DEPARTMENTS

1. PSTE (Pre-service Teacher Education)
    (i) Organising pre-service courses for elementary school teachers (including admissions, instruction and evaluation) and to provide academic input 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 the 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.

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

2. IFIC (In-service programmes Field Interaction, Innovation and Co-ordination)
1. To assist educational authorities in planning and coordination of 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 preparing 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 Headmasters, at the Institute, whose content does not relate exclusively or predominantly to any one Branch.
(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 (Apart from the programmer that the DIET may organise in these modes, on its own, it may also serve as a district-level study centre 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 database 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 material, etc
5. To serve as a reference and resource centre for teachers who wish to continue their education.
6. Coordination of 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.

3. DRU (District Resource Unit)
1. To assist educational authorities in planning and coordination of training programmes for AE/NFE personnel throughout the district, 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.
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 the 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 database on all NFE/AE personnel who undergo training at the Institute, and organise follow up activities pursuant to such training
6. To undertake 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 district.
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)

4. P&M (Planning and Management)
1. To maintain an appropriate database 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 within 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, 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 activiti'»n 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. ET (Educational Technology)
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 D R U in developing low-cost teaching aids as above. for Adults and Non-Form al 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 o f films.
4. To lend slides, cassettes and films to institutions having playing/projection facilities, and to borrow them from other Resource Centres.
5. To liaison with nearby Radio stations to arrange educational broadcasts suitable for elementary school children AE/NFE learners, teachers 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.

6. WE (Work Experience)
1. To identify locally relevant WE areas, and in cooperation with concerned nodal branches, to develop sample curricular units, teaching-learning material, and 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-service and in-service programmes for teachers, training programmes for NFE/AE personnel, Field Interaction (including Extension) activities, Action Research, etc. Service of craftsmen, gardeners etc. may be engaged on a part-time basis.
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 an extra-curricular, basis.

7. CMDE - (Curriculum Material Development and Evaluation) 1. To adopt existing items and develop new items of the following kinds so that they suit local circumstances, and Lecturer — 1 can be used in elementary education and elementary teacher Of the two staff members one should education programmes: have background in Science/Maths-
(i) Curricular etc.
(ii) Teaching learning for general a b well as locally developed curricular units—especially 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 proceed u res etc. Meet the adaptation/development work as above would be done through workshops involving their concerned faculty, institutions, experts, teachers and instructors.
2. To help the D R U in development work as above for Adult and non-formal Education.
3. To undertake testing on a sample basis to assess achievement levels among learners, especially with reference to levels prescribed for the primary and upper stages and for adult learners under N L M.
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, as well as 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 interaction (including Extension) activities, Action Research, etc.

8. ELTC - English Language Teaching Centre