Particulars of Organization, Functions & Duties
[Section-4 (1) (b) (i)]
1. Mission/ Vision:
(i) To be a central for excellence in elementary education and teacher education programmed (elementary and secondary) in the state.(ii) To organize pre-service training for prospective teachers, and capacity building programmes for in-service teachers, conferences, meetings, seminars and briefing sessions for State Education Officers and field functionaries.(iii) To organize induction level training programmes for the new entrants / teaching workforce of the teachers training institutions.(iv) To restructure syllabus and curriculum used at the elementary education and teacher education sector so as to make it need-based and relevant based and functional.(v) To undertake, aid, promote and coordinate research and innovation activities among faculty members of teacher training institutions.(vi) To generate new ideas, innovations, improved practices in education, quality monitoring and supervision etc. by conducting studies and researches both short term and longitudinal and their dissemination among faculty members of teacher training institutions.(vii) To produce high quality teaching learning materials and enriched literature for teachers, trainers, supervisors and key educational functionaries.(viii) To provide academic and professional support and guidance to agencies and .institutions working in the field of education, population and development education, child rights and environment protection, and eco-friendly life style community education etc.(ix) To collaborate with other agencies, institutions, organizations for the cause of quality in school education and teacher education programme.
2. The Back drop:
The Directorate of Teacher Education and SCERT came into existence as an independent Directorate on January 15.1990. It progressively acquired its present status from the State Institute of Education, established in 1964 to State Council of Educational Research and Training (SCERT) in 1979, and from SCERT to TE and SCERT in 1990. Its progressive evolution from SIE to TE and SCERT was largely mandated by ever expanding and emerging developments in education. Three important developments that accelerated the scale and pace of reforms leading to institutional strength included (i) unprecedented quantitative expansion of the education system to meet the explosion in people's expectations (ii) shift of emphasis from quantity to quality and (iii) stress on research, innovation and extension as a means for renewal and reform of the existing system. Expansion and deepening of original roles and responsibilities eventually led to its up gradation.
3. Organization Chart:
Structure of Directorate of TE and SCERT, Odisha, BBSR
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