The Changing Role of DIETs in Teacher Education

DIETS: District Institutes of Education and Training were initially conceptualized to support teacher education and school improvement by providing in-service training, research, and resource support for elementary and secondary education. However, their focus has shifted over time, limiting their role primarily to pre-service teacher education through diploma programs like the Diploma in Elementary Education (D.El.Ed) and Bachelor of Education (B.Ed).

DIETs: From Comprehensive Support to Narrow Focus

  1. Original Mandate:
    DIETs were intended to be centres for:

    • In-Service Teacher Training: Providing ongoing professional development.
    • Research and Innovation: Conducting studies to address local education challenges.
    • Support for Curriculum Development: Assisting in contextualizing curriculum and pedagogy for local needs.
    • Resource Center Role: Serving as a hub for teaching aids and resources.
  2. Present Role:
    Today, DIETs essentially serve as institutions for pre-service teacher education, with limited focus on in-service training or school-level interventions.

    • B.Ed and D.El.Ed Programs Dominate: DIETs are primarily involved in certifying future teachers, which has reduced their engagement with schools and teachers in service.
    • Research and Community Outreach Decline: Localized research and support for addressing district-level challenges have taken a back seat due to resource and administrative constraints.

Implications of the Narrowed Focus

  1. Reduced Professional Development Support:
    The lack of robust in-service training from DIETs has widened the ongoing teacher capacity building gap. With many contractual and untrained teachers in the system, this support is critical.
  2. Insufficient Localized Solutions:
    As DIETs move away from research and innovation, the ability to address region-specific educational challenges has diminished; this is particularly evident in rural and tribal areas where local contexts demand tailored approaches.
  3. Missed Opportunities for NEP 2020 Alignment:
    NEP 2020 emphasizes continuous professional development and integrating 21st-century pedagogical practices. A revitalized DIET system could play a pivotal role in achieving these goals.

Recommendations for Revitalizing DIETs

  1. Re-establish In-Service Training Programs:
    • Allocate resources to support teacher professional development in emerging areas like digital pedagogy, foundational literacy, and multi-grade teaching.
    • Collaborate with block-level resource centers for localized teacher training programs.
  2. Encourage Research and Innovation:
    • Promote action research projects addressing low enrolment, multi-grade teaching, and single-teacher schools.
    • Provide financial and technical support for DIETs to undertake district-specific educational studies.
  3. Leverage Digital Platforms:
    • Integrate DIETs with national platforms like DIKSHA to enhance access to teaching-learning materials and online training.
    • Develop district-specific repositories of resources for schools.
  4. Align with NEP 2020 Goals:
    • Reposition DIETs as the backbone for continuous professional development.
    • Expand their mandate to include training on data management for platforms like UDISE+, PEN, SDMIS, and APAAR.

Concluding Observations

DIETs hold immense potential to act as catalysts for achieving universal education goals and implementing NEP 2020 effectively. However, their current focus on pre-service programs has limited their impact. DIETs can significantly contribute to teacher quality and school improvement by revitalizing their original mandate and enhancing their capacity, particularly in underserved areas.

Education for All in India