3 Different Levels of Organisational Advisory Bodies–Explained!


January 2, 2019 admin 0 Comment

(b)To review educational development in the state.

(c)To conduct evaluation programmes from time to time through suitable agencies.

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Some states Tamil Nadu have several SABs such as Board of Secondary Education, Board of Higher Secondary Education, Board of Teacher Education textbook Committee and. the Central Library Committee.

(ii) State Educational Research and Training (SCERT) and its Functions:

This was the outcome of State Institutes of Education established in collaboration with the NCERT. Later on, they were accorded an autonomous status and are concerned mainly with providing in-service courses for teachers and researchers in examination reforms, curriculum development’ textbook evaluations, teacher education and so on.

Generally, the Director School Education is in charge of the SCERT but in some states, there is a separate director for SCERT.

Its objectives are as follows:

1. To bring about improvements in school education, non-formal education, continuing education and especially in teacher education.

2. To provide in-service education to officers inspecting educational institution ranging from pre-primary to higher secondary levels.

3. To provide in-service education programmes of short-term and long- term duration to teacher education institutions as well as to secondary and higher secondary teachers.

4. To organize induction training programmes for newly appointed supervisors of schools, teacher educators and educational officers.

5 To provide extension services to teacher education institutions at all levels, and primary schools in the neighbourhood.

6. To bring about co-ordination between extension activities of various teacher education institutions.

7.To develop teaching-learning material for educational institutions and teachers.

8.To undertake research studies on educational problems and problems of teacher education.

9.To bring about co-ordination between the activities of various institutions and subject teachers’ associations.

10. To undertake and complete educational development projects assigned by the state government.

Its functions incorporate the following areas:

(1) Training, (2) Extension Activities, (3) Tribal Language, (4) Research, (5) Evaluation, (6) Publications, (7) Professional Education and Training, (8) Teacher Education, (9) Development of Curricula, (10) Correspondence Education, (11) Child Education, (12) Population Education, (13) Primary Education for All.

(iii) District Institutes of Education and Training (DIET):

As per the suggestions of the NPE (1986) and its POA, DIET has been established in order to vitalize elementary teacher education and to enrich primary education qualitatively.

This is a centrally sponsored scheme and attempts to energize the educational climate of the district by providing a rich support in terms of resources and by improving the professional competence of teachers and other educational functionaries.

Its functions include:

(a)Pre-service and in-service education of elementary school teachers.

(b)Induction programmes and continuing education of instructors and supervisors for non-formal and adult education and provision of general resource-support to them.

(c)Planning and management support for District Boards of Education, school complexes and educational institutions.

(d) Evaluation of primary and upper primary schools as well as non-formal and adult education centres.

(e) Being a resource and learning centre for teachers and instructors.

(f) Educational technology and computer education support for the district.

(g) Research and experimentation.

NIEPA prepares academic packages for the administrative section of the DIET and conducts orientation courses on planning and management with the help of NCERT.



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