Enhancing-Teacher-Training-in-India-A-Critical-Analysis-Under-Samagra-Shiksha

Enhancing Teacher Training in India: A Critical Analysis under Samagra Shiksha

Introduction

Teacher professional development is a cornerstone of India’s efforts to enhance teaching quality and student outcomes. The Samagra Shiksha scheme, launched in 2018, emphasizes continuous professional development (CPD) to address diverse teacher training needs. This article analyses the processes for identifying training needs, evaluates their effectiveness, and offers recommendations to align training with the National Education Policy (NEP) 2020 goals.

Current Procedures for Identifying Training Needs

India’s teacher training system operates through a multi-tiered structure:

SCERT (State Level): Designs training modules, conducts research, and coordinates state-wide programs using surveys, DIET feedback, and NCERT guidelines.
DIET (District Level): Conducts district-specific needs assessments through classroom observations and teacher feedback, focusing on local challenges.
BRC (Block Level): Facilitates in-service training and identifies needs via school visits and student performance data.
CRC (Cluster Level): Engages directly with teachers, using classroom observations and surveys to address localized issues.
School Level: Headteachers identify needs based on classroom observations and student assessments, reporting to CRCs.

The process involves data collection (surveys, performance data), feedback mechanisms, hierarchical reporting, and module development by SCERTs and DIETs.

Review of Current Practices

Strengths

Hierarchical Structure: Enables localized and state-wide needs identification.
Data-Driven: Aligns training with classroom needs through student and teacher feedback.
Coordination: DIETs and BRCs effectively link grassroots and state levels.

Weaknesses

Inconsistent Implementation: Variations in resources and expertise across states hinder quality.
Limited Teacher Involvement: Teachers are often passive recipients of training.
Generic Modules: Training often overlooks subject-specific or local needs.
Logistical Issues: Remote areas face delays in data collection and feedback.

Key Issues

Lack of Scientific Approach: Many states rely on outdated or anecdotal data.
Resource Constraints: DIETs and BRCs lack trained personnel and funding.
Top-Down Decisions: Centralized planning may ignore local needs.
Inadequate Follow-Up: Limited post-training evaluations reduce impact.
Neglect of Small Schools: Single-teacher schools face unique, unaddressed challenges.

Suggestions for Improvement

To enhance teacher training effectiveness:

Scientific Needs Assessment: Use quantitative (e.g., student performance) and qualitative (e.g., teacher interviews) methods.
Teacher-Centric Approach: Involve teachers in designing training through workshops.
Localized Modules: Address regional challenges like language or socio-economic barriers.
Technology Integration: Leverage platforms like DIKSHA for real-time feedback.
Strengthen DIETs/BRCs: Increase funding and capacity-building.
Post-Training Support: Implement peer mentoring and classroom observations.

Provisions under Samagra Shiksha

Samagra Shiksha supports teacher training through:

In-Service Training: Annual programs on pedagogy, subject knowledge, and ICT.
50-Hour CPD: Mandatory training via BRCs, DIETs, or online platforms.
Institutional Strengthening: Funding for SCERTs, DIETs, BRCs, and CRCs.
Foundational Learning: Emphasis on literacy and numeracy per NEP 2020.
Inclusive Education: Training for teaching diverse learners.
Leadership Training: Programs for headteachers and administrators.

Mandatory Training Requirements

Training varies by level:

SCERT: Develops modules and trains educators in curriculum design.
DIET: Faculty trained in program delivery and assessment techniques.
BRC/CRC: Coordinators trained in mentoring and academic support.
Teachers: 50 hours of CPD annually, covering pedagogy, ICT, and inclusive education.

Small/Single-Teacher Schools: Teachers face multi-grade teaching and administrative challenges. Training is delivered via CRCs or mobile units, but classroom supervision during training remains informal, often relying on community members or older students.

Enhancing Teacher Training in India

Impact on Educational Quality

Research shows teacher training improves:

Pedagogy: Student-centered methods enhance engagement.
Subject Knowledge: Better content mastery boosts student performance.
Classroom Management: Inclusive training reduces dropout rates.

A World Bank study in Bihar found that ICT-based training improved teacher attendance and learning outcomes. However, the impact is limited without follow-up support or context-specific training.

Decision-Making for Training

Who Decides:

SCERT: Sets state-level priorities based on data and DIET feedback.
DIET/BRC/CRC: Customize training for local needs.
NCERT/MHRD: Provides national guidelines (e.g., NEP 2020).

Duration: The 50-hour CPD is spread across workshops (5-10 days) and online modules, varying by state and training type.

Challenges in Small/Single-Teacher Schools

Access: Remote teachers face logistical barriers to training.
Classroom Supervision: No formal system exists, causing disruptions.
Multi-Grade Teaching: Training rarely addresses these needs.

Recommendations: Use mobile training units, develop multi-grade teaching modules, and formalize community supervision with guidelines.

Concluding Observations

India’s teacher training system under Samagra Shiksha is robust but faces challenges like inconsistent implementation and neglect of small schools. By adopting scientific assessments, localized modules, and technology, India can enhance training effectiveness and achieve NEP 2020 goals.

Enhancing Teacher Training in India: A Critical Analysis under Samagra Shiksha

Introduction

Current Procedures for Identifying Training Needs