DISTRICT INSTITUTE-MANDYA Institutional Capacity Development Program ( ICD)

1. DISTRICT INSTITUTE-MANDYA Institutional Capacity Development Program (ICD)

2. Conceptual Approach Institutional Development Cycle (ID Cycle) • People Capacity Interventions • Education Perspective Workshop • Exposure Visits • Academics & Pedagogy • Leadership and Management • Education Technology • Community Connect • Institutional Process Interventions • Shared vision, shared strategy • Process orientation, Role Clarity, decision making ability • Planning and Implementation • Monitor , Review and Measure • Institutionalizing ID Cycle • Site based support • Ensure internalization • Facilitating to address issues Demonstrated and Documented Process for Institutional Capacity Enhancement 2

3. Institutional Capacity Development Program (ICD)- Mandya PURPOSE OF RESEARCH STUDY IN ICD • To improve our own understanding of education system • To decide appropriate interventions to enhance the service level of institutions • To enhance the effectiveness of institution processes • To recommend reforms in education system

4. RESEARCH Studies in ICD Program • Study on Single Teacher Schools • Study on the existing Capacity Development Program for DIET Faculties • Functioning of Three Teachers Higher Primary School 4. Study on the Utilization of time by Head Teachers in different activities

5. On going Research Studies: 1. Study On The Cascade Mode Of SDMC Training From DSERT to School 2. Study On The Role Clarity Of ECOs, BRPs & CRPs in academic support 3.Study on the Nutritional value of MID DAY MEAL in coordination with R&D team Foundation.

6. Study planned during the year 2012-13 • Study on Resource Persons Development at Block Level • Study on the Development of Teacher Learning Center at Block Level • Impact of English Training conducted for the teachers of Keelara and Jodihodagatta Clusters.

7. Study on Single Teacher Schools Findings: • All the children are losing their precious learning time (all the children from 1-5 are made to sit in one class room. When teacher conducts NaliKali class, children of 3-5 standard are given reading and writing work) • In single teacher schools, only 201 teaching days are available after excluding the days spent on consultation meeting, review meetings, trainings, midday meal salary arrangement, electric bill payment etc. • Since the schools are situated in small habitations single teacher has to spend considerable time for arranging midday meal by way of getting vegetables and other works like civil work supervision. • Effectiveness of the teaching in few classes has affected due to the added load of documentation work. • There is inadequate time to focus on slow learners.

8. Study on Single Teacher Schools Findings: • Due to heavy work load teachers are unable to cover all the portions of few subjects like, English, Science and Mathematics (30% of the portion of English is not covered) • Time is a serious constraint for the preparation of science and mathematics of 4th and 5th standard. • Inadequate time for subject revision. • When the teacher has to attend the meetings/trainings, the teacher from neighboring school is deputed. This deputed teacher conducts only the revision of the lessons. • When the teacher falls sick & a teacher on deputation is not available, the children have to go to the neighboring school accompanied by the cook. In this process the children lose their precious learning time.

9. Study on the Capacity Development Program for DIET Faculty Findings • DSERT concentrates more on Content enrichment & Usage of text books training. • Whenever Government introduces new programs, program based trainings are organized • Development Need Assessment of DIET Faculties are not undertaken • There is no structured Capacity building program for the DIET faculty. • Majority of the DIET Faculty (except PSTE) are not functioning as Subject Matter Specialists • As there is migration (transfer) between administration and academic posts, some of the faculty is not keen in academic development. • Study findings reflect that there is no induction program for the faculty of DIET

10. Study on the Capacity Development Program for DIET Faculty Findings • All the trainings given by DSERT to DIET are mainly related to MRP or RPs • Study findings reflect that the PSTE wing is teaching in a traditional method, these faculty need capacity development in subject and methodology. • ICT usage by DIET faculties is inadequate. • There is no process to assess the dilution in the cascade training model. • Opportunities for self-development is in- adequate (resource availability at library, internet facilities) • Vehicle is not available for field visits; time spent at the BRC and CRC level is inadequate.

11. Study on the Utilization of Time by Head Teachers in Different Activities Findings: • All Head Teachers (HT) have great concern regarding their school development and put maximum effort to get support from teachers, SDMC & community. • Inadequate time for classroom observation and provide guidance to the teachers. • In the beginning of the year, HTs have heavy workload like- enrolment, issuing of TC to the outgoing children, issue of books, uniforms, bags and scholarship. Preparation of Annual plan of the school, meeting with teachers regarding time table, allotment of classes, samudayadatta shale, interaction with parents etc. • On monthly basis more time is spent on Meetings, updating reports as and when requested by CRP, BRP. Updating attendance, leave/training register, salary register of cooks, other inward and outward registers, indent of food materials, booking & providing gas cylinders when needed, cluster meeting, SDMC meeting, attending to bank work, etc. • On daily basis most of the time is spent on giving attendance to the cook, supply of food materials, bringing vegetables and other spices for cooking, supervision of hygiene, supervision of serving, cleaning, updating mid-day meal register & supervision of civil works

12. Study on the Utilization of Time by Head Teachers in Different Activities Findings: • Most of the HTs have not utilized their casual leave /earned leave to full extent being dedicated to work. • More time is spent on the pre preparation of National days, Sports day, School day, PratibhaKaranji, Children’s day, Teacher’s day, Samudhayadatta shale etc. • Election, Census duties are additional burden which also consumes their precious school time. • HTs play a dual role of teacher & head teacher, they do take classes. • They are unable to function as per the plan due to insufficient time, less number of staff and other unforeseen hurdles. • All the information to the higher authorities is prepared manually and this consumes more time.

13. Functioning of Three Teachers Higher Primary School, Mandya North& Maddur Block - Mandya District  Findings: • Out of Three teacher’s one senior teacher acts as Head Teacher and the contribution of HT for classroom process is limited due to other workload. • One teacher is handling Nali Kali classes (1-3 standards) and remaining two teachers including HT are taking classes from 4-7th standard. • The Nalikali Teacher is not adequately capacitated to handle third standard. • If Nalikali teacher is on training or on leave, the other teachers cannot handle the Nalikali classes. • The concept of multi grade teaching is not very clear among teachers. • Teachers are mainly focusing to complete the syllabus and there is less time to assess the learning levels. • Due to inadequate time effective TLMs are not prepared and used. • Many times teachers are not able to take classes as per the Time table. • When one teacher is on training or on leave, the other two teachers has to handle classes from 1-7th. • If Head teacher is absent or on meeting then both classes as well as mid-day meal responsibility is on the other two teachers • Some time it so happens that when one teacher is on leave and other teacher or head teacher has to attend a meeting or training then single teacher has to handle classes from 1-7th standard. • Without any break teachers are engaged continuously for all 7 periods. Due to this their energy level is low and their interest and motivation level is also low.

14. Findings…………. • The teachers are frustrated and the passion towards profession has come down. • The teachers also have the burden of training the students in cultural activities, sports and make them to participate in the cluster, block and district level competitions. • There is also the responsibility of performing National festivals and other school related festivals and organizing cultural programs. • Apart from this they have to organize parent teacher meeting, SDMC meeting, Samudayadatta Shale meeting and also attend cluster level meetings and GP meetings if any. • The head teacher does not find sufficient time to involve in class room process as there are visitors, there is a need to update records & give to CRPs, attend cluster level meetings, bank work, send indent and purchase of mid-day meal materials and looking after mid-day meal process. In between other works like election list updating, going around the house holds that are left out. Children census, enrolment and admission work, issuing TC and marks card, issuing uniform and books, updating daily and monthly records so on. Saraswathi.G Mandya, Karnataka