Reorganization & Restructuring of Teacher Education

Role of SCERTs

B.Seshu KumariDirector, SCERT, Andhra Pradesh

SCERT, Andhra Pradesh The State Council of Educational Research and Training (SCERT), Andhra Pradesh was established on 27-07-1967, amalgamating the following institutions:

The State Institute of EducationThe State Bureau of Education and Vocational Guidance, The State Science Education Unit

SCERT is functioning as the academic wing of the Department of School Education in formulating and implementing the policies and programmes of the Government in the field of School Education. The present building of SCERT has been constructed in 1977.

Academic and Non-academic posts in SCERT, AP

 No. of posts sanctioned

Posts filledVacant Posts

% of Vacant posts

Director 1 1 0 0%

Academic 60 29 (regular) 31 51.66%

Non-Academic

66 28 (regular) 38 57.57%

Total 127 58 69

• Development of Curriculum, Syllabus and Instructional Material for Primary, Upper Primary, Secondary and Alternative Systems of School Education.

• Development of Curriculum and Material for Pre-service Teacher Education courses viz., Pre Primary Teacher Education course, D.Ed., Pandit courses – Telugu Pandit, Hindi Pandit, Urdu Pandit courses.

• Development of new evaluation procedures and material for use by Schools and Teacher Education institutions.

• Organization of orientation / in-service programmes for the professional growth of Teachers, Teacher Educators and other Departmental Personnel

• Conduct research in education, with focus on School and Teacher Education

• Implementation of Right to Education Act as academic authority at State level by discharging all such relevant activities articulated in the act.

Functions of S.C.E.R.T

• Monitoring, Supervision and Guidance for effective classroom practices. (Bridging gap between methods and techniques advocated in training programmes and the actual classroom practices)

• Development of programmes for School and Teacher Education adopting latest Educational Technology & ICT (Development of Computer Software, Tele mode training through EDUSAT, etc.) and dissemination to micro level.

• Providing Resource support in implementing the academic policies and schemes laid down by the Government like AEP, Inclusive and Girl child Education , etc..

• Dissemination of knowledge relating to contemporary developments to be adopted by Schools and Teacher Education Institutions.

• Coordination with national and international academic organizations relating to School and Teacher Education.

• Publication of journals, periodicals, books etc.,

Functions of S.C.E.R.T … Contd.

Existing structure of SCERT:

The SCERT is functioning through 11 departments, each department headed by a Professor assisted by lecturers to take up various initiatives and assist Government in policy formulations along with implementation and evaluation.

Department of School Education

Minister of School Education

Secretary to Govt. Department of School Education

Commissioner and Director of School Education

Director, SCERT

Academic Wings Administrative Wings

11 Departments1. Dept. of Educational Foundation2. Dept. of curriculum & Text Books3. Dept. Maths & Science4. Dept. of IED5. Dept. of Evaluation6. Dept. Population Education7. Dept. of UNICEF8. Dept. AV Education9. Dept. of Educational Statistics10. Dept. of vocational Education11. Dept. of computer Education(Each Dept. headed by a Professor and

assisted by Lecturers)

Administrative officer

Section ASection BSection CSection D

(Each Section headed by a superintendent and supporting

staff)

ORGANOGRAM

Department of School Education

Minister of School Education

Secretary to Govt. Primary Education

Commissioner and Director of School Education

Director, SCERT, AP

Academic Wings Administrative Wings

11 Departments1. Dept. of Educational Foundation2. Dept. of curriculum & Text Books3. Dept. Maths & Science4. Dept. of IED5. Dept. of Evaluation6. Dept. Population Education7. Dept. of UNICEF8. Dept. AV Education9. Dept. of Educational Statistics10. Dept. of vocational Education11. Dept. of computer Education(Each Dept. headed by a Professor and

assisted by Lecturers)

Administrative officer

Section ASection BSection CSection D

(Each Section headed by a superintendent and supporting

staff)

ORGANOGRAM

Minister of School Education

Secretary to Govt. Secondary Education

Proposed Structure of SCERT - ORGANOGRAM

Director, SCERT

Dean

Administrative WingsAcademic Wings

Academic Divisions

Division-I Division-II Division-III Division-VIDivision-IV Division-V

Technical Wing

Details of proposed Divisions

Sl.No Name of the Division / Department Faculty members

1 Division of Teacher Education & Foundation (Philosophy, Psychology, Sociology)1. Pre-service Education DIETS (Govt. & Private) CTEs / IASEs (Govt.)2. In-service Education

Professor & Head (1) Associate Professor (5) Assistant Professor (5)

2. Division of Curriculum & Material Development

1.Dept. of Maths & Science Education

2. Dept. of Social Sciences & Humanities

3. Dept. of Language Education (Indian Languages & English)

4. Dept. of Art Education

5. Dept. of Art Education, Work Education, Physical & Health Education and Vocational Education

6. Dept. of Programme Monitoring, Evaluation

Professor & Head (1)

Associate Professor (2) Assistant Professor (2)

Associate Professor (1) Assistant Professor (1)

Associate Professor (1) Assistant Professor (2)

Associate Professor (1) Assistant Professor (2)

Associate Professor (1) Assistant Professor (1)

Associate Professor (2) Assistant Professor (2)

Sl.No Name of the Department Faculty members

3. Division of Technological Services (ICT)1.Dept. of Computer Education2.Dept. of Educational Technology

Associate Professor (2) Assistant Professor (2) Computer Programmers (2)

4. Division of Special Needs and Social Justice

1.Dept. of Inclusive Education

2.Dept. of Population Education & Urban studies

3.Dept. of Focused Group Education (SC/ST), Girl Child Education and ECE

Professor & Head (1)

Associate Professor (1) Assistant Professor (1)

Associate Professor (1) Assistant Professor (1)

Associate Professor (1) Assistant Professor (1)

5. Division of Educational Surveys, Research & Policy Perspective

Professor & Head (1) Associate Professor (1) Assistant Professor (2)

6. Division of Library and Documentation Librarian (1) Assistant Librarian (1) Assistants (2)

7. Technical Staff for different departments Computer Assistants (1) Assistants (2) Laboratory Assistants(2)

Sl.NoName of the

DepartmentFaculty members

9. Administrative Section Administrative officer (1) Accountant (1) Superintendent (4) Senior Assistant (6) Junior Assistant (12) Data Entry Operator (8) Record Assistant (8) Xerox & Roneo operator (2) Office subordinate (10) Security & Night Watch (outsourcing– 3

shifts) Campus Sanitation & Maintenance –

Sweepers, Scavenger etc (outsourcing)Hostel Hostel Warden / In charge (1) Care Taker (2) Maintenance (outsourcing) Mess (outsourcing)

Note: The existing post of Professor in SCERT is equivalent to Associate Professor/Readers of Universities. In the proposed structure Professor, SCERT shall be of the cadre of Professor of Universities / Joint Director, Department of School Education.

Sl. No.

Type of Teacher

Education Institutions

Government Private Universities Total

No. of Institutions

Intake capacity

No. of Institutions

Intake capacity

No. of Institutions

Intake capacity

No. of Institutions

Intake capacity

1. Elementary

Level (D.Ed.)23 3000 210 10500 0 0 233 13500

Status of Elementary Teacher Education Institutions Andhra Pradesh - 2010-2011

Status of Secondary Teacher Education Institutions Andhra Pradesh - 2010-2011

Sl. No.

Type of Teacher

Education Institutions

Government Private Universities Total

No. of Institutions

Intake capacity

No. of Institutions

Intake capacity

No. of Institutions

Intake capacity

No. of Institutions

Intake capacity

1. Secondary Level - B.Ed

7 1014 597 63684 6 698 610 65396

Status of Language Pandit Teacher Education Institutions Andhra Pradesh - 2010-2011

Sl. No.

Type of Teacher

Education Institutions

Government Private Universities Total

No. of Institutions

Intake capacity

No. of Institutions

Intake capacity

No. of Institutions

Intake capacity

No. of Institutions

Intake capacity

1. Telugu Pandit

5 250 52 2600 1 50 58 2900

2. Hindi Pandit 3 300 47 2350 0 0 50 2650

3. Urdu Pandit 1 50 1 50 0 0 2 100

Status of Teacher Education Institutions in AP

Sl. No. Type of Teacher Education Institutions

Government Private Universities Total

No. of Institutions

Intake capacity

No. of Institutions

Intake capacity

No. of Institutions

Intake capacity

No. of Institutions

Intake capacity

1 Pre-Primary 0 0 1 75 0 0 1 75

2 Elementary Level (D.Ed.)

23 3000 210 10500 0 0 233 13500

4 Secondary Level - B.Ed

7 1014 597 63684 6 698 610 65396

5 PG Level - M.Ed

3 83 3 62 5 125 11 270

6 Telugu Pandit 5 250 52 2600 1 50 58 2900

7 Hindi Pandit 3 300 47 2350 0 0 50 2650

8 Urdu Pandit 1 50 1 50 0 0 2 100

9 College of Phy. Education – B.P.Ed

2 255 3 600 0 0 5 855

  Total 44 4952 914 79921 12 873 1002 88756

Issues and Concerns

1. Infrastructure – One time grant is provided under CSS for construction of buildings. Periodic sanctions for upkeep and maintenance of buildings is not provided

i. Staff roomsii. Conference / training halls, furniture, equipmentiii. Laboratories, equipmentiv. Computer lab, equipmentv. AV Education, equipmentvi. Hostelvii. Auditorium

2. Human Resource: i. Policy of government in posting professors, lecturersii. Inter transferability between academic and administrative posts – floating staffiii. Vacanciesiv. Service related issuesv. Training in ICT & use

3. Reporting to Multiple Heads – lack of autonomy4. Flow of funds under CSS: the funds under CSS at present are being released to the

State Government Account. But the heads of account to which the funds are released do not match with the components under which budget is released for Teacher Education Institutions. Hence, except for salaries all other funds released i.e. In-service Programmes, Research, Faculty Development are not being fully or effectively utilized.

Issues and Concerns ….Contd.

5. Education of Marginalised groups

i. Tribal education

ii. Focus on Girls Education

iii. Out of School children – STC material development, training

6. Capacity building of SCERT faculty

i. Text book writing

ii. Research

iii. Evaluation

7. Training programmes, Courses offered by SCERT

8. Due to establishment of parallel structures through flagship programmes like DPEP, SSA, RMSA there is often replication of roles and functions.

i. Teacher training

ii. Material development

iii. Monitoring & supervision

iv. Research

v. Evaluation

Issues and Concerns ….Contd.

10.Conduct of various tests, examinations and coordination of recruitment process – most of the personnel are not available for regular SCERT work. However adequate corpus is built for SCERT.

Possible Solutions

1. SCERTs are identified as Academic Authority in most states – clear definition of Roles, responsibilities, structure of SCERT

i. In relation to TEIs (DIETs, CTEs)

ii. Various schemes and programmes

2. Infrastructure –

i. Sanction for construction

ii. Periodic sanctions for upkeep and maintenance of buildings

3. Human Resource:

i. Policy of government in posting professors, Associate Professors, Assistant Professors

ii. Attract professionals through lateral entry

iii. Tenure

iv. Incentivizing tenure in TEIs

v. Training in ICT & use

vi. Faculty development program

4. Functional autonomy to SCERT5. Discouraging parallel TE structures under CSS or State programs

Possible Solutions …Contd.

6. Flow of funds under CSS: need to split the salary component and other sanctions – release of salary component to State Government and other programme fund (Faculty development, Inservice training, research, contingencies) to Director ,SCERT as in case of SSA and RMSA

7. Strengthening of Physical infrastructure of Teacher education Institutions : need to strengthen them through 100 % funding under CSS

8. Training Need assessment of various functionaries, design and conduct of programmes for:

i. In service teachers, teacher educatorsii. Educational administrators

9. Linkages with other institutions and universities 10. Offering programmes in partnership with national institutions11. Strengthen educational research in partnership with universities 12. Evaluation programmes 13. Focus on vocational education14. Use of ICT15. Education of Marginalised groups