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In order to up-grade the level of teachers, reorientation courses are being organized regularly by the State Institute of Education (SIE) at Divisional level and at District level it is being looked after by the District Institute of Education and Training (DIET). The DIETs are  functioning in each of the Districts in Jammu Province  under the over all supervision and control of SIE.

Quality parameters:

The five fold strategy pursued by the government to address quality concerns, besides provision of infrastructure and human resource for primary education, include:  

1        Provision of improved curriculum and teaching learning material.  

2        Improving the quality of teaching learning process through the introduction of child  centered pedagogy 

3        increase focus on specification and measurement of learner achievement levels  

4       capacity building of teachers, and  

5       Onsite support for teacher training.

The strategy has been,  to begin with, to concentrate on effecting changes in the classroom transaction through intensive training programmes and eventually move to bring about changes in material and textbooks through participation of teachers.

The Job Profile of SIE and DIETs

State Institute of Education, Jammu

The reorganization of SIE and establishment of DIE’s (Presently DIETs) was done in 1978 in order to reorganize the existing setup of the state institute of education and to set up District functionary units.

State institute of education has the following wings  

Science Wing  

Mathematics Wing  

Social Science Wing  

Language wing  

Publication wing  

Educational Technology Cell  

Non- formal Education Unit  

Work Experience and Vocational Education Unit  

Statistical Unit  

Establishment and Accounts Units  

The Functions of SIE are as under:-  

1.   Organization of pre-service and in-service training of  teacher education with special emphasis on content training  

Training of Key Resource Persons  

Training of Resource Persons  

Organization of workshops/orientation programmes in collaborations with national level agencies and state Education Department  

2.   Preparation of Instructional Material/ Guide books for teachers in various subjects 



List of Equipments and material for laboratories of Sec and Hr. Sec. Schools 

 3.   Organization of meetings, conferences, Quiz programmes, Seminars, Lectures, Demonstrations and other programmes like Science Exhibition at District and Divisional Level 

4.    Publication of Educational Journal, reports, Studies etc from time to time in the field of educational Research and training. 

5.    Organization of short training programmes/Courses in modern Management techniques for education officers and administrators 

6.    Conduct of Action Research in the Field of  :


Strengthening of labs  

Academic Guidance  

Academic Inspection 

The other functions of SIE are to implement centrally sponsored Schemes like PMOST, OBB, SOPT SS, Improvement of Science Education, Computer Education, and Conduct of RIMC Examination.  

Besides this the staff of SIE gets training from NCERT New Delhi, NIEPA New Delhi, RIE Ajmer,   IMPA, J&K, MHRD, BOSE and other allied Agencies for improvement of trends and techniques of Education Process.

District Institute of Education and Trainings

The DIE’s were converted into DIETs after National Policy on Education 1986.  The DIET’s faculty is trained by SIE and other experts. They are getting training from NCERT, NIEPA, RIE, IMPA and other agencies related with Education to get acquainted with the latest trends and techniques of teaching learning and for better understanding of the concept.

In Jammu Division there are six DIETS. In each District there is a DIET. The location of the DIETs is as under:

  1. DIET Jammu                              Jammu District
  2. DIET Basholi                             Kathua District
  3. DIET Reasi                                Udhampur District
  4. DIET Kishtwar                             Doda District
  5. DIET Rajouri                              Rajouri District
  6. DIET Poonch                             Poonch District.

Functioning of DIETS 

 All the DIETs have Major Seven Wings/units  

i.                     Pre-service teacher Education wing (PSTE)  

ii.                    In-service programme Field interaction and innovation and coordination wing (IFIC)  

iii.                  District Resource unit(DRU)  

iv.                   Planning and Management (P&M)  

v.                   Educational Technology Cell (ETC)

vi.                   Work Experience Cell (WE)  

vii.                 Curriculum Material Development and Evaluation wing (CMDE) 

The DIETs are manned by  Seven HOD’s, 15-16 DIET Lecturers one Principal and other non-teaching staff. HOD of DRU wing is the vice-principal of the DIET as per the guidelines enshrined in NPE 1986 under a document called “Pink Book”. The DIETs in J&K have not been strengthened as per the guidelines issued by MHRD. However main functions performed by the DIETs are as follows: -  

 Orientation cum training programmes for the teachers upto Elementary Level 

  D.E.Ed Classes on regular basis 

Organization of District level Science Exhibitions 

Organization of Seminars, debates, Quiz competitions, paper reading contests etc. 

 Follow up of Training/ Orientation Programmes 

 Monitoring of SSA Programmes. 

 Preparation of Instructional Material in the Shape of Module. 

 Sample Survey etc.  

In-service training of teachers up-to secondary level in all subjects

Organization of short term courses, orientation courses, re-orientation courses, and  workshops on different subjects. 

Orientation of teachers on latest technology of teaching and methodology of teaching.  

Discussions and solutions on bottlenecks and hard spots of different subjects.

Preparation of low-cost & no-cost teaching aids.  

Workshops on Work experience subjects like Toy making, Candle making, soap making and other local crafts. 

There is also a one year regular programme of D. E. Ed course for untrained undergraduate teachers. The teachers are deputed on the seniority basis to the DIETs for undergoing this diploma course.Moreover DIETs have occupied a focal position in Monitoring of several components/ interventions under SSA like utilization of recurring grants, Construction component and training. In order to supplement and facilitate the DIETs some sub-district structures like ZRC’s at Zonal level and CRC’s at cluster level have been established which facilitate our DIETs in flow of information and monitoring and Evaluation. For talent search the DIETs have a yearly programme of Science Exhibition and conduct of frequent Debates, Seminars, and Paper reading Contests. In science exhibition all children including the students of private schools are asked to prepare Models/Modules on the Theme suggested by NCERT. It may not be out of place here to mention that Children from J&K state have got several positions and Prizes.DIETs also prepare modules on instructional material and conducts surveys on Out of school children, Drop out children and conduct research on subjects like causes of low literacy, causes of low achievement and other educational

Teacher Training 2004 - 2005

During 2003-04, 35206 teachers were provided in-service training of 20 days and 4350 teachers were provided 60day training. During 2004-05 there was target of 45590 in-service, 12102 untrained and 9805 induction training. Considering the fact that it would be difficult to provide 60 day training to the untrained teachers it was decided that a 20 day in-service training should be provided to the teachers across the board. Therefore 20 day training was imparted to 36759 teachers throughout the state. Trainings were organized in Jammu during summer vacation and in Kashmir during winter vacations.

 During 2003-04 a teacher training design for 20 day training programme was devised by the project. The training design was circulated among all the concerned and the training were conducted in a focused manner in all the districts of the state. The details of the training design developed during 2003-04 have been elaborately discussed in 2004-05 plan and need not be reiterated. However, it was felt that there is a need to make the teacher training design context specific so that the district specific training needs are addressed. At the same time it was felt that the 20 day training programme should include a sensitization regarding the various functional areas of Sarva Shiksha Abhiyan like inclusive education for disabled, gender issues, planning process, etc. It was also felt that rather than prescribing a teacher training design from the state level it should grow and develop from the varied experiences of the trainers at the district levels. With this in mind a three day workshop of all Principals of SIEs and DIETs and the State Resource Group for Pedagogy was conducted in DIET Srinagar. MHRD guidelines for conducting 20 days teacher training and the training design developed by the State Project Directorate were circulated among the participants. The teacher training design had to be broad based in the light of the role which Sarva Shiksha Abhiyan envisages for a teacher; a role which goes beyond pedagogy and envisions the teacher as a social activist actively participating in the universal enrolment, retention and improving the life skills of children through good quality education.

 In all 38 participants took part in the three day workshop Based on the analysis of the major issues in Pedagogy and district specific training needs. Separate district wise suggestive teacher training designs were developed in the workshop. The training designs were developed for 20 days training programme for in-service teachers. The training designs were developed district wise where district specific issues were also addressed. A suggestive training design at the state level was also developed. In the training design developed during 2003-04 it was felt that the design touches the other aspects of scheme very peripherally. It was felt absolutely necessary to prepare a training design which addresses all the issues under Sarva Shiksha Abhiyan. However, this was not to deny the primary importance of the pedagogical role which a teacher has to play.

In our training Programmes we initially concentrated on development of TLM by participants in workshop conducted in  participatory and interactive mode  by working out alternative mode of cascade that led to “capacity building” at divisional, district  as well as zonal levels. It is not exclusively a centralized programme going down the line but one that is re-examined at each level and reconstructed by that level. Besides capacity building it also leads to “ownership” at all the levels.



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