1 / 16

Integrated Block and Cluster Development (IBCD)

Integrated Block and Cluster Development (IBCD). Key Issues identified through research and experiences. Lack of role clarity of Mid Level Functionaries Need for capacity building for role clarity and capabilities for better teacher training and school based support Access to resources

eagan
Télécharger la présentation

Integrated Block and Cluster Development (IBCD)

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Integrated Block and Cluster Development (IBCD)

  2. Key Issues identified through research and experiences • Lack of role clarity of Mid Level Functionaries • Need for capacity building for role clarity and capabilities for better teacher training and school based support • Access to resources • ‘Rational’ planning of teacher training

  3. Key Issues identified through research and experiences • Aligning policy to work on the ground: TA-DA, training policy • Efforts needed at block level, to integrate Block and Cluster (and now with DIET) • Understanding teachers and their practice DIET – District Institute of Education and Training

  4. Main features of IBCD • Develop BRC into better training facility • Developing local subject resource pools who can design and conduct the training • Plan and implement workshops of high quality for teachers, and follow up plan with CRPs • Use of school and cluster level data for planning and management of workshops and monitoring school quality BRC – Block Resource Center CRP – Cluster Resource Person

  5. Assumption of IBCD • Quality training, resource support and personal interactions at BRC and CRC levels can bring desirable changes at mid level functionaries and gradually impact at school and policy levels IBCD – Integrated Block and Cluster Development BRC – Block Resource Center CRC – Cluster Resource Center

  6. Areas of intervention and Efforts • MRP training including content enrichment and teacher training design (2+1+2 model), implementation, assessment and feedback on trainings. • Cluster level training plans and school follow-up with CRPs • Block level resource center with focus on teacher trainers and teachers …… MRP – Master Resource Person CRP – Cluster Resource Person

  7. Intervention Areas and Efforts • Process documentation of experiences for larger impact and future reference. • Plans and negotiation for systemic integration of IBCD efforts through DIET DIET – District Institute of Education and Training

  8. DIET – NIAS Collaboration

  9. Collaboration - Why • To work towards systemic integration of IBCD efforts. • To work towards systemic integration of all possible components of DQEP. • To support DIET in its effort to be real District Level Academic Nodal body. IBCD – Integrated Block and Cluster Development DQEP – District Quality Education Project DIET – District Institute of Education and Training

  10. Collaboration - What • Working closely with IFIC, P&M and DRU wings • Establishment of Resource centers – District and Block levels • Piloting and actual implementation of TMS • State level impact making efforts – rationalisation of CRP distribution, TMS, resource centers IFIC – In-service program, field interaction, Innovation and Coordination P&M – Planning and Management DRU – District Resource Unit TMS – Training Management System

  11. Collaboration Efforts • Annual Work Plan revision process • Contribution to Localising of “Deeksha”(a foundation course for CRP and BRPs) • District specific focus through formation of Tribal Education Wing (TEW) • Focused on formation and strengthening of DRG and BRG …… CRP – Cluster Resource Person BRP – Block Resource Person DRG – District Resource Group BRG – Block Resource Group

  12. Collaboration Efforts • Establishment of District and Block education resource centers • Focused on developing of remedial teaching and training module – SPOORTI • Training Management System (TMS) pilot project and expansion plans • District specific analysis of KSQAO results …… KSQAO – Karnataka State Quality Assessment Organisation

  13. Collaboration Efforts • External academic exposures and interactions for DIET faculties • Formation of Collaboration Coordination Committee (CCC)

  14. Issues • Choice of teachers for MRPs • Exceeding 20-day training limit for MRPs • Integration of concepts and efforts at BRC and CRC levels • Decentralized training from block to cluster • Transfers • Identity - Insider Outsider • Multiple reporting of BRC. MRP – Master Resource Person BRC – Block Resource Center CRC – Cluster Resource Center BRC – Block resource Coordinator BRP – Block Resource Person CRP – Cluster Resource Person

  15. Insights • External intervention with ‘understanding of internal environment’ works better in the system. • Participatory approach -though time consuming essential for working in /with the system. • Dealing with discomforts is a key prerequisite. • Focus on ‘what works’ • Begin with ‘understanding others’

  16. DQEP Acknowledges. . . . • Children of Chamarajanagar District • Parents and community members • Teachers and Mid Level Functionaries • Departments of Education, Tribal Welfare and Social Welfare • Resource Persons and Organisations • Support agencies… • Learning network and conference participants

More Related