Educational Resource Center...............................................................167
12.1 Proposed DERCs/ DRCs for Educational Districts and their geographic coverage..........167
12.1.1 Madhugiri DRC............................................................................................................167
12.1.2 Chikkodi DRC..............................................................................................................167
12.1.3 Sirsi DRC.....................................................................................................................168
12.1.4 Bangalore South DRC..................................................................................................168
12.2 Vision for DERC/DRC......................................................................................................168
12.2.1 Objectives.....................................................................................................................168
12.3 DERC/DRC organization structure....................................................................................169
12.4 Strategies..........................................................................................................................171
12.5 Visualizing functions and activities of departments of DERC/DRC.................................171
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12.5.1 Department of Educational Leadership and management (ELM) ..............................172

12.5.2 Curricular area departments ........................................................................................173
12.6 Budget..................................................................................................................................175
ANNEXURES .................................................................................................................................176
1. DSERT Budget.........................................................................................................................176
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2 State Profile
2.1 General Profile of Karnataka state
Karnātakā (Kannada: ಕನ೯ಟಕ) (IPA: [kəɹnɑːʈəkɑː]) is one of the four southern states of
India. The modern state of Karnataka came into existence with the passage of the States
Reorganisation Act (1956, Nov 1), with the incorporation of districts under the dominion of
Bombay, Hyderabad, Madras State and Coorg within the existing state of Mysore State.
Karnataka lies in the Deccan Plateau and borders with Maharashtra, Goa, Andhra
Pradesh, Tamil Nadu and Kerala. Karnataka is bordered by the Arabian Sea to the west,
Goa to the northwest, Maharashtra to the north, Andhra Pradesh to the east, Tamil Nadu to
the southeast, and Kerala to the southwest. The state covers an area of 74,122 sq mi
(191,976 km²), or 5.83% of the total geographical area of India. It is the eighth largest
Indian state by area, the ninth largest by population and comprises of 30 districts.
Kannada is the official and most widely spoken language. Karnataka's capital, Bengaluru
(Bangalore), is the capital city of the state with a population of more than 6 million. Other
major cities include Mysore, Mangalore, Hubli-Dharwad, Davanagere, Bellary, Hassan,
Shimoga and Belgaum.
Neolithic habitation and celts dating back to the 2nd century BCE were first discovered in
Karnataka in 1872. Megalithic structures and burial grounds were discovered in 1862 in
the regions of Kodagu and Moorey Betta hills. By the third century BCE, most of Karnataka
was part of the Mauryan Empire, ruled by Emperor Ashoka. In the first millennium CE,
Karnataka was ruled by a series of Jain/Vaishnavite/Hindu Dynasties such as the
Kadambas, the Ganga Dynasty and the Chalukyas and Rashtrakutas. The Kannada
Empire was expanded and consolidated by the Hoysala Empire and further by the
Vijayanagara Empire, before the Mughal Conquest in the 18th century.
The rule of the state changed hands from the Wodeyars to Haidar Ali and Tipu Sultan
before being incorporated into the British Raj, at the turn of the 19th century. A large
proportion of Karnataka's economy, India's fifth largest, is agrarian. Bangalore, the third-
most populous city in India, accounts for 35% of India's software exports, and is also a
major base for public sector manufacturing industries. Karnataka is the only exporter of
sandalwood in India. Bangalore also has the most amount of tourism of the region. Kolar
Gold Fields (KGF) was once the only producer of gold in the country. The gold mines in
KGF are now closed.
Karnataka state is comprised of 30 revenue districts, grouped into four divisions. A district
of an Indian state is an administrative geographical unit, headed by a Deputy
Commissioner or District Magistrate, an officer belonging to the Indian Administrative
Service. The district magistrate or the deputy commissioner is assisted by a number of
officers belonging to Karnataka Civil Service and other Karnataka state services.
A Superintendent of Police (India), usually an officer belonging to the Indian Police Service
is entrusted with the responsibility of maintaining law and order and related issues of the
district. He is assisted by the officers of the Karnataka Police Service and other Karnataka
Police officials. Cities like Bangalore, Mysore and Hubli-Dharwad are headed by a
Commissioner of Police holding the rank of Deputy Inspector General (DIG) or Inspector
General of Police (IGP).
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A Deputy Conservator of Forests, an officer belonging to the Indian Forest Service is

responsible for managing the Forests, environment and wild-life related issues of the
district. He is assisted by the officers of the Karnataka Forest Service and other Karnataka
Forest officials and Karnataka Wild-Life officials.
Sectoral development is looked after by the district head of each development department
such as PWD, Health, Education, Agriculture, Animal husbandry, etc. These officers
belong to the various State Services.
2.2 State History
Karnataka took its present shape in 1956, when the states of Mysore and Coorg (Kodagu)
were merged with the Kannada-speaking districts of the former states of Bombay and
Hyderabad, and Madras. Mysore state was made up of ten districts, Bangalore, Kolar,
Tumkur, Mandya, Mysore, Hassan, Chikmagalur (Kadur), Shimoga and Chitradurga;
Bellary had been transferred from Madras state to Mysore in 1953, when the new state of
Andhra Pradesh was created out of Madras' northern districts. Kodagu became a district,
and Dakshina Kannada (South Kanara) district was transferred from Madras state, North
Kanara, Dharwad District, Belgaum District, and Bijapur District from Bombay state, and
Bidar, Gulbarga District, and Raichur district from Hyderabad state.
In 1989 Bangalore Rural district was split from Bangalore and in 1997, Bagalkot district
from Bijapur, Chamrajnagar from Mysore, Gadag and Haveri districts from Dharwad,
Koppal split from Raichur, Udupi district from Dakshina Kannada, and Davanagere district
was created from parts of Bellary, Chitradurga, Dharwad, and Shimoga. During 2008
Ramnagar was split from Bangalore Rural and Chikballapur from Kolar. During 2009
Yadgir was split from Gulbarga.
2.3 Mineral Resources
The State contains deposits of asbestos, bauxite, chromite, dolomite, gold, iron ore, kaolin,
limestone, magnesite, manganese, ochre, quartz and silica sand. Karnataka is the sole
producer of felsite and leading producer of gold (84%), moulding sand (63%) and fuchsite
quartzite (57%). It has one of the oldest Geological Survey Department in the country,
started as far back as 1880.
2.4 Water Resources
Karnataka accounts for about six per cent of the country's surface water resources of 17
lakh million cubic metres (Mcum). About 40 percent of this is available in the east flowing
rivers and the remaining from west flowing rivers.
There are seven river basins with which their tributaries drain the State. The river systems
include: Krishna System- Krishna, Tungabhadra,Vedavati, Hagari Malaprabha,
Ghataprabha, Doni, Bhima; Kaveri System- Kaveri, Hemavati, Harangi,Kapila, Shimsha;
the Godavari - Manjra and Karanja;West flowing rivers - Kalinadi, Gagavali,Aghanashini,
Sharavati, Varahi, Netravati, North Pennar, South Pennar and Palar
A map showing the 30 districts of Karnataka
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2.5 Forests
Karnataka State has a geographical area of 1,91,791 sq.km of which 38,724 sq.km (20 per
cent) is under the control of the Forest Department. The forests are classified as reserved
(28,611 sq.km), protected (3,932 sq.km), unclassified (5,748 sq.km), village (124sq.km)
and private (309sq.km) The percentage of forest area to geographical in the State is less
than the all-India average of about 23%, and 33% prescribed in the National Forest Policy.
2.6 Tabular Information about Karnataka
Area 1,91,791 sq. Km (eighth largest state in India)
Length 760 Km. (north-south)
Breadth 420 Km. (east-west)
Population 611.31 (approx) (2011)
Females per 1000 968 females
males
Capital Bangalore
Literacy 75.60 %
Female Literacy 68.13%
Climate Semi-tropical
Seasons Summer March to May (18oC to 40oC);
Winter Oct to Dec (14oC to 32oC);
South-West Monsoon June to August;
North-East Monsoon October to December
Rainfall 500 mm to over 4000 mm. Agumbe in the Sahyadris receives the
second heaviest annual rainfall (7600 mm) in India
Physiograpy Karavali, the Coastal Plain; Sahyadris,the Western Ghats; Malnad,
the Transitional Belt; the Southern Plateau; the Northern Plateau;
the Eastern Ghats.
Traditional Products Coffee, silk, sandalwood, agarbathis, ivory carvings, inlay work,
badriware, lacquerware
Greens Tropical Evergreen, Tropical Semi-evergreen, Dry Deciduous
(Malnad), Dry Deciduous(Plateau), Shrub
Prime Industries Electronics, Computer Engineering, Aeronautics, Machine Tools,
Watch-making, Electrical Engineering, Aluminiun, Steel
Major Crops Ragi, jowar, rice; sugarcane, coconut, groundnuts; coffee; cotton
Major Minerals Gold (90% of India's production), iron ore, manganese, maganesite
Roads Total length of roads: 1,22,489 kms
National Highways 2,357 kms
State Highways 28,311 kms
Major District roads 2,090 kms
Languages :Kannada, Telugu, Tamil, Urdu, Marathi, Tulu, Kodagu, Konkani, Hindi
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Density : Top three districts in density of population per sq km are Bangalore Urban
(4,378), Dakshina Kannada (457), Bangalore Rural (431) and lowest density districts are
Chickmagalur (158), Uttara Kannada (140) and Kodagu (135).
Population density in other districts is: Mysore (441), Dharwad (434), Kolar (384), Mandya
(365), Belgaum (356), Haveri (331), Davangere (329), Bidar (312), Udupi (304),
Ramanagaram (303), Chickballapur (298), Bagalkot (288), Hassan (261), Tumkur (253),
Koppal (250), Gulbarga (233), Gadag (229), Raichur (228), Yadgir (224), Bijapur (207),
Shimoga (207), Chamarajangar (200) and Chitradurga (197).
Premier Educational Centres include Indian Institute of Science, Institute National Institute
of Mental Health and Neuro-Sciences, Central Food Technological Research Institute
Indian Space Research Organisation, National Aeronautical Laboratory, National Institute
for Sports (South). The State has rich human and natural resources. The need is to reap
the benefit with motto for sustainable development.
15
3 Literacy and Schooling Profile

The concept of a National System of Education reiterated through the National Policy of
Education (NPE-86) which emphasizes elimination of disparities in the educational system
and advocates Education for All (EFA) has essentially been the focus in previous 5-year
plans. The urgency to universalize elementary education has created new and unforeseen
demands on teachers, both attitudinally and also in terms of their academic preparation.
Over the years, the profile of the population entering school has changed substantially in
Karnataka. Many of the children entering government schools today are first generation
learners. However, their training has not adequately prepared the teachers to face these
changes or for adopting pedagogic innovations to meet contextual requirements.
Pedagogic practice is often still geared towards rote memorization, ignoring (and often at
the expense of) meaningful and creative learning activities that lead to the development of
the child's cognitive skills, self-confidence and ability to articulate.
Apart from changes in the profile of the children in schools, the knowledge base and skills
that teachers have to teach have changed tremendously over the years. The knowledge
base in almost all areas of learning is expanding at such an unprecedented rate that
formal school curriculum is often incapable of keeping pace with the changes. Wider
access to technology and mass media, which act as powerful means of non-formal
education for the youngsters and rising aspirations of parents to get good quality education
for their children, have made the task of a teacher more complex and demanding. If
teacher education has to meet these challenges, the nature and structure of both pre-
service as well as in-service education of teachers has to be radically transformed. But can
teachers meet the emerging challenges in the school education sector without adequate
reforms in the programmes of teacher preparation? Let us first have an overview of
Education in Karnataka.
3.1 Overview of Education in Karnataka
Karnataka has made considerable progress following the footsteps of great leaders of the
past like Mahatma Gandhi, C.Rajagopalachari, Rabindranath Tagore, Sri. Aurobindo,
Swami Vivekananda and Sir M Visweshwaraiah. The approach paper on Education for
inclusion in the 10th plan proposes "…..a greater focus on improving access, reducing
disparities by emphasizing upon the common school system, renewal of curricula with
emphasis on vocationalization and employment oriented courses; reorganization of
teacher training and greater use of new information and communication technologies,
particularly computers". The Kothari Commission on Education, 1964-66, which went into
great detail on education below the University level, recommended; "Education should be
given a statutory basis everywhere and in all sectors and education acts should be passed
in all the states and union territories".
The Karnataka Education Act was introduced during 1983 as a part of the government’s
massive and dynamic involvement in the field of education. Its main objective was to
provide free and compulsory education to all children under the age of 14. Teacher
education has been given due priority and consequently, quality, regularity and
maintenance of standards have all become thrust areas. One of the biggest challenges of
the 21st century is how to achieve a balance between the conflicting requirements of
16
teacher quantity and teacher quality. The best of plans and programmes in the education
system would remain only a conceptual framework unless the teacher puts his heart and
transacts the curriculum effectively. The challenge for educators and policy makers is that
the twin pressures of quantity and quality if left to their own devices are at odds with one
another.
Year I II III IV VI VII VIII IX XI XII XIII XIV XV XVI XVII XVIII XIX
V X
Age 6 7 8 9 1 11 12 13 14 16 17 18 19 20 21 22 23 24
5 0 15 25
Higher Education
Undergraduate PG Univ M.Phil Ph.D
Higher College B.Ed M.Ed
Second Secondary B.E/B.Tech M.Tech
ary M.B.B.S M.D/M.S
Pre- Vocational Pre-Primary Tr
Primary LPS HPS Stream TCH
Angan Open
wadis School ITI’s
Polytechnics
1
2
Non-Formal Centers Non-Formal Center
3
Compulsory Education
Fig. 1: Education Ladder in Karnataka
Figure 1 depicts the education ladder in Karnataka. The prevailing pattern of education in
the state is very similar to those in other states, except that the primary stage has been
extended up to class 7 only till recently. However, in conformity with the pattern prevailing
in most other states, the primary school cycle has been formally extended to 8 years, with
class 5 becoming part of the lower primary stage, class 8 becoming part of the higher
primary stage and the high school stage confined to classes 9 and 10 only. The state is
however facing formidable problems and challenges in implementing these changes.
3.2 Organization of Education System in Karnataka
School Education from Class 1 to Class 10 is under the direct control of the Commissioner
for Public Instruction (CPI) who is assisted by Directors of Public Instruction (Primary and
Secondary), DSERT, KSEEB, Urdu and other minority languages, Other Examinations and
the Managing Director of the Textbook society which is a part of the department, and other
17
supporting agencies. The textbook society is responsible for the preparation of all school
level textbooks after field-testing and ensures their supply to all the schools. DSERT is
also in charge of the design and updating of the School Curriculum. A separate Board
called the Pre-University Board looks after all aspects of education at the plus-two stage.
Teacher Education has been part of the School Education Department for a long time and
a separate and independent entity is yet to be formed.
The Principal Secretary to the Government of Karnataka for Primary and Secondary
Education, the CPI and the Director, DSERT are at the helm of affairs and policy decisions
emanate from them. The Planning of the system of education is to this extent controlled by
the Government. However, the government machinery has always taken into consideration
the views of practicing teachers, educationists, community representatives and other
stakeholders while arriving at policy decisions.
3.3 Out of school children
Child Census survey of January 2012 identified 51,994 children in 7 to 14 age group who
are outside the school-net. Bagalkote, Bidar, Bijapur, Gulbarga, Koppal, Raichur and
Yadgir constitute the backward districts of the State – the North Eastern region. OOSC in
these 7 districts add upto nearly 37.89 percent of the total OOSC in 32 educational
districts [30 Revenue districts] of the State. Including OOSC children, continued from
2011-12, there are 72,462 OOSC in State.
Drop-out rates and non-completion rates in these districts are also considerable,
specifically in Gulbarga and Raichur districts. These rates are derived from DISE data
collected from schools where record-management is continuous, systematic and
dependable. However information on drop-out children as collected from OOSC surveys
are much lower than that of DISE figures. It is to be noted that child census figures are
obtained from households. It is reported data.
Reasons for Drop-out phenomena as per Child Census :-
The DISE data, given its scale of collection and magnitude of variables, does not provide
information on reasons for dropping out of children from schools. The child census
exercise collects the reasons. As per the present survey, the prominent reasons are as
follows.
Engagement in household work is a major reason for drop-out phenomenon. In a great
majority of labourer households where both parents go out for work and livelihood,
children, especially girls are expected to manage the households, service drinking water
needs, clean the used utensils, wash clothes and in several cases take care of siblings.
Migration for work, is quite high in several districts, specifically in Bijapur district. It is to be
noted that provision of schooling facility, ‘Access’, is not a prominent reason for children
being out-of-school. It is noted as such only in Bidar district {Note :- Bidar has proposed 46
new schools as well as 35 schools for upgradation]. In 18 districts out of 32, it is recorded
as ZERO. Cumulative learning deficits among children lead to drop-out phenomenon. This
is not captured in child census formats.
Drop-out Rates in STATE [All Schools]

Year Primary Upper primary
18
2007-08 6.90 14.50

2011-12 1.30 4.5
Note :- Drop-out rate is two year arithmetic. That is number of students in 1 to 5 or 6 to 8

during 2010-11. Minus number of students in 1 to 5 or 6 to 8 during 2011-12 divided by 1
to 5 or 6 to 8 figures of 2010-11.
TRANSITION RATES - ALL MANAGEMENTS

7th to 10th Transition loss
SC ST OBC Muslims General Total
7th 190,673 73,780 417,082 139,814 204,859 1,026,208
enrolment
2007-08
10th 130,744 53,650 304,814 92,614 200,977 782,799
enrolment
Difference 59,929 20,130 112,268 47,200 3,882 243,409
Percent 31.43 27.28 26.92 33.76 1.89 23.72
Difference
Source :- DISE data, 2007-08 and 2010-11
3.4 Total enrolment of children from weaker section from class 1
to 10
Percentage Total
Groups Boys Girls Total Boys Girls
Schedule 995,614 913,568 19,909,182 19.02 18.78 18.91
category
Schedule 414,395 380,902 795,297 7.92 7.83 7.88
tribe
OBC 1,925,598 1,799,108 3,724,706 36.79 15.45 14.96
Muslim 759,289 751,484 1,510,773 14.51 15.45 14.96
Other 115,304 109,506 224,810 2.20 2.25 2.23
minority
General 1,023,849 908,729 1,932,578 19,56 18.69 19.14
Total 5,234,049 4,865,297 10,097,346 100 100.00 100.00
19
3.5 Children from the age group between 13 and 16 years with
special needs (by district, age, gender and type of disability)
SL District Low Hea Loco Men Men Autism Cerebra SI TOTAL
NO vision ring moto tal tal l Palsy &
Blind imp r’s Ret illne LD
ness airm disa ard ss
ent bility atio
n
1 2 3 4 5 6 7 8 9 10 11 12
1 Bangalore North 10 152 74 108 29 7 1 1 52 434
2 Bangalore South 19 241 122 158 69 28 3 7 102 749
3 Bangalore Rural 5 59 20 77 55 22 0 1 82 321
4 Kolar 7 90 30 136 71 33 0 2 63 432
5 Chikkabalapur 4 79 38 129 57 42 0 7 85 441
6 Tumkur 10 316 118 193 97 39 9 2 144 928
7 Madugiri 7 90 32 107 38 27 0 2 93 396
8 Shivamogga 20 282 108 198 93 51 2 2 221 977
9 Chitradurga 29 299 146 271 102 64 4 4 223 1142
10 Davanagere 36 369 96 333 154 96 6 10 263 1363
11 Ramanagar 1 131 45 141 47 26 0 1 88 480
12 Mysore 21 272 182 296 108 92 0 2 207 1180
13 Chamarajnagar 11 106 33 140 37 14 0 1 71 413
14 Mandya 2 232 122 214 94 42 1 3 218 928
15 Chikkamagalore 26 149 60 60 29 23 1 1 124 473
16 Hasan 13 257 96 211 69 54 3 2 157 862
17 Kodagu 0 222 42 100 24 8 0 8 84 488
18 Dakshin Kannada 7 740 79 136 104 30 0 4 398 1498
19 Udupi 0 1302 87 79 59 16 4 8 67 1622
20 Belgavi 25 187 94 368 96 70 0 1 213 1054
21 Chikkodi 22 169 67 326 205 127 0 2 285 1203
22 Bijapur 4 198 83 143 57 26 1 1 154 667
23 Bagalkot 23 151 108 366 171 118 0 7 135 1079
24 Dharwad 27 97 71 166 88 66 0 0 164 679
25 Gadag 5 151 67 204 107 34 0 0 205 773
20
26 Haveri 7 207 95 349 126 75 0 2 137 998

27 Uttar Kannada & 5 309 122 201 73 45 1 4 210 970
Shirsi
28 Gulbarga 29 139 110 285 80 69 0 5 131 848
29 Yadagiri 4 37 39 158 20 23 0 0 31 312
30 Bellary 25 128 83 364 125 78 0 5 104 912
31 Raichur 15 143 115 270 74 49 4 3 152 825
32 Koppal 14 214 127 345 89 62 0 0 149 1000
33 Bidar 31 155 64 182 88 43 0 3 167 733
State Total 464 7673 277 6814 273 159 40 101 4979 27180
5 5 9
Note : The information about UK & Sirsi are combined in the above table.
21
4 Teacher Education in the state

4.1 Review of Existing Teacher Education Institutions in
Karnataka
Karnataka has seen an impressive growth of teacher training institutions after
independence, particularly after the re-organization of states and formation of the unified
present state in 1957. however, teacher education as has all along held a low profile. Till
1956, teacher-training institutions catered mainly to lower grades of school education.
There were 47 such training institutions and 14 B Ed colleges in all. Dharwad has had the
distinction of starting the very first teacher-training institute as far back as 1857. During the
3rd five-year plan period a large number of new institutions were started, largely in the
private sector.
In early 1954, All India Council for Secondary Education initiated the Extension Education
programme for the benefit of secondary schools teachers. The objective was to provide
growth opportunities to in-service teachers. However, this was totally inadequate to meet
the demands and hence discontinued. The National Policy on Education (NPE) 1986 and
Programme of Action (POA) 1992 gave a totally different perspective to in-service teacher
education programmes. During 7th, 8th and 9th plan periods utmost importance was given
to achieving universalization of Elementary Education (UEE). Post NPE period has seen
the establishment of institutions for in-service education created at district, block and
cluster levels. To provide the resources support to secondary school teachers, the
Colleges of Teacher Education (CTE) and Institute for Advanced Studies in Education
(IASE) were established with functions as envisaged in NPE in 1990.
Along with Colleges of Teacher Education, the English Language Teaching Centres (ELTC)
were also imparting in-service education for secondary school teachers. The ELTCs of
Dharwad and Mysore imparted training in English Language Teaching at the secondary
level. The Regional Institute of English Bangalore designed the training inputs and
monitored the academic activities of the ELTCs.
Teachers with adequate skills and competence in the classroom constitute the single most
important component in supporting a system of quality education. Hence in-service
teacher education is essential to bring about continuous professional development among
teachers in service. After they join service providing in-service education least as crucial as
providing a good pre-service training programme.
Prior to 1990 there were teachers’ clubs organized subject-wise, wherein subject teachers
had an opportunity to share their experience on a common platform. NGOs, Teachers'
Associations and HMs’ associations also engaged themselves in conducting enrichment
programmes to teachers. The state education department and some of the CTEs
published teacher support materials in the form of teachers’ handbook. Teacher exchange
programmes also were conducted, giving the teachers an opportunity to know and
exchange views with their counterparts from different parts of the region/state/country.
22
Though these programmes were not as structured as the present day training
programmes, they did make an impact on teachers’ career improvement. The success of
these programmes could be attributed to the following factors:
· The number of Secondary school teachers was quite less. Hence subject wise grouping
was easy even at the district level.
· The teachers were motivated and wished to be a part of such teacher development
groups.
· Teachers were looked upon as the one major source of the latest knowledge by the
pupils. Hence teachers felt upgrading their knowledge was an important need.
4.2 Institutions/agencies imparting inservice teacher training
Some of the institutions/agencies imparting in-service teacher training at the secondary
level are:
· CTEs - (College of Teacher Education)
· IASE - (Institute of Advanced Studies in Education)
· DSERT – (Department of State Educational Research and Training)
· ISEC - ( Institute for Social and Economic Change )
· CEE - (Centre for Environmental Education)
· RIE , Mysore - (Regional Institute of Education,Mysore)
· RIESI, Bangalore,- ( Regional Institute of English, South India,Bangalore)
· HMs’ Associations - Head Masters Associations
· NGOs – Non Governmental Organizations.
At the secondary level the in-service education is being imparted through CTEs and IASEs
since 1993. These are part of centrally sponsored schemes at secondary teacher
education level. These centers identify the hard spots in the teaching of different subjects
at the secondary level. There are ten Colleges of Teacher Education Karnataka, six of
which are Government and four are aided. These colleges function as per the guidelines
given by MHRD. They were established to act as premier institutions to impart in-service
training to secondary school teachers, to enable them to be competent enough to bring
about quality changes in classroom teaching. Since 1993, the coverage of teachers is
rapidly increasing, though still inadequate. The coverage data for the years 1992 to 2010-
11 is given in the following table.
Teachers trained
Year Total number teachers trained
1992 6600
1993 8460
1994 12153
1995 29477
1996 26961
23
1997 50649
1998 458999
1999 42832
2000 35982
2001 41961
2002 42927
2003 103175
2004 239978
2005 239978*
2006 239978**
• No of teachers trained for 11.36 days ** No of teachers trained for 17.89
4.3 Present Status
The above table reveals that there has been a rapid increase in the number of teachers
receiving in-service training through CTEs. But over 80% of the teachers still remain
uncovered. This disparity is largely due to the fact that private unaided institutions are
totally left out of the ambit of in-service training. The government and aided institutions
conduct training programmes basically focusing on only teachers of government schools.
Some of the teachers working in private schools are deprived of in-service training
facilities. However now corrective measures have been taken by providing training to
teachers of private unaided schools by management. Headmasters’ associations and
teachers’ associations are also organizing some programmes for secondary teachers but
these are inadequate compared to the actual requirement.
Some non-governmental organizations are also conducting training programmes for
secondary school teachers. Schools, which are economically sound, can afford the training
provided by such organizations. But coverage of such programmes are often restricted to
the teachers of organizing schools.
Most of the trainings provided by the CTEs are guided and structured. The thrust is on
covering the number of teachers rather than performance oriented. The increased number
of teachers to be covered through in-service education has led to some urgency in
reaching out to all of them immediately. Apprising the in-service teachers of the latest
developments has remained the sole objective of CTEs. However, it is now felt that
training programmes need to be performance focused rather than number oriented. As
updated information is available in the society much more easily than before, the idea of
focusing on teachers’ performance is gaining momentum.
From these points of view, the training modules that are currently used appear to be
inadequate. The content updating does not require assessment of teachers’ needs in a big
way. But when performance gets the focus, the training needs of the teachers need to be
assessed systematically.
The other area of concern is that in-service training at present focuses more on scholastic
subjects. Comparatively, non-scholastic subjects get very little attention. Provision was
made for non-scholastic subjects as well in the training programmes. But the demand for
training in scholastic areas was so heavy that the non-scholastic areas got left behind. The
need to stress on non-scholastic subjects such as value education, music, drawing,
carpentry, etc. has also been felt intensely.
24
The present challenges in education are so very peculiar compared to those of a few years
ago that the training institutions are yet to be fully equipped to face such challenges. The
technological advancements are so very rapid that any updating done becomes obsolete
in just a short period. Unless the teachers are trained to face such challenges in their
classrooms, the in-service training given cannot be effective.
The qualification prescribed by the NCTE for the faculty in CTEs is post graduation in
Education and preferably with a Doctorate degree, with some teaching experience in
secondary schools. For various administrative reasons the government CTEs have not
been able to strictly follow these norms. As the academic cadres are held equal to the
administrative cadres, many a time postings are done to accommodate a promotion. In
such cases, the administrative concerns have an upper hand over the academic concerns.
This problem needs to be addressed too. Hence the creation of a separate academic
cadre is being proposed.
The proposed cadre and recruitment rules are discussed later in this proposal.
4.4 Quality Concerns
The vast expansion of educational services in quantitative terms has left in its wake major
concerns regarding the quality of education being imparted at all levels, including teacher
education.
·Numerous studies indicate that the scholastic achievement of students continues to be
poor, reflecting among other factors on the quality of teacher preparation . This
strengthens the need for major improvements in both pre- service and in –service teacher
education programmes.
· While adequate institutional infrastructure is a necessary requirement for ensuring good
quality education in any institution, experience shows that this is far from being sufficient.
Quality is strongly linked to factor such as learner motivation, teacher competencies,
parental aspirations, societal expectation and demands, incentives and rewards, parental
and community attitudes, etc. These are the real issues that need to be addressed on a
long- term basis.
 Lack of resource support by way of teaching –learning materials as well as human
resources, especially in rural areas, is a major impediment to imparting Quality
education .
· In secondary education, the teaching and learning of Mathematics, Science and English
is of very poor quality for a variety of reason. While in- service training in these subjects
can remedy the situation to some extent, a significant improvement requires people of high
proficiency and calibre taking to the teaching profession at the entry level.
· The number of science graduates seeking admission at both the B Ed level and the D Ed
level shows a decreasing trend. This is certainly a cause for concern as it affects the
overall availability of quality science teachers both at the primary and secondary levels.
· Lack of resource support to Hindi teachers and also to general teachers who teach Hindi.
· Since only general teachers teach the entire subject in upper primary classes, it is
imperative that these teachers need to be given proper grounding in these subjects.
Content enrichment for these teachers should be given utmost importance.
25
· The cascade mode of in -service training suffers from serious transmission loss as the
inputs percolate from the planner to the practitioners. More effective strategies need to be
involved and experimented with. It is perhaps time to use the tools of modern information
and communication Technology on a wider scale to reach the targeted groups directly.
Beginning has already been made in developing the infrastructure and facilities required
for this purpose.
· In the primary education sector In Service programmes are taken up under SSA. Though
coverage is not a problem, improving the Quality of this programme is a major concern.
 At the secondary teacher education level there is a need for more nodal centers for
supporting and monitoring teacher education. There are only 10 CTEs in the state
responsible for this. Considering the fact that there are over seventy five thousand
secondary teachers in the state there is certainly a need for more institutional support.
 Newly recruited teachers should be compulsorily given a foundation -training course
before being sent to the school.
 There needs to be of the teachers in mind. The training programmes should be area
and subject specific.
 Even in these training programmes, there needs to be proper and regular follow up.
Monitoring proper evaluation of these training programmes has to be done
scientifically. It has to aDSERTain at least on a regular sample basis whether teachers
are incorporating the methods learnt in the training programmes in their classroom
transaction. DIETs / CTEs have to play a major role in improving the quality of
classroom transactions through regular monitoring and follow up.
4.5 Management of teacher education programmes
It is important that the information about training programmes reaches the participants well
in time. This would help them in reorganizing their school work to ensure that their
absence does not affect the school routine much. In case a teacher is not able to attend a
programme, he/she should inform the training agency about it so that there is enough time
for the agency to involve other teachers.
Similarly, the consent of the resource persons needs to be taken before hand. A letter
requesting the resource persons to conduct the programme need to reach them well in
advance so that they have enough time to prepare themselves.
But sometimes it so happens that the communication is taken for granted. Probably this
might be due to a lacuna in the planning process itself. When there is a gap in
communication, the training programmes are poorly attended. A failure in communication
is a serious concern because it leads to a lot of resource wastage.
The training agency has to have information about resources available for conducting a
training programme.. Training programmes could be held at taluk levels if a good training
venue is available for use at any time. Trainees who come from far off places need hostel
facilities. A well-equipped classroom, access to library and computers are necessary for
the success of a programme. Even at the district level these facilities are not available.
These problems might appear to be insignificant. But they might as well have a negative
impact on the training programme.
26
It may be noted that each place has different kinds of human and material resources
available. When we think of local specific courses, it is also meaningful to organize the
courses making use of the local resources. A pool of local resource persons need to be
developed to carry out training programmes. Instead, the message that resources are
available right in their place would fill in them more confidence. The interaction with the
resource persons does not become a one-time affair. It becomes a continuous process.
Implications
1. A teacher training management system is essential to plan the training programmes
at a macro level and align it with the teacher learning needs at a micro/individual
level.
2. A database of resources could be developed.
3. Availability of a good training venue and hostel facilities would help in changing the
training mode to suit the requirements of the course.
Secondary Training Programmes
The present training programmes conducted for teachers of secondary schools include the
following:
1. Content-cum-methodology programmes in different subjects
2. Programmes for the teachers of schools with low results
3. Science centre related programmes
4. SSA funded training for the teachers of Class 8
5. Training in Action Research
6. Gender training
7. Chaitanya II programmes
8. SUPW training
10. Adolescent Education
11. Training in Institutional Planning for HMs of secondary schools
12. Training in value and spiritual education conducted by RIMSE, Mysore
13.Yoga and physical education training
The duration of theses programmes varies depending on the requirements of the
programmes. This has led to some uniformity in the training given in different places. The
other programmes are organized keeping in mind the local needs. Training strategies are
finalized depending on the resources, both human and infrastructural. Training done
through tele-mode is centrally planned.
4.5.1 Some Implications
• Training programmes could be designed keeping in view the general objectives of
primary/ secondary education and the needs of the teachers.
27
• Modules dealing with content could be uniform but training strategies need to cater to
local specific needs (realities)
• Teacher educators need to be empowered to design training programmes based on
need assessment.
• Need assessment strategies have to be identified.
• Follow-up activities need proper planning and strengthening.
4.5.2 Financial Constraints
In-service training programmes have a lot of financial implications. The trainees are to be
given TA/DA as per norms and also there is a need to revise the norms considering the
current inflation rates. The participants are to be provided with training material. The
resource persons are to be given an honorarium apart from their TA/DA. The course
director may have to undertake a number of activities to pool resources and organize the
programmes. All these have to be provided for in the budget planning.
There are two issues that call for immediate attention.
1. The course directors do not have any incentive as such. It is agreeable that the course
director’s job itself is to organize the course and he/she is paid the salary for it. But it may
also be noted that they may have to spend money for running around. This has to be
reimbursed in some manner. This will help the course directors to have a continued sense
of belongingness.
2. The resource persons are paid Rs.100/- per session. The resource persons who are
highly qualified and belong to other departments resent spending their day and
consider this very low. Probably, more often than not the training programmes do not
make the desired impact because of want of qualified resource persons. If we are to
get resource persons from other departments we may have to make the remuneration
more attractive . Alternatively, the training agencies could be provided with qualified
staff that can work as resource persons for different programmes. The department is
also encouraging such initiatives by the DIET /CTE faculty.
3. The norms of programmes are not revised from time to time which leads to the
shortage of finances for even basic amenities like providing tea/coffee.
Implications:
1. The honorarium for the resource persons needs to be made fair and reasonable
2. The course director and the related staff could be provided with some incentive.
3. Enough provision needs to be made to distribute the training material to the
participants.
4. Norms for training programmes should be revised automatically from time to time
(like the way DA is linked to the inflation index, norms also should be, to ensure that
the real allocations are protected).
4.5.3 School related obstacles
· Reduced teaching-learning time for students due to frequent absence of teachers
28
· Late coming and early leaving of teachers and lack of enforced discipline
· Low quality of teaching and lack of supervision and monitoring
· Non-availability of teachers in certain areas
· Poor infrastructure such as inadequate class rooms, library, laboratory, toilet facilities for
girls
· Lack of appropriate teaching-learning materials and equipment
Government initiatives like opening of new schools in remote areas, opening of hostels for
girls, transfer of excess teachers from some schools to need-based schools, etc., though
present, are very much inadequate to arrest drop out of girls in high schools after class
seven , particularly in rural areas.
4.5.4 Some remedial measures
· Community participation like employment of educated housewives, unemployed
graduates in various subjects after short-course training, willing unemployed engineering
students to teach subjects like science and mathematics, giving stipends for willing retired
persons in the community for taking the place of absentee teachers, etc.,
· A National Core of Extension Service for Education could be started by encouraging
enterprising and service-minded retired persons who had served in the field of education
and allied fields.
· Talent Search examination is conducted every year as an on-going programme. This is
an ideal opportunity to develop human resource potential in the field of basic science and
mathematics.
NPE-1986 gave clear indications on in-service teacher training/orientation. The following
points were highlighted:
1. Need to orient and reorient the increased number of teachers
2. Training to be done at frequent intervals on different curricular aspects
3. Use of educational technology along with traditional print media.
3.6.5 Information system for Teachers and Training Programmes
The number of teachers to be trained is very large. It is difficult to keep track of the
teachers who are trained and yet to be trained. It is also possible that the same teacher
attends training programmes repeatedly. A good database of teachers, listed subject wise,
indicating the training they have undergone would be of great help in this regard.
Arrangements need to be made to inform the training agencies of the transfers and other
changes done in administration. Such a database would help the training agency send call
letters to teachers directly, avoiding delay in communication. Sending call letters through
BEOs and Headmasters to depute teachers to programmes leads to delay and also
repetition of training for the same teacher. The administrative agencies can be informed
about this. The communication between the teacher and the training agency can be direct.
The HMs of the respective schools can be requested to relieve the teachers well in time to
attend the programmes.
29
Implications
1. A database of teachers, subject wise, showing particulars of training given has to be
developed.
2. Each training agency could be provided with computers and staff to manage the
database.
3. Wherever possible, ICT should be made use of .
4.5.5 Support and Monitoring post workshops / Follow Up
Follow up of a training programme is useful in two ways:
1. It helps in ensuring the implementation of the new strategies.
2. It provides the training agency a feedback of the effectiveness of the training
conducted.
Being a very large system of school education, it is difficult to keep track of the
developments unless a regular structure is provided for the same.There is also the danger
that follow up becomes an administrative chore than an academic endeavour.
Follow up and training go in parallel. The present follow up system needs academic
orientation and strengthening. The monitoring authorities who visit schools need to be
aware of what they should look for in terms of the training inputs given. Monitoring
authority need to have the required insight to guide the teachers. Perhaps if the monitoring
authorities also are oriented on all the training the follow up can be bridged.
Unless follow up is linked with the training given we can never hope for meaningful
progress. Ideally speaking, the trainer himself/herself should do the follow up. Alternatively,
the monitoring authorities could be supplied with information about the training given and
the expectations from the teachers. They could also be involved in the training
programmes directly.
A third party evaluation of programmes has been tried out in recent years.
Implications
1. Follow up agencies/authorities need to be briefed about the training programmes.
2. A list of expectations from teachers who undergo a particular training could be prepared
and sent to the follow up personnel.
3. A more objective feedback could be obtained from third party evaluation.They need to
be trained beforehand about their functions.
4.6 A Vision for Inservice Education at the Secondary Level
4.6.1 The Future Classrooms
The knowledge explosion that has taken place in the recent years, the advancement of
technology, availability of books, access to computers and internet have influenced the
structure of classrooms to a very great extent. The teacher is no more the only source of
knowledge for the children. Children have access to knowledge even outside the
classroom. Naturally the future classrooms are going to be more and more technology
30
focused. The ICT programme has already brought computer education to a large number
of government schools in the state. There is also a proposal to supply schools with the
facilities to receive satellite programmes and telecast lessons directly to the classrooms.
Our vision of a teacher education programme will have to consider this paradigm shift in
the structure and functioning of the classrooms.
While one of the ways of facing such a challenge is to recruit teachers who are well
qualified to handle such a situation, it may be noted that we also need to train and equip
teachers already in service. Thus in-service teacher education programmes at the
secondary level may have to shift their focus from direct, face to face, content based
programmes to technology and pedagogy focused programmes. The section on ICT
integration in teacher-education discusses these possibilities in more detail
4.6.2 Objectives of In service Teacher Education
Keeping in view the vision for in-service teacher education programmes at the secondary
level, its objectives could be stated as follows:
1. Designing training programmes both in scholastic and non-scholastic areas to develop
necessary expertise among the secondary school teachers in using computers and
other electronic aids and equipment in the classroom.
2. Providing hands on experience to the in-service teachers in the use of electronic
equipment including the computers.
3. Orienting the teachers in providing activity based learning experience to the learners.
4. Facilitating personality development of the teachers.
5. Making the teachers aware of their changed roles in the classroom, i.e., a facilitator of
learning.
6. Developing positive attitude among teachers to ensure professionalism
7. Designing training packages for developing specific competencies among teachers.
8. Enabling the teachers through training to make decisions about their classroom
processes.
9. Establishing teacher support centers at the district and the block levels, which can
act as resource centers and follow up agencies.
9. Involving the private sector also in the in-service teacher education programmes.
4.6.3 Strategies
1. Designing and developing Training programmes are to be designed to use electronic
equipment in the classrooms.
2. Helping the teachers develop the necessary skills to change classroom transactions into
the participatory mode through group work, activities, etc.
3. Developing programmes for the personality development of the teachers to develop in
them a positive attitude and a sense of professionalism.
4. Establishing teachers’ support centres for periodic sharing of experiences, guidance,
review and research.
31
5. Designing content-cum-methodology programmes under the leadership of premier

institutions in the respective fields.
6. Identifying teacher competencies to be focused in each programme.
4.6.4 Establishment Of Resource Centres
Resource centres have already been established for elementary school teachers. On the
same model secondary school teachers also need resource centres. Perhaps the existing
BRCs or DIETs may be suitably modified or strengthened to enable secondary school
teacher development too. Such an arrangement will enable the teachers to have easy
access to academic resources in addition to making in-service training decentralized.
These centres could also be made use of for following up the training programmes
conducted. This will help in ensuring accountability. These centres can also hold review
meetings where current classroom practices can be discussed. Such centres would be a
step ahead in developing professionalism among teachers.
4.7 Role of the Private Sector (NGOs)
This has two aspects:
1. Providing training to teachers from aided and unaided schools.
2. Conducting training programmes through Public Private Partnership.
Karnataka has been involving the NGOs in many of their training programmes. In IED,
Yoga, Moral and Spiritual training, ICT training etc., NGOs have been involved to a very
great extent. Right from the preparation of training modules, conducting the training and
post training support, these associations have been supporting the government’s efforts in
various ways. Though these NGOs have been associated with the department in the non-
scholastic subjects other NGOs can also be made use of for scholastic subjects.
Similarly it would be a good idea to identify institutions like ISEC for social sciences and
IISc college, regional science centres for Science and Mathematics as nodal agencies.
This would definitely help in bringing about a qualitative change in the inputs of content-
cum-methodology programmes for different subjects.
4.8 Strategies for Inservice Training
The following strategies may be thought of for future implementation in Karnataka:
4.8.1 Using technology for making teacher training relevant
Whatever holds good for the classroom holds good for a training programme too. The
teacher trainers will have to learn to use technology in their training programmes. The use
of multi-media in imparting in-service education can bring more knowledge to the training
situations and make training programmes experiential. The trainer will have to be an
organizer of learning strategies for the teachers. The section on integrating ICTs into
teacher-education discusses this in detail.
32
4.8.2 Providing training in using digital methods and processes to
make classroom transactions more effective
Karnataka is in the forefront in using information technology for classroom teaching. The
ICT Programme which provides computer Internet facilities in all the government schools
is an example. However, the involvement of the teachers needs attention. Perhaps the
teachers may have to learn to design learning strategies that would suit students with
varying abilities to make classroom learning joyful and effective. The focus on technology
is going to be a feature of every teacher-training programme in the coming years and the
section on integrating ICTs into education discusses this aspect.
4.8.3 Adopting a participatory mode of training including peer
based horizontal learning processes
The main intention of any training programme is to involve the teachers in the programme
and also develop ownership of the training programmes among the trainees. Incidentally
such a programme develops democratic values. Right now the decisions are made by the
training authority or some central agency. This is so because the concern is to reach a
large number of teachers in a short span of time. Naturally, the top down models of training
is adopted. When the programme finally comes to the grassroots level, there is a
possibility that quite a lot of messages are lost. If programmes are localized, they take their
strength from the local resources and messages are not likely to be lost. When the
teachers are exposed to democratic values in the participatory mode of training
programmes they will be able to make an attempt to practice such values in their
classrooms. An earnest attempt has already been made to make our training participatory.
However there is scope for improvement and expansion.
4.8.4. Training in people processes
Perhaps the success of a teacher greatly depends on how he/she manages human
relations in the classroom. Though important, this has remained neglected for long. With
the advancement of technology there is every fear that human relations are lost in the
classrooms. We need to keep in mind that we are preparing children to be members of a
human society. Thus promoting human values in the classrooms will be a priority area in
the coming years. Teachers need to be encouraging and positive in giving feedback to
students. Accepting the students as they are and recognizing the worth of every child is
very important. These issues will have to be the focus of in-service teacher training
programmes of the future.
4.8.5 Focusing on life skills
The issue of life skills is widely discussed. Textbooks have been focusing on the life skills
in all the subjects. However the large coverage of teachers in a short span of time needs
attention. In this regard individual schools, training centres, NGOs, etc., may take special
initiative. Perhaps these skills may make education more relevant to life.
33
4.9 Pre service Teacher Education (Primary)
4.9.1 Background
Teacher Education has a long history in Karnataka. The first training institution was started
in Dharwad in 1857. The Normal schools, with the sole purpose of in-service training of
teachers of Hobli Schools, came into being in 1868. These institutions were converted into
Vernacular Normal schools in 1933. Both TCL and TCH courses existed during the state
reorganization in 1956. The TCH course duration was made 2 years in 1966. PUC
qualification was made a prerequisite for entrance to TCH in 1987-88.
It was Kothari commission's report that gave emphasis to the professional skills and
knowledge required of the teacher. The NPE (1992) reiterated the need for strengthening
of teacher education programme and came up with innovative ideas of upgrading some
institutions and enabling them to function better. The need to have more organized and
structured institutions was felt and government policy provided for more up gradation and
innovative efforts. Thus Karnataka upgraded 20 TTIs into District Institutes of Education
and Training (DIETs). These institutions became nodal centres for In-service Teacher
Training as well as pre-service education. Apart from these institutions there are various
private DEd and BEd institutions imparting pre service teacher education in Karnataka.
Number of D.Ed colleges in the state from 2005-06 to 2011-12
Year Govt. Aided colleges Unaided colleges Total

colleges
2005-06 37 40 559 636
2006-07 37 40 654 731
2007-08 37 40 649 726
2008-09 39 40 891 970
2009-10 39 40 923 1002
2010-11 40 40 922 1002
2011-12 40 40 880 960
There is a quantitative expansion of TE institutions over the years. There was a spurt in
DEd colleges during 2004-05. Afterwards due to diminishing public demand some of the
institutions got closed. In spite of large number of institutions quality has been a major
concern in Karnataka.
Karnataka is the pioneer state in bringing significant changes in Pre-service teacher
education. It followed the recommendations of various committees, and policies. Some of
them are NPE 1986, NCF 2005, RTE 2009, and NCFTE 2009.
34
NCF 2005 has suggested for a paradigm shift in the teaching learning processes. It
envisaged a school system wherein learners are responsible for their learning and are
engaged in active knowledge construction. It also advocated suitable changes in the
teacher education curriculum to suit these changes.
RTE 2009 has made it obligatory for schools to provide quality education to all children by
making education a fundamental right. Article 29 (2) of RTE Act makes it mandatory to
develop quality indicators for each school, practice CCE, and enhance learning time of the
child qualitatively.
RTE 09 also recommended for providing training for to all teachers to facilitate quality
education. It is desirable that all these concerns are reflected in the perservice teacher
education.
National Council for Teacher education has been set up to specially look in to and monitor
Teacher Education concerns in the country. NCTE has come out with The National
Curriculum Framework for Teacher Education 2009 providing guidelines for all teacher
education programmes in the country as a response to the concerns discussed in NCF
2005 and RTE 2009.
4.9.2 Present scenario of preservice education in Karnataka
Karnataka has been bringing about change in school education. Nali-kali strategies in
classes 1-3, Introduction of English in classes 1-4, Project learning, decentralizing tests
and examinations and providing autonomy to teachers to prepare their own evaluation
tools are some of the programmes that have made Karnataka’s context unique. In terms of
inservice training there is a quantitative and qualitative expansion. However, inservice
training is not the final answer as teachers need to be prepared at the perservice training
programmes, strengthening their philosophical grounding in various theories and practices.
The Task Force on Education in its report on quality improvement in elementary education
(2001) had made the following recommendations among several others to improve the
quality of Teacher Education.
· Careful selection of faculty of DIETs based on aptitude and academic competency.
· Compulsory teaching programme for DIET and TTI faculty in elementary schools for one
or two weeks every year.
· Separation of PSTE wing of DIETs and setting them up as TTIs
·Introduction of B.Ed course in Elementary Education.
The Government of Karnataka commissioned sub-sector studies in education, teacher
education being one of them. This report pointed out the following inadequacies
(T.K.Jayalakshmi 2002 - page 56):
· Duration of Teacher Education at Primary level is insufficient to develop certain skills and
content knowledge among trainees.
· Pre requisite content knowledge of both teacher educators and students are very poor.
· Teacher education curriculum is loaded with theory as well number of assignments.
· Teacher educators of all TTIs are not involved in the special programmes like DPED, IED
and are therefore deprived of good needed experiences.
35
· There is no organised academic supervision of the TTIs., especially unaided colleges ;

this has resulted in poor quality of Teacher Education.
Subsequently, the state perspective plan for teacher education (DSERT 2004) has noted
that spurt of quantitative expansion has resulted in “Major Concerns regarding the quality
of Education”. This document also noted the following “Quality Concerns”:
· Inadequacy of resources
· Progressively decreasing number in the enrolment of students of science for D.Ed
course.
· In 2003-04 under the leadership of DSERT, quality concerns in teacher education were
discussed at length and DIETs were asked to frame their own vision of teacher education
for their districts under perspective plan.This also led to the revision of the primary school
teacher education syllabus.
The quality perspective plan of DSERT (2004) suggested “Due Importance” to content
enrichment of student teachers. It had also recommended that the D.Ed Curriculum be
reviewed “To make it more responsive to the needs of the primary school system in the
State”.
4.9.3 Preservice Secondary Teacher Education
Currently the pre-service secondary teacher education in Karnataka is through a university
course leading to the B Ed degree. It is offered in full-time mode by all nine universities in
the state as well as in the distance mode, principally by the Karnataka State Open
University (KSOU). Also, the University of Mysore is offering an integrated course in
Science & Mathematics Education through the Regional Institute of Education (a unit of
the NCERT) located in Mysore. The same institute also offers a two-year B Ed programme
on an experimental basis. Like teacher education, the Physical Education faculty of the
Bangalore University also offers a separate Physical Education programme leading to the
B P Ed degree.
Duration and Eligibility
The regular full-time B Ed programme is of one-year duration offered in Colleges of
Education, Government College of Teacher Education (CTEs), IASE and university
departments. The eligibility criteria stipulated is a pass in Science, Arts or Commerce
degree with 50.0 per cent marks for general category candidates and 45.00 percent for
S.C., S.T. And for disabled.
The integrated full-time B Sc Ed is a four-year programme offered by the RIE Mysore. The
eligibility requirement is a pass in higher secondary/pre-university course with science
background. It is a eight-semester integrated undergraduate course in content and
pedagogy to prepare secondary school teachers. Admission is limited to candidates from
the southern region comprising the states of Andhra Pradesh, Karnataka, Kerala, Tamil
Nadu, and the union territories of Pondicherry and Lakshadweep.
The B Ed course offered in distance mode by the KSOU is of two-year duration. However,
the maximum time allowed for completing this course is five years. Graduate teachers
serving in the school system within Karnataka are eligible for admission to this
programme.
36
The B P Ed is of one-year duration offered to graduates with any degree, with a certificate
in physical education.
4.9.4 Structure of the B Ed. Programme
The B Ed Programme offered in the state across various universities is a non-semester
scheme. However, from the year 2004-05, the B Ed programme under Bangalore
University has come under the semester pattern. A comparative picture of the overall
curriculum structure is presented here. The general B Ed curriculum consists of five core
papers of which three are foundations papers and two pedagogical papers. In addition,
there are one or two areas of specialization. A comparative picture of the core, pedagogy
and special papers offered across five universities is presented in the following table:
B Ed Curriculum Structure across Universities in Karnataka

Core
Bangalore Mysore Karnataka Gulbarga Mangalore Kuvempu
Papers
Education in Education Education Educatio Education Education
Emerging in in n in in in
India Emerging Emerging Emerging Emerging Emerging
India India India India India
Foundations Education Education Educatio Education Education
of al al nal al al
1.Pedag Educational Psycholog Psycholog Psycholo Psycholog Psycholog
ogy Psychology y y& gy y y
apers Evaluation
School Secondary Education Secondar Secondary Secondary
Management Education al y Education Education
and Technolog Educatio and and
Teacher y& n and Teacher Teacher
Functions Managem Teacher Functions Functions
ent Functions
Kan, Eng, Kan, Eng, Kan, Eng, Kan, Kan, Eng, Kan, Eng,
Content- Sansk, Sansk, Eng, Sansk, Sansk,
cum- Hindi, Urdu, Hindi, Sansk, Hindi, Hindi,
Method Marathi, Urdu, Hindi, Urdu, Urdu,
ology-I. Marathi, Urdu, Marath Marathi,
Marathi,
His & Civics, His & His & His & His & His &
Content- Civics, Civics, Civics, Civics, Civics,
cum- Geo, Geo, Geo, Phys. Phy, Phy, Chem Phy. Sc,
Method Physics, Physics, Science, Chem Maths, Bio Maths, Bio
ology-II Chem, Chem, Maths, Bio Maths,
Maths, Bio Maths,Bio Bio
Special No special EVG, Split into 2 EVG, EVG,
Papers Papers. Environ papers of Environ. Environ.
Instead ICT Edn, 50 marks Edn, Edn,
and Edn & each.
37
National Pop. Edn, List of Pop. Pop. Edn,

concerns Phy & subjects Edn, Phy &
introduced in Health NA Phy & Health
first & Edn, Health Edn,
second Edn,
semester
respectively Moral & Moral & Moral &
as core Spiritual Spiritual Spiritual
subjects for Edn. Edn. Edn.
50 marks Edn. of Edn. of Edn. of
each. the the the
Exception Exceptio Exception
al nal al
Children, Children Children,
,
Action Action Action
Research, Researc Research
h, ,
Computer Comput Computer
Edn.,Valu er Edn.,Valu
e Edn.,Val e Edn.Sc
Edn.,Sch. ue Lib
Lib. Edn.Sch Orgnsn
Orgnsn . Lib
Orgnsn
As we see the differences found among the above universities , it is suggested to bring all
these academic bodies under one umbrella as a body to head the Education departments
of all the universities.
It is also suggested that an autonomous institution should be made responsible to guide ,
interact, co-ordinate, monitor and follow up these universities.
Practicum
The norms for practicum at B Ed are fixed by the NCTE in terms of delivering stipulated
number of lessons, assignments and other practical activities. The weightage attached to
various practical activities vary considerably across universities. However, the Practicum
constitutes part of the methodology papers and contains several components within it. viz.,
 Practice teaching
 Criticism lesson
 Observation of lessons
 Teaching aids
 Unit plan and unit test
 Resource unit
 Test material
 Micro teaching
 Practical lessons, etc.,
38
 Communication skills
 Seminars
 Practical activities
Considering the NCTE norm of 20 lessons in each methods subject, including pre-practice
teaching, a lot of variation is observed in the way this norm is interpreted among the
universities in terms of allotment of weightage and operationalization.
All the Universities have introduced Unit Plan, Unit test and Resource Unit as part of their
assignments for the students. Here also one notices variation between universities in
terms of weightage and operationalization. However, some of the commonly prescribed
assignments are as follows:
Assignment I:
1. Teaching Aid
2. Resource Unit
3. Work Book
4. Instructional Kit
5. Action Research
Assignment II:
Unit Test.
Curricular Weightage
The weightage in terms of number of hours per week for various subjects and
corresponding marks for internal assessment varies across universities for different
curricular subjects. The over all marks pattern is: 400 internal assessment and 600
external assessment to total 1000 marks in all the Universities except Bangalore University
which has 140 in the first semester and 415 in the second semester for internal
assessment and 410 and 845 respectively for external assessment out of a total of 1400.
4.10 The Existing structure of DIETs in Karnataka.
DIETs comprises of 25 academic faculty including Principal. The faculty members would
come together for specific tasks, collaborative efforts and for optimum synergy. After the
accomplishment of the task, the group would disband. It avoids compartmentalisation of
departments within DIET and enhances collaboration. The faculty need to work with
academic ethics than cadre conscious system.
Our DIET would comprise few departments which will be uniform across the state and few
others based on the needs of the districts. At the same time we will have autonomy to
create, merge few departments with prior approval of PAC according to the context over
the period of time to say two to three years.
The 1993 guidelines suggested a 7 wing DIET structure, which has been by and large
adopted across the entire state.
4.11 The Proposed Structure of DIETs in Karnataka
39
There is a need to relook at this DIET structure and envision a structure that can meet the
academic needs of the district. Firstly there is a need to make curricular areas as the basis
for the wing creation, since this would provide specific support to school academic needs.
Secondly some wings would be core and common across many DIETs, there would also
be local wings based on local needs. In addition to the wings, the DIET would also have
expert facultys for specific important tasks. Care must be taken to exercise this autonomy
and visualize the need of certain department for few years.
Example : The DIETs of Bangalore Urban, Udupi, Chikmagalur, Shimoga have proposed to
have for such kind of structure. The proposal of DIET Chikmagalore has been discussed
as below.
1. Department of humanities
1. Malnad culture in Education & Folklore
2. Geography
2. Department of Maths, physical and biological sciences
1. Maths
2. Physics
3. Chemistry
4. Biology
3. Department of Languages
1. Kannada
2. English
4. Department of Education
5. Department of Educational Leadership and Management
6. Assessment
7. PSTE (College / Department of - Elementary Education Foundation Course)
8. expert facultys would be appointed for following work areas, who would coordinate
with the wings as required
1. Action research and research
2. CMDE
3. Adult education
4. ICT
5. SSA
6. RMSA
It is essential that the wings do not become silos. Since education is essentially a multi-
disciplinary subject, members of wings need to interact and share with one another to
deepen and broaden understanding. Such learning can also be supported through virtual
forums and mailing lists
Secondly the current work and task allocations would also need to be distributed in a
meaningful and efficient manner across the new wings. For eg. Curriculum and material
development wing activities of resource creation would be taken up by the relevant
curricular area wing, say mathematics or science. In the first few years of the plan, a lot of
focus for curricular resource creation, faculty development would be for the new local
wings - “Malnad culture in Education & Folklore” and “Assessment”
40
Depending up on the expertise and availability of faculty members, DIETs may provide the
leadership of any created Department.
4.12 DIET Organization Structure
Principal/Professor 1
Vice Principal/ Associate professor. ( would lead Educational 1

Leadership and Management)
Senior Lecturers / Associate professor (as per the wing structure 6

according to Dist need )
Lecturers/Assistant professor (Education -4 (SNE-1), physical science 17

-2 , Biological Science-2, History/Political science-2/Geography-3,
Language – 3, PE -1, ECCE-1, Art/Craft/Music -2 )
Work Experience/Work Education Teacher 1
Librarian 1
Gazette Assistant cum Accountant* 1
Office Superintendent 1
PRO cum PA** 1
Statistician 1
Lab. assistant 1
ICT Support Staff 1
Clerk (including one for hostel) 8
Steno Typist/Data Entry Operator 2
maintenance Support Staff/Group D 6 6
The structure provided above would give the picture of functions expected of DIETs in
Karnataka. Vice Principal/associate professor would lead Educational Leadership and
Management since the wing is responsible for consolidating the plan and progress of all
the departments of DIET, It also work in close coordination with SISLEP .
4.13 CTEs of Karnataka
41
CTEs were established during VII plan the period. The then existing Colleges of
Education (B.Ed. Colleges) were upgraded to Colleges of Teacher Education with a view
to work in the field of Secondary Teacher-education- both Pre-Service & In-Service. Six
Government Colleges and Four Private Aided Colleges were upgraded into CTEs. The
number of government institutions at secondary training level is only 6 as shown in the
table below.
Government CTEs
Sl.No Name of CTE Type of CTE
1 GCTE, Gulbarga Government
2 GCTE, Government
Jamakhandi
3 GCTE, Belgaum Government
4 GCTE, Government
Chitradurga
5 GCTE, Mangalore Government
6 GCTE, Mysore Government
Besides these there is the Regional Institute of Education (RIE) at Mysore and the
Karnataka University College of Education at Dharwad. Apart from it there are 04 private
CTEs in Karnataka totaling 10 at present.
Prior to their up gradation they were mainly engaged in imparting B.Ed. Degree Course.
The Government Colleges of Education had an Extension Service wing, this wing imparted
few training programmes to secondary school teachers. But the coverage was not
adequate. After the upgradation these CTEs covered larger number of teachers and also
provided different types of programmes. In addition the CTEs were shouldered the
responsibility of carrying out Research, Innovation, Material Development & Providing
Extension & Support to schools.
After their upgradation the CTEs were provided with a staffing pattern as mentioned
below:
CTE staffing pattern
Sanctioned
Post Before up
After up gradation
gradation
(1) (2) including (1)
Head 01 01
Professor 02
Associate
02
professor
Reader - 03
Asst. Professor -
Lecturer 07 13
42
Instructor 03 03
NON-ACADEMIC
1 FDC 02 03
2 SDC 02 02
3 Steno Grapier 01 01
4 Film operator 01 01
4 Group D 13 13
5. Driver - 01
TOTAL
The Staff of CTEs are posted by transferring personnel from amongst the existing cadre of
Education Officers of State Education Department. There is no separate cadre established
for CTEs in the state. The following table depicts posts of the CTE and their
corresponding equivalent posts in the department:
Placement Policy
Sl. Post in the CTE Equivalent Post in the department.
No.
1 Principal Joint-director
2 Professor Deputy-director
3 Associate Education Officer
Lecturer
4 Instructors Secondary School Assistant
Teachers
The personnel of CTE are posted to CTEs from the above cadre of the department. As
there is option of inter transferability the personnel of CTE are transferred to other posts
in the department and other people are posted to CTEs on a frequent basis, this has led
to unstable staff position in the CTEs. This unstability has affected the performance of the
CTEs to a very great extent. Hence it is necessary to establish a separate cadre for CTEs
and DIETs.
4.13.1 Role of CTEs
CTEs cover the Quality Improvement aspects of Secondary Education of the districts
within their jurisdiction. They undertake trainings of high school teachers of these districts.
All CTEs offer B.Ed. Degree course of one year duration. Each CTE has an Action
Research and Innovation wing that undertakes Action Research and other Studies. The
extent and levlel of studies undertaken varies across CTEs.
43
The number of teachers trained by the CTEs was limited but after the introduction of
RMSA this has increased.
The Action Research wings of CTEs have trained the Teachers in conducting Action
Research. Teachers have undertaken Action Research to improve their practices, but this
is very limited. Only a few studies have been undertaken by the faculty of CTE.
In case of the Aided CTEs the coverage has been not adequate and for the past few years
these aided CTEs have not conducted any such programmes.
Intake Capacity at various levels
The Intake capacity of B.Ed. Course is 100 students per annum for all the CTEs across the
state.
4.13.2 Linkage with DIET, DDPI, Schools, BEOs and
BRCs/CRCs
The CTEs have established Linkages with the DIETs and DDPIs for executing the
programmes of CTEs. The Principals of respective CTEs conduct meetings with the
DIET principals and DDPIs. There has been smooth flow of information, and both the
DDPIs and DIET principals have responded to CTE by deputing the teachers and resource
persons for various programmes. The frequencies of face to face meetings and
interactions with the DIET and DDPIs of the districts in which the CTE is located is higher
than other districts. There is need to maintain virtual linkages with these institutions and to
increase no. of visits. The CTEs need to plan for providing specific capacity building
programmes for the faculty of DIET. The coordination of CTEs and BEOs and BRCs in
conducting the programmes in their block and in deputing the teachers for programmes.
The suggestions and opinions of BEOs, DDPIs and DIET principals are sought while
framing the programmes. There is no direct link with the BRCs/ CRCs. The BRC resource
persons have been invited as resource persons for various tasks by the CTEs.
The Aided CTEs have not been able to establish and sustain proper linkages with the
above mentioned functionaries. This matter has to be addressed by both the Aided CTEs
and the department.
4.13.3 Linkages with academic institutions
The programmes of CTE have been supported largely by identified teachers of Secondary
schools themselves. This has made the programmes relevant to the needs of other
teachers. Other academic The CTEs have taken support of other Institutions for
conducting training programmes and for development of resource material. The
involvement however varies from CTE to CTE.
Better and productive coordination needs to be established between University
departments and other institutes of higher learning.
4.13.4 Annual output of teachers
On an average the annual output of pre-service teacher trainees is 100 per CTE. However
over the past 2 to 3 years the admissions to B.Ed. course have decreased .
4.13 Pre-service Secondary Teacher Education
44
Currently the pre-service secondary teacher education in Karnataka is through a

university course leading to the B Ed degree. It is offered in full-time mode by all six
universities in the state as well as in the distance mode, principally by the Karnataka State
Open University (KSOU). Also, the University of Mysore is offering an integrated course in
Science & Mathematics Education through the Regional Institute of Education (a unit of
the NCERT) located in Mysore. The same institute also offers a two-year B Ed programme
on an experimental basis. Like teacher education, the Physical Education faculty of the
Bangalore University also offers a separate Physical Education programme leading to the
B P Ed degree.
4.13.5 Duration and Eligibility
The eligibility criteria stipulated is a pass in Science 0r Arts degree with 50% marks. It is
also suggested that the Commerce degree holders may also be allowed to study B.Ed.
The integrated full-time BSc Ed is a four-year programme offered by the RIE Mysore. The
eligibility requirement is a pass in higher secondary/pre-university course with science
background. It is a eight-semester integrated undergraduate course in content and
pedagogy to prepare secondary school teachers. Admission is limited to candidates from
the southern region comprising the states of Andhra Pradesh, Karnataka, Kerala, Tamil
Nadu, and the union territories of Pondicherry and Lakshadweep.
The B Ed course offered in distance mode by the KSOU is of two-year duration. However,
the maximum time allowed for completing this course is five years. Graduate teachers
serving in the school system within Karnataka are eligible for admission to this
programme.
The B.P.Ed is of one-year duration offered to graduates with any degree, with a certificate
in physical education. This programme prepares the physical education teachers of the
secondary schools.
45
5. Planning Process
Preparing perspective plan is an act of consultation, qualitative discussion and
brainstorming at various levels. The following flow chart shows the consultations at various
levels.
Flow chart of planning process.
Ministry of Human Resource

Development
Government of Karnataka
Department of Education
DSERT
IASE / CTE / DIET
Several committees were formed to prepare the restructuring and perspective plans. The
Perspective Plans required wide discussions and consultations. It is this consultation
which could bring field realities, problems and issues, strategies to solve the problems and
targets. There were pre-planned activities to have meticulous planning.
5.1 Pre Plan activities
- Review of various committee reports on TE both at National and State level.
- Reading and discussion on the literature – NCF 2005, RTE 09, NCFTE 2009 and
MHRD guidelines of 1993 and 2012.
- Consultations with organizations – NCERT,NUEPA, ISEC,
- Consolidating views of Experts, CTE -DIET faculty and other educational functionaries
that were expressed since three to four years in various forums
- Taking inputs from National level institutions – Directors participated in meetings held at
National level.
- Similarly DIET and CTE Principals and senior faculty participated in meetings held at
the state level in which NGOs also participated with their inputs.
- The vision for DIETs was finalised in one such meeting led by Karnataka Jnana
Aayoga. The vision was democratically arrived at after a prolonged discussion in which
46
heads of all DIETs in Karnataka participated. The same vision has been adopted here.
DIET faculty also participated in the teleconference held in this regard.
5.2 Consultations at National level
1.1 The first consultation which gave an outlook for perspective plan took place at NCERT
Delhi. Mr Vikram Sahay, Director MHRD and other distinguished faculty from NCERT
guided the states to prepare the perspective plan. The workshop took place on 29/06 /
2012 . It set the stage for preliminaries of plan.
1.2 The subsequent consultations, meetings, and workshops where held in NCERT, Delhi.
These were attended by Director of DSERT and Senior Assistant Director. There were
many deliberations and brainstorming sessions for restructuring DIETs and CTEs also on
preparing perspective plan.
5.3 Consultations at state level
The first consultation took place at DSERT Bangalore to finalize the date of plan from
10/7/2012 to 31/08/2012. It set the stage for preliminaries of plan.. It was attended by
DIET Principals, expert facultys of the districts.
Apart from it various workshops and meetings took place regarding restructuring of DIETs,
CTEs, and IASEs. The following are calendar of events which shows how State and
district level functionaries coordinated the planning process.
Sl.No Activity Period / Dates
Formation of State level Planning Committee &
1 04/07/2012
Discussion.
2 DIET Development Plan and training 3 days @ DSERT
Orientation to District level officers at state office to
3 14 th July 2012
prepare the district plan
4 Formation of district level Planning Committees 14th July 2012
Preparation of draft plans of DIETs, CTEs and 14th to 19th July
5
DSERT 2012
6 Presentation of draft plan to Secretary, GoK. 21st July 2012
23th to 27th July
7 Orientation to DIET /CTE faculty
2012
8 Teleconference to DIET/CTE faculty 04/08/12
Second round appraisal of draft plan for all 13/08/12 and
9
components at the state office. (At Chamarajanagar) 14/08/12
Submission of final district plan to state office after
10 19/08/12
getting approval from DIC
Presentations to department seniors and reviews September and
11
and rework October 2012
Submission of final Karnataka state plan to Delhi
12 November 2012
after getting approval from GoK
47
5.4 The State Planning Committee
The committee has been constituted to prepare TE perspective plan. The details of the
committee members are below.
Sl Names of the members Designation
No
1 Sri Rama Rao H.S Chairperson & Director DSERT
2 Smt Yashodha Bopanna Joint Director - DSERT.
3 Smt Famida Raheem DDPI - DSERT
4 Smt Angeline christine SADPI - DSERT
5 Sri Ashwin C.R Lecturer, DIET - Shimoga
6 Sri Eshwaraiah Principal, DIET - Tumkur
7 Sri Gurumurthy K Director, ITFC
8 Sri Hariprasad G.V Sr Lecturer, DIET - Chikmagalur
9 Sri Krishnaji Karichannavar Reader, CTE – Mangalore
10 Smt Malathi B.S Sr.Lecturer ,DIET -Banglore Urban
11 Smt Manjula R SADPI, Planning - CPI Office
12 Dr. Mythili R Director, RVEC
13 Sri Ravikumar Sr Lecturer, DIET - Ilkal
14 Smt Suparna Diwakar Vice president C-LAMPS
15 Sri N. Venkatesh Senior Lecturer DIET - Kolar
The committee met many times over the period of proposal preparation to prepare the
plan. There was appraisal by the State Appraisal Committee.
The Appraisal Committee comprised of

• Sri Kumar Naik G – Principal Secretary, Primary and Secondary Education, Head of
the Appraisal Committee.
• Prof Venkatesh Murthy C.G – Professor, RIE, Mysore, Member
• Smt Ruma Banarjee – Director, Seva in Action, Member
• Sri Ramarao H.S – Director, DSERT, Member Secretary.
The appraisal committee twice met and reviewed the whole plan and suggested changes.
The plan has been prepared accordingly.
48
5.5 Consultation at District/Institution Level and Planning
Process
As the follow up activity District Level/Institution level Workshops were held from
14/07/2012 onwards at DIETs and CTEs. These workshops were attended by Principals of
DIETs & CTEs, all the faculties and representatives of BRC’s.
• The issues discussed were the modalities of the plan.
• The issues, problems, targets, strategies.
• The plan and implementation design.
• The quality issues of the district were all discussed by them. It set in place the
foundation for the planning and guided the DIETs and CTEs to take into confidence
the community at large.
49
6 Strategies and targets for Teacher Education

6.1 Plan and strategies of activities of DSERT
The apex academic body for school education(both Elementary and Secondary) and teacher
education in Karnataka is the Department of State Educational Research and Training (DSERT). It
is a separate wing under the Department of Public Instruction.
A small academic unit of the Department of Public Instruction existed as the State Institute of
Education (SIE) at Dharwar during 1964-75 Similarly, there were the State Institute of Education,
the Directorate for Textbooks (DTB), the State Educational Evaluation Unit (SEEU) and the
Educational Vocational Guidance Bureau (EVG). These wings were all brought together under the
DSERT in 1975. Later, the Teacher Education Administrative Unit was detached from the DPI's
Office and attached to DSERT. The DSERT is thus a conglomeration of all the wings of the
Department of Education that existed and functioned independently earlier. It moved into its own
independent and spacious building in 2003.
6.2 Objectives of DSERT
The main objectives of the Department are:
1. To achieve qualitative improvement in school education through teacher professional
development
2. To undertake curriculum development and curriculum revision/renewal for school
education
3. To administer Teacher Education in the state.
4. To prepare, print, publish and distribute teacher handbooks and other resource
materials to schools, students and teachers for all classes and in all subject areas.
5. To promote action research in order to facilitate teacher development
6. To coordinate at the state level schemes of various state, central and international
agencies like NCERT, NEUEPA, UNICEF, SSA, RMSA , RIE MYSORE , RIE SI
BANGALORE etc., and undertake various projects
7. To undertake academic reforms in the light of policy changes initiated by the state.
8. To provide academic leadership in school education in the state.
An officer of the rank of Director of Public Instruction heads the organization. The Director
is assisted by a Joint Director in all academic and administrative duties. The academic
structure of DSERT is depicted in figure below
50
6.3 Current Academic Structure of DSERT
DIRECTOR
JOINT DIRECTOR
DEPUTY DIRECTOR DEPUTY DIRECTOR
1 2 3 4 5 6 7 8 9 10 11 12 13
1. Senior Assistant director – TE (PRIMARY)

2. Senior Assistant. Director - TE (SECONDARY)
3. Senior Assistant. Director - DIET and CTE
4. Senior Assistant. Director - SSA
5. Senior Assistant. Director - RMSA
6. Senior Assistant. Director -NTSE
7. Senior Assistant. Director -EVALUATION
8. Senior Assistant. Director - PHYSICAL EDUCATION
9. Senior Asst Director - VOCATIONAL Guidance and Counselling
10. Senior Assistant. Director - SIS
11. Senior Assistant. Director - EDUSAT
12. Senior Assistant. Director - ETC
13. Senior Assistant. Director - ETC
51
6.4 Current Administrative Structure of DSERT
DSERT
DIET CTE IASE
BRC D. Ed Colleges HIGH SCHOOLS HIGH SCHOOLS
PRIMARY SCHOOLS
6.5 Present Functions of DSERT
The Department has organized its functions by spreading over its tasks among the
following five cells:
6.5.1 Teacher Education Unit (TEU)
This looks after the administration of Teacher Education (both elementary and secondary)
in the state and is headed by a Deputy Director of Public Instruction (DDPI) who is
assisted by three senior assistant directors (SADPI) – one looks after the DIETs and CTEs,
the other officer looks after all the teacher professional development institutions at the
primary level and another officer looks after the secondary levels. Both the components of
Teacher Education, Pre-service and In-service, are taken care of by this wing.
DSERT has a separate wing working for the implementation of SSA programmes. This
wing is looked after by one Senior assistant director and another senior assistant director
looks after the RMSA programmes.
Karnataka has introduced Physical education as a curricular subject recently and
academic activities connected to this subject are looked after by a separate section which
is managed by one Physical education senior assistant director.
6.5.2 State Education Evaluation Unit (SEEU)
This unit is engaged in the preparation of curriculum and syllabus for class 1 to class 10. It
also looks after Vocational Guidance, National Talent Search Examination, Evaluation etc.,
It is managed by three SADPIs.
52
6.5.3 State Institute of Science (SIS)
This unit looks after Science and Mathematics Education and also supervises the activities
of 224 science centres in the state, It is headed by a DDPI who is assisted by one senior
assistant director.
6.5.4 Educational Technology Cell (ETC)
This unit is headed by a DDPI who is assisted by three SADPIs – one in charge of
Computer Education (including the ICT initiatives), the second officer looks after teacher
professional development programmes through satellite communication (SATCOM) and
the third one looks after the Technology Assisted Programme.
6.5.5 Karnataka Text Book Society (KTBS)
This society is in charge of bringing out textbooks for standards I-X including Physical
Education, as also for special courses like D Ed, Music, Dance, Drama, SUPW,
Commerce, Drawing and Sanskrit. Text books are prepared for Tulu and Konkani
languages also. The Managing Director, an officer of the rank of director of public
instruction heads this society and he is assisted by a DDPI, four senior assistant Directors
and four assistant directors.
6.5.6 Other Functions of DSERT
a) Audio-video Studio: An audio-video studio has been established in DSERT to develop
TV based video lessons for the EDUSAT project. The educational broadcasts are
proposed to be done from the DSERT premises itself, where ISRO has established a hub,
up link and broadcast facilities.
Recently DSERT established two way video and audio studio (SIET) for video
conferencing.
DSERT telecast video lessons to all the Govt. schools of Chamarajanagara, Gulbarga ,
Yadgir and Ramanagara districts. ISRO is providing the receiving facilities in the schools
and DSERT is making provision of the needed learning resources.
b) ICT : Under phase one and two of the project, 2051 government high schools are
covered for computer education. Under phase three 1763 government high schools and
2633 aided high schools are being covered. A proposal has been submitted to MHRD for
extension of the project to remaining schools, under phase four.
53
6.6 DSERT restructuring
Programme Advisory Committee

(headed by the Secretary)
Director DSERT
Research Committee Executive Committee
Dept. of Dept. of Dept. of Dept. of Education

De Dept. of Dept. of Special Cells/
Curriculum & Research & Dept. of TPD ICT & Systems, Leadership
Techno- Inclusive Environmental & Admin/
Pedagogy Dissemination
pedagogy Education Education Management Accts/Technical
State Educational
Resource and information Centre
IASEs CTEs DIETs DRCs
BRCs CRCs
Schools
Proposed Composition of Programme Advisory Committee
1. Secretary, Education Chairperson

2. Director, DSERT Member Secretary
3. Director, Primary and Secondary Education Member
4. Joint Director, DSERT Member
5. Principals of DIETs 4 Members (Division-wise) drawn by
rotation
6. Department Heads (DSERT) 2 Members drawn by rotation
7. Dean, University Department of Education Member drawn by rotation
8. Head, IASE Member drawn by rotation
54
9. Heads, CTEs 2 Members drawn by rotation from among

the government and aided
10. School Development and Management
Committee 2 Members drawn by rotation
11. Teacher Associations 2 Members drawn by rotation
12. Academicians 3 Members nominated by Director
13. PRI representatives 2 Members drawn by rotation
14. NGO representatives 5 Members nominated by Director
15. Teacher representatives 4 Members( 1 from each division)
16. School Principals /Head teachers 6 Members
17. State Knowledge Commission 1 Member
18. Representatives from national level 2 Members (NIAS, ISEC, IISc,NUEPA NCERT)
education institutions
19. Representatives from RIE, Mysore 1 Member
20. Representatives from Karnataka State Commission
for Protection of Child Rights 1 Member
21. Representatives from disabilities rights group 1 Member
22. Representatives from SC/ST rights group 1 Member
23. Representatives from minority rights groups 1 Member
24. Representatives from child labour organizations 1 Member
25. Special Invitees from different domains of expertise 4 Members
26. Block and Cluster Resource Persons 8 Members
(2 from each Division)
The PAC will set up sub-Committees to monitor the progress of specific
programmes and activities of DSERT.
DEPARTMENTS
A.) Academic Departments
1.Curriculum and Pedagogy –
i. Education Studies (Philosophy, History, Sociology, Psychology, Economics of
Education, Assessment and Evaluation),
ii. Social Science (History, Geography, Pol. Science, Economics),
iii. Languages (English, Kannada, Hindi, Urdu, Sanskrit, Minority Languages),
iv. Science (Physical Sciences, Life Sciences),
55
v. Mathematics,
vi. Health and Physical Education,
vii. Art and Craft,
viii.Business studies, Commerce and Accountancy,
ix. Work and Education (Vocational Education)
2. Research and Dissemination – Micro-Studies, Macro-Studies, Evaluation,

Documentation, Research Methods
3. Teacher Professional Development – Andragogy, INSET and PSTE
4. Information and Communication Technology and Techno-pedagogy
5. Inclusive Education – Gender, Education for Disabled, SCs, Urban Deprived Children,
Education of Tribal Children, Gifted and Talented Children
6. Environment Education
7. Education Systems, Leadership and Management (Including Planning, Organisational
Development and Assessments)
B.)SPECIAL CELLS
1. Monitoring Cell
2. Legal Cell and Policy Cell
3. Counselling and Guidance Cell
4. Liaisoning Cell – SISLEP, University Departments, NCERT, NUEPA, NGOs etc
5. ECCE and Elementary Education Cell and SSA Liaisoning
6. Secondary Education Cell and RMSA Liaisoning
7. Media Cell – EDUSAT programmes, teleconferencing, production of films
8. National Talent Search Examination and NMMS Examination.
State Education Resource and Information Centre
1. Library and Digital Resources

2. Documentation and Publication Cell
Administrative and Accounts Unit
Tech Support Unit – Applications design, development, implementation and support

– eg TMS, HRMS
56
In view of the revised TE guidelines for the 12th plan from MHRD, DSERT, Karnataka has
undertaken a series of reflective processes on restructuring and revising its vision and
objectives.
The vision of DSERT is “to provide academic leadership in the state for school and teacher
education, acting as an autonomous body, preparing reflective and humane practitioners
who can facilitate quality school education and teacher education processes ."
In line with the above vision, the following objectives are proposed:
• To support, facilitate and monitor teacher professional development programmes and
courses.
• To act as a resource institution for all its stake holders at all levels in the state.
• To asses, evaluate and strengthen the faculty of teacher education institutions in the
state.
• To undertake curriculum development / revision/renewal for school education and
teacher education.
• To introduce and mainstream new models of teacher education, to strengthen and
rejuvenate teacher education.
• To coordinate at the state level schemes of various state, central and international
agencies like NCERT, NUEPA, UNICEF, SSA,RMSA, RIE, Mysore, RIESI Bangalore ,
etc., and undertake various collaborative projects.
• To take up research that would inform State educational policy.
6.7 Summary of specific projects for implementing our vision
As per the 12 th plan guidelines, establish
1. Four New DRCs (Madhugiri,Chikkodi, Bangalore North and Sirsi).These DRCs will
be established as per the demand of Karnataka.
2. The state has enough TEIs hence new BITEs are not required for the state.
3. One new IASE ( Department of Education , University of Gulbarga)
4. Two new CTEs ( Upgradation of Govt. B.Ed college ,Chikkaballapura and the
Department of Education, Gulbarga University.
6.8 Common Cadre for academic stream from TTIs (Govt. D.Ed
colleges) to DSERT
• Common Cadre for academic stream covering staff from TTIs (Govt. D.Ed colleges) to
DSERT will be formed by giving an opportunity to opt for the academic stream of the
department maintaining the the existing seniority within the department.
• The staff in the existing system will be given a choice to opt for the academic stream.
Once they enter the academic stream they will continue in the academic stream only.
• Those that opt for the academic stream can be provided an option to acquire
qualifications as per the norms of NCTE/UGC with in a stipulated time.
57
• The study leave benefits for higher studies and research work would be at par with
university faculty.
• All the academic posts are inter changeable in their respective cadres in the academic
structure .
• Direct recruitment for Assistant professors (for the vacant posts) at the entry points .
6.9 Details of the proposed posts for academic structure of the
department
Sl. Present Proposed No of Proposed Qualification and
No. Designation Designation curren number mode of selection
t posts
1 Director DSERT Director 1 1 Professor and
by promotion from serial
number no. 2 and 3.
2 Joint Director Joint Director 1 1 Professor and
DSERT by promotion from serial
number no. 4, 5 and 6
3 Joint Director/ Principal 6 8 Professor and
Principal of by promotion from serial
Govt. CTE number no. 4,5,and 6
4 Deputy Director Professor 2 5 Professor and by promotion
(at DSERT) from serial number no.
7,8,and 9
5 Deputy Director Professor 30 34 Professor and promotion from
(academic)/ sl.no. 7,8,and 9
Principal of
DIET
6 Readers of Professor 18 24 Professor and promotion
CTE (Junior grade) by serial number no. 7,8,and
9
7 Senior Assistant Associate 13 19 Reader and promotion from
Director Professor serial number no. 11,12, 13
(DSERT) and 14
8 Lecturers Associate 78 104 Reader and promotion from
of CTE Professors serial number no. 11,12,13
and 14
9 Senior lecturers Associate 210 238 Reader and promotion from
58
of DIETs/DRCs Professor serial number no. 11,12 13

and 14
10 Principals of Associate 15 15 Reader and promotion from
Govt. D.Ed Professors serial number no. 11, 12 13
Colleges and 14
11 Lecturers in Assistant. 120 120 Lecturer and
Govt. Colleges Professors by option from lecturers of
(Govt.D.Ed DIETs , Govt D.Ed colleges
colleges) and by direct recruitment
12 NA Assistant Nil 19 Lecturer
Professor in and by option from lecturers of
DSERT DIETs Govt D.Ed colleges and
by direct recruitment
13 Lecturers in Assistant. 554 610 Lecturer
DIET /DRCs Professor by option from lecturers of
DIETs Govt D.Ed colleges and
by direct recruitment
14 Co-ordinator of Assistant 204 204 By option from lecturers of
BRCs Professor DIETs Govt D.Ed colleges by
(BRC's) and direct recruitment
Total 1252 1402
A proposal for the Cadre and Recruitment Rules will be prepared by an expert
committee to be set up for this purpose by the Govt. of Karnataka.
As DSERT has proposed for a separate Cadre and Recruitment (C&R) rule for academic
institutions, it is necessary that the administration support is provided by a separate wing
of administration. This relieves the academic institutions to large extent from
administration and will provide opportunities to concentrate more on academic issues and
challenges.
6.9.1 Administration wing
At present DSERT has the following administrtative staff
Account officer -1
Asst.Director – 1
Superintendent – 5
Statistical Officer -1
Asst.Statistical Officer-4
Library Officer -1
59
Steno -5
Artists -1
First Division Clerck - 22
Second Division Clerck – 9
Typist -6
Clerck cum typist-3
Technical Asst. (Secondary teachers grade)- 5
Computer technicians – 2
Driver cum film mechanic -1
Driver -5
Librarian – 5
Carpenter -1.
Field Man -1
Testing Asst.-1
Attender – 12
D group -22
Watchman -1
The following additional posts are recommneded for the academic work of TEIs
1. Creation of Gazetted assistant Post for general administration which includes the
functions of financial management of DSERT (conducting work shops, printing and
supply of training material, management of printing and supply of application forms of
NTSE question papers administration (not the preparation work which is academic) and
release of grants to DIETs and CTEs and also the salary of aided B.Ed colleges,
administration work of all D. Ed and B.Ed colleges. - one post
2. Chief Accounts officer – monitoring all financial aspects of DSERT , CTE and DIETs ,
including IASE and BRCs. - one post
3. Assistant Director(finance) - to assist G.A. At DSERT - one post
4. Assistant Directors (admin) – to look after the administration work of DSERT – 0ne
post
5. Assistant Director (administration) , in all DIETs and CTE,s to look after the fund
management and all the activities including work shops , MRPs trainings , release of
funds to BRCs etc.– 38 posts.
The above administrative posts are inter changeable between academic and
administrative wing of the department .
60
6.10 Proposed structure of TEIs
The structures of all TE institutions is proposed to be re-organised along curricular areas
to provide thrust and emphasis to the academic nature of the working of these institutions.
Over time, different departments have been created, some of which would have outlived
their importance. It is necessary to take advantage of the 12th plan guidelines to plan a
restructuring of the DSERT, IASEs, CTEs and DIETs to achieve the following goals
1. Emphasise curricular areas as mentioned – thus a large number of faculty would
specialise in identified curricular areas
2. Align the structures across institutions so that networking and collaborating becomes
simpler/easier. In the previous structures, this was not the case – the sections or wings
in DIETs related neither to that of DSERT nor to that of BRCs. This makes work
tracking and facilitating more difficult. This is also important to ensure that there are
minimum overlaps in the activities of these institutions, and greater complementarity
among the institutions.
3. Address new needs of TE – English language teaching learning, blended models of
learning, pre-service revision and linking to in-service teacher education, focus on
educational policy (academic areas) etc.
4. Thrust on research and documentation/publishing
5. Proactive sensing of the trends in educational discourse in society and responding to
the possibilities for education policy and program (aspects such as language policy,
regional disparities, globalisation and privatisation, influence of new ICTs and media
etc)
Within this department, there would be expert faculty looking after elementary and
secondary education and teacher education (primary and secondary). These officers
would liaise/network with the relevant institutions – DIETs, CTEs and IASEs respectively.
'Local wings' created in each DIET would also need to get support from this department
through relevant officers who develop expertise in these areas, for eg. Gender studies or
tribal education studies, Urban studies etc.
They would be part of a relevant department in the new structure. The 12 th plan
restructuring support unit would design and conduct workshops for all TE institutions to
enable them to do detailed planning as well as support and monitoring to ensure that the
plans made achieve the expected outcomes.
In-service teacher education, research and documentation as well as curriculum and
material development are seen as core academic functions which will therefore be a part
of every department and every faculty will need to perform these three roles.
The Expert Faculty for research is not expected to plan or conduct all the researches of
DSERT, that as mentioned, will be planned and carried out by the faculty member(s)
working in the specific curricular areas. Nevertheless, the Expert Faculty will perform the
role of an 'expert' who can provide support in terms of inputs to research methodologies,
review research plans etc and also coordinate with the research projects of the other TE
institutions. Thus the expert faculty for areas like research or curriculum and material
61
development will not actually do the activities (which will be performed by faculty for the
relevant curricular areas), but their primary aim will be to support the work of the faculty in
each of the curricular areas. The expert faculty for programmes like SSA and RMSA will
provide a single interface for these programs, though the actual activities (in-service
teacher education or material development) will be carried out by the faculty for the
relevant curricular areas. This is the 'matrix' structure that has been in practise for the past
few decades in many large organizations.
PRESENT ADMINISTRATION STRUCTURE OF DSERT
DIRECTOR
JOINT DIRECTOR
ASST. DIRECTOR ( ADMINISTRATION)
OTHER MINISTERIAL STAFF OF DIFFERENT WINGS
PROPOSED ADMINISTRATION STRUCTURE OF DSERT
DIRECTOR
JOINT DIRECTOR
GAZETED ASSISTANT , CHIEF ACCTS OFFICER
1.ASST. DIRECTOR ( ADMINISTRATION) OTHER MINISTERIAL STAFF

2.ASST.DIRECTOR (FINANCE)
62
OTHER MINISTERIAL STAFF
Administration activities would include those of DSERT as well as interactions with other
institutions of an administrative nature. Hostel, library, resource centre, studio and other
infrastructure administration would also be part of the responsibilities of this unit.
6.11 Proposed roles and responsibilities of DSERT
1. Maintaining and improving quality of school and teacher education in the state.
The apex body for school education( both Elementary and Secondary) and teacher
education in Karnataka is the Department of State Educational Research and Training
(DSERT). In coordination with the district academic institutions, DSERT develops the
required policies, schemes , changes in order to improve school education and teacher
education periodically. In order to achieve the above function , DSERT has formed a
committee to plan and review the implementation of programmes.
2. To undertake curriculum development for school education, teacher education
and assessment/ evaluation
In the present context DSERT is preparing the curriculum and syllabus for school
education and teacher education. Based on this syllabus, text books are being prepared
by another wing of the department, the Karnataka Text Book Society. It is proposed that
the preparation of text books in the regional language should be undertaken by DSERT. In
the new structure of DSERT there are different departments with experts in respective
subjects. This arrangement would enable the preparation of quality text books and they
could be piloted before they are widely distributed in the field for classroom transaction.
Further, post-pilot appropriate modifications may be made and then the KTBS may take
the responsibility of translation into other media.
3. To take up research in the field of curriculum transaction, classroom practices,

assessment/ evaluation and also to act as a lead agency for multi disciplinary studies
to generate knowledge on children and adult learning; knowledge and curriculum;
sociocultural dimensions of learning and so on.
As the proposed departments of DSERT will have linkages with the respective
departments in DIETs/ CTEs/IASEs, it is possible and also required to know the practical
problems / issues of classroom transaction. This will enable DSERT to take up research
/revision of academic activities for improving the materials/ programmes for better
classroom transaction at the grass root level.
4. To implement and evaluate various policies and schemes at the state level.
Based on the research out puts gained from the research taken up by DSERT faculty and
also third party evaluation , policy changes are made and implemented .These policies are
implemented in co-ordination with central and international agencies like NCERT, NUEPA,
UNICEF, UNDP, SSA, RMSA, RIESI, etc.,. DSERT would also work closely with NGOs
63
which specialise in different areas of education, for resource support as well as reach and
support to schools and teachers.
5. Management of IASE., CTEs, DIETs and Govt. TTIs.
DSERT, being an autonomous academic lead institution will manage and co-ordinate with
the other academic institutions working for school education and teacher education.
The monitoring and support of all TE institutions in the state would be a crucial
responsibility of DSERT
6. Other academic activities

• Supervising conducting post graduation courses: Conducting regular post graduation
course (M.Ed) in Education by relevant TE institutions.
• Designing and supporting courses which would be conducted by the other TE
institutions. Introducing programmes to prepare a cadre of teacher educators for the
elementary sector.
Short term certificate courses for would be designed for teachers and teacher educators
based on needs. Applications for various courses would be invited from teachers, (for e.g.,
communication skills, Environmental education, Human resource)
Conducting such short term certificate courses would motivate the teachers for enhancing
and enriching their knowledge and capacity. Such teachers will be equipped for material
preparation , and training of other teachers. Thus the DSERT will be able to support the
creation of a band of resource persons with in the department in different institutions.
•Conducting blended learning programs (combining physical and distance education)
DSERT will become a nodal agency for conducting courses of blended education. Many of
the primary teachers will have entered the department with basic minimum qualification.
This blended education mode will make them gain more knowledge and degrees useful for
their future career. Blended learning will become the default model for teacher-education
since it supports a need based, self-directed, peer-learing based, mentored and
continuous learning model, which is recommended by NCFTE. Blended learning basically
consists of using ICTs for collating information about teachers needs, aspirations and
priorities and using this along with the TE frameworks to design and develop TE
programmes, in close consultations with teachers and offer them on a need-based,
demand driven approach, tracking all these information in decentralised district level data
repositories. The training would be transacted using traditional workshop model,
complemented with post workshop support to teachers using mailing lists and web portal,
so that the interactions between the teacher-educator and teacher is continuous rather
than just a point in time. The virtual platform of teachers would also enable teachers to
support one another, rather than having a vertical model where the teacher-educator is
solely responsible for all teaching and teachers are only recipients. This model is being
piloted by DSERT already through the Subject Teacher Forum programme (mentioned in
the TE guidelines document) and this model will be extended to more programmes as well
as to elementary teacher education during the plan period. Gradually more and more
programmes will get such virtual support from teacher-educators to enable issues and
challenges in transaction to be addressed.
64
•Bringing out Publications

DSERT will publish research articles, periodicals (annual/half yearly/quarterly), articles on
educational issues including policies, on guidance and counselling- acts on the lines of
prasaranga in a university. Meta analyses of relevant studies conducted by various TE
institutes and compendium of reading materials for teacher educators in local language
would also be published. All publications will also be made available for universal access
in digital formats in the web portal, classified in a meaningful and useful manner. This will
support the subject teacher virtual forums and build the 'Karnataka Open Educational
Resource' (KOER) which will benefit all teachers in Karnataka, by sharing over time,
learning resources in all subjects and all classes, beginning with high schools, followed by
higher primary schools and then lower primary schools.
•Planning and monitoring as an in built process involving district institutions.
DSERT will establish link with other academic institutions of the districts in planning the
activities of those institutions . This provides an opportunity for a better understanding of
field situation of teaching learning activity. Based on this understanding planning will
become need based .
• Be participatory in its approach, involving all Teacher education Faculty.
DSERT will act with a participatory approach involving all teacher education faculties
working for the same goal. This avoids compartmentalization and duplication of activities.
•Be based on review of the previous year achievement and reflection in relation to that and
also state specific needs and realistic goals.
Based on the field experience of the district , division , block and cluster institutions
DSERT will plan for future years action. This introspective exercise leads to self evaluation
to some extent . Further the future years plan will be more need based and realistic in
nature.
•Plan in advance for various State programmes impacting on Teacher education, faculty
time and resources.
Depending on the plans of the future years ,the faculty of DSERT need to be equipped for
various activities of school and teacher education programmes.
• ICT integration into academic and administrative processes in DSERT and TE
institutions
One significant difference between government and non-government/private institutions is
the extent of ICT integration to support institutional goals. The use of ICTs is essential to
reduce administrative load, speeden decision making, provide opportunities for academic
interactions and learning, for creating learning resources on scale through sustainable in-
house models etc. The ICT integration into TE institutions for academic and administrative
processes is discussed in the next section and the key aspects include the following
1. Capacity building of DSERT and TE institutions faculty to use ICTs

2. integrating ICTs for both administrative and academic purposes
3. using ICTs for blended learning in elementary and secondary teacher-education, with
programmes in elementary and secondary pre-service and in-service education and
extending to cover all programmes in a phased manner
4. creating digital open educational resources on a large scale through teachers (in-house
sustainable model)
65
5. publishing digital open educational resources through the Karnataka Open Educational
Resources repository
• Consider the parallel efforts of other agencies at the state level, including non
government organizations
DSERT will co-ordinate with NGOs also by having public private partnerships. This
facilitates the streamlining of the activities and avoids duplication of the activities . Sharing
the experiences and study outputs of other agencies will strengthen DSERT for
progressive achievement. A forum for in house discussion that meets periodically , share
and discuss learning, insights, across the state
• Appraisal: DSERT faculty will have self appraisal in a quarter. There will be periodic
departmental appraisal and feedback for faculty through an academic authority like NCERT and
NUEPA. Along with faculty appraisal, self-appraisal would also be conducted on an annual basis.
Thus horizontal accountability (peer based) would complement the traditional reporting
• State Resource Centre
DSERT will act as a vibrant hub for teacher education across the State.
DSERT will get access to international journals including subscriptions to online
repositories like JSTOR. This will enable faculty to enhance their learning and be
acquainted with emerging trends and research across the globe.
DSERT will also have a repository of the research conducted by DIETs, CTEs, IASEs so
that there is wide sharing of research. The repository would also house relevant data
bases.
A variety of resources, which will include a range of teaching learning materials, printed
and digital resources would be made available at the resource centre.
66
7 Integrating ICTs into teacher education and

for development of digital educational resources
7.1 Background
The 12th five year plan TE guidelines document from MHRD calls for much a higher level
of integration of ICTs into teacher education, to develop the capacities of teachers to use
ICTs for their subject teaching-learning, accessing available digital learning resource,
creating and reviewing resources as well as networking with one another and with teacher-
educators for their professional development. The section on ICTs in this document
provides clear suggestions on how this could be done.
ICT programs in education have tended to be stand-alone, designed and implemented by

agencies without adequate educational background. Teachers, schools and educational
institutions have not adequately 'owned up' ICTs and hence its effective use for academic
and administrative purposes has been limited. However, ICTs have transformed several
other sectors and have a huge potential in education as well. It is necessary to make a
clear and comprehensive perspective plan to integrate ICTs into Karnataka education
system.
This plan proposes a program through DSERT for such integration, with 'IT for Change' as
a partner, following the guidelines on 'ICTs in education' as well as the 'public private
partnerships' sections in the MHRD TE guidelines document. The proposal discusses the
perspective plan over the plan period, for such integration and also provides the detailed
activities and budgets for the year 2012-13.
7.2 Program Scope
The project aims to achieve the following in identified five areas:
7.2.1 TE institutions
1. Integrating ICTs into teacher-education institutions (DSERT, IASEs, DIETs and CTEs)
through 'Samartha1' kind of program of DSERT, in a phased manner.
(a) Building basic ICT skills in all faculty (ICT literacy) so they can use text editors,
spreadsheet, Internet, email etc. comfortably for their work purposes
(b) Building ICT capacities for academic purposes amongst DIET and CTE faculty (ICT
integration into teaching-learning), for use in different curricular areas
(c) Building ICT capacities for administrative purposes amongst DIET and CTE faculty
(ICT integration for supporting information processing and decision support)
i. Teacher training management system
ii. Training program logistics system
iii. Comprehensive Institution Management system (with link support DISE, SEMIS
and HRMS)
1 Extending the scope of the pilot Samartha that DSERT initiated with support of KJA during 2011-12
67
2. Supporting integration of ICT enabled learning in PSTE courses (along the lines of the
recent curriculum revision)
3. Supporting Information repositories and portals in each institution
(a) Institutional web sites which provide information about its work and programs
(b) Publications of the institution as OER (digital open educational resources)
4. Supporting offering of certificate courses in 'blended learning model' to teachers on a
demand mode
5. Supporting research projects using digital methods for information collection as well as
statistical analyses using software tools
6. Building academic linkages between DIETs-BRCs-CRCs for work facilitation and
monitoring
7. Enabling BRCs to have in-house technical team to support schools
8. Building academic and administrative linkages with high schools and elementary
schools in a phased manner
7.2.2 Secondary education
9. Integrating ICTs into teacher-education in secondary education through the 'Subject
Teacher Forum' program of DSERT (along with RMSA)
(a) Covering teachers in core curricular areas – mathematics, science, social science
and languages
(b) Facilitating the covering teachers in other areas – Art, Craft, Physical Education etc.
(c) Covering Head Teachers
(d) Supporting schools through DIET-BRC-CRC for sustained adoption
(e) Supporting teachers to become 'local / contextual' OER creators
7.2.3 Elementary education
10. Integrating ICTs into teacher-education in elementary education through the
'Computer Aided Learning Centres' program of DSERT (along with SSA),
(a) covering core curricular areas - – mathematics, science, social science and
languages
(b) Facilitating the covering teachers in other areas – Art, Craft, Physical Education etc.
(c) Covering Head Teachers
(d) Supporting schools through DIET-BRC-CRC for sustained adoption
7.2.4 Karnataka Open Educational Resources (KOER)
11. Creation of an open repository of digital educational resources
(a) Working with TE institutions and schools to build a resource group of teachers and
teacher-educators who would prepare digital 'open educational resources' on a
large scale and sustained manner, eventually covering all topics from the syllabus
for school education.
(b) Creation of videos (multi-media content) and audio (radio) content for transmission
from the DSERT studios as well as decentralised use in schools
68
(c) Supporting TE institutions to undertake translations/commentaries into Kannada of

relevant resources available in English only
i. Educational policy documents such as NCF TE, NCF 2005 position papers
ii. Educational philosophy works of people like Dewey, Tagore, Friere, Gandhi etc.
iii. other documents and articles seen as important to Karnataka education
7.2.5 Sustainable model
12. Build capabilities in the education system to ensure sustainability of the processes
and activities through mutual support in academic activities and programs. The aim is
to support the network of institutions dealing with school education to work together in
mutually complementing manner to achieve common goals
(a) Enable TE institutions (DSERT-DIET-BRC-CRC) to work with schools and academic
other institutions in a networked manner for mutual support and sustainability
(b) Build linkages with universities and other academic institutions
While the program scope over a five year period has been discussed, it will be subject to annual
reviews with DSERT and other relevant actors, to identify changes required based on learnings as
well as the dynamic contextual needs of TE in the state.
7.3 Program methodology to integrate ICTs
The project would aim to facilitate teacher professional development using constructivist
approaches and a self directed, need based process. The peer learning model using
collaborative learning would also reduce the isolation of individual teachers and provide
scope for individual and collective reflection, and help move from a model where the onus
of training rests with the teacher educator. When teachers undergo such experiences, it
would allow them to reflect and this approach could also carry into classrooms.
To allow for this to happen, we need to create a resource rich learning environment by
supporting teachers to access the Internet as a normal learning process. The aim is also to
build teachers capacities for resource creation, enabling constructivist approaches. The
resource creation will include sharing/ collaborating on a continuous basis for peer review,
feedback, piloting in the classrooms thus contributing to resource enrichment. Digital
methods of resource creation make them easy to share, review, publish. Making teachers
part of the resource creation process would make it local and contextual. This will also
result in a sustainable model, when the resource access-creation-review-refine-publish
processes become mature.
One reason why ICT programs fail is that the infrastructure is complex and fragile. While a
blackboard once set-up needs very little maintenance, ICT infrastructure needs regular
maintenance support. However, given the huge potential for benefit to the process of
teaching-learning, the processes for creating and maintaining the infrastructure needs to
be developed as part of the program. Hence the program would help TE institutions to
ensure infrastructure availability - computer lab, Internet (preferably wireless), with other
ICT devices including radio, TV, camera, audio recorder, mikes, speakers handy-cams etc.
Digital library / repository would be maintained in the lab, variety of resources, classified
69
with annotations/comments. Faculty would be trained on basics of hardware and software

to enable in-house basic maintenance and avoid complete dependence on external
vendors.
No separate 'computer teacher' is needed for transacting and basic computer literacy can
be taken care of by the teacher educators and teachers. Instead of a computer teacher, a
lab attendant is needed who can take care of the lab and ensure uptime, similar to other
subjects where lab attendant and subject teacher roles are similarly clearly defined).
For this model of teacher education and the resource creation to sustain, all the
participants in the system - the teachers, the teacher educators, the teacher education
institutions and the education administration, must be trained. The mediation of ICTs in
teaching-learning has the potential to pioneer new models of TE that are self-directed,
need-based, self-paced, decentralized, peer-learning based, mentored and continuous.
The field of ICTs is vast and hence a 'layered framework' comprising of 'literacy-access-
review-creation-connection' layers needs to be considered for integrating ICTs into the TE
processes2.
7.4 ICT Literacy
ICTs is a very broad domain, and affects almost all other aspects of life, the socio-cultural,
the political and the economic. Since education is concerned with preparing learners to
become responsible citizens, there is a great need for teachers to acquire a basic
understanding of ICTs as well as the new phenomenon called the Internet. Hitherto, we
have focused very narrowly on basic proprietary software, but we need to expose teachers
to a larger gamut of ICTs, so that they have basic understanding and can develop skills in
areas that interest them. The course curriculum should hence cover the following
1. Basic hardware knowledge – including Computers (laptops, net-books, tablets), radio
and audio recorders, camera, printer/peripherals; cell phones
2. Basic software knowledge - Public operating systems 3 - virus free, free of cost/free to
share, hundreds of tools, supports most languages along with public educational
software applications and utilities
3. Basic knowledge of Internet and web based tools and resources including of cyber
security, avoiding dangers and risks as well as basic website and web tools use (for
creating and maintaining institutional resource portals etc.)
4. Larger socio-cultural, political and economic implications of the emerging network
society, created by ICTs4.
The goal in ICT literacy must be to expose teachers to a wide variety of ICT resources –
hardware, software as well as resources. This requires an emphasis on using available
free / public digital resources. Teachers must not treat ICTs as a black box – they should
be taught to install even the operating system, open up hardware to study components.
Programs that have done this5 have seen enormous confidence developed in teachers.
Learning to install software and freely installing it on multiple computers (without such act
being a violation of law) serves as a significant inhibition destroying process and
encourages teachers to begin a journey of learning in the digital world. Teachers become
2 This model discussed in detail in the MHRD TE guidelines document will be adopted for our program.
3 For example GNU/Linux system
4 Eminent sociologists like Manuel Castells, Christian Fuchs, Yochai Benkler, Lawrence Lessig have written
extensively on the impact of ICTs in creating the new information or network society. Activists like Jimmy Wales or
Richard Stallman have also highlighted the challenges in building an equitable information society.
5 Kerala IT@Schools program or the Teachers Community of Learning program, Bangalore
70
learners and teachers instead of being consumers/users who have no idea and no right to
study, share or customise resources.
7.4.1 ICT Aided Learning / integrating ICTs into subject
teachinglearning
The biggest failure so far in ICTs has been to treat it as a stand-alone subject, however it is
new and powerful method for mediating teaching-learning and hence needs to be
integrated into different subjects. For this accessing, creating and sharing resources needs
to structured into formal curricular experiences.
Existing digital resource repositories from governments and NGOs including audio
resources (EDC), video resources, animation movies etc. should be made widely
accessible, through district web repositories linked to state web repository. teachers also
need to learn how to access the world wide web for resources, including principles
governing quality, authenticity of resources, rules of fair use etc. Teachers need to
integrate ICTs into their subject teaching-learning, using varied digital methods to create
learning resources:
i. using educational software applications, such as
A. Maths – Geogebra, Bruch, K Turtle
B. Languages - SCIM (language typing), K Hangman etc. (language)
C. Science – STEP, Stars, Stellar etc. (astronomy), Kalzium
D. social science - marble (geography), KGeography, OpenMaps
E. other subjects - Freemind (creative thinking) for creating concept maps
ii. web tools like wiki, blogs, discussion forums etc.
iii. digital tools like video camera and video/photo/audio software applications including
recordmydesktop, kdenlive, audacity etc. as well as CBTs such as spoken tutorials
(www.Spoken-Tutorial.org6)
This would cover learning to access available resources from local networks as well as
Internet, as well as creating digital teaching-learning resources using educational software
applications.
7.4.2 Decentralised, peerbased model of digital resources
creation
Traditionally, the power of ICTs has been used to further centralize curricular processes. In
the context of resource development, typically, the activity has been outsourced to experts
or vendors with little involvement from the teachers in the system. Any model in which
teachers are merely 'consumers' will not work, especially where the medium is a new one.
This plan proposes a new model, which is in line with the NCF and NCFTE principles of
collaborative and constructivist approaches in education. Here, teachers will be trained to
create digital resources. As all teachers are trained, even if 10-20% of them begin to
create resources in a planned and structured manner, it will create all the resources across
grades and subjects as required and other teachers, will be better able to use resources,
having been through a rigorous learning process about digital resources. This will also be
6 NMEICT program of GOI.
71
a sustainable model since it is within the education system and different teachers will act
as creators, reviewers, curators, editors and publishers, moving across roles across time.
Such resources created and published would belong to the public education system and
hence free of royalties etc. This process of decentralised resource creation will also be a
powerful TE method and also help in creation of local/contextual resources than resources
imported from other contexts. The resource creators can be invited to share their learnings
and resources on the state education channels on an ongoing basis so that this channel
can be fruitfully utilised.
7.4.3 Creation of ICTintegrated text books
The program would also help DSERT to create text books/ resource material for the integration of
ICTs into the teaching-learning in different subjects.
7.4.4 Connecting teachers, teacher educators and educationists
The role played by the digital networks is critical, it allows for interested teachers (who are
seldom to be found in the same institution) across geographies to work together on an
issue or item of common interest and use their collective energies and capabilities to
create a learning resource that would not be possible for any of them to do individually, or
if collaboration were to be restricted to physical interactions which are difficult to organise
on a sustained basis. The program will help the use of emails for all communication, mass
SMS, video conference meetings, which are simple ways of enabling teachers connect
and communicate effectively with peers, teacher-educators, community, schools and other
institutions. The Subject Teachers Forum has crossed the 1000, 2000, 3000 milestones of
emails with reducing time frames, pointing to the popularity of teachers in using digital
forums for sharing and learning.
7.4.5 Blended learning
Complementing physical workshops/meetings with virtual interactions over a mailing-list or
a e-learning forum such as Moodle will provide a model of continuous learning as well as
peer support and mentoring. The program will support DIETs and CTEs to offer certificate
courses as well which will be offered through such blended models. RIE, Mysore is already
planning such a program and ITFC is a member of the group at RIE. Such programs would
allow learners to learn at their own pace (relatively) and also reach a larger number of
teachers than is possible through purely physical interactions. Webinars (seminars over
Internet using audio/video conferencing tools) are a good complement to physical
meetings, these would be organised as a part of the program to bring people together
across space and time. Such courses would be offered in a phased manner, in the first
year, select DIETs would offer 1-2 courses which are easily amenable to such a model.
Gradually, more and more programs would move from 'workshop only' mode to a blended
learning mode for more and more DIETs.
7.4.6 Inclusive teacher education
There are specific methods of meeting the needs of differently-abled teachers. These
include using alternative input devices (voice, gesture based), alternative output methods,
72
text to speech (visual aid) etc. which can support their learning. Selected IERTs would be
trained as master resource persons on ORCA, a public software screen reader, who can
then train teachers and work with visually challenged teachers and children.
7.4.7 Creation of a public digital learning environment

It is important that proprietary applications and platforms not be used for e-learning. In a
proprietary environment, the control and ownership is with a private agency which is
guided by its own (commercial) considerations. Changes to the software can only be made
by the vendor, who may or may not agree to a change, or want to do it on commercial
terms which may not be acceptable to the institution. When the institution is 'locked-in' to a
vendor, the negotiating abilities would be weaker and hence using public tools and
platforms must be default. Any choice of proprietary software or platform must be done
after significant consideration, consultations including with free and open source software
experts and the reasons for the choice must be clearly documented. Fortunately in all
cases we have public software applications which can be used and the program will build
capabilities of teachers to use a wide variety of such tools
7.4.8 Evolving state ICT policy for TE
The experience gained from the project will be used to evolve a policy for ICTs in TE in
Karnataka. The policy will be informed by the National policies relating to ICTs in
education, such as the National Policy on ICTs in school education, the ICT chapter of the
TE guidelines, open standards policy in e-governance etc. It will also be informed by policy
kits and frameworks prepared by international bodies such as UNESCO, etc. Such a
policy will be evolved through extensive consultations with the policy makers in the
department and government and also including eminent educationists and technology
experts.
The policy can also be easily extended to cover school education as well. The experiences
in the ICT@Schools programme will be useful for this evolution.
7.5 Program Activity Plan
The project proposes to work with high schools, middle schools and DIETs in three phases
over the next five years. Phase 1 would be 2012-13, Phase 2 would cover 2013-15 and
phase 3 would cover 2015-17. The model will include an intensive and extensive model of
working. Phase 2 and 3 would be broken into annual work plans before the beginning of
the academic year, based on the experiences of the prior period.
Phas DSERT CTE / IASE DIET High schools Middle
e Schools
1 Initiate Initiate Initiate capacity Capacity building Capacity
capacity capacity building in 4 through building
building in building in 1 DIETS for all workshops and through
DSERT for all CTE and 1 faculty - Building virtual methods workshops
faculty IASE for all basic ICT skills in for 800 teachers and virtual
faculty all faculty (ICT of (first 15 methods for
literacy) so they districts), – 300 teachers
can use text mathematics, –
73
editors, science, social mathematics

spreadsheet, science
Internet, email - Introduce
etc. comfortably languages and
for their work Art
purposes
1 Design web Capacity Capacity building Capacity building Virtual

portal for building through through networks of
DSERT for through workshops and workshops and trained
publications workshops virtual methods virtual methods teachers for
and web and virtual for PSTE for all for 700 teachers sharing and
resources methods for faculty in (remaining 19 learning
select PSTE mathematics and districts) –
faculty IN 1 science in 4 mathematics,
CTE and 1 districts (along science, social
IASE the lines of the science
recent curriculum
revision)
1 Capacity Building ICT Building ICT Initiate KOER in Training on
building capacities for capacities for mathematics, ORCA for
program for academic academic science and select
digital content purposes purposes social science teachers
creation in amongst amongst faculty (working with
DSERT for faculty (ICT (ICT integration visually
identified integration into into teaching- challenged)
teachers and teaching- learning), for use
teacher- learning) in different
educators to curricular areas
create content
for EDUSAT
2 Extending the Initiate Capacity building Capacity building 600 – basic
capacity capacity through through computer
building building in 1 workshops and workshops and literacy
program for CTE virtual methods virtual methods mathematics
digital content for PSTE for all for 700 teachers , science,
creation in other faculty in 4 (remaining 19 social
DSERT for districts (along districts) - science,
identified the lines of the languages and Languages -
teachers and recent curriculum art English
teacher- revision)
educators to
create content
for EDUSAT
DSERT Lab for Select DIETs offer Cover all critical Capacity
in-house blended learning topics in KOER building
74
training programs/courses for mathematics, through

programs science and workshops
social science and virtual
methods for
CAL - maths
and science
teachers in
schools with
computers
(all districts)
E-Vidya Building ICT Building ICT Creation of Virtual
academy capacities for capacities for videos (multi- networks of
capacity administrative administrative media content) trained
building purposes purposes and audio (radio) teachers for
amongst DIET amongst DIET content for sharing and
faculty (ICT faculty (ICT transmission learning
integration for integration for from the DSERT
supporting supporting studios as well
information information as decentralised
processing processing and use in schools
and decision decision support
support i. Teacher training
i. Teacher management
training system
management
system
Offering Enabling CTEs Enabling DIETs to Capacity building Training on
certificate to have in- have in-house through ORCA for
courses in house technical team to workshops and select
blended model technical team support schools virtual methods teachers
to DIETs/CTEs to support for Art, Craft, (working with
schools Physical visually
Education challenged)
teachers
Do translations Do translations Do translations Do
into Kannada into Kannada of into Kannada of translations
of relevant relevant relevant into Kannada
resources resources resources of relevant
available in available in available in resources
English only English only English only available in
English only
3 eVidya Initiate 3000 Schools, Capacity
(DSERTs capacity All Districts building
academies for building in 2 (mathematics, through
ICT training to CTEs science and workshops
faculty) social sciences) and virtual
75
– extensive methods for

CAL -
language
and social
science
teachers in
schools with
computers
(all districts)
Offering Develop a Develop a Initiate KOER in Virtual
certificate Training Training program Languages - networks of
courses in program logistics system build a resource trained
blended model logistics group of teachers for
to DIETs/CTEs system teachers and sharing and
teacher- learning
educators who
would prepare
digital 'open
educational
resources'
Supporting Supporting Vocational Web page
Information Information education – (wiki) for
repositories repositories and digital tools for each school
and portals in portals in each teachers and covered in
each institution institution students – the program
(a) Institutional (a) Institutional desktop
web sites web sites which publishing, video
which provide provide editing, digital
information information about painting etc.
about its work its work and
and programs programs
Supporting Supporting Supporting Web page (wiki)
research research research projects for each school
projects using projects using using digital
digital methods digital methods for
for information methods for information
collection as information collection as well
well as collection as as statistical
statistical well as analyses using
analyses using statistical software tools
software tools analyses using
software tools
3 Initiate 4 Phase-1 -DIETs 4000 Schools, 1000 – basic
capacity intensive All Districts (All computer
building in 2 8 other DIETs - Subjects) – literacy
CTEs extensive mathematics
76
extensive , science,
social
science,
Languages -
English
Select CTEs Select DIETs offer Initiate
offer blended blended learning KOER in
learning programs/courses languages
programs/cour and social
ses science -
build a
resource
group of
teachers and
teacher-
educators
who would
prepare
digital OER
Capacity Capacity building Capacity building Capacity
building through through building
through workshops and workshops and through
workshops virtual methods virtual methods workshops
and virtual for PSTE for all for head and virtual
methods for other faculty in 4 teachers methods for
PSTE faculty districts (along head
the lines of the teachers
recent curriculum
revision)
Publications of Publications of Publications of the Publications of Publications
the institution the institution institution as OER the institution as of the
as OER (digital as OER (digital open OER (digital institution as
open (digital open educational open educational OER (digital
educational educational resources) resources) open
resources) resources) educational
resources)
Build linkages Building academic Supporting Supporting
with linkages between schools through schools
universities DIETs-BRCs- DIET-BRC-CRC through
and other CRCs for work for sustained DIET-BRC-
academic facilitation and adoption CRC for
institutions monitoring sustained
adoption
Creation of Creation of videos Creation of Creation of
videos (multi- (multi-media videos (multi- videos
77
media content) content) and media content) (multi-media

and audio audio (radio) and audio (radio) content) and
(radio) content content for content for audio (radio)
for transmission from transmission content for
transmission the DSERT from the DSERT transmission
from the studios as well as studios as well from the
DSERT decentralised use as decentralised DSERT
studios as well in schools use in schools studios as
as well as
decentralised decentralise
use in schools d use in
schools
Build linkages Build linkages Build linkages
with with with universities
universities universities and other
and other and other academic
academic academic institutions
institutions institutions
7.6 Detailed time plan for content creation 201213
Month Activity Outcome / Comments
M1 Brainstorming to identify topics Topics identified for making
digital content
M1 Story lines Detailing topics into specific
'story lines'
M1 - M4 Workshops for capacity building – Capacity building of identified
recordmydesktop teachers and teacher
educators on making videos
using this simple tool
M3 - M7 Workshops for capacity building - KDENLive Trained teachers and teacher
educators
M2 - M5 Workshops for capacity building - Audacity Trained teachers and teacher
educators
Workshops for capacity building – Wiki Trained teachers and teacher
educators
M2 - M4 Ideation for detailing outputs Detailed teaching plans
M2 - M5 Lesson plans creation Digital lessons
M5 - M12 Film making Video films
M4 - M8 Audio programme development Audio podcasts
M2 – M8 Identifying films for dubbing and dubbing List of films
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M2 – M8 Reviews by teacher educators/experts Review comments

panels
M4 onwards Dissemination – over web portal, radio and Use of digital content by
TV (centralised) teachers and schools
Dissemination – through DVDs to schools
(decentralised)
M4 onwards Comments by teachers on use of resources Refining of content
on the web portal
M6 onwards Refining content based on comments from Revising of content
teachers
7.7 Teacher training workshops
Area Number of teachers Number of
batches
Mathematics 40 2
Science – Physics, Chemistry and Biology 30 1
Social Science – History, Geography 20 1
Social Science – political science, sociology, 20 1
economics
English language learning 40 2
National curricular policies (NCF, NCFTE, 25 2
RTE)
Total 175 9
7.8 Resource creation (will be identified during workshop)
Area Topics Team
Mathematics TBD TBD
Science – Physics and Chemistry TBD TBD
Science – Biology TBD TBD
Social Science – History TBD TBD
Social Science – Geography TBD TBD
Social Science – political science TBD TBD
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Social Science – economics TBD TBD

Social Science – sociology TBD TBD
English language learning TBD TBD
7.9 Outputs
Output category Count Comments
Teacher digital content creation honoraria Using recordmydesktop and
(lessons) 80 other tools
Teacher digital content creation honoraria Using digital camera and video
(films) 20 editing software
Dubbed videos 20 Using recordmydesktop
Audio/radio podcasts 60 Using audacity
Radio program digitising 20 Using ffmpeg
Total 200
7.10 Program support
7.10.1 Support from DIET / TE institution
The MHRD guidelines provides for a one time grant of upto 5 lakhs for ICT infrastructure
and an annual maintenance support for the lab upto 2 lakhs per annum. Annexure 6 has a
table on investment requirements for infrastructure procurement and maintenance.
The program will also use the programmatic budget lines of the DIETs and CTEs – for
faculty development as well as content/resource creation connected to digital methods.
7.10.2 Support from MHRD
Apart from the support through DIETs and CTE budgets under the 12 plan, a separate
request is being made for this project, which is a pioneering project for designing and
implementing new models of teacher education, using ICTs in a systemic manner. The
project aims to demonstrate how the ICT integration proposals in the TE guidelines
document can actually be meaningfully implemented in a state, which can be a role model
for other states as well.
Sufficient ground work has already been done through capacity building processes over
the last 3-4 years in Karnataka, with DIETs, CTEs as well as secondary and elementary
schools and the proposed project will build on this base to create the new TE models,
which will support a sustainable model of individual and institutional development as well
as a model for digital resource creation.
7.10.3 Support from state government and other sources
The state government would provide its share for the program, from its allocated budget
for digital content creation as well as for capacity building workshops.
80
7.11 Project Learning Outcomes
7.11.1 New Teachereducation Models
The most significant project outcome would be the emergence of a new teacher education
model. Through this proposed programme the teachers and teacher-educators will
essentially be introduced to new digitally supported methods of learning including self,
peer and blended learning methods. These new methods of learning would enable
teachers to participate in trainings/courses on a continuous basis enabling the CTEs and
DIETs to establish different methods of providing training which could include feedback,
homework, access to resources in addition to prescribed material.
7.11.2 DIET Academic Leadership
Another important outcome would be the capacity building and enabling of DIET faculty to
emerge as academic leaders of the education system. This would include strengthening
capabilities of teacher educators to use ICTs for a wide variety of purposes, academic
capabilities in accessing and using digital resources available and making available
created and accessed resources to peer teacher educators and teachers through portals
and mailing lists that they will manage.
7.11.3 Strengthening DIETBRCCRCSchool Networks
Virtual networks are excellent ways to establish a community of learners, and can
supplement and complement in maintaining a vibrant community along with physical
resource centrers at the block and cluster levels. Strengthening these institutions to
access and network virtually will eventually help strengthening individual institutions at the
cluster levels.
7.11.4 Digital learning resources
A large pool of digital learning resources created by teacher educators and teachers would
be available for all teachers across the state to access. This would provide a resource rich
environment for the teachers to eventually use in their classroom transactions. These
resources would be available in the local language and contextually relevant. As the
resources are digital and would be available virtually, they would always be available for
update and renewal, making them current at all times.
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8 Plan of activities of DIETs

8.1 Introduction
Educational Endeavour in India has come a long way since independence. While the
facilities provided, inputs given have enormously improved, it still remains that the system
is not able to respond to the aspirations of all the citizens. While quantitative dimension of
the system i.e., educational expansion, depends on the educational administration, the
quality aspects by and large depend on school level processes. These in turn depend on
the quality of teachers who facilitate the processes. Hence it becomes imperative that
teacher education responds to the changing social and economic demands of the society
and prepares teachers to meet the same. Hence periodical review of teacher education
curriculum becomes desirable. In the present context of Teacher Education in Karnataka
there are new concerns and developments to which our curriculum must respond.
Foremost among them is to provide quality education to our children through a systematic
programme which reaffirms the value of each child to learn in dignity with confidence.
Reviewing the teacher education curriculum is a natural response to these concerns.
Various committees have recommended changing the existing system. There are policy
shifts suggested. To name a few NPE 1986, NCF 2005, RTE 2009, and NCFTE 2009. The
MHRD guidelines for TE (12 plan) has also made several suggestions to strengthen and
rejuvenate teacher education and teacher education institutions
National Policy on Education 1986 has expressed its concern for teacher education in
unambiguous terms while it said, ‘No nation can raise above the level of its teachers’.
Thus the quality of education depends on the teachers which in turn depends on Teacher
Education. To implement the guidelines of NPE 1986, the Programme of Action 1992
suggested for redesigning the curriculum and establishment of quality teacher education
institutions. Thus DIETs CTEs and IASEs came into existence.
NCF 2005 has suggested for a paradigm shift in the teaching learning processes. It
envisaged a school system wherein learners are responsible for their learning and are
engaged in active knowledge construction. It also advocated suitable changes in the
teacher education curriculum to suit these changes.
The NCF TE 09 document suggests “Teachers need to be creators of knowledge and
thinking professionals. They need to be empowered to recognize and value what children
learn from their home, social and cultural environment and to create opportunities for
children to discover, learn and develop. Educationists are also of the view that the burden
arises from treating knowledge as a ‘given’, as an external reality existing outside the
learner and embedded in textbooks. This view of education points to the need to take a
fresh look at teacher preparation. Education is not a mechanical activity of information
transmission and teachers are not information dispensers. Teachers need to be looked at
as crucial mediating agents through whom curriculum is transacted and knowledge is co-
constructed along with learners. Textbooks by themselves do not help in developing
knowledge and understanding. Learning is not confined to the four walls of the classroom.
For this to happen, there is a need to connect knowledge to life outside the school and
enrich the curriculum by making it less textbook-centered.
82
RTE 2009 has made it obligatory for schools to provide quality education to all children by
making education a fundamental right. Article 29 (2) of RTE Act makes it mandatory to
develop quality indicators for each school, practice CCE, and enhance learning time of the
child qualitatively. The article emphasizes the following areas while laying down the
curriculum and evaluation procedures:
1. Conformity with the values enshrined in the Constitution.
2. All round development of the child.
3. Building up child’s knowledge, potentiality and talent.
4. Development of physical and mental abilities to the fullest extent.
5. Learning through activities, discovery and exploration in a child friendly and child-
centred manner.
6. Medium of instruction shall, as far as practicable, be in child’s mother tongue.
7. Making the child free of fear, trauma and anxiety and helping the child to express
views freely.
8. Comprehensive and continuous evaluation of child’s understanding of knowledge
and his or her ability to apply the same.
RTE 09 also recommended providing training for all teachers to facilitate quality education.
It is desirable that all these concerns are reflected in the pre-service and in-service teacher
education.
8.2 Karnataka Context
Alongside National Level expectations, there are specific issues and concerns relating to
elementary level teacher education in Karnataka has made significant inroads in school
education. Introduction of English in classes 1-4, Nali-kali strategies in classes 1-3,
Project learning, decentralising tests and examinations and providing autonomy to
teachers to prepare their own evaluation tools are some of the programmes that have
made Karnataka’s context unique. In terms of In-service training there is a quantitative
and qualitative expansion. However, in-service training is not the final answer as teachers
need to be prepared at the pre-service training programmes, strengthening their
philosophical grounding in various theories and practices.
As a response to POA 1992, DIETs, CTEs were set up in Karnataka to cater to the Pre-
Service and In-service teacher education needs of the state in 1994. Most of the
government TTIs which functioned at the district head quarters were upgraded as DIETs, B
Ed colleges as CTEs giving them the responsibility of all educational concerns along with
Pre-Service teacher education.
8.3 Background of DIETs
National Policy of Education, 1986 envisioned DIETs and recommended to create them in
the early 1990s to strengthen elementary education and support decentralization of
education to the district level. DIETs were established under Centrally Sponsored Scheme
of Teacher Education following the Guidelines suggested by Government of India, 1989
(These guidelines are also called as ‘Pink Book') by the Government of India, Ministry of
Human Resource Development.
As a response, DIETs in Karnataka have been created in pursuit of excellence in
elementary education. This excellence has two inter-related aspects:-
(i) Excellence in imparting pre service and in-service education, and
83
(ii) Helping the elementary and adult education systems in the district, in achieving
excellence.
In this context, our DIETs have a very important pace setting role to play. They will be
expected to become models for other educational institutions in the district in terms of
meticulous, efficient and effective planning, execution and evaluation of functions.
Despite all this pace setting role DIET has a very long way to go to achieve institutional
excellence. They seem to have remained marginal in the key activities of the States in
teacher professional development and school improvement.
Administrative tasks assigned to DIET, although keep the DIET connected to the wider
state machinery, take away institutional time and energy in routine work that lack academic
purpose. The multiple tasks linked to departmental programmes with different focus of the
DIET in different directions and produce divergent institutional goals hampering meaningful
integration of DIETs in to state educational system.
Traditional teacher training limitations are known – being based on centralised modules
rather than on individual learning needs of teachers, lack of on-site support during actual
transaction (and lack of monitoring on actual implementation of the workshop training),
scale of training does not allow for sufficient time for reflection and peer learning/sharing.
The training does not remove the isolation of the school/teacher from other institutions of
learning – there is limited live linkages with DIET-BRC-CRC academic support institutions
as well as university departments of education, which deprives teachers of opportunities to
connect with peers and mentors for their learning and also deprives education system of
vital links between research/theory and practice. These limitations affect the impact of the
huge amounts being invested in this area and new models of teacher-education that are
self-paced, self-directed, peer-learning based and collaborative are needed.
Furthermore, outdated institutional structures have created expectations regarding work
which are not realized or realizable, and have contributed to a sense of dysfunctionality.
There is therefore a need to reformulate the vision of this institution so that DIETs can
contribute to fulfilling the mandate under the RTE Act in matters relating to continuous
teacher professional development, school support and improvement.
8.4 Vision for DIETs
A vision building exercise for DIETs was organised by DSERT and Karnataka Knowledge
Commission during 2010. The three day workshop was attended by stakeholders of DIETs
and CTEs. The vision statement of our DIETs is
“An autonomous resource and research institution for enhancing the abilities of the
learning community and developing educational leadership at the district level,
networking/linking with other academic institutions in the district”
8.5 Objectives
1. Providing structures and opportunities for TPD including pre-service and in-service
training, research, facilitating reflective practices, distance- learning etc. (Teacher
Professional Development – TPD)
2. Meeting the educational needs of the district through Research, Monitoring and
Evaluation.
3. Supporting school for quality improvement through planning, assessing, organising
regular follow- up and feedback
84
4. Supporting literacy as well as high levels of comfort in using different digital

methods and tools for professional development of teacher-educators and teachers
for academic and administrative purposes. This includes
5. Supporting blended models of teacher-education that would be designed and
implemented by DIET for the teachers as well as for block and cluster resource
persons.
6. Establishing professional development networks of teachers and teacher-educators
using digital methods which would support teacher professional development
through peer learning, mentoring and seeking/sharing
7. Supporting school development by facilitating the development of leadership
capabilities among stakeholders.
8.6 Integration of ICTs to support new models of TE
Teacher training needs to move from being based on centralised modules to individual
learning needs of each teacher. Lack of on-site support during actual transaction
(conversely lack of monitoring on actual implementation of the workshop training), scale of
training does not allow for sufficient time for reflection and peer learning/sharing, affect the
effectiveness of training. There are limited live linkages for teachers with DIET-BRC-CRC
academic support institutions as well as university departments of education, which
deprives teachers of opportunities to connect with peers and mentors for their learning and
also deprives education system of vital links between research/theory and practice.
The NCF TE 2010 document points to the need to take a fresh look at teacher preparation.
Education is not a mechanical activity of information transmission and teachers are not
information dispensers. Teachers need to be looked at as crucial mediating agents through
whom curriculum is transacted and knowledge is co-constructed along with learners.
Textbooks by themselves do not help in developing knowledge and understanding.
Learning is not confined to the four walls of the classroom. For this to happen, there is a
need to connect knowledge to life outside the school and enrich the curriculum by making
it less textbook. The NCF TE says “In this situation, it is necessary to conceive ways in
which teachers can opt for different kinds of trainings, based on their interest and
requirement...”
The NCF TE says “In this situation, it is necessary to conceive ways in which teachers can
opt for different kinds of trainings, based on their interest and requirement, and along with
the recommendation of school supervisors. “For this, it would be necessary for training
schedules to be announced well in advance (at the end of each academic year, for the
next year) and for processes to be in place to enable teachers to register for the trainings
they wish to undergo. Processes for field support for training would need to be worked out
by these agencies providing training, and this need not fall as a mass responsibility of the
concerned CRP, or co-ordinator in-service programmes as is currently happening.
Allocation of funds, training dates, duration and other logistics would need to be made
more decentralized and based on individual teacher’s preferences, thus, doing away with
the current model of mass trainings, based on the one-size-fits-all design. Further training
dates allocation could also include time spent in other professional activities such as
seminars, conferences and other activities suggested in this chapter. Systems that would
enable teachers to avail of long-term courses, sabbaticals and fellowships would also need
85
to be evolved. A follow-up mechanism for keeping track of trainings and professional

activities of teachers would need to be evolved and put in place.”
Some examples of new models which have been able to look at new models for teacher
education are discussed in the NCF TE; the Delhi University School resource network
(USRN) which aims to build professional networks of learning amongst teachers in
government and private schools, teacher educators in Govt. and private institutions,
university depts of education. The MA Education program of TISS explores new 'blended'
learning models for teacher education, using contact and distance modes of learning. A
third program, the Kerala IT@Schools program provides opportunities to teachers to
become resource creators in their own subjects and enhance their subject matter mastery,
using digital tools.
All three programs have a strong 'ICT' component. However the use of ICTs is driven by
strong pedagogic principles / approaches and is not technology centred. The program
designs emphasise aspects of independent, need based, self directed and self paced
learning with continuous mentoring, pioneering new models of teacher professional
development (TPD), which are essential to make RTE, NCF, NCFTE a reality in the Indian
school system. The integration of ICTs into the teacher education programs is discussed in
a separate section in this document.
8.7 Principles of DIET functioning
1. DIETs pursuit is academics hence they are not merely implementing agencies.
2. Academic activity requires space and time; else administration can crowd out
academic efforts and can say “no” for other administrative activities.
3. Meticulous planning and review is an inbuilt component of all the activities and
processes of DIETs.
4. DIETs function in synchrony with institutions at Central, State, District and Block
level that are in academic pursuit .
5. DIET with other academic institutions is essential for collaboration and learning of
all.
6. Faculty of DIET are reflective practitioners in continuous pursuit of academic depth
and expertise.
7. Teacher education (Pre service, and in-service), Research and Extension as
integral role of DIET faculty.
8. In coherence with state educational goals, DIETs exercise autonomy in terms of
realising objectives.
8.8 The processes and strategies
The focus areas visualized for our DIETs are based on NCF 2005, the vision developed by
Karnataka in 2010, Position papers on various themes of Elementary Teacher education,
Karnataka Curriculum Framework Elementary Teacher Education 2012, NCFTE 2009,
RTE 09, The Reflective Teacher (a manual for in-service training) NCERT 2007, the
operational guidelines for BRC-CRCs (GOI, 2010) and other such documents that have
been providing ideas regarding the directions for teacher professional development work.
8.8.1 Enacting a Shift in Perspectives and Practices
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There is a shift in the perspectives of understanding learner and learning. These are
elaborated as
1. From Teacher directed, fixed designs to Learner-centric, flexible processes, Learner
receptivity.
2. From thinking that Knowledge as fixed and “given” to Knowledge as constructed,
evolving.
3. From learning as an individual act to Learning as a collaborative, social process.
4. From disciplinary focus to Multidisciplinary, educational focus.
5. From judgemental assessment, mainly through competitive tests for ranking, through
narrow measures of achievement, leading to trauma and anxiety to assessment for
learning, self assessment to enhance motivation, through continuous non-threatening
processes to record progress over time.
8.8.2 Designing courses
Our DIETs will develop short term courses for which the teachers. The courses would be
designed on a need analysis. Entry to these courses would be based on applications from
teachers and community members. All course material would be shared digitally with the
DIET Karnataka groups for peer review and comments to refine and revise the same. Final
materials would be published digitally on the DSERT and DIET websites. All curricular
resources prepared by the DIET would be so published for access anywhere, any time,
benefiting a large number of teachers.
The design of these courses would take into account adult learning needs.
8.8.3 Conducting blended programs
Our DIETs will offer courses in blended mode for which ample number of course materials
are already available in DSERT and DIETs the program will consist of brief interactions in a
workshop setting complemented with interactions with the teachers over virtual modes
including a mailing list (subject wise teachers mailing lists will be setup in the district) and
web portal. This way there would be continuous interactions even in the 'distance mode'.
8.8.4 Bringing out Publications
Our DIETs will publish the research articles, articles on educational issues including
policies, Parental guidance. The publications would be made available as in ‘Prasaranga’
of Universities. All publications would be digitally published in the DSERT/DIET website for
teachers and learners to access any time from anywhere.
8.8.5 Planning and Review as an inbuilt process
The plans of our DIETs reflect how DIET integrates various activities and programmes
required of it by other agencies, or designed by it, and utilize all its available resources to
achieve its institutional objectives within the overall context of the Perspective Plan. For
this the Planning (including AWP) process will :
87
1. Involve all District and sub district institutions concerned with education, in particular
the BRCs and CRCs, and within the framework of an educational plan for the
district.
2. Be participatory in its approach, involving all its faculty. Participatory planning would
be supported through use of digital methods of collaboration to enable participants
to be in contact with one another and support one another and be based on review
of the previous year AWP and reflection on achievements, in relation to that.
3. Plan in advance for various State programmes impacting on DIET Faculty time and
resources.
4. Consider the parallel efforts of other agencies at the District level, including Non
Government organisations and other departments.
5. Focus on and reflect district needs and district specific concerns, setting realistic
goals
6. Visualize relationship of DIET activities with schools, BRCs, CRCs and other district
institutions.
7. Have a mix of both training and capacity building related workshops and activities as
well as research, studies and material development.
8. Include the faculty's own capacity building and reflective review, Planning and
meeting requirements.
8.8.6 Sharing
Our DIETs will have a forum for in house discussion. Faculty meet periodically to share
and discuss their learning, insights. This forum will also share the insights and reflections
across the state. The use of ICT mediation would be effective in such sharing by creating
and using mailing lists and discussion forums for providing virtual opportunities for sharing
and collaborating. Such mailing groups are already in use in the state, such as the
dietkarnataka@yahoogroups.com,kalika-balaga@googlegroups.com,
mathssciencestf@googlegroups.com, socialsciencestf@googlegroups.com etc. which
support academic and administrative interactions.
8.8.7 Collaborative efforts
The faculty members would come together for specific tasks, collaborative efforts and for
optimum synergy. After the accomplishment of the task the group would disband. It avoids
compartmentalization of departments within our DIETs and enhances collaboration. There
will be collaboration with NGOs, other departments, Institutions, community, experts, and
Universities for various academic endeavours.
8.8.8 Appraisal
DIET faculty will submit self appraisal in a each quarter. Apart from it there will be
periodical departmental appraisal and feedback for our DIET faculty.
8.9 The structure of DIETs in Karnataka.
88
DIET comprises of 25 academic faculty including Principal. The faculty members would
come together for specific tasks, collaborative efforts and for optimum synergy. After the
accomplishment of the task, the group would disband. It avoids compartmentalisation of
departments within DIET and enhances collaboration. The faculty need to work with
academic ethics than cadre conscious system. Our DIETs would comprise few
departments which will be uniform across the state and few others based on the needs of
the districts. At the same time we will have autonomy to create, Merge few departments
with prior approval of PAC according to the context over the period of time to say two to
three years.
The 1993 guidelines suggested a 7 wing DIET structure, which has been by and large
adopted across the entire state. There is a need to re look at this DIET structure and
envision a structure that can meet the academic needs of the district. Firstly there is a
need to make curricular areas as the basis for the wing creation, since this would provide
specific support to school academic needs. Secondly some wings would be core and
common across many DIETs, there would also be local wings based on local needs. In
addition to the wings, the DIET would also have expert facultys for specific important
tasks. Care must be taken to exercise this autonomy and visualise the need of certain
department for few years.
The current wing structure as per 1993 guidelines is as below.
8.10 Current wings structure
The 1993 MHRD guidelines had suggested a seven wing DIET structure, consisting of the
following wings:
1. WE Branch
2. DRU for AE/NFE
3. IFIC Branch
4. CMDE Branch
5. ET Branch
6. P&M branch
7. PSTE Branch
89
Sr. Lecturer = 1 Sr. Lecturer = Sr.Lecturer (VP)= Sr. Lecturer = 1 Sr. Lecturer = Sr. Lecturer = 1 Sr. Lecturer =1
Lecturers = 1 1 Lecturers =1 1 Lecturers = Lecturers =1
8 Lecturers = Lecturers (NFC) Clerks =1 Lecturers = 1 Statistician =
Lab. Assistant = 1 =1 1 Technician = 1
1 WE / Craft Lecturer (AE) = 1
Teacher = 1 2
Clerks =
2
Total = Total = 3 Total = Total = Total = 2 Total = Total =
10 6 3 3 3
Functions
Organizing Pre – Identifying Assisting Assisting Adopting Existing Developing in Maintaining an

service Course Locally Relevant Educational Educational Items and Collaboration Appropriate
for Elementary Work Experience Authorities in Authorities in Developing New with Concerned Data-Base for
School Teachers (WE) Areas, and Planning and Planning and Items so that Staff of the DIET the District which
(Including Developing Coordination of Coordination of they Suit Local and other may be
Admission Sample Training In-service Circumstances, Resource Required for
Instruction and Curricular Units, Programmes for Education and can be Used Persons, Simple Various Planning
Evaluation) Teaching – AE/NFE Programmes for in Elementary Effective and Exercises Aimed
Organizing pre – Learning Personnel Elementary Education and Low-cost at the
service Course Material, Low- Throughout the Teachers Elementary Teaching Aids for UPE/UEE/NLM
for Elementary cost Teaching District and through the Teacher Various Goals and for
School Aids and Providing District and Education subjects/Areas Monitoring
Teachers : Evaluation Tools/ Necessary Planning and Programmes Relevant to Progress
Providing Techniques in Support to such Coordinating Adopting Existing Elementary towards these
Academic Inputs such Areas Programmes such Items and Education and Goals
into the Subjects (Examples of Organized Programmes Developing New Elementary Conducting
of Course for Locally Relevant Outside the DIET held in the DIET Items so that Teacher studies with a
Elementary Areas be Organizing Identifying they Suit Local Education – view to giving
School Teachers Spinning/Weavin Programmes of Training Needs Circumstances, Charts, policy advice to
Organizing Pre – g/Dyeing, Induction of Elementary and can be Used Diagrams, educational
service Course Bamboo Work, Training and Teachers in the in Elementary Models, planners/
for Elementary etc.) Continuing District, and Education Photographs, administrators
School 131. Helping Education for Preparing a Elementary Slides, Audio DBE regarding
Teachers : Educational Instructors and Perspective Plan Teacher Tapes, Play- Universalization
Propagation of Authorities and Supervisors/Prer for Meeting such education scripts, Songs, of Elementary
Learner Elementary aks of NFE/AE, Needs. : Programmes etc., Education(UEE)/
Centered Schools /NFE/AE Extension Prepare an Adopting Existing Developing NLM
Education Centres in Functionaries of Annual Calendar Items and Simple, Effective Development of
Organizing Pre – Planned Development of All Developing New and Low–cost Norms, Criteria
service Course Introduction of Departments, Programmes to Items so that Teaching Aids : and Techniques
for Elementary Work Experience Community be held in the they Suit Local Helping the DRU for Evaluation of
School Activities (in such Leaders, Retired DIET Circumstances, in Developing Institutions
Teachers : School / Centers) Teachers, Ex- Helping and can be Used Low Cost Schools and
Propagation of Conducting servicemen, NSS Concerned in Elementary Teaching Aids for AE/NFE Centres
Learner Appropriate In– Volunteers, ICDS Authorities in Education and Adult and Non – of the District
Centered service Functionaries Preparing an Elementary Formal Providing
Education Programmes for Evaluating and Annual Calendar Teacher Education: technical
Organizing Pre – Teachers in the Monitoring the of In-service Education Maintaining All assistance to
service Course Areas of WE. Quality and Programme to Programmes : B. Audio Visual educational
for Elementary Providing WE - Efficacy of be held outside Teaching (A.V.) Equipment authorities in ; (i)
School Related Inputs Training the DIET Learning for of the Institute : School mapping,
Teachers : into All Other Programmes for Serving as the General as well Maintaining (ii) Micro-
Teaching Programmes and NFE/AE Nodal Branch for as Locally Computer planning (iii)
Methodology for Activities of the Personnel held in Organizing all Developed Laboratory : Formation and
School and Non Institute e.g. Pre- and Outside those In-service Curricular Units- activation of
Maintaining a
Formal service and In- DIET and to General Specially for school
Displaying Area
Education (NFE) service Strive for their Education Primary Classes I complexes, (iv)
for Good, Low
Subjects. (e.g. Programmes for Continuous Programmes of and II in Tribal Institutional
Cost Teaching
Multi Grade Teachers, Improvement. a Relatively Languages in planning for
Aids Developed
Teaching, Peer Training Maintaining a General / Districts having school
in House as well
Group Tutoring Programmes for Database on All Omnibus Natural Substantial Tribal complexes,
as Elsewhere:
etc.,) and NFE/AE NFE / AE for Teachers and Population schools etc., and
Maintaining a
Specific Matters Personnel, Field Personnel who Head Masters, Adopting Existing (v) Institutional
Creating Library
Concerning Interaction Undergo Training at the Institute Items and of Educational evaluation
Teaching (Including at the Institute, Orientation Developing New Video/ Audio Conducting
Methodology of Extension) and to Programmes for Items so t they Cassettes and Orientation
the School / NFE Activities, Action Organizing Resource Suit Local Films : Programmes for
Subjects of the Research, etc. : Follow up Persons who Circumstances, Maintaining and Members of
PSTE Branch : Organizing Activities would Conduct and can be Used Lending slides, District Board of
Organizing Pre – Activities for Pursuant to such In-service in Elementary cassettes and Education
service Course Cleanliness, Training Programmes for Education and films to Administration
for Elementary Upkeep and Undertaking Teachers at Elementary institutions Village
School Development of Curriculum, Basic other Centers in Teacher having Playing / Education
Teachers : the Institute and Post-Literacy the District (i.e., Education Projection Committee
Provision of Campus –Roads, Teaching– outside the Programmes : C. Facilities and to (VECs/ SDMC)
Psychological Playgrounds, Learning DIET) Techniques and Borrow them Community
Counselling and Lawns, Gardens Material, Low In-service guidelines for from other Leaders, Youth
Guidance etc. and its Cost Teaching Education continuous and Resource and Other
Services to Surroundings, and Evaluation Programme for summative Centres Voluntary
Schools and and for Basic Tools for AE/NFE Teachers in the learner – Liaising with Educational
NFE/Adult Maintenance of Adaptation of Distance/ evaluation Nearby Radio Workers
Education (AE) Institute Furniture Existing Distance –cum- Adopting Existing Station for Conducting
Centers of the and Other Curricular Units, Contact –Modes, Items and Arranging programmes for
District : Properties. : Teaching– (The IFIC may Developing New Educational Head Masters
Organizing Pre – Organizing Learning also serve as a Items so that Broadcasts (HMs), Heads of
service Course Community Materials etc., to District Level they Suit Local Suitable for School
for Elementary Service Activities Suit Local Study Centre for Circumstances, Elementary Complexes and
School and Study Visits Requirements Such and can be Used School Children Block/Cluster
Teachers : to Work Centers Developing of Programme) in elementary AE/NFE level educational
Learning by as Part of New Locally Evaluating and Education and Learners, functionaries in
Children of Training Relevant Items Monitoring the Elementary Teachers/ Planning and
Disadvantaged Programmes, Including in Quality and Teacher Instructors etc. Management
Groups (e.g. and Promoting Widely Spoken Efficacy of In- Education Conducting (P&M) Covering
Special such Activities on Dialects of the service Programmes : D. Appropriate In- Areas like
Remedial Extra–Curricular District. Programmes Tests, service Leadership,
Instruction for Basis. held in and question/item Programmes for Motivation,
Undertaking Field
First Generation Maintaining outside DIET banks, rating Teachers in the Involving the
Interaction
Learners) : Workshop (Including and to Striving scales, Area of ET Community
Organizing Pre – /Farm / Garden Extension) Work for their observation Providing ET- Educational
service Course for WE Activities Vis-à-vis the AE/ Continuous schedules, related inputs Administration,
for Elementary Promoting Work– AFE Projects and Improvement guidelines for into all other Finance and
School Related Hobbies Centers in the Maintaining a diagnostic programme/activi Accounting,
Teachers : among Trainees District, and to Data-Base on All testing/ remedial ties of the Office
Education of of the Institute : Acting as the Persons, Except programmes Institute Procedure,
children with Referral Unit for NFE/AE talent Planning for
motor handicaps Academic Personnel, who identification UPE/UEE,
and other mild Problems thrown Undergo procedures etc., Institutional
(physical and up by the Field in Training at the through Planning, etc.
mental) the Areas of Institute, and workshops : Appraising the
Handicaps and AE/NFE : Organizing Adopting Existing Efficacy of
Education of the Helping the Follow –up Items and Various
Gifted District Activities Developing New Programmes of
To Provide Inputs Administration Pursuant to such Items so that Educational
into Programmes (District Board of Training through they Suit Local Development
/ Activities of All Education) and Correspondence Circumstances, Implemented in
Other Branches AE/NFE , Visits, and can be Used the District
of the DIET, to Authorities in Transmission of in Elementary Especially vis-v-
the Extent Organizing Media Printed Material, Education and vis the
Subjects are Support for the etc. : Elementary Objectives of
Handled in PSTE AE/NFE Servicing as a Teacher UPE/UEE and
: Conducting In- Programmes Reference and Education NLM
service (Including by Resource Center Programmes : Preparing Quin–
Programmes for Harnessing for Teachers who Helping the DRU Quennial and
Elementary Traditional wish to Continue in Development Annual
Teachers and Media) their Education Work in Related Institutional
Training Undertaking Co-ordination of Areas for Adult Plans and
Programmes for Action Research in-house Action and Non-formal Annual Self-
NFE/AE in All Areas Research Education. : evaluation
Personnel : Relevant for Activities and Adopting Existing Reports for the
To Provide Making NFE/AE Dissemination of Items and DIET and
Inputs into More Effective in its Result Developing New Liasing with the
Programmes / Collaboration Acting as a Items so that District
Activities of All with Other Clearing house they Suit Local Administration
Other Branches Branches, to the for Information Circumstances, (DBE)
of the DIET, to Extent Necessary on Results of all and can be Used Providing
the Extent Providing Studies, in Elementary Planning and
Subjects are AE/NFE Related Research, Education and Management
Handled in PSTE Inputs into All Innovation etc., Elementary Related Inputs
: Development of Programmes of in the Area of Teacher into all Other
Locally Relevant the Institute Elementary Education Programmes/
Curricula (School above, especially Education- Programmes : Activities of the
and Teacher Pre-service and wherever Undertaking Institute
Education In-service undertaken testing on sample
Curricula) Education Publication of a basis to assess
Teaching- Programmes for Periodic achievements
Learning Material Teachers. Newsletter and levels among
(TLM), Low-cost an Institute learners,
Teaching Aids, Journal to be especially with
Testing and sent to every reference to
Evaluation Elementary Minimum levels
Tools/Techniques School/ NFE/AE prescribed for the
etc. : Center in the primary and
To Provide District upper stage and
Inputs into for adult learners
Programmes / under National
Activities of All Literary Mission
Other Branches (NLM) :
of the DIET, to Adopting Existing
the Extent Items and
Subjects are Developing New
Handled in PSTE Items so that
: Field Interaction they Suit Local
(Including Circumstances,
Extension) and can be Used
Activities in the in Elementary
Various Areas of Education and
DIETs Concern Elementary
To Provide Teacher
Inputs into Education
Programmes / Programmes :
Activities of All Helping
Other Branches educational
of the DIET, to authorities and
the Extent elementary
Subjects are school/ NFE/AE
Handled in PSTE Centers in
: Action implementing a
Research, reliable and valid
Especially in system of learner
ways to Improve evaluation.
Learning by Adopting Existing
Children of Items and
Disadvantaged Developing New
Groups and Items so that
Education of the they Suit Local
Gifted : Circumstances,
Maintenance of and can be Used
Science Lab, in Elementary
Psychology Education and
Equipment, Elementary
Resource Room Teacher
for Education of Education
Disabled Programmes :
Children, Rooms Providing CMDE
for Art Education, related inputs
and of into all other
Equipment and programmes/
Facilities for activities of the
Sports and institute,
Physical
Education :
Promotion of
and Support to
Co-curricular
Activities in
Areas Related to
the Substantive
Work of the
Branch e.g.
Debates and
Elocution,
Literature,
Science Fairs,
Visual and
Performing Arts,
Sports and
Physical
Education
Competitions,
Yoga, Hobbies,
etc.
8.11 A critique of the existing wing structure
While the aim of having these wings was perhaps to enable faculty to take a larger
perspective beyond narrow curricular areas, there have been few challenges in
implementing the wing structures
The lack of linkages to curricular areas can be said to be one reason for undermining the
academic nature of the institutions. A lot of work of the DIET, as an academic institution
supporting the teaching-learning processes in schools and for teachers is to do with
different curricular areas and the wing structure lack of identification with such areas has
meant it is not straightforward for a DIET to locate (and build) faculty with expertise in
these areas. It has also perhaps led to a lack of a straightforward linkages with the BRCs,
which have faculty identified with different areas of education (elementary and secondary)
as well as with curricular areas (maths/science, social sciences etc.). Perhaps this
structure is also a reason for DIETs looking for external resource persons in many cases,
for conducting teacher education programs. A second challenge has been that though
MHRD clearly intended the 1995 guidelines to be so – guidelines for local action, by and
large most DIETs have accepted the same structure. All DIETs in Karnataka have these
seven wings irrespective of their own local needs and priorities.
The primary academic activities relate to curriculum and material development, teacher
development and research. While teacher training has received most of the attention and
energies, research and (local) curriculum development need much more emphasis, since
a balance of all three is essential for the development of the DIET faculty themselves as
academic practitioners.
The DIET structure as per the 1993 guidelines which has been adopted in all the DIETs is
provided overleaf.
The issue of structure of the DIET is a critical one. Organizational development literature in
management has emphasised the need to define organizational structures carefully, since
structures once defined have a significant impact on the actual working of the institution.
Well designed structures provide clear allocation of the overall mandate of the institution
into logical roles, and define the relationships across these roles. Such relationships need
not only be hierarchical and reporting relationships but also can be relationships of
mentoring/learning and collaborating. Well designed designations/roles can themselves
provide value in terms of clarity for a person in understanding their role in the overall
scheme of things. The span of control, the levels of management are aspects that
organization structures need to consider. The role descriptions can be clear to support the
appointment of suitable faculty members to each of these roles.
During the deliberations both in the creation of the 2012 guidelines as well as in the
preparation of the perspective plan for Karnataka teacher education institutions, the issue
of wings or DIET structures was debated at length. One point of view saw advantages in
moving from the current structure to one which laid emphasis on the curricular areas, such
as pure sciences, humanities, language etc. The counter-perspective while acknowledging
the advantages of the curricular wings, was apprehensive that this could lead to creation of
silos – where faculty would be comfortable in their own areas and not venture beyond. The
view was that curricular areas being known/familiar areas, the possibilities of the silo
creation is higher.
97
The conclusion was that there is a dire need to make the diet wings based on identified
curricular areas. At the same time, the structure and the description of functions has to be
such that the dynamic nature of academic work needs to be preserved. This can be done
by creating multi-disciplinary teams, taking in faculty members from different wings to
address common/complex tasks which would be beyond any one curricular area. In fact
most projects and academic activities would require such multi-disciplinary responses and
the DIET would need to create such teams on a regular basis.
Secondly, it was also decided that each DIET should identify 1 – 3 areas as local priorities
based on their assessment of their contexts and needs and should create wings for these
specific needs. This will also ensure that each DIET is able to also invest energies in its
own specific needs and all DIETs do not need to be mirror images of one another
structurally.
Lastly DSERT is proposing a separate cadre for teacher educators cutting across the
teacher-education institutions (DSERT-IASE-CTE-DIET-BRC) and having the structures in
each having focus on curricular areas will also support greater interaction and support
amongst institutions for different curricular areas. The 'local' wings selected by different
DIETs and a brief description of each is provided in this chapter.
The new wings that were discussed in the meetings of DIET and DSERT faculty include
the following
8.12 Common department across all DIETs
The wings would be broadly organized along curricular areas. In addition, expert facultys
would be appointed for certain critical roles which may have a cross-organisational role,
such as research. Each wing would have specific, identified roles for the disciplines within
these curricular areas. The actual number of faculty in each of these disciplines could be
decided in each DIET based on both local needs as well as the capabilities of the available
faculty. The wings are as follows
1. Department of Humanities
a) History
b) Geography
c) Social Sciences
2. Department of mathematics, physical and biological sciences
a) Maths
b) Physics
c) Chemistry
d) Biology
3. Department of Languages
a) Kannada/First language
b) English
c) Minority Languages
4. Department of Education
5. Department of Educational Leadership and Management
6. PSTE (College / Department of - Elementary Education Foundation Course)
In addition, each DIET would have expert faculty for following roles / activities
98
1. Action research, research and REMS

2. CMDE
3. Adult education
4. ICT
5. SSA
6. RMSA
7. Community mobilization
In service teacher education, research and documentation as well as curriculum and

material development are seen as core academic functions which will therefore be a part
of every department and every faculty will need to perform these three roles. Thus the
curriculum and material development for biology will be taken up by the faculty member
looking after biology in the department of mathematics, physical and biological sciences,
who will also plan and conduct research related to biology including biology teaching-
learning and plan and conduct teacher-education programmes in this area. It is the
bringing together of these three core academic roles that the academic nature of the work
of the DIET faculty will become deeper and more meaningful.
The expert faculty for research is not expected to plan or conduct all the researches of the
DIET, that as mentioned, will be planned and carried out by the faculty member(s) working
in the specific curricular areas. Nevertheless, the expert faculty will perform the role of an
'expert' who can provide inputs to research methodologies, review research plans etc.
Thus the expert faculty for areas like research or curriculum and material development will
not actually do the activities (which will be performed by faculty for the relevant curricular
areas), but will aim to be the resource persons or experts for those areas, by continuing
their own learning in these areas. The expert faculty role will be an additional role played
by a faculty who will be part of one of the wings. The expert faculty for programmes like
SSA and RMSA will provide a single interface for these programs, though the actual
activities (in-service teacher education or material development) will be carried out by the
faculty for the relevant curricular areas. This is the 'matrix' structure that has been in
practise for the past few decades in many large organizations.
8.13 “Local wings” in DIETs
Name of WING 1 WING 2 WING 3
District
(DIET)
Bangalore Urban studies and yoga and value education
Urban education
Bangalore. Inclusive education WE (horticulture, music) Physical Education
Rural
Bagalkote Music and fine arts Vocational education
(Ilkal) (weaving)
Belgaum Marathi and Urdu Moral and Value education
education
Bellary Telugu education History
Bidar Lambani education Local art and culture
99
Bijapura English language Education in Rural areas

ChamarajanaTribal studies and social Local folklore and culture
gar inclusion
Chikkaballap
Child labour (OOSC), Minority languages
ura education policy (Telugu)
ChikamagaloMalnad culture in Assessment
re Education &Folklore
ChitradurgaYoga and Health Life skills education / Tribal
education Tribal /Science education
Davanagere Environmental education WE (horticulture, Inclusive education
agriculture)
Dharwad Agriculture and education Kannada Literature
Gadag Vocational education Tribal education –
(handloom) (Lambani culture)
Gulbarga Urdu education
(Kamalapura)
Hassan Geography
Haveri Moral and value education Minority education (Urdu
and Lambani)
Kolar Agriculture studies Minority education
Koppala Vocational education gender studies
Kodagu Kodava language and English
(Kudige) culture
Kumta Dept of Culture and Special needs children Co-curricular
language activities
Mandya Guidance and counselling agriculture practices
Mangalore Inclusive education WE (fisheries, Koraga) Yoga and physical
education
Mysore Art (includes music, Inclusive practices Urdu and minority
drawing), WE education language education
Raichur Local art and culture Urdu education Social stratification
(Yaramaras)
Ramanagara WE (local art and Urdu language and culture environmental
handicrafts) education sciences
Shivamoga Fine Art and Cultural Inclusive education Local art and culture
Heritage
Tumkur Community and education Health and Physical
Education
Udupi Folk Arts (Yakshagana yoga and value education
etc)
Yaadagiri Gender studies migration studies
100
8.13.1 Details of local wings
Each of the DIETs has identified 1 to 3 unique needs of the district and conceptualised
'local wings' that would work in these areas. The wings have been thought of considering
various parameters including local needs and priorities, local contexts as well as local
resources. Thus few DIETs have focused on the rich local culture, such as Malnad culture
(Chikmagalore, and Shimoga) or the Kodava culture. Some have focused on local
occupations such as weaving (Ilkal) or fishing (Mangalore) or horticulture. Some others
have opted to specialise in important curricular areas such as language teaching-learning
(both minority languages like Marathi or Urdu and English), history etc. and some in 'co-
curricular' areas like physical education, music, art which often are marginalised. Yoga,
value education. Some have identified local wings based on their contexts such as tribal
education. Some others have identified larger systemic issues like gender studies,
education policy etc.
One important potential benefit of such local wings is specialisation. Specialisation can
lead to greater depth of understanding and practice. It is envisaged that these local wings
would become centres of excellence in the identified areas where deep understanding of
the conceptualise/theoretical aspects of the area can combine with a deeper contextual
understanding and the possibilities of practise. Thus cutting edge theory and practise can
combine to create newer understanding of these areas, which is must required in Indian
education. Such understanding can provide meaningful support to education policy in form
of evidence from context and application.
A second benefit of specialisation is the sharing of understanding and learning across
DIETs. When all wings are the same across all DIETs invariably it leads to similar kinds of
activities in all DIETs, With specialisation, DIETs can put more energies into their identified
areas and provide support to other DIETs in these areas as required. Thus if DIET Mandya
develops expertise in agriculture and school education, this can be useful to many DIETs
since agriculture is a primary occupation in many districts in the state. Same is the case
with Malnad culture or English.
Thirdly two or more DIETs that have identified the same focus area can also collaborate to
create resources or design teacher-education programmes
For easy sharing and collaborating, the use of ICTs is essential, this is discussed in detail
in the section on ICT integration into teacher-education. A brief description of the local
wings across DIETs is provided in the next section
Name of District (DIET)
1. Bangalore Urban
The DIET has identified for its 'local wings', Urban studies and education and
yoga and value education
Urban studies will be crucial to identify the issues of children who come to urban
schools, largely from highly deprived environments. Their needs, issues and teaching-
learning challenges will need to be studied (research) and appropriate teacher-
education as well as material development needs to be a focus of this wing. This wing
would also interact with Bangalore University, department of education and department
of urban studies to share, learn and collaborate.
2. Bangalore Rural
101
The DIET has identified for its 'local wings', Inclusive education
WE (horticulture, music)
Physical Education
Inclusive education is a challenging area and the complexities in the nature and extent of
integration into mainstream education and provision of special support needs to be
understood and plans made accordingly.
3. Bagalkote (Ilkal)
The DIET has identified for its 'local wings', Music and fine arts
Vocational education (weaving)Weaving is a local occupation. Yet in the light of centralised
curriculum design and in-service teacher-education, there has not been much focus earlier
in bringing the local occupation knowledge and skill into the school curriculum. This wing
will explore such possibilities
4. Belgaum
The DIET has identified for its 'local wings', Marathi and Urdu education
Moral and Value education
Marathi and Urdu are two 'minority' languages spoken in the district and there is a need for
focus on both curricular resources as well as teacher-education for these areas.
5. Bellary
The DIET has identified for its 'local wings', Telugu education ,History
Telugu is a 'minority' language spoken in the district and there is a need for focus on both
curricular resources as well as teacher-education for these areas.
6. Bidar
The DIET has identified for its 'local wings', Lambani education
Local art and culture
7. Bijapura
The DIET has identified for its 'local wings', English language ,Education in Rural areas .
English language teaching-learning is an important area and there is a need to deepen

understanding of the challenges, needs and possibilities with regard to curricular
resources, teaching-learning processes in this area. Contextualising English teaching-
learning to needs of the district will be a focus of the wing.
8. Chamarajanagar
The DIET has identified for its 'local wings', Tribal studies and social inclusion
Local folklore and culture
9. Chikkaballapura
The DIET has identified for its 'local wings', Child labour (OOSC) / education policy, child
rights, minority languages (Telugu)
10. Chikamagalore
The DIET has identified for its 'local wings', Malnad culture in Education &Folklore :
Assessment.
Local art and culture Malnad culture studies will be an important focus area for this wing.
This wing would also interact with Kannada University department of education to share,
learn and collaborate.
102
11. Chitradurga
The DIET has identified for its 'local wings', Yoga and Health education ,Life skills
education ,Tribal ,Science education
12. Davanagere
The DIET has identified for its 'local wings', Environmental education
WE (horticulture, agriculture)
Inclusive education
13. Dharwad
The DIET has identified for its 'local wings', Agriculture and education
Kannada Literature
This wing would also interact with Karnataka University department of education to share,
14. Gadag
The DIET has identified for its 'local wings', Vocational education (handloom)
Tribal education – (Lambani culture)
15. Gulbarga (Kamalapura)
The DIET has identified for its 'local wings', Urdu education
Urdu is a 'minority' language spoken in the district and there is a need for focus on both
16. Hassan
The DIET has identified for its 'local wings', Geography
17. Haveri
The DIET has identified for its 'local wings', Moral and value education
Minority education (Urdu and Lambani)
Marathi and Lambani are two 'minority' languages spoken in the district and there is a
need for focus on both curricular resources as well as teacher-education for these areas.
18. Kolar
The DIET has identified for its 'local wings', Agriculture studies
Minority education
Telugu and Tamil are two 'minority' languages spoken in the district and there is a need for
focus on both curricular resources as well as teacher-education for these areas.
Agriculture is also an important occupation. Knowledge and even skills about local
occupations will be an important focus area, to bring these into the school curriculum,
which would both enrich the learning processes in the schools as well as provide support
to these professions/occupations, connecting school and society
19. Koppala
The DIET has identified for its 'local wings', Vocational education
Gender studies
Gender imbalances are high in this district and gender studies will be a focus area. This
wing would also interact with Gulbarga University department of education to share, learn
and collaborate. The university has a focus on gender studies and this will support the
DIETs planning and program activities
20. Kodagu (Kudige)
103
The DIET has identified for its 'local wings', Kodava language and culture
English
English language teaching-learning is an important area and there is a need to deepen
understanding of the challenges, needs and possibilities with regard to curricular
resources, teaching-learning processes in this area. Contextualising English teaching-
learning to needs of the district will be a focus of the wing.
21. Kumta
The DIET has identified for its 'local wings', Department of Culture and language
Special needs children
Co-curricular activities
22. Mandya
The DIET has identified for its 'local wings', Guidance and counselling
agriculture practices
Agriculture is also an important occupation. Knowledge and even skills about local
23. Mangalore
The DIET has identified for its 'local wings', Inclusive education
WE (fisheries, Koraga)
Yoga and physical education
Fishing is an important occupation in this district. Knowledge and even skills about local
24. Mysore
The DIET has identified for its 'local wings', Art (includes music, drawing) and WE and
Education for inclusive practices
Urdu and minority languages education
This wing would also interact with Karnataka Open University department of education to
share, learn and collaborate.
25. Raichur (Yaramaras)
The DIET has identified for its 'local wings', Local art and culture
Urdu education
Social stratification
Urdu is a 'minority' language spoken in the district and there is a need for focus on both
26. Ramanagara
The DIET has identified for its 'local wings', WE (local art and handicrafts)
Urdu language and culture education and environmental sciences
27. Shivamoga
The DIET has identified for its 'local wings', Fine Art and Cultural Heritage
Inclusive education
104
Local art and culture Malnad culture studies will be an important focus area for this wing.
This wing would also interact with Kannada University department of education to share,
28. Tumkur
The DIET has identified for its 'local wings', Community and education
Health and Physical Education
29. Udupi
The DIET has identified for its 'local wings', Folk Arts (Yakshagana etc.) yoga and value
education
Local art and culture will be an important focus area, to bring these into the school
curriculum, which would both enrich the learning processes in the schools as well as
provide support to these arts
30. Yaadagiri
The DIET has identified for its 'local wings', Gender studies and migration studies.
Gender imbalances are high in this district and gender studies will be a focus area. This
wing would also interact with Gulbarga University department of education to share, learn
and collaborate.. The university has a focus on gender studies and this will support the
DIETs planning and program activities
It is expected that the 12 plan implementation will serve as an opportunity to further
develop DIETs as academic leaders in their districts, with deeper and broader academic
understanding and practise.
8. 14 Activity focus
In terms of activities, it is expected that for the new areas, initially research and
documentation will be a focus area, to gather a deeper understanding of the area. During
this period, faculty will also need to build their own capabilities in the given area, apart
from research. This could be through courses in universities, inviting resource persons for
conducting workshops and programs etc. In a second phase, curricular resource design
and development would become more important. This can be a basis of teacher-education
both in-service and pre-service
8.15 Need for dynamic structures
Organization is the second process in the 'management as a process' framework. This
process follows planning and refers to the creation of organization structures which are
essential to implement the plans made. This means that as plans change, structures too
should change to reflect the changing priorities and needs. Even the planning process
needs to move from its current annual nature to a more dynamic one. In most
organizations plans are revised once in a quarter at least to reflect changing contexts and
such dynamism is needed even in governmental planning. While dramatic changes may
not be required, fine-tuning of plans periodically is essential to ensure that funds are spent
or invested in priority areas without the 'there is no budget' response, even when the
activity is seen as important. It is not possible to predict an entire year with great precision.
This means that processes for seeking plan/budget revisions must be reviewed and
simplified to extent possible to make re-planning more real.
105
In the same way, organization structures should not be seen as static. The seven wings
mentioned in the 1995 guidelines have persisted in all DIETs even if the current contexts
and priorities are different. Hence, it is essential that DIET Principals are enabled to re-look
at their wing structures at least once a year during the annual planning process and
suggest changes (which could be approved by the PAC) to departments, roles,
responsibilities and relationships between roles that can best achieve the plans being
made. Secondly temporary work groups or task forces can also be formalised, in which
identified faculty members can come together for a short period of time (less than a year)
to achieve a identified task and disband on its completion. These faculty members
assigned responsibilities may or may not continue during this period, based on the nature
of the project. This is happening even now, but it can be made more formal.
Depending up on the expertise and availability of faculty members, DIETs may provide the
leadership of any created Department.
8.16 DIET Organization Structure

according to Dist need )
-2 , Biological Science-2, History/Political science-2/Geography-3,
Language – 3, PE -1, ECCE-1, Art/Craft/Music -2 )
Librarian 1
PRO cum PA** 1
Statistician 1
Lab. assistant 1
ICT Support Staff 1
Maintenance Support Staff/Group D 6
The structure provided above would give the picture of functions expected of DIETs in
Karnataka. Vice Principal/associate professor would lead Educational Leadership and
Management since the wing is responsible for consolidating the plan and progress of all
the departments of DIET, It also work in close coordination with SISLEP.
* Like all academic institutions the DIETs have administrative functions as well. Principals
are under pressure with respect to academic, administrative and executive tasks. Routine
administrative activity gets hampered when the DIET Principal is on visits outside the
DIET. Thus to look in to these tasks it has been proposed to convert the post of accountant
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to responsible Gazetted Assistant cum Accountant with administrative background. The

responsibility of such post could be at par with GA/Manager of DDPI (admin) office.
** It is proposed for HR manager cum PA to work on par with HR of other corporate offices.
They also work as PA to principals.
Note : All the positions of DIET staff except group D must have ICT skills. Such skills would
not be limited only to basic knowledge of office suite. It would include competence in
advanced office suite functions, integrating educational software applications into different
curricular areas, networking through email and web tools, accessing digital curricular
resources as well as digital creation and publishing of resources.
8.17 Visualizing functions and activities of departments of DIET
8.17.1 Department of Educational Leadership and management
(ELM)
Functions: (Functions are flexible and should call for collaboration)
Planning and organizing training program for in-service for HMs, CRPs, BRPs in ELMP
Prorgammes & on reflective practices.
Managing data, maintaining teachers profile, Annual work plan. Linkages of DIET with
universities, (while this department can be a nodal point of contact with universities, the
curricular wing members will actually have the substantive interactions with their university
colleagues), NGOs, CTEs, DSERT, IASE. Certificate and Diploma Courses can be
conducted in the areas of School management and Leadership, Stress management, Life
skills, School planning and management, conflict management. School/ cluster/Block need
analysis, education policies, orders, and presentation skills.
Activities:
1. Developing formats for, and Conducting Training Need survey at school, cluster and
block level and suggesting for necessary plan of action to be taken while preparing
DIET AWP;
2. Developing course materials for conducting training in areas like- school
management and Leadership, School Planning and Management, Reflective
practices, Life skills
3. Developing and managing Teacher Profile database in co ordination with ICT expert
faculty
4. Developing appraisal formats – individual, wing and institution
5. Organising workshop for preparing action plans,
6. Developing Training module provide training for preparing School Development Plan
(Head Teachers and CRP’s).
7. Developing tools for monitoring the implementation and impacts of various
processes carried out by DIET.
8. Leadership function also will periodically facilitate processes for revisiting and
renewing the vision of the institution
9. It will also initiate and facilitate interactions with other actors in the system – other
academic institutions, community organisations, local governments, media etc. on
an ongoing basis
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10. It will take up research- short-term, longitudinal, and action research- in the area of
education and school leadership.
Note : All the above will be done in collaboration with Schools, cluster, Block and District
institutions, Various departments of DIET, Universities, CTEs, DSERT, IASE and NGOs,
and Community as required .
8.17.2 Department of PreService Teacher Education (PSTE)
The structure of pre service teacher education.
The department of pre service teacher Education in DIETs would be seen differently unlike
other institutions of elementary teacher education. In DIETs the teacher trainees would
engage themselves with different functions like studies, field exposures, and material
development including ICT etc.
All the faculty of DIET must utilize the field expertise to support teacher trainees. The
faculty of other wings of DIET would conduct classes and are responsible for their papers.
The regular faculty of PSTE would visit schools, CRC, BRC and other linked institutions to
get inputs for curriculum transaction. This would reduce the gap between the field
practices and theory.
Karnataka Curriculum Framework Elementary Teacher Education 2012 has been
developed based up on NCFTE, 2009. The state now is preparing new curriculum and
syllabus to reduce the information load. This curriculum aims at developing professional
skills through enhanced practical exposures and reflective practices of would be teachers.
The syllabus revitalizes DEd program by applying quality standards which are in built. The
Vision of KCFETE 09 has been “Creation of a teacher education system for preparing
reflective and humane practitioners who can facilitate quality school processes, both
enabling and inclusive”
The goals of pre-service elementary teacher education in the light of these assumptions
and the vision would be:
• To prepare teachers who:
1. Respect the learning needs of all children and cater to them
2. help children gain confidence and challenge them to do better
3. know their subject well and are proficient in the language of instruction are reflective
practitioners
4. To be vibrant and flexible to meet diverse needs in diverse contexts
5. To take a pro-active role in systemic reforms in education
6. To create synergy with schools and institutes of higher learning
With these goals rooted firmly, the probable outcomes of pre-service elementary teacher
education programme would be to:
1. Create a professional identity among student teachers positioning teacher as a
change agent
2. Assist student teachers to develop their own praxis by linking theory along with field
experiences in real contexts
3. Promote self learning and independent thinking by consciously moving away from
‘implementation’ mode to ‘creation’ mode
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4. Provide student teachers with time and opportunities to reflect to help them
reconstruct their experiences
5. Promote a view of learning as a search for meaning out of multiple experiences
6. Ensure student teachers attain a sound knowledge base and proficiency in
language
7. Engage student teachers in analysing school curriculum and text books with respect
to societal needs and children’s personal needs
8. Learn to use textbooks as a pretext for organising meaningful learning experiences
within and outside classrooms to help children construct their knowledge
9. Prepare student teachers to care for children, enjoy being with them and being
sensitive to their problems and needs
10. Equip student teachers to forge links between school and community
11. Build capacities of student teachers to tap into a variety of learning sites and create
a range of Resources catering to diverse groups of learners
12. Help student teachers question their own prejudices and dogmas in a non
threatening Atmosphere
13. Sensitise student teachers to recognise inclusive classrooms with social, cultural
and linguistic Diversity as a strength and resource
14. Train student teachers in alternative pedagogical skills and classroom management
techniques That would promote a culture of peace in classrooms
15. Impart principles of sustainable development to student teachers and foster positive
attitudes And values towards environment
16. Guide student teachers towards commitment to the profession and its ethical code
of conduct
Student-teachers contributes towards documenting local knowledge resources such as
local histories, geography, the local flora and fauna, stories and folk lore, and creating a
range of digital resources using ICT etc. Appreciating local language forms and making the
classroom multilingual would also be a valuable effort. This would contribute to their Class
room pedagogy and also enrich the resource centre.
Functions: (Functions are flexible and should call for collaboration)
This department will provide Pre service elementary Teacher Education course i.e. D.Ed.
and also involve in the capacity development of Teacher educators of associated D.Ed
institutions of the District. The department also collaborates with other wings of the DIET. It
also conducts experimentations and research related to classroom management, learning
and learning related issues.
Faculty in this department for different curricular areas will also closely with their
counterparts in the other wing e.g. maths pre-service faculty with maths in-service faculty.
Each should periodically also participate in the work of the other – pre-service
mathematics faculty should participate in in-service programs to renew understanding of
the school contexts and learning needs of teachers and students. In-service faculty should
take classes for student teachers to get in touch with the latest formal curricular resources.
They will also coordinate with each other for supporting the practice teaching component
of pre-service education. Such practice teaching can be for most of the pre-service
education period so that the student teacher has a longer period of participating in the
school processes before qualifying. Both mathematics faculty would also be members of
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mathematics (virtual) forums of teachers and teacher-educators in the district and the
state.
Activities:
Conduct training and workshops, to Teacher Educators of the D.Ed colleges in areas like
Pedagogy Content Knowledge, Continuous and Comprehensive Evaluation, Formative
Assessment in various subjects, Assessment Techniques and tools, Action Research,
Learner centric approaches, Inclusive learning environment, Constructivist paradigm,
Critical pedagogy, Multi disciplinary approaches, Peer teaching, Collaborative learning,
Democratic learning processes, Experiential learning, Developing learning resources, Re-
designing classroom environment and classroom processes to suit such approaches and
any such areas on demand.
Organize Discussions, Paper presentations Symposiums and such activities for Student
teachers as well as Teacher Educators in areas of contemporary issues and trends in
Elementary education, and the areas mentioned in the above activity.
Provide academic support for the practice teaching schools and facilitate student teachers
and teachers of those schools in conducting experimentation in learning and learner
related issues and also involve in capacity building of Practice teaching schools.
Provide resource support for resource centre and Provide short term Diploma/ certificate
courses in Carrier guidance, School Leadership and School Management, Personality
Development, Yoga in Education, folk, theatre, Learning Resource Material Development,
Vedic mathematics, abacus, computer, Kannada, Communicative English, mathematics
courses, Knitting, Fashion designing, Buntings etc. which may be district specific.
8.18 Curricular area departments
This will include
8.18.1 Department of humanities
• Malnad culture in Education & Folklore
• Geography
8.18.2 Department of Maths, physical and biological sciences
• Maths
• Physics
• Chemistry
• Biology
8.18.3 Department of Languages
• Kannada/First language
• English
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8.18.4 Department of Education
For all these 'curricular wise' wings, whose activities will include the core academic
processes.
Structure of the wings which deal with curricular areas
The curricular departments (humanities, mathematics and sciences etc.) programmes
would work for the development of Master Resource Persons (especially for training at the
block level) as well as directly work with teachers with a view to continuously enhance
understanding of and better quality of planning and implementation of all parts of the
curriculum. DIETs are also expected to organize specially designed courses for Head
Masters, Officers of the Education Department upto Block level, members of VECs, SMCs,
Community Leaders, Heads of PRIs, BRC/CRC coordinators.
An effective system of split-design trainings and school follow-up would be put in place.
Specific areas for attention include early literacy, numeracy and inclusive education, and
science, mathematics and social sciences education for classes VI-VIII and secondary
school. This work will be carried out in close coordination with BRCs and CRCs, and the
use of a training management system. Information Technologies (ICT) would be effectively
used for various outreach and extension programmes. In respect of in-service training of
secondary school teachers, DIETs would undertake this function as per necessity. ICT skill
development for secondary teachers had been a part of DIET so far and continues to do
so as it needs frequent support.
The organization of these departments will be designed and delivered locally, based up on
local needs rather than routinised implementation of trainings received from above in the
cascade system.
1. DIET exercises its autonomy in terms of -Teacher support and training, the nature
and duration. It may not be fixed to 20 days. Instead duration depends upon the
nature, need, and level of the trainees and the training. However there would be
some core curricular training like - policies, Research support, approaches,
principles, Methodologies, CCE etc. This will be common to all.
2. Cascade’ training models will be used for specific skill and information related areas
where there is less likelihood of dilution across vertical levels. Continuous
mentoring the teacher trainers would be encouraged. Efforts will be made to reduce
vertical levels to increase the effectiveness of the training programmes.
3. Trainings will be carried out based on the needs conducted by DSERT/KJA,TISS,
and Cluster Resource Person’s (CRP) assessment of needs of teachers in their
clusters and linked to a process of school follow-up and mentoring in which the
CRPs participate. It will also be through self nomination or nomination in
consultation with the school head and teacher concerned. CRPs will 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 CRPs 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’ is better than one off trainings. In such a model,
sessions would be of say two 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
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to reflect and to learn, etc. Split models may be taken up on a pilot basis in a few
districts.
The areas of teacher and community support would be

1. Teacher felt needs
2. Trainer identified teacher needs
3. Curricular areas including policies, Research support, approaches, principles,
Methodologies, CCE, Assessments etc.
4. CCAs
5. On-site support to Schools, CRCs, BRCs and School community.
Teacher professional development
1. Teaching-learning of the subject – content and pedagogy knowledge,
2. integrating ICTs into the curricular processes
3. mentoring teachers and creating networks of teachers for the area
4. creating and maintaining information repositories relating to teacher needs
assessment, teacher training, resource persons etc
5. designing and running various courses in different modes
• The in-service and community teacher education programmes would work for the
development of Master Resource Persons (especially for training at the block level) as
well as directly work with teachers with a view to continuously enhance understanding
of and better quality of planning and implementation of all parts of the curriculum.
DIETs are also expected to organize specially designed courses for Head Masters,
Officers of the Education Department upto Block level, members of VECs, SMCs,
Community Leaders, Heads of PRIs, BRC/CRC coordinators.
• An effective system of split-design trainings and school follow-up would be put in place.
Specific areas for attention include early literacy, numeracy and inclusive education,
and science, mathematics and social sciences education for classes VI-VIII and
secondary school. This work will be carried out in close coordination with BRCs and
CRCs, and the use of a training management system. Information Technologies (ICT)
would be effectively used for various outreach and extension programmes. In respect
of in-service training of secondary school teachers, DIETs would undertake this
function as per necessity. ICT skill development for secondary teachers had been a
part of DIET so far and continues to do so as it needs frequent support.
• The organization of these departments will be designed and delivered locally, based up
on local needs rather than routinised implementation of trainings received from above
in the cascade system.
• DIET exercises its autonomy in terms of -Teacher support and training, the nature and
duration. It may not be fixed to 20 days. Instead duration depends upon the nature,
need, and level of the trainees and the training. However there would be some core
curricular training like - policies, Research support, approaches, principles,
Methodologies, CCE etc. This will be common to all.
• Cascade’ training models will be used for specific skill and information related areas
where there is less likelihood of dilution across vertical levels. Continuous mentoring
the teacher trainers would be encouraged. Efforts will be made to reduce vertical levels
to increase the effectiveness of the training programmes.
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• Trainings will be carried out based on the needs conducted by DSERT/KJA,TISS, and
Cluster Resource Person’s (CRP) assessment of needs of teachers in their clusters
and linked to a process of school follow-up and mentoring in which the CRPs
participate. It will also be through self nomination or nomination in consultation with the
school head and teacher concerned. CRPs will 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 CRPs in terms of how to carry out the school
based support.
• 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’ is better than one off trainings. In such a model, sessions would be of say
two 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.
Split models may be taken up on a pilot basis in a few districts.
• The areas of teacher and community support would be
1. The teacher felt needs
4. CCAs
5. On-site support to Schools, CRCs, BRCs and School community.
8.19 Curricular resource design and development
1. Developing through workshops involving teachers low cost, locally available
educational resources, and improvised learning materials.
2. Develop materials for inclusion of all the diversities identified in the schools trough
school based inputs.
3. translations of important texts in the area into Kannada and other languages
4. Creating audio-visual resources in the subject
8.20 Research relating to the discipline
• This will consist of core research, action research and documentation/publication
1. Developing resource for teacher professional development both in service and pre
service, enabling teachers and teacher educators to develop learning resource
materials, developing formative and summative assessment techniques and tools,
Conducting research, Dissemination of findings, learning and insights to the
stakeholder institutions, content development, establishing district resource centre
2. Develop deep understanding and expertise in the area and be a resource team for
the district and the state
3. Conduct Programs for community and Courses on development of curricular
material, teaching learning materials& Evaluation Curriculum and evaluation,
Inclusive education,
4. Undertaking Training need analysis based on contextual challenges, teachers
needs and aspirations; Teacher professional development; Providing structures and
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opportunities for teacher professional development programmes, including pre-

service and in-service training; research and distance learning; training
management system. Conducting Certificate and Diploma Courses.
5. Bring in collaborative inquiry and reflective practice through greater capability
building in these spaces.
Activities:
1. Providing on-site, off-site and blended training and/or support to teachers –
Preparing tools like observation schedules, rubrics etc. to diagnose the limiting
areas in teaching learning processes, using them, diagnosing, and facilitating the
teacher in preparation of resource material development and using them.
2. Designing and conducting training package based on Demand from teacher
community. (in co-ordination with ELM department to obtain training needs;
Resource material development department in developing training material, ICT
expert faculty to integrate ICT into academic processes )
3. Conducting Content Enrichment programs to teachers and Resource persons at
different levels (based on need analysis done by ELM department, TISS, Survey by
KJA, APF and Education Dept.; Lesson Observations Reports, School evaluation
reports,)
4. Designing and conducting motivational training programs. (in co-ordination with
resource material development department in developing training material, ICT
department to incorporate ICT mediation)
5. Conducting Induction Training for new teachers –In collaboration with all the
departments of DIET . Support the networking of novice teachers with senior
colleagues to create mentoring relationships
6. Diploma/ Certificate courses- conducted, text book writing, creative writing, subject
writing, Content development, ICT Literacy, ICT integration into academic
processes, classroom management, facilitating learning (Nalikali, Constructivist
approach, critical pedagogy), digital resources creation including radio/video Script
writing etc.
8.21 Faculty for Educational Technology
Functions:
1. Facilitating for ICT mediated Training Programs in DIET, Monitoring and
Management of ICT programs in schools ; Capacity building of Teachers for
facilitating Computer assisted learning (no); Supporting other faculty in developing
audio-visual learning materials; Integrating ICTs to support teacher education both
in service and pre service programs; Facilitating subject teachers forum of Primary
and Secondary (as it is in RMSA) schools and extending to elementary school
teachers with the faculty members for the different curricular areas, Managing and
facilitating Distance training through tele mode; Collaborating with other
departments within DIET in their programs.
2. Supporting digital literacy programs for all faculty members to help them integrate
ICTs into their academic and administrative tasks
3. coordinating the creation of digital educational resources by the DIET and hosting it
on the DIET portal, coordinating the maintenance of the DIET web portal, including
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creation and maintenance of mailing lists, web tools such as blogs, wikis and
discussion forums
One of the reasons why ICT integration has not succeeded is because ICT is seen as the
responsibility of one wing (ET), however, each and every faculty member must learn how
to integrate ICTs into their own work. The ET expert faculty will serve as an expert who can
support and guide faculty members in such integration. The expert faculty will not be solely
responsible for all the technology activities in the DIET which will be shared by all DIET
faculty based on the area into which ICT/ET is being integrated. (Just like we do not have
a thermacol wing, but each resource creator learns to use it as a TLM material for different
curricular areas)
Activities:
1. Continuous monitoring and facilitating of computer based Learning programs
conducted in all the ICT and CALC schools of the district no – this will be done by
different curricular area wings
2. Conducting Training programs to equip teachers of ICT and CALC schools as well
as other schools teachers with ICT skills. Basic computer literacy by ET expert
faculty. Integrating into different curricular areas by the respective faculty members
3. Developing improvised apparatus for teaching learning process, through conducting
workshops.
4. Supporting faculty members in developing digital resources in collaboration with the
concerned departments for all the workshops and training programs of various
departments within DIETs.
5. Facilitating Departments of DIET in sharing learning and insights on digital media.
6. Developing e-forums for sharing learning.
7. Facilitating student teachers of pre service department in ICT skill acquisition.
8. Organise and Conduct workshops in media production, script writing for audio
production, Visual production, Multimedia production. And then develop crash
courses for the same.
9. Develop media production on - variety of learning situations, process of learning
material development, expert talk, panel discussions, art education mediated
learning, Video Documentation of effective school practices, facilitated learning
situations, Audio-Visual content for concretizing various concepts.
10. Develop online assessment tools
11. Continuous research into new developments in the ICT area to identify new tools,
digital methods and resources which can be used in the DIET
12. Facilitating the creation of the DIET e-newsletter and maintaining the DIET digital
repository on the website
Some activities needs to be merged into the curricular areas. There will be a research
expert faculty for specialised tasks relating to research functions.
Activities :
1. Conducting research studies, Analysis of data, Remedial planning, Seminars, Paper
Presentation, Conferences,
2. Publishing Newsletters, Magazines and journals
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3. Programs/courses - on action research, writing narratives, Paper writing, Process

documentation skills, Statistical analysis skills. (these are core research skills and
the research expert faculty will support diet faculty capacity building on these areas
4. Short term (1-3 months) and Long term courses (6-9 months) like Library Science
etc. could be provided with this Department
5. Creating Teacher learning centre through material development process,
developing a culture of sharing ideas and experience through sharing field
experiences and learning of CRPs/BRPs/ IERTs and all field functionaries.
6. Promoting an interest in reading and developing a culture of using the library as a
support for teaching and training,
7. Establishing linkages with universities, other departments, schools, government and
non government agencies on research aspects and programs
8. Student – Parent - teacher relationship, community – School relationships, School
environment building. Competitive exams (NTSE, navodaya, etc.)
8.22 Staffing pattern and Functions of principal
S.N Name of the Functions No. of staff
o Designation working
All Academic and Administrative 1
1 Principal/Professor activities of the DIET.
8.23 Staffing pattern and Functions of Departments of DIETs
S. Name of the Functions (Functions are flexible and should call No. of staff working
No. departments for collaboration)
1. Department of Planning and organizing training programmes for 1+1 HOD Asso
Educational in-service for HMs, CRPs, BRPs in ELMP Prof
Leadership and Programmes &on reflective practices. (senior)—1
management Managing data .maintaining teachers profile, Asst Prof----1
and Planning Annual work plan. Linkages of diet with Data Entry
(ELMP) universities, NGOs, CTEs, DSERT, IASE. Operator---1
Certificate and Diploma Courses can be
Statistics---1
conducted in the areas of School management
and Leadership, Stress management, Life skills,
School planning and management, conflict
management. School/ cluster/Block need
analysis, Data collection, analysis and reporting,
education policies, orders, presentation skills.
2 Curricular area This dept would conduct D.Ed courses , NSS 1+5+1PE+1WE
Departments of Programmes . It also provides resource support HOD Asso Prof
Pre Service for resource centre. (senior)—1
Teacher It may also organize some short courses which Asst prof---5(
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Education are specific to districts. They could be Diploma/ P.E------------1

(PSTE) certificate courses in Carrier guidance, folk, W.E-----------1
theatre, TLM preparation, abacus, computer, Librarian---1
Kannada, English, mathematics courses, Knitting,
Assistant librarian
Fashion designing, Buntings etc.
—1
Music teacher---1
Drawing teacher-1
Computer
Instructor-1
3 Curricular area Undertaking Training need analysis Teacher 1+1
Departments professional development HOD Asso Prof
Department of Providing structures and opportunities for teacher (senior)—1
In-service professional development programmes including Assistant
Teacher pre-service and in-service training, research, and Professor -1
development distance- learning training management system.
(elementary and Certificate and Diploma Courses can be Technical
Secondary ) Assistant-1
conducted on participating in curricular and co-
Statistician---1
curricular activities, text book writing, creative
writing, subject writing, classroom management,
specific methodology of facilitating learning
(Nalikali, Constructivist approach, critical
pedagogy), radio Script writing, multimedia
writings etc.
4 ICT expert Maintaining computer lab and other technological Associate Prof
faculty aids, supervision of computer education in (senior)—1
schools. Facilitating computer trainings. Asst prof--1
Developing audio-video learning aids. Integrating
ICTs to support teacher education in terms of
subject teachers forum of Primary and Secondary
(as it is in RMSA) Technical asst---1
Short term and long term programs/Courses on
Facilitating Computer Assisted Learning.
5expert Conducting research studies, Analysis of data, Remedial 1+2

faculty for planning, Seminars, Paper Presentation, Conferences, HOD Asso
Education Publishing Newsletters, Magazines and other curricular Prof
Research materials. (senior)—1
Programs/courses on action research, Paper writing, Asst prof---
documentation skills, Statistical analysis skills. 2
The DISTRICT RESOURCE CENTRE will be established with
dept. of educational Resources
Short term ( 1-3 months) and Long term courses (6-9 months)
like Vocational education, Work education, guidance and
counseling, Library Science etc could be provided with this
Dept.
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6Local wings Developing curriculum for elementary school children which 1+1
according includes details of local agricultural practices and environmental HOD Asst
to the local friendly living acquired through generations. Offering training: Prof
needs. - to develop sensitivity among students and teachers about the (senior)—1
local environment
-Recognizing community knowledge as a resource, honour the
different cultural icons of the region and in collaboration with
them developing course materials for preservation and
transmission of their culture.
-Acting in collaboration with with Universities in Karnataka
offering short term blended courses.
-Gathering the data of local culture, food habits, language of
different tribes, the folklore of the same.
-Develop the material out this unique cultural tinge in the form of
books, scripts, shows, videos, and also training packages.
-Conducting TPDs in the area above mentioned.
-Conducting short term courses for the general public and
teachers in local professions like coffee harvesting, apiculture,
bee keeping, Areca processing, fisheries and etc.
-Conducting research in the said field. Ethnography and
grounded theories will be effectively used for such quality
researches.
8.24 Cadre Management and Personnel policies
Guidelines regarding recruitment procedures deputation & cadre management
1. Common Cadre for academic stream From TTIs to DSERT. A proposal will be submitted
to state Government for the common cadre as the process has to be completed by March
2013.
2. Transfer between DIETs and other administrative positions the state education
departments will be barred at all cost.
3. The staff in the existing system will be given a choice to opt for the academic stream.
Once they enter the academic stream they should continue in the academic stream only.
4. Those that opt for the academic stream can be provided an option to acquire
qualifications as per the norms of NCTE/UGC.
5. Those that full fill the NTCE/UGC norms will get UGC salaries. Those who do not full fill
the requirements will continue to get the state salary until they full fill the UGC norms. (If
they fail to full fill the UGC norms in three years)
6. Direct recruitment through open advertisement on the basis of the minimum
qualifications and experience laid down by NCTE norms at the level of assistant professor
only. (There can be promotion from the asst teacher cadre after they opt DIETs), From
Associate professor and above level there will be promotion from the academic stream.
The deputation from school, college, university, NGOs will be for a period of 3-5 years for
persons with prescribed minimum qualification.
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7. By promotion from one level within TTI/BIETs/DIET/CTE/DSERT system to the next

higher level through seniority .
8. Only those persons should be selected for appointment to any academic posts in the
DIETs who are willing to serve in those posts.
9. DIET Staff should not be allowed to become mere trainers and must periodically
function, for adequate durations, as practitioners and teachers. Variety of methods to be
enabled – enrolling for external courses, exposure visits, participation in seminars and
conferences
10. Provision regarding study leave for academic stream faculty should be liberal than the
others in government or even in the education department. The leave benefits for higher
studies and Research work must be at par with university faculty.
8.25 Training Management System (TMS) and Professional
Development
Development Record for teachers is required at every district to be able to consolidate and
track various professional development activities across the cluster, block and district and
even State and national levels, provided by different agencies, all directed at teachers.
Currently the information on training are kept in hard copy form and capture data relating
more to financial accounting rather than training management.
The training management system could be built on the information available in the EMIS to
address planning issues pertaining to in- service teacher training. This system manages
and tracks the trainings for which teachers are deputed, i.e. the management of a training
delivery system to ensure that there is a rational, efficient way to allocate/call the right
teachers for the right training and to track the trainings received.
Trainings are provided by various agencies and aim at different aspects of their practice,
ranging from personality development to specific grade and subject related inputs.
Currently, the information on training are kept in hard copy and capture data relating more
to financial accounting rather than training management. The TMS can operate at the
block level and assist in aspects relating to planning, reviews and reporting of trainings.
Using information from the EMIS pertaining to teachers and their school locations, the
TMS captures additional information using two masters. The training master captures
training description, including main features of training design, content and agency.
Training delivery master captures details of the delivery of a particular training, teacher
names, training dates, attendance etc. The system permits to give information for a lot of
queries.
8.26 Direct Field Interventions and School Improvement
DIET could design and implement direct work in schools serving special groups or schools
which are facing difficulties. This would be a field action project and would involve
continuous curriculum and pedagogic innovation, work with teachers and school heads,
work with community as well as assessing and overseeing children’s learning and all
round development. These would be intensive and time bound interventions which should
be carried out in an action research mode with field presence and
119
Mentoring DIETs could plan to design and undertake such direct interventions in
collaboration with university departments or established NGOs on the field.
Monitoring of the quality of schools particularly in the light of the RTE Act would be an
important function of DIETs. School visits of faculty should be carried out within some
academic framework and the data maintained so that over the year, various visits to
schools contribute to the formation of a ground level understanding of schools to
complement the statistics. Such information should also be analysed and shared with
concerned block and district functionaries.
DIETs in coordination with SSA should participate in the development of the school
improvement plans and proposals of the BRCs and CRCs, and provide inputs especially
on matters relating to teacher professional development. A detailed discussion of various
possible ways in which BRCs and CRCs can function, and the role that DIETs can play in
this process is outlined in the operational guidelines for revitalizing and strengthening the
Block and Cluster level Institutions (Revised Implementation Framework of SSA, Ministry
of HRD, 2011).
8.27 Studies on Education
DIET as an institution and DIET faculty as individuals should be encouraged to take up
studies of the education of the district. For this, the DIET faculty would need to have
capacity for research and documentation, as well as research funds and infrastructure to
support this work. Research should be able to contribute to the process of understanding
the issues that face the District teachers and children and focus on district specific issues.
A basket of research projects with research design and methodology built in could be
developed by the DSERT/University Department, and made available to the DIETs who
could choose from this basket. DIETs may also take part in Research that is designed at
the State level and contribute the data and analysis of the district. Both quantitative and
qualitative research studies need to be encouraged. These would provide some level of
quality of the research as well as significance in a larger sense.
8.28 Annual Academic Planning and Reviews
(i) The DIET could 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. These could also be the basis for deciding on various training to be
offered and specific schools to be supported.
(ii) There will be 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.
(iii) Our DIET would become the seat for academic planning of the District. The overall
thrust on teacher education (except for large scale training) needs to be made more
central in the SSA/RMSA approach and for this DIETs need to be more systematically
integrated into and also made an object and instrument of quality improvement.
(iv) Through the TMS, DIETs maintain records of teacher education programmes received
by teachers. This coordinating role would not only make the current arrangements of
teacher education programmes more efficient, but would significantly contribute to a more
rational and transparent system of training.
120
(v) The review and status of teachers in the District and an understanding of requirements
and needs from the point of view of their professional development would also be
maintained by the 34 DIETs.
8.29 Resource Centre at Teacher Learning Centre and Material
Development
Each DIET will develop and run an Educational Resource Centre for the District. This will
be the DIETs organisation attached to the department of learning centre and material
development. It also acts as publication centre acting as prasarangas of university. This
Centre is an enhanced library 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 resource centre includes:
(a) 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.
(b) 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.
(c) Tools and materials for replication of teaching aids, etc.
(d) Sets of materials that teachers will borrow and take into classroom for direct use
(multiple kits for demonstrations and organizing activities for whole class).
(e) 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.
(f) In addition to various equipment and kits that teachers can use in their classrooms, the
Resource Centre could also include the digital library/lab for access to various digital
resources and the internet.
DIET emerges as a hub of educational value through a vibrant resource centre and a
centre for teacher learning at the district level. It has use the local knowledge, build on its
competencies and integrate the use of educational technologies to facilitate processes of
maintaining and disseminating knowledge and skills. The resource centre works to nurture
a professional community of users by:
(a) Promoting an interest in and a culture of using the library as a support for teaching and
training, for ideas and for materials.
(b) Developing a culture of sharing ideas and experiences by contributing materials
developed by teachers, etc. to the resource center.
(c) Networking the district, block, cluster and school resource centres for effective
exchange of ideas, information and resources.
(d) Providing academic help and support to resource groups working at different levels
(district, block and cluster levels) in the district.
(e) Facilitating teachers in developing and using low cost, locally available educational
resources.
121
(f) Providing a forum for interactions with educationists, intellectuals, artists, creative
teachers, resource persons and resource group to the district functionaries, including
CRPs, BRPs, DIET faculty, D.Ed and B.Ed students.
(g) Forging links between pre and in-service teacher education as envisaged in the
NCFTE 2009.
Use of resource centre and educational technologies will be integrated within the
curriculum. Instead of providing a separate course on teaching applications for editing
texts or spreadsheets, students would be exposed to pedagogical applications like Geo-
Gebra (Mathematics) and Marble (Geography). Such applications are not proprietary,
maintained by a community of like-minded professionals (open source) and require no
additional funding. Also, student teachers will be encouraged to prepare documents
digitally which could be used for formative and summative assessments. Appropriate
training needs to be provided to the faculty in use of such applications before they are
integrated into the curriculum. Such resources are equally important for ISTE. DIETs
contributes to building a cadre of teachers with computer competence through organizing
regular workshops on Educational Technology. Information and Communications
Technology including TV, radio, telephony and internet are useful resources that provide
access to ideas and enable wider dissemination of information. Distance media will be
effectively used to keep teachers connected with professionals in academic and applied
disciplines. Rather than being the work of an education technology wing, technology will
become an integral part of the knowledge and practice of all teacher educators.
Over time district specific materials and resources will be developed for use in schools.
The use of Children’s own drawings and artwork are a rich resource that will be creatively
used in such local materials. In addition, with the advancement of technology, digital
photographs and desk top publishing can lead to the production of attractive locally
produced materials. There are thoughts that faculty, local resource persons and experts,
teachers and even children themselves will produce and publish materials not only for their
own use but also for exchanging the resources with other schools. Local materials will be
produced on a variety of themes, which include, materials on local historical monuments;
Flora and fauna; Mapping ‘Problems’ (Ecological, Economic, Health, Social, etc.) of the
district; Festivals and cultural events; songs, poems, and riddles; Folk tales; Tracing
historical events of significance in the area; Stories of people in the district; The material
life of people; The crafts traditions of the area; etc. The PSTE and ISTE initiatives of the
DIET work in coordination with schools to develop this kind of material. Development of
resource material for school teachers would enhance their capability and supplement
existing available material.
Forums are key spaces for the strengthening of reflective practice throughout the
education system. Forums should have both physical and virtual components, to ensure
continuous interactions, seeking and sharing. 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 :
1. DIET supports the organization of school quality review meetings.
2. Subject forum meetings of teachers and/or teacher educators (from TEIs and MRPs
as a group)
122
3. Seminars for teacher educators with opportunities for presentation of internal work
and invited speakers.
The core forum at the DIET level could take the form of a weekly academic seminar in
which faculty present their academic work along with invited speakers from other groups.
Quarterly and yearly reviews of schools, programme evaluations and proposals for new
interventions, etc. could also be presented in such forums. These academic seminars
could be a fixed feature of the institution and be open to all teacher educators and
education NGOs in the district. A culture of faculty and institution head attending these
academic meetings is important to create and sustain an academic peer group.
8.30 Cocurricular activities
While DIETs will organize a large number of formally structured, curriculum related
training and other programmes, they are expected to organize a wide range of co-
curricular activities in which faculty members and trainees (especially pre-service trainees)
would participate on a voluntary basis, depending on their individual interest. These
activities would be outside regular curricular programmes, they would play an important
role in enriching life on the campus.
Pre-service trainees would be the main beneficiaries of these activities, since they are the
ones who would be at the Institute for long durations, but participants of in-service
programmes would also find many of these activities interesting and useful.
Co-curricular activities will be expected to be organized chiefly through clubs and societies
formed for the purpose. Each such club/society would have one or two staff
associates/advisors and trainees would enrol members of such clubs/societies depending
on their interest. Office bearers of each club/society would be chosen from amongst such
trainee members in accordance with rules which the Institute may frame for the purpose.
Some of the areas for which clubs/societies constituted include : Debates and elocution,
Library activities, Hiking and mountaineering, History and archaeology, Current affairs,
Fine arts, Music, dance and drama, Environment, Science, Hobbies, Athletics/Gymnastics/
Aquatics, Various games and other sports, Yoga/ Judo/ Karate, Social service and
Scouting and guiding
8.31 Programme Advisory Committee (PAC) of DIETs
As provided in the 1989 Guidelines, there shall be a Programme Advisory Committee
(PAC) that would serve to advice and guide and review the Institutes plans, programmes
and activities. The PAC meets at least twice a year, to approve the Perspective and Annual
plans of the DIET and monitor its functioning. Its objectives are to ensure:
a) District focus in programmes and activities
b) Coordination among institutions
c) Promoting innovation
d) Ensuring that the States Education Plans are adequately reflected within the district
plans
e) Efficient use of resources and personnel to address quality issues and teacher
education requirements of the District.
The PAC would have representation of key institutions of the State and The District with
whom the DIET will work and coordinate. The composition of the PAC is as under.
123
1. CEO, Zilla Parishad – Chairperson ,An eminent Scholar or Educationist – Co

chairperson
2. Deputy Director for public Instruction
3. Deputy Project Coordinator of SSA and RMSA
4. Two senior faculty of DIET
5. Two School Head teachers
6. One Representative, each from Tribal welfare department, social welfare
department, minorities department, women and child welfare department
7. One BRC Coordinator
8. One CRP
9. One principal from private aided/unaided teacher Education College (D. Ed and
B.Ed)
10. Principal, IASE
11. Principal, CTE
12. Representative of Director DSERT
13. One NGO working in the field of teacher education
14. Two students from PSTE (seniors and junior)
15. Principal, DIET: Convener
The PAC will set up sub-Committees to monitor the progress of specific programmes and
activities of DIET.
8.32 Assessment Indicators
a. ## number of open educational resources will be made by the TE and
uploaded on portal (all curricular material made by TE will be candidates for this)
b. ## number of programs offered in distance/blended mode by TE
c. ## number of faculty members comfortable using computers and internet for
their professional development. advanced uses like blogs and wikis
d. ## number of faculty registered for PhD
e. local wing efforts - researches done, resources created, teachers trained
f. academic linkages with other TE (university) activities status.
8.33 Budgets for DIETs
There are innumerable activities proposed from all the DIETs of Karnataka. The details of
the activities are mentioned earlier. The budget information of the activities to be taken up
by each DIET has been provided in Annexure. The line of activities as per guidelines are
provided below:
A : PRE SERVICE (DSERT CONSOLIDATION KARNATAKA)
Actual
no. of
Name Intake Duration trainees
of approve of admitted
course d by program in 2011-
Name of the Activity (D.Ed) NCTE me 12 Medium
124
Name of District
No (DIET) 1 D Ed 2.yr
1 Bangalore Urban 1 D Ed 50 2.yr 28 KANNADA
2 Bangalore.Rural 1 D Ed 50 2.yr 31 KANNADA
3 Bagalkote (Ilkal) 1 D Ed 100 2.yr 93 KANNADA
4 Belgaum 1 D Ed 50 2.yr 36 KANNADA
KANNADA(100-
5 Bellary 1 D Ed 150 2.yr 103 74)/URDU(50-29)
KANNADA(50-
34)/URDU(50-
50)/MARATHI(50-
6 Bidar 1 D Ed 150 2.yr 110 26)
7 Bijapura 1 D Ed 100 2.yr 100 URDU
8 Chamarajanagar 1 D Ed 0 2.yr 0 NO PSTE
9 Chikkaballapura 1 D Ed 0 2.yr 0 NO PSTE
10 Chikamagalore 1 D Ed 150 2.yr 67 KANNADA
11 Chitradurga 1 D Ed 100 2.yr 78 KANNADA
12 Davanagere 1 D Ed 150 2.yr 116 KANNADA
13 Dharwad 1 D Ed 100 2.yr 71 KANNADA
14 Gadag 1 D Ed 0 2.yr 0 NO PSTE
Gulbarga
15 (Kamalapura) 1 D Ed 50 2.yr 36 KANNADA
16 Hassan 1 D Ed 0 2.yr 0 NO PSTE
17 Haveri 1 D Ed 0 2.yr 0 NO PSTE
18 Kolar 1 D Ed 150 2.yr 61 KANNADA & URDU
19 Koppala 1 D Ed 0 2.yr 0 NO PSTE
20 Kodagu (Kudige) 1 D Ed 60 2.yr 50 KANNADA
21 Kumta 1 D Ed 150 2.yr 79 KANNADA
22 Mandya 1 D Ed 50 2.yr 26 KANNADA
23 Mangalore 1 D Ed 50 2.yr 13 KANNADA
24 Mysore 1 D Ed 90 2.yr 55 KANNADA
25 Raichur (Yaramaras) 1 D Ed 100 2.yr 55 KANNADA
26 Ramanagara 1 D Ed 50 2.yr 16 KANNADA
27 Shivamoga 1 D Ed 0 2.yr 0 KANNADA
28 Tumkur 1 D Ed 100 2.yr 56 KANNADA
29 Udupi 1 D Ed 100 2.yr 87 KANNADA
30 Yaadagiri 1 D Ed 0 2.yr 0 NO PSTE
TOTAL AMOUNT 2050 1339
B-RESEARCH AND ACTION RESEARCH (DSERT CONSOLIDATION KARNATAKA)

Name of the FUNCT DURI PLAN
Activity ION NG FOR
125
2011- 2012-
12 13
DISSE
MINAT
ION
PLANN
DETAI DISSEMIN
ED
LS TOTA ATION
NUMB ESTIMAT
RESEA ( HO L DETAILS (
Sl. Name of NUMB ERS ED
RCH W EXPE HOW
No. District (DIET) ERS HOW EXPENDI
TITLE WAS NDIT WAS THE
MANY TURE
THE URE RESEARC
STUDI
RESE H USED)
ES
ARCH
USED
)
Bangalore
5 1 2 0.75 104 1 1.32
1 Urban
Bangalore.Rur
0 57 3 1.10 80 0 2.00
2 al
Bagalkote
1 1 2 0.25 0 0 0.00
3 (Ilkal)
4 Belgaum 6 6 1 0.60 8 9 2.00
5 Bellary 1 1 1 0.19 8 0 0.50
6 Bidar 27 29 1 0.40 4 1 0.40
7 Bijapura 1 1 1 0.25 8 1 2.00
Chamarajanag
7 7 7 0.60 15 15 1.80
8 ar
Chikkaballapu
4 4 4 0.40 9 5 0.40
9 ra
Chikamagalor
0 4 0 1.06 5 0 0.70
10 e
11 Chitradurga 1 1 0 0.51 3 0 2.15
12 Davanagere 2 25 2 0.19 8 8 3.00
13 Dharwad 0 4 0 3.26 6 0 0.15
14 Gadag 1 1 1 0.00 1 1 0.50
Gulbarga
1 1 1 0.32 2 1 0.60
15 (Kamalapura)
16 Hassan 2 56 2 0.58 3 3 1.80
17 Haveri 1 1 3 0.30 1 1 0.50
18 Kolar 1 1 0 0.35 0 0 1.50
19 Koppala 3 1 7 0.30 10 4 0.60
Kodagu
2 15 2 0.50 8 1 4.00
20 (Kudige)
21 Kumta 1 2 2 0.40 8 1 0.50
126
22 Mandya 3 3 3 0.90 5 0 2.50

23 Mangalore 1 2 2 0.40 5 5 1.25
24 Mysore 4 56 0 5.25 3 0 3.00
Raichur
14 14 11 0.40 10 1 2.00
25 (Yaramaras)
26 Ramanagara 1 1 1 0.50 7 7 5.00
27 Shivamoga
28 Tumkur 2 2 4 0.78 21 28 0.50
29 Udupi 1 1 1 0.60 4 45 2.80
30 Yaadagiri 3 3 0 0.6 17 4 1
TOTAL
88 297 62 20.39 242 137 42.15
AMOUNT
C-RESOURCE CENTRE AND DOCUMENTATION (DSERT- KARNATAKA

CONSOLIDATION)
Name of the Functio During Plan for 2012-13
Activity n 2011-12
Sl. Name of Resour No. of No. of Total Planne Planne Estimated
No. District ce document orienta Expen d no. d no. Expenditure
(DIET) support s/ tion diture of of
types publicatio held docum orienta
ns with ents/ tion
released teache publica held
rs tions with
releas teache
es rs
1 Bangalore 3 1 1 1.70 11 2
1.45
Urban
2 Bangalore. 4 4 0 0.00 1 0
2.00
Rural
3 Bagalkote 1 1 1 0.25 1 1
0.25
(Ilkal)
4 Belgaum 0 0 0 0.00 9 42 0.72
5 Bellary 1 3 2 1.59 2 2 0.75
6 Bidar 3 2 0 0.68 2 0 2.00
7 Bijapura 2 4 0 0.19 2 6 1.00
8 Chamarajan 3 3 21 0.00 5 15
1.25
agar
9 Chikkaballa 7 1 2 0.37 6 44
13.00
pura
10 Chikamagal 1 2 0 0.31 6 6
0.25
ore
127
11 Chitradurga 3 1 1 1.69 4 12 8.50

12 Davanagere 1 4 4 1.12 2 11 5.00
13 Dharwad 5 20 0 1.50 14 8 3.80
14 Gadag 1 4 0 0.00 10 8 10.00
15 Gulbarga 1 2 0 1.90 4 0
(Kamalapur 8.00
a)
16 Hassan 4 4 12 3.59 5 32 8.60
17 Haveri 3 6 0 2.00 2 6 2.00
18 Kolar 5 5 24 1.10 6 6 0.70
19 Koppala 2 0 0 0.00 2 0 2.50
20 Kodagu 1 10 50 0.10 15 50
0.25
(Kudige)
21 Kumta 1 4 0 2.04 1 4 3.50
22 Mandya 0 0 0 0.00 2 2 5.50
23 Mangalore 5 743 6 3.86 6 161 3.35
24 Mysore 2 2 1 0.48 4 10 1.50
25 Raichur 4 8 4 3.97 4 8640
3.00
(Yaramaras)
26 Ramanagar 0 0 0 0.00 5 5
3.00
a
27 Shivamoga 0 0 0 0.00 0 0 0.00
28 Tumkur 3 6 10 5.60 4 100 3.00
29 Udupi 1 1 3 0.78 17 22 2.45
30 Yaadagiri 3 3 3 0.60 7 9 5.00
TOT 70 844 145 35.42 159 9204 102.32
AL
D.TRAINING PROGRAMMES FOR TEACHERS, BRC AND CRC CO-ORDINATORS,

VEC, SDMC MEMBERS etc,(DSERT -KARNATAKA CONSOLIDATION)
Name of During Plan for
the Activity Function 2011-12 2012-13
Averag
Nature Average Planned e Estimat
of duration number duratio ed
Name of program No. of of Total of n of Expend
Sl. District me participa program Expendit participa progra iture
No. (DIET) nts me ure nts mme
Bangalore
0.39
1 Urban 4 179 5 0.699 50 100
128
Bangalore.
4.00
2 Rural 18 0 3 2.20 3 5
Bagalkote
18.06
3 (Ilkal) 1 8070 20 1084.00 3634 3
4 Belgaum 18 0 3 297.05 1914 3 9.50
5 Bellary 20 7883 3 363.13 10837 3 310.13
6 Bidar 2 0 0 28.99 21 3 19.56
7 Bijapura 0 0 0 0.00 0 0 0.00
Chamaraja
6.94
8 nagar 18 1136 15 2.97 340 3
Chikkaballa
0.00
9 pura 7 11 3 0.00 0 0
Chikamagal
3.65
10 ore 17 0 3 0.00 800 0
11 Chitradurga 0 7241 20 181.93 3500 3 13.10
Davanager
5.70
12 e 13 0 3 826.17 901 3
13 Dharwad 27 622 3 3.15 500 3 3.78
14 Gadag 5 801 3 2.96 0 3 3.00
Gulbarga
(Kamalapur 308.48
15 a) 1 0 3 25.85 500 3
16 Hassan 11 0 3 262.85 0 3 213.60
17 Haveri 2 0 3 145.1 7 3 5.46
18 Kolar 18 6657 20 83.65 6633 20 3.65
19 Koppala 3 0 0 133 7 3 13.39
Kodagu
8.66
20 (Kudige) 19 0 3 547.7 0 3
21 Kumta 2 0 3 144.51 7921 3 7.16
22 Mandya 24 683 3 2.98 875 3 5.38
23 Mangalore 0 0 20 130.36 623 3 3.40
24 Mysore 14 0 0 0 0 3 109.50
Raichur
(Yaramaras 34.90
25 ) 0 6387 3 145 11 3
Ramanagar
4.00
26 a 35 112 14 2.66 800 4
27 Shivamoga 0 0 0 0 0 0 0.00
28 Tumkur 1 0 1 4 9 4 4.00
29 Udupi 12 0 3 2.98 1116 3 9.14
30 Yaadagiri 2 7000 4 92 12700 4 5.00
TOTAL 1133.1
AMOUNT 290 46603 162 4515.19 53652 97 4
129
130
9 Plan of activities - Colleges of Teacher-

education
9.1 Scenario of Secondary Education in Karnataka
Secondary Education in Karnataka has grown over the years in terms of providing access
to the children. As per SEMIS 2010-11 (NUEPA) the Ratio of Elementary schools to
Secondary schools is 3.84, and the ratio of Secondary to Higher Secondary schools is
5.00. The status of secondary education in terms of Number of schools, Enrolment and
Teachers etc. is given in the following tables:
Table- Number of High Schools in the State.
Edn. Dept. SW+ LB Aided Unaided Central+Othe Total
rs
4437 490 3335 5521 79 13862
32.01% 3.53% 24.06 39.83 0.57
Source DISE 2011-12.
Table- Enrolment in Secondary Schools 8th to 10th ( All Management)
Class Boys Girls Total
VIII 487009 444168 931177
IX 467185 427161 894346
X 401169 380614 781783
Total 1355363 1251943 2607306
Table-No. Of Teachers posts Sanctioned and Working in High Schools
(Various Managements)
Type of High School Teacher posts sanctioned Teachers in Positions
DOE 43762 36905
Social Welfare 3637 2978
Local Body 532 344
Aided 32800 28352
Unaided 57827 56570
Central 1527 1405
Others 185 177
Total 140270 126731
In Karnataka the School Education pattern is 7+3+2. But Elementary education is up to

VIII standard. As a result there is transition loss from standard VII to standard. VIII. The
following table shows the transition loss 2010-11 to 2011-12.
Enrolment in Enrolment in Decrease Loss %
Class VII Class VIII
131
2010-11 2011-12
All 956,895 931,177 25,718 2.68
Girls 457,768 444,168 13,600 1.42
Source DISE 2010-11 & 2011-12.
In order to overcome this transition loss efforts are being made to restructure this pattern
to 8+2+2 as in other states.
Performance of Students at the SSLC Examination
In Karnataka at the end of 10th standard the Karnataka Secondary Education
Examination Board conducts SSLC examination. The performance of students in this
examination is an indicator of secondary education. A brief analysis of SSLC results is
provided in the following lines:
Table- SSLC results from 2007 to 2012
Boys Girls Total
Yea App. Pass Pass App. Pass Pass App. Pass Pass
r % % %
201 390,12 300,25 77 364,51 305,07 84 754,63 605,32 80.21
2 1 6 6 1 7 7
201 401,62 304,40 76 376,84 309,22 82 778,47 613,62 78.82
1 9 4 3 3 2 7
201 396,25 252,49 64 365,55 256,45 70 761,81 508,94 66.81
0 4 2 6 2 0 4
200 399,31 284,73 71 361,09 275,78 76 760,40 560,52 73.71
9 4 7 3 8 7 5
200 397,37 262,60 66 357,96 250,75 70 755,34 513,35 67.96
8 6 4 5 1 1 5
200 438,62 310,31 71 369,31 281,20 76 807,93 591,51 73.21
7 5 0 4 3 9 3
Source - KSEEB 2012
It can be seen from the above table that the results have been improving since the year
2010. The CTEs and other Secondary Teacher Training Institutes need to take up
programmes for sustaining this trend and also to ensure overall development of students
up to X standard.
Table- Subject wise results, April 2012
Subject No. Appeared No. Passed Pass %
I Language 754525 657466 87.14
II Language 753944 661071 87.68
III Language 753837 710836 94.29
Science 754637 639258 84.71
Social Science 754637 677600 89.79
Maths 753944 661071 87.68
Source- KSEEB 2012
132
The table shows that the pass percentages across the subjects does not vary much
barring III Language which shows maximum pass percentage of 94.29%. However this
table does not reflect the subject wise categories.
Table- Overall Categories ( Classes) April 2012-Regular Freshers only

Total Total Pass Distinction I Class II Class Pass Overall %
Appeared Class
731991 602147 35152 225851 139316 201828 82.26
% out of ------ 5.84 37.50 23.13 33.52 -----
Total Pass
Source KSEEB 2012
From the table it can be seen that though the overall pass percentage is 82.26, the
achievement in terms of mastery is not up to the mark. Out of the total passes only
5.84%are distinction and 37.50% are I class. Programmes and strategies need to be
planned by CTEs to enhance the levels of the students to that of mastery levels.
9.2 Secondary Teacher Training Institutions in Karnataka
Karnataka state has a total of 415 Colleges of Education. Apart from Karnataka State
Open University, Mysore which also imparts B.Ed. through distance mode. The regional
Institute of Education, Mysore imparts integrated BA Ed. And BSc.Ed. programmes. The
break up of these institutions is given in the following table:
Table- District wise B.Ed. Institutions.

Sl. District Govt Aided Unaided Total
133
No.
Bangalore
1 Urban 0 5 87 92
2 Bangalore Rural 0 0 10 10
3 Chitradurga 1 1 11 13
4 Davangere 0 4 10 14
5 Kolar 0 1 12 13
6 Shimoga 0 2 11 13
7 Tumkur 0 4 15 19
8 Chikkabalalpur 1 1 4 6
9 Bagalakote 1 1 9 11
10 Belgaum 1 3 21 25
11 Bijapur 1 1 14 16
12 Dharwad 1 2 9 12
13 Gadag 0 1 8 9
14 Haveri 0 1 7 8
15 Uttar Kannada 0 2 5 7
16 Bellary 0 1 9 10
17 Bidar 0 1 30 31
18 Gulbarga 1 1 32 34
19 Koppal 0 1 5 6
20 Raichur 0 1 7 8
21 Chamarajanagar 0 0 2 2
22 Chikkamagalur 0 1 4 5
Dakshina
23 Kannada 1 1 12 14
24 Hassan 0 4 5 9
25 Kodagu 0 1 0 1
26 Mandya 0 1 9 10
27 Mysore 1 4 10 15
28 Udupi 0 1 1 2
Total 9 47 359 415
Source- CAC Bangalore
The number of these institutions is well above the demand for Secondary School Teachers
in the state. Recently B. Ed. has been made compulsory for lecturers of PUC colleges.
This may increase enrolment over the years.
The curriculum for the course is not uniform as these institutions are affiliated to different
Universities across the state. This leads to variation in scheme of examination and other
matters. Some common and up to date frame work needs to be worked for this course.
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9.3 Background of CTEs in Karnataka
CTEs were established during VII plan during the period. The then existing Colleges of
Education (B.Ed. Colleges) were upgraded to Colleges of Teacher Education with a view
to work in the field of Secondary Teacher-education- both Pre-Service & In-Service. Six
Government Colleges and Four Private Aided Colleges were upgraded into CTEs.
The list of the existing CTEs is provided in the following table:

Sl.No Name of CTE Type of CTE
1 GCTE-Gulbarga Government
2 Sri Kotturaswamy College of Teacher Aided

Education
3 GCTE, Jamakhandi Government
4 GCTE, Belgaum Government
5 GCTE, Chitradurga Government
6 GCTE, Mangalore Government
7 GCTE, Mysore Government
8 MLN College of Education, Chikkamagalur Aided
9 Vijaya College of Teacher Education, Aided
Bangalore
10 MES College of Teacher Education, Aided
Bangalore
Prior to their upgradation they were mainly engaged in imparting B.Ed. Degree Course.
The Government Colleges of Education had an Extension Service wing, this wing imparted
few training programmes to secondary school teachers. But the coverage was not
adequate. After the upgradation these CTEs covered larger number of teachers and also
provided different types of programmes. In addition the CTEs were shouldered the
responsibility of carrying out Research, Innovation, Material Development & Providing
Extension & Support to schools.
After their upgradation the CTEs were provided with a staffing pattern as mentioned
below:
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Post Sanctioned
Before up After up
gradation gradation
(1) (2) including (1)
Head 01 01
Professor 02
Associate professor 02
Reader - 03
Asst. Professor -
Lecturer 07 13
Instructor 03 06
NON-ACADEMIC
1 FDC 02 03
2 SDC 02 02
3 Stenographer 01 01
4 Film operator 01 01
4 Group D 13 13
5. Driver - 01
TOTAL 34
9.3.1 Placement Policy
The Staff of CTEs are posted by transferring personnel from amongst the existing cadre
of Education Officers of State Education Department. There is no separate cadre
established for CTEs in the state. The following table depicts posts of the CTE and their
corresponding equivalent posts in the department:
Sl. No. Post in the CTE Equivalent Post in the department.
1 Principal Joint-director
2 Reader Deputy-director
3 Lecturer Education Officer
4 Instructors Secondary School Assistant Teachers
The personnel of CTE are posted to CTEs from the above cadre of the department. As
there is option of inter transferability the personnel of CTE are transferred to other posts
in the department and other people are posted to CTEs on a frequent basis, this has led
to unstable staff position in the CTEs. This unstability has affected the performance of the
CTEs to a very great extent. Hence it is necessary to establish a separate cadre for
DSERT ,CTEs and DIETs.
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9.3.2 Role of CTEs
CTEs cover the Quality Improvement aspects of Secondary Education of the districts
within their jurisdiction. They undertake trainings of high school teachers of these
districts. All CTEs offer B.Ed. Degree course of one year duration. Each CTE has an
Action Research and Innovation wing that undertakes Action Research and other
Studies. The extent and level of studies undertaken vary across CTEs.
The number of teachers trained by the CTEs was limited but after the introduction of
RMSA this has increased.
The Action Research wings of CTEs have trained the Teachers in conducting Action
Research. Teachers have undertaken Action Research to improve their practices, but this
is very limited. Only a few studies have been undertaken by the faculty of CTE.
In case of the Aided CTEs the coverage has not beenadequate and for the past few years
these aided CTEs have not conducted any such programmes.
Intake Capacity at various levels
The Intake capacity of B.Ed. Course is 100 for each CTEs across the state.
9.4 Linkage with DIET, DDPI(Admin), BEOs BRCs/CRCs and
Schools,
The CTEs have established linkages with the DIETs and DDPIs(admin) for executing the
programmes . The Principals of respective CTEs conduct meetings with the DIET
principals and DDPIs(admin). There has been smooth flow of information, and both the
DDPIs(admin) and DIET principals have responded to CTE by deputing the secondary
teachers and resource persons for various programmes. There is need to maintain virtual
linkages with these institutions and to increase number of visits. The CTEs need to plan
for providing specific capacity building programmes for the faculty of DIET. Thereis
coordination between CTEs, BEOs and BRCs in conducting the programmes in their
respective blocks.
The Aided CTEs have not been able to establish and sustain proper linkages with the
above mentioned functionaries. This matter has to be addressed by both the Aided CTEs
and the department.
9.5 Linkages with academic institutions for academic support
The programmes of CTE have been supported largely by DIET faculty and identified
teachers of Secondary schools themselves. This has made the programmes relevant to
the needs of other teachers. The CTEs have taken support of other Institutions for
conducting training programmes and for development of resource material. The
involvement however vary from one CTE to another .
Better and productive coordination needs to be established between University
departments and other institutes of higher learning.
9.6 Annual output of teachers
On an average the annual output of pre-service teacher trainees is 100 per CTE.
However over the past 2 to 3 years the admissions to B.Ed. course have decreased .
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9.7 Inservice Programmes nature, coverage, quality, impact and
followup
The in-service programmes conducted by CTEs have mostly been of short duration i.e.
of 2-3 days. Every year an annual plan of action is submitted to the DSERT and the
programmes are planned for the available budget. Need based training modules for
programmes are developed and exicuted .CTEs were allocated the task of developing
training modules and other resource materials for secondary teachers.
The Aided CTEs have not kept in pace with the Government CTEs in conducting the
programmes. One of the reasons is non filling up of vacancies.These CTEs have not been
able to provide on-site support to teachers and schools.
9.8 Research by CTE
No basic research work has been undertaken by the CTE. Various CTEs have guided the
teachers to undertake action research. The action research reports have been printed and
distributed to schools. A few CTEs have undertaken certain studies.
9.9 Development of materials
CTEs have developed resource material either for the DSERT or for its own use. The
resource persons involved in the production of these materials have been mainly the
Secondary School Teachers and DIET faculty. The CTEs need to produce need based
resource material for pre-service, In-service and for the use of students of secondary
schools.
9.10 Issues and Concerns
Certain major issues arise with regards to the structure and functioning of CTEs. The
prominent ones are discussed below:
9.10.1 Jurisdiction of CTEs
At present each CTE is expected to cover four or more districts. The programmes to be
conducted are more in number because each CTE has to cover larger geographical area.
Since the jurisdiction for each CTE is large , there is a strong need for increasing the
number of CTEs for effective planning and implementation of programmes towards quality
improvement.
9.10.2 Inadequate updated infrastructure facilities
Most CTEs do not have required updated infrastructural facilities such as well equipped
training halls, rooms for Resource centres, adequate ICT facilities .
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9.10.3 Restructuring of Staff pattern and placement policy
As already highlighted the staffing of the CTEs is a prominent factor which determines the
qualitative and quantitative aspects of programmes and output of the CTEs. With the
current policy of posting by transfers in and out of the CTE does not provide stable and
able staff tom the CTE.
In order to sort out these issues , the restructuring and revision of Cand R is proposed by
DSERT for teacher education institutions .
9.10.4 Need to increase the programmes of Capacity building of
CTE faculty
There is a need to increase the number of programmes and mechanisms in place for
enhancing the capacities of the faculty of CTE. Institutions like IASE, University
departments, Regional and National institutions such as NUEPA, NCTE, NCERT etc need
to be approached to take up specific programmes which will lead to enhancement of the
competencies of the CTE faculty.
9.10.5 Empower the faculty to conduct Research work
The CTEs need to be oriented in conducting research that will lead to improvement of
practices and which will help planners and policy makers to take appropriate decisions that
lead to overall quality improvement in the field of Secondary Education.
9.10.6 Innovative programmes for the stakeholders
The programmes conducted by the CTEs are not based on a comprehensive Learning
Needs Analysis of the teachers or the client group. Thus a comprehensive training need
analysis and proper follow up and assessment mechanism needs to be established.
9.10.7 Issues and concerns : Aided CTEs
In Karnataka four Aided CTEs were upgraded and provided additional infrastructural
facilities, equipment and grants for conducting programmes. They were expected to
perform better as their experience in the field of Teacher Education is excusive. However
the output in terms of the programmes has not been up to the mark, and in the last few
years they have not conducted any programmes .
The Reasons are:
1. The vacancies have not been filled up.
2. Lack of orientation to the Aided CTE faculty in planning and executing the In-
service training programmes.
Suggestions:
1. Efforts may be made to fill up the existing vacancies of these CTEs.
2. Proper orientation and capacity building programmes may be taken up for the staff
of aided CTEs.
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3. A proper mechanism for deputation of teachers etc. should be established by the

institutions and the departmental functionaries.
4. A proper mechanism for monitoring the progress of these CTEs must be
established by the DSERT.
5. Individual and institutional capacity development is essential, including ICT
integration into the academic and administrative activities of CTEs
9.11 Vision for Reorganization
With all the above background and issues and concern the following 'Vision' is envisaged
for the CTEs.
‘A premier Autonomous Teacher Professional Development Institution facilitating
quality in Secondary Education’
9.11.1 Process and strategies
The following processes and strategies will be adopted in order to overcome the issues
and concerns .
9.11.2 Reallocation of Districts to CTEs and Establishment of
new CTEs:
As already mentioned above,the existing six government CTEs and four aided CTEs are
not able to cater to the demands and needs of all the secondary school teachers of the
districts within their jurisdiction, in addition to existing ten CTEs, two new CTEs are
propsed. The details are as follows:
Sl.No Name of CTE Allocated Districts Type of CTE Remarks
1 GCTE-Gulbarga Yadgir Government
Bidar
Gulbarga
2 Sri Kotturaswamy Bellary Aided
College of Raichur
Teacher Koppal
Education
3 GCTE, Bagalkot Government
Jamakhandi Bijapur
Chikkodi
4 GCTE, Belgaum Belgaum Government
Karwar
Sirsi
5 KLE Society’s Dharwad Aided New
College of Haveri
Education, Hubli Gadag
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6 GCTE, Chitradurga Government

Chitradurga Davangere
Tumkur
7 GCTE, Mangalore Dakshina Kannada Government
Udupi
Kodagu
8 GCTE, Mysore Mysore Government
Mandya
Chamarajnagar
9 Govt.College of Chikkaballapura Government New
Education, Kolar
Chikkaballapura Madhugiri
10 MLMN College of Chikkamagalur Aided
Education, Shimogga
Chikkamagalur Hassan
11 Vijaya College of Bangalore South Aided This CTE
Teacher Ramanagar caters to only
Education, 2 districts as
Bangalore the area in
vast and also
the number of
stake holders
are also more
12 MES College of Bangalore North Aided This CTE
Teacher Bangalore Rural caters to only
Education 2 districts as
the area in
vast and also
the number of
stake holders
are also more
With the establishment of two new CTEs average No. Of districts per CTE will be 3. Vijaya
College of Teacher Education, Bangalore and MES College of Teacher Education,
Bangalore are allotted only two districts because these districts being located in the State
capital area have higher concentration of schools per district. With this reallocation the
CTEs have lower Number of schools than before and they would function effectively.
9.11.3 Restructuring of Staffing Pattern
In order to meet the challenges posed to CTEs in the envisioned scenario and to meet the
expectations raised in the MHRD guidelines the staffing pattern of CTEs will be
restructured so that they function in a flexible yet conducive situation that can meet the
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dynamic and multifarious functions it has to perform. This restructuring however will be
done within the staff that is suggested by the MHRD. Certain specific personnel need to
be hired for specific short term/ task , this will be done by hiring consultants/ contractual
staff etc.
The new staff pattern is shown below(Govt,CTE):
A. Academic Staffing Pattern:
Sl.N Area / Subject Professors Assistant Remarks

o Professor( Professor
junior
grade)
1 Principal and Head of CTE - Professor. (Senior Scale)
Department of Pre-Service Education
2 Education (Foundations of Education, 1 1
Educational Technology, Psychology of
Education)
3 Curricular areas
A Science
i Mathematics 1
ii Physics 1
iii Chemistry 1
iv Biological Sciences 1
B Social Science
i History, Political Science, Economics 1
ii Geography 1
iii Commerce and Accountancy 1
C Languages
i Kannada 1
ii English 1 2
iii Other Languages (if required) 1
D Information & Communication 1 1
Technology
Department of Educational Leadership, Management and Planning
1
Department of Research Coordination, Assessment and Innovation
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1 1
Cell for In-service Programmes 1
4 Co curricular areas
A Health & Physical Education/Yoga. 1
B Work Experience 1
C Librarian 1
D Art & Craft 1
Total 3 14 6
4 Consultants( To Be hired for Specific tasks as per the requirement)
A ICT 1
B Inclusive Education 1
C Educational & Vocational Guidance 1
Note: Maximum number of Associate Professors’ posts are shown against various
curricular subjects under the Department of Pre-service Education; however these
Professor and the Associate Professors must be involved in other tasks of the CTE i.e. In-
Service programmes and Research activities, and also the personnel in other departments
need to engage themselves in Pre-Service activities also. The assignment of personnel to
various departments may be done on rotation basis. One among the associate
professors would be designated to coordinate inservice programmes for the entire
year.care shouldbe taken to see that the nature and responicibility of the work should not
be compartmentalize.
Non Academic Staffing Pattern:
Sl.N Designation No of Staff
o
1 Assistant Director (admin) 1
new post
2 Office Superintendent 1
3 Accounts Superintendent 1
4 Lab Assistants 4
5 FDA 4
6 SDA 3
7 CCT 2
8 Technical Assistants/Data Entry 3
Operators
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9 Drivers 1
10 Group-D 1
Total 22
9.12 Programmes
The programmes of CTEs will have to be need based, contextual, leading to holistic
development of the school.
The underlying principles would be:
1. Develop expertise/ Depth in the target group/beneficiaries.
2. CTEs to emerge as Academic Resource Centre and not as mere implementing
agency.
3. Programmes to be individual need based and not based on 'Top Down'
approach.
4. Emphasising Sharing of learnings and expertise in the programmes.
5. Establishing strong Linkages across and within Institutions.
6. Reduced Administrative work and more focus on Academics.
The programmes will be formulated based on the underlying aspects:

1. The CTEs will work establishing linkages with University, other State, National level
Teacher Training Institutions and also with Linked Institutions.
2. The main purpose would be Teacher Professional Development which will cater to
both Pre-Service and In Service Teachers. All the initiatives taken would be based
on a strong Research base. All these efforts would aim at holistic School
Development with proper planning, organizing, monitoring and assessment.
3. The broad Scope of CTEs will be Teacher-education, School-Development &
Community Education, Assessment, Research and Innovation.
Methods followed would be:
1. Workshops
2. Blended mode- e-learnings, distance mode etc.
3. Developing Resource Centres for beneficiaries.
4. Carrying out Research.
5. Monitoring and On-site support.
6. Evaluation of the programmes.
Catering to the faculty needs will look at the following dimensions:
1. Improving Proficiency in Curricular Areas.
2. Enhancing Leadership and Management Abilities.
3. Conducting Learning Need Assessment
4. Other related areas. eg. Career guidance
5. Proficiency in Conducting Research.
9.13 Public Private Partnership
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Consultancy Services
1. ICT
2. Special Needs Education
3. Educational & Vocational courses.
4. Guidance & Counselling
5. Environmental Education etc.
6. Participatory role is envisaged in designing curriculum, material development,
research & documentation
All the above would be supported by a strong 'Information System' in place and
appropriate staff pattern.
Based on the above aspects the broad programmes to be taken up under various
categories by the CTEs would be as follows:
9.14 PreService Programs
1. The pre-service program will be strengthened by providing necessary resource and
infrastructure facilities like laboratories such as Science Lab, Psychology Lab,
Language Lab, Mathematics Lab, Social Science Lab, Computer Lab, and media
centre .
2. Faculty specialisation is necessary and the same will be encouraged – academic
depth is an important requirement and hence each faculty member will be
encouraged to deepen their own understanding of identified areas. This also will
lead to specialisation and ability to resolve issues.
3. Adequate Library and Reading room and digital Library facilities would be provided.
4. Vocational and Guidance Cell would be opened. (Infrastructure)
5. Various Clubs like Science club, language club, eco club etc. would be
strengthened for academic improvement and personality development of teacher
trainees. (Resource centre)
6. Practice teaching would be improved so as to make the student teachers'
experience relevant to class room and school situations. The student teachers
would be encouraged to adopt innovative practices and also they would be
encouraged to adapt the current practices as per the needs of their class room
situation.
7. Mentoring process would be strengthened during practice teaching.
8. Resource materials will be developed for the use of student teachers.
9. Linkages will be established with Universities, IASEs, RIEs, NUEPA, DSERT etc..
These institutions would take up programs for the capacity building of faculty of
CTE .(Programs for CTE Faculty)
10. Programs for capacity building of DIETs and Teacher Educators of Colleges of
Education would be undertaken by the CTE. (Capacity building of teachers)
11. The PSTE wing would take up studies to aDSERTain the relevance, effectiveness
and adequacy of practices being followed in B.Ed. Course and would provide
valuable feedback for improving the curriculum of B.Ed. Courses. (Research and
Action Research)
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12. CTE will actively participate in development of Curriculum for B.Ed. and M.Ed.
Courses.
13. CTE will introduce Certificate Courses in Specific curricular and Pedagogical areas
for Pre-service teachers, Teachers and Teacher-educators.
14. By using ICTs for supporting pre-service education of student-teachers, blended
learning models would be introduced, initially in some courses and gradually over
time, would become the default model of PSTE
15. Blended models would also be introduced in ISTE, to begin with, by offering some
programs as courses which student-teachers could enrol in, replacing traditional
workshop method. Over time, more and more programmes would become courses
to be offered in a blended model rather than only physical workshops.
9.15 Blended model
A blended model of teacher-education combines physical workshop modes of learning,
with virtual/digital models – using emails, mailing-lists, blogs, discussion forums on the
Internet. Thus teacher-student interactions will not be restricted only to the classroom, but
can also happen over virtual forums so that the period of learning is increased. Also the
learning becomes self-directed, self-paced, peer-learning based, mentored and will be
continuous as discussed in the NCF TE document.
9.16 Research and Action Research
Capacity building of CTE faculty in Research Methodology to conduct effective research
and to become guides. For this support will be taken from various organizations/
institutions/ state/ national/local bodies like NCERT, NUEPA, IASE and Universities who
have experience and expertise.
The ICT capabilities of faculty would be enhanced and would be provided access devices
to effectively carry out their research work. The laptop should be loaded with large number
and variety of free software applications, to encourage learning in different areas. This will
create a rich digital learning environment instead of a minimal proprietary environment.
1. Internet access is essential for research and learning and unlimited Internet access will
be made available to all faculty members for their learning
2. CTEs will take up evaluation studies and research projects.
3. Every CTE to come up with minimum of five Action Research Work per year, either
individually or in collaboration with DIET, Teacher Education Institutions and Schools.
4. CTEs will build capacities of Secondary School Teachers, Faculty of DIETs and other
TTIs to come up with Action Research in their field.
5. Publications (including in digital forms) of Research and Action Research would be
brought out by CTEs
9.17 Resource Centre and Documentation
1. Newsletters, journals, hand written magazines, bulletins to be brought out
2. Documentation of design and implementation of all the programmes to be recorded.
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3. The Laboratories of respective subjects will be upgraded to function as Resource

Centres and Learning Rooms for those subjects.
4. Working Models, Learning Corners, TLM, Documentation of Projects, Reference
Materials, AV aids , Text Books of different boards- National, International levels are to
be the part of Resource Centre.
5. Audio video conference facilities will be set up in order to facilitate discussions and
connect with people across geography. School teachers to clarify their doubts from
their own locations and new learnings to be promoted.
6. Necessary equipments for developing audio video material like handy-cam, web
cameras, head phones, audio video mixers and editors, necessary software will be
procured.
9.18 Capacity building of Teachers
1. Management Information System of entire CTE programs and activities will be set
up.
2. Training Need Assessments will be carried out to plan for relevant trainings.
3. On the basis of TNA, Training design, modules and resource materials will be
developed which will be contextual. This will cater to various needs like content
enrichment, personality development, strengthening teacher pupil/ teacher-teacher/
teacher-HM/ school-community relationship, RTE, Child behaviour/ learning
process, innovative methodology of teaching, CCE, ICT Capacities of the teachers.
4. Training Programmes will be conducted using the above mentioned materials.
5. Training Management System will be set up to support need based training of all.
6. Exposure trips for teachers will be organized to understand the different contexts
prevailing and how programs need to be planned to meet the contextual needs.
7. Seminars and Symposiums will be organized to understand the challenges and
brainstorm on various innovative ideas for overcoming the challenges or enhance
efficiency.
8. Teacher exchange programs and exposure visits will be encouraged and
undertaken for getting a wider perspective.
9.19 Programmes conducted for faculty of CTE
All the faculty of CTE will be involved in Planning the activities of CTE.
1. Periodical sharing meetings will be held in the CTE to monitor the implementation of
planned activities. The CTE faculty will be sent to various programmes offered by
NCERT, NUEPA, RIE, IASE, IIMs, ATI etc. to enhance their various abilities.
2. Capacity building of CTE faculty in Research Methodology to conduct effective
research and to become guides. For this support will be taken from various
organizations/ institutions/ state/ national/local bodies like NCERT, NUEPA, IASE
and Universities who have experience and expertise.
3. The faculty of CTE will be supported and encouraged to take up Research Studies
leading to Doctoral Degree.
147
4. The faculty of CTE will be trained to use ICT, they will also be trained to develop
ICT based materials that can be used by teachers, student teachers and other
Teacher Educators. The ICT literacy will cover the use of a wide variety of software
applications, other than office suite, including educational tools, web-tools, web
security, web resources etc.
5. The faculty of CTE will be trained in developing Teacher Communities and the
method of networking these communities.
6. Faculty will be provided with Lap Tops and other portable devices for enhancing
their work efficiency.
7. Exposure trips for faculty will be organized to understand the different contexts
prevailing and how programs need to be planned to meet the contextual needs.
8. Seminars and Symposiums will be organized to understand the challenges and
brainstorm on various innovative ideas for overcoming the challenges or enhance
efficiency.
9. Faculty exchange programs will be organized for getting a wider perspective.
10. Faculty will be trained in developing audio video materials -handling the various
equipments, production, editing educational materials.
9.20 ICTs in Teacher Education
1. Capacity building of faculty for integrating technology for effective teaching learning
process
2. Blended learning models using combination of physical learning sessions and
virtual/digital methods would be adopted and over time become the basic teacher
education model. A network of people will be developed through formation of e-
groups which becomes a platform for sharing thoughts and peer learning.
3. Website and blogs will be set up for creating a forum for discussions for faculty and
teachers.
4. Develop content in collaboration through e-media and open source educational
tools.
5. Set up necessary technology for conducting audio video conferencing to reduce
travel time for conducting meetings and carrying out discussions to clarify the
doubts and learn.
6. Utilization of various means of technology for cost and time efficient means of
communication and dissemination of information.
7. Use of technological and digital resources that can be freely shared and customised
by all, so that it can ensure universal access. Accordingly, preferring the use of
public software and public educational resources in teacher education.
8. Using a variety of digital methods in teacher education as follows:
1. Public educational software applications in different subjects -mathematics,
science, social science, language, art, music etc
2. email, web-portal and other virtual platforms for sharing and learning
3. using web 2.0 tools and different software tools to encourage teachers to
collaborate and co-construct learning resources.
9. Developing and maintaining the required ICT infrastructure.
10. Providing required maintenance support and personnel.
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11. On line mode of conducting Certificate courses and provide guidance.

12. Conduct EDUSAT based trainings for teachers.
13. Development of comprehensive EMIS.
14. Development of supporting materials like videos, audio material, interactive
teaching learning materials.
15. Each CTE should maintain its website in which all its resources are published,
including research studies, curricular resources created.
16. Utilization of mobile technologies in Teacher Education.
9.21 Innovations
1. Minimum of two innovative activities in each CTE per year will be carried out.
2. The Teacher Educators would be trained in adopting Reflective Practices. A course
would be introduced in this regard and steps would be taken to integrate it with
every other course.
3. Certificate courses like Computer Aided Learning, Virtual Classes, Communication,
Guidance and Counselling, Spoken English, English Language Teaching etc. would
be introduced. These courses would enhance the pedagogical competencies of
teachers from the level that they obtained after completion of their B.Ed.
4. Teacher fellowships would be made available for supporting innovative activities,
resources studies.
5. Innovative practices will be published and shared widely.
9.22 Material Development
1. Resource materials for use of student teachers, teachers, and school students
would be developed and provided.
2. Course material will be developed for Reflective Practices and Certificate Courses.
3. Materials for Certificate courses like Computer aided learning, Virtual Classes,
Communication Classes, Guidance and Counselling, Spoken English, English
Language Teaching will be developed.
4. Publications of Research and Action Research will be brought out.
5. All materials would be made available in digital form and published on the
institutional website, this will support widespread learning.
9.23 Onsite Support to Teachers
1. The faculty of CTE will visit schools, CRCs, BRCs, DIETs,and other Colleges of
Education. They would provide necessary on site support and assess the
effectiveness of various programs and strategies.
2. The visits will be in individual capacity and in teams constituted for the purpose.
3. The CTEs will identify Schools for holistic development under Lab Area concept
and improve them.
9.24 Infrastructure
In order to meet the above requirements the existing Infrastructure needs to be upgraded.
Adequate rooms, laboratories, hostels, need to be provided in order to effectively conduct
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the programmes and courses. All budgets for CTEs towards civil works, academic
activities etc is provided in Annexure.
9.25 Equipment
The CTEs will be provided necessary equipment like ICT Facilities, upgraded laboratories,
upgraded Resource Centre, furniture etc.
9.26 Programme Advisory Committee for CTEs
Note- In the MHRD guidelines book there is no prescribed set up of Programme Advisory
Committee for CTEs. But a PAC has to be in place for a CTE to suggest and approve the
programmes of CTE, which is provided below.
Sl.N Particulars Position
o.
1 DSERT Director/ Chairperson
Representative
2 Principal CTE Member
Secretary
3 JD Admin(Division) Member
4 Head Of University Dept. Of Member 1
Edn.
5 Representative IASE Member 1
6 Readers CTE Members 3
7 DDPI Members 3- one from each
district.
8 Principals DIET Members 3- One of each DIET
9 Principal of B.Ed. College Member 1-
10 Heads of PU College Members 3 -One from each district
11 Dept. Of W&CW-DDW&CW Member 1
12 Dept. Of Health- DHO Member 1
13 Dept. Of Soc. Welfare-DSWO Member 1
14 Dept. Of BCM- DDBCM Member 1
15 Principal D.Ed. Institution Members 2-1 from Govt. 1 from
Aided
16 Lecturers CTE Members 3
17 Dy.PC- SSA Member 3- One from each
district
18 Dy.PC- RMSA Member 3- One from each
district
19 BEOs Member 6 – 2 from each district
20 BRC Coordinators Member 6 - from each district
21 HMs of High Schools Member 6- 2 From each district
22 Subject Experts Members 6- One from each
subject
150
23 Physical Education Expert Member 1

24 Teacher Association Member 3-1 from each district
Representatives
25 NGOs Member 3- One from each
district
26 Teacher Representatives Member 3- One from each
district
27 H.S. SDMC Presidents Members 3
9.27 Assessment Indicators
a. ## number of open educational resources will be made by the TE and uploaded on
portal (all curricular material made by TE will be candidates for this).
b. ## number of programs offered in distance/blended mode by TE.
c. ## number of faculty members comfortable using computers and internet for their
professional. development. advanced uses like blogs and wikis.
d. ## number of faculty registered for PhD.
e. local wing efforts - researches done, resources created, teachers trained.
f. academic linkages with other TE (university) activities status.
151
10. IASE - Perspective Plan for Institute of

Advanced Study in Education (IASE)
Currently Karnataka has one IASE. As per the guidelines for the XII th Five Year Plan,
since Karnataka has 34 educational districts, it is eligible for 2 IASEs. It is proposed that
the Department of Education, Gulbarga University be considered as an IASE. The RV
Teachers College, Bangalore, is the existing IASE.
10.1 Background
Institutes of Advanced Study in Education (IASEs) were established through the Centrally
Sponsored Scheme of Restructuring and Reorganisation of Teacher Education. In
Karnataka, an aided institution Rashtreeya Vidyalaya Teachers' College (RVTC) was
upgraded as IASE. Apart from conducting preservice teacher education programme
at the secondary level (B.Ed), IASE was expected to take on the following functions:
organise in-service programmes for secondary school teachers and teacher educators of
Elementary Teacher Education Institutions (including DIET faculty) and B.Ed colleges;
conduct orientation courses for Principals of Secondary Schools, Principals of ETEIs
(including DIETs), and middle level educational administrators; set up a strong research
component; establish linkages with schools, B.Ed colleges, ETEIs, DIETs, DSERT and
Universities on the one hand, NCERT and NUEPA at the National level; and create
instructional materials for teachers and teacher educators.
Under the revised scheme in the XII plan the role of IASEs have broadened and they are
mandated to don additional functions. As per the MHRD guidelines for teacher education
(May, 2012) the functions of an IASE are as follows:
1. Pre-service teacher education programme at the secondary level (B.Ed)

2. Programme for preparing teacher educators (M.Ed)
3. In-service training for DIET faculty
4. Short term courses for faculty of CTEs
5. Development of resource materials for teachers and teacher educators
6. Advanced level fundamental and applied research and experimentation in education
7. Offer M.Phil and Ph.D programmes
8. Set up Centres that would take up in depth work, including research and material
development in:
• Curriculum Studies
• Pedagogic Studies
• Assessment and Evaluation
9. Act as Regional Resource Centres whose activities would include:
• Development of curriculum and learning materials
• Educational planning and administration
• Developing modules for training educational administrators
(MHRD, 2012; p.31-32)
152
10.2 Profile of IASE in the State
RVTC, after upgradation, has adequate physical infrastructure. These include a lecture
hall, 4 lecture rooms, 2 seminar rooms, Principal’s office, staff rooms, computer lab,
psychology lab and language lab. There is a well equipped library with reading room
facility but books/journals are not updated. There is also a good hostel facility for both men
and women. But the building is not disabled friendly. It does not even have a ramp. There
is a shortage of both academic and technical staff.
The functioning of the IASE in the State at present is way below par (DSERT, 2004;
NCERT, 2009). The IASE is at present only offering a one year B.Ed course and some
sporadic inservice training. It is affiliated to Bangalore University.
Some Details of the Existing IASE

R.V. Teachers
College
II Block, Jayanagar
Bangalore – 560011
Name of No. of teacher
IASE(Address, Ph: 080-26562536 educators of DIETs -
Phone, website, etc) Website: covered
www.rvtc.co.in
e-mail:
iaservtc@yahoo.co.i
n
Overall
infrastructure
Year of Formation 1998 as IASE Needs Minor Repair
condition of the
and general facelift
IASE
Number of districts All Districts of Total Campus Area
4201.53
covered by the IASE Karnataka State (in sq. mtr.)
Pre-service
programmes offered
100
B.Ed (annual Total Built-up Area
1761.99
capacity) (in sq. mtr.)
M.Ed (Annual
capacity) ----
Can more floors be
Distance Education
added to the
Other programmes programme - M.Ed
existing building No
offered affiliated to K.S.O.U,
(Yes/No, How
Mysore
many?)
153
10.3 Problems and Issues
The absence of a vibrant IASE in the State has given rise to a number of issues. These
have been offset to a large extent by the DSERT proactively collaborating with a number of
agencies, including National institutions like NUEPA; Regional Institute of Education,
Mysore; National Institute of Advanced Studies, Bangalore; ISRO, Bangalore; International
agencies like UNICEF; World Bank; Education Development Centre; State level
organisations like Karnataka Knowledge Commission; Regional Institute of English and
also many NGOs. Functional IASEs would help strengthen DSERT's efforts in addressing
problems relating to the following issues:
10.3.1 Policy
A robust research base is yet to be built up to inform policy. This is true of both school and
teacher education. Also, there is a wide gap between policy intentions and implementation
which again sustained research can help bridge.
10.3.2 Research
Since the advent of DPEP, a number of evaluation studies assessing the impact of
intervention programmes have been commissioned in the State, especially at the
elementary level. In addition, large scale assessments of students’ learning achievements
have been undertaken by both National and State level agencies. Scores of agencies are
engaged in research based activities in Karnataka. They include Premier National
Research Institutes, State University Departments; Government Departments; Private
Institutions and NGOs. However, wider dissemination and meta-analyses to capture trends
have not been attempted.
Other problems that beset research include-
• Academic research (M.Phil/Ph.D) is mostly irrelevant to practitioners and neither
has it contributed meaningfully to growth of educational theory in local specific
contexts
• Good quality research reports are sparse and those that are available, have not
been consolidated
• The rich available EMIS/DISE data remains largely untapped
• There is a perceptible disconnect between theory and practice from preservice
teacher education onwards
10.3.3 Curriculum Development
For developing either school or elementary teacher education curriculum the State
appoints a committee, that is entrusted with the task of preparing the curriculum and
related materials. Not all members are able to devote time and involve themselves with the
rigour such an exercise requires, as most are working professionals. Also, despite utmost
care being taken in choosing committee members, not all of them have the required
154
expertise or long term vision required for curriculum framing. Equipping a small team with
domain expertise for curriculum planning, preparation, implementation and evaluation
through IASE, would academically strengthen the State enormously.
10.3.4 Material and Resource Creation
DSERT periodically brings out handbooks for teachers' training as well as materials for
ICT mediated programmes. SSA Karnataka publishes children's reading cards and other
literature. Some DIETs also bring out reading materials for teachers. However, these are
insufficient. Interested academicians across the State have to be trained in preparing
locally relevant resources. Generation of more and more local specific materials and
resources has to be encouraged. A robust evaluation process should be put in place.
The revised Centrally Sponsored Scheme on Teacher Education offers the State of
Karnataka with an opportunity to address these issues by means of revamping and
strengthening existing IASE and establishing a new one. Karnataka has identified the
Department of Education, Gulbarga University, as a second IASE. The State's plan is
charted below.
10.4 State Perspective Plan for IASE
It is proposed to have two IASEs in Karnataka, one in the North and the other in the South.
The State has four educational divisions. The IASE in North Karnataka would cater to the
educational division of Belgaum and Gulbarga while the IASE in South would cater to
Bangalore and Mysore Divisions.
10.4.1 Vision
IASE as a vibrant academic institution that would help prepare humane, professional and
reflective practitioners and create a robust research base to inform policy and practice in
the State
10.4.2 Roles and Responsibilities
IASEs are expected to don a leadership role and be the nodal point for teachers and
teacher educators. The two IASEs would take up the role of:
1. Providing for quality teacher development
• PSTE for secondary school teachers
• INSET with a focus on teacher educators
• Capacity enhancement of educational leaders
2. Building a robust research programme
• Contribute to State policy making
• Inputs to field both for School level and Teacher Education level practice
• Undertake impact assessments and evaluation
• Provide inputs for curriculum review
3. A regional resource centre that
• is a repository of materials and resources
155
• offers expertise in educational planning and management

• provides data based inputs for curriculum enrichment
• forges networks
• provides space for exchange/sharing of ideas & experiences through forums
• Organises seminars, symposia, conferences periodically
10.4.3 Responsibility
• Support DSERT in its functions – documentation and research, policy, capacity
enhancement, material development
• Advocacy – broadening discourse on educational issues, dissemination of research
• Setting up and ensuring standards for teacher education (institutions, programmes
and faculty)
10.4.4 Accountability
• Setting up systems and processes to ensure accountability of teacher education
institutions, and individuals with respect to roles, responsibilities and function.
• Creating mechanisms for self-evaluation and accountability of personnel as well as
of the IASE as an institution every quarter.
• DSERT must do an annual external evaluation of the IASE and specify a time-
bound programme for improvement.
10.5 Functions
10.5.1 Preservice and Inservice Programmes
IASEs must offer bachelor, masters and doctoral programmes for preparing teacher educators, other
than the regular bachelor's programme to prepare secondary school teachers.
These programmes are:
• B.Ed
• M.Ed
• M.El.Ed/B.El.Ed
• M.Phil.
• Ph.D
• Diploma and Certificate Programmes
IASEs need to cater to the needs of:

• DSERT faculty
• CTE faculty
• DIET faculty
• Educational administrators
156
IASE will also support secondary school teachers' capacity enhancement programmes
through pilots.
By virtue of its unique positioning, IASE should be able dovetail its bachelor's programme
with that of masters and doctoral. Again it should use its vantage position to ensure
continuum between pre-service and in-service programmes.
10.5.2 Research and documentation
Primarily IASE faculty should take up research related to conceptual and practical issues
that interest them. These could be in the form of:
• Microstudies including lab area studies
• Macrostudies including analytical studies and impact studies
• Documenting and disseminating good practices in PSTE and INSET
• Action research
• Provide inputs for curriculum review/development including local
• Knowledge creation including toward improving pedagogy and andragogy
Apart from taking up independent research activity, the IASE will provide inputs and
guidance to research, evaluation and monitoring activities of CTEs and DIETs.
10.5.3 Resource and material creation
Apart from sourcing relevant resources and materials, faculty should also
• Prepare relevant materials for teachers and teacher educators
• Take up translations
• Orient teachers/teacher educators to source/prepare and effectively use resources and
materials
10.5.4 Monitoring and evaluation
• Institutional evaluation of CTE/DIET
• Appraisal of CTE/DIET faculty
• Regulating quality of PSTE
• Help CTE/DIET evolve comprehensive quality improvement plans
• Review of materials/resources created
IASEs would also create baseline data of the districts under its purview. The baseline can include
collated data with respect to learning levels of children from across the region collected at the
district level, database of teachers and teacher educators, teacher education institutions, etc
157
10.5.5 Forge linkages
IASE is expected to act as a conduit between National and State level institutes
• NCERT, NUEPA, NCTE
• Research institutes like NIAS, ISEC, TISS, HBCSE
• DSERT, SISLEP
• RIE, Mysore
• University departments, Colleges of higher education
• NGOs
• IASEs of other states
• Anganwadi and pre-primary
• Universities
IASE may also consider including non-formal education sectors with respect to pedagogy,
andragogy and research.
10.6 Organogram
Programme Advisory Committee
Research Committee
Principal
Professor/Associate Professor/Assistant Professor
Departments (Derived from NCFTE, 2009):
• Foundations of education
• Curriculum & Pedagogy
• Assessment & Evaluation
• Educational Leadership, Management
Each of these Departments would be involved in the core functions of PSTE, INSET,
Research & Documentation, Policy and Planning, and Resource Centre activities. One
faculty with expertise in Research, ICTs, ECCE, Elementary Education, Inclusive
Education, Health and Physical Education, Vocational Education, Guidance and
Counselling and Law with respect to Education need to be part of the IASE. (The IASE
may hire faculty for these based on the need on a part-time/consultancy basis.)
Sl No. Department Professor Associate Associate Professor

Professor
1 Foundations of Education 1 3 (Psychology,
Sociology,Philosophy,
158
History, Economics of
Education)
2 Curriculum & Pedagogy 1 8 (Social Sciences,
(Includes all School Subjects) Physical Science, Life
Sciences, English,
Kannada, Minority
Languages,
Economics,
Commerce/Accounts
3 Assessment & Evaluation 1 1
(elaborate - Suparna)
4 Education Leadership, 1
Management
5 Regional Resource Centre 1
Sl No. Expert Faculty Professor Associate Assistant

Professor Professor
1 Research 1
2 ICTs 1
3 ECCE 1
4 Elementary Education 1
5 Inclusive Education 1
6 Arts and Crafts 1
7 Health and Physical Education 1
8 Work and Education 1
9 Guidance and Counselling 1
10 Law with respect to Education*
11 Education Policy and Planning 1
12 Andragogy 1
*May be hired part-time.
Non-Academic Staff
Sl. No. Role/Function Number
1 Librarian 1
2 Physical Education Instructor 1
159
3 Technicians (ICTs, Art and Craft, RRC) 4 (2 for ICT, 1 each for Art and Craft)
4 Lab Assistants 3
5 Clerical and Class IV Staff 8
6 Statistician and Documentation 1
7 Accountant 1
10.7 Goals for the next 5 years
1. Take lead in evolving good quality pre-service programmes: University affiliations
must not come in the way of innovations in curriculum, practice or assessment. The
State shall take measures to liaison with the concerned Universities in offering some
measure of autonomy to the two IASEs.
2. Focus on Research: To ensure meaningful and productive research is taken up in
both IASEs, a research committee shall be set up comprising of experts from the
Department and external experts. The committee shall help with writing proposals and
guide the faculty in undertaking research, till such time as they are able to do so
independently. Subsequently the committee would limit itself to screening proposals
and monitoring the research activities
3. Develop as Regional Resource Centres: IASEs to evolve as a repository of ideas,
resources and materials to teachers and teacher educators as well as for other
institutions of secondary teacher education in their area.
The Resource Centre will cater to the needs of teachers, teacher educator institutions
including DIETs and CTEs. The Resource Centre will have a well-equipped library with
books, journals and access to digital resources including digital libraries like JSTOR.
The RRC will be the hub for educational conferences in Karnataka. These can be
planned to be held twice a year. Seminars on relevant topics can be conducted once a
quarter.
The RRC will also document and disseminate experiences and learning of the teaching
community, publish its own journal, provide a space for teachers to meet and discuss,
including supporting digital forms of learning like forums, mailing lists etc.
The RRC will also manage its own website acting as a repository for all the research
activities that are taking place in the DIETs that come within its purview.
The RRC can take up translation of research papers and books that are relevant to its
work into the vernacular i.e. Kannada.
4. Undertake policy research in school and teacher education: The IASEs in
collaboration with universities and/or other organisations would undertake policy
analyses and evaluation studies that would then serve as bases for improved policy
formulation
5. Forge Linkages : The IASEs would establish link between higher education and
DSERT/DIETs
6. Provide academic support: The two IASEs would provide academic support to
teacher education at all levels of schooling
160
7. Engage with curriculum building : IASE shall document implementation and

practitioners' experiences to inform curriculum development and review of both
secondary school education and teacher education
8. Orientation to state teacher educators of TEIs.
9. The two IASEs need to take the lead in perspective building on educational theory,
practices, disciplines, research and provide support to concretize these at state level
10. Evolve models for teacher education : IASEs shall engage with DSERT to evolve
quality models of pre-service and inservice teacher education programmes.
11. Evolve resources and materials: The faculty of the two IASEs would prepare
original resources and materials as well as undertake translation
12. Raise resources: IASEs would generate resources by conducting workshops for
teachers of private schools, through consultancy work, developing and offering certificate
courses, soliciting external research grants
13. Build a vibrant institutional ethos: IASEs would evolve as exemplars of TEIs by
bringing in vibrancy and academic rigour.
10.8 Action Plan
10.8.1 Annual Targets
Year 1
1. Bringing out clear rules and regulations for faculty appointment/monitoring/transfers
2. Ensure administrative streamlining with respective Universities
3. Setting up PAC for both IASEs
4. Identify training needs of secondary school teachers and design inservice
programmes for them
5. Initiate action research
6. Creating partnerships with Universities
Year 2
1. Develop faculty's professional competencies
2. Commence M.Ed programme with compulsory dissertation
3. Bring in innovations in B.Ed progamme
4. Identify needs of teacher educators and conduct workshops
5. Forge linkages across different levels of education
6. Set up a resource centre
7. Undertake at least one institutional level research
8. Create a database of teacher education institutes, secondary schools, teachers and
teacher educators
9. Establish Resource Groups and Subject Specific Forums
10. Establish alumni association (if one does not exist already)
Year 3
1. Upgrade professional skills and competency of staff
2. Evolve a management information system
3. Strengthen secondary teachers' inservice programmes
161
4. Create materials and resources

5. Engage with a model secondary school for study and research
6. Commence M.El.Ed and/or four year B.El.Ed programme
7. Disseminate through resource centre
8. Undertake collaborative research projects with premier institutes
9. Generate external funds for research and development
Year 4
1. Offer Ph.D programme
2. Offer certificate programmes for teacher educators
3. Put in place a comprehensive feedback system
4. Plan regular programmes for alumni
5. Offer training to Principals and Faculty of Teacher Education Institutions
(B.Ed./STC/DIETs/DSERT)
Year 5
1. Offer consultancy services
2. Publications by faculty in peer reviewed journals
10.8.2 Strategies
Year 1
In the first year, DSERT to initiate the following:
• Ensuring adequate infrastructure
• Evolve a clear statement of Policies, Regulations, and Committees
• Appoint faculty through clear and transparent selection procedure
• Indepth orientation for the two IASE Principals
• Set up a committee to help IASEs to chart out steps needed to meet the new
guidelines and monitor their progress
• Orient faculty towards vision of IASE
• Participation of faculty in workshops/seminars
Year 2
The two IASEs to initiate following actions with DSERT's help and support:
• Capacity building of all staff in the use of ICT
• Capacity building workshops for IASE faculty in other identified needs
• Quarterly meetings of Principals and senior faculty of both IASE at DSERT
• Clearly define the objectives of activities, roles and functions of staff involved and
communicate same to all concerned
• Ensure continuous documentation
• Set up procedure for annual appraisal of the performance of every faculty member
• Establish collaborations with other institutes of higher education, including university
departments
162
• Establish functional linkages with schools, CRCs/BRCs, Colleges of Education,

DIETs and ETEIs
• Plan, design and execute inservice programmes for secondary school teachers
after identifying their needs. Collaborate with NGOs/higher education institutes, if
need be
• Train faculty to source and collate resources
• Provide an academic forum for discussing educational issues and support for
solving the problems
• Develop the PSTE programme such that it has scope to provide an exposure to
student teachers on emerging issues and concerns in school education and
develop knowledge, dispositions and skills to address those issues and concerns
• Stipulate entry requirements for student teachers that are essential to be met to
achieve optimum effectiveness
In the subsequent years, while maintaining a close link with DSERT and with each
other, the two IASEs need to function with greater academic independence and
ensure stated deliverables.
Year 3
• Set up processes for annual internal academic audit and external monitoring
• Train faculty to develop competence in preparing materials and resources including
those using ICT
• Establish a forum to discuss on going research issues and findings
• Offer educational research methodology course
• Ensure wider dissemination of resource centre
• Ensure continuum between theory and practice both in PSTE and inservice
programmes
• Prepare robust indicators for measuring outcomes of inservice programmes
• Prepare objective measures for appraisal of DIET and CTE faculty
• Design new models of TE and pilot them in collaboration with other agencies
• Bring out either a printed or an online newsletter
• Offer programmes on ICT mediated learning to teachers and teacher educators
• Regular sharing meetings between principals and faculty members for
planning and sharing
Years 4 & 5
• Collaborate with Universities or other organisations/institutions with required domain
expertise for offering certificate programmes for teacher educators in specific areas
• Document B.Ed/M.Ed impact in terms of measuring students' knowledge, skills and
dispositions
• Create a database and document experiences of implementation of revised
secondary school curriculum and TE curriculum. A record of the experiences and
insights in implementing it over years would form the basis for improving efficacy of
the programme and provide inputs at the time of the next curriculum revision
• Evolve innovative practices through a process of research and inquiry
163
• Develop mechanisms for monitoring and evaluation of colleges of teacher education

• Design training programmes for Principals of TEIs on educational management
and leadership
• Document innovative practices in other institutions
10.8.3 Resources Required
Minimum Campus Area 7 Acres
Accommodation (Ensure all facilities are disabled friendly)
Academic wing
• Lecture hall 1
• Lecture Rooms 4
• Training hall 1
• Seminar Rooms 2
• Art & Craft Room 1
• WE Room 1
• Science Lab. 3
• Mathematics lab 1
• Psychology Lab. 1
• Computer lab 1
• Teaching Learning Centre (TLC)
• Media Centre
Administration wing
• Principal’s Room 1
• Office/ Store Room 1 each
• Staff Rooms 2
• Girl Common room 1
• Boy Common room 1
• Canteen & Drinking water facilities
• Adequate Toilet facilities
Library
• Library with reading room for about 50 students
• Books – 20,000
• Journals (professional including research)- 15
Hostel
• Separate Hostel accommodation for boys and girls so as to accommodate a total of
about 175 inmates at a time
• Play Ground for games, sports, athletics and physical education activities
ICT Resources
164
• 10 laptops
• 50 netbooks
• 3 Printers
• Battery back up
• Adequate no. of educational video films, slides and Audio Cassettes
• Amplifiers and Microphones
• Digital Cameras 4
• Video Cameras 2
• LCD Projectors 2
10.9 Budget
The budget for the IASEs is provided in Annexure
165
11 Plan of activities of Block Institute of

Teacher Education (BITE)
The primary objective of BITEs is PSTE. Karnataka has sufficient PSTE capacities and
hence it is being proposed that instead of BITE, MHRD can provide for DRCs for the
educational districts. DRCs have been discussed in detail in Chapter XII.
166
12 DRC – Plan for District Educational Resource

Center
District plan and budget has also been prepared establishing DRCs for the period of
five years . It is planned to establish such DRC for 1) Madhugiri 2) Sirsi 3) Bangalore
North 4) Chikkodi educational districts. The DRC/DERCs will be located at Chikkanahalli,
Sira Taluk of Madhugiri, Sirsi, Bangalore North and Chikkodi which will be providing
academic leadership for educational districts.
12.1 Proposed DERCs/ DRCs for Educational Districts and their
geographic coverage.
12.1.1 Madhugiri DRC
There are 967 villages in Madhugiri Educational District located in different Taluks under
various Hoblis in the following manner
No. of Villages
Taluk No. of Hoblis
Inhabited Uninhabited Total
Madhugiri 6 298 22 320
Koratagere 4 236 15 251
Pavagada 4 145 2 147
Sira 5 235 14 249
Total 19 914 53 967
12.1.2 Chikkodi DRC
Educational District Name: Chikkodi
Government Schools Gran
Aide Un- Other Centr
Total d
Block Social d Aided Manage al
Local TOT Scho Scho Total
Name DOE Welfar Scho ment Scho
Body AL ols Scho
e ols ols Schools ols
ols
Chikkodi
Chikko
260 5 0 265 8 48 0 1 57 322
di
Hukkeri 261 5 0 266 10 28 0 0 38 304
Raibag 298 4 0 302 19 96 0 0 115 417
Gokak 152 4 0 156 11 56 0 0 67 223
Mudala 236 5 0 241 9 84 0 0 93 334
167
gi
Nippani 200 1 1 202 8 42 0 0 50 252
Kagaw
112 0 0 112 13 30 0 0 43 155
ad
Athani 341 4 0 345 9 62 0 0 71 416
186 188
Total 28 1 87 446 0 1 534 2423
0 9
Above table gives the data of Lower primary & Upper Primary schools, run by different
departments at Chikkodi district
12.1.3 Sirsi DRC
Sirsi is an educational district part of Uttara Kannada. Uttara Kannada has 11 blocks, the
highest in the state. Sirsi district has been established to provide focus to the blocks in this
district including socio-educationally backward blocks of Joida, Haliyal etc.
12.1.4 Bangalore South DRC
Bangalore Urban district is divided into Bangalore North and Bangalore South educational districts.
For the Bangalore South educational district, a DRC is proposed to be established.
12.2 Vision for DERC/DRC
A vision building exercise for DIETs was organised by DSERT and Karnataka Knowledge
Commission during 2010. The same also applies for DERCs/DRCs
“An autonomous resource and research institution for enhancing the abilities of the
learning community and developing educational leadership at the district level,
networking/linking with other academic institutions in the district”
12.2.1 Objectives
1. Providing structures and opportunities for TPD (Teacher Professional Development)
including pre-service and in-service training, research, facilitating reflective practices,
distance- learning etc.
2. Meeting the educational needs of the district through Research, Monitoring and
evaluation. 3.Supporting school for quality improvement through planning, assessing,
organising regular follow- up and feedback
4.Supporting literacy as well as high levels of comfort in using different digital methods and
tools for professional development of teacher-educators and teachers for academic and
administrative purposes. This includes
1. Supporting blended models of teacher-education that would be designed and
implemented by DERC/DRC for the teachers as well as for block and cluster
resource persons.
168
2. Establishing professional development networks of teachers and teacher-educators

using digital methods which would support teacher professional development
through peer learning, mentoring and seeking/sharing
4. Supporting school development by facilitating leadership qualities among stakeholders.
12.3 DERC/DRC organization structure

according to District need )
-1 , Biological Science-1, History/Political science/Geography-2,
Language – 3, PE -1, Art/Craft/Music -1 )
PRO cum PA** 1
Statistician 1
Lab. assistant 1
ICT Support Staff 1
Maintenance Support Staff/Group D 4 4
S. Name of the Functions (Functions are flexible and should call No. of staff working
No departments for collaboration)
1. Department of Planning and organizing training programmes for 1+1 HOD Asso
Educational in-service for HMs, CRPs, BRPs in ELMP Prof
Leadership and Programmes &on reflective practices. (senior)—1
management and Managing data .maintaining teachers profile, Asst Prof----1
Planning (ELMP) Annual work plan. Linkages of DERC/DRC with Data Entry
universities, NGOs, CTEs, DSERT, IASE. Operator---1
Certificate and Diploma Courses can be
Statistics---1
conducted in the areas of School management
and Leadership, Stress management, Life skills,
School planning and management, conflict
management. School/ cluster/Block need
analysis, Data collection, analysis and reporting,
education policies, orders, presentation skills.
2 Curricular area Undertaking Training need analysis Teacher 1+1
169
Departments professional development HOD Asso Prof

Department of In- Providing structures and opportunities for teacher (senior)—1
service Teacher professional development programmes including Asst prof---1
development pre-service and in-service training, research, and Data Entry
(elementary and distance- learning training management system. Operator---1
Secondary ) Certificate and Diploma Courses can be Statistician---1
conducted on participating in curricular and co-
curricular activities, text book writing, creative
writing, subject writing, classroom management,
specific methodology of facilitating learning
(Nalikali, Constructivist approach, critical
pedagogy), radio script writing, multimedia
writings etc.
3 expert faculty for Conducting research studies, Analysis of data, 1+2

Education Remedial planning, Seminars, Paper HOD Asso Prof
Research Presentation, Conferences, Publishing (senior)—1
Newsletters, Magazines and other curricular
Asst prof---2
materials.
Programs/courses on action research, Paper
writing, documentation skills, Statistical analysis
skills.
The DISTRICT RESOURCE CENTRE will be
established with department of educational
resources
Short term ( 1-3 months) and Long term
courses (6-9 months) like Vocational education,
Work education, guidance and counselling,
Library Science etc. could be provided with this
Dept.
4 Local wings -Developing curriculum for elementary school 1+1

according to the children which includes details of local HOD Asst Prof
local needs. agricultural practices and environmental friendly (senior)—1
living acquired through generations. Offering
training
- To develop sensitivity among students and
teachers about the local environment
-Recognizing community knowledge as a
resource, honor the different cultural icons of the
region and in collaboration with them developing
course materials for preservation and
transmission of their culture.
-Acting in collaboration with with Universities in
170
Karnataka offering short term blended courses.

-Gathering the data of local culture, food habits,
language of different tribes, the folklore of the
same.
-Develop the material out this unique cultural
tinge in the form of books, scripts, shows,
videos, and also training packages.
-Conducting TPDs in the area above mentioned.
-Conducting short term courses for the general
public and teachers in local professions like
coffee harvesting, apiculture, bee keeping,
Areca processing, fisheries and etc.
-Conducting research in the said field.
Ethnography and grounded theories will be
effectively used for such quality researches.
12.4 Strategies
1. DRC/DERC focus in programmes and activities
2. Coordination among institutions
3. Promoting innovation
4. Ensuring that the DERC/DRCs & States Education Plans are adequately reflected
within the district plans
5. Efficient use of resources and personnel to address education quality and teacher
education requirements of the District by providing them need based trainings on
Content and Methodology for both Primary and High school Teachers.
6. To promote Computer Assisted Education, STF and CALC Trainings are conducting
for the teachers.
7. Through REMS activities innovative teachers are encourage to take up action
research and improve their class room teaching strategies.
8. To promote teachers efficiency and students academic performance need based
trainings will be arranged based on “Spashta Odu – Shudda Baraha and Sarala
Ganitha” results of the district, QMT analysis of the district, KSQAO exam results
and Shalegagi Navu Neevu results.
9. Programme Advisory Committee is constituted at District level for the 2011-12 to
discuss the programmes and activities to be carried out by DERC/DRC.
10. To motivate and mobilize the Community Participation in school development
SDMC trainings are conducted by the DERC/DRC through SSA and RMSA
Interventions.
12.5 Visualizing functions and activities of departments of
DERC/DRC
171
12.5.1 Department of Educational Leadership and management
(ELM)
Functions : (Functions are flexible and should call for collaboration)
Planning and organizing training program for in-service for HMs, CRPs, BRPs in ELMP
Programmes & on reflective practices.
Managing data, maintaining teachers profile, Annual work plan. Linkages of DERC/DRC
with universities, (while this department can be a nodal point of contact with universities,
the curricular wing members will actually have the substantive interactions with their
university colleagues), NGOs, CTEs, DSERT, IASE. Certificate and Diploma Courses can
be conducted in the areas of School management and Leadership, Stress management,
Life skills, School planning and management, conflict management. School/ cluster/Block
need analysis, education policies, orders, and presentation skills.
Activities:
1. Developing formats for, and Conducting Training Need survey at school, cluster and
block level and suggesting for necessary plan of action to be taken while preparing
DERC/DRC AWP ;
2. Developing course materials for conducting training in areas like- school
management and Leadership, School Planning and Management, Reflective
practices, Life skills.
3. Developing and managing Teacher Profile database in co ordination with ICT expert
faculty.,
4. Developing appraisal formats – individual, wing and institution
5. Organising workshop for preparing action plans,
6. Developing Training module provide training for preparing School Development
Plan (Head Teachers and CRP’s).
7. Developing tools for monitoring the implementation and impacts of various
processes carried out by DERC/DRC.
8. Leadership function also will periodically facilitate processes for revisiting and
renewing the vision of the institution
9. It will also initiate and facilitate interactions with other actors in the system – other
academic institutions, community organisations, local governments, media etc. on
an ongoing basis
Note : All the above will be done in collaboration with Schools, cluster, Block and District
institutions, Various departments of DERC/DRC, Universities, CTEs, DSERT, IASE and
NGOs, and Community as required.
1. Nali – Kali (the activity based learning program)
2. Chaitanya (activity based teaching methodology)
3. Internship in D.Ed. Course (the pre service teacher education program)
4. Bahumukhi (the Multi grade Multi level teaching methodology)
5. Keli – Kali (the direct to class room radio broadcasts)
172
6. The Edusat Project (Direct to class room video broadcasts)

7. Shikshanadalli Rangakale (dramatisation of teaching techniques)
8. Chinnara Angala (the summer bridge course for out of school children)
9. Mahiti Sindhu (computer education in schools)
10. Prerana (foundation course for newly recruited primary teachers)
11. Training of teachers through teleconferencing
12. Introduction of activity based text books in all classes
13. Hosting of state text books on the web site
14. Akshara Dasoha (the hot cooked midday meal program for government and aided
school children)
15. Learning Guarantee Program started by Azim Premji Foundation and later extended
to the entire state by the department.
16. Evaluation of all children in V and VII standards (and children of four schools per
cluster in II standard) in all government and aided primary schools in the state from
2005 – 06. under KSQAO.
17. X standard Public Examination Reforms
18. ICT (computer education in schools)
19. Web based training
20. Yoga & value education
12.5.2 Curricular area departments
This will include :
3.1 Department of humanities and social sciences
History
Geography
3.2. Department of Maths, physical and biological sciences

Maths
Physics
Chemistry
Biology
3.3. Department of Languages

Kannada/First language
English
3.4. Department of Education

For all these 'curricular wise' wings, whose activities will include the core academic
processes of curriculum design, material development, teacher-education, research and
assessment.
The curricular departments (humanities, mathematics and sciences etc. programmes
would work for the development of Master Resource Persons (especially for training at the
173
block level) as well as directly work with teachers with a view to continuously enhance
understanding of and better quality of planning and implementation of all parts of the
curriculum. DERC/DRCs are also expected to organize specially designed courses for
Head Masters, Officers of the Education Department upto Block level, members of VECs,
SMCs, Community Leaders, Heads of PRIs, BRC/CRC coordinators.
An effective system of split-design trainings and school follow-up would be put in place.
Specific areas for attention include early literacy, numeracy and inclusive education, and
science, mathematics and social sciences education for classes VI-VIII and secondary
school. This work will be carried out in close coordination with BRCs and CRCs, and the
use of a training management system. Information Technologies (ICT) would be effectively
used for various outreach and extension programmes. In respect of in-service training of
secondary school teachers, DERC/DRCs would undertake this function as per necessity.
ICT skill development for secondary teachers had been a part of DERC/DRC so far and
continues to do so as it needs frequent support.
The organization of these departments will be designed and delivered locally, based up on
local needs rather than routinised implementation of trainings received from above in the
cascade system.
DERC/DRC exercises its autonomy in terms of -Teacher support and training, the nature
and duration. It may not be fixed to 20 days. Instead duration depends upon the nature,
need, and level of the trainees and the training. However there would be some core
curricular training like - policies, Research support, approaches, principles, Methodologies,
CCE etc. This will be common to all.
Cascade’ training models will be used for specific skill and information related areas where
there is less likelihood of dilution across vertical levels. Continuous mentoring the teacher
trainers would be encouraged. Efforts will be made to reduce vertical levels to increase the
effectiveness of the training programmes.
Trainings will be carried out based on the needs conducted by DSERT/KJA,TISS, and
Cluster Resource Person’s (CRP) assessment of needs of teachers in their clusters and
linked to a process of school follow-up and mentoring in which the CRPs participate. It will
also be through self nomination or nomination in consultation with the school head and
teacher concerned. CRPs will 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 CRPs in terms of how to carry out the school based support.
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’ is better than one off trainings. In such a model, sessions would be of say two 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. Split models may be
taken up on a pilot basis in a few districts.
The areas of teacher and community support would be
1. The teacher felt needs
4. CCAs
174
5. Onsite support to Schools, CRCs, BRCs and School community.

6. Teacher professional development
7. Teaching-learning of the subject – content and pedagogy knowledge,
8. integrating ICTs into the curricular processes
9. mentoring teachers and creating networks of teachers for the area
10. creating and maintaining information repositories relating to teacher needs
assessment, teacher training, resource persons etc.
11. designing and running various courses in different modes
The in-service and community teacher education programmes would work for the
development of Master Resource Persons (especially for training at the block level) as well
as directly work with teachers with a view to continuously enhance understanding of and
better quality of planning and implementation of all parts of the curriculum. DERC/DRCs
are also expected to organize specially designed courses for Head Masters, Officers of the
Education Department upto Block level, members of VECs, SMCs, Community Leaders,
Heads of PRIs, BRC/CRC coordinators.
12.6 Budget
Budget for the four DRCs is provided in Annexure.
175
ANNEXURES
1. DSERT Budget
DSERT, KARNATAKA
STATE BUDGET AND FINANCE -2012-13
Head of Expenditure
No Non-recurring DSERT DIET & DRC CTE IASE BITE STATE
1 Civil Works 947.38 38,871.44 12,455.05 630.99 786.85 53,691.71
2 Equipments 30.00 975.80 260.00 50.00 60.00 1,375.80
Recurring
3 Programmes and activities 255.54 1,020.00 300.00 91.00 1,666.54
4 Salaries of faculty 478.20 9,632.40 2,937.60 620.80 214.20 13,883.20
5 Faculty Development 170.00 170.00
6 Contingency 510.00 180.00 30.00 15.00 735.00
Total 1,711.12 51,179.64 16,132.65 1,422.79 1,076.05 71,522.25
7 State Contribution (25%) 17,880.56
8 Claim from GOI (75%) 53,641.69
176

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Teacher Education Plan Document – Karnataka

DEPARTMENT OF STATE EDUCATION RESEARCH AND TRAINING, KARNATAKA

Teacher Education scheme under 12th five year plan.

Telephone: 080-26422372, 080-26422373, 080- 26422375 http://dsert.kar.nic.in email -

Where The Mind is Without Fear

Where knowledge is free

Where the world has not been broken up into fragments

By narrow domestic walls

Where words come out from the depth of truth

Where tireless striving stretches its arms towards perfection

into the dreary desert sand of dead habit

Where the mind is led forward by thee

Into ever-widening thought and action

Into that heaven of freedom,

let my country awake

- Gurudev Rabindranath Tagore

Establishment of an academic cadre of teacher educators as well as restructuring of the

“An autonomous body for preparing reflective and humane practitioners

The objectives of the TE plan are:

2. To achieve qualitative improvement in school and teacher education.

4. To provide teacher development programs and distance education courses.

5. To monitor Teacher Education in the state.

7. To undertake curriculum development and curriculum revision/renewal for school

8. To provide academic leadership in School Education in the state.

Chapter VII outlines the integration of ICT in to teacher education.

We thank all the persons concerned involved in preparing this plan.

Sri Rama Rao H.S Sri Kumar Naik G

4.11 The Proposed Structure of DIETs in Karnataka.....................................................................40

7.4.6 Inclusive teacher education..............................................................................................73

8.18.2 Department of Maths, physical and biological sciences..............................................111

9.18 Capacity building of Teachers...........................................................................................147

12.5.1 Department of Educational Leadership and management (ELM) ..............................172

A Deputy Conservator of Forests, an officer belonging to the Indian Forest Service is

A map showing the 30 districts of Karnataka

3 Literacy and Schooling Profile

Fig. 1: Education Ladder in Karnataka

Drop-out Rates in STATE [All Schools]

2007-08 6.90 14.50

Note :- Drop-out rate is two year arithmetic. That is number of students in 1 to 5 or 6 to 8

TRANSITION RATES - ALL MANAGEMENTS

26 Haveri 7 207 95 349 126 75 0 2 137 998

4 Teacher Education in the state

5. Designing content-cum-methodology programmes under the leadership of premier

Year Govt. Aided colleges Unaided colleges Total

2005-06 37 40 559 636

2006-07 37 40 654 731

2007-08 37 40 649 726

2008-09 39 40 891 970

2009-10 39 40 923 1002

2010-11 40 40 922 1002

2011-12 40 40 880 960

· There is no organised academic supervision of the TTIs., especially unaided colleges ;

B Ed Curriculum Structure across Universities in Karnataka

National Pop. Edn, List of Pop. Pop. Edn,

Vice Principal/ Associate professor. ( would lead Educational 1

Senior Lecturers / Associate professor (as per the wing structure 6

Lecturers/Assistant professor (Education -4 (SNE-1), physical science 17

Work Experience/Work Education Teacher 1

Gazette Assistant cum Accountant* 1

PRO cum PA** 1

ICT Support Staff 1

Clerk (including one for hostel) 8

Steno Typist/Data Entry Operator 2