Role and Function :


District Institute of Education and Training is one of the major institutions and personnel at the district level that can help the teacher in performing his/her duties.


At this level the DIET is the key institution created by the MHRD with the specific goal for improvement in the quality of education at the Elementary stage and achievement the target of Universal Elementary Education. A DIET’s Mission could be briefly stated in the following terms:-


To provide academic and resource support at the grass-roots level for the success of the various strategies and programmes being undertaken in the areas of elementary and adult education.
Since DIETs have been set up with a specific purpose they are expected to provide academic resource support through the conduct of the following activities:

  1. Organisation of Pre-Service Elementary Education Programmes
  2. In-service Training of Elementary School Teachers, Headmasters, Heads of School Complexes and Supervisory Staffs.
  3. Orientation of VEC members, Community Leaders and other Volunteers.
  4. Development of Curricular, Teaching-Learning Materials, Testing and Evaluation Tools and Low Cost Teaching Aids.
  5. Field Interaction during Extension Work.
  6. Field Studies, Action Research and Experimentation.

Functions Of A Diet:


The context, version and role of the DIET have been discussed. However these could be re-stated as follows:-
1. Training and Orientation of the following groups:-

  1. Elementary School Teachers (both Pre-Service and In-Service Education).
  2. Headmasters, Heads of School Complexes and Officers of Education Department up to Block level.
  3. Instructors and Supervisors of Non-Formal and Adult Education (Induction Level and Continuing Education).
  4. Members of DBE and VECs, Community Leaders, Youth and other Volunteers who wish to work as Educational Activities.
  5. Resource Persons who will conduct suitable programmes for the target groups mentioned at (i) and (iii) above, at Centres other than the DIET.
2. Academic and Resource Support to the Elementary and Adult Education Systems in the District in other ways, example by,

  1. Extension Activities and Interaction in the Fiel
  2. Provision of Services of a Resource and Learning Centre for Teachers and Instructors.
  3. Development of Locally Relevant Materials, Teaching aids, Evaluation tools, etc, and
  4. Serving as an Evaluation Centre for Elementary Schools and Programmes of NFE/AI.
3. Action Research and Experimentation to deal with specific problems in the District in achieving the objectives in the areas of Elementary and Adult Education.

Organizational set up :


For the achievement of the mentioned aims DIETs have been set up in all the Districts of Meghalaya. DIET, Sohra is one such institute set up in East Khasi Hills. It is located at Saitsohpen (Sohra) which is at a distance of about 53 KMs from the Shillong, the State Capital of Meghalaya and also the District Headquarter. The location of the Institute falls under the Sohra Civil Sub-Division. It was started in 2000 and it becomes fully operationalised in 2001.


Academic Branches of DIET, Sohra:

Academic BranchesLecturers Name Contact
Principal Shri. R.V.R. Lyngdoh, 9402134768.(M)
Pre-Service Teacher Education (PSTE) Smt. O. Dohling, Lecturer 9436115883(M)
Work Experience (WE) Shri. J. Myrtem, Lecturer 9856607298
District Resource Unit (DRU)

Smti. R. Rymbai, Sr. Grade Lecturer,

9402136012

Shri. K. Dympep, Sr. Grade Lecturer,

9863086026
In-Service Programmes, Field Interaction And Innovation Co-Ordination (IFIC) Smt. A. Sohliya, Sr. Grade Lecturer9436117929
Smt. I. Lyngwa, Sr. Grade Lecturer9436107748
Curriculum, Material Development And Evaluation (CMDE)Smt. N. Biam, Sr. Grade Lecturer9612907964
Smt. B. Lyngdoh, Sr. Grade Lecturer9862117692
Educational Technology (ET)Smt. N. Thangkhiew, Sr. Grade Lecturer9402196482
Smt. I. Marbaniang, Sr. Grade Lecturer9863091384
Planning And Management (P & M)Shri. P. Nongsiej, Sr. Grade Lecturer9863064176
Smt. A. L. Tron, Sr. Grade Lecturer9862920799
Early Childhood Care And Education (ECCE) Smt. H. Kharbuki, Sr. Grade Lecturer98630-85633


Citizen Centric Services:


The District Institute of Education and Training (DIET), Sohra was established with the intention of improving the quality of Elementary Education in the District by providing Academic Resource Support to the Teachers in particular and the Schools in general. Over the years, the Institute has been engaged in various Citizen Centric Activities which may be broadly classified as follows:

  1. Acting as Resource Persons for various Training Programme conducted by SSA, and other related Organizations.
  2. Conducting Training Programmes for Elementary Teachers.
  3. Conducting Quantitative, Qualitative and Action Research on different topics affecting Elementary Education in the District.
  4. Monitoring and Evaluating various Educational Centrally Sponsored Schemes.
  5. Developing Modules for Training of Elementary Teachers.
  6. Creating Awareness toTeachers on current trends in Education.
  7. The Officers of the Institute offer their services to Members of the Community who are directly or indirectly involved in Education, by giving them Academic and Resource Support whenever necessary.
  8. The Faculty Members are also actively involved in matters entrusted by the SDO (C) Sohra C.S.D.
It may also be mentioned that the Officers in order to offer their services in all of the above, are required to attend various Training Programmes conducted by prominent Central Organizations like NEUPA, NCERT, NERIE, etc.

Major Projects and Schemes :


Since its inception, District Institute of Education and Training, Sohra has been playing a vital role in improving the Quality of Education at the Elementary stage. Its role is however, not only confined at the Elementary stage but sometimes the Secondary and Higher Secondary stages (AEP).


Academic Function of DIET, Sohra


1.(a) Pre-Service Education:-Two (2) years pre-service teacher training Programme is offered at the DIET, Sohra that covers a wide range of areas from Teaching Skills to Subject taught at the Elementary level. These subjects include (i) Core subject– Educational Psychology, Principle of Education, Educational Technology, Elementary Education, Planning and Management (ii) Teaching Of Language (English & MIL), Teaching of Mathematics, Teaching of Science, Teaching of Social Studies, (iii) AHPL (iv) Co-curricular Activities (v) School related Activities.

1. (b) In-Service Education (Long-Term Training Programme): The huge backlog of Untrained Teachers in the District in collaboration with rapid changes taking place today such as explosion of knowledge in pedagogical science, technological development, changes in school curriculum, changing socio-economic conditions, etc. have resulted in the need for teachers to upgrade their skills as well as knowledge on a continous basis so as to be able to cope with these condition. As a result a two year In-Service Training Programme (Long Term Training Programme) is being offered for deputed teachers at DIET, Sohra adopting the above mention subjects.

2. Short-Term Training Programme (For Trained and Un-Trained Teachers): District Institute of Education and Training, Sohra is also responsible for conducting Short Term Training Programme for both the Trained and Un-Trained teachers (Elementary) in the District to cater to the various requirements.
The following are the list of Training Programmes already conducted by DIET, Sohra:

  1. Computer Training for Upper Primary Teachers.
  2. Training Programme as Per New Syllabus on EVS and Mathematics.
  3. Training Programme on Social Science as per new syllabus for Upper Primary Teachers.
  4. Training Programme on Language Development for Lower Primary Schools Teachers.
  5. Training on Mathematics for Lower Primary Schools Teachers.
  6. Training in the area of Educational Technology with special Emphasis on Content Enrichment and Development of Single Low Cost Teaching Aids.
  7. Training on Early Childhood Care and Education.
  8. Orientation Programme for the newly appointed Government Lower Primary School Teachers.
  9. Refresher Course for District Resource Person on Adolescence Education Programme.
  10. Training Programme for Nodal Teachers on Adolescence Education Programme.
  11. Training Programme of Peer Educators on Adolescence Education Programme.

The following include lists of Training Programme to be conducted:


  1. Training for Un-Trained Teachers of Lower Primary Schools.
  2. Training for Un-Trained Teachers of Upper Primary Schools.
  3. Training for Heads of Elementary Schools.
  4. Refresher Course Cum Content Enrichment for Upper Primary Teachers.
  5. Refresher Course Cum Content Enrichment for Lower Primary Teachers.

3. Certificate in Primary Education (C.P.E): Since 2005, District Institute of Education and Training (DIET), Sohra has also function as Programme Study Centre for the Certificate in Primary Education Programme (C.P.E) conducted by I.G.N.O.U in collaboration with SSA, East Khasi Hills District.


4. Certificate Course in Primary Education (C.C.P.E):DIET, Sohra has also been entrusted for conducting Certificate Course in Primary Education (C.C.P.E) to help ease the problems of Un-Trained Teachers and maintain the standard of Education.


Research Works:


Apart from imparting Training Programmes, District Institute of Education and Training (DIET), Sohra is also involved in conducting various Research Studies in various areas.
Action Research and Experimentation to deal with specific problems of the district in achieving the objectives in the Areas of Elementary and Adult Education is being conducted by DIET under the following heads:

    A. Research Study under C.S.S.
    B. Research Study under S.S.A.

A. Research Study under C.S.S: NCF 2005, there is a felt need to find out whether the teachers have been able to incorporate the objectives of the said curriculum in their teaching learning activities.

Objectives:

  1. The main objective of this study is to find out whether the teaching of the different subjects leads to the achievement of the disenable individual objectives of individual subjects.
  2. To find out if the child is engaged in various activities which is connected with the teaching learning situation.To find out the place of physical activity in the school’s daily time table.
  3. To find out whether the teachers are able to diagnose learning difficulties in their class and subsequently take up remedial teaching work.
  4. This Research Study is still being conducted at present.

B. Research Study under SSA: The following are Research studies under S.S.A. Scheme. Some of the studies have been completed, whereas some are in the process of completion. This also includes the list of Research studies which are to be taken up.


A Study on the Impact and Effectiveness of Back-to-School Camp.


Introduction: Back-to-School Camp is a part of Alternative and Innovative which will cater to the needs of Education to out of School children. These children are then main streaming into formal schools after achieving educational level specific to their age.
Objectives:
The following are the main objectives of the Study:

  1. To find out the number of Camps and functioning centres along with the details on duration of camps, children ’s enrolment and attendance, number of children who left the camps, age distribution of the learners.
  2. To find out whether the experience of mainstreaming from Back-to-School Camp is satisfactory.
  3. To find out the overall impact and effectiveness of Back-to-School Camp in achieving universal enrolment and retention of Out-of-School children in the age groups 6-10 and 11-14 years.
This study has been completed and therefore the following are some of the findings of this study.

Findings:

During the course of investigation, the investigators have found that:
  1. The B.T.S.C. operates only in the year 2006. From 2007 onwards all the camps stopped functioning.
  2. Proper planning was not done for setting up of such camps in the District.

A Study on Learner’s Achievement


Introduction:
The Sarva Shiksha Abhiyan aims to provide useful and relevant elementary education for all children in 6-14 age groups by 2010. Hence there is a need to assess how much have been achieved in terms of quality.

Objectives:

  1. To find out the levels of learning achievement of Students (both in scholastic and co-scholastic areas).
  2. To find out the factors affecting pupil achievement at primary and upper primary level.
  3. To find the present evaluation practices followed by the primary and upper primary schools.
The Study has been completed.

A Study on the Impact of Teacher’s Training under SSA on Classroom Transaction.


Introduction:It is universally acknowledged that the teachers plays a pivotal role in teaching- learning process and is thereby instrumental in the improvement of quality within the classroom. Therefore it is of utmost importance to assess the quality dimensions of SSA. The present Study is precisely meant for assessing the quality aspects and its successes attained through Teachers Training.

Objectives:

  1. To identify the different training programmes under SSA provided for the teacher.
  2. To assess the opinion of the teachers towards various training programmes.
  3. To evaluate the performance of teachers.
  4. To evaluate the performance of teachers.
  5. To suggest strategies for effective implementation of teachers training on classroom transaction.

This is an ongoing project which will be completed soon.


Study on the incentives given to students and their effects on Enrolment Attendance and Retention.

Introduction:The Government has launched a drive for Universalisation of Elementary Education for all over India under Sarva Shiksha Abhiyan. The SSA programme is also an attempt to provide an opportunity for improving human capabilities to all children through the provision of different incentives like Mid-Day Meal, Free textbooks, Exercise books. This is to increase student’s enrolment, retention and ensure achievement through regular attendance.
Objectives:

  1. To Study the different types of incentives given to students.
  2. To Study the present position of implementation of different incentives.
  3. To find out the effect of incentives on enrolment, attendance and retention.
  4. To find out parent’s response towards these incentives.
  5. To provide Suitable Suggestions for implementing these incentives.
This Study is in the process of being completed soon.


Research Studies to be conducted.


1. “ A Study on the Effectiveness of Teaching Learning Materials (TLM’s) in improving Quality Education in East Khasi Hills District Meghalaya.”

Introduction:In the traditional teaching there is hardly any scope for the children to interact with the teacher, teaching-learning materials and the teaching learning environment. So, teaching becomes very monotonous and students have to mostly rely on rote learning. Today, there are many Teaching Learning Materials (TLMs) which are coming out and design for the realization of the identified goals. Thus learning has shifted from response strengthening to knowledge acquisition to construction of knowledge.

Nowadays many types of Teaching Learning Materials (TLM’s) were being designed for achieving the specific goal of teaching and learning and at the same time to improve the quality of classroom interaction. The Government of India through MHRD has been taken the initiative to improve the classroom teaching of the teachers by providing financial assistance to every teacher at the elementary school level to procure and develop Teaching Learning Materials (TLMs) for the betterment of the Students Community in general and the quality of education in particular. So it is very essential and important to know how much our school and Teachers has really implemented and used these Teaching Learning Materials (TLM’s) for improving the quality of classroom interaction.

Objectives:

  1. To find out the number and types of Teachers Learning Materials (TLM’s) procured and developed by the teachers.
  2. To find out the effective utilization of the Teaching Learning Materials (TLM’s) Grant.
  3. To study the effectiveness of Teaching Learning.
  4. To suggest measures for improvement.

2. “The Status of Inclusive Education for the Differently Abled in East Khasi Hills District Meghalaya.”


Introduction: The Sarva Shiksha Abhiyan (SSA 2001-02) is a mission which focuses on increasing access enrolment and retention of children as well as improving the quality of education. The objective of it is to achieve the target to universalization of Elementary Education and Education for all. One of its objectives is to look into different categories of children who are deprived of education because of reach. Therefore, education of Children with Special Needs (CWSN) is an important aspect of SSA for reaching the goal. In this regard, Inclusive Education is one of the process through which one can be educated through the common process irrespective of their Special Education needs. It includes a range of strategies and changes within a community or society which will ensure that all children have equal access to education and that this education will equip them for life in that community and develop their potential fully.

Objectives:-

  1. To find out the number of identified CWSN in the district.
  2. To find out the numbers of children enrolled in the district. To find out the number of children provided with Medical assistance.
  3. To find out the numbers of children enrolled in the school within the district.
  4. To find out the number of assessment camps organized by the DMC in the district.
  5. To find out the aids and appliances provided by the DMC to CWSN.
  6. To identify the teachers trained in I.E.
  7. To find out the number of heads and teachers who have completed the foundation course on disabilities.
  8. To identify the schools which are made barrier free for CWSN.
  9. To find out the usefulness of the aids in the district.
  10. To find out the involvement of community members.
  11. To find out the effectiveness of home-based programmes.
  12. To analyse the problems of IED which relates to CWSN.
  13. To suggest measures

3. Training on early childhood care and education (ecce) for the pre-primary school teachers of east khasi hills district conducted by the district institute of education and training (diet), sohra from 15th-24th february, 2010 at btc malki, shillong.
The National Policy of Education NPE (1986) views Early Childhood Care and Education (ECCE) as a crucial input in the strategy of human resource development as a feeder and support programme for primary education. The policy especially emphasizes investment in the development of young children. Recognising the holistic nature of child development, Early Childhood Care and Education (ECCE) programmes were to be expanded and were to be child oriented with a focus around play and the individuality of the child. The aim was to bring about a full integration of child care and pre-primary education to both feed and strengthen primary education.
District Institute of Education and Training (DIET), Sohra conducted Early Childhood Care and Education from 15th-24th February, 2010 at BTC, Malki, Shillong for the Pre-primary School teachers of East Khasi Hills District, so as to make them understand the concept of philosophy of joyful learning and at the same time to make them think on the aspect of child’s personality, the physical, socio-emotional, creative and cognitive selves.
Out of 100 (hundred) teachers sent by the two Deputy Inspectors of Schools, Shillong and Sohra, only 69 (sixty nine) numbers of pre-primary teachers i.e, 55 (fifty five) female teachers and 14 (fourteen) male teachers had attended the training programme from 64 (sixty four) schools of East Khasi Hills District.


4. Adolescence Education Programme For The Nodal Teachers Of East Khasi Hills District Conducted By District Institute Of Education And Training (Diet), Sohra 2009


Introduction: When we look at the statistic at the end of 2003, India has 2.5 million people living with HIV/AIDS (i.e., the second highest figure in the world after South Africa). One of the major risks of irresponsible sexual relation is the spread of HIV/AIDS among young people in the age group of 15 to 24 years and more than 50% of the new infections are taking place among them (NACO, 2005). The National behaviour survey conducted on young people in the age group of 15-24 by NACO/UNICEF in 2001 informed that misconceptions on certain modes of HIV transmission are widespread.

On the impact of HIV/AIDS and also on the increasing incidence of smoking, use of tobacco, alcohol and drugs by young children, there is a need for an urgent implementation of Adolescence Education in schools of which a key element is to reach 100% of all secondary and higher secondary schools (including colleges having +2 stage) under the frame work of Adolescence Education Programme at the state level.

District Institute of Education and Training (DIET), Sohra under the Directorate of Educational Research and Training (DERT) has been entrusted to conduct training on Adolescence Education for the Nodal Teachers of all aecondary and Higher Secondary Schools (including colleges having +2 stage) in East Khasi Hills District. The objective of AEP in East Khasi Hills, Meghalaya, is to provide 100% quality coverage for all secondary and higher secondary schools and colleges (having +2 stage) so that the teachers would have adequate and accurate knowledge about HIV and substance abuse in the context of life skills.

Teachers are the key resource people in communities. They are respected and looked for accurate information and knowledge. Most parents rely on school teachers to educate their children in ways they themselves cannot. Students respect and remember teachers who have shown an interest in their problems and provide a space for their queries to be answered while growing up. Schools are the focal point for reaching out to reaching a large population of young people. Therefore intervention at the school level is a key importance in the process of information, discrimination in Adolescence Education Programme (AEP).

From the list of schools supplied by the office of the Inspector of Schools, 224 schools have been selected by District Institute of Education And Training (DIET), Sohra to undergo the Training on Adolescence education in 9 (nine) phases. Out of 224 schools selected 111 schools i.e, 93 numbers from Secondary and 18 numbers of Higher Secondary Schools had attended the training programme. Altogether 207 teachers which include 92 (ninety two) male 115 female teachers were trained.

The training programme was held at Don Bosco Youth Centre, Laitumkhrah Shillong on the following Phases and Dates:

 

Phases
Dates
1st
27th - 30th April 2009
2nd
12th - 15th May 2009
3rd
26th - 29th May 2009
4th
23rd 26th June 2009
5th
6th - 9th July 2009
6th
21st - 24th July 2009
7th
11th - 14th August 2009
8th
19th - 22th August 2009
9th
25th - 28th August 2009

Other Activities:

Quarterly Assessment of Mid-Day Meal Scheme by District Institute of Education and Training (DIET), Sohra.

Disrict Institute of Education and Training (DIET),Sohra is entrusted to undertake on assessment every quarter for Mid-Day Meal Scheme in East Khasi Hills. The district is divided into four (4) zones and a representative sample of schools is selected from each zone in a given quarter.

Statement showing the Division of zones for the Management, Monitoring and Evaluation of Mid-Day Meal Scheme.


Sl.No.
Name of Blocks
Blocks falls under Zone-wise
Monitoring Officer
Zone 1
1.
2.
3.

S.M.C

Mylliem

Mawryngkneng

1. S.M.C
2. Mylliem
3. Mawryngkneng
Shri K. Dympep,Sr. Grade Lecturer
Zone 2

4.

5.

Mawkynrew

Pynursla

1. Mawkynrew.

2. Pynursla

Smt. R.Rymbai,Senior Grade Lecturer
Zone 3

6.

7.

Mawsynram

Mawphlang

1. Mawkynrew.

2. Pynursla

Shri. Jacob Myrtem,Lecturer
Zone 4

8.

9.

Laitkroh

Shella

1. Laitkroh.

2. Shella

Smt. O. DohlingShella,Lecturer


Publications


Till date, District Institute of Education and Training (DIET), Sohra has been able to make only one Publication which is a manual on “National Programme of Nutritional Support to Primary Education (NP-NSPE).” This manual is an initial effort on the part of District Institute of Education and Training (DIET), Sohra to provide information to schools and public at large about the Mid-Day Meal Scheme and to ensure effective implementation with better result to reach the objectives of Mid-Day Meal Scheme.
The manual is being prepared in two parts-English Section and Khasi Section. The main contents included in this manual are:

  1. Objectives of the programme.
  2. Types of Food present in the Mid-Day Meal.
  3. Tentative cost of a Mid-Day Meal.
  4. Responsibility for cooking/supply of cooked Mid-Day Meal.
  5. Responsibilities of the school Managing Committee and the school.
  6. Do’s and Don’ts during preparation of Mid-Day Meal.
  7. Health Habits to be followed by school children.
  8. Health Intervention.
  9. Role of the community/village members.
  10. Development of habits by children through Mid-Day Meal

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