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About DIET Bhopal

District Institute of Education & Training

Bhopal

DIET is the most significant educational intervention in the country, while the NCERT came up in the 1960’s and the state councils of education research and training came up in 1970’s, the need for a third tier of training and resource support structure, right at the district level was genuinely felt in order to improve the quality of basic education. As result DIET’s were set up in almost all the districts of all the states in the country.

Govt. of India gave top priority to elementary education different education commissions were constituted which submitted their reports and on the basis of their findings, Govt. made drastic change in the education policy. In the beginning education was a state subject but through an amendment in the constitution in 1976 the subject of education was put on the concurrent list. As a result State Govt. as well as Central Govt. now collectively frame a particular education policy & National Education Policy 1986, introduced a new pattern of education know as 10+2+3 system. Establishment of DIET’s is based on the recommendations of National Education Policy 1986.

District Institute of Education and Training, Bhopal was established in 1989 by converting Junior Basic Training School. The sole purpose of DIET is to conduct different kinds of trainings programmes to improve the quality of basic education and create a desirable environment within the district in regard to enroll more and more children of school going age and pave the way for retention of those who are admitted in the school and to ensure the high literacy percentage of male and female as whole.

DIET Bhopal has a academic faculty of highly qualified teachers who simultaneously work as Block Mentors too, specially to supervise the on going different schemes of Basic Education and guide the teachers to implement the scheme in an effective way through the seven departments as categorized below:

1.      Pre-Service Teacher Education Department

2.      Work Experience Department

3.      District Resource Unit for Adult and Non-Formal Education Department

4.      In service programmes, Field Intervention and Innovation Coordination Department

5.      Curriculum, Material Development and Evaluation of Department

6.      Educational Technology (ET) Branch

7.      Planning and Management Department

As an apex body in the field of Basic Education at the district level DIET Bhopal has been assigned to fulfill the following objectives;

1.      To make sincere efforts in regards to enroll the children of age group 6-14 those who are identified through a special programme of SCHOOL CHALO ABHIYAN.

2.      To increase minimum learning level and achievement level of the students as has been instructed by the education department under D.P.E.P. & S.S.A. programmes.

3.      To prepare master trainers / resource persons to guide and train the teachers who are working in primary and upper primary schools.

4.      To monitor the performance of different functionaries like B.R.C. / N.P.R.C. / District Coordinators / A.B.S.A. to obtain a desired result.

5.      DIET through its mentors keep a watch on the quality of teaching and the on going training programmes which take place at DIET as well as BRC / NPRC level.

6.      More emphasis to promote girls’ education through NPEGEL / Meena manch and other adequate schemes of woman sensitization like Woman Motivators Group.

7.      Sincere efforts are being made ensure maximum utility of T.L.M. (Teacher Learning Material) with a view to have an effective teaching process in the school education.

8.      A careful watch in regard to access / retention / minimizing dropouts is being kept at DIET level through its mentors.

 

About Diet District Chapter 

Facts

Date of Establishment                            :        10/07/1989

Name of Institution                                  :         District Institute of Education Training Bhopal

Location                                                :     District Institute of Education Training, PGBT Campus,                                                              Bairasiya Road, DIG Bunglow, Bhopal (M.P.) – 462 038

Name of Courses                                 :     Diploma in Elementary Teacher Training 2 (Two) years course

 

More Information

Intake / Seat Capacity                          :       50/50 Seats            (Regular)

                                                                           200/200 Seats        (Correspondence)

Name of affiliating / examining   :     Board of Secondary Education Madhya body                     Pradesh

I.       Introduction

 

Pre-Service Teacher Education (PSTE) is the prime branch of DIET, which offers a 2 year Diploma in Teacher Education (Elementary level) for post higher secondary students of Madhya Pradesh with priority given to students of the district.

Diet Introduction

This is a Two Year Elementary Teacher Education Programme preparing teachers for imparting education in Primary Classes.

At the end of the two year programme the student teachers will be able to:-

a)      attract and retain in the school all school-age children from the school vicinity.

b)      be familiar with the socio-economic status of families in the neighborhood.

c)      adopt innovative and interesting techniques of teaching children from Standards I to VIII.

d)      mobilize means and materials for academic facilitation of the children.

e)      develop appropriate basic personal and special skills in the pupils in each standard.

The Government of Madhya Pradesh has made the curriculum for two years D.Ed. course.

In the preparation of the curriculum, the suggestions offered by the National Council for Teacher Education in its “Curriculum Framework for Quality Elementary Teacher Education” have been appropriately incorporated.

The Curriculum aims at preparing professionally competent and committed teachers. The main features of this curriculum are

a.      Practicum oriented courses,

b.      School based internship,

c.      School community relationship,

d.      Comprehensive / continuous / competency based evaluation,

e.      Development of skills necessary for transactional strategies,

f.       Development of innovative thinking,

g.      Practices in classroom instruction,

h.      School management,

i.       Development of commitment in student-teachers towards the learners, the society, professional growth and basic human right.

The D.Ed. course is of two years duration and the total number of working days in a year is 220 days which include compulsory Internship for 40 days and examination.

The eligibility for admission to the course is a pass with at least 45% marks in the Higher Secondary or any equivalent examination conforming to the norms set by NCTE / State Government, if, any.

Admission is made on the basis of the marks obtained by the candidate in the qualifying examination.

The reservation of seats for SC/ST/OBC/Handicapped etc., will be followed as per rules.

The student-teachers will take Government examination both the years.

In the first year there will be examination in following papers viz.

1.      Role of the teacher education in Dev. Ind. Soc.

2.      Child Psychology

3.      School Organisation & Planning

4.      Child centred education & educational technology

5.      Hindi Teaching Methods

6.      Mathematics Teaching Methods

At the end of second year there will be examination in following paper viz.

1.      Educational Psychology

2.      Nutrition, Health & Physical Education

3.      English (Second Language) and its teaching methods

4.      Sanskrit (Third Language)

5.      Social Science and its teaching methods

6.      Science and Environment Education and its teaching methods

Besides external examination there will be internal examination in all the subjects conducted by a visiting commission from other DIET’s. After the assessment of the performance of the student teachers, a consolidated mark statement will be submitted to the Board of Examinations, which will be entered in the mark statement.

Internship for 40 days in a year comprising 10 days observation and 30 days teaching practice is mandatory for completing the course; the I year students will take up internship in primary class and the II year students in upper primary classes; senior teachers in the schools will be the guide teachers.

Some 15 Government Primary / Middle Schools have been identified for this purpose.

The DIET has adequate infrastructure as well as instructional facilities besides qualified and experienced teaching faculty. The infrastructure includes classrooms, laboratory, library, playground with games facilities.

All curricular / extra curricular activities keep the DIET faculty as well as the student Teachers busy; the sports day, the field trip, literary association activities, national environmental awareness campaign sponsored by Government of Madhya Pradesh, celebration of all national festivals including Teacher’s Day are some of them.

More Information

 

Educational Psychology

Educational Technology

 

Educational Psychology

Introduction

Educational psychology is an application of the principles of psychology for effective learning and modification of behaviour on desirable dimensions. Knowledge of educational psychology makes a teacher effective in motivating the pupils in their learning. In short it is an inseparable part of strategy in education.

List of Competencies

After undergoing the course, the student teacher

1.      Explains psychology and its relationship with Education.

2.      Classifies different branches of psychology and explains their significance.

3.      Explains the importance of heredity and environment and its influences in educational process.

4.      Explains the growth and human beings and their behaviour.

5.      Explains the different aspects of the development of the child.

6.      Describes the individual differences and adjustment and its implication in learning.

7.      Explains the primary needs of the children.

8.      Explains the secondary needs of the children.

9.      Explains the concept of socialization.

10.    Explains the theories of learning and the factors influencing learning.

11.    Explains the different types of learning.

12.    Describes the effects of different methods used for learning process.

13.    Understands the concept of motivation and the steps to be taken to motivate the children.

14.    Explains attention and its uses.

15.    Develops skill of observation, listening, responding and understanding.

16.    Describes memory, remembering and forgetting and identifies conditions of good memory.

17.    Explains thinking process and its uses-perception, conception, apperception for different ages.

18.    Explains the role of creativity and its development.

19.    Explains the meaning of intelligence and understands the changing concept of intelligence.

20.    Enhances personality development of pupils.

21.    Describes the mental hygiene and mental health.

22.    Understands exceptional children and their significance.

23.    Practice guidance and counseling for school pupils.


 

Educational Technology

Introduction

Senses are gateways to acquire knowledge Educational Technology gives training in learning through senses. It gives opportunity to learn joyfully. It can bring the whole world into the classroom. It helps the trainees to have a first hand experience on newly evolved teaching aids and equipments. Hence a good exposure in Educational Technology is the need of the day for the Students of the Diploma Course in Teacher Education.

DIETS : Academic branches – Functions & Structure

S.No.

Branch

Functions

1.

Pre-Service Teacher Education (PSTE) Branch

1) To serve as the nodal branch for the following:

(i) Organising pre-service course for elementary school teachers (including admissions, instruction and evaluation) and to provide academic inputs into such course is the subjects represented in the Branch.

 

 

(ii) Propagation of (a) learner centred education and (b) education for personality development (including value and culture education), through training, extension, preparation of suitable teaching aids, action research etc.

 

 

(iii) All general matters concerning teaching methodology (e.g. multi grade teaching, peer group tutoring etc.) and specific matters concerning teaching methodology of the school NFE subjects represented in the Branch.

 

 

(iv) Provision of Psychological Counselling and guidance services to schools and NFE / AE Centres of the district.

 

 

(v) All matters relating to learning by Children of Disadvantaged Groups (e.g. special remedial instruction for first generation learners).

 

 

(vi) Education of children with major handicaps and other mild (physical and mental) handicaps.

 

 

(vii) Education of the Gifted.

 

 

2) To conduct such in-service programmes (for elementary teachers) whose content relates exclusively or predominantly to the subjects represented in the Branch, or to its other areas of nodal responsibility listed at (ii)-(vii) under (1) above.

 

 

3) To provide inputs into programmes / activities of all other Branches of the Institute, to the extent of subjects / areas represented / handled in the Branch. Such programmes would include :

 

 

(i) In-service programmes for elementary teachers

 

 

(ii) Training programmes for NFE and AE personnel.

 

 

(iii) Development of locally relevant curricula, teaching – learning material, low-cost teaching aids, testing and evaluation tools / techniques, etc.

 

 

(iv) Field Interaction (including extension) activities.

 

 

(v) Action research, especially in ways to improve learning by children of disadvantaged groups, and in education of the gifted.

 

 

4) Maintenance of Science Lab., Psychology Equipment, Resource Room for Education of Disabled Children, Rooms for Art Education and of equipment and facilities for Sports and Physical Education.

 

 

5) 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.

2.

Work Experience (WE) Branch

1) To identify locally relevant WE areas, and in cooperation with concerned nodal branches, to develop sample curricular units, teaching-learning material, low-cost teaching aids and evaluation tools/techniques in such areas (Examples locally relevant areas would be spinning / weaving / dyeing, bamboo work, bee-keeping, chatai-making, etc.)

 

 

2) To help educational authorities and elementary schools / NFE / AE Centres in planned introduction of Work Experience activities in such schools / centres.

 

 

3) As back-up to (2) above, to conduct appropriate in-service programmes for teachers in the areas of WE.

 

 

4) To provide WE-related inputs into all other programmes and activities of the Institute e.g. pre-serviced and in-service programmes for teachers, training programmes for NFE/AE personnel, Field Interaction (including Extension) activities, Action Research, etc.

 

 

5) To organise activities for cleanliness, upkeep and development of the Institute campus – roads, playgrounds, lawns, gardens, etc. – and its surroundings, and for basic maintenance of Institute furniture and other properties.

 

 

6) To organise community service activities and study visits to work centres as part of training programmes, and to promote such activities on extra-curricular basis.

 

 

7) To maintain Workshop / Farm / Garden for WE activities.

 

 

8) To promote work-related hobbies among trainees of the Institute.

3.

Distt. Resource Unit (DRU) for AE/NFE

1) To assist educational authorities in planning and coordination of training programmes for AE/NFE personal throughout the distt. and to provide necessary support to such programmes organised outside the DIET.

 

 

2) To serve as the nodal branch for organising :

 

 

(i) Programmes of induction training and continuing education for instructors and supervisors/preraks of NFE/AE to be organised in the DIET (Programmes for preraks of AE will be done in conjunction with the SRC).

 

 

(ii) Orientation programmes for resource persons of the following kinds :

 

 

(a) Those who would conduct programmes mentioned in (i) at other centres in the district (i.e. outside the DIET) e.g. personnel from NYK, NFE/AE projects, NGOs, etc. and

 

 

(b) resource persons for the successful implementation of AE/NFE programmes as a whole e.g. extension functionaries of Development Deptts., community leaders, retired teachers, ex-servicemen, NSS Volunteers, ICDS functionaries, other involved in Mass Programme of Functional Literacy (MPFL), etc.

 

 

3) To provide instructional inputs into (i) core areas of the above programmes e.g. need philosophy, objectives, methodology, evaluation, problems, etc. in NFE/AE, and (ii) teaching of such individual subjects/areas as the staff may have necessary background in, especially teaching of language, arithmetic and functional skills.

 

 

4) To evaluate and monitor the quality and efficacy of training programmes for NFE/AE personnel held in and outside the DIET, and to strive for their continuous improvement.

 

 

5) To maintain a data-base on all NFE/AE personnel who undergo training at the Institute, and to organise follow up activities pursuant to such training.

 

 

6) To under take with the help of other concerned branches, the following activities vis-a-vis curriculum, basic and post-literacy teaching-learning material, low cost teaching and evaluation tools for AE/NFE :

 

 

(i) Adaptation of existing curricular units, teaching-learning materials etc. to suit local requirements

 

 

(ii) Development of new locally relevant items including in widely spoken dialects of the distt.

 

 

7) To undertake field interaction (including extension) work vis-a-vis the AE/NFE projects and centres in the district, and to act as the referral unit for academic problems thrown up by the field in the areas of AE/NFE.

 

 

8) To help the DBE and AE/NFE authorities in organising media support for the AE/NFE programmes (including by harnessing traditional media).

 

 

9) To undertake action research in all areas relevant for making NFE/AE more effective – in collaboration with other branches, to the extent necessary.

 

 

10) To provide AE/NFE related inputs into all programmes of the Institute not listed above, especially pre-service and in-service education programmes for teachers.

4.

In-service programmes, Field Interaction and Innovation Coordination (IFIC) Branch.

1) To assist educational authorities in planning and coordination of in-service education programmes for elementary teachers throughout the district, and to plan and coordinate such programmes held in the DIET, Pursuant to this, the Branch would -

 

 

(i) identify training needs of elementary teachers in the district, and prepare a perspective plan for meeting such needs,

 

 

(ii) prepare an annual calendar of all programmes to be held in the DIET, and

 

 

(iii) help concerned authorities in preparing an annual calendar of in-service programmes to be held outside the DIET.

 

 

2) To serve as the nodal branch for organising -

 

 

(i) all those in-service education programmes for teachers and Head Masters, at the Institute, whose content does not relate exclusively or pre-dominantly to any one Branch i.e. programmes of a relatively general/omnibus nature

 

 

(ii) orientation programmes for resource persons who would conduct in-service programmes for teachers at other centres in the district (i.e. outside the DIET)

 

 

(iii) in-service education programmes for teachers in the distance/distance-cum-contact-modes (A part from programmer that the DIET may organise in these modes, on its own, it may also serve as a district level study center for such programmes which may be organised, say, at the state level. IFIC Branch will serve as the nodal Branch for this purpose as well)

 

 

3) To evaluate and monitor the quality and efficacy of in-service programmes held in and outside the DIET, and to strive for their continuous improvement

 

 

4) To maintain a data-base on all persons, except NFE/AE personnel, who undergo training at the institute, and to organise follow-up activities pursuant to such training, through correspondence, visits, transmission of printed materials, etc

 

 

5) To serve as a reference and resource centres for teachers who wish to continue their education

 

 

6) To act as the nodal branch for all action research, and field interaction (including extension) activities of the Institute which would include, inter alia :-

 

 

(i) Coordination of in-house action research activities and dissemination of its results

 

 

(ii) Acting as a clearing house for information on results of all studies, research, innovation, etc. in the area of Elementary Education – wherever undertaken

 

 

(iii) Publication of a periodic newsletter and an institute journal to be sent to every elementary school / NFE / AE centre in the district.

5.

Curriculum, Material Development and Evaluation (CMDE) Branch

1) To adopt existing items and develop new items of the following kinds so that they suit local circumstances, and can be used in elementary education and elementary teacher education programmes :

 

 

(i) Curricular units – New, locally relevant units could be developed for the distt. in various subjects to supplement the generally prescribed curricula. Such units may pertain to topics like local geography, folklore, legend, customs, forests, flora and fauna, fairs and festivals, demography, geology, minerals, agriculture, industry, service, occupations, folk art, handicrafts, communities and tribes, institutions etc.

 

 

(ii) Teaching learning for general as well as locally developed curricular units – specially primers for classes I and II in tribal languages in districts having substantial tribal population -

 

 

(iii) Techniques and guidelines for continuous and summative learner-evaluation

 

 

(iv) Tests, question/item banks, rating scales, observation schedules, guidelines for diagnostic testing/remedial programmes talent identification procedures etc.

 

 

Most of the adoptation/development work as above would be done through workshops involving other concerned faculty, institutions, experts, teachers and instructors.

 

 

2) To help the DRU in development work as above for Adult and non-formal Education.

 

 

3) To undertake testing on sample basis to assess achievement levels among learners, especially with reference to Min. levels prescribed for the primary and upper stage and for adult learners under NLM.

 

 

4) To help educational authorities and elementary school / NFE / AE Centres in implementing a reliable and valid system of learner evaluation.

 

 

5) To conduct workshops for the adaptation / development work mentioned in (1) above, as also in-service programmes relating to CMDE.

 

 

6) To provide CMDE – related inputs into all other programmes / activities of the institute, e.g. pre-service and in-service programmes for teachers, training programmes for NFE/AE personnel, Field inter-action (including Extension) activities, Action Research, etc.

6.

Educational Technology (ET) Branch

1) To develop in collaboration with concerned staff of the – DIET and other resource persons, simple, effective and low-cost teaching aids for various subjects/areas relevant to elementary education and elementary teacher education – charts diagrams, models, photographs, slides, audio tapes, play-scripts, songs etc.

 

 

2) To help the DRU in developing low cost testing aids as above., for Adult and Non-Formal Education.

 

 

3) To maintain the following :

 

 

(i) All A.V. equipment of the Institute,

 

 

(ii) Computer Lab.,

 

 

(iii) A display area for good, low cost teaching aids developed in house as well as elsewhere, and

 

 

(iv) A library of educational video/audio cassettes and, if the Institute has a film projector of films.

 

 

4) To lend slides, cassettes, CD’s and films to institutions having playing/projection facilities, and to borrow them from others Resource Centres.

 

 

5) To liase with nearby Radio station for arranging educational broadcasts suitable for elementary school children AE/NFE learners, teachers/instructors etc. of the district.

 

 

6) To conduct appropriate in-service programmes for teachers in the area of ET, with special emphasis on :-

 

 

(i) Effective utilisation of educational broadcasts, telecasts, cassettes and aids, and

 

 

(ii) Development of simple, low cost teaching aids.

 

 

7) To conduct workshops for the development work mentioned in (1) above.

 

 

8) To provide ET related inputs into all other programmes/activities of the Institute e.g. pre-service and in-service programmes for teachers, training programmes for NFE/AE personnel, Field Interaction (including Extension) activities, Material Development, Action Research etc.

7.

Planning & Management (P&M) Branch

1) To maintain an appropriate data-base for the district which may be required for various planning exercises aimed at the UPE/UEE/NLM goals and for monitoring progress towards these goals.

 

 

2) To conduct studies with a view to giving policy advice to educational planners/administrators/DBE regarding UEE/NLM. Some of the important areas for such studies would be:

 

 

(i) Enrolment, retention and regularity of attendance of children and adult learners (especially females, SC/ST, minorities, handicapped, slum-dwellers and other disadvantaged groups) – various factors affecting these.

 

 

(ii) Effect of various interventions (including incentives) on the above.

 

 

(iii) Community’s perception of and participation in the process of basic education.

 

 

(iv) Development of norms, criteria and techniques for evaluation of Institutions (Schools and AE/NFE Centres) of the district.

 

 

One or two educationally backward pockets of the district, which may be with-in easy reach from the District will be specially chosen for conducting above studies as well as a lot of action research activities. These may be called the ‘Lab area’ of the DIET. However, while a lot of studies and action research will be concentrated in the lab, area, they would not be necessarily confined to this area, and other suitable areas would also be chosen depending on the nature of work involved.

 

 

3) To provide technical assistance to educational authorities in (i) school mapping, (ii) Micro-planning for UPE/AUEE in an area specific and target group specific manner, (iii) formation and activation of school complexes, (iv) institutional planning for school complexes, schools etc., and (v) Institutional evaluation.

 

 

4) To serve as the nodal branch in relation to all programmes of community involvement in basic education, and in particular, to conduct orientation programmes for members of DBE, VECs, community leaders, youth and other voluntary educational workers.

 

 

5) To conduct appropriate programmes for Head Masters, Heads of School Complexes and Block level educational functionaries in P&M, covering areas like leadership, motivation, involving the community, educational administration, finance and accounting, office procedure planning for UPE/UEE, institutional planning etc.

 

 

6) To appraise the efficacy of various programmes of educational development implemented in the district especially vis-a-vis the objectives of UPE/UEE and NLM.

 

 

7) To act as the nodal branch for preparing quin-quennial and annual institutional plans and annual self evaluation reports for the DIET, and for liasing with the DBE.

 

 

8) To provide P&M related inputs into all other programmes/activities of the institute e.g. pre-service and in-service programmes for teachers, training programmes for NFE/AE personnel, Field Interaction (including extension) activities, Action Research etc. with special reference to the areas listed under (3) above.

 

 

 

 

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