Addressing Issues of Equity Through Teacher Support Structures

1. Addressing Issues of Equity Through Teacher Support Structures Dr. S.A. Moin HOD, Teacher Education SCERT, Bihar

2. Understanding Equity as an Organisation • Giving all children opportunities for a good quality education • Addressing the issues of Gender, disability, Focus Group through this structure • Equity is governing principle in all activities including curriculum designing, text book development, training modules, formation of committees for developing different materials

3. Issues Need to be addressed in Teacher Support System How to: • Integrate the approach of equity in curriculum, syllabus and text books • Develop teacher training modules, learning materials and teacher guide • Train teacher educators and teachers on equity model • Consistently provide supportive supervision in schools

4. Equity issues addressed through SCERT approach Bihar Curriculum Framework 2008 • BCF designed with Equity as Major domain • Integrated through the curriculum, syllabus & text books • Special focus on participation of female writers and female teachers and focus group in writing text books

5. Equity issues addressed through SCERT approach Diploma in Elementary Education discusses about Equity (Teacher Development Programme): • …..Despite of diversity among children, all should get opportunity of learning and teaching with special arrangement within general classrooms ……. • ….To understand education with context to tradition and society, a teacher should understand the literary works of great authors like Gijubhai, David Husbrow…… • …..Understanding of ‘Equity’ and ‘Diversity’ should be Core of a teaching process….

6. Equity issues addressed through SCERT approach • Text books developed in light of NCF and BCF to address Equity as infusion model • Selection of content is equity-based • Equity maintained in all exercises as well as other project work/classroom assignments etc • Involvement of writers from every strata of society

7. Equity issues addressed through SCERT approach Continuous Professional Development of Teachers and Teacher Educators Following training modules were developed with Equity as a major issue • Development of teacher training modules for secondary teachers: Taleem, Bhaskar, Utprerak, Jagriti, Pustkalayam • Development of teacher training modules for primary teachers: Ujala, Bodhi Samvad, Bodhi Vriksh, Pallav, Prerna

9. Policies and Programmes for Equity • In addition to RMSA and SSA following schemes are provided by State govt.: • Free scholarship to all girls • Mukhya Mantri Balak/Balika cycle Yojna • Bihar Shatabdi Mukhymantri Balika Poshak Yojna • Cash Prize for Top Rankers completing std X & XII Bihar Gaurav Scholarship • Implementation of Scouts and Guide Schemes • Rural Student Talent Scheme • Admission of differently-abled children in KGBV • Uthan, Utkrisht centers for out of school focus Group children

10. Policies and Programmes for Equity • 50% reservation for Female teachers • KGBV Scheme residential schools at upper primary level for girls of SC, ST, OBC and minority communities • Project Hunar for female minorities aimed at providing free skill based training • Formation of VSS: Representation of 50% females, SC/ST, mothers of differently-abled children, 1 member from Meena Manch, 1 member from Bal Sansad

11. Role of SCERT to support the Schemes • SCERT develops modules for training of teachers/motivators, learning materials, teacher guide etc. for all these programmes • SCERT also provides training to Master Trainers to orient about the programmes and schemes • Provides regular academic support in implementation of the programmes with the help of DIET/BRC/CRC

12. Strategies developed • SCERT has close linkages with RMSA, SSA • SCERT has defined structure and academic control on DIETs, BRCs and CRCs • Development of teacher training programmes • Created a strong resource group for various academic activities • Created a strong monitoring group comprising SCERT faculty and experts from different institutions • Documents Good practices • Partnerships between government agencies and bilateral agencies like UNICEF, AzimPremjiFondation, TESS India, VidyaBhawan, Eklavya, Save the Children

13. Key Changes among officials/Teacher Educators • More and more teachers and functionaries are coming forward from among women and the marginalised section of the society • Social and academic acceptance of the marginalised section has been the key achievement in the state • The enrolment of girls especially from the marginalised section has significantly increased

14. Addressing the Challenges • Acceptance among larger group still a gap • Consistent supportive supervision for enhancing academic skills of teachers still needs more sustained efforts

15. Learning • Creation of own cadre through the experiences aiming to enhance the capacity of the team is a sustained effort • Professional Development of teachers to address the issue of education of children with disabilities for an inclusive environment is crucial • On-site support to teachers involving community, parents, partners etc. is vital • Consistent supportive supervision helps to ensure transaction of child-centered learning to ensure equity issues

16. Marching towards Education for Equity, Harmony and Excellence!