MANUAL-1
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
Structure of TE and SCERT Directorate of TE and SCERT and its Establishment 3. State Institution of Education (1964) (i) Quality of Primary Education 4. SCERT (1979): (i) Quality of Elementary Education 5. TE & SCERT(1990):
(ii) Exetension Services
(iii) Induction level training
(iv) Training of SI of schools
(v) Development of Instructional Materials
(ii) Curriculum and Textbook Development at the elementary stage
(iii) Research and innovation
(iv)Implementation of Externally Assisted Project
(v) Production of learning Materials of Students
(vi) Production of Instructional Material for Teachers
(vii) Examination Reforms Publication
(i) Quality of School Education
(ii) Management and Control of Teacher Education Institution
(iii) Curriculum and Textbook Development at the elementary stage
(iv) Production of Teaching Learning Materials for learners and teachers
(v) UEE/ EFA
(vi) District Primary Education Programme/ Sarva Shiksha Abhiyan
(vii) Research and Innovation
(viii) Implementation of Externally Assisted Project
(ix) Examination Reforms
(x) Publication
6. Important Activities:
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Sl. No. |
Activities |
Major Functions |
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1 |
Curriculum Revision and Textbook Preparation |
Preparation of State Curriculum Framework in the light of National Curriculum Framework -2005 |
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Subject specific curriculum renewal for elementary and secondary classes |
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Textbook Revision |
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2 |
Distance Education Programme |
Imparting CT Training to untrained elementary school teachers and SC/ST Shiksha Sahayaks through Distance Mode |
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3402 number of teachers trained in first phase |
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Training in second phase is continuing |
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3 |
Pre-School Teacher Education |
Preparation of pre-school teachers |
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NCTE recognition obtained |
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No. of students to be trained during 2008-2009 :500 |
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4 |
NTS / NMMS. Examination |
Conducting State Level Screening Test of NTS and NMMS Examination |
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5 |
Teacher Education Courses (CT, B.Ed., M.Ed., M. Phil(Education) |
Admission to pre-service teacher education courses |
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Selection of candidates to Teacher Education Courses CCT, B.Ed., M.Ed and M.Phil (Education) offered by Teacher Education Institutions |
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Revision of pre-service CT, B.Ed, and M.Ed. Courses |
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Inclusion of content up gradation, new interactive pedagogy and other contemporary concerns in the context and process of teacher education courses |
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6 |
BAS, MAS and TAS Project |
To access achievement status of primary school students |
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7 |
Time-on-task Study for Students |
To study task-wise utilization of time by teachers and students in schools |
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8 |
Quality Enhancement Unit |
To develop the capacity of teacher educators of DIETs about different pedagogic issues relating to elementary education |
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To plan, develop and carryout the teacher training programmes of the state |
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9 |
Incentive Training Programme |
To build the capacity of and infuse professionalism to Primary and secondary teachers |
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10 |
Department of Science and Mathematics |
To improve Science education and to popularize Science |
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Conducting Science Seminars, Science Exhibitions, Science Drama, Science and Mathematics Olympiad and Science Club activity programmes. |
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11 |
Population Education Project |
Making learners aware of the Inter-relationship between population and sustainable development |
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Developing in them an understanding of critical nature of essential conditions of population, stabilization for better quality of life at present and future generations. |
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Inculcating in them rational attitude and responsible behavior towards population and development issues |
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Making them understand the crucial aspects of adolescent reproductive health, focusing on the elements of process at growing up and implication of HIV / AIDS and drug abuse |
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Inculcating in them rational attitude towards sex and drugs and promoting respect on the opposite sex |
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Empowering them to take informal decisions on issue of population and development including those of reproductive health |