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Impact of In-service Teacher Trainingon Classroom Transaction

2012

Principal Investigator

S.K. YADAV

Department of Teacher Education

Sri Aurobindo Marg, New Delhi 110016

The study was funded by the

MHRD, Government of India, Delhi (INDIA).

Committee for Approval of Research Projects (CARP)

SSA INSET Packages in States:An Assessment

First Edition

July 2012 Ashadha 1934

PD 5H MJ

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FOREWORD

Quality school education requires teachers of quality. The world that teachers arepreparing children to enter is changing rapidly, and the teaching skills required needto evolve likewise. No pre-service course of teacher education can be sufficient toprepare a teacher for her whole career of 30 or 40 years. Thus, in-service teachereducation is an essential process by which teachers (like other professionals) keepthemselves up to date. Realising this need, the Sarva Shiksha Abhiyan guidelines providefor in-service training (INSET). The study entitled Study of Impact of In-service TeacherTraining under SSA on Classroom Transaction, though covering only the twenty-day trainingprogramme, is much needed.

An assessment of the training packages used by different states, in terms of qualityand relevance to the school curriculum, especially NCF-2005, was carried out byexperts in the states sampled for the study. The essence of this study is presented inthis document. It is expected that the analysis done here will be useful for redesigningthe continuous professional development packages for teachers of elementary schools.Professor S.K.Yadav, Principal Investigator, and his team have created a series ofvery useful reports based on the comprehensive study undertaken, of which this isthe fourth report. It is hoped that this thematic report will be of interest to theprofessionals involved in developing and evaluating the training packages across Indiaand elsewhere.

PARVIN SINCLAIRDirector

New Delhi National Council of EducationalMay 2012 Research and Training

PREFACE

The flagship scheme of Sarva Shiksha Abhiyan (SSA) was initiated during 2000-01for improving the quality of elementary education and also to achieve the constitutionalcommitment of Universalisation of Elementary Education. Teacher Training wasone of the important components of SSA for achieving the goal of UEE. The provisionfor 20 days in-service training was made for all the elementary school teachers everyyear under this scheme for their professional growth and development. Since thisprogramme was being implemented in the country for over a decade, it becamenecessary to evaluate the scheme for addressing its impact in classroom transactionand on students. This compendium SSA INSET Training packages in States: An Assessment,provides an analytic view of the state reports prepared by experts.

I am indebted to experts and several others who extended unqualified supportfor finalisation of the guidelines for content analysis of the training packages.I am grateful to Professor Parvin Sinclair, Director, NCERT and Professor B.K.Tripathi,Joint Director for providing suggestions and guidance from time to time.

My thanks are due to Professor N.K. Jangira, Former Head, DTEE and Dean (C)and Professor Saroj Bala Yadav, Head DESS, NCERT for extending continuousprofessional support for the construction and finalisation of tools of study. I appreciatethe efforts made by Dr Vijayan K and Dr J K Patidar, Assistant Professors forcompleting this task.

New Delhi S.K. YadavMay 2012 Principal Investigator

Professor and HeadDepartment of Teacher Education

NCERT

LIST OF TABLES AND FIGURES

Figure 1.1 Training Packages Prepared for Different States for Training 2Table 2.1 Development of the Training Package for Primary Stage 4Table 2.2 Development of the Training Package for Upper Primary Stage 5Table 2.3 Development of the Training Package for Elementary Stage 7Table 2.4 Experts’ Rating of the Training Package Related Quality Parameters for

Primary School Teachers 12Table 2.5 Experts, Rating of the Training Package Related Quality Parameters for

Upper Primary School Teachers 13Table 2.6 Experts Rating of the Common Training Package Relating to Quality

Parameters for both Primary and Upper Primary School Teachers 14Table 3.1 Training Packages for primary school teachers used during 2008-09,

2009-10 and 2010-11 18Table 3.2 Training Packages used and its duration for transaction (Primary Stage) 20Table 3.3 Reflection of SSA guidelines in Training Packages 20Table 3.4 Changes in the Upper Primary Teacher Training Packages 21Table 3.5 Training Packages used and its duration for transaction 22Table 3.6 Compliance of SSA guidelines in the training packages 24Table 3.7 Features of Packages used for Teacher Training at Primary Level 27Table 3.8 The Extent of the following of SSA Guidelines in the In-service Training

Package(s) of Primary Teachers 31Table 3.9 Change Indicators in Modules at Primary Stage (2009-10, 2010-11

and 2011-12) 33Table 3.10 District wise details and compression of modules in different 3 years

at Primary stage 34Table 3.11 Assessment of Training Package Based on SSA Guidelines at Primary

Stage 40Table 3.12 Change Indicators in Modules at Upper Primary Stage (2009-10, 2010-11

and 2011-12) 40Table 3.13 District wise details and compression of modules in different 3 years at

Upper primary stage 42Table 3.14 Changing content of in-service teacher training 2008-09 to 2010-11 52Table 3.15 Changing Content of In-service Teacher Training 2009-10 and 2010-2011 55Table 3.16 Training package on general Issues 56Table 3.17 10 Days In-service Training Pattern for Primary and Upper Primary Teachers

in Madhya Pradesh 57

vi

Table 3.18 Specific of In-Service Training Packages for Primary and Upper Primary Teachersover the last three years (2008-09, 2009-10 and 2010-11) 58

Table 3.19 Alignment of the package for Primary and Upper Primary Teachers toSSA Guidelines 62

Table 3.20 Pattern of In-service training of teachers in Maharashtra 63Table 3.21 Change Indicators in Modules at Primary and Upper Primary Stage

(2008-09, 2009-10, 2010-11) 64Table 3.22 Assessment of Training Package based on SSA Guidelines 65Table 3.23 Training Module at a Glance 66Table 3.24 Training Module Break-up 66Table 3.25 Design of the Training Module 69Table 3.26 Exemplar time table of teaching of social science 70Table 3.27 Assessment of Training Package based on SSA Guidelines at Primary Stage 73Table 3.28 Strengths and Weaknesses of the training package of 2010-11 75Table 3.29 Change in Modules for Primary School Teachers 84Table 3.30 Assessment of Training Package based on SSA Guidelines 85Table 3.31 Change Indicators in training package for upper primary school teachers 86Table 3.32 Assessment of Training Package Based on SSA Guidelines at Upper

Primary Stage 89Table 3.33 Details of training packages prepared from 2008-09 to 2010-11 91Table 3.34 Criteria and aspect of compliance 94Table 3.35 Details of Training Packages for Upper Primary Teacher 95Table 3.36 Compliance with SSA guideline by the Packages (2010-11) 100Table 3.37 Comparison of content of training packages of three years 101Table 3.38 Features of the English Training Packages used for the Training of

Primary Teachers 102Table 3.39 Features of the Training Packages for Primary School Teachers 104Table 3.40 Compliance of SSA Guidelines in the Packages 106Table 3.41 Comparison of Content of Training Package(s) of three years 106Table 3.42 Strengths and Weaknesses of the Training Package 2010-11 (Primary) 107Table 3.43 Features of the English Training Packages in English used for the

Training of Upper Primary School Teachers, Features of Training 108Table 3.44 Features of the Training Packages used for Science and Mathematics

Teaching for Upper Primary School Teachers 109Table 3.45 Compliance of SSA Guidelines in Package 111Table 3.46 Comparison of Content of Training Package(s) of three years 111

ABBREVIATIONSABL Activity Based LearningALM Activity Learning MaterialAPEP Andhra Pradesh Education ProjectB.Ed. Bachelor of EducationBEEO Block Elementary Education OfficerBEO Block Education OfficerBEP Bihar Education ProjectBRC Block Resource CentreBRCC Block Resource Centre CoordinatorBRCF Block Resource Centre FacilitatorsBRG Block Resource GroupCARP Committee of Approval for Research ProjectsCBSE Central Board of Secondary EducationCCE Continuous and Comprehensive EvaluationCPD Continuing Professional DevelopmentCRC Cluster Resource CentreCRCC Cluster Resource Centre CoordinatorCRCF Cluster Resource Centre FacilitatorsCRG Cluster Resource GroupCRP Cluster Resource PersonCRTE Cluster Resource Teacher EducatorCT Classroom TransactionCTE College of Teacher EducationCWSN Children with Special NeedsD.Ed. Diploma in EducationDEO District Education OfficerDEP-SSA Distance Education Programme-Sarva Shiksha AbhiyanDIET District Institute of Education and TrainingDISE District Information System for EducationDPEP District Primary Education ProgrammeDPO District Project OfficerDPR Detailed Project ReportDRG District Resource Group

viii

DTEE Department of Teacher Education and ExtensionEd. CIL Educational Consultants India LimitedEVS Environmental ScienceFGD Focus Group DiscussionFI Field InvestigatorIASE Institute of Advanced Studies in EducationICT Information and Communication TechnologyIED Integrated Education for DisabledIGNOU Indira Gandhi National Open UniversityINSET Inservice Education for TeachersLEHAR Learning Enhancement Activities in RajasthanLIP Language Improvement ProgrammeLJ Lok JumbishM. Ed. Master of EducationMAAP Mathematical Abilities Acquisition ProgrammeMDM Mid Day MealMHRD Ministry of Human Resource DevelopmentMRC Mandal Resource CentreMS Mahilya SamakhyaNCERT National Council of Educational Research and TrainingNCF National Curriculum FrameworkNCFTE National Curriculum Framework for Teacher EducationNCTE National Council for Teacher EducationNPE National Policy on EducationNPRC Nayaya Panchayat Resource CentreOBB Operation Black BoardOBC Other Backward ClassesOHP Over Head ProjectorOPEPA Odisha Primary Education Programme AuthorityPASS Programme for Acquisition of Social SkillsPh. D. Doctor of PhilosophyPMOST Programme of Mass Orientation for School TeachersRIE Regional Institute of EducationRIESI Regional Institute of English for South IndiaRP Resource PersonRTE Right to EducationRVM Rajiv Vidya MissionSALM Simplified Activity Learning Material

ix

SC Scheduled CasteSCERT State Council of Educational Research and TrainingSIE State Institute of EducationSKP Shiksha Karmi ProjectSOPT Special Orientation for School TeachersSPD State Project DirectorSPO State Project OfficeSRG State Resource GroupSSA Sarva Shiksha AbhiyanST Scheduled TribesSTEP Science Through Experiments and ProjectTC Training CentreTLE Teaching Learning EquipmentTLM Teaching Learning MaterialTNA Training Need AssessmentTT Training TransactionUEE Universalisation of Elementary EducationUNICEF United Nations International Children’s Emergency FundUP Upper PrimaryUPBEP Uttar Pradesh Basic Education ProjectUSA United States of America

CONTENTS

Foreword iii

Preface i v

List of Tables and Figures v

Abbreviations vii

1. The Study Context 1

2. INSET Training Package: Analytic Highlights 4

3. Training Package in States: An Assessment 17

4. Way Forward 120

Annexure-I : List of Experts 121

Annexure-II : Schedule and Guidelines for Assessment of 122Training Packages (ISTT-1)

The FocusSSA Framework 2001 (revised in 2008 and 2011)made a provision for 20-day training (10-dayblock training at BRC and follow on training in10 monthly meetings at CRC) under InserviceEducation for Teachers (INSET) for all primaryand upper primary school teachers every year forimproving the quality of elementary education.The quality of INSET depends, among otherthings, on the quality of the training package andits transaction. The training transaction impactsteachers in terms of their perceptions abouttraining and learning achievement of teachers andstudents. MHRD entrusted the study of INSETimpact on classroom transaction to NCERT. Oneof the objectives of the study pertains toassessment of the training packages used forINSET during the last three years, especially2010-11, in the sampled states.

Training packages are developed by the statesyear after year keeping in view the identifiedtraining needs. The demand side training needsare systematically assessed through interactionwith the teachers and the feedback provided bythe supervisors. Training Need Assessment(TNA) spearheads the development of thetraining package. Education reform initiativesand innovation diffusion representing the supplyside needs are also accommodated in thepackage. Sometimes training packages are

1 Study Context

devoted exclusively for both. If there is limiteddemand or supply side needs, proportionate mixis to be according to the priority of thesedeterminants at a particular point of time. Forexample, RTE Act, implementation of NCF-2005 and inclusive education of CWSN representsupply side needs in SSA INSET.

The major concern at the moment isimplementation of the NCF-2005 which isconsidered a major school curriculum reforminitiative as a part of SSA. It was, therefore,considered essential to assess the trainingpackages in terms of addressing the supplyrelated demand and the TNA of teachers. Itwas also assessed as to how training packageshad developed over a period of three years 2008-09, 2009-10 and 2010-11. The 2010-11 packagesreceived special attention since its transactionformed core of the study. The assessmentcovered presentation of the content andmethodology of its transaction in the trainingpackage.

MethodologyGuidelines for assessing the training packageused for INSET 2010-11 were developed by thenational team at NCERT. The guidelinescovered information about the age of thecentral theme, theme of the modules or units,the agency involved in its development,alignment with the SSA Guidelines 2008,

2 SSA Inset Packages in States : An Assessment

changes over the three-year period covered by thestudy, and appraisal of the constituentcomponents. Overall quality of the package inrespect of conformity with objectives, caste andgender bias, sequential treatment of the content,adequacy of elaboration of the concept covered,appropriate illustrations, simple and easy tounderstand language, encouraging activitybased teaching, arousing and sustaining interestof trainees, appropriateness of the suggestedtransactional methodology, sectional review inmodules, review exercises at the end, activitiesfor tackling learning difficulties of children,suggesting readings and follow up activities toreinforce learning were rated by the expertsgroup in the light of the desk analysis.

Each state coordinator identified a team offour to five curriculum and teacher educationexperts. A committee of experts was invited fora three-day workshop for the assessment andappraisal of the training package. At least onemember of the national team was also aparticipant observer in this evaluation workshopin most of the states. This chapter provides theoutcome of this exercise.

Composition of the Packages AssessedThe states developed training packages separatelyfor primary and upper primary teachers. In somestates the packages were combined for both.Figure 1.1 provides state-wise information aboutthe target group addressed by the trainingpackages for 2010-11.

Ten states prepared separate trainingpackages for primary and upper primaryteachers. The states of Haryana, Jammu andKashmir, Maharashtra, Madhya Pradesh andNagaland packages addressed both primary andupper primary stages.

The combined training package for primaryand upper primary school teachers wasprepared in Haryana as the SSA Coordinatorinformed that teachers had received sufficientsubject specific training. They were notmotivated enough to attend the same type ofthe training programme. The INSET was heldin abeyance for two years in 2008 and 2009.In 2010, the state decided that training should bemotivational aiming at attitudinal change.General training for both primary and upper

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Primary Upper Primary Elementary

Figure 1.1: Training packages prepared for different states

3Study Context

primary school teachers along withdevelopment of the training package was,therefore, outsourced to two private companies,Educomp Solutions and New Horizon India Ltd.

In the states of Jammu and Kashmir andNagaland, combined training of primary andupper primary school teachers was the practicesince most of the teachers taught classes at bothstages of elementary education in schools. Evenmultigrade teaching was reported at both levels.In Maharashtra, value based training, Jeewan Vidhya,was considered relevant for primary as well asupper primary school teachers. The training needsin these states reflected system perceived needsrather than expressed needs of teachers arisingout of TNA. It is not yet clear as to how specific

needs of primary and upper primary teachersrelated to subject teaching were addressed by theSPO, SSA.

SSA INSET GuidelinesThe assessment is based on the SSA 2008guidelines for INSET. For ready reference theSSA guidelines given below were provided tothe experts’ group.

This chapter focused on the need for theassessment of the training packages in the 15participating states and objectives of assessment.The methodology followed for the assessmentwas also outlined. The next chapter summarisesthe analytic exercise.

SSA INSET Guidelines(a) It takes into account the constructivist approach as laid down in NCF-2005. This means

that the teacher should act as ‘facilitator’ and should work towards creating a variety oflearning experiences in and out of the classroom that enable children to constructknowledge from activities and experiences in day-to-day life. The teacher is not to be a‘transmitter’ of knowledge to passive recipients (the children).

(b) This approach requires being reflective, that is teachers need to become mindfulenquirers into their own experiences, to guide children meaningfully.

(c) The guidelines advocate a ‘split up’ model of in-service training, in which 6 to 8-day trainingis provided at the BRC/DIET level and 2-day training through actual observation of theclassroom situations. Thereafter, teachers are expected to return to their school settings for2-3 months, to try out the recommended methodologies and ideas. At the end of the trainingprogramme, they once again return to the BRC/DIET for two days to share their experiencesand reflect on the new ideas before they complete the training.

(d) The guidelines recommend a format training duration of 10 days, as evident from above.(e) In keeping with NCF-2005, the guidelines recommend training of teachers in areas such

as art and heritage crafts, health and physical education, work education and educationfor peace, besides training in basic subjects like language, EVS and Mathematics.

(f) The guidelines stress identification of training needs and development of appropriatetraining modules through BRGs/DRGs/SRGs. It is also recommended that the trainingdesign should emphasise local contextuality and specificities in the teaching learning situation.

(g) A list of suggested readings, educational audio and video programmes for teachers have alsobeen provided in the guidelines.

Assessment DimensionsThe dimensions of assessment of the trainingpackage covered development of the trainingpackage; format and content; the agency thatdeveloped the package; consonance with theNCF-2005 and INSET Guidelines 2008 andoverall quality of the package in respect ofconformity with objectives, caste and gender bias,sequential treatment of the content, adequacy ofelaboration of the concept covered, appropriateillustrations, simple and easy to understandlanguage, encouraging activity based teaching,arousing and sustaining interest of trainees,appropriateness of the suggested transactional

2 INSET Training Package:Analytic Highlights

methodology, sectional review in modules, reviewexercises at the end, activities for tackling learningdifficulties of children, suggesting readings andfollow up activities to reinforce learning.

Development of the Training PackagesINSET training is managed and funded by theSPD in the states. The services of the institutions,agencies and private companies can be mobilisedfor preparing training packages. The practicevaries from state to state. Tables 2.1, 2.2 and 2.3provide information about the training packagefor INSET 2010-11, agency that developed it andthe year in which training packages weredeveloped.

Table 2.1Development of the Training Package for Primary Stage

Name of Title of the Training Package used in 2010-11 Agency(s) that Publicationthe State developed the package YearAndhra • Learning Enhancement Programme (LEP): Rajiv Vidya Mission 2009-2010Pradesh Telugu, Mathematics, EVS, English·

• Snehbala: Environmental Studies Cards (SLIM)

Bihar • Bodhi Sambad Bhag-I (Classes III-V): The package has BEPC 2009-2010comprehensive subjects like Language, Mathematics,EVS along with Art Education. The package includescontent, process and assessment along with ClassroomManagement

Chhattisgarh • Shikshak Prashiksan Sandarshika: English, Mathematics SCERT 2010-2011and General Issues like Enrolment and Retention,Learning and Knowledge, SSA, Concept of area

5INSET Training Package : Analytic Highlights

Gujarat • Gujarati, Environment and Maths: Content and method· SPO, SSA 2009-2010Activity Based Learning (Pragna), Teaching LearningProcess, CCE Plan, TLM and Puppet, School administration,planning and organization, IED, Gender education, ADEPTS,ERAC (Experience Reflection Application andConsolidation), Time Management

Meghalaya • An orientation on active learning, Teaching on – EVS, DERT Mathematics and English, Art and Craft, Practice Teaching and DIET 2010

Odisha • Anwesana-I (Science): Objective of Scientific Learning, SSA, Odisha 2009-2010Project work, Food, Water and Diseases, Earth and Space

• Sambhav-I (Mathematics): Numbers, Factors and Multiples,Division, Common Fraction, etc.

Rajasthan • LEHAR (Learning Enhancement Activity in Rajasthan) REEC, SSA 2010for Class-I and II: Hindi, English and Mathematics

Tamil Nadu • Simplified Activity Based Learning Method (SALM), SCERT/SPD 2010-2011IED Training, SALM Reinforcement, Training(All subjects), Science Experiments Training

Uttar Pradesh • English: Characteristics of English Language, English Language 2009-2010Development of English Language, Teaching of Structure Teaching Institute,

• Reading ability (Hindi) and Numeric Ability Allahabad(Mathematics): Concept of Language, Reading writing SPO, Lucknowand its development, concept of ‘less and more’,‘one and many’, ‘big and small’

West Bengal • English Class-III (My English Book), Mathematics WBBSE 2010(Naba Ganiti Mukul), Curriculum and Syllabus

Table 2.2

Development of the Training Package for Upper Primary Stage

Name of Title of the Training Package used in 2010-11 Agency(s) that Publicationthe State developed the Year

package

Andhra • Success Schools* Rajiv Vidya 2009-2010Pradesh Teaching Learning Process: Mathematics, Science Social Studies Mission

and Languages (English, Hindi and Telugu- Common){English medium based on CBSE Syllabus}

• General Schools 2010-2011Language Improvement Programme (LIP): Telugu, English andHindi, Science Through Experiments and Projects (STEP),Mathematical Abilities Acquisitions Programme (MAAP),Programme for Acquisition of Social Studies (PASS)

Bihar • Bodhi Bhaskar (Mathematics): Knowing Numbers, Algebraic BEPC 2010-2011terms, Number Game, Fraction, etc·

• Bodhi Bhaskar (Science): Metabolism in Plants, Water, Airand its Pollution, Acid, Base and Salts

• Patanjali : Yoga Training


Chhattisgarh • Shikshak Prashiksan Sandarshika:Angrezi, Ganit, Vigyan aur SCERT 2010-2011Samanya Muddey like Meaning of Map and its History, Latitudeand Longitude, Health and Food, Effective Communication

• Some of the modules were developed by the external organizations Franklin 2010-2011whose support was taken for the training. For example, CoveyAV Aids Company

Gujarat ** • Gujarati, Environment, Maths: Content and method SPO, SSA 2009-2010(Classes V –VIII)

• Activity Based Learning (Pragna) (Classes V–VIII), TeacherLearning Process (Classes V–VIII), CCE Plan (Classes V–VIII),TLM and Puppet (Classes. V–VIII), School administration, planningand organization, IED, Gender education, ADEPTS, ERAC(Experience Reflection Application and Consolidation),Time Management, etc (Classes V–VIII)

Meghalaya • Source Material for Upper Primary Teachers: Teaching of DERT 2010English, Social Studies, Science and Mathematics and DIET

Odisha • Anwesana-II (Science): Questionnaire preparation andpresentation–Air and Weather , Living, Non-living and Aquaticlife, etc

• Sambhav-II (Mathematics): Brackets and Natural numbers, SSA, 2009-2010Integers, Rational numbers, Angle, Circle Odisha

Rajasthan • Use of Science and Mathematics Kit REEC 2010-2011

Tamil Nadu • Middle School Development Programme (Master Trainer SSA and 2010-2011Participants Worksheets) English Language: The area covered are Britishskill of Writing, Thinking, Error correction, Dictation, Creative Counciland Critical thinking

Uttar Pradesh • English: Development of English language skills, Peculiarities of English 2009-2010English language, Teaching of prose, poetry, composition and Languagestructure is explained with model lesson plan Teaching

• Mathematics (Karke Sikhe Ganit): 23 hands on activity based on Institute,hard sports of mathematics are explained in practice oriented style. Allahabad 2009-2010

• Science (Karke Sikhe Vigyan): Our surroundings, Suppression of SPO 2009-2010substances, Measurement, Speed, etc. Lucknow

SPOLucknow

West Bengal • Framing of Evaluation Papers/Revision of Tools, “Project based WBBSE 2009-2010activities in Mathematics, Science (Physical and Life Science)and Social Studies (History and Geography)

• NCF

Note * Success Schools were set up by Government of Andhra Pradesh vide G.O.Ms. No. 76, Education (SE Trg)Department, Dt. 10/06/2008 with English Medium and CBSE/State Syllabus.

** Gujarat has lower primary training of all the primary teachers in general training subjects in the year 2010-2011 but in 2011-2012 the combined training of Classes I-VIII in general subjects but content basedtraining in separate subjects for lower primary.


Table 2.1 provides information regardingtraining packages for primary school teachers .The packages included modules in some statesand in some other states teachers’ handbooks/guides, for example, English in Chhattisgarh. TheBihar package addressed the training of teachersof Classes III-V. Training packages in some states(Gujarat, Meghalaya) covered general areas oftraining with assorted themes/topics while theother states covered different teaching subjectsof Science and Mathematics in the states ofOdisha, Tamil Nadu, Uttar Pradesh and WestBengal. The most comprehensive coverage wasfound in Tamil Nadu. Teachings of all subjectsin Classes I-V were covered. Odisha also providedspecial input for multigrade teaching. Revisedpackage in Gujarat included RTE on teachers’demand.

The packages developed earlier were revisedfor INSET during 2010-11 in most of the states.The training packages for primary school teacherswere got developed by SPDs from differentsources. In the states of Bihar, Gujarat, Rajasthanand Tamil Nadu SPO developed the trainingpackage with the involvement of SCERTs.Odisha Primary Education Project Authorityprepared the training package while privatecompanies were involved in this exercise inChhattisgarh along with IGNOU. British Councilwas involved in preparing the package for theteaching of English in the state of Tamil Nadu.

As is evident from Table 2.2 the exclusivetraining packages for the upper primary schoolteachers in the ten states focused on the teachingof subjects. Bihar introduced training of yoga.Andhra Pradesh and Tamil Nadu continued thefocus on quality through activity-based approachincluding experiments and project work in schools.The agencies involved in preparing the trainingpackages were mostly the same as for primaryschool teachers mentioned above except for theaddition of Regional Institute of English for SouthIndia, Bangalore.

Five states had developed combined trainingpackages for both primary and upper primaryteachers. In Haryana INSET was discontinuedand restarted in 2010-11 after a gap of two yearsto revitalise it by introducing general training inplace of repetitive ‘hot spot’ based training. Thestate identified 14 themes relating to learning andteaching covered and outsourced them includingdevelopment of the training package to twoprivate companies. Jammu and Kashmir, MadhyaPradesh, Maharashtra and Nagaland coveredgeneral pedagogical issues in their combinedpackages for the elementary stage. The pointabout the combined package is not clear as therewas no basis for covering more general issues inthe training.

Changes in the Content of TrainingPackageOverall, change in content areas in the packagefor 2010-11 used in 2008-09 and 2009-10, wasnoticed in the state reviews. At the primary stage,the training package included some new areas likeart and heritage, health and physical education,work education and peace education, multigradeteaching (Andhra Pradesh); art education,classroom management (Bihar), school hygieneand child cabinet, disaster management, pupilsevalua tion and teachers motivation (WestBengal). In some states, training package wasrevised with particular reference to activity basedteaching-learning process as recommended underNCF-2005 and SSA Framework 2008. Projectbased approach was focused in Rajasthan(LEHAR-Learning Enhancement Activity inRajasthan) for Classes I and II. Similarly, Odishastressed training in Science and Mathematics.General issues such as RTE, inclusive education,right to learn, comprehensive and continuousevaluation also found a place in 2010-11 trainingpackages in several states.


Name ofthe State

Haryana

Jammu andKashmir

Maharashtra

MadhyaPradesh

Nagaland

Title of the Training Package used in 2010-11

• Shiksha Prashikshan Programme: Sensitization of Teachers, ChildPsychology, Methods of Teaching, Assessment and Evaluation,Continuous and Comprehensive Evaluation, Use of Technologyin Education

• Prashikshan Pustika: Sensitization of Teachers, Motivation ofteachers. Education Technology, Child Psychology, Role of parentsand community in the education, Identification of CWSN (Childrenwith Special Needs) and teaching according to their levels and needs,Use of ICT (Information and Communication Techniques) inEducation and evaluation, Stress management techniques,Classroom Skills and Process includes discussion on teachinglearning strategies, Lesson Planning and Assessment, Methods ofteaching include Micro-Teaching techniques (Lecture, Discussion,Demonstration, Practice and Feedback), Evaluation and discussesCCE, Guidance and Counselling, Personality development

• Inclusive Education, Community Mobilization, DisasterManagement, Leadership Learning Disabilities, Right to Education(RTE), Right to Information Act, Health Disorders to SchoolChildren, Multigrade Teaching, Heritage Education, PeaceEducation and Vocational education, Subject Modules, LanguageTeaching (English), Language Teaching (Urdu), Pedagogy ofKashmiri, Pedagogy of Mathematics

• Jeewan Vidhya Part-I and II (Marathi Version): An introduction toJeewan Vidhya, Structure of life, Questions and Answers related toJeewan Vidhya

Samarthya• Part- I: Multistage teaching, what, how, why TLM?, Examination

and evaluation, SSA, Inclusive Education, Activity Learning Method,Activity Based Learning.

• Part-II: What, why, how activities?, Utility of Teaching Material,What is Evaluation, Example of Activities (according to subjectsand classes)

• Thematic Papers and Sessions Plans for the Mass Teachers TrainingProgramme is meant for Classes I to IV covering 10 thematic areas,viz. New Pedagogy, Psychology, EVS (Environmental Study),Language (English) Mathematics, Management, TLM, Evaluation,Planning, Community Participation

Agency(s) thatdeveloped the package

EducompSolutions Ltd

New HorizonIndia Ltd.

SIE, Jammu andSIE, Srinagar

Jeewan VidhyaPrakashan, ShriBhajanashnam,

Amarkantak

MPSEC

SCERT incollaboration

with UNICEF

PublicationYear

2010-11

2010-11

2009-10

2008

2010

2002-03

Table 2.3Development of the Training Package for Elementary Stage


For the upper primary stage, each statedeveloped a specific training package keeping inview the need assessment of teachers andpedagogical concerns. For example, trainingpackages in the state of Andhra Pradesh cateredto teachers in English medium success schoolsfollowing CBSE syllabus and general schoolsfollowing State Board Syllabus. Languag eImprovement Programme (LIP) – Telugu, Englishand Hindi; science through experiments andprojects (STEP); mathematical abilitiesacquisition programme (MAAP); programme foracquisition of social skills (PASS). In Bihar thetraining package covered only three subject areasof science, maths and y og a training. InChhattisgarh training package addressed Englishteaching. The State of Gujarat focused onmodules on Right to Education (RTE) and tofollow ADEPT. In Odisha, the focus was on theteaching of science and mathematics. InRajasthan, the training package centred aroundthe NCERT-produced science and mathematicskits introduced in schools, whereas Uttar Pradeshpackage featured training in English, science andmathematics. West Bengal developed newmodules such as disaster management(9 modules): training package on teacher’shandbook on cleanliness, student council anddisaster management; training packages onpreparation of competency based continuous andcomprehensive evaluation for physical and lifesciences (10 modules); art of framing evaluationpapers in English (8 units); corporal punishment(12 modules); shikshan sahayika (Bengali); CCEand grading (5 modules); constructivist approachin classroom teaching-learning curriculumtransaction and evaluation in the light of NCF-2005 and awareness on safe traffic.

Common training packages for both primaryand upper primary schools were revised to meetthe emerging needs. In Nagaland, no trainingpackage was developed in 2010-11. The statewas still using the training package developed in

2003. In Haryana, Jammu and Kashmir, MadhyaPradesh and Maharashtra, the training packageshad ‘general themes’ covering some concerns asreflected in RTE Act (2009) focusing onpedagogical approach. New areas like art andheritage, health and physical education, workeducation and peace education were also includedin the training packages.

Content analysis further revealed that theobjectives of the training package were indicatedeither in the preface of the module or in theintroductory chapter of the training package.However, objectives were not explicitly spelt outin the training package for Bihar and Chhattisgarh.Activity based learning and interactive modalitieswere built in the training package to some extentbut there was no separate statement about thetransaction modalities as such. In some of thestates programme schedule was indicated andfurther instruction by SPD office was given tofollow this programme schedule. But, therecommendation of split up model as envisagedin the SSA Framework 2008, was not followed.

To What Extent were the TrainingPackages Aligned to SSA 2008Guidelines?

• Constructivist approach to teaching as advocatedin NCF-2005: Constructivist approach perse was not addressed in the training package.However, activity based approach havingsome elements of constructive approachwas evident in the training packages in thestates of Andhra Pradesh, Bihar, Gujarat,Rajasthan and Tamil Nadu. Thoughminimal, a few examples were noticed inthe training packages of Chhattisgarh,Odisha, West Bengal and Uttar Pradesh.However, in other states like Meghalaya,Haryana, Madhya Pradesh and Nagaland,modules did not provide any indication ofusing this approach.


• Reflective teacher to guide students constructingknowledge: This approach was not found topermeate the training packages. However,some glimpses were noticed in the projectbased packages such as STEP in AndhraPradesh, LEHAR in Rajasthan,‘experiments’ in Tamil Nadu and socialprojects in Gujarat.

• Spilt up model of in-service training: The ‘splitup model’ as envisaged in SSA Framework(2008) was not used in the states. However,the states follow their own model due tostate specific considerations. Haryanadivided training in two phases of seven dayseach. Madhya Pradesh provided training for8 days, Maharashtra for 8 to 9 days, andNagaland organized 10-day training in twophases of 5 days each.

• Special focus curricular areas covered: In additionto the basic subjects, art and heritage crafts,health and physical education, workeducation and education for peace wererecommended in the NCF-2005. Theseneed to be included in the INSET packageas well. Analysis of the training packagesrevealed that these areas were not includedexcept in Andhra Pradesh and Jammu andKashmir (Peace and Heritage).

• Identification of training needs and emphasis onlocal context and specificities: In Gujarat,systematic TNA was carried out. Trainingpackages in the states of Uttar Pradesh andNagaland were not based on training needsassessment. In other states also, the trainingpackages reflected predominant flavour ofsupply related content and, to that extent,training needs assessment or feedback fromteachers were used in a small measure.

• Reference to readings and audio-video programmes:These were conspicuous by their absencein most of the states.

It is evident that RTE Act, revised SSAFramework 2011, new schemes to be availed bychildren with special needs, changes in curriculumand textbooks and continuous comprehensiveevaluation found a place in the training packages.The decision, however, should be based onconsultation with all stakeholders, especially theuser, the teacher. Training needs assessmentshould form an essential component of thisdecision making. Top down approach needs tobe replaced by bottom up assessment modality.The INSET should not only improve skills ofteachers but also stimulate them for innovationthrough reflective classroom transaction. Thetraining packages should induct futurist areas likedigital literacy, multiple intelligences,communication skill and productivity. Populationeducation; role of teacher education andadolescence education also need to be included.Inclusive education for CWSN too needs to becovered. One important missing element in thetraining packages was the concept of multipleintelligences and how teachers can use it to enrichlearning achievement of children according totheir strength in each component with excellencein the dominant ones.

Assessment of Overall Quality ofTraining PackageTo ascertain the overall quality of the trainingpackage, experts were required to rate on a three-point scale on the identif ied parameters, namely,agreement with the objectives, caste and genderbias, sequential treatment, adequacy of treatmentof the concept, appropriateness of illustrations,simple and easy to understand language,encouraging activity based learning, arousinginterest of the teachers, sectional review in themodules, review exercises at the end, tacklinglearning diff iculties of children, suggestedreadings and follow on activities for reinforcementof learning. The three points for rating were 3


for ‘to a large extent’, 2 for ‘to some extent’, 1 for‘very little or not at all’. Training packages forthree years 2008-09, 2009-10 and 2010-11 wererated by the experts.

Table 2.4 provides ratings in respect of thequality of the 14 parameters relating to thetraining package for primary school teachers inthe 10 states that prepared a separate packagefor teachers, Table 2.5 for training upper primaryschool teachers and Table 2.6 for the commontraining packages prepared for both primary andupper primary school teachers. The tables aredimensional, columns specify the states and theparameters while rows specify the year for whichthe training package is intended.

Agreement with the objectives of the modules: Thestates of Andhra Pradesh and Gujarat wereconsistently in agreement with the objectives inthe training package for primary school teachers.Tamil Nadu and West Bengal were also consistentbut still had scope for improvement. In Meghalayathe rating was the lowest. It was a cause of concernwhile in other states there is noticeableimprovement over the period of three years.Training package for upper primary schoolteachers indicated similar findings. In the commonpackage for primary and upper primary schoolteachers either objectives were not specified(Haryana and Nagaland) or there was enoughscope for improvement (Jammu and Kashmir andMadhya Pradesh).

No caste and gender bias in the modules: Contentin all training packages in the states did not reflectcaste and gender bias except in Uttar Pradesh,which had scope for improvement. The trainingmaterials in this state do not indicate correctiveaction in this respect over the last three years.

Sequential treatment of the content: The trainingpackages for primary school teachers for Biharand West Bengal received the lowest rating while

the remaining states except Rajasthan, Tamil Naduand Rajasthan had scope for improvement. Thequality improvement on this parameter was ratherslow over the three-year period under study. Theissue of sequence can, however, be questionedin the context of NCF-2005 since constructivistapproach and reflective teachers require quite abit of flexibility in constructing knowledge.Similar finding was noticed in the states withcommon training package for both levels ofteachers. About 56 per cent teachers reportedthat there was no sequential presentation in thetraining module.

Concept dealt with adequately: Training packagefor primary school teachers in respect of thisparameter was rated the lowest for Meghalaya andRajasthan while it received the highest rating inTamil Nadu, Andhra Pradesh, Bihar and UttarPradesh. Other states had scope for improvement.

Appropriateness of illustrations: Illustrationsemerged as the weakest training package qualityparameter in terms of rating by the experts inrespect of all the three target groups. Littleimprovement was noticed over the three-yearperiod studied. There could be several reasonsfor this state of affairs. Maybe, the costconsiderations led to inappropriate illustrations.Maybe genuine artists did not care due to poorcompensation. It is also possible that briefing ofthe artists by the package developers was notappropriate. Both might be economising time atthe cost of quality of illustrations. The causecould be different in different states.

Use of simple and easy to understand language:According to rating of this component the qualityof language used in the training packages showedimprovement over time in most of the states exceptin the states of Bihar, Odisha, Rajasthan and UttarPradesh where there was scope for improvement.Rating for Meghalaya package was the lowest.


StatesAreas Year

AP BR CG GJ ML OR RJ TN UP WB

2009 3 1 1 3 NA NA 2 2 1 2

2010 3 3 1 3 NA NA 3 2 3 2

Agreement with objectives

2011 3 3 2 3 1 3 3 2 3 2

2009 3 2 2 3 NA NA 3 3 2 1

2010 3 3 2 3 NA NA 3 3 2 3

No Caste and gender bias

2011 3 3 3 3 1 3 3 3 2 3

2009 3 2 2 2 NA NA 2 2 1 1

2010 3 1 2 2 NA NA 3 3 3 1

Sequential Treatment

2011 2 1 2 2 2 2 3 3 3 1

2009 2 2 2 1 NA NA 2 2 1 2

2010 2 3 2 2 NA NA 1 2 3 2

Concept dealt was adequate

2011 3 3 2 2 1 2 1 3 3 2

2009 2 1 2 1 NA NA 1 2 2 3

2010 2 3 2 1 NA NA 1 2 1 3

Appropriate Illustrations

2011 2 3 2 2 1 1 1 2 1 2

2009 3 2 2 2 NA NA 2 2 2 3

2010 3 2 2 2 NA NA 2 3 3 3

Simple and easy to understand

language

2011 3 2 3 3 2 3 2 3 3 3

2009 3 2 2 2 NA NA 2 3 2 3

2010 3 3 3 2 NA NA 2 3 3 3

Encourage activity based teaching

2011 3 3 3 3 1 1 3 3 3 2

2009 2 3 1 2 NA NA 2 2 1 2

2010 3 2 2 2 NA NA 2 2 2 2

Arouse and sustain interests of

trainees

2011 3 2 2 2 1 1 2 2 2 1

2009 3 3 3 1 NA NA 2 2 1 3

2010 3 3 3 2 NA NA 2 2 2 3

Appropriate transactional

methodology

2011 3 3 3 2 2 3 2 2 2 3

2009 1 1 1 1 NA NA 1 2 1 1

2010 1 3 2 1 NA NA 1 2 1 1

Sectional review in modules

2011 2 3 1 2 1 1 1 2 1 1

2009 1 1 1 3 NA NA 1 2 2 2

2010 1 3 1 2 NA NA 1 2 3 2

Review exercises at the end

2011 1 3 1 3 1 1 1 2 3 1

2009 2 1 2 1 NA NA 1 1 1 1

2010 2 1 2 1 NA NA 1 1 1 1

Activities for tackling learning

difficulties of children

2011 3 1 2 2 1 1 1 1 1 1

2009 1 1 1 1 NA NA 1 1 1 1

2010 1 3 1 2 NA NA 1 2 1 1

Suggested Readings

2011 1 3 1 3 1 1 1 2 1 1

2009 1 1 1 1 NA NA 2 1 1 2

2010 2 2 1 1 NA NA 2 1 2 2

Follow up activities to reinforce

learning

2011 2 2 2 2 2 1 2 2 2 2

Table 2.4Experts’ Rating of the Training Package Related to Quality Parameters for

Primary School Teachers


StatesAreas Year

AP BR CG GJ ML OR RJ TN UP WB

2009 NA 3 1 3 NA NA 2 3 1 NA

2010 3 3 1 3 NA NA 2 3 3 3


2011 3 2 2 3 1 2 3 3 3 1

2009 NA 3 2 2 NA NA 3 3 2 NA

2010 3 3 2 2 NA NA 3 3 2 3

No caste and gender bias

2011 3 3 3 2 1 3 3 3 2 3

2009 NA 3 2 1 NA NA 3 2 1 NA

2010 3 3 2 1 NA NA 3 2 3 3

Sequential treatment

2011 3 3 2 2 2 2 3 3 3 3

2009 NA 2 2 1 NA NA 2 2 1 NA

2010 2 2 2 1 NA NA 2 3 3 3


2011 2 2 2 2 1 2 2 3 3 1

2009 NA 2 2 1 NA NA 2 2 2 NA

2010 3 2 2 1 NA NA 2 2 3 3

Appropriate illustrations

2011 3 1 2 2 1 1 2 2 3 1

2009 NA 3 2 2 NA NA 2 3 2 NA

2010 3 3 2 2 NA NA 3 3 2 3

Simple and easy to understand

language

2011 3 3 3 3 2 3 3 3 2 3

2009 NA 3 2 1 NA NA 2 3 2 NA

2010 3 2 3 2 NA NA 3 3 3 1

Encourage activity based teaching

2011 3 2 3 3 1 1 3 3 3 3

2009 NA 2 1 2 NA NA 2 3 1 NA

2010 3 3 2 2 NA NA 3 3 3 1

Arouse and sustain interests of trainees

2011 2 1 2 2 1 1 2 3 3 3

2009 NA 3 3 1 NA NA 2 2 1 NA

2010 2 2 3 2 NA NA 2 2 2 1

Appropriate transactional

methodology

2011 2 1 3 2 2 3 3 2 2 1

2009 NA 1 1 1 NA NA 2 2 1 NA

2010 3 1 2 1 NA NA 2 2 1 1


2011 3 1 1 2 1 1 3 2 1 1

2009 NA 1 1 2 NA NA 2 2 2 NA

2010 3 1 1 2 NA NA 2 2 3 1


2011 3 1 1 3 1 1 1 2 3 1

2009 NA 1 2 1 NA NA 1 2 1 NA

2010 2 2 2 1 NA NA 1 2 1 1

Activities for tackling learning

difficulties of children

2011 2 1 2 2 1 1 1 2 1 1

2009 NA 1 1 1 NA NA 1 1 1 NA

2010 3 1 1 1 NA NA 1 1 1 1

Suggested Readings

2011 3 1 1 3 1 1 1 1 1 1

2009 NA 2 1 1 NA NA 1 1 1 NA

2010 3 1 1 1 NA NA 1 2 2 1

Follow up activities to reinforce

learning

2011 3 1 2 1 2 1 2 2 2 1

Table 2.5Expert’s Rating of the Training Package Related to Quality Parameters for

Upper Primary School Teachers


States

HR JK

Areas Year

NHI Educomp JD KD

MH MP NL

2009 NA NA 1 NA 2 2 3

2010 NA NA 1 1 2 2 NA


2011 1 2 1 1 2 2 NA

2009 NA NA 3 NA 3 3 3

2010 NA NA 3 3 3 3 NA

No Caste and gender bias

2011 3 3 3 3 3 3 NA

2009 NA NA 2 NA 3 2 NA

2010 NA NA 2 2 2 3 NA

Sequential Treatment

2011 1 2 2 2 3 2 NA

2009 NA NA 1 NA 3 2 3

2010 NA NA 2 2 3 2 NA


2011 1 1 3 3 3 2 NA

2009 NA NA 1 NA 3 2 2

2010 NA NA 2 2 2 2 NA

Appropriate Illustrations

2011 1 1 2 2 3 2 NA

2009 NA NA 2 NA 3 3 3

2010 NA NA 3 3 3 3 NA

Simple and easy to understand language

2011 1 2 3 3 3 3 NA

2009 NA NA 2 NA 3 3 3

2010 NA NA 3 3 3 3 NA

Encourage activity ba sed teaching

2011 1 1 3 3 3 2 NA

2009 NA NA 2 NA 2 2 3

2010 NA NA 3 3 2 2 NA

Arouse and sustain interests of trainees

2011 1 1 3 3 3 2 NA

2009 NA NA 2 NA 2 1 3

2010 NA NA 2 2 2 1 NA

Appropriate transactional methodology

2011 1 1 2 2 2 1 NA

2009 NA NA 1 NA 1 1 1

2010 NA NA 1 1 1 2 NA


2011 1 1 1 1 2 2 NA

2009 NA NA NA NA 1 1 1

2010 NA NA NA NA 1 NA


2011 1 1 NA NA 1 1 NA

2009 NA NA 1 NA 1 1 1

2010 NA NA 1 1 1 1 NA

Activities for tackling learning difficulties of

children

2011 1 1 1 1 1 1 NA

2009 NA NA 1 NA 1 1 1

2010 NA NA 1 1 1 1 NA

Suggested readings

2011 1 1 1 1 1 1 NA

2009 NA NA 1 NA 1 1 2

2010 NA NA 1 1 1 1 NA

Follow up activities to reinforce learning

2011 1 1 1 1 1 1 NA

Table 2.6Expert’s Rating of the Common Training Package Relating to Quality

Parameters for both Primary and Upper Primary School Teachers


Activity based lear ning: Progressiveimprovement over the three years was evident inthe experts’ ratings in training packages forprimary school teachers except in the states ofMeghalaya and Odisha where improvement withregard to this parameter is warranted. In WestBengal there was scope of improvement. Theupper primary school teachers’ training packageof Meghalaya and Odisha got the lowest ratingwhile Bihar indicated scope for improvement. Inthe common training packages for both levels ofteachers, Haryana training packages of bothprivate agencies were rated the lowest due toquestionable content validity. Nagaland packagewas not rated for this parameter while MadhyaPradesh package had scope for improvement.

Arouse and sustain interest of the teachers: In thisregard, the training packages meant for thetraining of primary school teachers showed almostno improvement over the three-year period in thestates except in Andhra Pradesh. Meghalaya,Odisha and West Bengal packages were rated thelowest while in other states there was scope forimprovement. The rating was better in respectof the packages for upper primary teachers in thestates of Rajasthan, Tamil Nadu and UttarPradesh where subject specific project basedtraining packages showed better presentation andensured interest through thinking and reasoningfor application to school teaching context. Thecommon packages for Haryana developed by thetwo private agencies were rated low and there wasscope for improvement in the states ofMaharashtra and Madhya Pradesh also.

Appropriateness of the suggested transactionmethodology: Meghalaya and Odisha trainingpackages were not rated on this parameter. Otherstates showed improvement over the yearscovered in the study. The training packages fromthe states of Gujarat, Rajasthan, Tamil Nadu and

Uttar Pradesh had scope for improvement. Thetraining packages for the upper primary schoolteachers showed decline over the three-year periodin all states except the states of Chhattisgarh andOdisha. Lot of improvement is called for at thisstage in respect of this parameter.

Sectional reviews in modules: The situation in allstates except Andhra Pradesh was found to bequite low. There was little or no provision forsectional reviews. For structuring cognitivelearning this component is vital and needs to beemployed in the training packages. This is requiredfor self reading, consolidation of learning andusing feedback in adjusting learning process inthe session.

Review exercises at the end: The expert ratingsseemed to indicate sporadic scatter withoutconsistency either over the years or across thestates.

Provision for tackling of learning difficulties ofchildren: The training packages of almost all stateswere rated quite low on this vital parameter. Thelearning difficulties of children with special needsand other children with low educability receivedthe mandate for inclusive education in the RTE-2009. This component needs to be addressed witha sense of urgency in the forthcoming INSET.

Suggested readings: For diversifying learningopportunity and mode of learning this componentis considered very significant. ICT also plays asignificant role in learning, especially self learningthrough search and research. The absence of thiscomponent in the training packages was at thecost of quality of training transaction.

Follow up activities to reinforce learning: Thetraining packages were found to be low on thisparameter too. The forthcoming INSET trainingpackages need to be strengthened in this respect.

The analysis of the training packages revealswide variation across the sampled states. The


variation is natural since training needs vary. Theworrying factor is that these are not based onsystematic training needs assessment. The trendof top down decision about the content oftraining is questionable. It makes the supplyaspect of the training dominant at the cost ofdemand aspect ignoring real needs of teachers.Yadav (2006) indicates the direction along whichself learning material for teacher educators needsto be developed and used.

The NCF-2005 is not reflected in the trainingpackages of the sampled states. It should have beenthe main supply side content in the training packagesduring the last three years. As a result teachersremain at sea to transact the changed curriculum inschools. The INSET after the next few years willhave to respond to the challenge of this majorreform. A mix of both the supply side needsemerging from NCF and needs expressed by theteachers will have to be met by the INSET.

Synthesis of the analytic view was profiled inthe preceding chapter. The analytic view wasbased on the desk analysis reports prepared bythe expert group in each of the 15 sampledstates. This chapter provides state profiles forthe benefit of the INSET designers andresearchers addressing issues relating to this areaso vital for the quality of elementary educationaddressing RTE and SSA needs.

ANDHRA PRADESH

The training programmes organized from 2008-09 to 2010-11 under Sarva Shiksha Abhiyan(SSA), known as Rajiv Vidya Mission (RVM) haddifferent thrusts. The training programmesorganized for primary teachers during 2008-09 and2009-10 were titled as Comprehensive LanguageImprovement Programme (CLIP) and in 2010-11as Learning Enhancement Programme (LEP). Thetraining programmes for upper primary teacherswere titled as Comprehensive LearningAcceleration Programme for Sustainability(CLAPS) and as Learning ImprovementProgramme (LIP) in 2010-11.

The LEP at primary stage covers all thesubjects based on constructivist pedagogy,whereas LIP at upper primary stage is focused onsubject-wise training separately for SUCCESS

schools and general schools.

3 Training Package inStates : An Assessment

The development of training materials beganduring 2008-09 and continued up to 2010-11. Forprimary teachers 4 modules were developed andused in training programmes organized during2008-09, while 10 modules during 2009-10 and19 modules during 2010-11. For upper primaryteachers 6 modules were developed and used intraining programmes held during 2008-09, and 6modules during 2009-10. In the year 2010-11,training modules were developed separately forSUCCESS schools and general schools. Six suchmodules were used for SUCCESS schools and 6modules for general schools. Besides thesemodules, Snehbala (SLIM cards) for Telugu,Mathematics and Environmental Studies andmaterials for Multi-lingual Education (only forTribal districts) were also developed.

Content Areas of the TrainingPackageThe content areas of the training comprise generalthemes like child-centred approaches, contentenrichment and pedagogical practices andinnovative activities such as post box and wallmagazine, along with innovative approaches inassessment. The training material is prepared by SRGbased on the need assessment done by UNICEFand ITDA. The changes that occurred in the trainingpackage for primary school teachers during the lastthree years are summarized in Table 3.1.


Table 3.1Training Packages for Primary School Teachers Used during 2008-09, 2009-10 and 2010-11

AreasTitle of theTraining Package

Objectives

Subject covered

Modules inTrainingPackage

2008-09ComprehensiveLanguageImprovementProgramme (CLIP)

• Attainment of masteryover language skills likereading, writing andnumerical skills ofmathematics forClasses I to V.

• Promoting the learningcompetences inLanguage andMathematics.

• Language Skills-Reading, Speaking,Listening and Writing

• Numerical skills

• ComprehensiveLanguageImprovementProgramme (CLIP)-Reading

2009-10ComprehensiveLearning AccelerationProgramme forSustainability (CLAPS)

• To acquaint teacherswith ongoing activitiesinitiated by SSA likeconstructivist approach,Evaluation Process,School PerformanceProcess and otherinnovative activitiessuch as Post Box, WallMagazine etc.,

• To empower theteachers on classroomprocess and Evaluation.

• To impart necessaryskills to the teacher increating child friendlyenvironment in ClassesI and II.

• To promote the abilityin using schoolreadiness activities.

• Child-centredapproaches

• Content enrichmentand pedagogicalpractices

• Innovative activitiessuch as post box, wallmagazine

• Innovative approachesin assessment

• Learning EnhancementProgramme –Class I and II

• Learning EnhancementProgramme –Class III, IV and V

2010-11LearningEnhancementProgramme (LEP)

• To create interestamong pupils onlearning of language,Telugu and English

• To enable pupils tothink logically and toreflect.

• To enable the childrento learn four skills ofMathematics.

• Children shouldengage in learningscience as a compositediscipline.

• Social Science contentneeds to focus onconceptualunderstanding ratherthan living up facts tobe memorized.

• Telugu, English,Mathematics, EVS,(Training packagesused during 2008-09,2009-10 and 2010-11)

• General Issues withSpecial Reference toMultiple ClassroomTeaching

• Reading ReadinessActivities

• Numeracy ReadinessActivities

ChangesThe focus of the trainingchanged from Languageacquisition to learningimprovementObjectives are changedfrom the attainment ofmastery over the languageskills to creating interest inlearning by usingconstructivist approach inthe learning of varioussubjects at primary level.The focus on pedagogicaland knowledge content ofdifferent subjects receivedattention.

The change of the focusfrom basic literacy andnumeracy to subjectspecific innovativeapproaches for learningdifferent subjects at theprimary level. Focus onnew approaches ofassessment.

Language learningapproaches to learningenhancement approachesin all subjects includingnew assessmenttechniques as focused inNCF-2005. The subject

19Training Package in States : An Assessment

Transactionmethodologies

Evaluationprocedure givenin the package

• ComprehensiveLanguage ImprovementProgramme (CLIP) forClasses I and II

• ComprehensiveLanguageImprovementProgramme (CLIP) forClasses III, IV and V

• Read, Enjoy andDevelopment

More stress onlanguage learning

Content should betranslated in tocompetencies forcompetency basedassessment.

• 40 days Package forSchool ReadinessProgramme

• Training Package onReading Skills

• LEP – AssessmentProcedures

• LEP – AssessmentProcedures in English

• LEP – AssessmentProcedures in Telugu

• LEP – AssessmentProcedures inMathematics

• LEP – AssessmentProcedures inEnvironmental Studies

• Multi-LingualEducation for Classes Iand II (Tribal Districtsonly)

• More stress on learningmaterial for giftedchildren

• More stress is neededon use of diagnosisand remediation.

Evaluation proceduresbased on the examplesof content specific andcontext specific aremissing in the trainingpackage.

• Health and PhysicalEducation and Right toEducation-2009

• National CurriculumFramework-2005

• Snehabala Hand Book• New Assessment

Procedures• Learning Enhancement

Programme – GradingProcedures

• Training on TeachingEnglish by usingDiscourse Pedagogy

• Assessment Proceduresin Telugu

• Assessment Proceduresin Mathematics

• Assessment Procedures inEnvironmental Studies

• Assessment Proceduresin English

• Snehabala-Telugu Class-I• Snehabala-Mathematics

Class-I• Snehabala-Telugu Class-II• Snehabala-Mathematics

Class-II• Snehabala-Environmental

Studies (SLIM Cards)• Multi-Lingual Education

(Only Tribal Districts)• 1. Face-to-face

training• 2. Review meetings• 3. Teleconferencing

An evaluation procedure onmultiple response items andconsolidation of multipleresponses which is focusedin NCF-2005 is missing. Thecontent specific and contextspecific example withassessment procedures ismissing in the trainingpackage.

specific issues as wellas importantconcerns like advocacyfor RTE-2009.Activity basedapproach in actionwith real classroomactivities and alsospecific linguisticissues fordisadvantagedgroups receivedattention.

Face-to-face one timetrainings without anyfollow-up to face-to-face programmes cumfollow-up of thethrough monthlymeetings and throughonsite support.Competency basedassessment tolearning assessmentwith qualitativefeedback.

Areas 2008-09 2009-10 2010-11 Changes


Transactional Approaches UsedThe modules are transacted on the transactionalmethodologies. There is provision for modulereading session which is followed by participatorydemonstration of activities. All the above listedmodules are covered in 10 days based on thefollowing distribution:

Title of the Module Transactional Approaches Duration Evaluation ProceduresGeneral Modules Module Reading 1 day Feedback formats whichSnehabala Telugu; Maths; Demonstration of Model lesson Live and Video 4 days are used as pre and post testsEVS, and ReadinessMultiple Class Teaching Demonstration of Model lesson Live and Video 1 dayEarly Maths; Reading Demonstration of Model lesson Live and Video 1 dayEnglish Demonstration of Model lesson Live and Video 1 dayPhysical Education Demonstration of different activities 1 dayEvaluation Discussion on new evaluation procedures 1 day

Available TimeTable 3.2 provides information about the availabletime for different components of the trainingpackage in Andhra Pradesh.

Table 3.2Training Packages used and its duration for transaction (Primary Stage)

The below listed seven modules are to becovered in 10 days face-to-face training. There is noprovision to provide reflection on each of the abovemodules. The allocated time is insufficient to coverthe modules. The modules did not take intoconsideration the available time for transaction. Thedeveloped modules seem to be ambitious.

Alignment with SSA GuidelinesTable 3.3 summarizes the alignment of the trainingpackage on the SSA Guidelines 2008 updated in2011 on the parameters specified in the table itself.

SSA Guidelines Status of implementation in training packagesConstructivist Approach Partly covered in all the subjects at primary level including English

teaching and in the activities to promote the reading ability at theprimary level including school readiness program.

Reflective Teacher Activities in the training package provide opportunity for reflection tothe teacher. Apprehension of the experts is that constraint availabletime for transaction is likely to prec lude to avail the opportunity.

Split-Up model SSA guidelines not followed. The 10 days face to face block trainingis split into 8 to 10 days and 2 to 4 days.

Training duration of 10 days Only 12-day face to face training at primary was provided in 2010-11.Training in other areas such as art and heritage All areas except Peace Education have been included.Crafts, Health and physical education, work education,peace education, environmental education, science andmathematicsIdentification of training needs No formal need assessment was undertaken developing the training

package.Contextually relevant training design Activity based methodology with the help of illustrations based on

local socio-cultural context indicates contextuality of the trainingpackage.

Suggested reading list and other educational Not givenaudio-video programme for teachers

Table 3.3Reflection of SSA guidelines in Training Packages


The content of the training package is incorrespondence with objectives; the content isfree from the caste and gender bias; the contentof the package emphasizes values enshrined inthe Constitution of India; the contents of themodules are according to the needs of thetrainees; the contents are sequential and as pertreatment of ideas; contents are dealt with theconcepts adequately; contents are described withthe help of appropriate illustrations; the descriptionof the content is described in simple and easy tounderstand language; the training material facilitatesactivity based training, and the self learning activitiesused in the package are potential to arouse andsustain interest among the trainees.

The training package has sug gestedappropriate transaction methodology with scopefor remedial activities for children with learningdifficulties. The modules do not provide list ofsuggested readings and follow up activities.

The Snehabala SLIM Cards are interesting andthought-provoking that are bound to attractlearners’ interest.

Training Package for Upper PrimaryLevelThe changes occurred in the training package forupper primary school teachers relating to the 3-year period covered in the study are summarizedin Table 3.4.

AreaTitle of the TrainingProgramme

Objectives

Subjects covered

Modules

2009-10Comprehensive LearningAcceleration Programme forSustainability (CLAPS)Competency based learning

Telugu, English, Mathematicsand EVS

• Learning EnhancementProgramme-Classes I and II

• Learning EnhancementProgramme- Classes III, IVand V.

• 40 days Package for SchoolReadiness Programme

• Training Package on ReadingSkills

• LEP – AssessmentProcedures

• LEP – AssessmentProcedures in English

• LEP – AssessmentProcedures in Telugu

• LEP – AssessmentProcedures in Mathematics

• LEP – Assessment

2010-11Learning EnhancementProgramme (LEP)

Process based learning withexamples

Telugu, English, Mathematics,Social Studies and NewAssessment Procedures• General Issues with Special

Reference to MultipleClassroom Teaching

• Reading Readiness Activities• Numeracy Readiness

Activities• Health and Physical

Education and Right toEducation-2009.

• National CurriculumFramework-2005

• Snehabala Hand Book• New Assessment Procedures• Learning Enhancement

Programme – GradingProcedures

• Training on TeachingEnglish by using Discourse

ChangesThe focus of the theme haschanged from learning accelerationto learning enhancement.The objectives were changedfrom competency based learningto process based learning.The subject specific approachesfor developing the abilities inthe concerned subjectsFocused on mathematicalabilities, science process skillsand other abilities required forsubject of learning.

Table 3.4Changes in the Upper Primary Teacher Training Packages


Available Time for the Training Package

Table 3.5 specifies the available time fortransacting each module of the training packagefor upper primary school teachers.

TransactionmethodologiesTime required /recommended fortransactionEvaluation proceduregiven in the package

Procedures in EnvironmentalStudies

• Multi-Lingual Education forClasses I and II (TribalDistricts only)

Participatory and Interactive

10 days

Pedagogy• Assessment Procedures in

Telugu• Assessment Procedures in

Mathematics• Assessment Procedures in

Environmental Studies• Assessment Procedures in

English• Snehabala-Telugu Class-I• Snehabala-Mathematics Class-I• Snehabala-Telugu Class-II.

Snehabala-Mathematics Class-II• Snehabala-Environmental

Studies (SLIM Cards)• Multi-Lingual Education

(Only Tribal Districts)Self learning and discussionsbased on illustrationsSpread over the entire academicyear

Evaluation after transaction ofeach module is missing

Participatory learning., groupwork and self learning6 days of face-to-face followed by8 days of monthly meetings atCRCs spread over the entire year.Feedback form to get thefeedback.

Table 3.5Training Packages used and its duration for transaction

Title of the Module Transaction Approaches Duration Evaluation ProceduresGeneral Modules Module Reading 1 day Feedback formats were used as prePhysical Education Demonstration of different activities 1 dayEvaluation Discussion on new evaluation procedures 1 daySubject specific module Demonstration of Model lesson-Live & Video 3 days

The modules listed in the above table require6 days face-to-face training. The experts groupfelt that the available time was not sufficient tocover the package with teacher reflection and ininteractive mode.

The alignment of the training package for upperprimary school teachers to the SSA guidelines issimilar to that of the primnary school teachers.

BIHAR

Training Package for Primary TeachersDuring the year 2008-09, a single module entitledBodhi vriksh (Reading Improvement Programme

was developed by the BEPC, and UNICEF Biharfor the training of the primary school teachers.The focus of the two-day training package wasto train primary school teachers of the state toacquire reading skills. Under SSA special focuswas laid on acquisition of reading skills underLearning Enhancement Programme (LEP).However it was not in accordance with the SSAguidelines for in-service teacher training.


In the year 2009-10, another training moduleentitled Bodhi Sambad Part-I was developed. Itfocused on Motivation Teaching Skills andcontent based on curriculum. During the year2010-11 the same module has been used for thetraining of primary school teachers. The modulecovered such areas as how children learn, learningwith understanding, focus on constructivism,discussion on school, class, textbook andcurriculum assessment with respect to language,maths and EVS. Content relating to language,maths, EVS, project a ppreciating EVS, arteducation and classroom management was alsoincluded in this package. The training moduleswere in tune with NCF-2005. The modulesprovided some features of the NCF but did notelaborate constructivist and reflective teacherpractices. The modules were low most of thequality parameters included in the study. Theresource material developed by BEP incollaboration with UNICEF and SCERT, Biharseemed useful.

Features of the Training PackageBodhi Vriksh (Reading ImprovementProgramme) 2008-09The BEPC in collaboration with UNICEFdeveloped in 2008-09 a two-day training moduleentitled Bodhi Vriksh [Padhana hua Assan: BachanUnnayan Karyakram]. The four-page module aimsat orienting teachers, particularly those teachingat early grades (I and II) on importance of readingand to develop an understanding among teachersthat books other than textbooks play animportant role in child’s learning. The message toteachers was to provide maximum opportunitiesto children to read.

The package was to be transacted within twodays. Session wise objectives and expectedoutcomes were spelt out in the module. The trainingmodule written in Hindi was to be spread over ninesessions, five on the first day and four on the

second day. The sessions themes were: objectivesof the training, achievement level of childrenClasses I and II, time available for study in school,use of supplementary books, discussion on lessonplan for Class I, discussion on lesson plan for ClassII, activities related to the reading skills for ClassesIII, IV, V, development of reading skills amongClasses III, IV, V students and speaking skillsenhancement. The experts considered it anambitious one for the duration of two days. Thetransaction could be at the awareness level. Timeis grossly inadequate for skill acquisition.

Features of the Training Package(Bodhi Sambad-I) for 2009-10 and2010-11The training package was comprehensive coveringsubjects like Language, Maths, EVS, along withArt Education. The package included content,process and assessment along with classroommanagement. There were references to trainingmaterials related to each session for self study.However the session plans were not integratedand focused. The sequence was missing and theapproach had been piecemeal. The TransactionMethodologies like participatory approach, groupactivity, self study and related materials werediscussed. Session wise sug gested readingproposed. Suggested reading materials wereworthwhile. The learning package was difficultto translate into classroom practice. More timeshould have been anticipated for development ofactivities by participants in the subject areas.

Compliance with the SSA GuidelinesTable 3.6 summarizes the situation regardingcompliance of the training packages to the SSAGuidelines for INSET in the state.

It is evident from Table 3.6 that the trainingpackage of 2010-11 was partly in conformity withSSA guidelines.


Training Packages for Upper PrimaryTeachersFor the year 2008-09, a training package, named,Utkarsh II was developed by the BEPC, Bihar.The training package included one specificmodule – mathema tics. The informationprovided by SPD office indicates that in 2008-09 a package entitled Training on Science andMathematics Kit was developed for training ofupper primary teachers of the state. During thesession 2010-11, the package was designed forScience (5 days) and Mathematics (5 days).Upper primary teachers who did not havesufficient background of Science andMathematics were trained on Bodhi Bhaskarmodule. The information provided by state SPDOffice maintains that 10-day training in 2009-10, on module Patanjali for yoga training wasdeveloped for physical education teachers atupper primary level. However the trainingduration reflected in the same module clearlyreveals that the training was of sevendays duration.

Table 3.6

Compliance of SSA Guidelines in the Training Packages

SSA Guidelines Packages of 2010-11Constructivist Approach Partially covered in the package in the form of proposed activities

for training transaction.Reflective teacher The packages did not provide opportunity to reflect on teaching..Split-up model SSA guideline followed.Training duration of 10 days ProvidedTraining in other areas such as Art and Heritage Crafts, Not coveredHealth and physical education, work education, peaceeducation, etc.Identification of training needs No formal need assessment was undertakenContextually relevant training design Contextually relevant activity based methodology was followed in

the training packageSuggested reading list and other educational audio-video Few suggestedprogramme for teachers

Utkarsh–II: Package for Mathematicsduring 2008-09A set of questions on upper primary schoolmathematics syllabus was prepared by experts,which was subsequently administered over theteachers teaching mathematics. Then the testresults were analyzed and their difficultiesencountered by the teachers were identified.These areas were considered as their hard spotsbased on which their training needs wereformulated. Accordingly, this training package wasdeveloped through workshop mode involvingexperts from state DIETs, SCERTs, andUniversities of Patna, Ranchi, Lucknow andsome experienced primary school teachers underthe initiative of Bihar Education Project Council(BEPC).

The training package contains the followingmodules:Content based: Rational Numbers, Terminatingand Non-ter minating Decimals, Scientif i cNotation, Factors and Multiples, AlgebraicExpression, Equation, Square and Square root,Cube and Cube root, Indices and related rules,Ratio and proportion, Percentage, Profit and loss,


Time and Work, Time and distance, Simple andcompound interest, Share and dividend,Advantages of general banking, Area (Rectangle,Square and Triangle), Lines and Angles,Construction of Geometrical Figures, andStatistics.Pedagogy based: Misconceptions inmathematics, Importance of mathematics in dailylife, Interest towards teaching mathematics, Basicunderstanding of mathematics, Preparation ofTLMs, Evaluation, Demonstration of TLMs,Planning and preparation of Lesson Plan, andPresentation of lesson. In addition to the above,some notes on Action Research in Mathematics,Project Work, Establishment of MathematicsLaboratory, its use and brief introduction of somefamous mathematicians are given at the end ofthe package. This package was used in 2008-09and 2009-10. Most of the modules specifiedobjectives, transaction mode, teaching learningmaterials, activities and concluding session/lesson.

While evaluating other aspects of the packagethe following observations emerged:• Training modules were developed as per the

objectives• The content of training package was free from

prejudices on the basis of caste and gender,etc. to a great extent.

• Contents of the module were developedsequentially on different concepts with aexamples. However, the treatment of theconcepts is not exhaustive/comprehensive toenhance content competency of teachers.

• Language of the module was simple andappropriate.

• It sugg ests transactional strategies usinglecture, group discussion, demonstration-cum-discussion, activity based learning, storytellingand question answers, etc.

• There was no provision of enrichment andremedial materials/activities for gifted andweaker learners.

• There was little suggestion for follow upactivities for reinforcement of learning.

• There were 30 modules and time wasinadequate to handle so many modules in fivedays training programme.

Science and Mathematics KitWhy do we read science and mathematics? Howdo we teach science and mathematics? Thepackage provided procedure for use of maths andscience kit.

Evaluation Procedure Given in thePackageEvaluation needs to be focused through reasoningand thought-provoking questions. The expertsgroup found the module in line with the statedobjectives of training with scope for promotionof activity-based learning and teaching. However,the module does not have any illustrations orsuggestions for reference materials. There is noprovision for remedial activities. The areas likeforce and pressure, light, geometry, sound, biologycan be easily translated in to classroom practiceswhereas modules on chemistry, electricity aredifficult to transact in average classroomcondition. The content of the package,particularly on chemistry and electricity, needs tobe elaborated. The follow up of the training isnot mentioned.

Training Package in Mathematics andScience during 2010-11The features of the package from subject specificpoint of view are analysed. The module coverstwo subjects – Science and Mathematics.• Title: BODHI - BHASKAR• Target Group: Teachers of Upper Primary

Schools of Bihar• Subject Area Covered: Science and

Mathematics (Mathematics section covered inthis report).


• Number of Modules in the Package: Total38 modules out of which 19 are mathematicsmodules spread over 10 days.

• Number of Sessions: 19 Sessions (Onesession for each module).

• Duration: 1hour 30 minutes for each session/module.

• Language of the Training Package: Hindi.• Contents/Topics covered: Numbers,

algebraic terms, number game, algebraicexpressions, fraction, factors of algebraicexpressions, square and square roots, linearequations with one variable, percentage,geometric shapes, ratio and proportion,construction and congruence of triangles,quadrilateral, perimeter and area, shapes ofcommon objects, parallelogram and its area,circle: circumference and area, cube, cuboids,cone and cylinder, data collection andrepresentation.

Mode of Training Transaction: Severalmethods of transaction of training (more than onein each session) like activity-based, work-based,discussion, question-answer, dialogue, lecturing,demonstration, and blackboard work have beenmentioned in the modules. While all thesemethods can be used in the constructive approachto the training transactions, the nature of themodules in the package does not seem to haveadopted the approach. Rather heavy reliance onthe traditional transmission approach is evidentin the modules.Utility of the Package: The issue whether theinputs could be translated into classroompractices was examined in respect of each of themodules in the package. It was observed that theinputs of each module were mathematicalconcepts and were dealt mostly through traditionalmethods in which the teachers are quite familiar.Therefore, the teachers familiar with thetraditional methods will find no difficulty intransacting the topics in the classrooms. But if

following constructivist and reflective approachesare to be used or the activity-based approachesare considered for implementation in schools, thetransactions in the present module fall far shortof the expectations.

The training package developed by SSA, Biharhas not observed the SSA guidelines in greatmeasure. The package does not include most ofthe items mentioned above to train the teachersfor quality improvement. Therefore, in futurewhen the training package is prepared, much betterplanning is necessary and guidelines need to befollowed.

The training package titled as Patanjali wasmeant for both primary and upper primary schoolteachers. Its assessment has already been discussedin the primary school teacher training package.Alignment of the training package to SSAguidelines is also very similar to that of the primaryschool teachers. Expert rating of the trainingpackage on the parameters for assessment hasbeen provided in Table 2.4.

Assessment of modules used for teachertraining in the state for last three years showedthat training except on science and mathematicskits was not meant for all teachers. There was nomention of the objectives of the trainingpackage/programme except in Patanjali module.But specific objectives for each module/sessionwere spelt out. The overall use of language wassimple and direct, and was the main strength ofthe package.

CHHATTISGARH

The training was organized for different subjects.For the year 2008-09, a single module, named,Prabah was developed by the SCERT,Chhattisgarh for the training of primary schoolteachers. It included four subjects, namely,English, Hindi, Mathematics and EVS. In the year2009-10 two modules were developed in Englishand Mathematics. For the year 2010-11, three


modules were developed, namely, English,Mathematics and General Issues.

The training modules were prepared by theSCERT, Raipur, every year, starting from 2007-08. Teachers training plan and module(s) writingstart by January. Training of ResourcePersons(RPs) is generally completed by March/April. Need assessment was carried out beforedesigning in-service training for teachers bySCERT, Raipur with the help of Regional Instituteof Education (RIE), Bhopal. Workshop for needsassessment of training has been organized but dueto teachers’ indifference, no new training needsemerged.

Training needs were identified informally.Based on this TNA, content areas for training of

teachers were selected by a group of experts.These expert groups for each content areadeveloped the assigned training modules. Someof the modules were developed with the help ofDEP-SSA, IGNOU. Some external agencieswhose support was solicited for the training alsodeveloped some of the modules. In addition, theSCERT, Raipur also developed training modulesfor the headmasters.

The modules developed during the last threeyears study period from 2008-09 to 2010-11subjected to desk analysis by a group ofcurriculum and teacher education experts toidentify changes, the process and the nature ofthe training packag es over time. Table 3.7summarizes the outcome of this exercise.

Table 3.7Features of Packages used for Teacher Training at Primary Level

Subject 2008-09

• One module Pravahcontains subjects likeEnglish, EnvironmentScience, Mathematics,and Hindi.

• Language of themodule – It was bi-lingual (Hindi, English).It was a good practice asit increased the chancesto be followed by all theteachers.

Principles and methods ofEnglish, Reader analysis-exercises are given to getteachers more acquaintedwith textbooks used forclasses III, IV, V,Demonstration lessons areexplained briefly and somesimple activities are given indemonstration lessons,Teaching of vocabulary,

2009-10

• One separate modulefor English titledShikshak PrashikshanSandarshika-Angrezi

• Language of themodule– Only Englishand it seemed difficult tobe followed by all theteachers

One ice-breaking sessionin the beginning of themodule was discussed.

1. Reading – I and II2. Read with rhythm3. Conjunctions and

Pronouns4. Structure of English

Language5. For listening and

talking games andactivities such as roleplaying and mockinterview were given.

2010-11

• Separate module forEnglish titled as EnglishTraining Module

• Assessment of trainingneeds was done throughworkshop

• Language of themodule– Only Englishand it seemed difficult tobe followed by all theteachers

• One ice-breakingsession in thebeginning of themodule was discussed.

There are 18 activities onpreposition, speakingskills; writing skills, poetryrecitation etc. are explained.

Change

Expanded module forEnglish was introduced in2010-11.

Informal TNA wasreplaced by workshopmode in 2010-11

Content of the modulewas reduced. Module forthe year 2010 has lesscontent and it is morefocused on speaking andwriting skills incomparison to previousyears’modules.Classroomfocus and practiceincluded in the packages


Hindi

Language exercises todevelop speaking andlistening skills, Writingcomposition, Teaching ofPoetry, Two languagegames to arouse interest arediscussed, Importance ofEnglish as second languageand objectives of teachingof English explained.• Title of the Module:

‘Pravah’• Transactional

methodology : Notclear, ‘how’ part wasmissing and onlysuggestions were there.The module did notequip a teacher to translatesuggestions given in themodule in the actualclassroom practice.

• Evaluation Procedure:Evaluation wassuggested at the end ofthe training programme.

• Suggested readings/reference have not beengiven.

• One module ‘Pravah’contains subjects likeEnglish, EnvironmentScience, Mathematics,and Hindi.

Areas Covered:Sikhana aur Gyan - II chapterof NCF-2005 on ‘howchildren learn’ has beenquoted, Concept of Hinditeaching and uses ofpunctuation marks, Sex/gender in Hindi, Matra,Prepositions, Basic skills oflanguage – listening,speaking, reading, andwriting.• Title of the module:

‘Pravah’

Title of the ModuleShikshak prashikshanSandarshika-AngrejiTransactionalMethodology:Transactional methodo-logies were not spelt outclearly. But, in someplaces activity basedtraining methodologywas spelt out.• Evaluation Procedure:

Evaluation wassuggested at the end ofthe training programme.Readings/ reference notsuggested

No training module wasdeveloped.• Training in the subject

of EVS was notincluded.

Title of the Module:‘English Training Module’• Transactional

methodology:Activity based. Activitiesare explained clearly withexamples.

- Illustrations and figuresare satisfactory

- Language of themodule is gendersensitive.

• Evaluation exercisesare given at the end ofeach unit.

• Instructions on how touse the module is givenand time duration foreach activity is explained

• Sug gested readings/reference have not beengiven.

No training module wasdeveloped.Training in the subject ofEVS was not included.

in the recent two years.Transactionalmethodology becamemore explicit andactivities and games areadded.

Not applicable.

Subject 2008-09 2009-10 2010-11 Change


Mathematics

EnvironmentalScience

• Suggested readings/references have notbeen given

• One module ‘Pravah ’contains subjects likeEnglish, EnvironmentScience, Mathematics, andHindi.

• Areas covered –Numbers, addition andsubtraction, Currency,Length, weight andcapacity, Geometricalshapes, Proper andimproper fractions,Percentage and conversionin to fraction.

• Title of Module –‘Pravah’

• Transactionmethodologies –Activities have beensuggested particularly foraddition and subtraction,currency, and fractions toinvolve students.

• Time required fortransaction was notmentioned, in themodule. Estimated time2½ days.

• Evaluation procedureis not mentioned, somereinforcement exerciseshave been given. Somequestions to evaluateTeachers’ learningneeded to be included

• Suggested readings/references have notbeen given

• One module ‘Pravah’contains subjects likeEnglish, EnvironmentScience, Mathematics,and Hindi.

• Objectives of thetraining: not stated

• Areas Covered:Tens,Place value, Addition,S u b t r a c t i o n ,Multiplication and theirrelationships, Tables,Multiplication and itsalgorithm, Division andits algorithm

• Title of Module: ‘AaoGanit Shikhen’

• Transactionmethodologies: Someactivities have beensuggested· Thereare some typographicalmistakes· Timerequired for thetransaction of themodule is notmentioned

• Evaluation procedurehas not beenmentioned. Someexercises could have beengiven for the evaluation.

• Time required fortransaction was notmentioned.

• Evaluation Procedurewas not mentioned

• Suggested readings/references have notbeen given.

No training module wasdeveloped.Training in the subject ofHindi was not provided.

• Instructions regardinghow to use the moduleand time division for asession are explained in‘About the module’.

• Areas Covered : Pre-number concepts,Symbols of numbers,Addition, subtraction,multiplication, Division,and fraction, Decimal,percentage and area

• Title of the module–‘Prashikshan Sandarshika-Ganit’.

• Transactionmethodologies havebeen specified in each partof the module, these areexplained well and areactivity based that mayenhance conceptdevelopment.

Time required fortransaction was notmentioned.• Evaluation Procedure:

Questions forevaluation of progress atthe end of each unit havebeen given.

• Suggested readings/references have notbeen given.

No training module wasdeveloped.

Training in the subject ofHindi was not provided.

Emphasis on Pedagogy inmodule of 2010.Use of interesting,implementable, andcontextually relevantactivities is more in 2010module in comparison to2008-09 module.

Subject 2008-09 2009-10 2010-11 Change


General Issues

• Areas covered:1.Earth, its shape2.Circular and rotational

motion3.Accidents and disability• Title of the module:

‘Pravah’·Transactionalmethodology : notgiven. Only descriptionof some activities givenin brief. For theimplementation ofthese activities inclassroom more detaileddescriptions orexplanation are needed.

• Time required : Notspecified in the module.

• Evaluation Procedure:Evaluation was done atthe end of the training.

• No list of suggestedreadings has beenprovided in the module

No training was conducted. No training on generalissues was provided.

Objectives of training :Objectives are not spelledout clearly.Areas Covered: There are21 issues comprising thefollowing: Life skills, adolescence andauto biographies of greatpersons, and self studyhabits etc., Educationalissues such as curriculumand syllabus, enrolmentand retention, CCE, schoolmanagement, workperformance appraisal,TLM and its use, specialchildren, RTE 2009, andCommunication skills,Issues related to educationalmeasurement such asdiagnostic test, testconstruction, blue print, etc.Title of the module :‘Shikshak PrashikshanSanda r s h ika -SamanyaMuddey’• All the above issues are

discussed in a theoreticalmanner. It seems difficult

Subject 2008-09 2009-10 2010-11 Change


to understand how theseissues will be addressedand translated in theclassroom, e.g. concept ofCCE is given but how ateacher will use this in heractual classroom teachingpractice is missing. In thename of CCE scheme,more than oneexamination is givenwhich is not enough andappropriate.

• Transactionalmethodologies : Notgiven.

• Time required - Notspecified in the module.

• Evaluation Procedure:Evaluation was done atthe end of the training.

• No list of suggestedreadings has beenprovided in the module.

Table 3.8 summarizes alignment of the training packages to the SSA guidelines based on NCF-2005.Table 3.8

The Extent of the following of SSA Guidelines in the In-serviceTraining Package(s) of Primary Teachers

Guide Lines AssessmentUse of Constructivist English: To some extent the module has adopted the constructivistApproach approach using induction approach to learning.Mathematics: Emphasis on experiential activities

leading to the discovery of Mathematics characteristics points to the use of constructivist approach.Samanya Muddey (General Issues): To some extent.

Reflective Teacher The provision is not explicit in English. Opportunity for reflection on material for Mathematicsprovided a little space for reflection by the teachersIn Samanya Muddey (General Issues) opportunityfor the teacher reflections is not perceptible

Split-up Model The package does not reflect any guidelines for advocating a split-up model of in-service training.The objective of the module, as mentioned in the preface, is to develop the competency in thesubject.

Training Format The modules do indicate formal design for the training. However, the cover page (inside), six-days (Math), five days (General Issues) and five days (English) training schedule was given forthe District Resource Group (DRG).

Areas Covered in the The package includes modules related to Hindi, English, EVS, Mathematics and General IssuesTraining covering different topics related to the subject areas.Training Need Assesment Preface of the modules states that the training needs were identified by organizing a workshop.Suggested Reading/List None of the packages contain suggested readings or list of audio video programmes.of Audio and VideoProgrammes

Subject 2008-09 2009-10 2010-11 Change


It can be observed the above table that thetraining package reflects peripheral use of the SSAguidelines.

Overall, the training packages of 2010-11 aredifferent. There is a change in the use of languages,inclusion of contents, citing examples and themethodologies to deal with those contents.

The training packages for upper primaryschool teachers reflect the similar concerns tothose for the primary school teachers discussedabove.

GUJARATThe training packages of the SSA programme inthe Gujarat State were prepared by SPD Officeand GCERT with the collaboration of DIET andsenior primary teachers of different districts. Inthe year 2009-10 and 2010-11, the trainingpackages were prepared centrally and these wereused in all the districts. But in the year 2011-12the TNA survey was conducted by the stategovernment during Gunotsav programme and thetraining packages were prepared district wiseaccording to district specific needs of the teachers.All the districts have developed modules with thehelp of DIET, SRG and DRG members andsenior primary school teachers.

Training packages of last three years 2009-10, 2010-11 and 2011-12 were assessed in respectof their objectives of training, content coverage,transactional methodology used, usability, andchange over time and consistency with NCF-2005guidelines. A committee of experts assessed thepackages during the workshop held from 24 April,2011 to 27 April, 2011 as per guidelines given inthe tool ISTT-1.

The split-up model of in-service training ofteachers has emerged from the SSA guidelines2008. It envisages 10 days of block trainingcomplemented by 10 one-day training programmeat the CRC level. In 2009-10, this model was

followed with the only exception of 10 days BRClevel training and 10 days CRC level training. In2010-11, it changed further. The training packageswere developed accordingly. The block trainingwas of 10 days but the cluster level training wasreduced to 7 days at the CRC level. This reductionwas due to the some census work and the electionduty allotted to the teachers during this year.During 2011-12, 10 days training was followedin summer vacation from 18 April to 29 April2011. Actually plan for this year was 14 daystraining with 10 days BRC level and 4 days CRClevel, but due to other works allotted to theteachers the training span was reduced to 10 daysinstead of 14 days, but they prepared the plan forCRC level training every month and completedthe 10 days CRC level training.

In the year 2011-12 the districts have plannedthe training according to the needs of the primaryteachers. The state government organized a statewide yearly campaign called Gunotsav since year2010-11. All the teachers were asked to providetheir training needs. The data provided by theteachers were collected and analyzed at state leveland block wise training needs were classified. Thetraining packages were prepared in the districtunder the guidance of DIET, SRC and DRGmembers. The block wise training need of thelower primary teachers was provided to all thedistricts and the programme packages wereprepared according to the need of primary teachersdistrict wise.

From 2008-09 to 2010-11, GCERT and SSAoffice prepared the training package. For 2011-12, DIET and DPC in the districts of Amreli,Jamnagar, Mehsana, and Surat prepared thetraining packages since the work has beendecentralized to the districts.

Table 3.9 points out specific changes/variationsin the package(s) used in 2010-11 in comparisonwith those used in 2008-09, 2009-10.


Table 3.9Change Indicators in Modules at Primary Stage (2009-10, 2010-11 and 2011-12)

ParticularsTitle of theTrainingProgramme

Objectives ofthe training

Areas Covered

Number ofthe modules

2009-10In-service Teacher TrainingProgramme

• To help the teachers toenhance their capability interms of content andprocess of learning.

• To improve the quality ofclassroom transaction toenable them to transactthe curriculum in simpleway.

• To develop the languagecompetency (Reading andwriting skills) in Gujarati

• Reading/writing skills inGujarati

• Effective classroominteraction and positiveattitude,

• Enjoyable Education• Use of teaching Aids and

ICT• Role and Responsibility

of Teacher

Total number of module04

2010-11In-service Teacher TrainingProgramme

Added the objectivesrelating to ADEPT

• Reading writing skills inGujarati

• Joyful learning teachingmethods

• Right to Education andRemoval of Childpunishment .

• Society buildup• Effective Classroom

interaction,• Use of teaching Aids and

ICT• Positive Attitude• ADEPTS, Cognitive,

Social, Physical,Institutional, Dimension

Total number of modules05

2011-12In-service TeacherTraining Programme

District wise need basedobjective formulated

• Reading/writing skillsin Gujarati

• School Administration,Planning andOrganization

• Continuous andComprehensiveEvaluation.

• ADEPTS, Cognitive,Social, Physical,Institutional,Dimension.

• Use of teaching aidsand puppet

• Language proficiencyand team building.

• Classes I to IV (Gujarati,Environment, Mathsand Hindi)

• Teacher Training onTribal Education

Total numberof modules,Amreli-10 Jamnagar - 03Mehsana-02Surat-03

ObservationNo Change

Decentralised planningand District wise andneed based modules andmaterial prepared.

Earlier modules usedduring 2009-10 and2010-11 focused only onlanguage skills inGujarati whereas in2011-12 Gujarati, Mathsand Environment arefocused. Topics relatedto CCE, TLM, Puppetsand elaboration ofRTE, schooladministration, Gender,IED, STP, Teambuilding and role ofCRC, BRC ADEPTS,Workload and Stress areincluded.Documentation,Guidance andCounselling and TribalEducation are alsoincluded.

As evident, the numberof modules increases asper the needs of teachersin respective district in2011-12


Transactionmethodology

Time required/recommendedfor transaction,if anyEvaluationprocedure givenin the package,includingsuggestions, ifanyOther

• Activity based and skillbased transaction

• Use of ICT

Not mentioned inmodules

Activity based guidelinesfor evaluation of Gujaratilanguage and other topics

• Activity based and skillbased transaction.• Use of ICT

Activity based guidelinesfor evaluation of Gujaratilanguage and other topicscovered in modules areincluded

• Activity based and skillbased transaction.

• Puppet show• Use of TLM

Activity based guidelinesfor evaluation of Gujaratilanguage and other topicscovered in modules areincluded

• Besides activity basedlearning puppet showand TLM have beenmentioned in themodules.

Guidelines forevaluation arementioned at the endof module and insome cases at the endof booklet.More illustrative usingcartoons and puppetsshow, a ttractive coverpage with better qualitypaper. Better utilizationof space by providingmessages and specialpage for preparing notes.

Particulars

Title of theTrainingProgrammeObjectives ofthe training

2008-09

To help theteachers toenhance theircapability interms ofcontent andprocess oflearning.To improvethe quality ofclassroomtransaction toenable them.To transact thecurriculum insimple way.

2009-10

To help theteachers toenhance theircapability interms ofcontent andprocess oflearning.To improvethe quality ofclassroomtransaction toenable them totransact thecurriculum insimple way.

2010-11

To help theteachers toenhance theircapability interms ofcontent andprocess oflearning.To improvethe quality ofclassroomtransaction.To enablethem totransact thecurriculum in

Amreli

To help theteachers toenhance theircapability interms ofcontent andprocess oflearning toimprove thequality ofclassroomtransactionTo enablethem totransact thecurriculum insimple way

Jamnagar

To help theteachers toenhance theircapability interms ofcontent andprocess oflearning toimprove thequality ofclassroomtransaction.To enablethem totransact thecurriculum insimple way.

Mehsana

To help theteachers toenhance theircapability interms ofcontent andprocess oflearning.To improvethe qualityof classroomtransactioncurriculum insimple way.

Surat

To help theteachers toenhance theircapability interms ofcontent andprocess oflearning.To improvethe quality ofclassroomtransaction toenable themto transact thecurriculum insimple way.

Table 3.10District wise Details and Compression of Modules in Different 3 Years at Primary stage

2011-12

In-Service Teacher Training Programme

Particulars 2009-10 2010-11 2011-12 Observation


Areas Covered • Gujarati• Environment

Science

• To developthe languagecompetency(Readingand WritingSkills) inGujarati.

• Reading andwriting skillsin Gujarati.

• Joyfullearningteachingmethods.

• Right toEducationand removalof childpunishment

• Societybuildup

• Effectiveclassroominteraction,interest andconcentration.

• Humanrelation

• Use ofTeachingaids

• Role andResponsibilityof teacher

• PositiveAttitude

simple way.To developthe languagecompetency.To measureand improvetheperformancestandards ofteachers.• Reading and

writing skillsin Gujarati.

• Joyfullearningteachingmethods.

• Right toEducationand removalof childpunishment

• Societybuildup

• Effectiveclassroominteraction,interest andconcentration.

• Humanrelation

• Use ofteachingAids andICT

• Role andresponsibilityof teacherPositiveattitude

• ADEPTS,cognitiveSocial,Psychical,InstitutionalDimension

• Gujarati:Content andMethod

• Lessonplanning

• Classificationo fcompetencies

• Evaluation.• Environment:

Content andMethod

• Someconcept

• Method andtechniques

• Teachersactivity

• Correlationwithdifferentsubjects

• Evaluation• Maths

Numbertheory

Multiplication DivisionActivity BasedLearning(Pragna)• Meaning• Child

Psychology• Role of

Teacher inPragna

• Content:Environmentand schoolreadiness

• Maths:Numbers,Addition

Multiplication,and Division,Currency andvolumeContent:EnvironmentRole ofTeacher,Environmentawareness,DifferentMethods ofEnvironmentteaching,Differentprojects, relatedtoenvironmentGrade wise• School

preparednessconcept,purpose anddifferentactivities andTLM, ChildPsychology,CCE,EducationalOrganization,Language

Content (1 to 4)• Gujarati•Environment• Maths• Hindi

GeneralTrainingModules

• ADEPTS• CCE• Teaching

LearningProcess

• ClassroomInteraction

• Correlationin Education

Content (1 to4)• Gujarati•Environment• Maths


• Timemanagement·Teambuilding

• Teambuilding

• Attitudedevelopment

• Interpersonalrelationship

• Effectiveclassroominteraction

• ERAC(ExperienceReflectionApplicationandConsolidation)

•Documentation• Gender

Education• STP Training• IED• Tribal

Training

Par ticulars 2008-09 2009-10 2010-11Amreli Jamnagar Mehsana Surat

2011-12


• Role ofTeachersBRC, CRC inPragna

• Role ofTeacher

TeacherLearningProcess•Component

of Teaching• Motivation• Personality• Interest and

Attitude• Adjustment

Counsellingand Guidance


• Evaluationtest

CCE Plan• Meaning•Component

and Plan• Student

EvaluationTLM andPuppet

• TLM• Puppet –

Script writing• Preparation

of puppet• Concept• Material for

puppet• Puppet

showSchoolAdministrationandOrganizationGender

readinessand TeamBuildingManagement.

• Meaning,NeedIdentificationof problemof thechildren.

• Meaning andimportance,forms ofCCEComponent,process ofevaluation.

• Meaning ofEducationalOrganizationDifferentActivities,Commun-ication andEvaluation.

• Languagereadinessskills.Throughillustration,Use oftechnologyin Languagereadiness,differentmethods oflanguagereadiness.

• Meaningobjectivesandcharacteristicsof team-building,

Particulars 2008-09 2009-10 2010-11Amreli Jamnagar Mehsana Surat

2011-12


Title of themodules

Contentbook(Classes I toIV):Environment,Gujarati

• Readingwritingmethodsandtechniques(Classes I toIV)

• Activity andjoyfullearning.

• Effectiveclassroominteractionand positiveattitude

• One dayTeacherTrainingPackage

• Readingwritingmethodsandtechniques

• Classes I toIV

• SpecialTrainingprogramme:

• Gujarati(Classes IIIto IV)

• Effectiveclassroominteractionand positiveattitude(Classes I toVII)

• Right toEducation-Removal ofChildpunishmentand Societybuildup

EducationIED• Right to

Education• Gender

EducationADEPTS

• Statementsof ADEPTS

Gujarati :Content andMethod• (Classes I to

IV)Environment:Content andMethod• (Classes I to

IV)MathsContent andMethod(Classes I toIV)

• Co curricularactivity andpragnaparichayTeachertrainingmoduleTeachinglearningprocess

• (Classes I toVIII)

Role ofTeacher andPrincipal forTeambuildingEvaluationTest forTeambuilding.

• ADEPTS,Stress andWorkload

• ADEPTS,IED andEvaluation,STP (ALS),

• WorkloadContent:• Environment,

Maths andSchoolReadiness

• (Classes I toIV)ChildPsychology,CCEEducationalOrganization,LanguageProficiencyand TeambuildingManagement

• (Classes I toVIII)ADEPTS,stress andWorkload

Content:• Gujarati,

Environmentand Maths

• (Classes Ito IV)

ADEPTSCCE

• Gujarati,Environment,Maths

• (Classes Ito IV)

•Professionalcompetencymodule

• Teachertraining ontribaleducationtrainingmateriall

Par ticulars 2008-09 2009-10 2010-11Amreli Jamnagar Mehsana Surat

2011-12


Particulars 2008-09 2009-10 2010-11Amreli Jamnagar Mehsana Surat

2011-12

TransactionMethodologiesincludingsuggestions,if any

Timerequired/Recommendedfortransaction

EvaluationProceduregiven in thepackage,includingsuggestions

• Activitybasedteachinglearning.

• Use of TLM

• 10 days

• Guidelinesforevaluationfor differentsubject areasincluded inthe module–Maths,Gujarati,EVS hasbeenincluded inthe modules(Classes I toIV )

• Activitybased andskill basedtransaction.

• Use of ICT

• 10 days

• ActivitybasedGuidelinesforEvaluationof GujaratiLanguageand othertopicscovered inthe modulesare included

• ADEPTS-activitymodule


• Use of ICT

• 10 days

• ActivitybasedGuidelinesforevaluationof GujaratiLanguageand othertopicscovered inthe modulesare included.

CCE Plan• (Classes I to

VIII)TLM andPuppet

• SchoolAdministrationandOrganizationGenderEducation& IED

ADEPTS

• Activity basedand skill basedtransaction.

• Puppetshow

• Use of TLM

• 10 days

• ActivitybasedGuidelinesforevaluationof Maths,Environment,Gujarati andother topicscovered inthe modulesare included.


• Puppetshow

• Use of TLM

• 10 days

• ActivitybasedGuidelinesforevaluationof Maths,Environmentand othertopics.covered inthe modulesare included.


• Puppetshow

• Use of TLM

• 10 days

• ActivitybasedGuidelinesforevaluationof Maths,Environment,Gujarati andHindi andother topicscovered inthe modulesare included.


• Puppetshow

• Use of TLM

• 10 days



Table 3.10 reveals the changes that occurredover 3 years in the training programme. The titleof the training programme and the module of thetitles are the same.

The objectives of the training during the2009-10 and 2010-11 were nearly the same butonly the objectives of the ADEPTS training wereadded. In the year 2011-12, district-wise TNAwas carried out all over Gujarat. The objectiveand the training modules were tuned to theidentified district specific needs. The moduleswere developed in decentralized mode during heyear 2011-12. In the sample districts of Amreli,Jamnagar, Mehsana and Surat these packageswere used.

The areas covered in different districts showthat in the earlier modules used during 2009-10and 2010-11 the focus was only on language skillsin Gujarati whereas in 2011-12 Gujarati, Mathsand Environment Science are focused. Topicsrelated to CCE, TLM, Puppets and elaborationof RTE, school administration, Gender, IED,STP, team building and role of CRC, BRCADEPTS, Workload and Stress, Documentation,Guidance and Counselling and Tribal Educationare included.

As is evident, the number of modulesincreased as per the need of teachers particularlyin the year 2011-12. In the year 2009-10 totalnumber of modules was 4, in the year 2010-11total numbers of modules was 5, in the year 2011-12 the number of modules in Amreli district was10, Jamnagar-3, Mehsana-2 and Surat-3. Readingwriting skills, effective classroom interaction,Right to Education were common in the years2009-10 and 2010-11. In the year 2011-12 theAmreli district prepared 10 modules (Gujarati,Maths and Environment content, TLP, CCE,TLM, SAO, GE, IED, ADEPTS). In Jamnagardistrict 3 modules (Gujarati, Maths andEnvironment content, Child psychology, Schoolreadiness, SAO, Language readiness, CCE,

ADEPTS and Stress and workload) were added.In Mehsana district 2 modules (Gujarati,Environment, Maths and Hindi Content,ADEPTS, CCE). In Surat District 3 modules(Gujarati, Environment, Maths Content in onemodule. General Training Modules, Timemanagement, Team building, Attitudedevelopment, Inter personal relationship,Effective classr oom interaction, ERAC[Experience Reflection Application andConsolidation], Documentation, GenderEducation, STP Training, IED, Tribal Training)were included.

In the modules, transaction methodology hasbeen almost same during all the three years.Activity based and skill based transaction and useof ICT were mentioned in 2009-10 and 2010-11.In the year 2011-12, over and above activity basedand skill based transaction, puppet show, use ofTLM were also included in the modules.

In the year 2009-10, 2010-11 and 2011-12no time schedule was recommended for thetransaction of the modules. But in a separate letterit was communicated that all these modules wereto be used in 10 + 10 days SSA training.

Evaluation Procedure Given in thePackageActivity based guidelines for the evaluation inGujarati language and the other topics werecovered in the modules. Guidelines for theevaluation are mentioned at the end of modulesand in some cases at the end of the booklet.

In the years 2009-10, 2010-11 and 2011-12 the modules were more illustrative. Districtwise and need based modules and materialswere prepared. The modules were moreillustrative using cartoons and puppet show.Better utilization of space was planned byproviding special massages and special notesof renowned educationists and leaders. Thespecial pages for preparing the notes and some


important message or steps were given at theend of modules. Thus the quality of module isvery satisfactory.

Table 3.11 summarizes the alignment of thetraining package to SSA guidelines.

Table 3.11Assessment of Training Package Based on SSA Guidelines at Primary Stage

SSA guidelines AssessmentConstructivist approach The training package reflects constructivist approach in a small measure.Reflective Teacher Reflective teacher practices are not explicitly stated. However probing has been

mentioned which has implicit implication.Split-up Model of SSA The suggested split-up model is given under SSA guidelines for in-service

teachers training programme under SSA is not followed.Guidelines for 10 days The Guideline for 14 day continuous in-service training is recommended. In all

four districts 4 days training has been withdrawn due to Census. The 4 days hasbeen shifted to 10 days cluster level monthly meetings.

Training Area Training packages of all the 4 districts for the year 2011-12 do not cover subjectspecific content areas such as (i) Art and heritage craft (ii) Work education andHealth and Physical Education (iii) Peace Education. However content related topeace has been reflected in some of the modules indirectly.EVS, mathematics Gujarati language for Classes I and IV are covered.

Identification of Training Needs Block-wise and district-wise training needs were identified by conducting"GUNOTSAV" (Through online survey)

Location Content and Specificities Need based district specific training packages based on contextually andof teaching learning modules specificities are prepared.List of suggested A list of suggested reading audio / video programmes for the teachers is providedreading in the packages of Amreli, Jamnagar and Surat and not mentioned in theAudio/Videos packages of Mehsana district

Upper Primary School TeachersAt upper primary stage specific changes/variationsin the package(s) used in 2010-11 in comparisonwith those used in 2008-09, 2009-10 in respect ofeach item given in table 3.12 are pointed out.

Table 3.12Change Indicators in Modules at Upper Primary Stage (2009-10, 2010-11 and 2011-12)

ParticularsTitle of theTrainingProgrammeObjectives ofthe training


To help the teachers toenhance their capabilityin terms of content andprocess of learning.To improve the qualityof classroom transactionto enable them totransact the curriculumin simple way.To develop thelanguage competency(Reading and Writingskills) in Gujarati.

2010–11In-service TeacherTraining Programme

Added the objective ofteaching ADEPT


District wise needbased objectiveformulated

ObservationNo Change

Decentralize planningand District wise andneed based modulesand material prepared.


Areas Covered

Number of themodules

Transactionmethodologiesincludingsuggestions, ifanyTimes required/recommendedfor transaction,if any

Evaluationprocedure given inthe package,includingsuggestions, if anyOther

• Reading writingskills in Gujarati

• Effective classroominteraction andpositive attitude,

• Enjoyable Education• Use of teaching Aids

and ICT• Role and

Responsibility ofTeacher

List of the Titles (seeappendices-B) Totalnumber of modules –05

• Activity based andskill basedTransaction

• Use of ICT

Activity basedguidelines forevaluation of Gujaratilanguage and othertopics

• Reading / writingskills in Gujarati

• Joyful learningteaching methods

• Right to Educationand Removal ofChild punishment .

• Society buildup• Effective Classroom

interaction,• Use of teaching Aids

and ICT• Positive Attitude• ADEPTS, Cognitive,

Social, Physical,InstitutionalDimension

List of the Titles (seeappendices-B) Totalnumber of Modules –03

• Activity based andskill basedTransaction.

• Use of ICT

Activity based Guidelinesfor evaluation of Gujaratilanguage and other topicscovered in modules areincluded

• Reading / writingskills in Gujarati

• SchoolAdministration,Planning andOrganization

• Continuous andcomprehensiveEvaluation.

• ADEPTS, Cognitive,Social, Physical,InstitutionalDimension.

• Use of teaching Aidsand puppet

• Language proficiencyand team building.

• Classes I to IV(Gujarati,Environment,Maths and Hindi)

• Teacher Training onTribal Education

List of the Title (seeappendices-B) Totalnumber of modulesAmreli-11Jamnagar-03Mehsana-02Surat-03• Activity based and

skill basedTransaction.

• Puppet show• Use of TLM

Activity based Guidelinesfor evaluation of Gujaratilanguage and other topicscovered in modules areincluded

In earlier modules usedduring 2009-10 and2010-11 focused only onlanguage skills inGujarati whereas in2011-12 Gujarati, Mathsand Environment arefocused. Topics rela tedto CCE, TLM, Puppetsand elaboration ofRTE, schooladministration, Gender,IED, STP, Teambuilding and role ofCRC, BRC ADEPTS,Workload and Stress areincluded,Documentation,Guidance andCounselling and TribalEducation

As evident, the numberof modules increases asper the needs ofteachers in respectivedistrict in 2011-12

• Besides activity basedlearning puppet showand TLM wasmentioned in theModules.

Guideline for Evaluationare mentioned at the endof module and in somecases at the end of booklet.

More illustrative usingcartoons and puppetsshow, attractive cover pagewith better quality paper.Better utilization of spaceby providing massages andspecial page for preparingnotes.

Not Mentioned in Modules


Table 3.13District wise Details and Compression of Modules in Different 3 Years at Upper Primary Stage

2010-12Par ticulars

Title of theTrainingProgrammeObjectivesof thetraining

Areas Covered

2009-10

To help theteachers toenhance theircapability interms ofcontent andprocess oflearning.To improvethe quality ofclassroomtransactionTo enablethem totransact thecurriculum insimple way.To developthe languagecompetency(Reading andWriting Skills)in Gujarati

Content(Classes V toVII)Science andTechnology• Right to

Educationand removalof childpunishment

• Societybuildup

• Effective

2010-11

To help theteachers toenhance theircapability interms ofcontent andprocess oflearning.To improvethe quality ofclassroomtransaction.To enablethem totransact thecurriculum insimple way.To developthe languagecompetency(Reading andWriting skills)in Gujarati.To measureand improvetheperformancestandards ofteachers.Right toEducationand removalof childpunishment• Society

buildup• Effective

classroominteraction,interestandconcentration.

Amreli District

To help theteachers toenhance theircapability interms ofcontent andprocess oflearning toimprove thequality ofclassroomtransaction toenable themto transact thecurriculum insimple way.

Gujarati:Content andMethod• Lesson

planning• Classification

o fcompetencies

• Evaluation.Environment:Content andMethod

• Some

JamnagarDistrict


Gujarati:Content andMethod(Classes V toVIII)• Number

theory,• Multiplication

division• Currency

and VolumeScience andTechnology :

MehsanaDistrict

To help theteachers toenhance theircapability interms ofcontent andprocess oflearning.To improvethe quality ofclassroomtransactioncurriculum insimple way.

Content(Content:Maths: ClassesV to VIII)Gujarati:• Project work

related togrammar,sentenceformation,storywriting.English:

SuratDistrict


Content (Vto VIII)Gujarati• Project work

related togrammar,sentenceformation,storywriting.

English:• Prayer,

Action

2008-09

To help theteachers toenhance theircapability interms ofcontent andprocess oflearningTo improvethe quality ofclassroomtransaction To enablethem totransact thecurriculum insimple way.

Content(Classes V toVII)• Gujarati• Hindi• Mathematics• Science• EnglishGeneral Topics• Child

Development• Classroom

Interaction

In-service Teacher Training Programme


• SchoolMonitoring

• SchoolSociety

• Correlationand ActivitybasedLearning

ResourcePersonModules• Gujarati• Hindi• Mathe-

matics• Science• English

classroominteraction,interest andconcentration.

• GujaratiLanguageProficiency

• EnglishTeacherTraining

Positiveattitude

• Use ofteachingAizds andICT

• ADEPTS,cognitiveSocial,Psychical,InstitutionalDimension

concepts• Method and

techniques• Teachers

activity• Correlation

with differentsubject

• EvaluationMaths• Number

theory,• Multiplication

divisionActivity BasedLearning(Pragna)• Meaning• Child

Psychology• Role of

Teacher inPragna

• Role ofTeachersBRC, CRCin Pragna

• Role ofTeacher

TeachingLearningProcess• Component

of Teaching• Motivation• Personality• Interest and

Attitude• Adjustment

CounsellingandGuidance


• Evaluationtest

CCE Plan

(classes-V toVIII)• Heat energy• Parts of Plants• Light and

Image• Our Bxody• Measurement

of Area• Universe• Some

GeneralDiseases

• Carbon• Reflection

of light• ElectricitySocial Science(classes V toVIII)• Village

History• Historical

Stories• Cultural

Heritage• Local Bodies

of Institute• Our Courts• Assembly• Public

PropertyGeography :• Unit 14 to

20(ClassVII)

• Unit 10 to17 (Class VIII)

• Role ofTeacher,Schoolpreparednessconcept,purpose anddifferentactivities andTLM.

• Types ofskills, use ofcan, simplepast tense,active-passivevoice, use ofdictionary

Sanskrit:• Importance

of Sanskritteaching,Sanskritgrammar,demolesson(Class VI),TLM(Class.VI),Competencylist.

Hindi:• importance

of skills, aimof poems

• (Class V)ability no.4.5.1, 4.5.5,4.5.6

Maths:• Classes V to

VIII)Numbertheory,HCM,parameterof rectanglesquare, polynominal,Profit loss

Science andTechnology:• Discussion

sheet:magnate,sound,lights,

songs,rhymes,conversations,reading andwriting,languagegames.

Hindi:• Class V :

Picturestory 1-2,picturereading 1-2,unit-1 to 6,14.

• Class VI:Unit-1 to10.

• Class VII:Unit 1 to10.

• ClassVIII: 1 to8 (Lesson),1 to 9(Poem)

Maths:Classes V to

VIII• Number

theory,HCM,parameterof rectanglesquare,polynominal,Profit loss

Science andTechnology:• Games of

magnifyingglass,living, non-living,dispersionenergy,

2010-12Particulars 2009-10 2010-11 Amreli District Jamnagar

DistrictMehsanaDistrict

SuratDistrict

2008-09


• Meaning• Component

and Plan• Student

LanguagereadinessEvaluation

TLM andPuppet• TLM• Puppet -

Scriptwriting,

• Preparationof puppet

• Concept• Material for

puppet• Puppet

showSchoolAdministrationandOrganizationGenderEducationIED• Right to

Education• Gender

EducationADEPTSStatements ofADEPTS

• ChildPsychology,CCE,EducationalOrganization,and TeamBuildingManagement.

• Meaning,Need ,Identificationof problemof thechildren.

• Meaningandimportance,forms ofCCEComponent,process ofevaluation.

• Meaning ofEducationalOrganizationDifferentActivity,Commun-ication andEvaluation.

• Languagereadiness -skills.Throughillustration,Use oftechnologyin Languagereadiness,differentmethods oflanguagereadiness.

leaver, acidbase, typesof energy,light andimage,plantsorgans.

• SocialScience:

• History ofdistrict,India:Industry,our judicial,resource,mapreading.


• ADEPTS• CCE• Teaching

LearningProcess


• CorrelationinEducation

plantsorgan.SocialScience:

• History ofvillage,history ofdistrict,statutorybodies,environmentof Gujarat.


• Timemanagement

• Teambuilding

• Attitudedevelopment

• Interpersonalrelationship

• Effectiveclassroominteraction

• ERAC(ExperienceReflectionApplicationandConsolid-ation)

• Documen-tation

• GenderEducation

• STPTraining

• IED• Tribal

Training



SuratDistrict

2008-09


• Meaningobjectivesandcharacteristicsof teambuilding,Role ofTeacher andPrincipal forTeambuildingEvaluationTest forTeambuilding.

• ADEPTS,Stress &Workload

• ADEPTS,IED andEvaluation,STP (ALS),

• WorkloadContentBased Book(Classes V toVIII) :• Maths• Social

Science• Science and

Technology• Child

Psychology,• CCE• Organization• Educational• Language

Proficiency• and Team

building(Classes 1 to 8)

ContentBased Book(Classes V to

VIII):• Gujarati• Sanskrit• Hindi• Maths• Science and

TechnologySocial Science• ADEPTS• CCE

TrainingGuide(Classes V toVIII)• Gujarati• English• Hindi• Science and

Technology• Social Science• Maths• Professional

competencymodule

• Teachertraining ontribaleducationtrainingmaterial

ContentBased Book(Class.V toVII):• Mathematics• Science• English• Hindi• Gujarati- ADEPTS-

activitymodule

- TrainingRelatedguideline

- ManagerialSubjectModule

- ChildPsychology

ContentBased Book(Classes V toVII):• Science and

Technology• Effective

classroominteractionand positiveattitude

• Right toEducation-Removal ofChildpunishmentand Societybuildup

• GujaratiLanguage

• Effectiveclassroominteractionand positiveattitude(Classes I toVII)

• Right toEducation-Remove ofChildpunishmentand Societybuildup

• ADEPTS-activitymodule

ContentBased Book(Classes V toVIII) :• Maths• Social

Science• Science &

Technology(Classes I toVIII):Gujarati• Teacher

trainingmoduleTeachinglearningprocess

• CCE Plan

Title of themodules

2010-12Par ticulars 2009-10 2010-11 Amreli District Jamnagar


SuratDistrict

2008-09


Proficiency• English

TeacherTrainingModule


• Use of ICT

• 10 days

• ActivitybasedGuidelinesforEvaluationof GujaratiLanguageand othertopicscovered inthe modulesare included

(Classes I toVIII)• School

AdministrationPlanning andOrganization

( Classes I toVIII)

• GenderEducationand IED

(Classes I toVIII)

• ADEPTS• TLM and

Puppet• Co curricular

activity andpragnaparichay


• Puppetshow

• Use of TLM• 10 days


• ADEPTS,Stress andWorkload


• Puppetshow


• ActivitybasedGuidelinesforevaluationof Maths,Environmentand othertopicscovered inthe modulesare included.


• Puppetshow


• ActivitybasedGuidelinesforevaluationof Maths,Environment,Gujaratiand othertopicscovered inthemodules areincluded.


• Puppetshow


• ActivitybasedGuidelinesforevaluationof Maths,Environment,Gujarati andHindi andother topicscovered inthe modulesare included.


• Use of ICT

• 10 days

• ActivitybasedGuidelinesforevaluationof GujaratiLanguageand othertopicscovered inthe modulesare included.

andEducation

• ActivityBasedTeachingLearning.

• Use of TLM

• 10 days

• Guidelinesforevaluationfor differentsubject areasincluded inthe module-maths,Gujarati,EVS hasbeenincluded inthe modules(Classes I toIV)

TransactionMethodo-logiesincludingsuggestions ,If any

Timerequired fortransactionif anyEvaluationProceduregiven in thepackage,includingsuggestions ,if any



SuratDistrict

2008-09


As is evident, the number of modulesincreased as per the need of teachers particularlyin the year 2011-12. In the year 2009-10 totalnumber of modules was 5, in the year 2010-11total number of module was 3, in the year 2011-12 the number in Amreli district was 11,Jamnagar-3, Mehsana-2 and Surat-3. Readingwriting skill, effective classroom interaction Rightto Education was common in year 2009-10 and2010-11. In the year 2011-12 the Amreli districtprepared 11 modules (Gujarati, Maths , Scienceand Technology and Social Science Content inone module, TLP, CCE, TLM, SAO, GE, IED,ADEPTS). In Jamnagar district 3 modules(Maths, Science and Technology and SocialScience Content in one module, Childpsychology, School readiness, SAO, Languagereadiness, CCE, ADEPTS and Stress andworkload) were added. In Mehsana district 2modules (Gujarati, Sanskrit, Hindi, Maths,English, Science and Technology and SocialScience Content in one module, ADEPTS, CCE).In Surat District 3 modules (Gujarati, English,Hindi, Science and Technology, Social Scienceand Content in one module. General TrainingModules, Time management, Team building,Attitude development, Interpersonal relationship,Effective classroom interaction, ERAC(Experience Reflection Application andConsolidation), Documentation, GenderEducation, STP Training, IED, Tribal Training)were included. The result regarding assessmentof training package in the light of SSA guidelineswere almost same on the basis of primary stage.

HaryanaUnder SSA there is a provision for providing In-Service Training to all teachers for 20 days (10-days block training + 10 days each at clusterlevel) every year. However, in the State ofHaryana, training did not take place during 2008-09 and 2009-10. Interaction with State

authorities and examination documents revealthat authorities were not satisfied with the kindof training organized under SSA prior to 2007-08. It is learnt that there was dissatisfaction withnot only the content of training but also with theorganizational modalities and the institutionsinvolved in this task. In view of this, the educationauthorities felt that teachers had received enoughcontent based training but teachers lackedmotivation and commitment to teaching.

They needed training with focus onmotivation and commitment to the profession.In addition, teachers also need training tounderstand children better and new methods andtechniques of teaching and student evaluationincluding the use of ICT both for teaching andassessment. Based on the above thinking, theState Education Department decided to out-source training activities to non-governmentagencies. After due process the task of In-serviceTraining under SSA was assigned to two agencies:New Horizon India Limited (NHIL) andEducomp. A Memorandum of Understanding wassigned with both agencies. It was agreed that theState of Haryana will provide physical facilitiesand nominate teachers for training and monitoringof training. The contracted entities will developtraining materials, arrange trained trainers,organize training programmes at the designatedcentres.

EducompThe agency has not prepared comprehensivetraining packages. Objectives to be achievedthrough training and procedure for assessment ofthe training outcomes have not been explicitlystated. The write-ups do not specify transactionalstrategies. The package includes write-ups on theidentified themes of training. The trainingduration was divided into two phases of 7 dayseach. The material for the first phase of trainingwas made available to the team for appraisal. The


material included in the package is divided intosix blocks:1. Sensitization of Teachers2. Child Psychology3. Methods of Teaching4. Assessment and Evaluation

5. Use of Technology in EducationEach block is divided into units. Comments

on each Unit are given below:

Block I: Sensitization of TeachersThis block includes units on Qualities of anEffective Teacher; Gender Issues; Health,Cleanliness and Nutrition; and Corporal punishment.The unit includes objectives but treatment of contentin the write-ups is conventional. It would have beenbetter if interactive style of communication wasfollowed. Inclusion of Right to Education Actdoes not fit into the context of the qualities of aneffective teacher. Quality and informationprovided do not match.

The unit on Gender Issues is largelyinformative. However, gender issues have beenraised very briefly without in-depth discussion ofthe issues and contradictions. However, variousschemes for education and welfare of girls havebeen discussed at length. The contradictionbetween the girl achievers and foetus terminationin Haryana has not been highlighted as an issue.The presentations of high achievers are givenwithout context. Mention with photograph of acurrent politician should have been avoided.

The content in the Unit on Health, Cleanlinessand Nutrition is available in elementary schoolbooks. T he presentation could have beenanalytical and how change in habits is to bebrought about. However, specific health schemesimplemented in the State of Haryana have beenmentioned. This information is useful for theteacher to guide students to avail themselves ofit. However, efforts have been made to make thewrite-up readable by giving news stories in boxesand by suggesting a couple of activities.

The Unit on Corporal Punishment isinformative on account of the news stories in theboxes concerning teachers of Haryana. Afterreferring to its provision in the RTE Act 2009,there is a statement that in spite of this provisionin the Act report of 2007 had highlighted itsprevalence. The treatment of the content isbookish without discussing 'why' and 'how' of theissue.

Block 2: Child PsychologyThis block includes four units entitled:1. Understanding the child2. Motor development3. Cognitive development4. Moral development

The unit on 'Understanding the child' largelyincludes such material as is found in the textbookson Educational Psychology. However, examplesand activities suggested are satisfactory. The uniton motor development includes photographs ofsports persons of Haryana. Their presentationdoes not fit into the context of child motordevelopment. The ter ms cognition andknowledge have been used interchangeably in theunit as 'Cognitive Development' which isincorrect. This may be due to faulty translation.The presentation is confined to the work of Piagetalone. Lot of water has flowed down the riverbridge since then. There is no reference to multipleintelligences. However, activities suggested in theunit are appropriate. In the Unit on 'MoralDevelopment' factors affecting moraldevelopment have been mentioned, but it has notbeen explained how these factors operate in thecontext of moral development. For instance, theeffects of culture, media and circumstances havebeen given in only one sentence each. The roleof education and teacher has not been dealt withclearly. Strategies for the development of valueshave not been mentioned at all.


Block 3: Teaching MethodsThis block includes the following units:1. Microteaching2. Lesson Planning3. Multigrade Teaching4. Project Based Learning

The title of the block is misleading as all thefour units are not about methods of teaching.There is hardly any justification for including theUnit on Lesson Planning, Multigrade teaching andMicro-teaching in the block on teaching methods.Micro-teaching, in fact, is a training technique andnot a teaching method. The Unit on micro-teaching mostly deals with teaching skills to bepractised for mastery. Methodology for practisingindividual skills and integrating them in realclassroom teaching is not even mentioned.Lesson planning is more relevant for pre-serviceteacher training. In-service teachers need otherinputs like writing diaries with focus on creativeteaching activities. The unit 'multigrade teaching'simply introduces the teachers to its conceptwithout any discussion on modalities andalternative management of learning of differentlevels (grades) of students. The unit on 'ProjectBased Learning' (PBL) includes a section on PBL,section on 21st century skills and problem solvingmethod. These three sections have been discussedin isolated manner without establishing link witheach other. The section on 21st century skillssimply provides a list of life and livelihood skillswithout linking the same to either PBL orproblem-solving method.

Block 4: Assessment and Evaluation The write-up does not include assessment. Onlyevaluation is covered. The material is just like apresentation in B.Ed books. The unit onpreparation of paper test is relevant to the in-service training. It rightly includes types ofquestions, blueprint, etc. The activity to preparetest paper is appropriately presented.

Block 5: Continuous and ComprehensiveEvaluation

The content is, by and large, presented in textbookstyle. The scheme of CCE being implemented inthe State of Haryana has been mentioned withoutmuch discussion. It would have been better if theguidelines of NCERT and CBSE were included.

Block 6: Use of Technology in EducationThis block includes two units on the Role ofTechnology in Propagation and Expansion ofEducation and Productivity Programme. The titleof the first unit is misleading and its content isconfined to the basis of computer hardware andsoftware. Radio and TV have also beenmentioned. The record unit mentions thepossible use of software for different purposessuch as with word processing, use of spreadsheet,power point presentation, etc.

Transactional MethodologyThe write-ups do not include any expertsuggestions for the reference of master trainersto transact modules. However, in a few modulessome activities have been suggested. These canbe considered as implicit guidelines. No manualfor master trainers’ training or guidance wasavailable. Materials required for training have notbeen included in the package.

New Horizons India LimitedIn pursuance of the MOU with the HaryanaGovernment, New Horizons India Limited hasdesigned In- Service Training of 14 days’ durationfor Primary and Upper Primary teachers.

ObjectivesThe objectives of the training have not beenstated explicitly. However, in the ‘Foreword’ ofthe training module, it is stated that the trainingis expected to lead to far reaching changes in theday-to-day functioning and working styles ofschools. There is need for flexibility in the daily


time table as well as in the annual calendar of theschool so as to ensure the availability of theprescribed number of days. The training shall alsoenable teachers to make the life of students inschools free from stress and boredom so as tomake it interesting for them. In addition, thetraining also aims at making the teaching processuseful and effective.

Content of TrainingThe content of training has been selected in thelight of themes suggested in MOU but it doesn’tstrictly correspond with the objectives mentionedin the ‘Foreword.’ There is no unit to equip theteachers to bring flexibility in the daily time tableor annual calendar. However, there is a unit onstress management which aims at equipping theteachers to make students’ life stress free. Thereare many units which aim at equipping teachersto make teaching process interesting andmeaningful. Though ‘Constructivist approach’and ‘Reflective teacher’ are not included in thepackage, but the master trainers can make use ofthe material to equip the teachers to constructknowledge in relation to the themes of differentmodules and also equip them to reflect on theissues raised therein. In other words, conformityof the package with SSA training frameworkcannot be determined on the basis of the contentof the package.

Modules in the Package The training package includes 14 modules ondifferent themes which has not been clubbedtogether as ‘Blocks’ or ‘Cluster.’ Each module isan independent and self-contained entity.

The module titled ‘Sensitization of teachers’aims at sensitizing teachers towards five themeswhich are not linked to each other. The title ofthe module is not appropriate. The content islargely informative.

The second module is on motivation ofteachers. It includes bookish material, which ispresented in the style of an article. Thedefinitions and the meanings of motivation,‘Student’ and ‘Teacher’ have been derivedartificially from the alphabets of these words. Thelanguage used is not easy to understand. Thetranslation of the subject matter from English toHindi is not appropriate. The module on'Educational Technology' is not adequate as itincludes discussion on only one instructionalstrategy, that is, teaching-learning in groups. Theuse of technology has been discussed in less thana page. Module 4 on Child Psycholog y ispresented in the style of a textbook. Piaget’sTheory of Cognitive Development has beendiscussed on the basis of 4 cases, which enablesthe reader to draw their own conclusions. MultipleIntelligences has been discussed in the contextof learning styles. The module is the combinationof some themes which are loosely linked to eachother and are not in a logical sequence.

Module 5 is on the role of Parents andCommunity in Education. The content of thismodule is quite adequate but it is not presented ininteractive style. It should be easy to elicit thesubject matter of this unit from the participatingteacher. Module 6 is on the Identif ication ofChildren with Special needs. The examples of 26successful individuals having some disabilities canhave a positive impact. The types of disabilitieshave been explained with the help of cases ofstudents with disabilities. Learning disabilities havealso been discussed in detail. The content of themodule is adequate. Module 7 discusses use of ICTin education and evaluation. Besides basics ofcomputers, the module discusses use of othertechnologies in education and evaluation. Module8 discusses stress management techniques. Thecontent is good but it appears like a chapter in abook. The scope for reflection has not been builtinto the style of presentation.


Module 9 on Classroom Skills and Processesincludes discussion on teaching learningstrategies, learning styles, classroom management,Do’s and Don’ts for Teachers, School Records.Thus, too many concepts have been included inone module without linking them to one another.Module 10 is on Lesson Planning andAssessment. It is not understandable why lessonplanning has been clubbed with Assessment.Lesson Planning is more relevant for Pre-Serviceteacher trainers. The section on Assessmentdiscusses forms of assessment testing, portfolioassessment semester system, etc. Someassessment forms have also been given. Thecontent of the module is good and adequate.

Module 11 on Methods of Teaching includesMicroteaching, techniques (Lecture, discussion,etc.), Project Based Learning, Problem SolvingMethod, teaching styles, etc. Microteaching hasbeen discussed as a teaching strategy, whereas itis a training strategy. The section on teachingstyles includes an activity which may help theteachers to know their teaching style. It is notunderstandable why Interaction Analysis has beenclubbed with Microteaching. Three examples ofMicroteaching lesson plans have also been given.In short, too many things have been put togetherin one unit without ensuring continuity betweendifferent units.

Module 12 is on evaluation and discussesCCE in detail. It includes 12 suggestions to makeevaluation effective. Besides discussing the scopeof CCE, it also discusses quantitative andqualitative method of evaluation. The content ispresented in the style of an article in a journal.The subject matter is not adequate to equip theteachers to make use of CCE for studentevaluation. It would have been better if somepractical activities were included to provide handson experience in the use of CCE.

Module 13 on Guidance and Counsellingcovers the difference between guidance andCounselling characteristics of Counselling,

Problems of Adolescents, Inferiority complex,Assessment of friendship, etc. The content is goodand adequate but practical activities would havemade the unit more useful and interesting. Module14 on Personality Development is written in atextbook style. It discusses factors affectingpersonality development, importance of bodylanguage, methods of developing interpersonalskills. Developing positive attitudes, conflictresolution, effective communication have alsobeen discussed. It also includes some importantinformation about Health. Thus, too many thingshave been included in the unit. The content isgood adequate but the language used is full ofmistakes. There is hardly any continuity betweendifferent sections of the module.

The package comprises 14 modules ondifferent themes. One full day divided into foursessions is devoted for the transactions of onemodule. The comprehensive coverage of anytheme is not possible within the limited timeavailable for training. This implies that only verycritical aspects of the ‘Theme’ should beidentified for discussion during face to facetraining. But the different sub-theme should belinked to each other and there should becontinuity in the presentation. Unfortunately thisis lacking in the package. Moreover the rationalefor the selection of the different sub- themesshould be explained in the beginning of themodule, that is the reasons for the inclusion ofthe identified sub-themes and also reasons ofnon-inclusions of the remaining ones.

The content in most of the modules ispresented in the style of a textbook. Thepresentation of the content is not in tune withthe SSA framework of In-service training whichemphasizes the need for the equipping theteachers for reflections and construction of theirown knowledge. This implies that the realizationof the objectives of SSA training framework hasbeen left to the ingenuity and expertise of theMaster Trainers. This further implies that theMaster trainers for this programme must be very


seasoned, experienced and expert in their field ofspecialization. The content of the packageindicates that master trainers possessingspecialized knowledge areas like pedagogy,psychology, educational technology and ICT,evaluation, special education and schooleducation shall be necessarily required to imparteffective training.

The language used at some places is not easyunderstand. It may be due to the translation ofthe material form English to Hindi.

JAMMU AND KASHMIRIn the State of Jammu and Kashmir two StateInstitutes of Education are functioning, one of

them located at Srinagar and the other in Jammu.Both prepare training material for their respectivezones and also organise NSET separately. In 2008-09 training was organized on the basis of modulesprepared by the State Institute of Education,Jammu during summer. These were approved bymaking some modifications and additions during2009-10 and 2010-11.

The expert rating on training package ofJammu division is given in Table 3.14.

Jammu DivisionTable 3.14 provides a comparative scenario oftraining packages during the three day periodcovered by the study.

GroupIssue

Pedagogy

2008–2009• Teacher Education• Vocational Education

Training• Action Research• Health promotion in

schools• Motivation• Value Education• CCE• Effective

Communicationskills

• Child right• PRATHAM

• Audio Visual Aids

2009–2010• Vocational

Education andTraining (VET)

• Inclusive Education• Stress Management• Gender Sensitization• Peace Education• Health promotion in

schools• Health and Physical

Education• Early Childhood Care

and Education(ECCE)

• NCF-2005• Women

empowerment• Low cost teaching

aids

June 10• Ways and means of

inculcation of valuesat elementary level

• Inclusive Education• Peace Education• Gender Sensitization• Disaster

Management• School health and

hygiene• ECCE• Community

Mobilization• Stress Management• Values

• Concept of LEAP,LEAP Schools andActive Pedagogy

• Low cost/No CostTeaching Aids(Audio Visual Aids)

• Innovation foreffective learning

• Setting up oflearning corners

January 11• Teacher Motivation• Child Psychology

• LEAP Challengesand new perspective

• Use of teaching aidsin teaching learningprocess

• Innovation foreffective teaching

2010–2011

Table 3.14Changing Content of Inservice Teacher Training s2008–09 to 2010-11


• Effective HindiLearning

• Teaching of Urdu

• Sound

• Teaching ofgeometry atelementary level

• Geometrical shapes

Languageteaching(Hindi)

(English)

(Urdu)

Science teaching

Maths teaching

• Teaching of HindiLanguage

• Effective HindiLearning

• Direct and IndirectNarration

• Active and Passivevoice

• Importance of UrduGrammar andMethodology

• Electric charges atrest

• Cell- the buildingblock of life

• Acid, Bases and Salt

• Algebraic expression• Teaching and

learning ofmathematic throughactivities

• HINDI• Activities related to

Hindi Learning• How children Learn

Hindi

• ENGLISH• Teaching of English

Phonetics• Teaching of English

Grammar(Auxiliaries)

• Importance ofEnglish in thepresent scenario.

• Strategies forstrengthening ofEnglish Language

• How Children LearnEnglish

• Microbial world• Circulatory System• Learning of Science

through activities(light)

• Essence of Science

• Math phobia• Activities for primary

mathematics

• Manak Varan Mala• Manak Var tni• Teaching of poetry

(Pehli Boond)• Concept of Hindi

Teaching (PrimaryLevel)

• Pronouns• English poetry• Vocabulary

• Teaching of UrduLanguage Skills

• Teaching of PoetryIntroduction ofWords (Twoscripts?)

• Metal and theirproperties

• Cell (Plant andAnimal)

• Separation ofsubstances.

• Sound• Changes around us• Force and pressure• Reproduction.

• Math phobia• Using decimals• Illustrations of

formulas

Group 2008–2009 2009–2010 June 10 January 112010–2011


EVS (Socialand Physical)

SchoolManagementand Planning

EducationalTechnology

TrainingTechnology

• Locating places onthe earth

• Planning

• ComputerEducation

• ROTS

• Global warming• Imperialism.

• InstitutionalPlanning

• ComputerEducation/EDUSAT

• ROTS• ADEPTS

• Activities related toEnvironmentalScience.

• Locating places onearth.

• Role of schools inpreserving ourcultural heritage

• Vision for effectivelearning.

• Planning andManagement

• Computer AidedLearning

• Microteaching(Training Method)

• Fundamental Dutiesand DirectivePrinciples.

• Local AdministrativeStructure

• Struggle for Swaraj• The Mauryan

Empire• Formation of Days

and Night• How seasons are

formed• Studying Local Maps• School records and

Academic calendar.

• Computer AidedLearning

Objectives have been specified and contentcovered is included in the training packages..Activities based transactional methodology hasbeen elaborated. However evaluation and followup of the training programme are missing. Thecontent density is also very high.

Comparative analysis of changing contents ofthe training packages for 2008-2009 to 2010-11 are:

• For two consecutive years VocationalEducation and Training (VET) was includedbut in 2010-11 it was excluded.

• A unit about Action Research was includedin the package for 2008-09 but in 2009-10and 2010-11.

• Some emerging issues such as child rights andcommunication skills were discussed in 2008-2009 only, not in 2009-10 and 2010-11.

• However some new issues such as gendersensitization, peace education, disastermanagement, inclusive education, stressmanagement and community mobilizationhave been taken up in the training packagesof 2009-10 and 2010-11.

• In pedagogical area the units about teachingaids with specific emphasis on low costteaching aids have been taken up in all thetraining packages for the three years, i.e.2008-2009 to 2010-11.

• In 2010-11 one specific unit on setting uplearning courses was found. In the same waythe concepts of LEAP and LEAP schoolswere emphasized in 2010-11 but not in 2008-2009 and 2009-2010.

• In language teaching the emphasis on Hindi

Group 2008–2009 2009–2010 June 10 January 112010–2011


learning gradually increased from 2008-2009to 2010-2011 in terms of number of unitsand variety in contents.

• In 2008-2009 there was no unit on Englishlearning; however, in 2010-2011 somespecific units on phonetics, grammar andvocabulary were included.

• In teaching of Urdu, units about skills andgrammar part were found in 2009-2010 and2010-2011.

• In Science learning only one unit on soundwas found in 2008-2009, whereas emphasison science in terms of its specialization suchas physics, chemistry and biology graduallyincreased in 2009-2010 and 2010-2011.

• In mathematics learning a unit onmathematics phobia was introduced in 2010-2011. However not much emphasis was laidon other specific content areas ofmathematics in all the three years.

• For environment sciences (Social andPhysics) some new issues such asFundamental Duties and DirectivePrinciples, struggle for Swaraj, formation ofday and night and Mauryan empire have beentaken up in 2010-2011 not in 2008-2009 and2009-2010.

• Educational technology was found almost aneglected area as only 1-2 units on CAL and

EDUSAT were found in the package forthree years.

• A unit on micro teaching was included in 2010-2011 which was not considered relevant in thecontext of training. However in 2009-2010 aunit on ADEPTS was added but not found aplace in 2010-2011 training package.

Kashmir DivisionIn Kashmir Division training is provided by SIEKashmir. Bringing out training package is one ofthe multifaceted activities of SIE Kashmir. Theexercise is of vital importance in giving directionsto the training at lower levels and whiledeveloping the package, all state holders are takenon board. The training was organised in wintervacations in Kashmir Division. The dates ofmonthly meetings are always fixed in the state.

Training packages for only two years, i.e.2009-10 and 2010-11 were provided to the teamfor assessment. Team members studied thetraining packages, carefully analyzed them andassessed content coverage, presentation,illustrations and other components. Table 3.15provides comparative scenario.

Training Package on General IssuesIn 2009-2010 inclusive education, communitymobilization, Disaster Management, ECCE,

Table 3.15Changing Content of In-service Teacher Training 2009-10 and 2010-2011

Group 2009-10 2010-11General Issues • Inclusive education • Inclusion education

• Community mobilization/Participation • Community Mobilization• Disaster Management • Disaster Management• Early Childhood Care and Education (ECCE) • Leadership• Peer tutoring and co-operative learning • Learning Disabilities

• Right to Education (RTE)• Right to Information Act• Health disorders among school children• Multigrade teaching• Heritage Education• Gender Education• Peace Education• Vocational Education


Peer Tutoring and other issues were taken up inthe training.

In 2010-2011 inclusive education, Communitymobilization, Disaster Management, leadership,Learning disabilities, RTE, Health Disordersamong school children, Multigrade teaching,Heritage education, Gender Education, PeaceEducation, vocational education were taken up inthe training. Some issues were the same and somewere added in 2010-11. All the topics were

transacted through lecture method. Content islogically arranged with examples. Language of alltopics is simple and easy to understand. Butdiagrams are not given in colour. Printer is verylight. List of suggested readings is not given.

In both the modules objectives of trainingwere not given clearly. Language of all modulesis simple and easy to understand with stress onactivity based teaching which has the potentialto arouse and sustain interest of the teachers.

Training Technology • What is ADEPTS? ---Pedagogy • Learning Enhancement through Active • LEAP challenges and new

Pedagogy (CEAP J&K 2009-2010) perspectives• Critical thinking and problem solving • Learning corner

in students • Child Profiling• Aims of Teaching and Learning • Pupils Assessment• Establishment of Learning Corners• Activities related to Primary Classes

School • School Grading • Inclusive Classroom managementManagement and • Role of libraries, Reading Corners and local • Organizing Early Childhood classroomsPlanning sources in language learning • Early Childhood Programme Planning

• Institutional Planning • Mid-day meal scheme• Monitoring and supervision

Language teaching • Activities related to English learning • Curriculum in English (Teaching of• How to use stories to learn English English)

• Pedagogy of teaching English(Urdu) • Pedagogy of teaching Urdu

• Model lesson in Urdu(Kashmiri) • Fan-i-Tadr ees mein Mazmoon Nigari • Pedagogy of teaching Kashmiri

• Sheur Kathe Heychun Koushur • Unit Planning in Kashmiri (Prose)• Unit Planning in Kashmiri (Poetry)

Maths • Mathematics Teaching • Pedagogy of teaching MathematicsTeaching • Unit Planning in Mathematics

• Model Lessons in Mathematics

Table 3.16Training Package on General Issues

Group 2009-10 2010-11Science Teaching • Essence of Science • Unit Planning in Science

• Model Lesson in ScienceEVS (Social and • Framework for social science learning • Pedagogy of social science teachingPhysical) • Different strategies to teach social science • Unit Planning in social science

in elementary classes • Model lesson in Geography• Life in Vedic Age


Proper illustrations, examples and diagrams aregiven but the print is not clear and labeling is verysmall. In module 2009-2010 there is repetitionof some pages of ADEPTS. In both module.there is no proper assignment of page numbersto contents. No proper transactional methodologyis given and there is need to add sectional reviewat the end of each module. No list of suggestedreadings is given or suggestions for follow upactivities offered, though at the end of eachmodule review exercises are given. Strongemphasis is given on use of technology whileteaching and all languages/subjects have beengiven equal importance. Teachers are also trainedfor effective school management and planning.Many new areas have also been added likecommunity involvement and issues of nationaland international interest. Areas like cultural

heritage, health and physical education, educationfor peace besides training in basic subjects likelanguages, EVS and Mathematics have beenconcerned. Arts and work education have beenneglected. No information regarding trainingneeds and development of appropriate trainingmodules through BRG/DRG SRG is provided.In some packages review questions at the end aregiven but there is no specific plan for evaluationof the training. NCF–2005 recommendationshave been kept in mind and an important shift isseen from general areas to subject content areasfrom 2008-09 to 2010-2011. Many new importantareas have also been added.

MADHYA PRADESHIn the state of Madhya Pradesh in-service traininghas undergone a change during the last three years.

Table 3.17Ten Days In-service Training Pattern for Primary and Upper Primary Teachers

in Madhya Pradesh Subject Number of days of block training

2008–09 2009–2010 2010–11Primary Upper Primary Upper Primary,

Primary Primary Upper Primary andGeneral - - ½ day Elementary stageEnglish - - 2 days 2 days Combined trainingMathematics - - 2 days 2 days package for primaryHindi - 2 days and upper primaryEVS Social - - - 1 day teachers.EVS Science - - - 1 dayHealth and - -HygieneActivity basedModule applied - 4 days ½ dayto curricular areasCWSN - - - ½ dayScience Lab - - - ½ dayMaths Lab - - - ½ dayHuman Rights - - - ½ day 8 days**Competency based - - - ½ dayTLM in EVS/SSTLM in English - - - ½ dayNumber of days 10 days* 10 days 10 days 10 days

* Distribution of time according to instructions from Secretar y, School Education dated 3.6.2009 ** Distribution of time not available


The emerging pattern deviates a lot from the SSAguidelines. The block training has been reducedto 8 days during 2010-11 and 10 one-day trainingis conspicuous by its absence since CRC meetingsare utilized predominantly for information flowfrom schools through District Project Office(DPO) to State Project Officer (SPO) and back.During 2008-09 and 2009-10 the packages wereseparate for primary and upper primary teachers.The 2010-11 training package is common for bothprimary and upper primary teachers. It is dividedin to two parts, part one deals with general issues

and the second part provides application ofactivity based learning to different subject areas.

Pattern of In-service TrainingTables 3.17 summarise the structural pattern ofin-service training of primary and upper primaryteachers.

The Table 3.18 summarizes the changes that havetaken place in the training packages for three years.

As revealed in the Table 3.18, there arechanges under different heads. So far the title ofthe training programme is concerned there is no

Table 3.18Specific of In-Service Training Packages for Primary and Upper Primary Teachers over the last

three years (2008-09, 2009-10 and 2010-11)Topic

Title of theTrainingprogramme.Objectives of thetraining

Titles of themodules

2008-09In-Service Teacher Training

Competence building ofteachers for teaching ofEnglish and Maths

Primary Stage- English - 8 Units (36 P)- Mathematics

Upper Primary Stage- Mathematics - 6 Units (31 P)- Science - 8 Units (33 P)- Social Science - 5 Units (25 P)- English - 8 Units (37 P)

2009-10In-Service TeacherTraining

Teaching ofdifferent subjectswith content andCCE

Primary Stage- Hindi - 12 Units

(67 P)- English - 17 Units

(94 P)- Mathematics - 6

Units (26 P)- EVS - 9 Units (78

P)Upper Primary Stage- Mathematics - 7

Units (62 P)- Science - 6 Units

(30 P)

2010-11In-Service TeacherTraining

Teacherempowerment forimproving thequality of educationthrough CCE, Girlseducation, Inclusiveeducation,development anduse of TLM , Useof ICT etc.

PART A - General- Mass Education Act

and CommunityParticipation inSchool

- DepartmentalStructure

- Education Code- School Ethics- Moral Education- Yoga Education- Educational

Psychology- Multigrade Teaching

ChangesNo Change

During 2009-10shift was to coverall the subjects.During 2010-11shift to generaltraining, i.ecomprehensivepedagogicknowledge ofteachers (Focuson NCF-2005)


- T.L.M - What, whyand How?

- ClassroomTransaction

- Educational Index:Enrolment andRetention

- SchoolManagement

- FinancialManagement

- Evaluation andExamination

- School Library- Co-curricular

Activities- BALA (Building As

Learning Aid)- Infrastructural

Development: AnImportantComponent ofEducation

- IRI (InteractiveRadio Instruction)

- ICT in Education- Health and Hygiene- Sarva Shiksha

Abhiyan (SSA)- Continuous

Education- Girls Education- Inclusive Education- Competency

EnhancementProgramme

- Case Study andAction Research inSchool Education

- Educational Plansof the Government

- Partnership- Right to Free and

CompulsoryEducation ofChildren - 2009

- Human Rights- Active Learning

Methodology(ALM)

- Different GrantsAvailable underSSA and its use

- Guidelines forUtilization ofTeacher's Grant

- Social Science - 7Units (51 P)

- English - 8 Units(43 P)

Topic 2008-09 2009-10 2010-11 Changes


- Activity BasedLearning (ABL)

- Role of Teachers inNationalCurriculum

PART-B- Activity - What,

Why and How?- Meaning of

Teaching Aid- Early Literacy and

Mathematics- Inclusive Education- Health and Hygiene- Better Planning

means Success ofthe Task

- ClassroomManagement

- What isEvaluation?

- Indicators ofSchool Support

- Examples ofActivities (Class andSubject-wise)There is noreference totransactionmethodology.In 2010-11 also theyhave followed thegroup workstrategy.In some of themodules selfevaluationquestions have beenprovided.8 days of time isinsufficient takinginto considerationthe coverage of allthe aspects of NCF-2005 includingCCE, ABL, ALM,Inclusive educationand RTE.Not given in thepackage

TransactionMethodologiesincludingsuggestion, ifany

Time required/Recommended

EvaluationProcedure

Group Work

10 days of time allocatedappears to be sufficient withlimited area coverage

Not given in the package

There is noreference totransactionmethodology.

10 days training isdivided area-wise. Itappears to beappropriate.

Not given in thepackage

Emphasis onself evaluation

Time providedwas insufficient.During 2009-10,detailed break-up of thetraining schedulegiven wasappropriate.

No change

Topic 2008-09 2009-10 2010-11 Changes


change at all. None of the training packagespecifically mentioned the objectives of thetraining programmes. However, the importanceand objectives of the packages have beenmentioned in packages written by the Director.There are many changes in the areas covered inthe packages of the three years, for example thenumber of units included in the packages varyfrom year to year.

Variations in the content areas have also beenobserved. In the year 2008-09, the areas coveredat primary stage were English and mathematics,while at upper primary stage it covered English,mathematics, science and social science. In theyear 2009-10 two additional areas – Hindi andEVS were covered at primary stage while Hindiand Sanskrit were covered at the upper primarystage. During the year 2010-11 whole Part (A)containing 36 modules covering general topicshave been added along with Part (B) which coversdifferent subject areas focusing on activity basedapproach. Even though it also covers activitiesrelated to different subject areas, there is a shiftfrom subject specific training to general trainingfocusing on the latest areas of concern such asNCF-2005, RTE, ABL, ALM, BALA, Yoga, etc.

Though the recent package contains a largenumber of topics without systematic classificationof areas, some of the topics appear to beoverlapping, e.g. NCF-2005 states that Health andPhysical Education including Yoga should beconsidered holistically and not in the fragmentedapproach which is the case here. Some of theimportant areas which were considered importantearlier could not find a place in the existing one.Most of the modules need updation both in termsof content and transaction process keeping inview the constructivist approach and reflectiveteaching highlighted in NCF-2005. The modulewritten in 2006-09 mentions using small groups

of four persons each as the transaction strategywhich was found missing in the year 2009-10.

Again in the year 2010 mention was made ofgroup work, that too on page 348 (last page).However, some of the modules do talk aboutactivity based learning and co-curricular activityas topics of the transaction package and not astransactional strategies. Some of the moduleneeds conceptual clarity.

The material was prepared in 2008-09 and2009-10 for 10 days training programme havingtwo modules for primary and four primary andsix for upper primary respectively. In 2010-11the number of training days have been reducedfrom 10 to 8 whereas number of modulesproposed for primary and upper primary have beenincreased to 46 which is beyond justification. Thetime required for transaction of these modules intraining programme is insufficient.

The modules of all the three years do notexplain the evaluation procedure. At placesthere are references to self evaluation ofindividual modules. There is no mechanism ofgetting feedback from teachers as well as fromstudents.

The packages currently in use do not discusswhich module to be transacted at primary andupper primary level. There is a need to reviewthis package in terms of priority areas, timerequired for transaction and evaluation andfeedback. It is suggested that split up model maybe kept in consideration while reviewing themodules.

Table 3.19 summarizes the status ofalignment of the training package to the SSAguidelines.

The training package titled SAMARTHYAfollows SSA guidelines to some extent. The packagehas two sections. Section A deals with general topicscontaining 36 areas whereas Section B deals withacademic aspects containing ten areas.


The package covers a large number of areas,however, areas like Arts and Crafts and WorkEducation have not been covered which is partof SSA guidelines. The base material publishedduring 2006-07 contains one module onAdolescence Education, comprehensive ly,whereas in the recent package published in 2010this area is deleted. It is suggested that the moduleshould be used for training of teachers of upperprimary stage. It is appreciated that even over aperiod of time new topics namely, moraleducation, ABL, NCF, 2005, RTE, 2008, ALM,BALA, etc. have been added.

MAHARASHTRAIn-service training of teachers has undergonesome changes during the last three years inMaharashtra. As per SSA guidelines split upmodel with 10-day block training complementedby 10 one-day monthly training in CRCs isenvisaged. Several training packages prepared bythe MSCERT were used for training during 2008-09, 2009-10 and early 2010-11. These packageswere mostly driven by the expressed training needsof teachers and some of these were based onsupply needs emerging from the NCF - 2005 andSSA guidelines 2008.

On a pilot basis JIVAN VIDHYA traininghas been introduced since 2010-11 in addition to2-day CCE and 2-day ADEPTS training coveringall teachers.

The expert group constituted by the statecoordinator, Maharashtra state, for the 'Nationalimpact of in-service teacher training under SSAon classroom transaction' met on 26-28 April2011 to assess the training packages for the lastthree years (2008-09, 2009-10 and 2010-11). Thetraining packages for core training targeting allthe teachers were in focus for assessment. JeewanVidhya training resource material was the bookentitled Jeewan Vidhya (Marathi version) by ShriA. Nagaraj of Bhajanashram Amarkantak. Theassessment is based on the modules and othermaterial used in the training packages, variousdocuments provided by the SPO, interaction withstate, district, block and CRC level functionariesand teachers; and training observation by the fieldinvestigators.

In-service Training Pattern inMaharashtraDuring 2008-09 and 2009-10, block in-servicetraining of 10 days followed by 10 monthly one-day training was provided in the CRCs to all

Table 3.19Alignment of the Package for Primary and Upper Primary Teachers to SSA Guidelines

SSA guidelines AssessmentUse of Constructivist approach Not covered explicitlyReflective Teacher The package does not provide scope for teacher to be reflective while

teaching.Split up Model Split-up model not mentionedTraining Format Not suggestedAreas covered in the training The packages include modules related to health and hygiene, peace education

besides training in basic subjects like language, EVS and Mathematics. Artsand Craft and Work Education have not been covered. The cover page ofthe package and the content given under Part I and Part II does not match.

Training Needs Identification Not suggestedSuggested Reading/List of Out of 46 modules included in the package, only four modules (No. 7,Audio and Video Programmes 11, 20 and 24) have included the suggested readings. One module (No.7)

has given a list of references, whereas module No.11, 20 and 24 containboth references and websites.


5,33,000 and 4,47,928 primary and upper primaryteachers, respectively. The training is based onthe curriculum revised in 2004 and SSA guidelines2008. All subjects and special content areas forClasses I-VII have been covered. Block trainingof 10-day training at the BRC followed by 10monthly one-day training at the CRC wasorganized. In 2010-11, 2 days training in CCEand 2 days training in ADEPT were provided forall 5,33,000 teachers.

Training in Jeevan Vidhya focusing ondevelopment of balanced and better human beingswas organized in 2010-11. This 8-9 days trainingcovered 3700 teachers and other district and blocklevel functionaries in 33 district level programmesfrom October 2010 to February 2011. Thistraining was provided by one intensively trainedresource person for each of the programme. Theresource persons received 9 months training inChhattisgarh. In one of the programme at Mojhariin Amravati district 100 persons (64 specialteachers, 8 mobile teachers, 19 district levelfunctionaries, 2 block level functionaries, 2 speechtherapists and 5 subject experts) received training.

Aurangabad training Shivir included 49 KGBVheadmistresses. In Paithan 27 primary and upperprimary teachers received training while SolapurShivir covered 84 (63 teachers, 12 BRCcoordinators, 1 Education officer, 1 BDO and 4principals.) Obviously, the size of the trainingShivir and background of the trainees vary a lot.The training radically differs from other in-servicetraining programmes as it did not address the issuesand training needs in subject content and pedagogyas is done in most other states.

The Pattern of In-ser vice TeacherTrainingThe pattern of in-service training of primary andupper primary teachers emerged from the SSAguidelines and the policy shift by the Governmentof Maharashtra. The emerging pattern of traininghas been summarized in table 3.20 below.

Change Indicators in Modules for Primaryand Upper Primary School Teachers forThree YearsIn 2008-09 and 2009-10, the training was focused

Table 3.20Pattern of In-service Training of Teachers in Maharashtra

Subject Number of days of Training at BRC2008–09 2009–10 2010–11

English (Classes I-VII) - 05 Days District level -Maths /English - 10 Days Block Level -(Class I) 09 Days Block Level -Maths (Classes I-VII) - 05 Day s District level -

10 Days Block LevelMarathi, Hindi, Sanskrit, History, - 06 Days District level -Civics, Geography (Class VII) 10 Days Block LevelMaths /Science(Class VII) - 06 Days District level -

09 Days Block LevelMarathi, Hindi, Maths, Science and 06 days District level - -Others (ClassVII) 09 Days Block LevelArts, Physical Education, 06 Days District level - -Work Experience (ClassVII) 12 Days Block LevelEnglish (Class I-VII) - - -Mother Tongue, Maths, General - 06 Days District level -Science, History, Civics, Geography, 10 Days Block Level


on content enrichment. But in 2010-11 the focuswas on quality improvement, evaluationprocedures and attitudinal change of teachers. Theanalysis of modules of last three years is given inTables 3.21.

Assessment of Training Packagebased on SSA GuidelinesTable 3.22 provides the status of the reflectionof SSA guidelines in the training packages.

Work Experience, Arts andPhysical Education (Class VII)Marathi, Maths, General Science, 06 days District level - -History, Civics, Geography, Work 09 Days CRC LevelExperience, Arts and physicalEducation (ClassIII)CCE - - 2 days for all teachersADEPTS 2 days for all teachersJeewan Vidhya 8/9 days for selected

teachers at district level.

Table 3.21Change Indicators in Modules at Primary and Upper Primary Stage (2008-09, 2009-10, 2010-11)

Observation/ ChangeTitle of the training programme In 2008-09 and 2009-10, training was focused on content enrichment but in

2010-11 there was no content enrichment training. The focus was onevaluation and value inculcation.

Objectives of the training Objectives were not clearly given in 2008-09 and 2009-10 but they were reflectedin forewords and sometimes in modules. Almost same thing repeated in2010-11 but in case of Jeewan Vidhya it was not clearly given anywhere.

Areas covered In 2008-09 and 2009-10, training was focused on content enrichment but in2010-11 there was no content enrichment training. The focus was onevaluation and value inculcation.

Title of the modules Training based on the philosophy of middle path called Jeevan Vidhya wasintroduced in December 2010. This training is in addition to other contentand pedagogy training.

Transaction methodologies, Lecture, Demonstration, Simulation, Questioning, Project–there is no directincluding suggestions mention of these methodologies. Same is the case with 2010-11.Time required/recommended for Ten days block for all the three years.transactionEvaluation procedure given in the Except in one module of 2008-09, evaluation procedure is not given in anypackage, inc luding suggestions of the packages.

The alignment of the training packages toSSA guidelines is low. The SPO should tray toaddress the needs arising from theimplementation of the NCF CurriculumFramework 2005 and the SSA guidelinesemerging from the same.

MEGHALAYA

The training package that is used in the state ofMeghalaya consists of a training module entitled,'Training Module–Elementary School Teachers' and


a source material 'Source Material–Upper PrimaryTeachers'. These two packages were developed inthe year 2010, by the collective efforts of theacademic faculty of the Directorate of EducationalResearch and Training, and the District Institutesof Education and Training, under the guidance ofthe State Coordinator for training, SSA, Governmentof Meghalaya. However, it may be mentioned thatprior to the year 2010, the state government did notdevelop any training package to be used for the In-service training programmes of the state.

The Training Module is divided into two parts:(i) A Ten-day Training Module for Lower PrimaryTeachers, and (ii) A Ten-day Training Module forUpper Primary Teachers. Towards the end of themodule, the Social Dimension of the School andthe Organizational Dimension of the School,taken from the ADEPTS (Performance Standardfor Teachers) developed by NCERT has beenincorporated after translating it in to the KhasiLanguage. The module ends with the Comparisonof SSA vis-a-vis RTE norms.

Along with the Training Module there is alsothe ‘Source Material for Upper Primary Teachers’ .The main content in this is related to teaching ofEnglish, Social Studies, Science and Mathematics.

According to the information received fromthe State Project Director’s office, Shillong, needsassessment was carried out, prior to thepreparation of the training module in the year2010. This was mainly based on research studiesconducted by the DIET, curriculum and syllabusfollowed in the schools, by analysis of theperformance of students, and views of theteachers in respect of the hard spots that theyfaced in the classrooms.

Training Module for Primary TeachersThe Training Module for lower primary teacherswas developed for the INSET/ In-service TrainingProgramme of ten days duration. There are 5Units designed to be completed in 5 sessions aday each session of 60 minutes duration. Themodule at a glance is given in Table 3.23.

Strengths and Weaknesses of theTraining ModuleThe strengths:

• The module which is written in Englishlanguage is simple and easy to understand.

• The guidelines reflect the sequentialtreatment of ideas and concepts.

Table 3.22Assessment of Training Package based on SSA Guidelines

SSA guidelines AssessmentConstructivist approach The approach is not reflected explicitly. It is, however, implicitly ref lected in

activity based learning and questioning.Reflective teacher Incidental, not systematically appliedSplit up model 2-day (CCE) + 2-day (ADEPT) learning for all teachers, Jivan Vidhya : 7-9

days for some teachers and educational functionaries only.Content areas CCE, ADEPTS and Jeevan Vidhya. Areas suggested in the guidelines are not

covered.Identification of training needs Workshop of teaching was held Jivan Vidhya training introduced as supply

and not as demand based training.Suggested reading Not givenAudio/video programme list Not given


Table 3.23Training Module at a Glance

Units Area No of sessions No of daysUnit-1 An orientation on Active Learning 5 1Unit-2 Teaching of EVS 10 2Unit-3 Teaching of Mathematics 10 2Unit-4 Teaching of Language (English) 10 2Unit-5 Art and Craft Practice Teaching 5 1

10 2Total 50 10

Table 3.24Training Module Break-up

Title of the sessions No. of Duration Remarkssessions

Active learningAn introduction to Active Learning 1 60 mins Theory classHow to plan your lessons (Activity based) 1 60 mins Practical classCurriculum Instruction 1 60 mins Theory classPlace of Evaluation and Assessment in Instruction 1 60 mins Theory classTeaching of EVSObjectives of Environmental Studies 1 60 mins Theory classEVS Skills 1 60 mins Theory classAn Introduction to the EVS curriculum for Primary Learners 3 180 mins Theory cum(NCF - 2005) practical classTable for Planning and Concept Mapping 1 60 mins Practical classActivity based methods for transacting 1 60 mins Practical classEVS curriculum and Associated TLMLesson Planning 1 60 mins Practical classActivity: Preparation of TLM 2 120 mins Practical classTeaching of MathematicsObjectives of Mathematics 1 60 mins Theory classBasic operations in Elementary Mathematics 1 60 mins Theory cum

practical classAn Introduction to the Mathematics Curriculum 3 180 mins Theory cum

practical classTable for planning and concept mapping 1 60 mins Practical classMethods 1 60 mins Practical classLesson Planning 1 60 mins Practical class

Activity: preparation of TLM 2 120 mins Practical class

Note: Plenary sessions should be organized every morning before the commencement of training session.

The title of the sessions, duration, etc. related to the transaction of the module in different subjectareas are reflected in Table 3.24.


Teaching of LanguageObjectives of teaching English language 1 60 mins Theory classLanguage skills 1 60 mins Theory classAn introduction to the language syllabus for primary learners 1 60 mins(NCF - 2005)Table for planning and Concept Mapping 1 60 mins Practical classLanguage Curriculum Transaction 1 60 mins Practical classLesson Planning 1 60 mins Practical classPreparation of TLM 2 120 mins Practical classesArt and CraftNeed and importance to integrate art and craft in the 1 60 mins Theory classprimary curriculumIndividual activities for classes I and II 2 120 mins Practical classesIndividual activities for classes III to V 1 60 mins Practical classPractice Teaching 8 400 mins Practical classesTotal number of sessions 44 One session is not

mentioned for Activelearning, two sessionsare missed out fromTeaching of languageand one session fromArt and craft, twosessions are meant forinaugural programme

• The module covers different subject areassuch as Active Learning, teaching of EVS,Environmental Studies, Mathematics,Language and Arts and Craft.

• The module incorporates theory andpractical oriented/activity based classes.

• Emphasis on NCF-2005, especially in theteaching of EVS and teaching of languageis highlighted.

• Each unit starts with objectives of teachingthat particular unit.

• The module emphasizes on a variety ofactivity based instructional strategies liketheme teaching, EVS methods,brainstorming method, Discovery learning,Inquiry learning, Integrated Instruction,Infusion model, Multi-disciplinary modeletc.

• The last two days of the training programmehas been kept for Practice Teaching toensure that each participant gets sufficienttime to complete at least one lesson inLanguage, Math, or EVS. It is also

mentioned that the performance of theteacher will be evaluated on specificperformance indicators. The format coversindicators which would be able to point outthe strengths and weaknesses of the teacherand would also be able to tell them abouttheir performance and how to improve onit. This definitely will give a good feedbackto the teacher.

• The module ends with final evaluation ofparticipants which assesses the teacher onparameters, like general attitude,responsibility, initiation, leader shipqualities, material preparation, practiceteaching and attendance. This culminatesin the teachers getting a Participant GradeCard which will also help them to knowmore about himself/herself.

The weaknesses :• It is observed that the module consists of

only sketchy guidelines, giving very bareminimum information.


Let us look at the following example (takenfrom Session-III of Day-1 on Active Learning)

ExampleAn Introduction on Active LearningThe resource persons will brief participants onthe benefits of active learning through aninteractive session. The session will cover thefollowing:

• What is active learning?This shows that the concepts are neither dealtwith adequately nor do they containappropriate illustrations, and provide scopeto comment on prejudices on the basis ofcaste and gender. Such scanty guidelines maynot be helpful to the resource persons whowill have to transact it in the training sessions.Resource persons may also find it difficultto obtain reading materials/ content. Thismay hamper the quality of the programme.

• A look at the table will make us to concludethat more time should be allotted to activityoriented sessions. For example, activity basedsessions like lesson planning, activity basedmethods for transacting EVS curriculum andAssociated TLM, etc. were being allottedonly one session. More time should be givento the trainees in this regard. They will onlythen be able to find the training effectiveand implement it successfully when they goback to their classrooms.

• At the end of each session, a mention ismade that the following are the resourcesthat the resource person should resort to:Resources: Blackboard/whiteboard, markerpens, duster, LCD, laptop, power pointpresentation. Definitely teachers will haveto rely on the blackboard/whiteboard butuse of the LCD, laptop and power pointpresentation may not be possible in all thecentres. Teachers will find it more effectiveif they are exposed to resources/teachingaids which are low cost and easily available.

• The module does not contain reviewexercises at the end nor does it contain

remedial activities for children with learningdifficulties.

• No mention is found regarding theassessment/evaluation of the trainingprogramme, nor there is also a mentionregarding the follow up measures to be takenregarding the training programme.

• In the module, there is a mention thatreading materials will be provided to theresource persons. However, the moduledoes not provide the list of suggestedreadings/materials.

Training Module for Upper PrimaryTeachersWith regard to Upper Primary Teachers, the day’straining is divided into two sessions – morningand afternoon. Each session is of 3 hours durationto enable the resource persons to pace his/hersession(s) according to individual’s requirements.Table 3.25 shows the design of the trainingmodule.

Strengths and Weaknesses of theModuleThe strengths of the module are as follows:

• The broad based objectives are spelt out :“That at the end of the training programme

the participants will be able to -(a) Identify the guiding principles of the

National Curriculum Framework–2005.(b) Appreciate the need for aligning curriculum

expectations, life skills and instructionalobjectives/evidences of learning. Plan outa project appropriate for upper primaryteachers.

(c) Have prepared lessons for Upper PrimaryLevel, practised teaching, reflected and re-taught.”

In addition to this, the objectives for eachsession are spelt out.

• The module is written in English languagewhich is simple and easy to understand.


• These guidelines contain sequentialtreatment of ideas and concepts.

• A look at the above table will make us toconclude that the programme is morepractical oriented/activity based. Maybethis has been designed with the intentionthat the number of trainees will not be alarge number (maybe within 25-30, whichis the norm as per guidelines) so thatindividual attention can be given to themand the objectives of the trainingprogramme are also met.

• One session of three hours duration hasbeen given to topics such as An Orientationon the Guiding Principles, Higher ThinkingSkills, Constructivist Approach (PlanningInstruction 5Es), Project based Learning,etc. The incorporation of such topics willexpose teachers to new methods andstrategies which will help them to re-designhis/her teaching learning process andenhance student’s learning.

• Last two days of the training programme

like in the module for primary teachers, hasbeen kept for Practice Teaching. The mainobjectives are that the trainees will be ableto put into practice the newly learntconcepts, techniques/tools throughsimulated teaching, to be able to evaluatetheir own teaching and reflect, review andre-teach.

The weaknesses:The module like in the previous one consists ofonly very sketchy guidelines.

• Each session in the module has only suchguidelines. The concepts are therefore notelaborated with illustrations or examples.The module therefore needs to be enrichedwith content, examples, and illustrations toequip the resource persons in taking up thesessions. However, it is felt that the moduleshould deal these topics in a more elaborateway, to be able to provide more inputs tothe Resource Persons.

• Teachers used blackboard/whiteboard butLCD, laptop and power point presentation

Table 3.25Design of the Training Module

Day Morning (9:30 am to 12:30 pm) Lunch Afternoon (1:00pm to 4:00pm)1 Registration of Orientation of Training An Orientation on the guiding principles of

Programme NCF–20052 Life Skills for Upper Primary learners -do- Bloom's Taxonomy and Higher Order

Thinking Skills3 Planning Instruction (5E's) -do- Determining learning indicators4 Project based learning steps -do- Activity on planning a project5 Teaching of language at Upper Primary level -do- Demonstration lessons (Language and Planning

for a language lesson)6 Teaching of Mathematics at Upper Primary level -do- Demonstration lessons (Math and Planning for a

Math lesson)7 Teaching of Science at Upper Primary level -do- Demonstration lessons (Science and Planning for

a Science lesson)8 Teaching of Social Science: History, Civics and -do- Demonstration lessons (Social Science and

Geography at Upper Primary level Planning for a Social Science lesson)9 Initial practice Teaching and -do- Initial Practice Teaching and

Reflection Reflection10 Re-teaching -do- Re-teaching


were not used. Teachers will find it moreeffective if they are exposed to materials/teaching aids which are low cost and easilyavailable.

• The module, like in the previous one, doesnot contain review exercises at the end ofeach module nor does it contain remedialactivities for children with learningdifficulties.

• It is observed that there is no mentionregarding the assessment/evaluation of thetraining programme or a mention regardingthe follow up measures to be taken afterthe training programme.

• The module, like in the other one, does notprovide a list of sugg ested readings/materials.

Source Material for Upper PrimaryTeachersThe source materials are related to the followingsubject areas:1. Teaching of English2. Teaching of Social Science3. Teaching of Science4. Teaching of Mathematics

Teaching of EnglishThe overview of this section aims at strengtheningthe teaching and learning of English anddeveloping communicative skills among students

of the Upper Primary level with special referenceto child centred approach. Session one relates tobriefing the teachers with the objectives ofteaching the English language. This is followedby the different methods to be used such as andstory telling, role play, pronunciation drill,vocabulary etc.

The second session relates to higher orderthinking skills such as using the textual materialto develop student’s analytical and criticalthinking and interpretative comprehension,developing values and attitudes dramatization andpreparation of lesson plan, etc.

This is then followed by eight model lessonsfor Classes V to VIII, on Prose and Poetry takenfrom school textbooks.

Teaching of Social ScienceAn exemplar time table is shown in Table 3.26.

The source materials then has model lessonsfor Classes V, VI and VII.

Teaching of ScienceThe source materials begin with an introduction,objectives, skills to be developed in children,methods of teaching science and instructionalstrategies for teaching science. It ends with thedifferent kinds of evaluation procedures whichshould be made used in the classroom. This isthen followed by model lessons for ClassesVI to VIII.

Table 3.26Exemplar time table of teaching of social science

Day 1 Introduction to Social Studies Time RemarksSession 1 Concept, aims and objectives of teaching 30 mins Note: For Day 1= 330 mins

social studies as per NCF 2005Session 2 Higher order thinking skills 60 minsSession 3 Preparation of a lesson plan for instruction in social science 60 minsSession 4 Interactive session 60 minsSession 5 Demonstration lesson and participant observation 60 minsSession 6 Evaluation 60 minsDay 2 Preparation of a lesson plan for instruction in social studies (duration is not mentioned)


Teaching of MathematicsAs in the previous cases the source material beginswith an introduction, then it highlights on thebasic instructional objectives of the resourcebook, the methods to be generally used in teachingMathematics. This is then followed by modellessons for Class VI mainly.

Strengths of the Source MaterialThe strengths are as follows:

• The source material is written in the Englishlanguage which is simple and easy tounderstand.

• The model lessons contain the objectivesof teaching, methods, activities, teachinglearning materials and evaluation procedureto be followed.

• It emphasizes an orientation on the Guidingprinciples of NCF - 2005.

• The source materials contain approaches suchas Bloom’s Taxonomy and Higher ThinkingSkills , constructivist approach (PlanningInstruction 5Es), project based learning,critical pedagogy, collaborative learning.

SuggestionsBased on the above analysis, the training packagecan be further improved if some of the followingsuggestions are incorporated:

• The training modules for both the levels maybe written in a more elaborate andexhaustive manner. One way is byincorporating in it illustrations and examplesdrawn from the local surroundings, and alsothe experiences from outside the schoolwhich could supplement the knowledge oftext books/discussions in the classroom.

• More time should be allotted for activityoriented sessions. For example activity basedsessions like lesson planning, activity basedmethods for transacting EVS curriculumand associated TLM, etc. were allotted with

only one session. More time should be givento the trainees in this regard. Only thenthey will be able to find the training effectiveand implement it successfully when they goback to their classrooms.

• Though the module for lower primaryeducation has a unit on art and craft, yetthis can be improved if art education is tobe introduced in a more holistic mannerwhere it also includes a variety of folk andclassical forms of music, dance, theatre,puppetry, clay work, visual arts and heritagecrafts which contribute to the developmentof self, both cognitive and social. Arts suchas drama, dance, drawing, painting needsto be taught as a medium of self-expressionfor the child. It should also develop theaesthetic sense among students. Craft as aproductive process, a wonderful indigenoustechnology could be used as part of arteducation and should be taught as a creativeand aesthetic activity and as work as well.

• The module for the Upper Primary level maybe enriched with teaching-learning ofHealth and Physical Education whereteachers may be provided training inorganizing well-tested exercises, games andsports depending on the age and level ofthe students.

• The source materials may contain sufficientmaterials in respect of – An Orientationon the Guiding Principles of NCF 2005,Bloom’s Taxonomy and Higher Thinkingskills, constructivist approach (PlanningInstruction 5Es), Project based learning,critical pedagogy, collaborative learning,etc. This will give proper and more effectiveguidance to the Resource Persons.

• The source material emphasizes on theteaching of English, however this can bemodified as teaching of languages, whereemphasis will be laid on the importance of


the mother tongue (home language) and the3-language formula thus emphasizing on theimportance of the multilingual educationwhich is an important resource for children’slearning.

• The process in which the child learns andthe role of the teachers as facilitators oflearning, and how to move beyond thetextbook may be included in the module.

• At the Upper primary level teachers may beexposed to Education for Peace whichnurtures ethical development with values,attitudes and skills required for living inharmony within oneself and with othersincluding nature. This aspect can befocused upon by incorporating strategiessuch as stories, anecdotes, games,experiments, discussions, dialogues, valueclarification, examples, analogies,metaphors, role-play and simulation whichare helpful in promoting peace throughteaching-learning.

• As mentioned in the NCF - 2005, teachersmay be oriented with the policy of Inclusion,which ensures the participation of allchildren in all spheres of their life in andoutside the classroom. Teachers need tounderstand and put into practice thatschools need to become centres thatprepare children for life, and also ensurethat all children, especially the differentlyabled, children from marginalized sections,and children in difficult circumstances getthe maximum benefit from the educationalsystem.

• The quality of the module may be furtherimproved, if it contains review exercisesand sessions on continuous andcomprehensive evaluation.

• Reference of supplementary readingmaterials, both in print and non-printmaterials like audio, video and multi media

needs to be incorporated in the trainingpackage.

NAGALANDUnder SSA, there is a provision for providing in-service training to all teachers for 20 days as perguidelines issued in the split-up model of in-service teachers training programmes. In thismodel 10 days block training is followed by 10one-day monthly training at the Cluster ResourceCentre (CRC). However in the state of Nagalandthe nature, duration and content have not beenchanged. Certain recommended areas such as artand heritage craft, health and physical education,work education and education for peace, besidestraining in basic subjects like language, EVS andMathematics are not covered. Other importantareas like continuous and comprehensiveevaluation (CCE), inclusive education and rightto education (in light of RTE Act, 2009), etc. arealso not covered. There is no training packagefor upper primary stage.

The State Council of Educational Researchand Training (SCERT), Nagaland in collaborationwith UNICEF developed a training package forin-service training for teachers in the year 2002-2003 under the title ‘Thematic papers and sessionplans for mass teacher training programm’. Theobjective of this venture was to shift fromprevailing teacher-centred one-way transmissionto a learner-friendly, activity based mode oflearning in all classrooms in the state.

The training package used for in-serviceteacher training was assessed by a team of expertgroup in a workshop from 18 to 20 May 2011using the guidelines mentioned in the SSAFramework (Revised 2008).

As stated above, the training package‘Thematic Papers and Session Plans for the MassTeachers Training Programme’ is meant forClasses I to IV and some units have been preparedfor training purpose based on activity/experience


based learning. The same training package is beingused by the state government till date.

The training package of Nagaland is confinedonly to Classes I to IV covering 10 thematic areas,namely, New Pedagog y, Psychology, EVS(Environmental Study), Language (English),Mathematics, Management, TLM (TeachingLearning Materials), Evaluation, Planning, andCommunity Participation.

The package is divided into two parts, eachto be presented in 24 sessions in six days each.The first part deals with pedagogy, psychology,classroom management objective of teaching/reading EVS, language and mathematics. Each issupported by statement of objective, Activitiesthat can be undertaken (or experiences to beprovided), material, needed for conducting thesessions, as also discussion points.

Part II of the package deals with some topicsin Content areas for Classes (I to IV). Other areasdiscussed are evaluation, planning and communityparticipation. The package is supported by anactivity bank.

The main objective of the package was to leadteachers from teacher-centred and teacher-controlled methods of teaching to child-centred,activity/experience based learning-teaching.

The following points are discussed in themodule:

• Beliefs and assumptions about the child• Beliefs and assumptions about learning• Beliefs and assumptions about the teacher• Nature of the child and how children learn• Stages of child development with reference

to cognitive growth, social emotional andlanguage development

Table 3.27Assessment of Training Package based on SSA Guidelines at Primary Stage

SSA guideline AssessmentConstructivist approach The training package does not use the word 'Constructivist approach', but

experiential and activity based ones have the potential to apply to it.Reflective Teacher The addressing of this issue is not explicitSplit-up Model of SSA SSA split-up model is not followed since there are no CRCs

Training Areas There are 10 thematic areas in the training package containing the topics on:1. EVS

i. Water – Class I ii. Directions and Sides – Class IIiii. Things around us – Class III iv. Material and their properties – Classv. Parts of my body vi. My sense organs

vii. How my body works, keeping it clean2. Languages

i. Structured Items – Class I He/Sheii. Structured Items – Class II Behind/ In-front/Neariii. Use of Sometimes/Often/Never/Always – Class IIIiv. Comparison of objectives – ‘er’ and ‘est’/ the most – Class IV

3. Mathematicsi. Whole Numbers/Numerals ii. Numbers in 100

iii. Place Value iv. Additionv. Multiplication vi. Decimal

vii. Plain Figures viii. Fractions


4. General Areasi. Planning ii. Evaluation iii. Community iv. New Pedagogy

5. Psychologyi. Nature of the Child Learning ii. Stages of Child Development

iii. Beliefs and Assumptions about the Child iv. Nature of Learningv. Assumptions about Teachers

6. Languagei. Home and School Language

Language Development in Early years/Development of speaking and listening skills.7. Mathematics

i. What is Mathematics? ii. Fear of Mathematics iii. Mathematics in daily life iv. Beauty of Mathematics

8. EVS General Methodology – Three Sessionsi. Environmental Studies as a subjectii. Critical Thinking, Problem Solving and Scientific Attitudes, Skills of observation, gathering

and clarifying information and drawing simple inferences (Scientific Methods, love andconcern for nature, etc.)

9. Managementi. Classroom Management – Factors that influence classroom managementii. How to create a suitable teaching-learning environment?

10. TLMi. Concept and Importance of TLMii. Types of Teaching Aids and preparation of the same with locally available material

Identification of Training Needs The TNA process is not mentioned in the training packageLocal Content and specificities of teaching This is reflected in the training packagelearning modulesList of suggestive reading Audio/Video Not given

This is followed by concise but clearly statedwrite-ups about favourable environment in theclassroom, needs and interest of the child and suitablemethods/approaches to be adopted for teaching oflanguage (first language), mathematics and EVS.Other areas discussed in details in the package are:Development and use of TLM, Evaluation andPlanning, Classroom management, etc.

The specific feature related to this trainingpackage is reflected below:Training Package based on SSAGuidelines for Primary SchoolTeachersTable 3.27 provides assessment of training

package in the context of SSA guidelines atprimary stage.

SSA Guidelines (2008) emphasise thetransactional methodology on constructivistapproach which is child-centred teaching-learningprocess. The training package does not use theword ‘Constructivist approach’, but there is greatemphasis on experiences and activities on tolearning. There are some topics in general whichstimulate/develop critical thinking, problemsolving and scientific attitudes, skills ofobservation, gathering and clarifying informationand drawing simple inferences (scientific methods,


love and concern for nature, etc.) whichcorresponds to SSA guidelines.

Since the training package was developed in2002-03, it does not take into account therecommendations of NCF-2005. However, thepackage promotes activity based learning andmaking teachers reflective. The package is dividedinto two distinct parts of 6 days each but there is noindication of the training programme to be split intotwo parts. What is being implemented at present is5 days training followed by 5 days of school basedmonitoring and supervision at school level by theresource person (TOT- Trainer of Teachers). Thereis no mention of training with respect to art, heritage,crafts, health education, etc. No list is available onreadings or audio or video programmes.

The package indicates a shift from thetraditional teacher-centred one-way transmissionof information to a learner-friendly, activity/experience based learning. There is provision fororal and material based activities, using locallyavailable materials. A few examples are providedfor various activities in each curricular subject –language, Maths, EVS. Guidelines are given toteachers for preparation and use of TLM such as

flash cards, models, charts, flannel board, etc. Oneunit on ‘Evaluation and Planning’ and anotheron ‘Classroom Management’ are also given.Guidelines are also given to teachers as how toevaluate students and manage the class effectively.Also there is a unit on ‘Community Participation’that reflects how the community and parents canbe involved in school activities and how PTA andcommunity resources can be used. On the whole,the material given in the package was relevant tothe period of 2002. It is still relevant but moreneeds to be added. The format of the packageprovides details of transaction for each session,such as objectives of the topic to be covered, howthe session has to be planned, and how much timeto devote to different activities in the session,discussion points and the material to be usedduring teaching. All this is given in a tabular formto facilitate implementation by the teachers in theclass.

Activity bank is also given but activities listeddo not mention the grade for which the same arerelevant.

Table 3.28 lists the strengths and weaknessesof the training package of 2010-11.

Table 3.28 Strengths and Weaknesses of the Training Package of 2010-11

Strengths WeaknessesTraining objectives Clearly written NILLanguage of the training package Easy to understand - Spelling errors

- Some questions are vaguePresentation of the training package - Good presentation with - Training package is not in sequential

appropriate examples form related to the grades- Activity/experience based

Practicability and implementability within - reasonablethe given time - local TLM is recommendedContent of training package Content included from • Training package was developed in

Classes I to IV. 2002 for lower primary.• Upper Primary grades left out

Transactional methodology suggested - Child - centred Not givenin the package(s) - Activity/experience basedMethods suggested for evaluation of - Not giventraining programmeFollow up of the training programme Activity bank is given for the The suitability of an activity for a

teachers particular grade is not given.


From the evaluation of the training package,one may draw the following conclusions:

• The training package was developed forClasses I to IV, but it was also used fortraining teachers upto Upper Primary Stage.

• The package was developed in 2002-03, butwas used in subsequent years withoutmodification.

• The focus of the training programme wasrelated to language, mathematics, ECCE,TLM, Evaluation and IED of 10 daysduration, but the actual training wasorganized for 5 days duration andaccordingly the package was not adapted.

• Activity bank contains several activitieswhich are difficult and time consuming.However, the package should be revisedbased on TNA and NCF-2005.

ODISHA

Primary School TeachersUnder Sarva Shiksha Abhiyan (SSA) there isprovision for providing in-service training to allteachers for 20 days. As per SSA guidelines split-up model of in-service teachers’ training is beingfollowed. In the split-up model, 10 days trainingis organized at the training centres (block level)and remaining 10 days are completed at clusterlevel in the form of CRC level meetings.However, in the state of Odisha this split-upmodel of training is not followed. In 2010-11, 5days training was given on mathematics at a stretchand in another phase, 5 days training was givenon science to the same teacher in the sameacademic year at BRC. Like this 10 days trainingis divided in two phases in the same year.

Integrated Training PackagesIn 2009-10, an integrated package on thefollowing themes was developed by SSA, Odisha.This package was prepared for both primary and

upper primary teachers. The package consistedof (i) Education of the Girls, (ii) Multigrade andMulti-level Training (Unmesh-4), (iii) Trainingpackage on Integrated Education, (iv) Educationof Socially and Culturally Backward Children.The details of these modules are as follows:

Education of the GirlsThis package is prepared for primary teachers. Itconsists of five modules which are to betransacted in two days. Training needs of theteachers are not assessed for preparation of thesemodules. Though objectives of each module arementioned, the content continuity is not present.

As explained earlier, there are 5 modules inthe package and in each the methodology likegroup activities, open discussion and role play,etc. are suggested for transaction of the modules.

Supplementary text is suggested in most ofthe modules for better understanding. Thoughtime required for transaction is mentioned, itneeds 12 hours to transact the above modules.

Constructivist approach is not followed inconstruction or transacting the modules. A lot ofadditional learning input is provided in the package.

Suggestion for Improvement• The objectives of each and every module

require to be more specific.• A preface is required at the beginning of

the package to know in detail about thepackage.

• It requires continuity with the content ofthe training package.

The learning outcome of the training packageis to be evaluated either at the end of each moduleor at the end of training package.

Multigrade and Multilevel Teaching(Unmesh 4)This training package developed during the year2009-10 contains 16 modules with 20 sections


and is transacted in 5 days. The objectives of themodules are mentioned in the package. Eachmodule needs 1½ hour for transaction. But thecontent of the modules is so vast that it requiresat least 7 days for transaction of all the modulesof the package. The modules emphasise ontransaction through group activities, play-wayactivities and role play activities.

Training Package on IntegratedEducationThe package consisted of 12 modules whichwere transacted in 5 days during the year 2009-2010. Suggestions for number of resourcepersons for transacting the package in a centreare not mentioned. The training needs for writingthis package is assessed through discussion withthe trainees in earlier trainings. On thebasis of assessment of needs the modules aredeveloped.

This package contains the following modules.1 . Difference between challenged groups: Time

required for transaction of this module is1½ hours which is sufficient. Achievementof the trainees of this module is evaluatedwith group discussion and a questionnaire.

2. Identification and use of specific strength ofchallenged children: Time sug gested fortransaction of this module is 1½ hourswhich is quite insufficient. It requires at least3 hours for completing the module. It isevaluated through group activities and roleplay strategies.

3 . Knowing skills of learning and use in Teaching–learning process: Like module 2, it is necessaryto allot 3 hours time for successfultransaction. But it is allotted 1½ hours only.The evaluation procedure is not clear in themodule.

4 . Various subjects in the curriculum: One and ahalf hours time is given in the package fortransaction of this module. This much timeis also insufficient for proper transaction.

The evaluation of trainees regarding thismodule is not specified.

5. (i) Process of Evaluation for the challengedchildren, (ii) Teaching Aids for the differenttypes of challenged children.

6. Time required for transaction of thismodule is not mentioned in the package.However, for successful transaction, itrequires at least 4½ hours. Process ofEvaluation of the module is not suggested.It is necessary to evaluate through activities.

7. Rights of Children – Create Awareness on Rightsof Challenged Children: Like Module-5, timerequired for transaction is not mentionedin the module. But it requires at least 3 hoursfor successful transaction of this module.This module can be evaluated through groupactivities.

8. Identification of causes for success in learning ofchildren: Time required for transaction of thismodule is given 30 minutes. But, it requiresat least 1½ hours for transaction.Evaluation can be done through groupactivities.

9. (i) Needs of differently challenged children,(ii) Identification of challenged childrenwith different symptoms, (iii) Makingschools barrier free, and (iv) Different actsfor challenged children.Time required for transaction of thismodule is not mentioned. Since, it is thelongest module, it requires at least 1½ day,i.e. 6 sessions or 9 hours to complete thismodule. Evaluation strategies are also notsuggested. It is needed to evaluate throughpresentation and group activities.

10. (i) Assistive devices (ii) concerns forchallenged groups, and (iii) classroommanagement.For the above modules, time required fortransaction is not mentioned. It alsorequires at least 3 sessions or 4½ hours tocomplete.


11. Learning Strategies for diff erently challengedchildren: Like module 9 above, time requiredfor transaction is not mentioned. It may beneeded for at least 4 sessions or 6 hours forpresentation.

No specific emphasis is given toconstructivist approach. The training packagewhich is transacted in 5 days is insufficient andrequires to be enhanced to 10 days.

• The package is well structured to meet theneeds of trainees, i.e. the sequence of thecontent is well organized. The packagecontains very few remedial activities for thedifferent categories of challenged children.

• No review exercises at the end of most ofthe modules are given.

• The follow up activities are to be in-built inthe training package.

Education of Socially DisadvantagedGroupThe training package for primary school teachersrelated to social and cultural background ofsocially disadvantaged group is being transactedin two days. The package consists of five modules.Number of resource persons needed is notmentioned in the package. On the basis of needsof the teachers this training package is prepared.

This package was developed during 2009-10with the following modules.

Title : Understanding the social and culturalBackground of SC and ST.Specific hours to transact the moduleare not mentioned in the package.However, it requires at least two hoursfor proper transaction. No evaluationprocedure is suggested in the package.

Title: Understanding the regional song,regional story and regional dialogue.Like module one above, no specifictime for transaction is mentioned. It

may need about two hours to completethis module too.

Title : Teaching through Regional Languageand learning Second LanguageTime required to transact this moduleis not mentioned. Since, learningsecond language at primary level isdifficult, this module may requireabout 3 hours (both theory andpractical aspect) for successfultransaction.

Title : Identification of strength of thechildren and application while teachingin the classroom.Time required is not indicated. Thismodule should be transacted throughpractical activities in 1½ hours.

Title : Knowing the educational planning ofminority community.Time required for transaction is notmentioned. However, it may need 1½hours for successful transaction.

There is no indication in the package for theevaluation of learning outcomes of the trainees.It is necessary to mention the procedure to assessthe learning outcome through different means.1. The training package has no specific

approach to teaching. It should be writtenon constructivist approach.

2. The package is transacted in two days. Thisseems to be quite insufficient. It needs onemore day for better transaction.

3. Yes, the package meets the needs of thetrainees and contains sequential treatmentof ideas.

4. Language of the package is appropriate anda lot of activities and group discussions aresuggested in the package.

5. No review exercise at the end of eachmodule is suggested. At the same time, noreading material is suggested at the end ofthe package.


Training Package for ScienceTeachingA training package in science was developed forthe primary teachers in Odisha during the year2009-10. Its name was Anwesana -I. It was usedfor training during the year 2009-10 and 2010-11to cover all primary teachers of Odisha. Thispackage is meant for training in 5 days at the BRC.This package consists of 17 modules which areintegrated content with pedagogy. Four resourcepersons are to be drawn from the panel of DRGmembers for training in each centre. Fordevelopment of the package need assessment wasdone in the year 2008 in the training centresthough interaction with the teachers when trainingprogrammes were conducted on Udaya (1, 2, 3,4). That programme comprised teaching ofmathematics, science, geography, history, civics,and their pedagogy. On the basis of hard spotidentified at the district level, a consolidatedpackage of modules was prepared. The objectivesof the training package will:

The primary teachers will• develop their science knowledge.• be able to use the science textbook

effectively in the classroom.• guide the students to develop their scientific

knowledge.• assess the learning outcomes in science.

The training package discusses content cummethodology for each module but the generalthemes are not discussed. The modules followconstructivist approach to teaching. It alsoemphasised conceptuality and specificities inteaching-learning situation. It does not includesuggested readings, educational aids and videoprogrammes for teachers. The modules emphasisevalues enshrined in the Constitution of India, usedsimple and understandable language andappropriate transactional methodology. There isdeficiencies in appropriate illustrations, facilitateactivities based training, arouse interest and

sustain interest in the trainees, review exercisesfor gifted children or remedial materials forlearning difficulties. It does not suggest follow upactivities after training.

Training Package for MathematicsTeachingA training package in mathematics was developedfor the primary teachers in Odisha during the year2009-10. Its name was “Sambhav -1”. It was usedfor training during the year 2009-10 and 2010-11to cover all primary teachers of Odisha. Thispackage is meant for training for 5 days at theBRC. Four resource persons are to be drawn fromthe panel of DRG members for training in eachcentre. It is observed that the need assessmentof the training is done analyzing the performanceof teachers in mathematics in earlier generalorientation programmes of teachers and thecontent analysis of primary school mathematics.Based upon the training needs, the trainingpackage is developed by the experts of StateResource Group (Odisha Primary EducationProgramme Authority - OPEPA). The trainingpackage contains 12 modules (9 from the contentand 3 from pedagogy).

The training objectives contained in thepackage are:

• To enrich content knowledge of teachersin mathematics.

• To enable the teachers how to usemathematics textbook effectively in theclassroom.

• To guide the students properly in enhancingtheir knowledge in mathematics.

• To promote the teaching competency ofteachers in mathematics using activity-basedmethod.

• To evaluate progress of the trainee inmathematics.

• To eliminate fear complex from the mindsof children.


• To create interest among them towardslearning mathematics.

Training package contains the followingmodules:Content Based : 1. Numbers, 2. Factors andMultiples, 3. Division, 4. Common Fraction, 5.Decimal Fraction, 6. Time, 7. Geometricalconcepts, 8. Perimeter and Area, 9. Solids.Pedagogy Based: 1. Aims and objectives ofteaching mathematics, 2. Inductive and deductivemethod of teaching mathematics, 3. Analytic andsynthetic method of teaching mathematics.

• In order to conduct the training programme,the package suggests that resource personswill be drawn from District/Block ResourceCentres without any indication of theirnumbers. However, the field investigatorswho are already in the training centres havereported that 3-4 resource persons areinvolved in the training programme. Thetraining packages have a little scope forusing specific situations and constructivistapproach. Further it does not suggest anyadditional readings/references oreducational audios and video programmesfor teachers.

ConclusionThe three training packages assessed and analysedabove lead to the following conclusions:1. SSA, Odisha follows splitup model of

training in two phases at the BRC level; 5-day each in one phase so the trainingpackages are prepared for 5-day duration.

2. Need assessment is done for trainingthrough discussion and writing the modulesin all the cases at the district level duringearlier training programmes.

3. Time schedule or time available fortransaction of each module is not plannedproperly.

4. In some of the packages specific objectivesof the modules are clearly mentioned and

in other modules they are not mentionedclearly.

5. Each module contains the content and thepedagogy to be followed in integ ratedmanner.

6. Use of ICT is not found anywhere in themodules. It should be in-built in the modulesfor better transaction of the modules duringtraining.

7. Teacher evaluation is not found in eachpackage. There should be several modes ofevaluating the teachers. This is to be lookedinto and its feedback should be used by theauthority.

Upper Primary Stage

Training Package for English TeachingA training package for teaching English for upperprimary stage was developed by SSA Odisha inthe year 2008-09. The title of the package was'Training Module on English'. It was used fortraining all upper primary teachers during the year2008-09 in Odisha. This package is meant fortraining for 5 days at the BRC. Assessment oftraining needs through survey is not done for itscontent but simply based on experience themodules are selected and written. The objectivesof the training package are:• Developing teacher content knowledge,

English language skills, and teaching skills.• Mainly four basic skills like listening,

speaking, reading, and writing and expansionof vocabulary.

• Helping teachers adapt supplementtextbooks – how to teach structure-based oldtextbooks in communicative approach.The areas of contents are listening, speaking,reading, writing, vocabulary, teaching skills,lesson planning following learner-centred andactivity-based approach making the classinteractive.


Suggestions for Improvement• There should be provision for helping low

proficient learners in a class.• Teachers should be helped to handle wide

range ability group learners in a class.• The materials need to be carefully developed

with worksheet to make the class learnercentred and to prevent transmission loss.

• Need for follow up reading materials.• Conclusive Remark: The introduction to the

package does not fit with the contents ofthe package. The introduction talks aboutremediation, survival kit, CD, and teacher’shandbook but there is none of these in thepackage.

Training Package for ScienceTeachingA training package in science was developed forthe Upper primary teachers in Odisha during theyear 2009-10. Its name was Anwesana - 2. It wasused for training during the year 2009-10 and2010-11 to cover all upper primary teachers ofOdisha. This package is meant for training in 5days at the BRC. It consists of 18 modules whichare integrated content with pedagogy. Fourresource persons are to be drawn from the panelof DRG members for training in each centre. Fordevelopment of the package need assessment wasdone in the year 2008 in the training centresthough interaction with the teachers when trainingprogrammes were conducted on Udaya (1, 2, 3,4). That programme comprised teaching ofmathematics, science, geography, history, civics,and their pedagogy. On the basis of hard spotidentified at the district level, a consolidatedpackage of modules was prepared. The objectivesof the training package are as given.The primary teachers will

• develop their science knowledge• be able to use the science textbook

effectively in the classroom.

• guide the students to develop their scientificknowledge.

• assess the learning outcomes in science.The training package discusses content cum

methodology for each module but the generalthemes are not discussed. The modules followconstructivist approach to teaching. It alsoemphasized contextuality and specificities inteaching learning situation. It does not includesuggested readings, educational aids and videoprogrammes for teachers. The modules emphasisevalues enshrined in the Constitution of India, usedsimple and understandable language andappropriate transactional methodology. There aredeficiencies in appropriate illustrations, facilitateactivities based training, arouse interest andsustain interest in the trainees, review exercisesfor gifted children or remedial materials forlearning difficulties. It does not suggest followupactivities after training.

Training in Mathematics TeachingA training package in mathematics was developedfor the upper primary teachers in Odisha duringthe year 2009-10. Its name was Sambhav -2. It wasused for training during the year 2009-10 and2010-11 to cover all primary teachers of Odisha.This package is meant for training in 5 days atthe BRC. Four resource persons are to be drawnfrom the panel of DRG members for training ineach centre. It was observed that the needassessment of the training was done analyzing theperformance of teachers in mathematics in earliergeneral orientation programmes of teachers andthe content analysis of primary schoolmathematics. Based upon the training needs, thetraining package was developed by the expertsof State Resource Group (Odisha PrimaryEducation Programme Authority - OPEPA). Thetraining package contains 13 modules (10 fromthe content and 3 from pedagogy).The objectivesof the training package are:


• To enrich content knowledge of teachersin mathematics.

• To enable the teachers how to usemathematics textbook effectively in theclassroom.

• To guide the students properly in enhancingtheir knowledge in mathematics.

• To promote the teaching competency ofteachers in mathematics using activity-basedmethod.

• To evaluate progress of the trainees inmathematics.

• To eliminate fear complex from the mindsof children.

• To create interest among children towardslearning mathematics.

Training package contains following 13modules:Content Based: 1. Brackets and natural numbers,2. Integer, 3. Rational numbers, 4. Decimalfractions, 5. Angle, 6. Circle, 7. Ratio andproportion, 8. Percentage, 9. Median and heightsof triangle, 10. Data Processing (Tabulation,Graphical presentation of data, etc.)Pedagogy Based: 1. Aims and objectives ofteaching mathematics, 2. Inductive and deductivemethod of teaching mathematics, 3. Analytic andsynthetic method of teaching mathematics.

In order to conduct the training programme,the package suggests that resource persons willbe drawn from District/Block Resource Centreswithout any indication of their numbers.However, the field investigators who were alreadyin the training centres have reported that 3-4resource persons are involved in the trainingprogramme. The training design has little scopefor using local situations and constructivistapproach. Further it does not suggest anyadditional readings/references or educationalaudios and video programmes for teachers.

• SSA, Odisha follows splitup model oftraining in two phases at the BRC level; 5-day each in one phase so the training

packages are prepared for 5-day duration.• Need assessment is done for training

through discussion and writing the modulesin all the cases at the district level duringearlier training programmes.

• Time schedule or time available fortransaction of each module is not plannedproperly.

• In some of the packages specific objectivesof the modules are clearly mentioned andin other modules they are not mentionedclearly.

• Each module contains the content and thepedagogy to be followed in integ ratedmanner.

• Use of ICT is not found anywhere in themodules. It should be in-built in the modulesfor better transaction of the modules duringtraining.

• Teacher evaluation is not found in eachpackage. There should be several modes ofevaluating the teachers. This is to be lookedinto and its feedback should be used by theauthority.

RAJASTHAN

In the state of Rajasthan the nature, duration andcontent have changed substantially between 2009and 2011. Different types of varying duration in-service training are going on to cover contentareas with different purposes. Most of thesetrainings have been out-sourced.

At the upper primary level, science andmathematics kits have been procured by the stateand against the target of 11,240 schools, only7100 schools have been covered by 2010-11. Thetraining modules prepared for in-service educationof science and mathematics teachers at upperprimary level to enhance their skills to usemathematics and science kits provided by the SPDto selected schools were assessed by an expertgroup in a workshop from 21 April to 22 April


2011 using the guidelines provided by thePrincipal Investigator of the national study as toolnumber one.

At the primary level, an activity based trainingprogramme LEHAR (Learning EnhancementActivity in Rajasthan) has been designed for ClassesI and II. It is introduced in selected schools indifferent phases. The schools are selected on thebasis of criteria of school size, facilities andteachers deployed. At present the number ofschools covered under the LEHAR project is10,560 against the target of 12,780. Obviously,the coverage in both projects is rather limited.The modules being used for LEHAR projectschools to train teachers in Classes I and II werealso assessed. The assessment was done againstthe backdrop of SSA guidelines.

The Pattern of In-service TeacherTrainingThe pattern of in-service training of primary andupper primary teachers is emerging from the SSAguidelines and the policy shift by the Governmentof Rajasthan. Table 3.29 provides a change overtime.

The split-up model of in-service training ofteachers has emerged from the SSA guidelines2008. It envisages 10 days of block trainingcomplemented by 10 one-day training session atthe CRC level. In 2008-09, this model wasfollowed with the only exception of 8 one-daytraining at the CRC level. In 2009-10, it changedfurther. The block training of 10 days was reducedto 6 days with no training at the CRC level. During2010-11, 6 days training was followed by 3 daysblock training with no training at the CRC level.

At the upper primary stage, 10 days blocktraining was followed by 8 days of one-daymonthly training at the CRC level in the year2008-09. In the year 2009-10, the block trainingwas reduced to 6 days followed by 8 days of one-

day monthly training at the CRC level. In the year2010-11, 3 days block training each for scienceand mathematics with no monthly training at theCRC has been envisaged.

Obviously, there is drastic reduction in theblock training days and virtual elimination ofone-day training at the CRC level. At present, onlyblock training is organized and CRC meetings arenot used for academic purposes. CRC meetingsare held only for information flow between theSPO and the schools.

Training Package for Primary SchoolTeachersOnly LEHAR modules, used for training teachersin Classes I and II, have been assessed. As hasbeen indicated earlier, LEHAR programme hasbeen expanded in phases in the state of Rajasthan.At present it is confined to only Classes I and II.Teachers teaching Classes III and IV are notcovered. The content of the training, itsobjectives, suggested transaction and evaluationhave been specified in Table 3.29.

Table 3.29 indicates a few changes over threeyears covered by the study. The programmenomenclature and the module nomenclature arethe same but have undergone changes during2009-10 and 2010-11. It used to be titled'Teachers Training Module for Primary Teachers'in 2008-09 while in the year 2009-10, it was titledLEHAR (Learning Enhancement Activity inRajasthan) and during 2010-11 it is LEHAR forClasses I and II. During 2008-09, Computers,Hindi, Mathematics, English and Science wereintroduced whereas in the years 2009-10 and2010-11 training was provided in Hindi, Englishand Mathematics for Classes I and II.

The analysis raises several issues. First, theschools are selected on the criteria of school size,physical facilities, TLM and number of availableteachers. Single teacher schools, schools withlimited facilities and schools with fewer teachers


Table 3.29 Change in Modules for Primary School Teachers

Title of the TrainingProgramme

Objectives of the training

Areas covered

Title of the modules

Transactionmethodologies, includingsuggestions

Time required /recommended fortransaction, if anyEvaluation procedure givenin the package, includingsuggestions

2008-09Teachers Training Module forPrimary Teachers

To provide activity basedteaching of primary schoolcurriculum

Introduction of Computers• Hindi• Mathematics• English• ScienceTeachers Training Module forPrimary Teachers

• Activity based teachinglearning

• Use of TLM

6 days

In some units evaluation isgiven as in-built part butprocedure and format ofevaluation is not given.Suggestions not inc luded.

2009-10LEHAR, LearningEnhancement Activity inRajasthan

To train teachers on activitiesbased Learning

Training in Hindi, Englishand Mathematics for classesI and II

LEHAR, LearningEnhancement Activity inRajasthanActivity based Transaction on(i) Card Sheet(ii) Development of content

based on milestones.

6 days followed by 3 days ofsecond training

Not given

are neglected. They need in-service training andon site professional support more than theselected schools. When and how they will becovered by in-service training is marked byambiguity in the SPO. The policy is silent on this.This issue needs to be addressed immediately.Secondly, LEHAR is confined to Classes I and II.What happens to Classes III to V and teachersteaching these classes is not known. The visit toclasses with LEHAR in primary schools wasrevealing. Classes III to V were very traditionalmarked by flow of information from teachers tostudents. While in the same school Classes I and

II were alive and colorful with display of children’swork. One wonders why teachers from ClassesIII to V could not learn from Classes I and IIteachers and adopt classroom practices to maketheir classes lively. The package as well as thestate policy on in-service primary teacher trainingis silent on this crucial issue. The SPO and theGovernment of Rajasthan need to take a closerlook at the issue. The purpose of SSA is to changeall primary schools but this approach is contraryto the main objective.

The module indicates only six days of trainingto the primary teachers covered by LEHAR.

2010-11LEHAR, LearningEnhancement Activity inRajasthan for ClassesI and II(i) To understand the

concept of trainingpackage

(ii) Activity based trainingProgramme

Training in Hindi, Englishand Mathematics for ClassesI and II

LEHAR, LearningEnhancement Activity inRajasthan(i) Milestone based activity

for Maths and English(ii) Development of

content based onmilestones.

6 days followed by 3 daysof second training

Procedure and format ofevaluation of trainingpackage given.Suggestions not inc luded.


Discussion with the SPD and the training staff inSPO revealed that six days training is followedby three days training in second year, but theadditional three days training was also reportedto be organized in the same years. In that eventthe training becomes nine days training. It is notclear whether this was complementary training oradditional inputs. The suggestion by the trainingin-charge was that the three days of additionaltraining was used for clarifying the problemsencountered by the teachers in changingclassroom practices according to the first blockof six days training.

Training Package for Primary SchoolTeachersTable 3.30 provides an assessment of the modulesused in in-service training in LEHAR project.

The module on LEHAR project follows SSAguidelines (a, b, c and d) to some extent. Thepackag e covers subject areas like EVS,

mathematics and language but other subjects likeart and heritage, health hygiene and physicaleducation and education for peace as suggestedin the SSA guidelines are not covered. There isno formal training needs assessment. It seems thatsupply side in the form of LEHAR instead ofdemand side requirement of primary teachers isthe determinant of the training module. Theimmediate environmental context and learningsituations are used in activities for better learning.The audio/video programmes and suggestedbooks are not listed in the model.

Training Package for Upper PrimarySchool TeachersTable 3.31 indicates changes over the three yearsof training packages included in the project.During 2008-09 the modules covered English,science and mathematics that were revised in 2009-10. In 2011-12, English training has been excludedand training is confined to the use of science and

Table 3.30Assessment of Training Package based on SSA Guidelines

SSA guideline AssessmentConstructivist approach The training package reflects occasional application of constructivist approach

in teaching learning process in some topics in (i) Mathematics (ii) Hindi and(iii)English as well as evaluation procedure and the format of the training.

Reflective Teachers The training package provides space for teacher reflection in the project basedtraining.

Split-up Model of SSA The suggested split-up model is not fully followed. There is no mention of3 days training programme as a follow up of six days. The training programmeschedule in the module (LEHAR) is given for six days whereas the SSAguideline suggests 10 days in split-up module.

Training Area Training package 'LEHAR' activity in Rajasthan for the year 2010-11 does notcover the subject areas (i) Art and heritage crafts (ii) Work Education andEducation for peace directly but have been incorporated as in-built activitiesin the units of the modules.EVS, mathematics and language for Classes I and II are covered.

Identification of Training Needs The training programme reflects supply side rather than demand side throughTNA.

Local content and specificities of LHAR project takes into account the local contextuality. The coverage howeverteaching learning modules is confined to a small number of prject schools mand that too in Classes

I and II.List of suggested reading , Audio/Video A list of suggested reading, audio / video programmes for the teachers is

not provided in the training package


Table 3.31Change Indicators in Training Package for Upper Primary School Teachers

Evaluationprocedure givenin the package,includingsuggestions.Time required /recommended fortransaction, ifany.

Transactionmethodologies,includingsuggestions, ifany.

Title of themodule

Areas covered

2008–09Course Evaluation Sheet.Unit wise In-builtevaluation.Evaluation through pre-post test.10 days*

Explaining andDemonstration. Activity withdemonstration.Introducing the SubjectDiscussion and ExplainingInteraction.

Teacher Training Module inEnglish, Science andMathematics.

EnglishPreparation for TrainingSchedule for TrainingRegistration formTeacher Evaluation SheetRole of trainers/ResourcePersonsTraining MethodologyConsonant soundsWord Stress and languagegameStructure ItemsPronunciationDeterminersCourse evaluation sheet

2009–10Course Evaluation Sheet.Unit wise In-builtevaluation.Evaluation through pre-post test6 days

Explaining andDemonstration. Activity withdemonstration.Introducing the SubjectDiscussion and ExplainingInteraction.

Teacher Training Module inEnglish, Science andMathematics.

EnglishTotal 12 units(i)Six units are about theModule:Preparation for TrainingSchedule for TrainingRegistration formTeacher Evaluation SheetRole of Trainers/ResourcePersonsTraining MethodologySchool vision (Groupwork, My school stories,Teachers role , Sensitivitytraining

2010–11Review includesassessment /Evaluation

3 days for each, i.e.for Science andMathematicsNote: It is assumedthat the trainingdays have beenutilized as persuggestions givenin moduleIntroducing thesession.Explaining withexamples.Activities,Demonstration onuse of kit material.Feedback reviewDiscussion andInteraction.Interaction + withResource person(outside classroom)Use of Science /Mathematics kitand Traininghandbook(i)Understandingnature of theSubject(ii) Activities usingthe kit related toScience andMathematicsTeaching

Observation/ChangeInstead of courseevaluation sheetindividual and groupreview has been usedfor evaluationTen days block trainingduring 2008-09 wasreduced to six daystraining in 2009-10 and3 days in 2010-11

Activity based withdeductive approach andtwo way interaction.

Science andMathematics modulenomenclature haschanged to kit based.In English packagethere is moreelaboration of Soundsand activities in 2009-10 than in 2008-09.In Science andMathematics theorganization of thetraining content isactivity based and nottopic based.


Pre-Post testScienceGeneral topic includes Myschool, Stories aboutLehar, vision of SchoolTeaching Science withoutscience lab,Units of Biology, Physicsand Chemistry covered.

Not To HardStated provide Spot

teacher Discuss-training ionin scienceat upperprimarylevel

School EnvironmentRole of SSA in SchoolEffective communicationRight to InformationTeacher helplineChild rightEnglish for teacherEnglish is fun: RadioprogrammeLehar(ii) Units covered - EnglishObjectiveArticlesUnit plan and Lesson PlanVocabulary buildingTeaching storiesSounds in detailReading ComprehensiveCompositionStructure ItemsTensesActive passiveIndirect speechModalsUse of RhymesTLM preparationPre-post testScienceGeneral topic includes Myschool, Stories aboutLehar, Vision of SchoolTeaching Science withoutscience labUnits of Biology, Physicsand Chemistry covered.Not To HardStated provide Spot

teacher Discuss-training ionin scienceat upperprimarylevel

(i)To enableteachers learningteaching effectivethrough suggestedreading

During 2008-09 and2009-10 objectives werenot stated explicitly.Hard spots/removingproblems encounteredby the teachers weresolved by activity-baseddemonstration by thetrainers in 2010-11whereas in 2008-09 and2009-10 these wereexplained throughdiscussion approach

Objectives of thetraining

2008–09 2009–10 2010–11 Observation/Change


Title of theTrainingProgramme

Teacher Teacher Teachertraining training trainingmodule module modulein in inEnglish Science Mathem-

atics

Teacher Teacher Teachertraining training trainingmodule module modulein in inEnglish Science Mathe-

matics

Use of Science /Mathematics kitand Traininghandbook

Science andMathematics Kit basedtraining was impartedin 2010-11.However EnglishTraining was notorganized during2010-11

*Subject wise 10 days training was provided to subject teachers in the teaching of English, Science and Mathematics

2008–09 2009–10 2010–11 Observation/Change

mathematics kits procured and supplied by the SPOto the selected schools. The number of schoolscovered by the project is miniscule in terms of totalnumber of schools to be covered. The training ofscience and social science teachers has not beencovered during 2010-11. In schools where scienceand mathematics teachers are not available theother teachers have been trained. The efficacy ofuse of these kits by social science and languageteachers is to be studied. The issue is the phasingof the supply of kits and coverage of all teachers.There seems to be no plan at this stage.

Objectives of teaching English were notstated in the modules in 2008-09 and 2009-10.In the modules to provide training in the use ofscience and mathematics kits, the objectives canbe inferred from the foreword but they were notexplicitly stated in the module.

The areas covered have undergone somechanges in the English package. Sounds have beencovered in more detail than in earlier years. Inmodules for 2008-09 and 2009-10 the transactionmethodology is through explaining demonstrationand discussion. In 2010-11, the transactionmethodology was activity based with deductiveapproach and two-way interaction. It covers thestages of introducing the session, explaining withexamples, activities and demonstration of the useof kit material, feedback, discussion andinteraction. The time duration has been reducedfrom 10 days during 2008-09 to six days in 2009-10 and three days in 2010-11 for each of thesubjects of science and mathematics.

During 2008-09, course evaluation was usedalong with built-in evaluation. During 2010-11,review of each of the session included assessmentand evaluation.

As per Table 3.31, the training programmeconducted in the state has been evolved basedon the modifications in contents in English,Science and Mathematics in 2010-11 over 2008-09, 2009-10. The last column of the tableindicates changes of different elements (seecolumn 1) which show that the modalities oftraining have been made more explicit forproviding training in Science by using Science andMathematics kits. Science and Mathematicsmodule nomenclature has changed to kit based.However English training was not organizedduring 2010-11 whereas it was conducted in2008-09 and 2009-10. In the year 2008-09 and 2009-10 objectives of the training programme were notstated explicitly in training module whereas thisaspect was covered in 2010-11. Hard spots/removing problems encountered by the teacherswere solved through activity based demonstrationby the trainers in 2010-11whereas in 2008-09 and2009-10 these were explained through discussionapproach. Further, improvement has been madein transaction methodologies includingsuggestions through activity based demonstrationswith deductive approach and two-wayinteractions. So far as duration of block trainingis concerned, in 2010-11 it has been reduced tothree days whereas in 2009-10 it was for six days


and ten days in 2008-09. The procedure ofevaluation was changed. Instead of courseevaluation sheet individual and group review hasbeen used for evaluation.

Table 3.32 is based on the SSA guidelinesspecified in the first section on primary educationin this regard.

Constructivist approach is covered in 2010-11 modules to some extent. The subject suggestedin SSA guidelines other than science andmathematics has not been covered. The coverageof all teachers teaching different subject areas inupper primary schools continues to be an issue.There is no policy and plan providing a holisticview.

The training packages for primary and upperprimary levels of in-service training presentmicro-view in terms of mini experimentalinterventions and not a holistic in-service teachertraining programme. The discussion with the SPOand her team revealed serious thinking and goodideas in the development of SSA in-service

teacher training programme, but a clear policy andplan are yet to emerge.

TAMIL NADU

In-service training is one of the key componentsof Sarva Shiksha Abhiyan (SSA). Tamil Naduhas adopted a model of in-service training with10 days training at block level (BRC) and 10 daysat cluster level (CRC). The 10 days training atBRC level are conducted almost simultaneouslythroughout the state in all the blocks. But thetraining given is spread out throughout the yearin 6 to 7 sessions of 1 to 3 days, except in thecase of training given in collaboration with BritishCouncil for English language teachers, where itis for 5 days duration in two phases.

Training Package for Primary SchoolTeachersThe number of days of training programmeorganized at BRC level is not uniform. But morethan 10 days of training has been given to teachers

Table 3.32Assessment of Training Package based on SSA Guidelines at Upper Primary Stage

SSA guideline AssessmentConstructivist approach Partly, activities to be undertaken using kit material and the use for c larifying

concepts in Science and Mathematics are given. There is scope for goingbeyond the suggested activities, possible here, not been explored

Reflective Teacher There is space for teachers to reflect and take activities to higher level.Split-up Model of SSA In 2008-09 the training was formulated for 10 days.

In 2009-10 the training programme was formulated for 6 daysTen days in 2008-09, 6 days in 2009-10, there is no training in English for theyear 2010-11 and 3 days training in the use of science and mathematics kitseach.

Subject areas i. Art and Heritage Craft: not coveredii. Health and Physical Education: Not coverediii. Work Education: Not coverediv. Education for Peace: Not covered

Identification of Training Needs No formal assessment of training needs was done. The supply side training,linked to the use of science and mathematics kits supplied to selected schools,was organized.

Local content and specificities There are references to local context and situations in the communityof teaching learning modules environment in order to supplement the kits with locally available resources/

materials.List of suggested reading Audio/Video Not given


except in the year 2010-11. This was possibly dueto the inconveniences caused because of Censuswork and Assembly elections in Tamil Nadu forwhich teachers were deployed. Besides, thecontent of the in-service training shows theevolving scenario of the school education in thestate of Tamil Nadu.

The areas covered are wide and need based.There is a stress on Activity Based Learning(popularly known as ABL approach), aparticipatory and inclusive teaching-leaningapproach pioneered by Tamil Nadu for Classes Ito IV. The state has made an effort to take theteaching learning approach from cards (asfollowed in ABL approach) to textbook basedteaching learning approach followed from ClassVI onwards, called as Activity Learning Method(ALM approach). The training given to teacherswho teach Class V focuses on helping them tobridge the teaching learning in the class from ABLapproach to ALM approach. The state has coineda new term called ‘Simplified Activity-basedLearning Method’ (SALM) which exclusivelyfocuses on teaching learning in Class V. Thus thedifferent topics covered in the trainingprogrammes include not only enrichment of useof ABL cards as well as use of SALM approachfor teaching all subjects, namely, Tamil, English,Mathematics, Science and Social Science. Inaddition training is also given on use of ABLmethodolog y for Integrated Education forDisabled (IED) children as well as on health andsanitation (in association with UNICEF).

Various training packages prepared covering theabove areas have been introduced/revised indifferent years – 2008-09, 2009-10 and 2010-11.The details are given in Table 3.33.

Features of Training PackagesABL –English Enrichment Training forPrimary TeachersThe English enrichment materials prepared by theSPD experts are based on ABL with ampleillustrations enjoyable both to the teacher and thechildren. Although objectives are not specified,

the intended objective of the package is todevelop communicative language skills in Englishthrough use of basic grammar. The different areascovered are:

• Pronunciation, syllabification, word order;framing questions and habitats; Kinds ofsentences, Parts of speech, Conjunctions,Word order, Teaching of log os andvocabulary in the ABL cards.

• The grammar contents are given just like ina textbook. No teacher activities aresuggested. Contents of ABL cards, key forABL cards, are given for each logo activitylisted for teachers to transact and buildvocabulary. Tamil equivalents for Englishvocabulary are given along withsyllabification. This is basically, a teachersupport material on vocabulary basicgrammar and use of ABL card for teachingEnglish. It is content oriented rather thanpedagogy or teacher oriented.

Trainee Worksheets for Class VThe materials were prepared by British Councilin partnership with SSA, Tamil Nadu andUNICEF. This is meant for Class V Englishlanguage teachers. The main intended objectiveof the 15 modules of this package is to helpteachers to enable primary school children tospeak English with confidence and to improvetheir communicative skills especially among ruralchildren. This package includes worksheets tobe used by children for sharing ideas from one’sown experiences in groups. Self evaluation formatis also provided. The worksheets provide scopefor variety of learning experiences in and out ofthe classroom. The package enumerates differentweb sites for further reference.

Teacher Development Programmefor Class VThis is meant for Phase II of the trainingprogramme. The 13 modules included in this


package are intended to enhance confidence andcompetency of Class V English teachers to transactthe prescribed syllabus for English languageeffectively. This material includes drills andexercises based on personal experience of thetrainees for classroom transaction. The teacher isexpected to act as a facilitator. This package includessuggested web sites for teacher’s reference.

Self-learning Materials forMathematics (26 Modules)The self-learning materials for Mathematicsfocuses on all mathematical concepts related to

basic computational skills and decimals. The focusis on how they can be learnt through simple stepsof ABL method. The steps of SLM aremethodical – right from testing the previousknowledge (application of Ausubal’s AdvanceOrganiser Model), preparation, objectives,practice, remedial measures and usage of variousapparatus/learning materials which includes cards,games, spindle boards, blocks, emery papers,boards, abacus, beads, etc. Exercises given areinteresting. In multigrade situation and frequentabsenteeism by students such self-learningmaterials are real compensatory packages. More

Table 3.33Details of Training Packages Prepared from 2008-09 to 2010-11

Title of the package Subject/Area No. of days of Training (year wise) No. ofcovered and whether revision was made modules

2008-09 2009-10 2010-11ABL -English enrichment training for English (2) √ Not used Not used 2for primary teachers (Introduced)Classroom language – Trainee work English - (5) Phase I No change -sheets (prepared by British Council andSSA) for Class V teachersTeacher development programme English - (5) Phase II No change -(prepared by British Council and SSA)for Class V teachersSelf learning materials for Maths Mathematics (2) √ No change No change 26Draft source book for teachers English, - (2) √ Revised 5(SALM) Tamil, (Introduced)

Science,Maths, SocialStudies

SALM -Tamil Tamil - - (2) √ -(availableonly for2010-11)

Science Kit (I to IV) Science - - (2) √ 26introduced

Easy method of science for Class V Science - - (2) √ 8(SALM) introducedNew Approaches to Inclusive IED (2) √ Not used Revised- 6Education inclusive

education fordifferentlyabled

ABL enrichment Tamil, English - - - -Hygiene at school premises Health and (1) √ - - -

hygiene introduced


and more such SLM should be developed andapplied for all subjects at all levels of schooleducation.

Draft Source Book for Teachers(SALM)Simplified Activity-based Learning Method(SALM) is the basic methodology presented andillustrated for teaching all subjects – Science,Social Studies, English, Tamil, Mathematics. Thefirst version was prepared in 2009-10 and wastried out on 10 schools on pilot basis. The revisionmade in 2010-11 has improved version forteaching of English. Some activities related todeveloping thinking skill has been dropped inMathematics. The steps followed are more or lesssame for all subjects except for maths. The stepsinclude motivation, reading by students,understanding new words, underline the newwords which the teacher explains, conceptmapping by students with teachers’ help (integratethe knowledge), presentation to a group,reinforcement activity by teacher, by relating tolife experience, evaluation activities through quiz,remedial teaching, follow up/assignment. Theintended objectives of this module is to maketeachers understand how to make students learnby self-learning and learning by doing; and howto make students reflect, seek clarification,evaluate themselves, construct their knowledgein all the school subjects. Selected chapters fromthe textbooks are chosen to illustrate SALMmethodology. Although this approach promotesconstructivism in teaching-learning in theclassroom, the content covered is overloaded fortwo days training.

SALM –TamilThis training package was prepared in the year20010-11 for Class V to facilitate teachers to readTamil with correct pronunciation andunderstanding. Lesson plans have been prepared

for teaching different forms of Tamil literature-prose, poem and grammar. The suggested teachingmethodology does not vary the nature of content.There is repetitiveness of steps common for allforms of Tamil literature. Training package helpsin the use of prescribed textbook in Tamil. Actuallesson plans which prescribes teachers on how totransact the given content in the prescribed textbook are given. Such lesson plan cover theportions for different months of the year. Thecommon steps given in each plan includemotivation; reading; comprehension whereteacher reads, students repeat and teachercorrects; developing mind map; integration-summing; evaluation through asking questions;home assignment and remedial teaching. Forremedial teaching no activities are suggested.Self-learning and group-work activities suggestedare difficult for students to perform. There isnot much focus on the justification for the useof pedagog y/approach sug gested. Unlessteachers are able to generalize, these types ofpackages get obsolete when textbooks getchanged. Approach to teaching suggested isteaching by use and not by rules (Functional/Inductive). This material provides sufficientinformation on grammar and conversationalapproach. There is scope for reading, observingstudents’ summing up, discussion with peers,oral presentation by students and writing bystudents. Constructivist approach is to someextent followed as activity based learningapproach is suggested for teaching Tamil.

Easy Method of Science for Class V(SALM)This package mainly focuses on helping teacherson how to make Class V students conductexperiments in science. A lot of experiments andactivities are suggested putting the teacher in afacilitator’s role. The directions given in thepackage if followed by the teacher in the


classroom will help students construct their ownknowledge through reflection and inquiry. Theareas covered include Pressure, Food andNutrition. Instructions are given to teachers onhow to evaluate student learning. But no activityis given for evaluation of teachers’ understanding.Different activities to demonstrate the conceptsare given without repetition. However, moreinformation on related applications in daily lifecould have been provided as enriched material aswell as for kindling curiosity.

Science Kit (I to IV)This training package is meant for teachersteaching lower primary classes from I to IV. Theintended objective is to familiarize the teacherswith activity based learning in science. Theseobjectives however, are not specified. The maincontent of this package focuses on demonstratingto students. Separate experiments suited to eachof the 4 classes are given. Most of these simpleexperiments can be performed by the students inthe class and the teacher has an opportunity tofollow constructivist approach in the class. Theusefulness of the package can be enhanced ifguidance is given to the teachers while performingand interacting with the students as well as theprecautions to be kept in mind while doing theexperiment. Without such instructions teachermay tend to follow didactic approach whileconducting the experiment without makingstudents think and reflect on their own.

New Approaches to InclusiveEducationThis training package prepared in the year 2008-09 was revised and re-titled as inclusive educationfor differently abled children in the year 2010-11. Although objectives are not specified, thetraining package provides information on thetheme with sufficient illustration. The differentareas covered are given below:

• Education of visual and hearing impairedchildren

• Mentally challenged children• Children with multiple handicaps• Physically disabled• Government schemes• Individualised instruction• Legal provisions for disabled

In the revision, the same areas are coveredwith an additional topic on ‘Games fordifferently abled’. The coverage of subjects isadequate and well illustrated. Clear instructionsare given to teachers. Quick reading is promoted.Diagrams, flow charts, pictures are good andinformative. English equivalent of key words isprovided. Explicit account on governmentprovisions and legal provisions serves as usefulguidelines. The revised version of 2010-11 hasless theory and is more compact than theprevious package. It has attractive print withillustrations incorporating ABL approach withdisabled children’s education and use ofequipment for special children.

Revision of ABL Training PackageABL approach which has made a great impacton the teaching-learning in classrooms in primaryschools of Tamil Nadu incorporates the gradedcurriculum through the use of well designedcards. There has been revision based on feedback obtained from the practitioners. In 2010-11, modification in ABL cards has been madeand package has been prepared in 2010-11 withinstructions to use the modified cards. Forexample, use of Sanskrit words in Tamil cardsis discarded and replaced by Tamil words.Teachers have been oriented to use the changedcards.

Hygiene at School PremisesThe objectives of this training package are tofacilitate teachers to create healthy and clean


atmosphere in the school; to cultivate cleanhabits among childrenin day-to-day life; to joinhands with villagers to create awareness amongthe public. The areas covered include basicneeds of life and different ways to keep thepremises clean. The concepts are explained withmerits and demerits and ways to control so as tokeep the surroundings clean as well as maintainpersonal hygiene. This training is meant for oneday. The concept on drainage cleaning is difficultto practise in the classroom. This material wasprepared in the year 2008-09 and was notrevised later.

The training packages developed by the SPDTN serve the purpose of updating and enhancingcompetencies of teachers–both in general areasand in specific subjects. More than 50% of thepackages appear to be handbooks without thetypical contents of a training module. The steps/sequences adopted in developing and presentingthe curricular materials for training in EnglishTeaching are developed by British Council inpartnership with SSA. All the materials complywith NCF guidelines as far as possible.

Training Packages for UpperPrimary School TeachersTamil Nadu has adopted a model of in-servicetraining with 10 days training at block level (BRC)and 10 days at cluster level (CRC). The 10 daystraining at BRC level is conducted almostsimultaneously throughout the State in all theblocks. But the training given is spread outthroughout the year in 6 to 7 sessions of 1 to 3days, except in the case of training given incollaboration with British Council for Englishlanguage teachers, where it is for 5 days durationin two phases. Teachers are trained in batches andsubject-wise teachers are called for the trainingwhich imply that all teachers at primary level willnot be exposed to such training programmes.

Coverage of Content in TrainingPackage s over YearsGreat thrust in ALM in the training programmesis given. A welcome step in the trainingprogrammes is introduction of practical activities,experiments, life related activities in the curricula.

Table 3.34Criteria and Aspect of Compliance

SSA guideline AssessmentCriteria of compliance Aspect of complianceConstructivist approach Provided by packages on English enrichment package, Science Experiments,

Mathematics SLM, ABL cardsOpportunities to reflect Provided by packages on Science, Maths and EnglishSplit-up model of training Total duration of training ranges from 8 to 14 days throughout the year;

Topics are diverse over the year providing little opportunity for sharing.Further, some of the CRC meetings have also been used for training purposeinstead of using them for follow up of training at BRC level.

Duration of training Maximum of 5 daysTraining in other areas SLM Kit usage, ABL enrichment, IED programme,

Sanitation, communicative skill and confidence qualitiesIdentification of Training Needs Though no explicit stating of this, the materials with revisions and

modifications reflect the felt need by stake holdersContextually relevant training design All the materials are need based and highly relevant in the evolving changes

of inclusive education reflected in the teaching–learning process.Suggested readings, Web sources Given in some of the training packages like English and Mathematics


except in the case of British Council training, onlyone copy of the training package is supplied tothe school and teachers do not possess theirindividual copies.

Various training packages for upper primaryteachers were prepared covering the above areasand revised in different years – 2008-09, 2009-10 and 2010-11. The details are given in thefollowing Table 3.35.

Features of Training PackagesActive Learning Methodology – (ALM) forMathematicsThis training package was prepared in 2008-09and the same material was used in 2009-10 and2010-11 without any changes. T he trainingmaterial does not spell out specific objectives. Thecontents discussed are divisibility, LCM, HCL,

Most of them are related to subject areas such asMathematics, Chemistry, Physics, English,General Sciences, Social Sciences and Tamil.

In 2008-09, 14 days of training was organisedfor Chemistry practical, Chemistry ALM, Physicspractical, Mathematics ALM, training in subjectareas, ALM reinforcement and English grammar–each of 2 days duration.

In 2009-10, training was organised for ALMcontent, ALM enrichment, child care anddevelopment, ALM project, English grammar,ALM reinforcement, ALM social science andscience experiments. In 2010-11, British Councilmaterials in two phases were the contents of thefive days training programme (for each phase).Further, a two-day training was offered in SALMin Tamil.

There are certain programmes for whichmaterials were not prepared. It may be noted that

Table 3.35Details of Training Packages for Upper Primary Teachers

Title of the package Subject/Area Year of No. of days No. ofIntroduction/Revision of training modules

2008-09 2009-10 2010-11Mathematics ALM Mathematics √ 2 12Chemistry practical Chemistry √ 2 43Physics practical Physics √ 2 53Draft Source Book for Teachers – Science √ 2 9(11+8)Science ALMScience experiment manuals Science and - √ 2 44 (science)(project work) social-science +41 (S.Sc.)=85Draft Source Book for Teachers of Social Science - √ 2 6Social StudiesALM reinforcement training General √ 2 8

methodologyBringing grammar to life in upper English √ 2 6primary classroomMiddle school Development English - - √ 5 4Programme - Master TrainerParticipants worksheets-English(British Council Phase II )Draft Source Book for VII and VIII English √ 7 (intended)English teachers-ALM 2 (Actual) 3Hygiene at school premises Health and √ 1 -

Hygiene


fractions, drawing lines, basic fraction activity forClass VI and triangle for Class VII. For Class VIIIthe contents are graph, percentage, compoundinterest and trapezium.

The title of the module is TIGER format ofALM; TIGER is an acronym for teaching,interaction (evocation, recalling, PK testing),group action, evaluation and remediation.

The package has several steps for transactionwhich involves introduction, understanding theconcept, teacher solving problems followed bystudent solving problems, group work onchallenging problems, presentation to class bystudents, reinforcement and homework. Theevocation (motivation) part is general and notconnected with content of the presentation.

Motivation step needs modification andsuggestions can be given as to how it can bechanged according to the content. Some of theunits in Arithmetic (like fraction) can be translatedinto classroom practice. But units in geometry andgraphs appear to be more difficult to apply TIGERapproach. The content of the training package ispresented in a systematic manner but it isoverloaded for two days training. This packageappears more as a teacher support material usedby trainers during training and is not a trainingpackage where specific methodologies for trainersare implied/suggested. Follow-up of the trainingprogramme is not suggested.

Chemistry ExperimentsThis training package was prepared in 2008-09and the same material was used in 2009-10 and2010-11 without any changes.

Objectives of this package are not explicitlystated; but the implication is to develop scientificattitude among the students and provideopportunities for learning by doing throughsensory experiences.

The contents covered are separation ofsubstances, changes around us, water, acids,

bases and salts, air, transformation of substances,metals and non-metals and fundamentals forlearning chemistry. The 43 modules are on titlessuch as magnetic separation, crystallization,sublimation, chemical changes, convection ofheat in gases, preparation of soap, presence ofcarbon dioxide in air. These are elaborated as theprocedure for experiments to be conducted.Transaction strategies are not suggested.

This appears to be more a textual materialwritten in narrative style. The ‘why’ question isanswered very briefly. This is more a teacherenrichment material with less explanation onprocess and product of the experiment. Noreference is given to pedagogy or transactionalmethodology to be followed by the teacher. Allexperiments cannot be explained within two dayswith actual demonstration and discussion.Constructivist approach is not followed in thepresentation style.

Physics ExperimentThis training package was prepared in 2008-09and the same material was used in 2009-10 and2010-11 without any changes.

Although no training objectives are specifiedin the package, this training package intends tofacilitate learning through experiments. The areascovered are force and pressure, motion. Varioustitles of the model include Pushing the pin,Atmospheric pressure, Barometer, Pressure ofliquids, Magnetic forces, Convection of heat ingases, Wave motion (Jalatharangam).

Transaction steps are presented through anaccount of materials required, structure (picture),questions to be asked (for curiosity), hypothesis,instructions for carrying out this experiment andobservations, questions to be asked forexplanation, teacher’s explanations to be given(understood) and assignment of the same activity.

Topics/titles are provocative questions anddo not suggest the concepts to be learnt. Hence


title for activity and content appear to be notconnected. What approach to be followed is notspecifically suggested in the form of studentsconstructing their own knowledge. Constructivistapproach may be/may not be followed when theexperiments are performed by the teacher.Package appears to give steps of experiments andtypes of questions and explanations/answers. Thiswill only enrich teacher’s concepts.

Draft Sourcebook for Teachers –Science ALMThis training package was prepared in 2008-09and the same material was used in 2009-10 and2010-11 without any changes.

The intended objectives are to enrich contentand teaching methodology (ALM) to be usedwhile transacting portions in science for ClassesVI, VIII and VIII. This package is split into twoparts:

Part I referring to portions of August-September, Part II for portions of October. Anattempt is made to give exemplary/model lessons– three lessons for Class VI, two lessons for ClassVII and one lesson for Class VIII. The differenttopics covered include nature of matter,separation of substances, changes around us, heat,self theory, atomic structure, bio diversity, simpleforce and motion, work and energy, light,structure of matter, our environment, metals andnon-metals and anatomy of a living being. Thesteps of transaction include introduction,preparation of mind map, overdue of the lesson,activities to be performed by students, evaluationquestions, remedial teaching and learningoutcome. Evaluation questions to be used aregiven at the end of the package. Some of thelessons do not have evaluation questions. Mostof these questions are taken from the prescribedtextbook. Questions for self-assessment ofteachers at the end of the lesson could have beenmore useful. The activities are textual and

function more as prescriptions rather than assuggestive to promote teacher’s creativity inteaching-learning. Activities which students cantry on their own as home projects and furtherlearning could have been added.

Science Experiment Manuals(Project Work)This manual was prepared in 2009-10 and usedin 2010-11 as well without any revision. Thepackage is prepared with the objective of skilldevelopment and promoting learning throughsystematic experience and covers areas such asways to understand science, enhancingobservation skills, observation in relation to groupdiscussion, comparison, classification andconclusion.

The topics deal with our earth, measurement,force and motion, work and energy, separationof substances and the full portions in sciencesand social sciences for Classes VI, VII and VII.There are 44 modules for science and 41 for socialscience. For all the three areas of science andsocial science, topics have been listed (not in theform of competency). For each topic a long listof various assignments/projects that can be givento students (not discriminated ability-wise) isgiven. The package is more like a directory ofactivities which the teacher can refer and assignto students. However it contains both individualand group activities. Each activity requires a lotof time and special ability training for students.The activities require students to go for fieldwork–interview community, browsing data frominternet, draw pictures of stars in the night. Forexample, one activity requires students to collectbacteria affected leafs and find reasons. Thispackage is more useful for high ability studentswhere the activities can be given as project workto be completed at home. The quality of paperand printing is not good and may not be long-standing in usage as one copy is supplied to the


school for all the teachers. These subjects areexpected to be covered in two days. Assessmentcriteria to judge the project work of children arenot found in the material.

Draft Source Book for Teachers ofSocial StudiesThis material was prepared in December 2007 andused from 2008-09 onwards till 2010-11 withoutany modifications with the objective of makinglearning a simple process (given in the preface).The intended objective is to make teachersunderstand the use of ALM methodology to teachtopics in upper primary classes from VI to VIII.The exemplary lessons are given for differentclasses in different areas such as Pallava King’s rulefor Class VI, Vijayanagar dynasty, education in TamilNadu after independence for Class VII and the topicair (effects of ‘Air’ on soil erosion, convectioncurrents covered in geography) for Class VIII.

Each module can be transacted in 45 minuteswith flow charts, tree diagrams and listing ofmajor points on the chalk board as strategies. Thepackage covers the ALM steps such as difficultvocabulary to be explained, mind mapping,summing up, discussion points (only content listedand no activity is suggested), drawing maps,evaluation questions (given in the textbook),writing answers and remedial measures.

This package looks more like a content-cum-methodology enrichment package. Steps of ALMare illustrated for difficult topics. Illustration andexamples given are in verbal form. They couldinclude pictures/drawings, for example, mindmap/tree has only words entered. They could bepictorial. Activities could include use of visuals/film and field trip. Constructivist approach is notreflected because it is content-oriented andfocuses on how to transmit knowledge given inthe textbook – through prescribed lesson plansfor selected topics, for example, the topic oncultural impact of Krishnadevaraya’s rule, the

suggested methodology appears to be lecturing.Training methodology cannot be inferred from thematerial. This is more a teacher support materialused in training programmes. Material is notdirectly addressed to the teachers. However, thepackage makes an attempt to simplify the processof teaching and learning of some difficult topicsgiven in the textbook.

No systematic follow-up of the training issuggested. An interaction with BRTE’s suggestedthat the follow-up includes maintenance ofregisters in the school and the observations andoral feedback from teachers are recorded by themin the register.

ALM Reinforcement TrainingThis training package was prepared in 2007 andthe same material was used in 2008-09, 2009-10and 2010-11 without any changes. The packageintends to promote self-learning among studentsto serve as a caregiver for the students and torespect the abilities and interests of the children.

This package meant for two days trainingincludes 8 modules written in Tamil. Theobjectives are specified as below.

To help teachers towards:(a) Motivating for self-learning;(b) To become a guide for the students;(c) Respecting the ability and the interest of the

students.The different areas/topics covered includedemocratic classroom, integrated lesson plan, whois a teacher, role of the teacher in introductionand remedial teaching, role of the student inlearning and remedial learning, self evaluation bythe students, teacher-student evaluation sheet.Explanations are given on how to perform theALM methodology which includes the steps–introduction, understanding and integration, mindmap, induction, group formation and g roupdiscussion, reinforcement, writing, revision,


evaluation and remedial teaching, reading andsilent reading. It is written in narrative style onthe above topics telling what to do and what notto do. There are no illustrations. What and howof mind map is given specifying its advantages.Students self evaluation proforma and evaluationof student by teacher proforma are given. Nofollow-up activity is suggested. The steps of silentreading and underline difficult words by thestudents can be translated into classroom practice,but to make students draw mind map is achallenging task. This training package is usefulas a reading material of the topics coveredalthough not having the format of the trainingpackage as suggested in SSA guidelines.

Bringing Grammar to Life in theUpper Primary ClassroomThis training package was prepared by SPD office,Tamil Nadu in the year 2009-10 with a focus tostrengthening English grammar at the upperprimary level. It contains sufficient illustrations,explanations, pictures, drills and exercises. Theduration suggested for teaching each concept istoo long. The focus is more on concept enrichmentand the use of these materials by the teachersmay make the children passive listeners. Selfassessment form for students is provided in theform of worksheets, the use of which may requireguidance of teachers and the teacher may find itdifficult to implement in over-crowdedclassrooms. However, the approach suggested iseffective and informal.

Middle School DevelopmentProgramme – Master TrainerParticipants, WorksheetsEnglish LanguageDeveloped in 2010-11 by the British Council inpartnership with SSA programme, this material

states the objective clearly as to developingtraining techniques, teaching methodologycompetencies, enhancing knowledge in employinginteractive, child-centred teaching of English. Theother objective is to develop in teachers the skillsand knowledge in how to use appropriate inter-active and child-centred teaching methodology toteach English and develop confidence in studentsin speaking English. The areas covered are skillsof writing, thinking, error correction, dictation,creative and critical thinking.

Transaction strategies sugg ested aredemonstration, situational learning and picturedescription. Modules deal with pronunciationbooster, group micro-teaching, assessment inthinking skills, creativity and organisation, writingan open letter for Class VI, grammar booster andequality in the classroom. The activities like usingjournals, feedback, error correction and textbooktasks with writing activities are very interestingand though provoking.

There is a feedback proforma for evaluation.Activities suggested are related to day-to-day life.The training material is well graded and logicallyexecuted. Constructivist approach is used here.This is basically a master trainer participantworksheet. The master trainer has an opportunityto reflect on the activities given in the packageand expect the same from the students.

Systematic revisions were carried out in theBritish Council source book for English grammarright from 2008-09. Changes were perceptible inthe areas covered, transaction strategies to suitthe topics with self-assessment proforma. Thereis a shift from content and concept basedapproach and constructivism.

ALM Draft Source Book for ClassesVII and VIII English TeachersThis training package was prepared by SPD officeTamil Nadu in 2007-08 and used in all the three


years upto 2011 without any revision. Theintended objectives for teaching English prose,poem and grammar are given. The different topicsfor Classes VI, VII and VIII that are taught in themonth of November 2008 are used for illustratingALM methodology. Bilingual method is used forteaching prose and poem, for example, for teachingpoem, the steps followed are Tamil summary,meaning in English and Tamil for new words,introduction, guided reading, mind map,consolidation, enrichment activities, discussionand revision.

The given table suggests the compliance ofSSA TN training package (prepared for upperprimary teachers) with NCF guidelines to someextent. The training materials prepared by Britishcouncil in collaboration with SSA are more in linewith constructivist approach highlighted by NCFguidelines.

Comparison of Training PackagesMost of the materials used for training weredeveloped during 2008-09 without furtherrevisions. Table 3.37 reveals the duration of

training days with the year of introduction/revision of the curriculum in various areas.

The ALM source books for Classes VII andVIII teachers of English include prose, poem withALM approach. The source book for upperprimary teachers of social studies has not beenmodified since 2008-09.

ALM maths resource material prepared in2008-09 also remains without further revision.Similarly, chemistry experiments and chemistryALM materials remain without any change from2008-09. Materials on physics experiments are alsonot revised.

Manual on science experiment preparedduring 2009-10 continues to be used in 2010-11also. ALM reinforcement training materialdeveloped in 2007 has not been revised. TheMaster trainer participant worksheet wasdeveloped in 2010-11 and does not fall withinthe preview of revision.

ConclusionsThe training packages developed for upperprimary teachers are intended for competencyupdation of content and skills. The materials

Table 3.36Compliance with SSA Guideline by the Packages (2010-11)

Criteria of Compliance Aspect of ComplianceConstructivist approach Provided by the packages to some extent – Physics experiment, Chemistry,

Science Experiment, ALM draft source book for English Reflective Teacher Opportunity reflection is provided by the packages to some extent in ALM

Mind Mapping, Chemistry, Physics, Science experiments, MathematicsSplit-up model of training Total duration of training range from 8 to 14 days throughout the year;

Topics are diverse over the year providing little opportunity for sharing atCRC level. Further some of the CRC meetings have also been used fortraining purpose instead of using it for follow up of training at BRC level.

Duration of training Maximum of 3 days only except in the case of British Council Trainingwhere it is for 5 days

Training in other areas ALM reinforcement for competency updation, Sanitation in schools (Monthlysubject oriented)

Identification of training needs Materials are need-based, recent, requirement of teachers are consideredContextually relevant Training design All ALM materials, Practical experiments, English skill developmentSuggested readings, Web sources Only very few materials suggest further reading and resources


provided opportunities for learner-controlledlearning, individual study/activity and group workwith or without teacher guidance.

• Explicit activity steps for adoptingconstructivist approach are missing inalmost all materials.

• Master trainers’ competency developmentis also taken care of in one of the materialswhich is a welcome step because thiscategory is usually an ignored one.

• One appreciable aspect of materials onEnglish learning is that they provide gist ofthe lesson in regional language to enhanceunderstanding.

• The basic philosophy of participatory andinteractive transactional strategy is reflectedin all the materials.

• At the same time certain enrichmentactivities are time-consuming and difficultto implement. But if one feels that thetraining materials are suggestive and notexhaustive, a creative trainer can innovateways of transactional approaches.

If the following suggestions are carried out,the materials will be more useful:

(i) Specifying the objectives for each moduleof the training package.

(ii) Explicit instruction on the time frame forcompleting each activity/experiment/module with reasonable flexibility toaccommodate individual differences.

(iii) More sequential arrangement of modules insome of the packages based on a freshreview of all the training materials.

(iv) Sugg esting appropriate transactionalmethodology in an exhaustive manner witha cafeteria approach for teachers andtrainers to choose.

(v) In built formative and summativeevaluation spread throughout the trainingmaterial will help in effective implementation.

(vi) A thorough knowledge of ‘what should beevaluated’, ‘how to evaluate’ may be giventhrough a one-day training to avoidsubjective interpretations and to make entireprocess of evaluation scientific.

(vii) The weakest aspect of which is the follow-up programme is to be given specialattention.

(viii) In fact pre-training assignment and post-training activities should be suggested tomake any training meaningful and useful.This is missing in all the packages.

(ix) Resource materials for all packages both interms of content and approach, there are

Table 3.37Comparison of Content of Training Packages of Three Years

Whether the content of the training package 2008-09 2009-10 2010-11is in line with the objectives of training 3 3 3is free from prejudices on the basis of caste and gender, etc. 3 3 3contains sequential treatment of ideas 2 2 3deals with the concepts adequately 2 3 3contains appropriate illustrations 2 2 2uses simple and easy to understand language 3 3 3promotes activity- based teaching 3 3 3has potential to arouse and sustain interest of the trainees 3 3 3suggests appropriate transactional methodology 2 2 2contains sectional review in each module 2 2 2contains review exercises at the end of each module 2 2 2contains remedial activities for children with learning difficulties 2 2 2provides a list of suggested readings a t the end of each module 1 1 1includes suggestions for follow-up activities to reinforce learning 1 2 2


Table 3.38Features of the English Training Packages used for the Training of Primary Teachers

2008-09English

• Transaction methodology of training package is not clear• Training manual was not provided.• Nature: Teachers' Handbook• Training package is divided in three sections comprised

textbook-based teaching lessons for Classes II, IIIand IV.

• At the end of each lesson a life skill or value ishighlighted.

2009-10 and 2010-11English : Introduction in the form

• About the Module' has been added• Objectives are clearly spelled out in the overview section.• Training package is bilingual (English and Hindi).• Training package is divided in four sections:

1. Characteristics of English language2. Development of English language skills3. Teaching of the structure of English language4. Vocabulary and pronunciation

• Teaching plans for Class I-V are given.• Module is activity based with practice oriented style

perceptible changes in the training modulesmeant for upper primary teachers.Personalised, activity-oriented, learner-centred strategies are explicitly present inthe materials. Still there is scope forimprovement which is the basic principleof curriculum designing. Continuousconscious competency updating of teachersand master trainers will prove to be effectivein enhancing quality of school educationwhich is a must for a socialistic democraticrepublic like India.

(x) It may be noted that except in the case ofBritish Council training, only one copy ofthe training package is supplied to theschool and teachers do not possess theirindividual copies.

UTTAR PRADESH

Primary TeachersIntroductionIn the state of Uttar Pradesh only two to threedays training in the subjects’ area like EnglishReading and Numeric ability was organised during2010-11. One teacher from a school is trained.At Class I and II level mostly Shiksha Mitra areteaching in the state. Therefore, they receivedtraining of development of reading and numericability under Learning Enhancement Programme

(LEP). For English one teacher from a school istrained. All teachers do not receive in-servicetraining every year.

The SSA guidelines envisages 20 days trainingsplit into two parts, the first one block trainingof 10 days followed by 10 one day monthlytraining at the CRC level. But SSA guidelinespattern of split model was not followed duringlast three years. All training programmes weresubject area based.

In 2010-11 only 5 days training was organisedat BRCs in the state. However, the trainingcalendar of 2010-11 includes two trainings, oneon continuous and comprehensive evaluation andother on special education which have not beenorganised yet. Besides BRC level training, six dayshave been specified for cluster level meetings.However, no academic and pedagogic issues werediscussed in the meetings observed. Only theinformation were communicated from SPD toBRC, CRC, schools.

Training Packages for PrimaryTeachersPackages used for English training (2009-10) wereprepared by English Language Teaching Institute,Allahabad. Packages for Reading and NumericAbility were developed by State Project Office(SPO), Lucknow. Training packages for the year


2008-09 were prepared by SCERT and SPO.During the year 2010-11 total three packages oneeach for English, Reading Ability, and NumericAbility were used. Two days of training were forreading and numeric ability and three days weresuggested for English. Three resource persons pertraining centres were assigned. Training packagesdeveloped during three years 2008-09, 2009-10and 2010-11 were assessed during the workshopheld on 4.4.11 and 5.4.11. Packages were assessedin respect of their objectives of training, content,coverage, transaction methodology used, usability,and change over time.

The training package used in 2008-09 wasmore like Teachers’ Handbook. It provideddetailed description of the activities to be arrangedby the teachers in the classroom. Activities wereof prescriptive nature. It gave no space to teacher’simagination to create their own teaching-learningdesign as per the need. Transactional methodologywas missing and in the absence of any trainingmanual it seemed difficult to translate it for thetraining purpose. Moreover, the amount ofcontent given in the package seems to be heavy.It seems difficult to cover within the trainingcontent stipulated period of two to three days oftraining.

Although the training packages used duringthe years 2009-10 and 2010-11 are the same,there are visible changes in these packages inseveral respects. Objectives of the trainingpackages were clearly spelt out in the overviewsection. The module was activity based. Theactivities were suggestive in nature. Teachers

were encouraged to think about other similaractivity. Certain points have been made clear withthe examples taken from the textbook ‘Rainbow’.Bilingual nature of the package helped theteachers to understand the messages andguidelines better. A separate section of the modulewas devoted to students’ assessment. Differentapproaches of oral and written comprehensionquestions have been explained with examples. Thecurrent module has much strength in comparison tothe module of 2008-09.

Training Packages on theDevelopment of Reading AbilityThere was no training for reading ability prior to2009-10. Probably it was thought that teachersneed no training for the teaching of reading Hindi.It is a fact that almost half of the studentsenrolled in government primary school fail toread. Against this background training for thedevelopment of reading ability was introducedfor the first time in the year 2009-10 under thelearning enhancement programme (LEP).Reading pedagogy was emphasized as beingdifferent from language teaching. In 2009-10module on reading and numeric ability wascombined but separate modules on each wasdeveloped. The package advocates the ‘wholeword approach’ of reading as it is based onmeaningfulness of language. It makes reading anenjoyable experience for students. The packagesof 2009-10 and 2010-11 were activity-based.Language was easy to understand. Introductionof ‘Reading Corner’ is a new feature of 2010-11

• Plan for Multigrade teaching was explained with matrixof class and group organisation.

• Different evaluation approaches such as oral /writtenquestions were explained. Types of evaluation questionswere explained with examples.

• Illustrations are few and small sized.• There are few spelling mistakes highlighting the scope

for improvement of the text.


Table 3.39Features of the Training Packages–Primary School Teachers

2008-09Reading Ability(Hindi)No training was organised

Mathematics/(Numeric Ability)• Three modules for

Classes II, III, and Vwere used. These are liketeacher's handbook.

• Transactionalmethodology was notcleared.

• Packages containedtextbook based lessonsand explained in details.

• All the packages werecontent dominated.

2008-09Reading Ability(Hindi)• Training for reading was introduced.• Two packages for Classes I and II were

developed.• Content of package covers reading and

numeric ability both.• Concepts of language, reading were

discussed in brief.• Stage-wise goals were explained.• Daily plan for teaching was given• Module was activity based• Mostly illustrations are small in size,

unattractive and of poor quality.

Mathematics/(Numeric Ability)• Training for numeric ability has been

introduced.• Two packages for Classes I and II were

prepared.• Content of the package covers reading

and numeric ability both.Stage-wise goals were explained

• Daily plan for teaching was given• Module was activity-based• Most of the illustration were small

sized, unattractive and of poor quality.

2008-09Reading Ability(Hindi)• The package was modified.• Separate package for Reading Ability was

developed.• 'Whole word method' for the teaching

of reading was advocated in preface ofthe module.

• It is more organised and has twosections.

• First section covers concept of language,reading, writing and its development

• Second covers the plans, games, andactivities to develop readingcompetencies among students.

• Stage wise goals were explained inrelation to the textbook.

• Concept of 'Reading Corner' wasintroduced. Its use for the teaching ofreading was explained.

• Different plans for students' assessmentsuch as formative observation,comparison of a student's performanceat two time intervals or with stagespecific goals were explained.

Mathematics/(Numeric Ability)• Separate package for numeric ability for

Classes I and II were developed.• It was more organised and has two

sections;• First section explains the nature of

mathematical experiences a studentshould have when she/he comes toschool. Module emphasises the conceptof 'less and more', 'one and many', 'big-small' etc. the students already have andthese are to be utilised in teaching ofnumeric ability.

• Second section explains activities andgames in practice oriented style.

• Stage-wise goals were explained anddaily plan for teaching was given.

• Quality and size of illustrations need lotof improvement.


Training for Science• One Module for science

training for Class V wasprepared. It is liketeacher's handbook.

• Transactionalmethodology was notclear.

• Package containedtextbook based lessons.

Training for Science• No Training for Science Teaching

Training for Science• No Training for Science Teaching

training package. Creation of reading corner andits use in teaching of reading is explained andactivities of teacher and students to be organizedin the reading corner are clearly spelt out. During2010-11 package, concept of assessment andways to assess student performance are explainedseparately. Different plans for student assessmentsuch as formative observation, comparison of astudent’s performance at two time intervals orwith stage specific goals are explained.

Training Packages on theDevelopment of Numeric AbilityIn 2008-09 there was training for Mathematics.Three Teachers’ Handbooks for Classes II, III, andV were used.

Training packages changed nomenclature andemphasis from 2009-10 onwards. Now trainingfor Mathematics became development of numericability. In the packages emphasis was given to themathematical experiences already possessed bystudents. Teaching of numbers should takecognisance of those experiences. A total of 24activities/games have been explained to makenumber learning enjoyable. Teachers are encouragedto think of other similar activities. Activitiessuggested are easy, implement able and contextuallyrelevant. In 2010-11 the package has been modifiedfor the better. It has become more organised anddetailed-Stage-wise goals (in relation to textbook)with daily plan of teaching have been explained.

Suggestions for teachers on how to use textbooksin a better way are included in the package.

Training Package on ScienceTeachingDuring the last three years only in 2008-09training for Science teaching for primary teacherwas organised. One teachers’ handbook likepackage for class V was prepared.

Training Package for RemedialTeachingDuring the year 2009-10 three days training forremedial teaching for primary teachers wasorganised. Title of the training package is‘Lakshya’ and has three sections; first sectioncovers remedial teaching for language. Secondsection is for remedial teaching of Mathematics,and third section explains pre and post-test,schedule for follow up and suggestions.

The Training Package was also assessed in thecontext of the compliance of SSA guidelines.Table 3.40 demonstrates the compliance.

The package developed during 2008-09,2009-10 and 2010-11 were evaluated byexperts who rated the materials in relation tocertain criteria. The ratings are indicated inTable 3.41.

The training package used for INSET during2010-11 was better than earlier one.


Table 3.40Compliance of SSA Guidelines in the Packages

SSA Guidelines Packages of 2010-11Constructivist Approach Partly covered in some units in English teaching and units on reasoning and

thinking activities in numeric ability.Provides opportunity to reflect Packages do not provide opportunity to reflect.Split-Up model SSA guidelines were not followed. Subject related to short block training of

2-3 days was provided.Training duration of 10 days Only 5-days training as mentioned in was provided.Training in other areas such as Art and Not providedHeritage CraftsHealth and physical education, workeducation, peace education etc.Identification of training needs No formal need assessment was doneContextually relevant training design Contextually relevant activity based methodology was followed in the training

packageSuggested reading list and other Not giveneducational audio-video programmefor teachers

Table 3.41Comparison of Content of Training Package(s) of Three Years

Whether the content of training package 2008-09 2009-10 2010-11Has been developed in line with the objectives of training package 1 3 3Is free from prejudices on the basis of caste and gender 2 2 2Contains sequential treatment of ideas 1 3 3Deals with the concepts adequately 1 3 3Contains appropriate illustrations 2 1 1Uses simple and easy to understand language 2 3 3Promotes activity-based teaching 2 3 3Has potential to arouse and sustain interest of trainees 1 2 2Suggests appropriate transactional methodology 1 2 2Contains sectional review in each module 1 1 1Contains review exercises at the end of each module 2 3 3Contains remedial activities for children with learning difficulties 1 1 1Provides a list of suggested reading at the end of each module 1 1 1Includes suggestions for follow-up activities to reinforce learning. 1 2 2

Strengths and Weakness of theTraining Package(see Table 3.42)

Overall ConclusionAppraisal of training packages of the last threeyears reveals that training packages used in theyear 2008-09 were significantly different from

those used in 2009-10, and 2010-11. Almost allpackages of 2008-09 are teachers’ handbook type,content dominated and comprehensive coverageof any module is not possible within limited timeavailable for training. During the year 2009-10and 2010-11 same training packages were used.These packages are the improved version of theprevious ones not only in their nomenclature but


in selection of content and transactionalmethodology too. Since at primary level emphasisis given on activity based learning, trainingpackages are focused on equipping teachers tomake learning activity based. Activities chosenin the English, Reading and Numerical Abilitymodules are interesting, implementable andcontextually relevant. It facilitates teachers to linkclassroom knowledge with life situations whichis according to the guidelines of NationalCurriculum Framework–2005. Though thepresent packages have substantial deviation fromthe SSA guidelines but it has improved andpresentation of content is up to some extent alongthe line of SSA framework.

Training Package for Upper PrimaryTeachersSSA guidelines pattern of split model was notfollowed during the last three years. All trainingprogrammes were subject area based. Byimplication, all teachers were not covered under

the training days added together. Subject andspecial area training covered teachers teaching aparticular subject. There seems nothing wrong onthe face of it. How teachers with changing subjectallocation in the time table and those transferredduring the year are covered was not clear in thetraining policy.

In 2010-11 only 7 days training was organisedat BRCs in the state. Besides BRC level trainingsix days were specified for cluster level meetings.But in the field there were more meetings atNPRC level for the information flow from SPDto BRC, CRC, schools and back. However, noacademic and pedagogic issues were discussed inthe meetings observed.

Packages used for English training during2009-10 and 2010-11 were prepared by EnglishLanguage Teaching Institute, Allahabad. Packagesfor Science and Mathematics were developed byState Project Office (SPO), Lucknow. Trainingpackages for the year 2008-09 were prepared byEnglish Language Teaching Institute, Allahabad,

Table 3.42Strengths and Weakness of the Training Package–2010-11 (Primary)

AspectsTraining Objectives

Language of the training packagePresentation of the training package

Practicability and implementability withingiven timeContent of the training package

Transactional methodology suggested

Methods suggested for evaluation oftraining programmeFollow up of the training programmeAny other

StrengthsClearly spelled out in Englishpackage

Easy to understandStep by step presentation ishelpfulGood chances ofimplementation in the classroomContent validity is reasonablygood-

-

-Training packages was revisedduring–2009-10

WeaknessesNo differentiation between contentand objectives of training in packagesother than English.-Proof reading omissions could havebeen avoided-

-

Training methodology is not spelledoutNot given

Not givenIllustrations are too small andsometimes don't contribute tounderstanding particularly in themodule on reading.


Table 3.43Features of the Training Packages in English used for the Training of


Subject 2008-09English • Transaction methodology of training

package was not clear• Training manual was not provided• Nature–Teachers' Handbook• Training package was divided into three

sections:1. Nature and structure of English

language, and teaching- learningmaterials

2. Methodology of teaching English, andgeneral instructions to teach English.

3. Third section comprised textbook-basedteaching lessons for Classes VI, VII,and VIII.

• At the end of each lesson a life skill or valuewas given.

• Different evaluation approaches weresuggested.

2009-10 2010-11No • About the module was discussedTraining • Objectives were clearly spelled out infor overview section.English • Training package was bilingual.

• Training package was divided intofollowing sections:1. Development of English language

skills2. Peculiarities of English language3. Teaching of prose, poetry,

composition, and structure wasexplained along with model lessonplans

4. Vocabulary, pronunciation, idioms andphrases, and common errors inEnglish.

• Module are activity based with practiceoriented style

• Different evaluation approaches wereexplained such as oral /written questions.Types of evaluation questions wereexplained with examples.

• Illustrations are few and small sized.

State Institute of Science Education, Allahabad,SCERT and State Project Office. During theyear 2010-11 three packages one each forEnglish, Science and Mathematics were used.Three days of training for English and two dayseach for Science and Mathematics weresuggested. Three resource persons per trainingcentres were employed. Training packagesdeveloped during three years i.e. 2008-09, 2009-10, and 2010-11 were assessed during theworkshop held on 4.4.11 and 5.4.11. Packageswere assessed in respect of their objectives oftraining, content coverage, transactionalmethodology used, usability, and changes overthe time.

The training package used in 2008-09 wasmore like teachers’ handbook. It had description

of the activities to be completed by the teachersin the classroom. Activities were of prescriptivein nature. It gave no space to teacher’s imaginationto create their own teaching-learning design asper the need. Transactional methodology wasmissing and in the absence of any training manualit was difficult to translate it for the trainingpurpose. Moreover, the amount of content givenin the package to be covered was huge. It seemsdifficult to be completed within stipulated periodof two-three days of training. However, anumber of changes have been made in thetraining package used during 2010-11. There arevisible changes in these packages in so manyrespects. Objectives of training packages areclearly spelled out in overview section. Moduleis activity based. Activities are of suggestivenature. Teachers were encouraged to think about


Table 3.44Features of the Training Packages Used for Science and Mathematics Teaching for


Subject 2008-09Science Title of the Package- Teachers' Guide

Science.• One package for Classes VI, VII, and VIII.• Package is divided into three sections:

1. First section discusses textbooks tobe used in class.

2. In the second section textbook-based lessons and evaluationquestions for students are given.

3. Third section deals with topics like,computer-an introduction,biographies of scientists, importantdates and time table for 10 daystraining.

• However, total training days assignedfor science was 5 in the trainingcalendar.

• Transactional methodology for trainingwas not clear.

• Package was found to be contentdominated and large amount ofcontent was given.

Mathematics Title of the Package–Teachers' GuideMathematics

• The package is meant for Classes VI,VII, and VIII

• Package was divided into threesections:1. In First section discusses textbooks

to be used in the class has beendiscussed.

2. In the second section textbook-based lessons and evaluationquestions for students are given.

3. Third section deals with thematerials to teach mathematics,biographies of importantmathematicians and time table for10 days training.

2009-10 and 2010-11Title of the Package-Karke Sikhen Vigyan

• Objective of the training package is clearly spelledout in the module.

• It is based on the guidelines of NCF–2005.• One package for Class VI• Content of package covers topics like our

surroundings, separation of substances,measurement, change, speed, force and machines,living world and its processes, air, water, energy.

• Total 31 hands on activity based on above topics areexplained in practice oriented style.

• Transactional methodology is discussed and timetable for training is given.

• Titles of the activities are attractive and capable ofarousing interest of students.

• Activities are explained in systematic manner;previous knowledge, objectives, procedure andrequired materials, conclusion.

• Reflective exercises are given at end of each activityunder the heads of 'let's do /make something else'.

• Space and flexibility is provided in the package asactivities are of suggestive nature.

• Programme for follow up of training is given in thepackage.

• Illustrations are satisfactory.• Separate instructions for teachers are given to

organise the activities in the class.• Language of the package–Use of Sanskritised Hindi

terms could be avoided.Title of the Package-Karke Sikhen Ganit• Objective of the training package is clearly spelled

out in the module.• One package for Class VI• Content of package -Total 23 hands on activity

based on hard spots of mathematics are explainedin practice oriented style.

• Transactional methodology for training is discussedand time table for training is given.

• Titles of the activities are attractive and capable ofarousing interest of students.

• Activities are explained in systematic manner;previous knowledge, objectives, procedure, requiredmaterials, and conclusion.

• Reflective exercises are given at end of each activityunder the heads of 'let's do /make something else'.


other similar activities. Certain issues have beenmade clear with the examples taken from thetextbook ‘Rainbow’. A separate section of moduleis developed to students’ assessment. Differentapproaches of oral and written comprehensionquestions have been explained with examples.

Training Package on Science andMathematicsThe training packages have undergone significantchanges from 2009-10. The packages of 2009-10onwards and 2010-11 were the same and activitybased. During 2008-09 training package was in theform of teachers’ handbook or guide. Onehandbook each in Science and Mathematics forClasses VI, VII, and VIII was used. Thesehandbooks contain textbook-based lessons.Transactional methodology was not spelled outclearly. But training packages changed innomenclature, content and emphasis from 2009-10 onwards. The packages currently in use haveless content in comparison to 2008-09 packages.These packages are made to deal with the hardspots in Science and Mathematics teaching.Though no formal need assessment has been done,topics have been selected for the packages on basisof informal talk with the teachers and classroomobservation. Now emphasis is given to the learningof Science and Mathematics through activities.Activities are based on scientific and mathematicalexperiences of day to day life of students and thepurpose of packages was to take cognisance ofthose experiences in the teaching of Science and

Mathematics. The materials on Science andMathematics have activities which make learningenjoyable. Activities are explained in systematicmanner. Previous knowledge for each activityunder section ‘we already know’ is given and thenthe purpose for organising the activity is spelt out.Conclusion of each activity is given under section‘what we have learned’ and at the end reflectiveexercises under the heads of ‘let’s do/makesomething else’ are given. Teachers are encouragedto think of similar other activities. Activitiessuggested are easy, implementable and contextuallyrelevant. Suggestion for teachers on how to usetextbooks and to organise the activities in a betterway was included in the package. Quality ofillustrations is satisfactory.

Though 2010-11 packages have certain meritsover previous ones, difficult Hindi terms havingSanskrit overtone frequently used in the packagescould have been avoided to make it better.Description of some of the activities is jumpywhich makes the concept difficult to understand,e.g. activity on decimal on page No.12 needselaboration.

The training packages were also examined interms of the compliance of SSA guidelines. Table3.45 provides the details.

It is evident from Table 3.45 that there issubstantial deviation from the SSA guidelines.The missing link is the one-day training at theNPRC levels which precludes mutual interactionand collaboration through sharing of goodpractices especially innovations in teaching.

• Space and flexibility are provided in the package asactivities are of suggestive nature.

• Programme for follow-up of training is given in thepackage.

• Illustrations are satisfactory.• Separate instructions for teachers are given to organise

the activities in the class.• Use of Sanskritised Hindi terms could be avoided.• Some of the activity needs little more elaboration e.g.

activity No. 8 on page 12.

• However, total training days assignedfor mathematics was 5 in the trainingcalendar.

• Transactional methodology for trainingis not clear.


The packages developed during 2008-09, 2009-10 and 2010-11 were assessed and rated in respectof various criteria. Table 3.46 indicates ratings:

It is evident from the table that packages usedduring 2009-10 and 2010-11 have more positivequalities compared to previous ones. The contentsof training packages of 2010-11 were formulatedfollowing training objectives. But none of the

packages of the three years contain list of readingsuggested in SSA guidelines. Remedial exercisesfor children with learning difficulties and sectionalreview too don’t find mention in any of thepackages. Training packages used during the years2009-10 and 2010-11 sugg est transactionalmethodolog y to some extent. Activity-basedtraining methods have been given.

Table 3.46Comparison of Content of Training Package(s) of Three Years

Whether the content of training package 2008-09 2009-10 2010-11Is in line with the objectives of training package 1 3 3Is free from prejudices on the basis of caste and gender 2 2 2Contains sequential treatment of ideas 1 3 3Deals with the concepts adequately 1 3 3Contains appropriate illustrations 2 3 3Uses simple and easy to understand language 2 2 2Promotes activity-based teaching 2 3 3Has potential to arouse and sustain interest of trainees 1 3 3Suggests appropriate transactional methodology 1 2 2Contains sectional review in each module 1 1 1Contains review exercises at the end of each module 2 3 3Contains remedial activities for children with learning difficulties 1 1 1Provides a list of suggested reading a t the end of each module 1 1 1Includes suggestions for follow-up activities to reinforce learning. 1 2 2

Table 3.45Compliance of SSA Guidelines in Package

SSA Guidelines Packages of 2010-11Constructivist Approach Partly covered in some units in English teaching and is followed up to

some extent in the designing of activities suggested in Science andMathematics packages.

Provides opportunity to reflect Up to some extent opportunities are given, for example, in ‘Let’s Do’ or‘Make Something Else’ exercises.

Split-Up model SSA guidelines were not followed. Subject related short block training of2-3 days.

Training duration of 10 days Only 7 days training as mentioned in table 3.3.7 was provided.Training in other areas such as Art and Heritage Not providedCrafts Health and physical education,work education, peace education etcIdentification of training needs No formal need assessment was doneContextually relevant training design Contextually relevant activity based methodology was followed in the training

packageSuggested reading list and other educational Not givenaudio-video programfor teachers


ConclusionAppraisal of training packages developed lastthree years reveals that training packages used inthe year 2008-09 are significantly different fromthose used during 2009-10, and 2010-11. Almostall packages of 2008-09 were content dominated.Comprehensive coverage of any module is notpossible within limited time available for training.The training package used during the year 2009-10 and 2010-11 are different not only in theirnomenclature but in selection of content andtransactional methodology too. At upper primarylevel emphasis was given on activity basedlearning. Training packages are focused onequipping teachers to make learning activitybased. Activities chosen in the Science andMathematics modules are interesting,implementable and contextually relevant. Itfacilitated teachers to link classroom knowledgewith life situations which is according to theguidelines of National Curriculum Framework–2005. The presentation of content was as per therecommendations of SSA framework as it isactivity based and provides space and flexibilityto teachers and students to think. One seriouslimitation is that mechanism for the assessmentof training needs is not functional. Themechanism for systematic feedback on trainingfrom the beneficiaries should be evolved toprovide adequate demand based in-servicetraining.

WEST BENGAL

In the state of West Bengal, there is a provisionfor 13 days training at CLRC (equivalent to BRC)level and 7 days at CRC level. In reality, however,the duration of in-service training at CLRC levelis reduced to two to five days in majority of thedistricts. Thus, the duration of training at CLRClevel varies from district to district. Theassessment of training packages for primaryteachers revealed that most of the packages used

by the state deviates SSA norms in terms of bothcontents and structures. It was further revealedthat the textbooks, teachers’ handbooks andmodules developed by the national agencies likeIGNOU have been used as training materials insome cases.

The pattern/structure of in-service trainingfor primary level teachers for 2008-09, 2009-10and 2010-11 communicated, from time to time,by Paschim Banga Sarva Shiksha Mission (PBSSM)to the district Project officers (DPOs).

The Training Package was prepared by DEP-SSA (IGNOU) in collaboration with PBSSAMission. It has 8 modules on different dimensionsof inclusive education, e.g. characteristics ofidentification of Children with Special Needs(CWSN), policy and legislation framework,curricular adaptation, teaching strategies andbuilding patterns. Thus, the package seems to becomprehensive and well organised. The time ofmodule preparation has not been mentioned inthe package. The areas covered by the modulesare: characteristics of inclusive education,identification policy and teaching strategies forinclusive education. To provide the informationon inclusive education to the primary teachers isthe prime objective of the training package. Thetransactional strategies, e.g. activity, group work,assignment reflect constructivist approach. Themodules have been prepared in appropriateformat indicating objectives, exercises, evaluationstrategies and suggested readings. The packagehowever does not indicate the duration and timefor transacting different modules.

This package is a structured one, as preparedby a team of experts from IGNOU. But as perSSA guideline, the package should be based onthe training needs of the beneficiary trainees. Thisfundamental principle of development of trainingmodules seems to be missing. Further, the trainingmodules need to be translated in Bengali languagefor their effective use. It is apprehended that boththe Resource Persons as well as the trainees would


face difficulties if the modules are transacted assuch, without translating them in Bengalilanguage.

Training Package on Teaching Maxims:Single module package meant for primary schoolteachers was developed in 2008-09. The modulewas in Bengali to be transacted in two days. Thecontent of the module is very appropriate todevelop the competency of the teacher forteaching at primary level. The maxims are relatedto the level of the learner at primary level. Thepackage contains relevant teaching maxims forclassroom transaction. The package provides anew colour to a teacher if he/she will follow themaxims as suggested in the package.

Training Package on Motivation: The packageis a thematic one and does not bear any featurespecified in the SSA guidelines. The choice ofthe theme, although important, has not emergedfrom the felt needs of the teachers. At least thereis no mention of any need assessment done forthe purpose. There is no mention of the objectivesof the training programme to be conductedfollowing this package. This is certainly a handicapfor any evaluator to assess the contents, theprocesses and the overall design of the package.The language used in the package is Bengali. Theoverall use of language is simple and direct. Thepresentation style of the units in the package isuniform throughout. The contents are deliveredeither through lecturing or through lecture-cum-discussion methods followed by a groupdiscussion. The content of each module is basedon psychological principles of motivation andrelating those to the experience of the teachersspecifically to their interactions with students andcolleagues. There is no provision of evaluationof the programme or the participating teachers inthe package. There is no mention of any followup of the training programme in the package.

Training Package on Shekha-ShekhanoUpakaraner Prayog: The package on has the

target group of teachers of primary school. Thepackage has been prepared by WB Board ofPrimary Education. There is no mention of theobjectives of the training package/programme,although it is inferred that the main objective ofthe package is to help teachers of primary schoolsin collecting/preparing teaching learning materialsand using them properly in teaching differentsubjects in the classroom. The contents of thepackage are 1. Teaching-Learning Materials, 2.Subject-Based TLMs, and 3. TLMs for childrenwith special needs. There is no mention of theprocess of development of the package.

This is not a training package but may beconsidered as a handbook of TLMs for theprimary school teachers. More specifically, thiscontains lists of TLMs arranged subject and topic-wise for each class of the primary school.

Training Package on Integrated Learning: Thetraining package was developed in 2008-09 andis used for primary and upper primary teachers.Therefore, the materials do not conform to thesplit up model of in-service training. Variouschapters contained in the training material are notfollowed by suggested readings or audio and videoprogrammes to supplement or substantiate theunderstanding of the trainees on various traininginputs. The module is related to the competencydevelopment of teachers at upper primary level.It is a basic conceptual module mainly to developthe competency of the teachers for effectiveclassroom transaction. Since it is related to thecompetency of the teacher it can’t be transactedto the classroom.

Training Package on Mathematics: Thematerials of 2010-11 and 2009-10 are havingsequential ideas adequately in them withappropriate illustrations. The material is inBengali which is simple and easy to understandby the teacher/trainees. The materials are alsopromoting activity based teaching for lessontransaction. The material of 2010-11 is having


better potential to arouse and sustain interest oftrainees rather than the material of 2009-10. Inall other aspects the materials remain silent.However, since the textbooks are provided astraining modules, they cannot be evaluated in thelight of training module evaluation.

The materials under reference are textbookswhich are used as training package for teachers.These are not in modular form and are meant forclass I and Class II students. Following aspectsare suggested based on observation:

Training Package on English: The trainingmaterials in primary English, though not preparedin the format of training modules, have taken intoaccount the constructivist approach as advocatedin NCF–2005. The training approach in steps andthe strategies therein, detailed at the beginningof the materials (teachers’ book) envisages,constructivist approach in the transaction process.If the materials are transacted properly, thetrainees would be able to help learners in theconstruction of knowledge after training. Thetraining package used for English has beenprepared as per the content/lessons of thetextbooks. The materials in the package are theteachers’ guide to deal with various lessons/chapters of the textbooks rather than the trainingmodules. Therefore, these do not conform to thesplit up model of in-service training, whichconsists of training at BRC/DIET level, hands-on exercises in the school settings and sharing ofexperiences. Various lessons/chapters containedin the training materials are not followed bysugg ested readings or audio and videoprogrammes to supplement or substantiate theunderstanding of the trainees on various traininginputs.

None of the training packages (for 2008-09,2009-10 and 2010-11) are prepared in modularforms. These are in fact not prepared for thetraining purposes and therefore, do provideadequate infor mation on learning objectives,

duration and transactional methodologies etc. tothe trainer. Further, the methodologies do notindicate the use of modern technologies in thetransaction of inputs. Lack of requiredinformation pertaining to expected learningoutcomes, time, and resources to be used andtransactional methods is likely to misled theresource persons on these dimensions, which mayultimately lead to wastage of time, money andlabour. It can, however, be seen that the inclusionof the training material 'Teachers’ Companion' inthe package for 2010-11 is a departure comparedto the packages used for 2008-09 and 2009-2010.The materials seem to prompt the resource personsas well as trainees to go beyond the prescribedsyllabus. The stories and poems contained in thematerial seem to have been drawn from theindigenous literature and thus, would provideauthentic learning situation to the readers forconstruction of knowledge.

Training Package on Girls' Education: Themodules of the training package are having theobjectives. These objectives are free fromprejudices and have sequential ideas in thecontent. The content deals with the ideasadequately with appropriate illustrations usingsimple and easy to understand language. Themodules are appropriate for the teachers atelementary level. The description on activitybased teaching in the modules has less potentialto arouse and sustain interest of the trainees. Butthere is no mention of transactionalmethodologies, remedial activities for childrenwith learning difficulties. Each module containsreview exercises at the end and sectional reviewof each section. There are a number of suggestedreadings at the end of each module.

The training package on girls’ education wasused in 2008-09 and 2009-2010 for primaryteachers. No information is there about its use in2010-11. For training of elementary teachers thelanguage should be Bengali. Since the time of the


training is not available it is difficult to commenton this aspect. Transactional methodologies arenot highlighted. This is a training package whichdoes not indicate the follow up action. This is agood package focusing important aspects of GirlsEducation. But it should be translated intoBengali language since this cannot be used assuch for training of primary school teachers.Secondly the title of the training programme, itsobjectives, duration, transaction methodologies,and evaluation strategies should be chalked outas these are essential components of a trainingprogramme.

Training Package for Upper PrimaryTeachersWide spectrum of content is covered in thepackage. But there is no sequence between themodules. At the middle of the module (pages 30to 32) syllabus on disaster management for ClassVI to VIII is given which has no relationship withthe modules. The teachers’ guide training packagewas developed in 2009-10. The materials are notformulated in the form of training modules. It iswritten as additional support textual material forteachers of classes VI to IX students. Butillustrations given in the package are explanatoryand can be used in the subsequent years.

Training Package on Teachers’ Handbook onCleanliness, Student Council and Disastermanagement; Does not follow constructivistapproach: The support materials do not providescope to the teachers to act as facilitators and tocreate a variety of learning experiences. Theguidelines provided at the beginning of thepackage emphasise local contextually in teaching-learning situation and scope for assessing trainingneeds of the teachers.Training Package on Preparation ofCompetency Based Continuous andComprehensive Evaluation in PhysicalScience and Life Science: The training package

has not followed constructivist approach toteaching learning as per the recommendations ofNCF-2005. All the modules are mostlyprospective and creative activities are notpossible. The package is exclusively prepared forteachers which can develop knowledge,understanding and application ability in theteacher by self-learning. There is no scope forsplit-up model and scope for discussing thedifficulties after working in schools. It does notcontain the process of identification of trainingneeds of the teacher by any agency.

The content of the booklets are free fromprejudices on the basis of caste and gender andideas are presented in a sequential form withadequate treatment. Since the package is inBengali, it is easy and understandable for theteachers. The package is not full of activities andhence it may not arouse interest among theteachers/trainees. The drawbacks of the packageare that it does not have list of suggested readingat the end. There is no scope for the remedialactivities for the children with learning difficulties.

Training Package on English (Art of FramingEvaluation Papers): This package is not amodule rather a support material for training. Onlythe activities during a workshop on ‘evaluationand question framing’ of 5 days are given. It givesonly the conceptual description on evaluationframing questions. There is no detailedinformation about the training sessions for eachunit. A little activity of group work/individualwork along with discussion is given at the end ofsame unit. Regarding teaching learning of English,emphasis is given on instructional objectives onlanguage skills, attitude, thinking skill. The vitalparts like grammatical competence, vocabularyhave received very little attention. Examples arenot sufficient to illustrate each unit. It is givenimportance on providing feedback both in oraland written format. Sufficient illustrations are notgiven on rubric for evaluating oral-aural skills.


Training Package on Prashikshan Sahayika(Bengali): Although, the package was developedin 2005 and subsequently modified in 2008, thecontents and processes do not reflect any of thefeatures being promoted through SSA. Thispackage is an example of meticulously developedteacher training package on the traditional linesfor the classroom activities marked by totalcontrol and dominance of teachers. It exclusivelydeals with exemplars of discrete pieces of contentwithout linking with the processes of learning.The emphasis on introducing constructivistapproaches in the classroom processes asenvisaged in the NCF–2005 has been ignoredwhile developing this package.

Training Package on Revised Booklet forAnnual Academic Calendar, CCE andGrading: This training package has not owedconstructivist approach to teaching-learning asper the recommendations of NCF–2005. Thereis no scope for split-up model and scope fordiscussing the difficulties after working in schools.It does not contain the process of identificationof training needs of the teacher by any agency.Split-up model of in-service training is notfollowed. The teacher does not play the role offacilitator in assessment but as a leader ofassessment. The contents on instructional designcan be translated into classroom practices. Butthe major concepts of the modules can not betranslated into classroom practices.

Training Package on Constructivist Approachin Classroom Teaching Learning: Althoughthe coverage of contents/training inputs seemsto be satisfactory, the package does not conformto the norms and standards of a training package.However, the effectiveness of its use as a trainingpackage depends upon the creativity andexperience of the resource person. Adequate andappropriate activities and illustrations containedin the material enhance its quality. In the handsof a qualified resource person the material would

deliver goods. There is no scope for split-up modeland scope for discussing the difficulties afterworking in schools. The material does not containthe process of identification of training needs ofthe teacher by any agency. The material has notbeen prepared in modular form. It does not containthe objectives, time or session wise distributionof contents. It is not a training package, rather asimplified version of NCF–2005 documentbrought by NCERT in 2005. The activities andillustrations used in the material would, however,guide the trainees as well as resource person tomake the programme activity based andparticipatory. The material (although not preparedin modular mode) can be effectively used for thetraining purpose. However, the effectiveness ofthe programme will depend upon the creativityand interest of the resource persons. The activitiesand illustrations used in the material will be ofimmense help to the resource person to move theprogramme activity based and participatory.Further, the example, including exemplar lessons,policies and reforms, derived from the textbooksand localities have added contextually and therebyquality of the programme.

Training Package on Awareness on SafeTraffic: The material was prepared like additionaltextual material, for Classes VI to X. The style ofwriting of the modules was of traditional method.Lecturing/explaining type of methodologies hasbeen followed. There is no provision of evaluationprocedure at the end of the module but in somemodules oral, diary, individual, group workprocedures have been suggested. This trainingpackage has followed constructivist approach toteaching learning as per the recommendations ofNCF–2005. There is no scope for split-up modeland scope for discussing the difficulties after workingin schools. It does not contain the process ofidentification of training needs of the teacher byany agency. The teachers’ guide training packagewas developed in 2009-10. The materials are not


formulated in the form of training modules. It iswritten as additional support textual material forteachers of classes VI to IX students. Butillustrations given in the package are explanatoryand can be used in the subsequent years.

Training Package on Art of PreparingEvaluation Papers in Mathematics: Thetraining package has not followed constructivistapproach to teaching learning as per therecommendations of NCF–2005. All the modulesare mostly prospective and hence creativeactivities are not possible. It can developknowledge, understanding and application abilityin the teachers by self-learning. However, itcannot be considered as training packages for theteachers.. There is no scope for split-up modeland scope for discussing the difficulties afterworking in schools. The material does not containthe process of identification of training needs ofthe teacher by any agency. It is a material used inthe training of teachers. It does not indicatewhether this material is need-based or not? If itis need based what is the mode of assessment oftraining needs? Further any material should notbe accepted as training package/module if it isnot prepared in modular form following specificformat. Objectives of the package should beformulated clearly, based on training needs andaccordingly training modules should be developedwith module transactional methodologies,evaluation procedure, etc. In view of above, it issuggested that specif ic modules should bedeveloped on any area as per the needs of teachersfollowing specif ic formats which can betransacted within the schedule period of thetraining. In addition to day-to-day evaluation ofteachers pre-test and post test should beconducted before and at the end of the trainingin order to know the effect of training overteachers.

Training Package on Project-Based Activitiesin Science (Physical Science and Life

Science): The training package has not followedconstructivist approach to teaching learning asper the recommendations of NCF-2005. Sinceprojects are wholehearted purposeful creativeactivity, there is scope for creating a variety ofexperiences in the students. The package isexclusively prepared for the students and not forthe teachers. However, it cannot be consideredas training package for the teachers. There is noscope for split-up model and scope for discussingthe difficulties after working in schools. It doesnot contain the process of identification oftraining needs of the teacher by any agency.

These are not training packages for theteachers. The packages should contain all theaspects and follow the format as recommendedby SSA; these booklets should contain a fewexemplars and model question-answer for thesecondary classes which may help the teacher toprepare better questions and follow appropriateevaluation procedures. There is no mention ofobjectives of training, transaction methodology,and evaluation procedure for the teachers. Thesedo not contain remedial activities for children withlearning diff iculties. There should be a list ofsuggested readings at the end of each module.Follow up activities are to be mentioned toenforce learning.

Training Package on Skills of PreparingCompetency Based Evaluation questions inGeography: The training package has notfollowed constructivist approach to teachinglearning as per the recommendations of NCF-2005. The package is exclusively prepared forteachers which can develop knowledge,understanding and application ability in them byself-learning. However, it cannot be consideredas training package for the teachers. There is noscope for split-up model and scope for discussingthe difficulties after working in schools. It doesnot contain the process of identification oftraining needs of the teachers by any agency. It is


a not a training package for the teachers. Thepackage should contain all the aspects and followthe format as recommended by SSA/MHRD.Evaluatory questions on Geography, are specific,competency based to access the ability of alearner. There is no mention of formal trainingduration, transaction methodology, and evaluationprocedure for the teachers. These do not containremedial activities for children with learningdifficulties. There should be a list of suggestedreadings at the end of each module. Follow upactivities are to be mentioned to enforce learning.

Training Package on Skills of PreparingCompetency Based Evaluatory questions inBengali (1st language): The training package hasnot followed constructivist approach to teachinglearning as per the recommendations of NCF–2005. The package is exclusively prepared forteachers which can develop knowledge,understanding and application ability in them byself-learning. However, these cannot beconsidered as training packages for the teachers.There is no scope for split-up model and scopefor discussing the difficulties after working inschools. These guidelines stress on identificationof training needs of the teacher. There is nosuggested reading list and other educationalaudio-video programme for teachers. The trainingmaterial on Bengali as first language is welldeveloped taking care of the essential elementsof learning Bengali grammar and placement ofunit wise topics for Classes VI-X. The rating ofExperts on training package at upper primarystage is given in Table 3.46.

Overall, the positive aspects identified withreference to the materials evaluated can besummarised as: The state SSA mission has useda good number of training materials, includingthose developed specifically for the purpose oftraining by the experts through workshops; andthose in collaboration with reputed national and

international org anisations. Appropriatestructures have been created at the state, districtand sub-district levels for the design,development and conduct of in-service trainingprogramme. Adequate number of resourcepersons and personnel to manage in-serviceprogrammes were reported to be engaged atdifferent training centres .Most of the trainingmaterials were written in regional language, i.e.Bengali, in simple language understandable tothe trainees. There has been a balance betweencontent and pedagogy aspects of in-servicetraining programme.More emphasis has beenlaid on content areas at the primary level andpedagogy aspect at the upper primary level. Agood number of training material on relevant/innovative aspects of school education, e.g.NCF-2005, traff ic rule, disaster management,motivation, art of framing questions, have beenused as reported from time to time.

The major weaknesses, as reported by theevaluators, are summarised as: Most of thetraining packages/materials are available in formsother than modular Teachers’ manual andmonographs have been reported to being used astraining materials. Use of such materials is likelyto make the training programme lecture-based andthereby monotonous. The presentation ofcontents in many cases does not encourageconstructivist approach. Lack of personal styleof presentation, for example, use of personalpronouns such as we, you, is not likely to facilitateinteractive participation among trainees and/orbetween trainees and RPs. The materials, in manycases, do not contain objectives either at thebeginning of the material or at the beginning ofeach chapter/unit/module. None of the trainingmaterials assessed indicates split-up approachenvisaged in SSA guidelines. The programmes areheld in one shot at CLRC/ULRC or CRC levels.The duration of training programmes, in manycases, is inadequate. The training schedulescirculated by PBSSM to the District Project


Authorities often depict transacted schedule sideby side. The training materials used for in-servicetraining have not been developed on the basisof identification of training needs throughempirical survey. The decision made with regardto training inputs is arbitrary. Many trainingmaterials do not indicate transactionalmethodologies. In some cases suggestedmethodologies are seemed to be traditional,mostly confined to lecture, discussion and

question-answer. There is hardly any indicationfor the use of technology resources and/or fieldwork/hands on experiences. Most of the trainingmaterials do not contain suggested reading listor educational programme to supplementknowledge and understanding of teachers on thetraining inputs. Training materials lack adequateevaluation exercises in the text or at the end ofthe unit so as to provide feedback to the traineesand keep them active during the programme.

Training package is an important component inthe overall training design and inputs. The qualityof training depends on this component to a largeextent. The analytic view of the training packagesindicates that print material dominates the totalspace. Occasional reference to teleconferencesand other technologies find a place in the trainingpackages in a couple of states. With the ITleadership that the country is proud of andadditional resources available in school as wellas teacher education, the expectations are high.In the times to come, the potentiality of ITapplication to INSET needs to be fully utilized.Professional development of teachers is not a oneshot affair, nor a periodical intervention. It is alifelong activity. The sooner it is recognised as alegitimate reform the better it is for realising theobjective of excellence in education, in general,and teacher education, in particular. The initiativeis in line with aspiration of the community at large.Needless to assert, that the reform in school andteacher education is to be holistic.

Mastery of pedagogical skill likecommunication skills, probing led questioningskills, cooperative and collaborative skills are asrelevant as the basic education in the beginningtwo grades since both serve as learning tools forproblem solving, exploring discovery andinnovating to construct knowledge. Learning ofmultiple intelligences enhances the success rate.

4These should form the pedagogical content ofINSET leading to the sharpening of thepedagogical intelligence of teachers. The trainingpackages have been found to wanting in thisrespect. Effort needs to be made to get thesewith the subject orientation in INSET.

Face-to-face is the dominate mode in thepackages. It is costly with the opportunity costof the teaching time of large number of teachersis lost. Variety of learning resources and varietyof activity is supported by teaching and teachereffectiveness research. Training package basedon eclectic mode involving face-to-face, self-learning modules, supported by practice videos,teleconferencing, internet search and research ondifferent issues INSET needs to be developed.Evidently, teachers and resource persons will haveto be equipped with technology and skills to useit for learning.

Viewing INSET as lifelong activity onsiteassistance by the school head and out of theschool professionals and onsite coaching throughdecentralised support system involving CRC, BRCand DIETs should be an integral component ofINSET. The way forward will make it functionalincreasing teacher effectiveness with brighterfuture of teaching the 21st generation of learnersin schools. A dream indeed with faith in thedictum that dream of today is the reality oftomorrow.

Way Forward

Annexure-I

List of ExperList of ExperList of ExperList of ExperList of Expertststststs

6. Professor V. P. Garg90-31-A, Second floor(Back Portion)Malviya NagarNew Delhi-110 017

7. Professor I. K. Bansal129, Pocket-13, Sector-3RohiniDelhi-110 085

8. Dr. Nasiruddin KhanFlat No.71, Sector-2, Pocket-IDwarka, New Delhi

9. Dr. J. K. PatidarAssistant ProfessorDTEE, NCERTNew Delhi-110 016

10. Dr. Vijayan K.Assistant ProfessorDTEE, NCERTNew Delhi-110 016

1. Professor A. B. L. SrivastavaChief Consultant, Research WingEd.CIL. (India) LimitedTechnical Support Group10-B, Indraprastha EstateNew Delhi-110 002

2. Professor N. K. Jangira5, Park View ApartmentSector-15 IIGurgaon, Haryana-122 001

3. Professor Saroj Bala YadavHead, DESS, NCERTNew Delhi-110 016

4. Professor G. L. AroraHouse No. 423/7, Urban EstateGurgaonHaryana-122 001

5. Professor D. K. BhattacharjeeFormer Head, DTEENCERTNew Delhi-110 016


Annexure-IISchedule and Guidelines for Assessment of

Training Packages (ISTT-1)

Instructions

• The training package refers to the complete set of training materials both printand non-print for inservice training.

• The training packages developed and used during the years 2008-09,2009-10 and 2010-11 will be evaluated using the schedule prepared forthe purpose.

• This tool consists of two parts. The first part deals with information about thetraining package and the second part provides guidelines for the evaluation ofthe training package.

• The training package(s) shall be evaluated in a workshop mode by a group ofexperts. They will prepare a report after completing evaluation based on theguidelines and attach a copy of the completed schedule with the report. Theywill evaluate the training package(s) for primary and upper primary teachersseparately unless there is a common package for both.

• The experts will also report the changes that have appeared in the trainingpackage(s) for primary/upper primary school teachers over a period of threeyears.

• The experts may also mention any other issues/points not covered in this schedulefor evaluation of the training package(s).

• The appropriate code of response should be written in the box.

• Do not leave any blank. Write nil if information is not available.

123Annexure

PART-IInformation about Training Package

1. State Code

2. The training package evaluated is meant for :

• Primary teachers (1)

• Upper Primary teachers (2)

• Common for both (3)

3. Agency/Committee that prepared training package/material.

_____________________________________________________________________________

4. When was the training package prepared for 2010-11? _________________________________

5. In the space provided below, give information about the training package(s) used during

2010-11.

(a) Title of the training package(s)/material(s) ______________________________________

(b) Language of the training package(s) __________________________________________

(c) No. of days suggested for transaction of the training package.

(d) No. of modules in the training package(s)

(e) No. of resource persons recommended for transacting the training package

6. Give information about the training package(s) used during 2008-09, 2009-10 and the changes, if

any, during 2008-09 to 2010-11, in respect of the following items:

2008-09 2009-10 2010-11 Changes

Title of the TrainingProgrammed

Objectives of thetraining

Areas covered


Title of the modules

Transactionmethodologies,includingsuggestions, if any

Time required/recommended fortransaction, if any

Evaluation proceduregiven in the package,including suggestions,if any

PART-IIEvaluation of the Training Package

7. Comment on the quality and coverage of the training package(s) in the light of the SSA guidelines2008:

(a) It takes into account the constructivist approach as advocated in NCF-2005. This means thatthe teachers should act as 'facilitator' and should work towards creating a variety of learningexperiences in and out of the classroom that enable children to construct knowledge fromactivities and experiences in day to day life. The teacher is not to be a 'transmitter' of knowledgeto passive recipients (the children).

_______________________________________________________________________________________________________________________________________________________________________________

(b)This approach requires being reflective, that is they need to become mindful enquirers intotheir own experiences, to guide children meaningfully.

_______________________________________________________________________________________________________________________________________________________________________________

125Annexure

(c) The guidelines advocate a 'split up' model of in service training, in which 6-8 days training isprovided at the BRC/DIET level and 2 days training through actual obser vation of theclassroom situations. Thereafter, teachers are expected to return to their school settings for 2-3 months, to try out the recommended methodologies and ideas. At the end of the trainingprogramme, they once again return to the BRC/DIET for 2 days to share their experiences andreflect on the new ideas before they complete the training.

_______________________________________________________________________________________________________________________________________________________________________________

8. Give your rating of the Content of Training Package(s) for the years 2008-09, 2009-10 and2010-11.

(Write 3 for 'to a large extent', 2 for 'to some extent', 1 'for very little or not at all').

S. No Whether the content of training package: 2008-09 2009-10 2010-11(a) is in line with the objectives of training(b) is free from prejudices on the basis of caste

and gender, etc.(c) deals with the concepts adequately(d) contains appropriate illustrations(e) uses simple and easy to understand language(f) promotes activity- based teaching(g) has potential to arouse and sustain interest

of the trainees(h) suggests appropriate transaction methodology(i) contains sectional review in each module(j) contains remedial activities for children with

learning difficulties(k) provides a list of suggested readings at the end of

each module(l) includes suggestions for follow-up activities to

reinforce learning

9. Point out in the training package (s) those elements which:

(a) are easy to translate into classroom practice _______________________________

(b) are difficult to translate into classroom practice _______________________________


10. Give points of strengths and weaknesses of the training package of 2010-11 in each of the followingaspects.

S. No. Aspects Strengths Weaknesses

(a) Training objectives

(b) Language of the training package

(c) Presentation of the training package

(d) Practicability and implementabilitywithin the given time

(e) Content of training package

(f) Transaction Methodology suggestedin the package(s)

(g) Methods suggested for evaluation oftraining programmes.

(h) Follow up of the training programmes.

(i) Any other (Specify)

(Signature of Experts) (Signature of State Coordinator)

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