 Hello, I welcome you all once again to my channel Explore Education. I am Dr. Rashmi Singh, Assistant Professor, Department of Education, S.S. Khanna Galshwari College, University of Allahabad. And in previous video, we have discussed over goals of universalization of education. In continuation of it, this time I am going to discuss a very important body diet, District Institute for Education and Training. So, we use a lot of diet. We know and hear about it, whether they are working in diet or this is the work of diet. But this is very, I mean, understand it in a way that it is very connected to the level of education and there is a lot to know about it. And it is also in your course. And in general, we should also know. Since there is a lot of matter on it, so I had to divide this matter into two parts. So, the diet will be covered in two videos. In this, we will just talk about the background and how the diet changed in the context of RTE. Did it change in its role or its philosophy. And what is the vision, what is the establishment of the diet in mind. Okay, so do subscribe to my channel to get my future videos over different aspects of education and it must be useful. So, let's start. First of all, let's talk about professional development of teachers. Okay, professional development of teachers. I mean, there are a lot of commissions that have seen this report when it was published. So, I saw that the development of the teachers is very important because when the teachers of high school will teach them well, will transmit them well, will do their responsibility well and we will take good product as a student. So, there are a lot of commissions on this professional development of teachers. The importance of professional development of teachers has been recognized since the 1960s. From 1960s, this issue is going on. Like Kothari commission said, till now I think you should remember which commission's brother has given his report. So, Kothari commission got involved in 1974 and in 1960, he gave his report. The earliest policy formulation on education emphasized the need for teacher education to be brought into mainstream academic life of the universities on the one hand and of school life and educational development on the other. Kothari commission is one way to say that first of all, there are certain policies that have been imposed on education, education is imposed on education. It has been emphasized on the need for education. So, he said that we should take teacher education to mainstream academic life of universities and it should be connected to school life and educational development as well. Then, Chattopadhyaya committee report came in 1983 and in 1985, he submitted his report. He says that to enable general and professional education to be pursued concurrently. He says that general and professional education should go together. Then, the national policy on education came in 1986. He said that improvement in status and professional competence of teachers is cornerstone of educational reconstruction. He says that if we have to do the Shaikshik punar nirman, then the most important thing is that the education should be improved in the status and professional competence. This is the main cornerstone if we want the Shaikshik punar gathan. So, he said that this is important. Then, it emphasized the significance and need for a decentralized system for the professional preparation of teachers. He says that the committee, your commission NPE, if we want to create professional teachers of high school, then we have to decentralize in this system. That is, you have to give power on every level. This policy was put in place proactively by the central government in the eighth plan with the establishment of diet. So, from where did I get this idea that there are no policies behind the establishment of a diet? So, the commission of Kothari said, Chattopadhyaya committee report said, NPE also said that you should develop the teachers. And the special thing is that it is a decentralized system. Because you know what kind of system it is, what kind of system it is. So, in the eighth plan, he said that he talked about this and then this was established. So, the diet of... Sorry. Full form, you know, District Institute for Education and Training. What are these? Institute of Advanced Studies in Education. CTEs, Colleges of Teacher Education. Through the centrally sponsored scheme of restructuring and reorganization of teacher education. That is, a scheme was run by a central government whose heading was restructuring and reorganization. That is, we will rebuild the education community and the organization. So, it has been established as a diet. Since the 1990s, further decentralization has led to the formation of BRCs and CRCs. And as we are reaching around this number, the system gets more decentralized. It gets smaller. And the block resource center and cluster resource center is established. BRC, Block Resource Center. CRC, Cluster Resource Center. Okay. Now comes its background. So, where did you get the background? Kothari Commission, Chotokadaya Committee and finally NPE. So, pursuant to the provisions of NPE on teacher education, a centrally sponsored scheme of restructuring and reorganization of teacher education was approved in October 1987. In 1986, NPE came and in 1987, a centrally sponsored scheme was made. For the restructuring and reorganization of the teacher education, one of the five components of the scheme was the establishment of diet. And that is, the establishment of diet. So, when does the establishment of diet go? The diet. District Institutes of Education and Training were envisioned in the National Policy of Education in 1986. Meaning, National Policy of Education in 1986 was envisioned. We saw that this should be the establishment of the diet of Dhood Rashti. And then, in the early 1990s of the Government of India, MHRD, meaning in 1989, it was made. For this, two-strengthen elementary education. Meaning, your primary education, your primary education, is for the improvement of the education. And support the decentralization of education to the district level. Meaning, the education that is available in the district, we do a weekend recovery of it. Support it. And one more thing is coming up, that the centrally sponsored scheme on teacher education and following the guidelines suggested in the Pink Book, that is, the Government of India, in 1989, releases its Pink Book, in which it says that the establishment of diet is being done. Why is it being done? Because we want to strengthen elementary education and we want to decentralize education at a district level. And we want to improve teacher education at an elementary level. Okay. So, what's the background of this? That the centrally sponsored scheme of restructuring and reorganization of teacher education aimed at providing academic resource support to elementary and secondary teachers. Mainly for elementary teachers. Even for some secondary teachers, this academic resource support will be provided. Through, how will it be done? It will provide education, self-care, experimentation, and institutional infrastructure that will be developed so that pre- and in-service training can be provided. When you read the diet repeatedly, the name will be pre-service and in-service training. Pre-service means that you are being trained before going to the service. And in-service means that you are being trained and you are being trained. The scheme has interrelated the following components for which financial assistance is provided by central government to the state or UTEs, UTEs in the Union Territory. So, they are saying that the states and central government financial assistance will be provided to the central government financial assistance so that you can make a diet, what else can you make? You can make CTEs. You can make colleges of teacher education out of which you can develop 50 of them in the form of IASC. IASC is the Institute of Advanced Studies in Education. And what else can you do? You can strengthen the SCERT. Look, at the national level, the SCERT gives us the national curriculum framework. But every state has to follow its local condition according to its speciality. So, for that, SCERT means State Council of Educational Research and Training. There are a lot of abbreviations in this paper. And to read all this, you should first know what is the full form of the diet, what is the full form of CTE, what is the full form of IASC, what is the full form of your BRC, what is the full form of CRC, what is the full form of SCERT, what is the full form of NCRT, so, read this. You won't be happy without it. Then, then, then, objective of establishment. So, you must have understood why it was made. The objective of establishing a diet in each district under the centrally sponsored scheme was to improve the quality of elementary teacher education. That is, the first type of education involved in education, in the education of the children, we want to improve the quality of that. How will we improve? Innovative pre-service and in-service education and training. Before we go to the service, and when it stays in the service, we will teach it and teach it. It is new from the beginning. I mean, new ways. And the vision of a diet as planned under the scheme is to restructure and reorganize the elementary teacher education to make it more responsive and to realize the goal of universalization of elementary education. Then, who is connected to this? UEE. So, all the lines are connected. I am telling you again and again that to achieve UEE, you can say that a diet is made. You can say that the goal of teacher education is to improve elementary teacher education. Or you can say that we will be able to achieve universalization of elementary education when good education is taught well. You won't understand. Then, by the time of adoption of the NPE, elementary and adult education systems were already too asked to be adequately supported by national and state level agencies alone. I mean, when NPE was giving its institutions in 1986, it was found that elementary and adult education systems are so big, so big, so powerful, there is disparity, there is discrepancy in every place. So, the state, sorry, I mean, the state-based system and the state-based system can't handle it alone. So, it was thought that the provision of support to them in a decentralized manner had therefore become important. So, it became important that we don't let them go on vacations and make them a smaller institution that can support them and understand the local need and local resource. So, the NPE and POA accordingly envisaged the addition of a third district-level tire to the support system in the shape of diet. So, NPE must have known that what is POA? Program of Action. So, it saw and thought that we should make a third-level institution, district-level. In the past, there was NCRT, in the past, SCRT, now, you should make a diet so that you can pass those students in a better way in the district-level. So, you will be able to do your job better. Okay? Then, RTE and diet. When RTE came, what happened? When the Right Education Act came in 2009 and in 2010, sorry, it got a little high-infection. And it was influenced by April 2010, so what happened? Right to Education is a very big topic in itself to study. So, Right to Education directs the state the need to invest in quality schools through adequate and child-friendly infrastructure, curriculum and school practices. So, RTE said to all the states that you should invest so that you can make a better, higher-quality, full-fledged school and have a child-friendly infrastructure and have a curriculum and education. So, what will happen? So, we need a better teacher and a better system. So, achieving the RTE requires urgent investment in developing good teachers. After that, it became more important that we can develop a very good education which is very good. So, from that, now, I have to tell you that the Sarva Shiksha Biyan is the vehicle for the RTE, places the owners of school support and investment on the BRCs and CRCs and the state to strengthen the existing diets, establish new ones in Philip D. Wilkin Post. Who is saying this? The Board or the Committee report is saying this in April 2010. Then, about common sense that if we forget when the Board or Committee report came, then you should know why it came. It came because when RTE came, then we thought that existing diet which is going on, we should strengthen it and make it better. So, RTE came in 2009. It came in 2010. So, the Board or the Committee report can't be before 2010. It is of 2010. So, this is the role of the diet. Then, RMSN diet. Now, what is RMSN? National and Mathemic Education Biyan. Similarly, RUSA is National and Higher Education Biyan. So, you need to study a lot to study this paper. So, the National and Mathemic Education Biyan requires diets to play a key role at the district level in extending their mandate from elementary to secondary education. The RMSN said why is the diet at the elementary level extended to secondary education? So that it can work at the same time as secondary education. So, both SSA and RMSN require district level academic planning and monitoring. SSA also requires RMSN also requires that we can see in the district how the new generation is going and how the monitoring is done. So, diets need to support district and sub-district institutions, activities and personnel. So, diet needs to be more strengthened because it needs to support all activities and personnel from the district to the district. They are expected to work along with the CTEs and IASEs in coordination with the SERDs to achieve quality in all aspects of teacher professional development and school support and improvement. And this is expected that the diet will meet with the CTE and the IASE and work in coordination with the SERDs. And all the elementary or at least secondary level will try to improve the quality of education in all aspects of teacher professional development and school support and improvement. So, this is not so complex and lengthy. Then, what is the vision? What is the vision of the diet? So, the vision for the diet that was articulated in the NP-1986 modified in 1992 means POA. It was for a strong district institution. They say, make a strong institution at the district level which supports pre-service and in-service work with teachers at the elementary education level. The teachers at the primary level who have full education, full service, they have full service, they have to do the work of giving education and training. Within a multi-level framework of educational development. This is connected to BRCCRC SCRTCTE, IASC, NCRT, NUPA. There are many linkages. Central state, district and local agencies have a tool for this. How? So that we can participate in planning, coordination, monitoring and evaluation. That is, we can do good news, sit down with great enthusiasm, monitor in a good manner and do good things. To support the universalization of quality education and achieve quality in adult and lifelong education, diets will visualize as a way to infuse the system with the following essential inputs. Now, the last video I was talking to you about that there were only two goals for NPE, the main, basic goal for educational development is that we can achieve UEE and remove adult illiteracy. That is why the vision of diet is that we will support universalization of quality education and achieve quality in adult and lifelong education. So we had two essential inputs that provision of pre-service and in-service teacher education programs that is, at the elementary level, the educational programs that are being done we will do pre-service and in-service programs and what else? Organizing district level and state level educational researchers or researchers on issues pertaining to enrollment, retention, achievement, gender, prosperity, proficiency and dropout. That is, this way, the government will support the government and the district that we can find out what is the problem of non-profit, what are the problems, how much is there, how much is not there, what is the use of prosperity, what is being done in gender parity, how can we make it more proficient and why do children drop out? Okay. And what is the reason for this? Facilitating collaborative action researchers to enable practicing teachers to address classroom issues, to do action research on why there are classroom issues, why children are not well in class, why there are no tendons, all these things. And providing resource support to non-formal education sector by extending diet expertise curriculum and supplementary learning materials for adult learners. Now, you have gone to adult learners' education that we will also provide resource support in the form of NFE, NFE, non-formal education so that you can share your expertise in the development of curriculum and supplementary learning material. And what will you do? Designing and developing trainer manuals for Anganwadi workers. Whatever elementary education is in Anganwadi workers, for them, you make a training manual. We will design, develop and for addressing social concerns. We will address the issues of social services such as crisis and disaster management, gender sensitivity, leadership, manuals for school heads. And financial and physical resources will be useful. Full involvement of the community. When we talk about community participation, that is, we will learn about the community planning and management. Diet has a lot of work. And what will we make? Appropriate curricula, text book and pedagogical input. Learners who come from disadvantaged groups will also suggest suitable strategies that we can give them equal opportunity. We will mentor dedicated and competent teachers. Suitable academic and resource support to the teachers and instructors which would comprise, I mean, comprise how we will provide academic and resource support, training, guidance, advice. So locally relevant TLM and teaching aids will help in development, will help in evaluation. And field studies, action research and experimentation for tackling specific local problems encountered in achieving goals. To achieve our goal, which means local issues are coming, which are especially in that area, especially in the district, how to tackle them, for which action research and field studies will take place. So this is the ta-na-bana of the diet. Kothari commission, Chattopadhyaya committee report. Then NPE is saying, that we need good education, good output, so you should make good education for it. So elementary level work is given to the diet, that you should train your service and service teacher and do all kinds of action research, field work, experimentation, to handle elementary teacher education so that we can achieve UEE. That's why this role has been spread to adult education. Do you understand? So this is half of it. There is a lot more about diet in the next video. So this is it. I have completed the basic inception point of diet. So thank you and don't forget to like and subscribe my channel ExploreEducation. I have done from my side.