Professional Documents
Culture Documents
2. Executive Summary: The key discussions and suggestions for policy and 2
practice emerging from the Conference
3. Introduction 4
8. Postscript 29
Abbreviations 30
References 31
Appendix A - Participants 32
Appendix B - Programme 36
2. Executive Summary
A
n International Conference on Teacher Development 3. India cannot wait any longer to put in place the
and Management was held at the Vidya Bhawan necessary enabling conditions for teachers to
Society in Udaipur from 23 to 25 February, 2009. This function effectively.
document summarises the proceedings of the Conference, 4. Teacher performance standards need to be worked
particularly the key ideas, experiences, concepts, concerns out in the Indian context, these must be developed
and recommendations having long term implications, in full consultation with the teachers and their
and enables policy makers and programme implementers representatives.
to draw lessons for shaping the future of India’s school
education system. 5. India needs to evolve an institution focussed,
comprehensive and well-funded professional
Building on the South Asia Regional Conference on Quality development plan for teachers. A plan that is
Education for All in New Delhi, India, from 24th to 26th life-long in scope, based on demand, increasingly
October 2007, and in response to a request from the Ministry school-based, and innovative in terms of the
of Human Resource Development (MHRD), the World Bank, models of training used. It must move beyond the
the UK Department for International Development (DFID), programme and fund driven approach to in-service
the European Commission, UNICEF and UNESCO organised training.
an International Conference on Teacher Development and
6. A holistic and comprehensive approach to improving
Management with the technical support of MHRD, the
quality is required, one that has its focus on student
National Council for Educational Research and Training
learning and fully incorporates the strengthening of
(NCERT), the National University of Educational Planning
teacher educators and academic leaders to ensure
and Administration (NUEPA) and the National Council for
effective teachers and effective schools.
Teacher Education (NCTE).
7. There is an urgent need to strengthen the linkages
It is obvious that teachers are the backbone of the education across institutions responsible for teacher-
system and are central to the reform effort. But for too long education and school education. There is also a need
in India, teachers have been blamed for poor performance to develop networks of educators and institutions
of students and the low levels of learning. The Conference and to promote capacity building and performance
recognised that the performance of teachers and their standards of teacher educators.
limitations must be seen within the context of the education
. Systemic autonomy at all levels is needed to
system as a whole. The challenge is therefore seen as reforming
create the space for creativity and initiative;
and improving the whole education system, including the
there is a simultaneous need for accountability
quality of teachers and the quality of instruction.
systems. The system needs to trust itself and its
Investment in effective teacher education and professional functionaries, particularly the teachers, while
development improves the quality of student learning emphasising that it exists to serve the learning
outcomes. While many other important ideas arose from the needs of students.
Conference, the nine key messages that emerged were: 9. Teacher pre-service preparation has to be academically
1. The importance of putting in place a comprehensive enriched and more professional in approach.
teacher education policy and implementation
strategy with earmarked resources. Some key steps emerging are:
. Teacher education (pre-service and in-service) must • up-grading all levels of pre-service education to
be aligned to the National Curriculum Framework- higher education, as is the case in many developed
2005 as soon as possible. countries;
Executive Summary
3. Introduction
A
s made clear at the Quality Conference in 2007 • enabling pre-school, elementary and secondary
the roles played by teachers and head teachers in school teachers to strengthen their classroom
the education process are central to all efforts to practice through effective in-service programmes
improve the quality of schools: the quality of an education and professional development; and
system is limited by the quality of its teachers; the only • enabling effective teacher cadre and career
way to improve learning outcomes is to improve classroom management to facilitate and enhance teacher
transactions. The Conference of 2007 also revealed four performance, motivation and accountability.
teacher related ingredients of good education systems:
• effective recruitment of teachers; The Conference also facilitated a dialogue between the
policy makers, planners, teacher-educators, teachers and
• effective training of new teachers at the outset; international experts on the replicability or scaling up of
• ensuring teacher motivation through appreciation these interventions in India. In particular, the Conference
and resource support; sought to provide context-specific insights to some key
• providing sound leadership through proper teacher related questions such as what are the ingredients
selection of school heads and giving them adequate of a comprehensive framework for teacher development
opportunities for professional development. and management? What are the key teacher development
priorities? How can key stakeholder groups be more closely
All these ingredients proved to be useful starting points involved in policy and programme development and
for discussion. The objective of the present conference was implementation? What are the major gaps in the research
to contribute to the knowledge base and have a dialogue and information base, and priorities for future work?
on successful approaches in order to attract, develop and What are some good practices that can be evaluated and
retain effective teachers and head teachers at all levels of scaled up?
school education, in particular for the hardest-to-reach
areas and the disadvantaged segments of the population. The remainder of this Report is organised in four parts each
The Conference particularly aimed to foster a better reporting the key issues, concerns and the suggestions for
understanding of the interventions shown to work in: policy and practice emerging from the conference.
• professionally educating, developing and certifying • the Teacher and Teacher Educator in India;
teachers for pre-schools, elementary schools and
• Pre-service Teacher Education;
secondary schools;
• effectively recruiting and assigning elementary and • In-service Teacher Professional Development; and
secondary school teachers; • Teacher Management.
I
t is widely recognized that the availability of well trained profession. There is a greater need to change the Government
teachers and teacher educators are vital to the school teacher’s self image from that of a “secure government
improvement efforts. Teaching as a profession and the wage-earner” to a respected and significant professional in
profile of teachers has been continuously changing in the local community and the wider society. Teachers have
India over time and in response to changing demands. The to be empowered individually and institutionally to lead the
Conference deliberated on the centrality of teachers and school towards improved educational standards, and be a
expressed concerns over the conflicting understanding on partner of the community in all development aspects.
the notion of the teacher and teacher as a professional. The
The notion of the teacher as a professional, (besides the
fact is that though the Indian teacher to some extent enjoys
social status and esteem) needs a cohesive understanding of
the freedom and power within the classroom, she has low
what is required to be a professional. For effective teachers,
social status and self esteem. The status of the teachers is
enabling conditions in the schools and in their career
one of the basic underlying premises to attract and retain
growth are needed. For teachers to build schools as learning
persons of ability to the profession. With low professional
organisations requires development of the person and of
status, therefore, the choice of becoming a teacher is not
the system. Concepts of the learning organisation and the
the primary option amongst the Indian youth. However,
professional learning community have to be linked.
non-availability of jobs in other sectors encourages many
to join as teachers and restricts their opportunities to move The link between teacher training and what subsequently
on to other professions. The salary of the teachers which happens in schools and classrooms needs to be strengthened.
accounts for a large proportion of the education budgets has Making clearer formulations of what teachers will do better
been increasing over the years. Yet there is a wide-spread or differently in classrooms with mechanisms to study the
notion that school teachers are paid a very low salary. With change, even if only on a sample basis, are important.
the Sixth pay commission being implemented the teachers’ Examining the usefulness of the elements of training and
salaries would be three to four times the average per capita maximising utility is crucial. This with the realisation that it
income for any State, and in some it would be as high as is not prescriptions that are to be shared and can therefore
15-20 times the State average per-capita income. This be observed as such in the classroom, but the releasing of
clearly holds to even a larger extent for educational and the teachers to reflect and develop their own way forward.
development administrators and technical experts. Teacher education has to be modeled along the needs
and expectations of (future) students, keeping in mind
The conference has acknowledged the fact that the low social
the continued diversity among them which teachers will
status of teachers coupled with low self esteem and lack of
encounter; teacher preparation has to take more uncertainty
understanding of the diversity of the student population
in its stride. Teacher development therefore needs to instill
more specifically belonging to the marginalised sector are the
capability and awareness to learn on one’s own. The need for
major challenges faced by the government schools. Further
continuous learning emerges from the work of the teacher,
many teachers do not find any mechanism to obtain their
and structures are needed to build the curiosity and provide
rights as prescribed by the government, yet are expected to
materials and mechanisms for the teacher to engage in her
help children from the marginalised families to identify and
own development as a teacher.
consolidate their capabilities and work towards obtaining
their rights. There is a clear need to look beyond the monetary Increased clarity is needed regarding whether the primary
benefits as motivational factors for teachers. Aspects such intention of training activities is to bring about institutional
as autonomy, responsibility, transparency of governance, development (e.g. changing practice in a whole school,
independence in making choices are the demands of the which requires consideration of the critical number of
A
key challenge for the Indian education system is to policies, regulations, funding mechanisms etc., between the
“democratise good education”. To achieve this, the two levels. Very few policies or programmes are in place
quality of education for all students must improve, to provide incentives for teacher training colleges, DIETs,
which in turn requires improvements in the quality of teaching. universities and institutes to improve.
Logically, teacher training colleges, District Institutes of
Education and Training (DIETs) and universities, both public and The scope of current problems calls for a central policy and
private, have a key role to play in this process. International programmatic thrust focusing both on pre-service and in-
studies have repeatedly shown that the quality of teaching is service teacher professional development. An appropriate
one of the most important school-related factors influencing system and structures need to be developed which
student learning outcomes. The present teacher education incorporates:
sub-sector in India requires a firmer resolve and policy to drive • pre-service teacher education;
this process forward. • in-service teacher professional development;
Figure 1: Pre Service Institutions • school-based teacher support networks;
• incentives and rewards for good teaching practice; and
Resource • built-in feedback mechanisms for continuous
NCTE
organisation NCERT
improvements in teaching.
From a policy, programme and strategy standpoint, these
Sec.
different aspects of lifelong teacher development must not
University SCERT be viewed in isolation.
Board
Figure 4
Teacher Preparation
No Link
Distance Taking up Reading Exposure
Mode Courses Materials Visits
weak link
link
G
ood policy and practice regarding teachers pays
attention to the whole professional continuum in While NUEPA and NCERT conduct teacher training
teacher education, starting with attracting the right programmes at the national level, DIETs, SCERTs, IASEs, CTEs,
people into the profession, selecting teachers according to BRCs, and CRCs provide in service training programmes at the
suitability criteria and counselling and ongoing professional local level. A number of these programmes are implemented
orientation to their tasks. Well functioning systems combine in a cascade model. However, it has been felt that training
initial and continued teacher education and training and programmes lack a coherent institutional framework, are not
provide for continuous professional development through consistently linked and the organising structures do not have
counselling, career monitoring and flexibility for exit, re- regular communication and information sharing channels.
entry and new entry into the system. (Fig.5) Training programmes offered have a prominent focus
on providing information about the content and give
In India, the present practice of in-service education for limited attention to critical aspects of children’s learning,
teachers is largely characterised by a ‘top down’ model, which is such as soft pedagogical skills, learner centred pedagogy
‘fund driven’ rather than ‘need driven’. This approach is proving
and the needs of first generation learners. These training
to be quite ineffective in responding to the varied needs of
inputs are also characterised by a lack of relevance of the
teachers and in bringing visible improvements in the quality of
the teaching and learning process. Although in-service teacher
education programmes cannot compensate for pre-service Figure 5: In Service Institutions
education of inadequate quality, teacher training nevertheless
needs to be strengthened to become more outcome-oriented;
University
that is by transforming training inputs into positive changes in SSA
classroom practices and improving student learning. In recent
years, the large number of teachers inducted into the system SCERT
IASE
with inadequate pre-service training has put additional pressure CTE
Backdrop No link
Weak link
India has invested substantial resources for in-service teacher link
Another critical issue noted is the disconnect among the various • develop specific ‘plans’ for capacity development
in-service Teacher Training Institutes. Despite attempts under of DIETs, capitalising on human and financial
SSA, the contribution of the state, in terms of ownership and resources within and beyond the relevant district.
commitment towards continuity in teacher education has not The SCERTs also needs to be strengthened in a
taken place uniformly in all states. DIETs, which are the local similar way for their domains;
key institutions involved in supporting teacher education, • encourage and facilitate professional teacher
generally suffer from insufficient resources both in terms of associations to enhance professional development;
faculty and finance. They also have difficulty in meeting the
• strengthen quality assurance of in-service
capacity building needs for their faculty, particularly in terms
programmes; and
of competencies and skills in dealing with practical classroom
situations. Additionally, they are not adequately linked with • a set of robust performance indicators for the entire
sub-district training structures. system need to be developed i.e., individuals and
institutions. The introduction of a social audit with
community and parents may bring expected changes
Suggestions for Policy and Practice with natural justice to the children of marginalised
Emerging from the Conference communities. It is required to decentralise the
programme with capacity building of the staff at
An integrated policy and strategy: There is a need for an lower levels and fixing targets at every stage with
integrated, holistic and comprehensive teacher development appropriate support and supervision.
policy with a strategic implementation plan that recognises
teacher education as a continuous lifelong process, allowing Professional development can become a source for building
teachers respect and support. Such a policy will build bridges leadership and autonomy among teachers and it could:
among the many agencies involved in teacher education • be a holistic and networked approach to teacher
at the various levels (such as NUEPA, NCERT, Universities, education, with a sound school support system, be
IASE’s, DIETs, CTE’s, SCERT, BRC, CRC and the NGOs), in order a forum for generating and sharing new ideas on
to establish a functional network of sharing and mutual which the teachers can reflect and act accordingly
learning. This will allow the upgrading of the teaching and as members of a larger community, continue
leadership capacities of teachers in both theory and practice. learning as an exciting and enjoyable experience
The strategy should involve school support and reading and appreciate new methodologies;
materials with scaffolding through meetings and individual
interactions rather than be limited to workshops. (Fig.4) • provide the teachers with the necessary pedagogical
support, particularly at the school level rather
Other recommendations emerging from the Conference than via out-of-school “trainings”, to improve
deliberations include: their effectiveness and meet the challenges in
• offer teachers a variety of routes to further classrooms (for example strategies to deal with a
professional development and higher status within multi - grade setting);
a framework of life long learning; • provide a more conducive framework to encourage
• create a culture of shared accountability across teachers to find ways and means of self-
all levels, where teachers will no longer be mere improvement if they assume self-responsibility for
recipients of a top down training approach, but enhancing their professional competencies and
will be personally involved in identifying their own growth; and
needs for professional development; • be need based and not fund driven.
Principals of
Classroom Figure 6
DIS
CRC
need to be connected to peer networks for collegial support,
TR
ICT
peer learning and exchange of practice. BRC
What can be done to Improve the Service • connectivity with the World through communication
means (telephones, internet, TV, etc).
Conditions of Teachers within the
These conditions could be achieved through the following
Constraint of a Sustainable Budget? actions at State level:
A
key message from the Conference is that India cannot • review Infrastructure and functionality and identify
wait any longer to put in place the necessary enabling gaps;
conditions for teachers to function effectively and the
• plan and implement gap filling activities;
Conference has helped to identify a strategy for States to move
ahead with this. International experience and research confirms • improve use of maintenance grants; and
that effective teachers need working conditions where – • plan and provide facilities and incentives for
• they are supported and are successful; teachers in remote areas including access (better
transport, housing etc).
• there are opportunities to work collaboratively
rather than in isolation; As for administration, the States need to consider the
following:
• there are a variety of career pathways with multiple
avenues for leadership roles and advancement while • recruitment and deployment of teachers;
still maintaining a teaching role in the classroom • head teachers’ role - leadership of schools;
and early childhood setting; and
• working hours of teachers;
• and they are appropriately resourced and rewarded.
• work loads of teachers;
The enabling conditions for effective teachers are in five • non-academic duties of teachers (outside school,
main areas: including being deputed to election duty, census
• physical infrastructure; duty etc);
• administrative; • non-instructional administrative duties within school
(keeping records, attending meetings etc); and
• professional learning;
• political interference.
• motivation; and
• social/cultural. The following steps could be taken towards these aims:
• rationalise deployment policy and implement it;
With regard to physical infrastructure, the following
conditions are critical: • reduce administrative and non-academic work
burden on teachers;
• access to schools (roads, transport, infrastruture
surrounding schools); • improve record keeping through the effective use
of technology; and
• accommodation for teachers in remote areas;
• develop lifelong career paths for teachers
• school environment (good condition, availability of
teacher toilets, utilities, adequate no. of classrooms, Professional learning should comprise:
availability of materials and equipment etc); • life long learning;
• manageable classrooms (classroom conditions, • professional training and support, especially from
student: classroom ratio, pupil: teacher ratio etc); and CRCs/BRCs;
In contexts like Bihar where the State is still struggling to The most important resource that a school possesses
put the basics of an education system in place, improved is the knowledge and skills of its leaders, teachers and
recruitment policies can help to ensure an efficient and others working for the benefit of the young people. This
transparent recruitment of teachers. In contexts where resource must be effectively nurtured and developed by a
the education system is more well established the priority range of practices that assist schools to establish strong
should be to use more flexible forms of employment of leadership teams and a working environment that promotes
teachers, to provide schools with more responsibility for and sustains a collaborative and accountable professional
teacher personnel management, to meet short-term staffing community.
needs, such as supply teachers to cover teacher absences
and to improve information flows and the monitoring of the The National Policy of Education, 1986 in its Chapter IX
teacher labour market. on ‘The Teacher’ states:-
9.1. The status of the teacher reflects the socio-
What are the Possibilities for Improving cultural ethos of a society; it is said that no
Career Structures for Teachers? people can rise above the level of its teachers.
The Government and the community should
A key challenge for the Indian education system is to provide endeavour to create conditions, which will help
its school teachers with an effective career path. There is in motivate and inspire teachers on constructive and
most Indian States a promotional path for teachers with creative lines. Teachers should have the freedom
key stages after certain years of service, but what can be
to innovate, to devise appropriate methods of
done to enhance this and to ensure that teachers are not
communication and activities relevant to the
rewarded simply for time-serving? Modern workplaces have
needs and capabilities of and the concerns of the
practices such as succession planning, career development
community;
plans, performance management, incentives and rewards
for standout successes. On the other side of the ledger, they 9.2 The methods of recruiting teachers will be
have counselling for those not suited to the profession. Why reorganised to ensure merit, objectivity
not for India’s schools? Schools need succession planning and conformity with spatial and functional
so teachers know where they are headed and can identify requirements. The pay and service conditions of
and prepare the next generation of school principals and teachers have to be commensurate with their
leaders. By making teachers more accountable for their social and professional responsibilities and with
students’ outcomes, we can more easily encourage good the need to attract talent to the profession.
teachers to remain in the profession and assist disengaged Efforts will be made to reach the desirable
teachers to leave.
T
his document has shared key ideas, concepts, concerns • a policy, programme and implementation nexus;
and recommendations that arose from a three-day • improved coordination of national bodies and
International Conference on Teacher Development institutions;
and Management. The approach taken in the Conference
was to use relevant national and international experiences • development of common academic, social and
to stimulate discussion and analysis of the critical issues teacher administration perspectives;
in teacher development and management in India. The • autonomy, trust, responsibility and authority
manner of deliberations was very participative with plenty delegation and accountability at all levels;
of space in the programme for all participants to make • more effective accountability mechanisms and
contributions to the discussion and with the last day given their implementation;
over entirely to group work. The 226 participants in the
Conference represented a wide range of stakeholders and • more linkages, networks and partnerships;
through the shared experience of the Conference, have • more opportunities for visits and for sabbaticals for
emerged as an effective network that can play a useful courses;
role in future policy development and consultation. • better equipped resource centres and courses for
The Conference website is being developed as a forum those in teaching; and
for documentation and further deliberations that will
hopefully build on the consensus and solidarity of purpose • more respect for the functionaries and clarity of
that emerged during the Conference. vision and purpose
Over the next few months the organisers will prepare and For access to documents and other products of the
disseminate the full Conference proceedings. At the same Conference please refer to the following web-site:
time, work is commencing on the development of a volume http://vidyabhavansociety-seminar.org
of papers presented at the Conference that will be published
as a book in due course. The development of chapters for this For further information and feedback you may contact:
publication will include a series of seminars on key themes 1. Mr Vikram Sahay, Director, MHRD, New Delhi.
facilitated by the Development Partners in cooperation vikramsahay7@gmail.com
with MHRD, NCERT, NUEPA, NCTE and VBS. These themes
emanate from the key messages that have emerged from 2. Dr Hriday Kant Dewan, VBS, Udaipur.
the discussions during the Conference, including the need teacher.developmentfeb09@gmail.com, vbsudr@
for: yahoo.com
Postscript 29
Abbreviations
National Policy of Education (NPE) 1986, as modified in 1992, GoI, Department of Education, MHRD
National Curriculum Framework (NCF) 2005, NCERT, New Delhi
National Council for Teacher Education (NCTE) Draft Curriculum Framework for Teacher Education, 2006. NCTE in
collaboration with NCERT, New Delhi.
Right of Children to Free and Compulsory Education Bill, 2008
References 31
Appendix A - Participants
A.B. Phatak, Retired Principal of a Teachers College, Udaipur Bherulal Charpota, D.D., SIERT, Udaipur.
A.B. Saxena, Principal, RIE, Bhopal Brij Narain Bajpai, Director, SCERT, Delhi.
Adesh Bhatnagar, Principal, Indo-American Institute, C Ramakrishnan, Private Secretary to Hon. Minister for
Udaipur Education and Culture, Kerala
Ahrar Husain, Prof. & Head, Dept.of Teacher Training JMI, Caroline Dyer, University of Leeds, United Kingdom
New Delhi. Cecilia Barbieri, UNESCO, New Delhi
Ajay Acharya, Teacher Educator, DIET Dharamashala, Chandrahas Dubey, S.S.A., Bhopal (M.P.)
Himachal Pradesh
Cheng Yin Cheong, Hongkong Institute of Education, Hong
Alok Mathur, Director, Rishivalley Education Centre, Kong
Rishivalley, Chittoor (A.P.)
Chitra Prasad Devkota, Director, Department of Education,
Angela Little, Institute of Education, University of London, Sanothinri, Bhaktapur, Nepal
London
Dahle Suggett, Deputy Secretary, Victoria Dept. of Edu. &
Anil Kumar Jain, Associate Professor, Vidya Bhawan G.S. Child Development, Australia
Teachers College, Udaipur
David Royle, Sr. Education Consultant, Cambridge Education
Anil Kumar Paliwal, Assistant Professor, Vidya Bhawan Consultant, UK
G.S.Teachers College, Udaipur
David Smawfield, Sr. International Consultant, England,
Anita Kajewa, Vidya Bhawan G.S. Teachers College, UK
Udaipur
Daya Dave, Vidya Bhawan G.S. Teachers College, Udaipur
Anjana Rao, Vidya Bhawan Education Resource Centre,
Udaipur Deepa Sankar, World Bank, New Delhi
Anne Sliwka, University of Trier, Germany Diane C. Parker, Chief Director, Teacher Education,
Department of Education, South Africa
Anu Poonia, Principal & Professor, Vidya Bhawan G.S.
Teachers College, Udaipur Divya Prabha Nagar, Lokmanya Tilak T.T.C., Dabok, Udaipur
Aqus Mardianto, Department Pendidik Nasional (Depdiknas) Dushyant Sharma, Student, Vidya Bhawan GS Teacher
Indonesia College, Udaipur
Arti Sharma, Lecturer, Vidya Bhawan Gandhian Institute of Ee-gyeong Kim, Korean Educational Development Institute,
Educational Studies, Udaipur Korea
Arvind Asiya, Principal, Vidya Bhawan Kala Sansthan STC, Ekta Patidar, Vidya Bhawan Education Resource Centre,
Udaipur Udaipur
Asit Kumar Ray, Teacher, Vidya Bhawan School, Geeta Kingdon, Institute of Education, London, UK
Jhamarkotra Govind Singh, Vidya Bhawan Education Resource Centre,
B. Vijayalakshmi, SSA- Tamilnadu, BRTE, Urban Resource Udaipur
Centre, Palani, Dt.- Tamil Nadu H.L. Satheesh, Teacher, RIE, Mysore
Bhagwati Ahir, Vidya Bhawan Kala Sansthan STC, Udaipur H.S. Kanthaliya, Principal, Adinath T.T. College, Udaipur
Bharat Patel, Vidya Bhawan Education Resource Centre, Hans Cohen de Lara, Sr. International Consultant,
Hazira Netherlands
Jaya Rathore, Vidya Bhawan Education Resource Centre, Manish Sharma, Student, Vidya Bhawan G.S. Teachers
Udaipur College, Udaipur
Jitendera Kumar Pandya, Student, Vidya Bhawan G.S. Marco Snoek, Hoge School Amsterdam, Netherlands
Teachers College, Udaipur Meenakshi Mehra, Research Officer, SIERT, Udaipur
Jonathon Marsh, Aga Khan Foundation, Paris Meera Walia, Director, SCERT, Himachal Pradesh
Juandanilsyah, Directorate of Junior School (PSMP Michael Schratz, Dean, University of Innsbruck, Faculty of
Manbikviasmen), Jakarta - Indonesia Education, Australia
Jyoti Chordia, Vidya Bhawan Education Resource Centre, Michael Ward, Senior Education Adviser, DFID, Delhi
Udaipur Mihaylo Milovanovitch, Policy Analyst, Directorate of
K. Dorasami, Prof. & Head, Dept. of Teacher Education & Education OECD, Paris
Extension NCERT, New Delhi Mohd. Akhtar Siddiqui, Chairperson, NCTE, New Delhi
K.B. Rath, Dean of Instruction, RIE, Ajmer Mohd. Hanish, IAS, Director, SCERT, Poojapura, Trivandrum,
Kaloo Lal Baya, Principal, Govt. Sr. Sec. School, Barwada, Kerala
Udaipur Mohd. Iftikhar Hussain, Teacher, Jamia Nagar, New Delhi
Kalpana Jain, Student, Vidya Bhawan Rural Institute, Mohd. Iqubal Sheikh, Head Master, Govt. Secondary School,
Udaipur Karakala (Salumber)
Kalpana Kumari Patra, Asst. Teacher, Primary School Unit- Mohit Chakraborti, Formal Prof. of Education, Visva Bharti
6, BBSR-1 University, West Bangal
Kamini Upadhyay, Vidya Bhawan Education Resource Monica Gomes, Institute of Education Development, BRAC
Centre, Udaipur University, Dhaka
Kamlesh Jha, Vidya Bhawan G.S.Teachers College, Udaipur N. Swarnalekha Nagarajan, Teacher, RIE, Bhubaneswar
Kiran Mishra, Teacher, RIE, Bhopal (M.P.) N. Upender Reddy, State Pedagogy Coordinator, RVM SSA,
Krishna Kumar, Director, NCERT, New Delhi Hyderabad-1, A.P.
Krutiksha M. Hazirawala, KVSVS, Hazira, Surat. Nagraj Ganpati, Director, SCERT, Alto-Porvorim, Goa
Kumud Paliwal, Vidya Bhawan Gandhian Institute of Namrita Batra, Vidya Bhawan Education Resource Centre,
Educational Studies, Udaipur Udaipur
Kunzes Dolma, DIET, Leh, Laddakh, Jammu & Kashmir Nazir Ahmed Wani, SIE, Srinagar, Kashmir, J&K
Lalita Pradeep, Principal-DIET, Lucknow Neha Lal, Ajim Premji Foundation, Bangalore
Appendix A - Participants 33
Neha Patri, Consultant, ICICI, ICEE, Pune, Maharashtra Ramesh Babu Burra, Reader in Education, RIE, Bhopal
Nijamussahar Khan, PGT, Economics, KVS, JNU, NMR, New Ramesh Shrimali, Principal, Senior Secondary School
Delhi Ramniwas Hudda, Nimbark Shikshak Mahavidyalaya,
Om Babu Vyas, Principal, Govt. Sr. Sec. School, Rishabhdev, Udaipur
Kherwara Rampal Singh, President, AIPTF, New Delhi
P.P. Sherly, SSA- Thiruvallua, Tamilnadu Ranjana Khatri, Sr. Lecturer, SIERT, Udaipur
Padma Sarangpani, Tata Institute of Social Sciences, Rashmi Sinha, State Programme Director, Mahila Samakhya,
Mumbai Lucknow
Pankaj Kumar Pareek, Principal, Aishwarya Teachers Ratna Mathur, Regional Coordinator, Sir Dorabji Tata Trust,
Training College, Udaipur New Delhi
Pannalal, Vidya Bhawan Education Resource Centre, Rekha Bora, Basic Education Department, Uttrakhand
Udaipur
Rohit Dhankar, Director, Digantar Jaipur
Peter Lind, Director, Teacher’s Council Ministry of Education,
New Zealand Ruchi Rawat, Vidya Bhawan G.S.Teacher College, Udaipur
Rupen Chande, Aga Khan Foundation, Paris
Phal Chandra, RIE, Mysore
S. Chitra, Teacher, Education Department, Astinapuram,
Piyush Pandya, Sr. Teacher, Secondary School, Biloda,
Tamil Nadu
Banswara
S. Kumar, M.S. University of Baroda, Ahemdabad
Pranati Panda, NUEPA, New Delhi
S. Suderuadivelu, Director, Directorate of School Education,
Prasoon Kumar, Vidya Bhawan Education Resource Centre,
Annanagar, Puducherry
Udaipur
S. Vinayak, Academic Monitoring Officer, SCERT, Hyderabad
Pratibha Chaudhary, Student, Vidya Bhawan G.S. Teachers
College, Udaipur S.N. Kharinta, Vidya Bhawan G.S. Teachers College
Pratibha Sharma, Joint Director, SCERT, New Delhi Sabina B Barnes, DFID, New Delhi-6
Purnima Chauhan, Vidya Bhawan Education Resource Sailor Pratima B., Vidya Bhawan Education Resource
Centre, Udaipur Centre, Hazira
Purnima Mewara, Student, Vidya Bhawan GS Teacher Sam Carlson, World Bank, Delhi
College, Udaipur Sandeep Tanwar, Student, Vidya Bhawan Gandhian Institute
R. Jesupadam, SCERT, Andhra Pradesh, Hyderabad of Educational Studies, Udaipur
R. Venkat Reddy, National Convenor, M.V. Foundation Sangeeta Mehta, Deputy Programme Manager, DFID, Delhi
Hyderabad Sangthanmawv Hauhnar, SCERT, Chaltlang, Aizawl, Mizoram
R.B. Yadav, Addl Director SIE, Chandigarh Sanjay Kumar Tiwari, CERC, Raipur, Chhattisgarh
Rachel, Consultant, ICICI ICEE, Pune, Maharashtra Santosh Sharma, Director, SIERT, Udaipur
Rajesh Bhushan, State Project Director, Bihar Education Santosh Sharma, Head, Curriculum Group, NCERT, New Delhi
Project, Patna
Satish Sharma, Vidya Bhawan Education Resource Centre,
Rajesh K. Mantri, Maharani Girls B.Ed. College, Udaipur Udaipur
Rajesh Sen, Vidya Bhawan Education Resource Centre, Satyendra Singh, Student, Vidya Bhawan GS Teachers
Udaipur College, Udaipur
Rajguru Ashok, Joint Director, MSCERT, Maharashtra Sebak Tripathy, Director, Directorate of Teacher Education,
Rajni Dwivedi, Vidya Bhawan Education Resource Centre, SCERT, ORISSA
Udaipur Shanti Jagannathan, European Commission, Delhi
Rajni Surana, Aishwarya TT College, Udaipur Sharad Sinha, Reader In Education, RIE, Ajmer
Suyesh Chaturvedi, Lecturer, Department of Teacher Zafar Iqbal, Teacher, Vinobapuri, Lajpat Nagar, New Delhi
Education, SIERT, Udaipur Zochhuani Hauhnar, Sr. Lecturer, DIET, Aizawl, Chaltlang
Appendix A - Participants 35
36
Appendix B - Programme
International Conference on Teacher Development and Management
Vidya Bhawan Society, Udaipur: 23 to 25 February 2009
Dr. Diane C. Parker, Chief Director, Teacher Professor Pranati Panda ,NUEPA 3. International Best Practice in
Education Department of Education, Pretoria, Training Primary and Upper
4. Teacher management Issues –Reaching Primary School Teachers
South Africa the un-reached – BRAC Experiences
4 Role of DIETs in Quality improvement Dr. David Smawfield, Senior
Dr. Monica Gomes, BRAC University, Dhaka International Consultant, Cambridge
in Teacher Education – recent evidence
from India Discussion Education Consultants, UK
5. Curricular Concerns in Teacher Education Mr. Upendra Reddy and Mr. Vinayak
in India Suvarna
Appendix B - Programme
2nd Day On arrival at the venue participants will receive a newsletter from the Conference organisers highlighting the main learning points arising
from the first day’s proceedings.
37
Date Time Conference Programme
38
24th 9.30-11.15 hrs Curriculum and practices Recruitment, deployment policy and career Leadership, autonomy, self regulated
February Session chaired by Dr. Pratibha Sharma, Joint mobility school programmes and professional
2009 Director, SCERT, New Delhi Session chaired by Professor Padma development
1. Teacher Education in the 21st Century, Sarangpani, Tata Institute of Social Sciences, Session chaired by Professor Santosh
a Global and Indian Overview from Mumbai Sharma, Head Curriculum Group,
UNESCO 1. Policies for workforce reform and teacher NCERT
2. Curriculum Development and Processes in Victoria Department of Education and Child Jonathon Marsh and Rupen Chande,
India Development, Australia Aga Khan Foundation, Paris
Professor M.A.Khader, 2. Teacher Incentives for Improved Learning 2. In-Service Teacher Professional
Curriculum Group, NCERT Outcomes – Evidence from Andhra Development – Making an
Pradesh. Impact
3. Curriculum and practices in teacher
education: Mapping Contours of Teacher Dr. Venkatesh Sundaraman, Education Dr. Helen Craig, Senior Education
Education Content and Policies - Specialist, World Bank, Washington Specialist, World Bank, Washington
international experience 3. Context of schooling and working 3. Interactive in-service Teacher
4. Dr. Jacqueline Nunn, Director of Initial conditions of teachers in India Training through distance mode.
Teacher Training Development at the Professor AB Phatak, Vidya Bhawan Society Professor Phal Chandra, NCERT (RIE,
Training and Development Agency for Mysore)
Schools. London
Hans Cohen de Lara, Senior International teacher performance assessment in New 1. Teacher training in Activity
Consultant, Cohen de Lara Advies & Begeleiding Zealand. Based Learning in Tamil Nadu
VoF, Netherlands Peter Lind, Director, Teachers’ Council, Ministry Mr. Vijayakumar, Education
2. Role of Regulatory bodies for ensuring of Education, New Zealand. Department, Tamil Nadu, Dr. Michael
quality teacher education – an 2. Teacher competency assessment in Ward, Senior Education Adviser, DFID
international perspective Indonesia India and representatives of Rishi
Valley
Dr. David Royle, Senior Education Consultant, Dr. Mae Chu Chang, World Bank
Cambridge Education Consultants, UK 2. Raising the professional ethos
3. Teacher knowledge assessment for design and standards of teaching:
of teacher recruitment policy the experience of the All India
Professor Geeta Kingdon, Institute of Teachers’ Forum for Child
Education/London, UK: Implications of recent Rights.
teacher knowledge assessment in Bihar for Mr. R Venkat Reddy, National
design of teacher recruitment programmes Convenor, MV Foundation
1600-1615 hrs. Tea
1615 -1730 hrs. In the three thematic groups the chairs of the previous session will facilitate an open house discussion with particular reference to the
questions posed by the keynote speakers on the first day of the Conference.
3rd Day On arrival at the venue participants will receive a newsletter from the Conference organisers highlighting the main learning points arising
from the second day’s proceedings.
25th February 09.30 -11.00 hrs Session to be chaired by Mr. Vikram Sahay, MHRD.
2009 What have we learned in the parallel sessions on
1. Pre-service
2. Teacher management
3. In-service
Presentations on the main proceedings from each of the thematic sessions by the chairs of the various sessions
The four key note speakers will then reflect on the questions they posed at the beginning of the Conference and discuss the extent to which
these have been answered by the proceedings.
11.00-11.15 hrs Tea
Appendix B - Programme
39
Date Time Conference Programme
40
11.15 -1300 hrs Session to be chaired by Professor S Chaudhury, Vice Chairman, NCTE
Open house discussion of the main proceedings of the three thematic sessions with responses to these from NCERT (pre-service and in-
service) and NUEPA (teacher management)
1. Pre-service
2. In-service
3. Teacher Management
1300 – 1400 hrs Lunch
1400 - 1530 hrs Session to be chaired by Mr. Vijayakumar, former SSA SPD Tamil Nadu
How will we take Teacher Development and Management forward in India?
A panel comprising Mr. Vikram Sahay, MHRD, Dr. Sudervadivelu, Director of School Education, Puducherry, Professor S Chaudhury, Vice
Chairman, NCTE, Professor Phal Chandra, NCERT, Professor Anu Poonia, ML Sukhadia University and Mr. Inder Shekhar Mishra, Teacher
Union Representative will lead a discussion of how Teacher Development and Management should be taken forward: a Conference Action
Plan may be a result.
1530-1545 hrs. Vote of Thanks and Farewell by Dr. Hriday Kant Dewan, VBS
1545-1630 hrs Tea
Departure