Diet roles and functions

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CONTENTS

This Chapter consists of Following Sections
  1. FUNCTIONS OF DIETS
  2. COMPETENCIES OF DIET FUNCTIONARIES
  3. LINKAGES - ACADEMIC
  4. LINKAGES - ADMINISTRATIVE
  5. LINKAGES - NON GOVERNMENTAL ORGANISATIONS
  6. RESTRUCTURING OF DIET [[1]]
  7. BRIEF INTRODUCTION TO C.T.E



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DIET/CTE ROLES AND FUNCTIONS

This section has been titled as DIET/CTE ROLES AND FUNCTIONS because the DIET Principal's,Sr lecturer's and lecturer's roles and functions are also the functions of the DIETs. Secondly, though our concern is with the roles of individuals, they are understood better in the context of the institution in which these roles are performed.





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Objectives

The Programme

This section of the programme is aimed at

  1. Understanding the roles and responsibilities of a DIET/CTE functionary in the context of the functions of a DIET/CTE
  2. Critically examine the inter relationship of various wings in the DIET and rebuild appropriate relationships
  3. Assess the multiple tasks and capabilities required by each faculty member to achieve progress.


THE ESTABLISHMENT OF DIETs/CTEs

Perform This

Universalisation of elementary education and eradication of adult illiteracy were two important objectives of post-independent India. Though as a result of constructive efforts the literacy percentage 16.7% in 1961 raised to 52.11% in 1991, and 61% in 2007, the dream of complete literacy has remained only a dream. (Could present a graph and ask them to interpret/Read an article and Conclude)

The difference in literacy rates between male and female, rural and urban, advantaged and disadvantaged groups are quite alarming even today. The gaps are more than 20%.

In universalisation of elementary education, universal enrolment, universal attendance and universal attainment are the three challenges. Efforts are made under DPEP and SSA to ensure the first two, yet we are unable to improve the quality of elementary education. In view of this, the Government of India introduced Minimum Levels of Learning programme to raise the learning levels of children and ensure an equitable quality across different contexts of schooling.

Yearwise growth of TCH Institutions

To fulfill these basic requirements of elementary education, we need responsible teachers who can serve the cause more judiciously. To keep elementary teachers more active through continuous training, giving opportunity for continuing their education for the enhancement of their professional competencies. National and state level institutions like NCERT, NIEPA, DSERT etc. exist to cater to the needs of our elementary education. But, India as a geographically huge nation needs decentralisation.

Recent years have witnessed an enormous growth in elementary schools and adult education centers. This lead to the establishment of district level institutions to meet immediate needs of the teachers. Thus District Institutions of Education and Training (DIETs) have been setup in each district and Coollege of Teacher Education (CTE) in identified places.

The DIETs/CTEs have been established with all the required infrastructural facilities so as to meet the pre-service and inservice training needs and other requirements of primary education functionaries. Often, DIET is seen as an agency linking primary and secondary school system too.


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Reading

Read this writeup on DIET

http://www.educationforallinindia.com/page112.html



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Activity

Prepare a Write-up

Prepare a list of agencies involved in the promotion of primary/secondary education in your district/districts.



Send the Completed Activity Sheet to:

your online facilitator and mark a copy to kumaraswamy64@gmail.com ,dietvishu@hotmail.com dakshayinisadpi@gmail.com

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THE STRUCTURE OF A DIET

The DIETs have been established by upgrading erstwhile teacher training institutions in each district.DIETs which have been established with a Mission of “Providing academic and resource support (vide para 1.5) at the grass-roots level for the success of the various strategies and programmes being undertaken in the areas of elementary and adult education.

The structure of these new establishments has been evoloved considering the functions of the DIETs. You are aware that the structure of a DIET is visualized as consisting of the following seven wings.

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(Diagram)


Lab Area

  • [2]The Lab Area Approach of District Institutes of Education and Training
  • [3]Lab area activities-Shimoga


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Summary

Main Points

What has been presented in this section may be summarised as follows:

  1. DIETs have been established by upgrading the pre-service teacher training institutions.
  2. DIETs have been visualised as an academic and intellectual body at the district level to offer all the support required to improve the standard of primary education.
  3. The main functions of a DIET are identified in the background of achieving UEE. They are training, resource support, research and monitoring, evaluation, coordination etc.
  4. The DIET faculty, in order to fulfil the roles and responsibilities assigned and to be able to meet future demands, need to develop certain competencies with self effort/involvement and through following the directions of State/National agencies.


Assignment-1ನಿಯೋಜಿತ ಕಾರ್ಯ-1|

Study the functioning of your DIET/CTE with regard to the following and send a brief report.ನಿಮ್ಮ ಡಯಟ್/ಸಿಟಿಇ ಗಳನ್ನು ದೃಷ್ಟಿಯಲ್ಲಿರಿಸಿ ಈ ಮುಂದಿನ ವಿಷಯಗಳಿಗೆ ಸಂಕ್ಷಿಪ್ತ ವರದಿ ತಯಾರಿಸಿ.

a)Physical facilities ಭೌತಿಕ ಸೌಲಭ್ಯಗಳು.

b)Faculties ಉಪನ್ಯಾಸಕರು/ಸಿಬ್ಬಂದಿ.

c)Inservice teacher education keeping in view the variety and comprehensiveness of the programmes implemented in the last academic year.ಕಳೆದ ಶೈಕ್ಷಣಿಕ ವರ್ಷದಲ್ಲಿ ಅನುಷ್ಟಾನಗೊಳಿಸಿದ ಸೇವಾನಿರತ ಶಿಕ್ಷಣದಲ್ಲಿನ ಕಾರ್ಯಕ್ರಮಗಳು.

d)Training Activities using SSA-RMSA and DIET/ CTE fund in the last two years.ಕಳೆದ ಎರಡು ವರ್ಷಗಳಲ್ಲಿ SSA-RMSA ಅನುದಾನ ಬಳಸಿ ನಡೆಸಿದ ಕಾರ್ಯಕ್ರಮಗಳು

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Send the Completed Activity Sheet to:

your online facilitator and mark a copy to kumaraswamy64@gmail.com, dietvishu@hotmail.com, dakshayinisadpi@gmail.com

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