What Is Scert In Education?

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What Is Scert In Education
About SCERT(State Council of Educational Research & Training) In pursuance of the recommendations of NPE, 1986 and its Programme of Action, the State Council of Educational Research & Training (SCERT), Delhi was established as an autonomous organization on May, 27, 1988 for providing academic resource support in improving the quality of school education in Delhi.

To achieve the aforesaid objective, through the tottering steps of infancy, we learnt the ropes of development of in-service/ pre-service course designs/syllabus, teacher training materials, conduct In-service Education of Teachers (INSET) Programmes/ETE Course and undertake research projects aimed at finding solutions to problems.

The subsequent years saw us repeating the same processes with many variations and in varied hues, thus, enabling as to further refine our skills. The work of State Council of Educational Research & Training and District Institution of Education and Training (DIET) covers the entire spectrum of school education.

The State Council of Educational Research and Training has focus on secondary education. The District Institution of Education and Trainings have adopted Lab Areas Approach to conduct studies, experiment new techniques, undertake action research and field testing to provide academic support at grass-root level in their respective districts in the area of Elementary Education.

The inputs by State Council of Educational Research & Training and District Institution of Education and Trainings have resulted in professional growth of teachers, teacher educators, educational administrators and other educational functionaries leading to improvement in their effectiveness and efficiency.

The State Council of Educational Research & Training and District Institution of Education and Trainings have to quickly respond to the changes in content, methodology and evaluation to empower teachers and other educational functionaries to enable them to effectively address the problems of students.

Along with the professional growth of the human component, the development of quality teaching-learning material and undertake research are some of the important tasks conductive for attaining the objectives of quality education and a responsive educational system.

  • State Council of Educational Research & Training is striving hard to achieve this goal.
  • At present, nine District Institution of Education and Training are functioning under the overall guidance of State Council of Educational Research & Training.
  • The District Institution of Education and Trainings have a mandate to conduct Pre-Service Teacher Education in the form of two year Diploma course in “Elementary Teacher Education (ETE)”.

The Government District Institution of Education and Trainings also organize INSET Programme for Primary School Teachers and Headmasters. Additionally, 21 Self Financed Recognized Private ETE Institutions affiliated to State Council of Educational Research & Training, Delhi are conducting ETE course.

  1. Also, 30 Self Financed Recognized Private Institutions affiliated to State Council of Educational Research & Training, Delhi are conducting two year Diploma Course in “Early Childhood Care & Education (ECCE)”.
  2. State Council of Educational Research & Training has responsibility of admission, examination and certification of these private recognised ETE and ECCE Institutions.

Academic Resource Support to these is provided by State Council of Educational Research & Training in the form of development of curriculum. State Council of Educational Research & Training also has a mandate to ensure that these institutions function in accordance with the established Norms.

Conceptualization regarding general and specific objectives Development of course deigns Development of course materials Orientation of course Director and Resource persons Training Evaluation and follow-up

State Council of Educational Research & Training is also conducting an In-Service B.Ed Course with due recognition from NCTE and affiliation with GGSIPU, Delhi. The approved intake is of 100 students per year. This course is unique because the students are In-service Assistant Teachers from the education department of Government of National Capital Territory, Delhi who are due for promotion to TGT but cannot be promoted due to lack of B.Ed qualification.

The students are paid their full salaries by their department during the session. The development, publication and dissemination of Teaching-Learning Materials in the form of Textbooks, Manuals, Question-Banks, Handouts etc in print format and e-TLM is an essential component of State Council of Educational Research & Training’s effort to improve the quality of school education in Delhi.

The advent of Information and Communication Technology (ICTs) has resulted in the creation of “New Media”. State Council of Educational Research & Training, Delhi has kept itself abreast with the pace of change. We extensively use e-mails for communications with all the District Institution of Education and Trainings and ETE/ECCE private institutions for admission/examination related work.

  • We also uploaded all our ETE/ECCE Admission lists for 2011-12 session on our Website to communicate with people and ensure transparency.
  • With in 2011-12 we have also started online submission of admission forms for ETE and ECCE course admission.
  • This resulted in saving a large amount of Govt. money.
  • We have also been using Computer Aided Learning (CAL) materials for the past few years during INSET Programmes.

While most of technologies have a problem of interaction, during large scale INSET Programmes, we solved this by using CAL materials, LCD projectors and wireless mikes given to the Resource Person and the participants. State Council of Educational Research & Training, Delhi also has an EDUSAT Learning End of the NCERT network while the teaching end is at CIET, NCERT.

  1. We have been participating in Video Conferences using this equipment to provide training to teacher educators and pupil teachers.
  2. This equipment enables the participants in our classrooms to interact with the experts at the learning end, while all other similar classrooms across the country can watch our interaction.

Similarly we can watch interactions of all the other classrooms in turn. As the ICTs in varied forms becomes more affordable and enhance reach and interaction capabilities, we hope to further attain the target of quality and quantity in teacher education.
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What is the full form of SCERT up?

The State Council of Educational Research and Training, Delhi an autonomous body, established in May 1988 has been providing academic resource support to the Directorate of Education and the Education Departments of MCD and NDMC and the Cantonment Board so as to achieve an overall improvement in the quality of school education.
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What is the role of SCERT in Teacher Education in Odisha?

Functions of SCERT: – The State Council of Educational Research and Training discharges the following functions: 1. To organize and implement the special educational projects sponsored by UNICEF, NCERT and other agencies for qualitative improvement of school education and teacher educators.2.

To prescribed curricula and textbooks for the school and teacher training institutions.3. To produce instructional materials for the use of teacher- educators.4. To arrange in-service training for different categories of teachers, inspecting officers and teacher-educators and coordinate the work of other agencies operating at the state level.5.

To organize programmes including Correspondence-cum- Contact Courses for professional development of teachers, teacher-educators and inspecting officers.6. To supervise the working of the Teacher-Training Colleges, Secondary Training Schools and Elementary Training Schools.7.

  1. To provide extension service to Teacher-Training Institutions at all levels in the state.8.
  2. To conduct studies and investigations on the various problems of education.9.
  3. To evaluate the adult and non-formal education programmes entrusted by the Government.10.
  4. To conduct the public examinations specially at terminal stages like the end of Class HI and Class IV etc.

with a view to selecting candidates for scholarships through such examinations. The State Council of Educational Research and Training has a Programme Advisory Committee under the chairmanship of the Education Minister. There are also Special Advisory Committees for programmes like Population Education, Educational Technology and Non-formal Education.

  1. The SCERT has the following departments: 1.
  2. Department of Pre-School and Elementary Education.2.
  3. Department of Non-formal Education.3.
  4. Department of Curriculum Research and Special Curriculum Renewal Projects.4.
  5. Department of Science and Mathematics Education.5.
  6. Department of Population Education.6.
  7. Department of Teacher and Inservice Education.7.

Department of Educational Technology.8. Department of Examination Reform and Guidance.9. Department of Research coordination.10. Department of Art and Aesthetic Education.11. Department of Adult Education and Education for Weaker Sections.12. Department of Publication.

  1. The Director is the head of the Council and he is assisted by one Deputy Director in administration and other in academic matters.
  2. Besides, there are four Class I Officers, three in the OES (Colleges) Cadre and one in OES (Field) Cadre, 23 Class II officers in the OES Cadre of both College and School branch and some assistants.

The Director of Education maintains a close and personal touch not only with the district level officers but also with principals and teachers so as to provide them with necessary guidance and intellectual stimulation. The State Council of Educational Research and Training (SCERT) is established and maintained in order to improve the standard of education in the state.

The primary objective of the Council is to help through suitable programmes of research, training and extension. It plays an important role in Orissa in implementing the training programmes and orientation courses for different types of workers for introducing changes in the system of examination. At present the SCERT has been working as the academic wing of the Department of Education and Youth Services, Government of Orissa.

It has been acting as the Directorate of Teacher Education. The appointment, transfer and promotion of the teaching and non-teaching staff of the Institute of Advanced Studies in Education (IASEs), Colleges of Teacher Education (CTEs), Training Colleges, District Institute of Education and Training (DIETs), Training Schools etc.

Are done by the Government in consultation with the Director of SCERT. All kinds of academic programmes are coordinated, streamlined and maintained by the SCERT. Periodical revisions and upgrading of curricula, preparation of text books, teachers’ guidance and other teaching and learning materials and improvement in methods of teaching and evaluation are also undertaken by the SCERT.

The Ministry of Education and Youth Services Government of Orissa performs most of the functions through the SCERT So the SCERT provides guidance to the State Government in the field of education. : SCERT: Functions and Departments of SCERT in India
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What is full RTE?

The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE) is an Act of the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between the age of 6 to 14 years in India under Article 21A of the
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What is the main function of SCERT?

Manual Particulars of Organization, Functions and Duties

  • 1. Aims and Objectives of the Organization
  • 1, A) As per the Memorandum of Association of SCERT, a Society registered under the Societies Act, the objects of the Council shall be :
  • To assist and advise the administration of Delhi in the implementation of its policies and major programmes for human resource development especially in the field of education, woman and child development, national integration and related areas.
  • To promote educational researches and training of teachers and other personnel.
  • To develop the curriculum, aiming at an all round development of the child, and at all levels of education.
  • To develop and produce teaching-learning materials.
  • To develop Educational Technology for use in the teaching learning activities and training programmes and to provide Distance Education.
  • To devise the systems and approaches for qualitative education.
  • To develop scientific processes of evalution of the pupil and the educational programmes and institutions.
  • To develop the strategies to achieve the goals of education for equality.
  • To establish linkages with NCERT, various department of Universities of Delhi, Administration of U.T. of Delhi, Deptt. of Education, other educational institutions of Central and Delhi Administration.
  • To develop, adopt/adapt, & produce curricular materials, text-books and other related instructional materials.
  • To develop educational materials for the education of and guidance to children from disadvantaged group.
  • To guide, develop & provide educational materials for non-formal education/educational functional literature.
  • To promote and assist Delhi Administration in SUPW & Vocational Education in the State/U.T. of Delhi.
  • To improve the existing examination system and to prepare relevant materials in different areas for schools education.
  • To provide pre-service and in-service training to teachers at all levels of school education.

B) For realization of these objectives, the Council may undertake any or all of the following functions, programmes and activities.

  • To undertake, assist, promote and co-ordinate research in all aspects of education so as to bring about quality improvement.
  • To organize pre-service and in-service training at elementary, secondary & also at an advanced level.
  • To organize and provide extension services for such institutions as are engaged in educational research and training of teachers.
  • To experiment, develop and/or to disseminate improved educational programmes, techniques and practices in schools.
  • To develop the curriculum and instructional materials.
  • To undertake the preparation, evaluation, revision and production of teaching-learning materials to improve the quality of education.
  • To develop materials through use of educational technology and other means for improving the teaching-learning process.
  • To assist and advise the various agencies of mass media for the propagation of education.
  • To experiment and recommend for the implementation of scientific pupil evaluation of pupils at all levels.
  • To advise the systems and approaches for efficient management, evaluation and monitoring of educational institutions.
  • To suggest measures for the education for equality.
  • To frame the programmes and suggest the initiations of actions to achieve the Universalisation of Elementary Education.
  • To suggest measures for ensuring qualitative education.
  • To select and suggest the techniques for distance education.
  • To identify the talented children and plan for nurturing of their talent.
  • To plan, execute and evaluate the educational programmes in the State of Delhi
  • To develop the State/UT and District level Resource Centres in the State/UT in the various fields of education.
  • To design the curriculum and learning materials of teacher education and workout the process for enhancing the potentialities of the teachers.
  • To facilitate local bodies for Primary and Pre-primary education/middle/secondary/sr. sec. education for Delhi and other State/Centre level institutions; organizations and agencies in developing and implementing programmes for qualitative improvement of education.
  • To collaborate and cooperate with national and other centre/state level institutions for the furtherance of its objectives.
  • To establish, in any part of the State/UT, such institutions as may be necessary to realize its objectives.
  • To act as clearing house for ideas and information on all matters relating to education.
  • To advise the Delhi Administration and other educational organizations and institutions on matters relating to education.
  • To develop and manage the educational information system.
  • To develop and/or publish such books, materials, periodicals and other literature as may be necessary for furtherance of its objectives.
  • To function as link organization between the National/State/UT and District level institutions.
  • To acquire by gift, purchase, lease or otherwise any property, movable or immovable, which may be necessary or convenient for the purposes of the Council and to construct, alter and maintain any building or buildings for the purposes of the Council.
  • To draw, make, accept, endorse, discount and negotiate with the Administration of Delhi the promissory notes, bills of exchanges, cheques or their negotiable instruments.
  • To invest the funds of the Council in such securities or in such manner as may from time to time be determined by the Executive Committee and from time to time, to sell or transfer such investment.
  • To sell, transfer lease or otherwise dispose of all or any property of the Council, and
  • To do all such things as the Council may consider necessary incidental or conducive to its primary objectives of promoting educational research, advance professional training of educational personnel and the provision of extension services to educational institutions.

2) Mission/vision

  • To work towards universal elementary education of equitable quality for all children in Delhi.
  • To work towards quality improvement at all spheres and all levels of education.
  • To work towards universal elementary education and universal adult literacy.
  • To act as resource support agency for policy, planning, research, training & material development for the school system in Delhi.
  • To act as affiliating agency for elementary and pre-school teacher education courses and teacher education institutions working in the GNCT of Delhi.
  • To design Courses for professional development of teachers.
  • To frame curricula, syllabi, textbooks, materials and evaluation framework for educational administrators, teachers and children.

4) Brief History and Background for Its Establishment The 1986 National Policy on Education, recommended the creation of State Council of Educational Research and Training (SCERT) in each State as a measure of decentralization of functions of quality education, research and training.

  • SCERT, Delhi, was set up as an autonomous body under the Societies Registration Act in May, 1988.
  • It receives funding from GNCT of Delhi under the Grants-in-aid scheme.9 District Institutes of Education and Training (DIETs) have been set up for each of the 9 revenue districts in Delhi and these operate under the overall administrative control of SCERT.

Funding for DIETs comes from MHRD under the Centrally Sponsored Scheme for Teacher Education and Re-organisation and is routed through GNCTD. SCERT is also the affiliating body for Elementary Teacher Education (ETE) Course and Early Childhood Care and Education (ECCE) Course.

  1. SCERT is responsible for preparing the curriculum, prescribing syllabi, course of study, academic calendar for these Courses.
  2. SCERT also conducts the Entrance Examination for its affiliate institutes and admits candidates for the Course.
  3. SCERT awards the Diploma to successful students in ETE and NTT.
  4. As on date, apart from DIETs, 10 private institutions are affiliated to SCERT for conducting the pre-service Elementary Teacher Education Course and 18 private institutions are affiliated for the Early Childhood Care and Education Course.
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Details of these institutions are given in manual 1 (9). SCERT organizes in-service teacher education programmes for teachers on MCD and Dte. of Education. Special workshops for Heads of Schools are also undertaken. During the period 1991-2005, SCERT alongwith DIETs, have organized in-service training/orientation programmes for 91, 273 personnel, Heads of Schools, educational administrators, and teachers.

  1. SCERT-DIETs is also resource support organisation for Universal Elementary Education Mission (UEEM), under which Sarva Shiksha Abhiyan and Primary Education Enhancement Programmes are undertaken.
  2. 6) Duties to be Performed to Achieve the Mission
  3. The main duties to be performed by SCERT to achieve the Mission are :
  • Organise regular In-service teacher education programmes for all teachers in the system.
  • Design and Organise Course for professional advancement of teachers such as B.Ed. (In-Service).
  • Prepare textual materials for children at all levels of school education.
  • Prepare teacher support materials.
  • Prepare computer aided learning modules, cassettes, CDs, teaching-aids.
  • Conduct research for qualitative improvement of school education.
  • Evolve and initiate school improvement programmes.
  • Oversee the functioning of DIETs.
  • Act as affiliating body for elementary and early childhood care and education Courses in GNCTD.
  • Conduct entrance examinations, syllabi, examinations and award Diploma for these Courses.
  • Act as resource support agency to Directorate of Eduation and MCD.
  • liase with apex organizations and disseminate current trends in school education to the system.

The detailed functions of DIETs as per the MHRD Guidelines are as follows : Pre-Service Teacher Education (PSTE) Branch

  • Organising Pre-service course for elementary school teachers.
  • Propagation of (a) learner centred education and (b) education for personality development (including value and culture education), through extension, preparation of suitable teaching aids, action research etc.
  • All general matters concerning teaching methodology (e.g. multi grade teaching, peer group tutoring etc.) and specific matters concerning teaching methodology of the school NFE subjects represented in the Branch.
  • Provision of Psychological Counselling and guidance services to schools and NFE/AE Centres of the district.
  • All matters relating to learning by Children of Disadvantaged groups (e.g. special remedial instruction for first generation learners).
  • Education of children with major handicaps and other mild (physical and mental) handicaps and Education of the Gifted.
  • To provide inputs into programmes/activities of all other branches of the Institute, to the extent of subjects/ areas represented/handled in the Branch.
  • Maintenance of Science Lab., Psychology equipment, Resource Room for Education of Disabled Children, Rooms for Art Education, and of equipment and facilities for Sports and Physical Education competitions, Yoga, Hobbies etc.

Work Experience (WE) Branch

  • To identify locally relevant WE areas, and in cooperation with concerned nodal branches, to develop sample curricular units, teaching-learning material, low-cost teaching aids and evaluation tools/techniques in such areas (locally relevant areas would be spinning/weaving/dyeing, bamboo work, bee-keeping, chatai-making, etc.).
  • To help educational authorities and elementary schools/NFE/AE Centres in planned introduction of Work- Experience activities in such schools/centres. As back-up to (2) above, to conduct appropriate in-service progammes for teachers in the area of WE.
  • To provide WE-related inputs into all other programmes and activities of the Institute e.g., preservice and in- service programmes for teachers, training programmes for NFE/AE personnel, Field Interaction (including Extension) activities, Action Research, etc.
  • 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.
  • To organise community service activities and study visits to work centres as part of training programmes, and to promote such activities on extra-curricular basis.
  • To maintain Workshop/Garden for WE activities.
  • To promote work-related hobbies among trainees of the institute.
  • District Resource Unit
  • 1) To assist educational authorities in planning and coordination of training programmes for AE/NFE personnel in the district and to provide necessary support to such programmes organised outside the DIET.
  • 2) To serve as the nodal branch for organising :-
  • 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).
  • Orientation programme for resource persons of the following kinds :-

Those who would conduct programmes mentioned in (i) at other centres in the district (i.e., outside the DIET) e.g., personnel from NYK, NFE/AE projects, NGOs, etc. and resource persons for the successful implementation of AE/NFE programmes as a whole e.g., extension functionaries of Development Deptts., community leaders, retired teachers, ex-servicemen, NSS Volunteers, ICDS functionaries other involved in Mass Programmes of Functional Literacy (MPFL), etc To provide instructional inputs into (i) core area of the above programmes e.g., need philosophy, objectives, methodology, evaluation, problems etc.

  1. 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.
  2. To maintain a database on all NFE/AE personnel who undergo training at the Institute.
  3. To undertake with the help of other concerned branches, the following activities vis-a-vis curiculum, basic and post literacy teaching learning material, low cost teaching and evaluation tools for AE/ NFE and adaption of existing curricular units.
  4. To undertake action research in all areas relevant for making NFE/AE more effective-in collaboration with other branches, to the extent necessary.
  5. To provide AE/NFE related inputs into all programmes of the institute not listed above, especially pre- service and in-service education programmes for teachers.
  6. 4) n-Service Field Interaction and Coordination (IFIC) Branch
  7. 1) To assist educational authorities in planning and coordination of inservice 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 :-
  • identify training needs of elementary teachers in the district, and prepare a perspective plan for meeting such needs.
  • prepare an annual calendar of all programmes to be held in the DIET.
  • help concerned authorities in preparing an annual calendar of inservice programmes to be held outside the DIET.

2) To serve as the nodal branch for organizing :-

  • all those in-service education programmes for teachers and Head masters, at the Institute, whose content does not relate exclusively or pre-dominantly to any one Branch i.e. programmes of a relatively general/omnibus nature (e.g. the ‘main’ programmes referred to in para 3.3.3).
  • orientation programmes for resource persons who would conduct in-service progammes for teachers at other centres in the district (i.e outside the DIET).
  • in-service education programmes for teachers in the distance/distance-cum-contact-modes (apart from programmer, the DIET may organize in their modes, on it own, it may also serve as a district level study centre for such programmes which may be organized, 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 effect 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/AF personnel, who undergo training at the institute, and to organize follow-up activities pursuant to such training, through correspondence, visits, transmission of printed material, etc.
  • 5) To serve as a reference and resource centres for teachers who wish to continue their education.
  • 6) To act as the nodal branch for all action research, and field interaction (including extension) activities of the Institute which would include, inter alia
  • Coordination of in-house action research activities and dissemination of its results.
  • Acting as a relearning house for information on results of all studies, research, innovation, etc. in the area of Elementary Education-wherever undertaken.
  • Publication of a periodic newsletter and an institute journal to be sent to every elementary school/NFE/AE centre in the district.

5) Curriculum, Material Development and Evaluation (CMDE) Branch

  • To adopt existing items and develop new items of the following kinds so that they suit local circumstances,and can be used in elementary education teacher education programmes.
  • To help the DRU in development work as above for Adult and non-formal Education.
  • To undertake testing on sample basis to assess achievement levels among learners, especially with reference to Minimum levels prescribed for the primary and upper stage and for adult learners under NLM.
  • To help educational authorities and elementary school NFE/AE centres in implementing a reliable and valid system of learner evaluation.
  • To conduct workshops for the adaptation development work mentioned in (i) above, as also in service programmes relating to CMDE.
  • To provide CMDE-related inputs into all other programmes/activities of the institute, e.g. pre-service and in-service programmes for teachers, training programme for NFE/AE personnel, Field interaction (including extention) activities, Action Research, etc.
  1. 6) Educational Technology (ET) Branch
  2. 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.
  3. 2) To help the DRU in developing low-cost teaching aids as above, for Adult and Non-Formal Education.
  4. 3) To maintain the following :
  • All A.V. equipment of the Institute
  • Computer Laboratory
  • A display area for good, low cost teaching aids developed in house as well as elsewhere, and
  • A library of educational video/audio cassettes and, if the Institute has a film projector of films.

4) To lend slides, cassettes and films to institution having playing/projection facilities, and to borrow them from others Resource Centres.5) To liase with nearby Radio station for arranging educational broadcasts suitable for elementary school children AE/NFE learners, teachers/instructors etc.

  • Effective utilization of educational broadcasts, telecasts, cassettes and aids, and
  • Development of simple, low-cost teaching aids

7) To conduct workshops for the development work mentioned in (i) 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.7) Planning & Management (P & M) Branch

  • 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.
  • 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 :
    • 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.
    • Effect of various interventions (including incentives) on the above.
    • Community’s perception of and participation in the process of basic education.
    • Development of norms, criteria and techniques for evaluation of institutions (Schools and AE/NFE Centres) of the district.
  • To provide technical assistance to educational authorities in (i) School mapping (ii) Microplanning for UPE/UEE in an area specific and target group specific manner, (iii) formation and activation of school complexes, (iv) institutional planning for school complexs, schools etc and Institutional evaluation.
  • To serve as a nodal branch in relation to all programmes of community involvement in basic education, and in particular, to conduct orientation programmes for member of DBE, VECs community leaders, youth and other voluntary educational workers.
  • To conduct appropriate programmes for Head Masters, Heads of Schools Complexes and Block level educational functionaries in P & M covering area like leadership, motivation, involving the community, educational administration, finance and accounting, office procedure, planning for UPE/UEE, institutional planning etc.
  • To appraise the efficacy of various programmes of educational development implemented in the district especially vis-a-vis the objectives of UPE/UEE and NLM.
  • To act as a nodal branch for preparing quin-quennial and annual institutional plans and annual self evaluation reports for the DIET, and for liasing with DBE.
  • To provide P & M 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. with special reference to the areas listed under (3).

Details of Services Rendered Key Contributions of SCERT :

  • Developing, Affiliating and Diploma awarding body for Elementary Teacher Education and Early Childhood Care and Education since 1990
  • Acted as Secretariat, learning without Burden or Yash Pal Committee Report, MHRD 1993.
  • Organising In-Service teacher Education Programmes for teachers in Directorate of Education and MCD.
  • Director, SCERT is Chairperson of Progamme Advisory Committees of SCERT and DIETs.
  • Environment building, training of Voluntary Instructors, Monitoring and Evaluation of SCERTDIETs in Delhi Sarva Shiksha Abhiyan Samithi, programme for Adult Literacy Programme, 1952-2005.
  • Membership in the A.K. Sharma Committee set up by the Government of Delhi for improvement of School System in Delhi.
  • Membership in the Vats Committee for school reform, 2003.
  • Nodal Agency for Primary Education Enhancement Project (PEEP) supported by Australian Aid and UNICEF.
  • Data collection on children’s achievement in primary schools for the report compiled by Prof. Yash Aggarwal
  • Developing teacher support materials, Modules, Cassettes, Question Banks, Teacher Manuals, textbooks, workbooks, film, children’s stories for teachers of MCD and Dte. of Education, 1988-till date.
  • Membership in the Executive Committee and Project Management of Universalization of Elementary Education Mission 2002 till date.
  • Member : Governing Body of State Open School 2003.
  • Preparation of Indradhanush Elementary Education Series of text books for all subjects and all classes for classes I to VIII, 2003.
  • Generated database of School Information Reports, School Profiles, Infrastructure status in the Dte. of Education school, 2000-2004.
  • Evolved school improvement initiatives for school system in Delhi.
  • Oriented teachers who then developed computer aided learning materials (CAL).
  • Twinning Programme between 64 private schools and 84 government schools to work towards improvement of class Xth results of government schools.
  • School Improvement through Life Skills Approach in 10 schools.
  • SERVE Model of participatory, small group teaching-learning.
  • CultureQuest Programme, an on-line initiative between 10 Rajkiya Pratibha Vikas Vidyalaya and government schools of New York in collaboration with City College of City University of New York.
  • Bridge Programme for 10,000 children transisting between class V to class VI, conducted in collaboration with 84 NGOs and around 82 schools of Directorate of Eduaction.
  • Gender Sensitisation Programmes for 3000 male and female teachers in collaboration with around 50 women’s organizations and NGOs, administered gender inventory to assess extent of gender sensitivity among male and female teachers.
  • Conducted workshop for atleast one teacher in each school on Inclusive Education in collaboration with O/o chief Commissioner of Disabilities and Rehabilitation Council of India.
  • Summer camps for children of class X for improving results at class X.
  • Oriented teachers and teacher trainees on the use of Theatre in Education.
  • Introduced English Language Teaching, Information Technology in Education and Theatre in Education as part of curriculum of DIETs.
  • Prepared Indradhanush Series, the Elementary Education Series of Textbooks in all subjects for classes I-VIII in use in MCD, NDMC and Directorate of Education schools in Delhi.
  • Orientation for all Heads of School in on-line budgeting for schools.
  • Membership in Focus Group of the National Curriculum Framework for School Education 2005 developed by NCERT, participation in its syllabi & textbooks under preparation by NCERT.
  • Developed B.Ed. In-service Programme for professional development of primary levels’ affiliated to Guru Gobind Singh I.P. University.
  • Organization of Community Watch Group for School Education for enhancing access and effecting policy changes for school education, identification of 1.2 lakh children out of school 2000-2001.
  • Preparation of Status and Infrastructure Report of Directorate of Education for schools.
  • Organisation of CultureQuest Programme between children of New York & children of Government Schools in Delhi.

Faculty of SCERT have served in various capacities on deputation lien to Department of Youth Affairs’ National Council of Teacher Education, NCERT, Department of Education, Government of Botswana Bundelkhand University, Jhansi. Participation in Art in Education at Columbia Teacher Training College, organized training programmes for Lakshwadeep, and Resource Person for English Language Training in Jammu & Kashmir, Sri Lanka.

S.NO Year No. Of Training Programme No. of teachers who participated in the training programmes
1 1991-1992 130 6435
2 1992-1993 181 7737
3 1993-1994 129 5347
4 1994-1995 130 6435
5 1995-1996 94 3671
6 1996-1997 85 3272
7 1997-1998 104 4071
8 1998-1999 115 3736
9 1999-2000 94 3671
10 2000-2001 64 3035
11 2001-2002 68 2932
12 2002-2003 84 4239
13 2003-2004 74 4373
14 2004-2005 52 and 96* 13,221
15 2005-2006 194 17,752
16 2006-2007 14 48,476
17 2007-2008 34 34,162
18 2008-2009 35 54,448
19 2009-2010 34 76,804
20 2010-2011 35 16,456
21 2011-2012 23 22,992

1) Citizen’s Interaction Citizen’s interaction pertains mostly to queries related to entrance examinations, qualifications, role and functions of SCERTs courses being offered, details regarding In-Service training Programmes. Information pertaining to these are announced in newspapers and also SCERT web site scertdel.org 2) Postal Address of the Main Office, Attached/subordinate Office/field Unit etc.

Sr. No. Institute Telephone Numbers Seats Course Conducted
1 State Council of Educational Research & Training, VarunMarg, Defence Colony, New Delhi-110 024 +91-11-24331356 100 B.Ed. (In-service) affiliated to GGSIP University, In-take 100, In-Service Programmes
2 District Institute of Education and Training, (North) B-2, Keshav Puram, Delhi-110035. (Co. Ed.) +91-11-27183077 150 ETE Course, In-Service Training
3 District Institute of Education and Training, (North-West) FU Block, Pitam Pura, Delhi-110088 (Co. Ed.) +91-11-27344178 100 ETE Course, In-Service Training
4 District Institute of Education and Training, (West) Baba Phoola Singh Marg, Old Rajinder Nagar, New Delhi-110060 (Co.Ed.) +91-11-25751361 150 ETE Course, In-Service Training
5* District Institute of Education and Training, (Central) Ansari Road, Darya Ganj, New Delhi-110002 (Co. Ed.) +91-11-23275569 100+20′ ETE Course, In-Service Training
6 District Institute of Education and Training (New Delhi) RK Puram Sector VII, New Delhi-110022 (Co.Ed.) +91-11-26178233 +91-11-26178743 50 ETE Course, In-Service Training
7** District Institute of Education and Training, (North-East) Dilshad Garden, Presently functioning from the Campus of DIET-Rajinder Nagar, New Delhi (Co.Ed.) +91-11-25752403 50 ETE Course, In-Service Training
8*** District Institute of Education and Training, (East) Karkardooma Institutional Area” Delhi-110092 (Co. Ed) +91-11-22377730 100+20′” ETE Course, In-Service Training
9 District Institute of Education and Training (South) Moti Bagh, New Delhi-110021. (Co.Ed.) +91-11-26876440 150 ETE Course, In-Service Training
10 District Institute of Education and Training, (South-West) Ghuman Hera, Najafgarh, New Delhi-110073 (Co. Ed.) +91-11-28010482 150 ETE Course, In-Service Training

List of Private Institutions Affiliated to ETE Course

Sr. No. Institute Telephone Numbers Seats
1 Vidya Training Institute, Near Bangia Sahib Road, Opp. Kali Mandir, New Delhi-110001 (for female only) +91-11-23348844 150
2 Lovely Teacher Training Institute, Priyadarshni Vihar, Delhi-92 (for female only) +91-11-22241034 50
3 Sai Girls Institute, Sai Bhawan, Geeta Colony, Delhi-110031 (for female only) +91-11-22046869 100
4 Rama Krishna Teacher Training Institute, M-Block, Vikas Puri, New Delhi-110018 (for female only) +91-11-25550497 50
5 Gita Rattan Jindal Teacher Training Institute, Sector VII, Rohini, Delhi-110085 (for female only) +91-11-27045606 50
6 Jain Bharti ETE Institute, E-Block, Sect.16 Rohini, Delhi-110085 (for female only) +91-11-27858802 100
7 Pradeep Memorial Institute; Partap Vihar, Kiradi Ext.,, Nangloi, Delhi-110041 (for female only) +91-11-25470655 50
8 Maharaja Surajmal institute, C-4, Janak Puri, New Delhi-110058(Co.Ed.) +91-11-25528116 50
9 V.D, Institute, Krishan Vihar, Delhi-110041(Co.Ed.) +91-11-25473958 50
10 Great Mission Teacher Training Institute, Plot NO.5, Dawarka, Sector-5, New Delhi (for female only) +91-11-25075473 +91-11-25804112 50
11 Technia Institute of Teacher Education, F-19, Sector-8 Rohini, Delhi-85 (Co. Ed.) +91-11-27948904 +91-11-27948909 50
12 Ideal Institute of Management & Training, 16 X, Karkardooma Instt. Area, Karkardooma, New Delhi (Co.Ed.) +91-11-22372639 50
13 Sri Ram Institute of Training Education, VIII Bamnoli, Dhulsiras, Sector-28, Dwarka, New Delhi-77 (Co. Ed.) +91-11-25314215 50
14 M.A. Education Institute, Pocket-H-3, Sector-18, Rohini Delhi-85 (Co. Ed.) +91-11-27872787 50
15 Delhi College of Vocational Studies and Research, Village & PO, Baprola, Jai Vihar, Nazafgarh (Co. Ed.) +91-11-25325596 50
16 Amity Institute of Education, Amity Campus, Road No.44, M-Block, Saket, New Delhi (Co. Ed.) +91-11-24339700 50
17 Rishab Institute, Pocket-4, Mayur Vihar, Phase-~,Delhi-110 091 (for female only) +91-11-22752055, 4082 50

List of Private Institutions Affiliated for ECCE Course

Sr. No. Name of the Institute Institute Abbreviation Institute Code No. of Seats Telephone
1 Bal Bharti Nursery Teacher Training Institute, Pusa Road, New Delhi-11 0005 NBB 1 100 +91-11-25717567
2 Delhi Nursery Teacher Training Institute C/O South Delhi Public School, D-Block, Defence Colony, New Delhi-24 NDNT 2 40 +91-11-24694794
3 G.R.Memorial Nursery Teacher Training Institute Nilothi Mor, Nangloi, Delhi-110041 NGRM 3 80 +91-11-28365244
4 Gita Rattan Jindal Institute of Advance Studies & Training, Sector-VII, Rohini, Delhi-110085 NGRJ 4 40 +91-11-27045607
5 Great Mission Teachers Training Institute Sector-5, Dwarka, New Delhi-11 0075 NGMT 5 50 +91-11-25084112
6 Jain Bharti Institute of Higher Education, E-Block, Sector-16 Rohini, Delhi-11 0085 NJB 6 100 +91-11-27858802
7 Lovely Teacher Training Institute, Priyadarshni Vihar, Delhi-110092 NLTT 7 40 +91-11-22547753
8 MA Educational Institute, Poket-H-3; Sector 18, Rohini, Delhi-11 0085 NMAI 8 100 +91-11-27852354, +91-11-27872787
9 Manav Bharti Nursery Teacher Training Institute Panchsheel Park, New Delhi-110017 NMBN 9 50 +91-11-26013749
10 Manvi Institute of Education and Technology, C-Block Sect.7, Rohini Delhi-110085 NMN 10 50 +91-11-27046989
11 Pradeep Memorial Comprehensive College of Education, Kiradi Ext., Nangloi Delhi-11 0041 NPMCC 11 50 +91-11-25470655
12 Pragati Institute of Education & Training Sector-13, Phase-II, Dwarka, New Delhi-110075 NPIET 12 50 +91-11-64558431
13 Prayas College of Education, 37/222, Khizrabad, New Friends Colony, New Delhi-110065 NPRE 13 50 +91-11-26918189
14 Rama Krishna Teacher Training Institute, M-Block, Vikas Puri, New Delhi-11 001 8 NRK 14 80 +91-11-25550497
15 Rishab Institute, Pocket-IV, Mayur Vihar, Phase-I, Delhi-110091 NRI 15 100 +91-11-27520554
16 Sai Institute for Girls, Sai Bhawan, Geeta Colony, Delhi-11 0092 NSIG 16 50 +91-11-22046869
17 Satyam International Polytechnic, G.D. Block, Pitam Pura, New Delhi-88 NSIP 17 50 +91-11-27317069
18 Vidya Training Institute, Bangia Sahib Road, Opp. Kali Mandir Connaught Place, New Delhi-110001 NVT 18 130 +91-11-23348844
19 ICS Infotech Institute, RZ-49/C, Vashistha Park, Pankha Road. Janakpuri, Delhi NICS 19 50 +91-11-25390400 +91-11-64534484
20 Kaushalaya Institute for Nursery Teachers Training, 75/2, Opp. Panchsheel Public School, Jetpur, Badarpur, Delhi-44 NKNT 20 50 +91-11-26666573
21 Daisy Dales Sr. Sec. School, E-331-A, East of Kailash, New Delhi-110065, NDDS 21 50 +91-11-41041041 +91-11-41041042
22 L R College of Advance Studies, H-3, Pocket-1, Sect. ii, Rohini Delhi NLRC 22 50 +91-11-27573100 +91-11-20904141
23 Prince Advance Studies, Sect 24, Rohini, Delhi NPPS 23 50 +91-11-27932964
24 Lalita Devi Inslt. of Management and Science, 847-848 Mandi Road, Village Mandi, New Delhi-47 NLDI 24 50 +91-11-26651112 +91-11-26651113
25 Air Force Vocational College, Old Willington Camp, Race Course, New Delhi NAFV 25 50 +91-11-23010231 +91-11-23792786
26 Technia Institute of Teacher Education, F-19, Sector-8, Rohini, Delhi-85 NTE 26 50 +91-11-27948904, 09
27 Rukmani Devi College of Education, Block CD, Pitampura, Delhi NRDI 27 50 +91-11-27314245
28 Amity Institute of Education, Amity Campus, Road No.44, M-Block, Saket, Delhi NAIE 28 50 +91-11-24339700 +91-11-24331960
29 Modelway Nursery Teacher Education Institute. I-Block, Ashok Vihar Phase-I, Delhi-52 NMNT 29 50 +91-11-65152741

4) Working Hours Both for Office and Public

Office timing of SCERT Office timing of DIETs Public hearing timing Lunch Time
9.30 a.m. to 6.00 p.m 9.00 a.m. to 5.30 p.m. 12.00 a.m. to 1.00 p.m. 1.00 p.m. to 1.30 p.m.

5) Public Interaction, if Any Public interaction during office hours on all working days regarding :

  • Right to information
  • Information regarding Elementary and Early Childhood Care and Education (during designated period)
  • Information regarding materials developed for Schools
  • Information regarding innovations in school education.

6) Grievance Redress Mechanism

Sr. No. Activity Level of Action Time Frame
1 To receive application and put a diary number Diary Clerk Same day
2 To mark application to Administrative officer Do Do
3 To send application to concerned branches/DIETs for given facts. Admn. Officer 03 days
4 O.S of concerned Branch/DIETs will sent reply to the application directly with the approval of HOD/HOO as the case may be under intimation to nodal officer O.S. 05 days

Manual Particulars of Organization, Functions and Duties
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What is the responsibility of SCERT?

As specified under section 29(1) of the Right to Education Act, most of the states have assigned SCERT (State Council of Educational Research and Training) the responsibility of being the academic authority in school education. SCERT and DIETs are the grassroot level institutions working for school education.
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What is the difference between SIE and SCERT?

ROLE OF S.C.E.R.T IN PROMOTING QUALITY TEACHER EDUCATION INTRODUCTION State Council for Educational and Training (SCERT) is an apex body, responsible for quality education in the state. The State Institute of Education (SIE), which functioned as a part of the department of general education, was converted to form the SCERT, to give a new thrust and direction to school education.

  • SCERT, Kerala, was established in 1994.
  • It is an autonomous body entrusted with planning, implementation and evaluation of all academic programs from pre-school to higher secondary levels.
  • SCERT is concerned with academic aspects of school education including formulation of curriculum, preparation of textbooks, teacher’s handbooks and teacher training.

It advises the Government on policy matters relating to school education.

  • SCERT is closely associated with, Regional Institute of Education, Mysore, The National Council of Educational Research and Training (NCERT), New Delhi, The National Institute of Educational Planning and Administration (NIEPA), New Delhi, The Regional Institute of English, Bangalore, UNICEF and UNFPA, Universities in Kerala etc.
  • KEY FUNCTIONS OF SCERT
  • WORKSHOPS

In workshops, the approach is more practical than a seminar. All the participants participate actively and make a significant contribution. A workshop is organized to consider intensively practical problems of class room teaching like lesson planning, curriculum construction etc.

  • WORKSHOP FOR VOCATIONAL TEACHERS The workshop was intended to orient teachers with the preparation of pools of questions based on activity-based approach.19 vocational subject representatives participated in the workshop.
  • One set of question paper in each subject was prepared at the end of the workshop.

WORKSHOP FOR PREPARATION OF SAMPLE QUESTION PAPER AND GUIDELINE A workshop for the development of sample question paper and guideline for question paper setters of Std. X (for special schools) for all the subjects was prepared. The same was handed over to Secretary, Pareeksha Bhavan.

  1. TRAINING COORDINATION
  2. DTE (Department of Teacher Education)’s areas of action are organizing teacher training programmes (both in-service and pre-service) for the TTI’s and DIET’s.
  3. TRAINING ON ADOLESCENT HEALTH EDUCATION PROGRAMME (AHEP)

The workshop for the development of module for conducted from 25-27 August 2011. As a continuation the training for empowering the DRU faculty of DIET on AHEP was teacher educators of TTI’s covering all the districts of Kerala is to be conducted in Kozhikode, Kottayam, Thrissur, Kollam and Ernakulum on 20 December 2011 and would be completed by 13 January 2012.

  1. ADVOCASY PROGRAMME FOR PRINCIPALS OF B.Ed. COLLEGES.
  2. A one-day meeting was convened for the principals of B.Ed.
  3. Colleges to make them aware of the importance of the relevance and need for population education.
  4. The main discussion was the adolescence issues and concerns.
  5. HIGHER SECONDARY SRG TRAINING SRG Training for Higher Secondary teachers for the year 2011-2012 was conducted at various centers.

Training was conducted for 17 major subjects. The batches were of 50, 60 and 100 members for different subjects and it was a 3-day programme. The topic generally discussed in all subjects was guidance and counseling, career development, and how to conduct cluster effectively and ICT-based model classroom.

NTEC/PRE-PRIMARY TEACHER It is a comprehensive course envisaged for equipping aspirants to become new millennium Pre-school/ Nursery teacher. This is a systematic course dealing with major areas of child developments such as Elementary education-Sociological and philosophical foundations, Child development and psychology, health, Practical and training.

ICT TRAINING FOR HIGHER SECONDARY SCHOOL HINDI TEACHERS ICT- based training is an area much desirable for Hindi teachers. ICT training for Higher Secondary Hindi teachers of the state was held from 21.02.2012 to 08.03.9 Core SRG members and total of 400 SRG provided members attended from 14 districts.

  1. The programme classes on File creation, Hindi Devanagari typing, mail creating, e-mail sending, slide making and Blog creating.
  2. These teachers will impart training at cluster level.
  3. PROGRAMMES GUIDANCE AND COUNCELLING Future teachers should be equipped to systematically plan and organize school guidance and counseling programmes.

Hence it was decided to review the pre-service teacher education curriculum at the primary level for the guidance and counseling components. The objectives were to examine, review, and analyze the current curriculum and to identify curriculum redundancies and make suggestions for updating curriculum based on the needs of students or bench marks.

  • Phase I Empowerment programme on personality development and ICT skills.
  • Preparation of moduleRs.8, 11,500
  • Training of trainers (TOT) Rs.59, 13,000

Actual teacher training.Rs.10, 62, 65,000 Phase II Empowerment programme for effective transaction of the content and pedagogical inputs. Preparation of moduleRs.63, 94.500 Training of trainers (TOT).Rs.1, 88, 19,000 Actual teacher training.Rs.28, 69, 42,500 Phase III Booster empowerment programme focused on solving issues and problems during the implementation stage.

  1. Preparation of moduleRs.63, 94,500 Training of trainers.Rs.1, 88, 19,000 Actual teacher training Rs.17, 51, 08,500 GRAND TOTAL Rs.62, 54, 67,500.
  2. URDU ORIENTATION COURSE Moulana Azad National Urdu University and SCERT together conducted an orientation programme (12.09.2011-17.09.2011) at Urdu University campus, Hyderabad.

Sri.N. Mouthin Kutty was the programme coordinator. The main aim of the programme was to provide guidance for all Kerala Urdu teachers. ENGLISH THEATRE CLUBS IN KERALA SCHOOLS A proposal by SCERT to the state government is that every school in the state will have an English Theatre Club soon.

The club is being planned to give an opportunity to teachers and students to watch and appreciate good English films. This is as the SCERT has termed it, to equip learners and teachers with good English skills. RESEARCH SCERT is responsible for research on various topics related to school education like curriculum development, training needs assessment for teachers, etc.

SCERT conducted a research study based on the First Terminal Evaluation conducted in 2011. With the guidance of educational experts in the field, tools of the study were prepared and data were collected, analyzed and the study report was prepared in consecutive three workshops.

FINDING OF THE STUDY According to Head teachers and teachers the question pools prepared by SCERT were of good quality and Students also welcomed the idea of Question pool. The pool helped to prepare the question papers in an effective manner. Most of the question papers considered the multilevel learner and the questions were prepared considering the process skills.

PREPARATION OF SCHOOL CURRICULUM AND TEXTBOOKS DEPARTMENT OF CURRICULAM, TEXTBOOKS AND EVALUATION is responsible for preparation and revision of curriculum and textbooks, preparation of handbooks for teachers in eight languages and different school subjects for all classes.,.

Faculties under the Departments of Curriculum, Textbooks and Evaluation are Malayalam, English, Hindi, Chemistry, Biology, Physics, Geography, Social Science, Arabic, Urdu, Sanskrit, Kannada, and Tamil. This prepares textbooks for class I to XII. Also prepare Syllabus of Technical Special Schools and Special School.

GUJARATI TEXTBOOKS SCERT has developed Gujarati textbooks for class 8, 9 and 10 for the first time in the history of school education in Kerala. Previously, the textbooks in use were drawn from Department of Education, Gujarat. The curriculum committee decided to introduce state own textbooks in Gujarati.

  1. Accordingly textbooks were developed on the basis of guidelines introduced from the academic year 2012-13.
  2. ERALA CURRICULAM FRAMEWORK-2007 The curriculum revision programme in Kerala was conceptualized on the basis National Curriculum Framework (NCF-2005).
  3. But there should be reforms in the methodology of learning, infrastructure facilities, teacher intervention strategies, approach of different subjects, course design, text books, teachers’ handbook and evaluation.

The draft framework of the proposed curriculum formed on the basis of the studies conducted by 14 focus groups and with the discussions of the core group. SCERT publishes the draft of the curriculum framework in internet which is helpful for receiving opinions of peoples and submit this document before curriculum committee.

  1. Hence the essential qualification for a person to be eligible for appointment as a teacher (clause (n) of section 2 of the RTE Act) is that he/she should pass TET,
  2. v It would bring national standards and benchmark of teacher quality in the recruitment process.
  3. v It would induce teacher education institutions and students from these institutions to further improve their performance standards.
  4. v It would send a positive signal to all stakeholders that the Government lays special emphasis on teacher quality.
  5. The test will be for three categories;
  6. 1. Lower Primary classes (Category I)
  7. 2. Upper Primary classes (Category II)
  8. 3. High School classes (Category III)
  9. PROJECTS

Department of Educational Technology is working in association with IT@ School project, SIET etc. It gives academic leadership for the training of IT Master Trainers and School IT Coordinators to implement IT education in schools, using computers as a tool for acquiring and using information and knowledge.

Development of story board for resource CDs for various subjects in high school classes ii another contribution. OTHER FUNCTIONS LIBRARY: SCERT maintains a modern research and reference library with high emphasis on education and its allied subjects. The mission is to build up a relevant collection of information materials and timely dissemination of information to educators, educationalists, researchers, students and other stakeholders in the field of education.

PREPARATION OF INSTRUCTIONAL MATERIALS: SCERT provide Teachers Handbook and Resource C.D. for Special schools. For students having hearing disabilities, visual learning is more helpful for them. Hence SCERT made teachers handbook and resource C.D. containing visualization of all subjects in accordance with the special school curriculum.

  • CONFERENCES: It can be organized on subjects of practical interest, such as revision of school curriculum, selection of text books, and report of successful educational experiments.
  • STUDY GROUPS: Teachers of different subjects can form study group which may meet once a week.
  • SCHOOL PROGRAMMES : This includes club meeting, faculty meeting, study circles, exhibitions in the school, experimental projects, film shows, demonstration lessons etc.
  • STUDY OF PROFESSIONAL WRITING : Teachers can study various publications of SCERT, NCERT, Extension service departments of colleges to acquaint with the latest research findings.
  • MISCELLANEOUS PROGRAMMES : This includes educational tours, visits to places of educational importance and teacher exchange programmes can be organized for professional growth of teachers.
  • CONCLUSION

Quality teachers are the assets of a school. Teacher empowerment has got new dimensions in our country owing to the vision put forth by National Curriculum Framework (NCF) for making teacher education more sensitive to the merging demand of the school system.

SCERT has important role in this area. For all academic purposes SCERT functions as an autonomous body. SCERT, at the state level will carry out all those activities as counterpart of NCERT for the qualitative improvement of education in the state. These includes workshops, seminars, trainings, cluster meetings, refresher courses, comprehensive teacher empowerment programmes, researches, research grants, awards and scholarships for teachers.

READ ALSO : : ROLE OF S.C.E.R.T IN PROMOTING QUALITY TEACHER EDUCATION
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What is the full form of SCERT in Kerala?

The State Council of Educational Research and Training (SCERT), Kerala is an autonomous body entrusted with planning, implementation and evaluation of all academic programmes from pre-school to higher secondary levels.SCERT, Kerala, was established in 1994.

The State Institute of Education (SIE), which functioned as part of the Department of General Education, was converted to form the SCERT, to give a new thrust and direction to school education in the State. The Hon. Minister for Education is the Chairman, and Secretary General Education department as Vice Chairman of the governing Body of SCERT.

Director, SCERT is the Convener of the governing body.SCERT is concerned with the academic aspects of school education including formulation of curriculum, preparation of textbooks, teachers’ handbooks and teacher training. It advises the Government on policy matters relating to school education.The academic activities and programmes of SCERT are carried out by the various departments / units.
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What are the difference between NCERT and SCERT?

Each chapter of the NCERT book offers a brief review and revision of the material. Several activities have been completed and are given to the students. The SCERT Book does not include chapters in detail; instead, the content is presented as a series of lessons.
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When did SCERT start in India?

About SCERT(State Council of Educational Research & Training) In pursuance of the recommendations of NPE, 1986 and its Programme of Action, the State Council of Educational Research & Training (SCERT), Delhi was established as an autonomous organization on May, 27, 1988 for providing academic resource support in improving the quality of school education in Delhi.

To achieve the aforesaid objective, through the tottering steps of infancy, we learnt the ropes of development of in-service/ pre-service course designs/syllabus, teacher training materials, conduct In-service Education of Teachers (INSET) Programmes/ETE Course and undertake research projects aimed at finding solutions to problems.

The subsequent years saw us repeating the same processes with many variations and in varied hues, thus, enabling as to further refine our skills. The work of State Council of Educational Research & Training and District Institution of Education and Training (DIET) covers the entire spectrum of school education.

  1. The State Council of Educational Research and Training has focus on secondary education.
  2. The District Institution of Education and Trainings have adopted Lab Areas Approach to conduct studies, experiment new techniques, undertake action research and field testing to provide academic support at grass-root level in their respective districts in the area of Elementary Education.

The inputs by State Council of Educational Research & Training and District Institution of Education and Trainings have resulted in professional growth of teachers, teacher educators, educational administrators and other educational functionaries leading to improvement in their effectiveness and efficiency.

The State Council of Educational Research & Training and District Institution of Education and Trainings have to quickly respond to the changes in content, methodology and evaluation to empower teachers and other educational functionaries to enable them to effectively address the problems of students.

Along with the professional growth of the human component, the development of quality teaching-learning material and undertake research are some of the important tasks conductive for attaining the objectives of quality education and a responsive educational system.

  1. State Council of Educational Research & Training is striving hard to achieve this goal.
  2. At present, nine District Institution of Education and Training are functioning under the overall guidance of State Council of Educational Research & Training.
  3. The District Institution of Education and Trainings have a mandate to conduct Pre-Service Teacher Education in the form of two year Diploma course in “Elementary Teacher Education (ETE)”.

The Government District Institution of Education and Trainings also organize INSET Programme for Primary School Teachers and Headmasters. Additionally, 21 Self Financed Recognized Private ETE Institutions affiliated to State Council of Educational Research & Training, Delhi are conducting ETE course.

  1. Also, 30 Self Financed Recognized Private Institutions affiliated to State Council of Educational Research & Training, Delhi are conducting two year Diploma Course in “Early Childhood Care & Education (ECCE)”.
  2. State Council of Educational Research & Training has responsibility of admission, examination and certification of these private recognised ETE and ECCE Institutions.

Academic Resource Support to these is provided by State Council of Educational Research & Training in the form of development of curriculum. State Council of Educational Research & Training also has a mandate to ensure that these institutions function in accordance with the established Norms.

Conceptualization regarding general and specific objectives Development of course deigns Development of course materials Orientation of course Director and Resource persons Training Evaluation and follow-up

State Council of Educational Research & Training is also conducting an In-Service B.Ed Course with due recognition from NCTE and affiliation with GGSIPU, Delhi. The approved intake is of 100 students per year. This course is unique because the students are In-service Assistant Teachers from the education department of Government of National Capital Territory, Delhi who are due for promotion to TGT but cannot be promoted due to lack of B.Ed qualification.

The students are paid their full salaries by their department during the session. The development, publication and dissemination of Teaching-Learning Materials in the form of Textbooks, Manuals, Question-Banks, Handouts etc in print format and e-TLM is an essential component of State Council of Educational Research & Training’s effort to improve the quality of school education in Delhi.

The advent of Information and Communication Technology (ICTs) has resulted in the creation of “New Media”. State Council of Educational Research & Training, Delhi has kept itself abreast with the pace of change. We extensively use e-mails for communications with all the District Institution of Education and Trainings and ETE/ECCE private institutions for admission/examination related work.

We also uploaded all our ETE/ECCE Admission lists for 2011-12 session on our Website to communicate with people and ensure transparency. With in 2011-12 we have also started online submission of admission forms for ETE and ECCE course admission. This resulted in saving a large amount of Govt. money. We have also been using Computer Aided Learning (CAL) materials for the past few years during INSET Programmes.

While most of technologies have a problem of interaction, during large scale INSET Programmes, we solved this by using CAL materials, LCD projectors and wireless mikes given to the Resource Person and the participants. State Council of Educational Research & Training, Delhi also has an EDUSAT Learning End of the NCERT network while the teaching end is at CIET, NCERT.

We have been participating in Video Conferences using this equipment to provide training to teacher educators and pupil teachers. This equipment enables the participants in our classrooms to interact with the experts at the learning end, while all other similar classrooms across the country can watch our interaction.

Similarly we can watch interactions of all the other classrooms in turn. As the ICTs in varied forms becomes more affordable and enhance reach and interaction capabilities, we hope to further attain the target of quality and quantity in teacher education.
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Why is RTE needed?

Right To Education (RTE) Act 2009 – Importance, Meaning, Facts The Parliament of India enacted the Right To Education Act 2009 to grapple with the downward spiral of the education system and poor learning outcomes. The act aims towards providing free and compulsory elementary education to kids between the age group of 6 years to 14 years,

The Indian government wants every Indian child to get a quality education, irrespective of gender, caste, creed, and family income. The RTE Act was enacted on 4 August 2009, and since its inception, we have seen a lot of changes in the enrolment levels, equitable access, literacy rates of states and education standards.

Let us look at the impact of the right to education act and the important statistics you need to know.
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What does RTE mean in school?

Overview – The Constitution (Eighty-sixth Amendment) Act, 2002 inserted Article 21-A in the Constitution of India to provide free and compulsory education of all children in the age group of six to fourteen years as a Fundamental Right in such a manner as the State may, by law, determine.

The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which represents the consequential legislation envisaged under Article 21-A, means that every child has a right to full time elementary education of satisfactory and equitable quality in a formal school which satisfies certain essential norms and standards.

Article 21-A and the RTE Act came into effect on 1 April 2010. The title of the RTE Act incorporates the words ‘free and compulsory’. ‘Free education’ means that no child, other than a child who has been admitted by his or her parents to a school which is not supported by the appropriate Government, shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing elementary education.

Compulsory education’ casts an obligation on the appropriate Government and local authorities to provide and ensure admission, attendance and completion of elementary education by all children in the 6-14 age group. With this, India has moved forward to a rights based framework that casts a legal obligation on the Central and State Governments to implement this fundamental child right as enshrined in the Article 21A of the Constitution, in accordance with the provisions of the RTE Act.

The RTE Act provides for the:

Right of children to free and compulsory education till completion of elementary education in a neighbourhood school. It clarifies that ‘compulsory education’ means obligation of the appropriate government to provide free elementary education and ensure compulsory admission, attendance and completion of elementary education to every child in the six to fourteen age group. ‘Free’ means that no child shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing elementary education. It makes provisions for a non-admitted child to be admitted to an age appropriate class. It specifies the duties and responsibilities of appropriate Governments, local authority and parents in providing free and compulsory education, and sharing of financial and other responsibilities between the Central and State Governments. It lays down the norms and standards relating inter alia to Pupil Teacher Ratios (PTRs), buildings and infrastructure, school-working days, teacher-working hours. It provides for rational deployment of teachers by ensuring that the specified pupil teacher ratio is maintained for each school, rather than just as an average for the State or District or Block, thus ensuring that there is no urban-rural imbalance in teacher postings. It also provides for prohibition of deployment of teachers for non-educational work, other than decennial census, elections to local authority, state legislatures and parliament, and disaster relief. It provides for appointment of appropriately trained teachers, i.e. teachers with the requisite entry and academic qualifications. It prohibits (a) physical punishment and mental harassment; (b) screening procedures for admission of children; (c) capitation fee; (d) private tuition by teachers and (e) running of schools without recognition, It provides for development of curriculum in consonance with the values enshrined in the Constitution, and which would ensure the all-round development of the child, building on the child’s knowledge, potentiality and talent and making the child free of fear, trauma and anxiety through a system of child friendly and child centered learning.

Last Updated by Admin on Wednesday, July 14, 2021
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What language is RTE?

RTÉ has a statutory obligation to broadcast in the Irish language as the first national language of Ireland and since its establishment RTÉ has invested in Irish language programming across all genres and methods of output on television, radio, online, and on mobile telecommunications networks.
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Who is the director of Scert up?

Others named Dr Sarvendra Vikram Singh from Delhi University. Academic & corporate experience of 22 years.
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When was the Scert up established?

About SCERT(State Council of Educational Research & Training) In pursuance of the recommendations of NPE, 1986 and its Programme of Action, the State Council of Educational Research & Training (SCERT), Delhi was established as an autonomous organization on May, 27, 1988 for providing academic resource support in improving the quality of school education in Delhi.

To achieve the aforesaid objective, through the tottering steps of infancy, we learnt the ropes of development of in-service/ pre-service course designs/syllabus, teacher training materials, conduct In-service Education of Teachers (INSET) Programmes/ETE Course and undertake research projects aimed at finding solutions to problems.

The subsequent years saw us repeating the same processes with many variations and in varied hues, thus, enabling as to further refine our skills. The work of State Council of Educational Research & Training and District Institution of Education and Training (DIET) covers the entire spectrum of school education.

The State Council of Educational Research and Training has focus on secondary education. The District Institution of Education and Trainings have adopted Lab Areas Approach to conduct studies, experiment new techniques, undertake action research and field testing to provide academic support at grass-root level in their respective districts in the area of Elementary Education.

The inputs by State Council of Educational Research & Training and District Institution of Education and Trainings have resulted in professional growth of teachers, teacher educators, educational administrators and other educational functionaries leading to improvement in their effectiveness and efficiency.

The State Council of Educational Research & Training and District Institution of Education and Trainings have to quickly respond to the changes in content, methodology and evaluation to empower teachers and other educational functionaries to enable them to effectively address the problems of students.

Along with the professional growth of the human component, the development of quality teaching-learning material and undertake research are some of the important tasks conductive for attaining the objectives of quality education and a responsive educational system.

State Council of Educational Research & Training is striving hard to achieve this goal. At present, nine District Institution of Education and Training are functioning under the overall guidance of State Council of Educational Research & Training. The District Institution of Education and Trainings have a mandate to conduct Pre-Service Teacher Education in the form of two year Diploma course in “Elementary Teacher Education (ETE)”.

The Government District Institution of Education and Trainings also organize INSET Programme for Primary School Teachers and Headmasters. Additionally, 21 Self Financed Recognized Private ETE Institutions affiliated to State Council of Educational Research & Training, Delhi are conducting ETE course.

  1. Also, 30 Self Financed Recognized Private Institutions affiliated to State Council of Educational Research & Training, Delhi are conducting two year Diploma Course in “Early Childhood Care & Education (ECCE)”.
  2. State Council of Educational Research & Training has responsibility of admission, examination and certification of these private recognised ETE and ECCE Institutions.

Academic Resource Support to these is provided by State Council of Educational Research & Training in the form of development of curriculum. State Council of Educational Research & Training also has a mandate to ensure that these institutions function in accordance with the established Norms.

Conceptualization regarding general and specific objectives Development of course deigns Development of course materials Orientation of course Director and Resource persons Training Evaluation and follow-up

State Council of Educational Research & Training is also conducting an In-Service B.Ed Course with due recognition from NCTE and affiliation with GGSIPU, Delhi. The approved intake is of 100 students per year. This course is unique because the students are In-service Assistant Teachers from the education department of Government of National Capital Territory, Delhi who are due for promotion to TGT but cannot be promoted due to lack of B.Ed qualification.

The students are paid their full salaries by their department during the session. The development, publication and dissemination of Teaching-Learning Materials in the form of Textbooks, Manuals, Question-Banks, Handouts etc in print format and e-TLM is an essential component of State Council of Educational Research & Training’s effort to improve the quality of school education in Delhi.

The advent of Information and Communication Technology (ICTs) has resulted in the creation of “New Media”. State Council of Educational Research & Training, Delhi has kept itself abreast with the pace of change. We extensively use e-mails for communications with all the District Institution of Education and Trainings and ETE/ECCE private institutions for admission/examination related work.

We also uploaded all our ETE/ECCE Admission lists for 2011-12 session on our Website to communicate with people and ensure transparency. With in 2011-12 we have also started online submission of admission forms for ETE and ECCE course admission. This resulted in saving a large amount of Govt. money. We have also been using Computer Aided Learning (CAL) materials for the past few years during INSET Programmes.

While most of technologies have a problem of interaction, during large scale INSET Programmes, we solved this by using CAL materials, LCD projectors and wireless mikes given to the Resource Person and the participants. State Council of Educational Research & Training, Delhi also has an EDUSAT Learning End of the NCERT network while the teaching end is at CIET, NCERT.

We have been participating in Video Conferences using this equipment to provide training to teacher educators and pupil teachers. This equipment enables the participants in our classrooms to interact with the experts at the learning end, while all other similar classrooms across the country can watch our interaction.

Similarly we can watch interactions of all the other classrooms in turn. As the ICTs in varied forms becomes more affordable and enhance reach and interaction capabilities, we hope to further attain the target of quality and quantity in teacher education.
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