CHAPTER - VI

SUMMARY AND CONCLUSIONS

SUMMARY AND CONCLUSIONS

THE STUDY IN RETROSPECT

Re-statement of the Problem :

As we have mentioned earlier the present study was intended critical

evaluation of in-service programmes conducted in DIETs of Karnataka State. The

problem was stated as

“ A CRITICAL EVALUATION OF IN-SERVICE PROGRAMMES

CONDUCTED IN DISTRICT INSTITUTES OF EDUCATION AND

TRAINING IN KARNATAKA STATE”

Significance of the Study

All the DIETs conducting courses for pre-service as well as in-service

training programmes on need based principle. Hence, there is a need to know

the effectiveness of such programmes with respect to the attitude, job

satisfaction professional ethics and teaching competency of in-service teacher.

Another important reason is that of different resources involved for this purpose

and out come effects. Hence, the investigator finds the necessity of such study to

know critically the different aspect of in-service programmes and to evaluate for

the better structuring or planning and development of the in-service programmes.

Another important fact is that of cost factor involved in each in-service

programmes. At least 20 to 25 thousand Rupees are required for one in-service

programme which includes TA , DA of the participants and payment for

Resource persons. Hence, it is important to know whether such money utilised

for in-service programmes changed strategy of teaching of primary teacher

significantly such evaluative study will also helps in educational planner to plan
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properly for the near future. Another important factor is all the in-service branches

of DIET prepares plan of Action for in-service programmes.Concerning to their

department. Hence, it becomes essential to know that effectiveness of various

programmes organised in all department of DIETs . In-service programmes are

quit essential not only to develop amongst the primary school teachers but

also to the administrator and organizer . If we look into the wastage and

stagnation of the primary level it is clear that still there is such things happening

at the undesirable rates lack of teachers academic motivation is also a factor to

be a considered. Hence it is important to know the significance of such

programmes.

In Karnataka 20 DIETs have been established in 20 undivided district in

Karnataka State. All the DIETs conducts in-service training programme through

all the different branches of DIET. The present study intends to evaluate some

selected programmes of each DIET for the clear interpretation.

Objectives of the Study

2. To investigate the availability and utility of physical facilities and financial

resources of DIET in Karnataka.

3. To study the institutional climate of DIETs of the Karnataka State.

4. To study the administrative behaviour of the principals and the staff of DIET

Karnataka state.

5. To know the structures and function of each in-service branches of DIET.

6. To know the human resource provided in the in-service branches of DIET.

7. To know the material resources provided in the in-service branches of

DIET.
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8. To study and evaluate the activities of different in-service branches of

DIET.

9. To study and evaluate the in-service programmes conducted in different

branches of DIET.

10. To study and evaluate different aspect of planning and organisation of

in-service programes of DIET.

11. Evaluation of each Programmes conducted in different branches like

a. Pre-service Teacher Education Department

b. In-service Field Interaction and Co-ordination (IFIC)

c. Planning and Management (P&M)

d. District Resource Unit Department.

e. Curriculum Material Development and Evaluation (CMDE)

Department

f. Work Experience Department.

g. Educational Technology Department, of the DIETs of Karnataka

State.

h. School students impressions.

Review of Related Literature

following facts.

1. The guidelines suggested to establish DIETs in different states of India.

2. The infrastructural and physical facilities available in the DIETs established.

3. The functions of various departments of DIETs.

4. Studies on structure and functions of DIETs.

5. Studies on work efficiency and job satisfaction of DIET staff.

6. Studies on evaluation of functions and work efficiency of PSTE branch of

DIET.
 447

7. Studies on evaluation of in-service programmes of DIETS.

It was observed that very few studies have been conducted at Doctoral

level about the evaluation of in-service programmes conducted in DIETs. Hence,

the investigator chosen the present study.

Tools Used for the Study

1. Questionnaire on District Institute of Education and Training .

2. Institutional Organisation climate description and principals’ behaviour

3. Programme Evaluation Sheet - In-service

4. Rating Scale on Teaching Competence for Teachers .

5. Check List on Teaching competence of teachers to the Head of the

6 Opinionnaire on Teacher Behaviour for pupils.

7. In-service Programme Evaluation sheet, Pre-test, Post-test.

8. Questionnaire for DIET .Staff.

9. Questionnaire for DIET Principal.

Sample Used for the Study.

existing DIETs of Karnataka.

DIETS Selected for the Study

SN. Name of the DIET District Year of Establishment

1. Bangalore (Rural) Bangalore June 1995

2. Chikkamagalur (Urban) Chikkamagalur June 1993

3. Kolar (Semi-Urban) Kolar June 1992

4. Mannur (Semi-Urban) Belgaum June 1994

5. Dharwad (Urban) Dharwad June 1992

6. llkal (Rural) Ladies Bagalkot June 1994

7. Bidar (Semi-urban) Bidar June 1994

8. Yaramars (Rural) Gulbarga June 1994

9. Kamalapur (Rural) Ballari June 1994

11. Mandya (Semi-Urban) Mandya Jun 1993

12. Kudige (Rural) Kodagu Jun 1994

The above sample is duly represented by both urban, semi urban and

rural DIETs,

Selection of In-service programmes in 7 different in-service training

branches of selected DIETs. It was noted that all the In-service branches of DIETs

conduct various in-service programmes throughout the year. Every DIET also

conduct few In-service programmes through PSTE branch. Investigator collected

number of in-service programmes conducted during the year.

For the sake of evaluation of in-service programmes in each of the

selected DIET’S investigator selected randomly one programme of each year in

each of the department of DIET for the year 2001-2002 and 2002-2003.

Sub samples selected for the study.

The main objective of the study is to evaluate the effectiveness of in-ser­

vice ce programme conducted in DIETs for this purpose programmes conducted

in each of the six different branches of DIET were selected. It is also necessary to

know the views of the principal, staff and trainee teachers involved in in-service
 449

programmes and also the resource persons. Hence following sub samples from

each selected DIET were included in the study.

1. Principal 12 Principals of selected DIETs.

2. Teaching staff Two Teaching Staff of each branch.

Which means 12 Teaching staff from

each DIET.

3. Trainee Teachers - 20 Trainee Teacher from each branch,

amounting to 120 Teachers undergoing

in-service teacher from each DIET.

4. School Heads 100 Headmasters of Primary school

were trainee teachers working.

5. School students 200 School students were the trainee

teachers are working.

SUMMARY AND CONCLUSIONS.

The present study undertaken by the investigator as emerged following

summary and conclusions.

1. Totally 20 DIETs are established in Karnataka out of which sum DIETs are

established in rural areas and some in semi urban and urban areas.

2. Dharwad , Mysore and Kudige DIETs were doing well with the in-service

programmes and they were having all necessary infrastructure and

physical facilities. They have also equipped with good library and good

laboratories .But lack of librarian, laboratory technician and computer

operator.

3. Rest of the other DIETs were yet to develop the necessary infrastructure

and physical facilities. The libraries were not well equipped with necessary

books and journals. So was the laboratory. Lack of equipments and other

facilities.
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4. All most all DIETs were having staff members, but not well qualified and

experienced for the teacher education profession. Since, Educational

officers are being posted to the DIETs. They were not having full dedica­

tion and competency. Frequent transfers led to serious administrative

and educational problems in every DIET. In some DIETs it was found that

sufficient staff members were not posted in the branches like ET and WE.

Technicians were not provided in most of the DIETs.

5. Out of Seven branches of each DIET it was observed that, IFIC branch is

conducting maximum number of in-service programmes. Some of the

programmes were also conducted through PSTE branch. The DRU branch

which is most important in-service unit of the DIET is not well equipped

with men and material resources.

6. All the in-service units of DIET conducts in-service programmes for

primary school teachers, AE/NFE personnel, BRC personnel and CRC

personnel social workers, women organisations, periodically. The Navodays

school staff central school staff were also participated in in-service programe.

7. Every DIET prepares year works plan through IFIC branch. The total

in- service programes to be conducted in various branches and the dura­

tions, target group and the financial assistance required for each

programme of every DIET has high level governing body consisting of

MLA, MLC of the area and DC and DDPI, Social Worker, Principal of a

B.Ed., college and HOD of M. Ed., Department of University. The year work

plan so prepared would be placed before the going body and get the

approval which would be sent to DSERT for final approval. The DSERT

approves the plan and provide necessary financial support.

8. It was also found that the in-service programmes conducted in all the

branches of DIETs were found to be effective, timely and purposeful.

9. The DIET principal and the staff members expressed some problems

in conducting in-service programmes which were to be solved by DSERT,

EDUCATIONAL IMPLICATIONS.

Based on the findings of the study, the investigator consulated the guide

and also the experts in this field and prepared the educational implications and

suggestions for improvement of in-service programmes conducted in DIETS. These

will help in further proceeding of the activity to be conducted.

1. The DIET serve as a model institution for pre-service as well as in-service

teacher education programme at primary level throughout India. It also should

serve as a symbol of resource centre for getting up dated knowledge and

experience in the teacher education field . For institutions it is most essential

things to provide proper men and material resources. Hence, the infrastructure

and physical facilities should be improved to the expected level as suggested in

the DIET guideline. It is unfortunate to know that most of the states in India

establish the DIET to get grants. But not to develop required infrastructure and

other facilities. Hence, there is a urgent need to develop the DIET in this respect.

Financial allotment for DIETs is also not done at proper times. So very

huge amount of money is lapsed in every year. What is to be done immediately in

this regard is that government should be convinced about the role of DIETs in

educational improvement of the districts. Accordingly the required amount should

be sanctioned at appropriate times. Besides, DIETs should be very systematic in

utilising this amount properly. For this, better planning, organisation and

management of the programmes are very essential.

2. Availability of human resources are not satisfactory in most of the DIETs.

The suggestions of guide lines are not considered improving for filling the vacan­

cies of certain key posts. It may be one of major reasons for the poor perfor­

mance of DIETs in its entrusted activities. Government should take hectic mea-
 '452

sures for appointing the vacant posts in accordance with the guidelines. DIETs

can function well only by appointing appropriate and well qualified staff.

3. The study revealed that institutional climates and principal’s behaviour of

the DIETs were not satisfactory. The most appropriate institutional climate is the

open climate. But it exists only in a few DIETs. Steps should be taken to improve

the climates of DIETs to have a participatory atmosphere in the DIETs. The

climate of an institution may vary with the behaviour of the principal. It is the duty

of a principal to create a conducive environment in the DIET for strengthening a

‘we’ feeling among the staff. Principals of DIETs should modify their

administrative behaviour to a democratic pattern to ensure the co-operation of

staff in bringing certain qualitative changes in the education of the districts.

Therefore, adequate in-service courses are to be provided for the principals and

staff of DIETs on management of institutions.

5. Functioning of the In-service programmes of DIETs were fairly satisfactory.

To increase the work efficiency of different branches responsible for providing

In-service training, certain concrete steps should be immediately taken. The courses

should be well planned and should be need based. For this, at first proper survey

should be conducted to identify the training needs of the teachers, accordingly

different courses aimed for different needs can be organised. This will help to

make the courses more professional oriented. Now the In-service courses of DIETs

are more theoretical. Avoid unnecessary verbal communication and give more

importance to the practical works in the course period. Training in educational

technology should be the integral part of the In-service training. By way of proper

field interaction, more primary teachers should be brought into DIETs. Then only

the required number of participants are available for each course. This will also

help DIETs to avoid the lapsing of money allotted for the In-service activities.

More resource persons from outside should be brought into the DIETs for

conducting classes proper weightage should be given to the visit of educationally

important places, during the course period Besides, a few days’ community living

camp should be made compulsory for the participants. Also, separate In-service

courses should be conducted for lower primary and upper primary teachers.

7. The position of DIET as the resource centre of the district was not

satisfactory. As a resource centre DIET has to carry out various functions related

to the education of the district. But in the present condition, DIETs used to

provide only teacher education and In-service education programmes. DIETs

were not aware of the special educational functions to be carried out by them. So

immediate attention should be paid to make DIETs to realize these goals and

raise the status of DIETs in the districts. DIETs should pay more attention towards

the education of women, scheduled caste, Scheduled tribes, minorities and

handicapped children. As suggested in the revised NPE (1992), DIETs can also

provide the resource support to Navodaya Vidyalaya, and in the early

childhood care and education. To ensure the universalisation of elementary

education, DIETs’ role is very important. So an introspection should be

undertaken by each DIET about the entrusted duties, how far it is achieved, what

are the problems existing in doing so and what steps should be taken to remove

these barriers to make DIET as a worth while institution. DIETs can utilise the help

of all the present social and educational organisations of the district to achieve

the objectives of the programmes. Through this, these organizations may

become aware of the importance of DIET in the district, and so they should come

forward by providing the local resources and support for the proper functioning of

DIETs. All kinds of educational data regarding the district should be at hand of

each DIET. DIETs academic support should be at the immediate disposal where

ever it is essential.

8. The present status of DIET teachers are not satisfactory. For this, as a first

step they should be regularised in their present post immediately. The deputation

posting which creates a lot of troubles to them should be avoided. The pay scale
 454

should be immediately revised with effect from the establishment of the DIETS.

Then only the DIET teachers will be more work oriented and which in turn, will

help in increasing the job satisfaction of the teachers, certain staff welfare

programmes should be conducted in the DIETs.

9. The Guide lines suggestion for having functional autonomy should be made

practical at the earliest in the DIETs. For the effective functioning of a system, it

should have the freedom for framing programmes for its own development.

Under the present conditions, DIETs cannot fulfil all the envisaged goals due to

the lack of academic freedom. A system will work very effectively if and when

there exists a proper co-ordination among the different parts. This is actually lacking

in DIETs. No proper co-ordination of the programmes are there and even staff

themselves are not working together to achieve the common goal. A participatory

environment should be available in the DIET for its proper functioning. For

ensuring all these, it is very essential to give freedom for DIETs in planning the

programmes, selection of the participants, in conducting the courses, in utilising

the fund allotted accordingly to the need. Government can ensure proper

functioning of the DIETs by way of periodical evaluation of the functioning and

work efficiency of them. This will energies the DIETs. So by utilising this functional

freedom, DIETs can serve upto the expected levels in primary education of the

districts.

10. For ensuring the effective functioning of the DIETs, the programme should

reach to the remote areas of the districts. For this, if possible, steps can be taken

by the government to establish regional resource centres of the DIETs. This will

be a very fruitful measure to fulfil its functions very effectively. This can be

strengthened to functions very effectively. This can be started to function in each

educational district of the state. DIETs can ask the co-operation of the Panchayat

Raj system for extending its resources for the proper functioning of DIETs. The

Block Resource Centres (BRC) and Village Education Committee (VEC) should

be strengthened and made more active.Through these, DIETs can sensitize and
 455

mobiles the primary teachers about the training needs and to attract them to

DIETs for the regular improvement of their teaching skills through the continuous

In-service training.

11. As per the DIET Guide lines, periodical evaluation of the functioning of

DIETs should be conducted. DIET itself and certain other state level agencies
such as DSERT and DPEP can do this work very effectively. But the usual
practice is that the DIETs send an annual report of the previous years’ work. In

this report, they are much interested in showing the number of courses and
persons participated in the various courses. The work efficiency of the DIETs

should be evaluated by the government by means of periodical visits to DIETs.

education of the districts.

12. A programme advisory committee may be constituted in each DIET for

giving the necessary advice and guidance for the proper functioning of DIET.

Periodical meetings of this committee should be conducted to enhance the

various entrusted educational activities of the DIETs.

CONCLUSIONS
Teachers have always played a crucial role in preparing community and

societies towards exploring new horizons and achieving higher level of progress

and development. They are the prime agents of change. The significant of the

emerging role of teachers has never been so crucial as at this junction.

Professionalism in teacher education has been a matter of concern and attention

in India. Particularly during the last five decades the National Policy on Education

1986 clearly recognises this and stipulatesThe status of the teacher reflects the

socio cultural ethos of a society; it is said that no people raise above the level of

its teachers. The Government and community should endeavour to create

conditions which will help motivate and inspired teachers on constructive and

creative line." Kothari commission 1964-66 had also made specific

recommendations to improve upon the professional , academic and social

aspects of teachers. Over the year several innovative steps and contribution of

the state and national level organisations towards revamping teacher education

have been appreciable.

The National Council of Teacher Education (NCTE) Act. 1993 visualizes

the task before the nation. It enjoins upon NCTE to achieve planned and

Co-ordinated development of teacher education in the country and also ensure

maintenance of norms and standards. NCTE as a statutory body, has taken upon

itself these responsibilities in all seriousness.

For a long time, it was felt that, Teacher education in this country has not

been fulfilling the aims and objectives of preparing teachers for the system. The

teachers who are already working should also be activated with infusion of

modem techniques and methodologies. With the establishment of DIETs, CTEs

and lASEs the continuing education of teachers got new dimensions.

Accordingly the above institution started working with full enthusiasm. The

in-service teacher education which was most essential for such teachers who

have minimum qualification of SSLC and exposed to modern techniques were in

need of such training. On the other hand society also requires new generations to

equip with modernity with scientific methods. Creativity and critical enquiry should

be integral part of the teacher education. Keeping these objectives in view the

DIETs are functioning with all modem techniques. To conclude one can say

1. To conduct in-service programmes in every branch of DIET properly, the

DSERT should provide proper Human resources by appointing well

qualified and experienced teachers {having M.Ed., II Class with 10 years

of teaching experience).

2. The DSERT should also provide new AV aids like TV, OHP, Computers

and necessary softwares to each and every DIET, along with well trained

technicians.
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3. The DIETS are informed to invite more number of resource persons

from B.Ed., Colleges, CTEs, M.Ed,, departments and experienced

teachers for the in-service programmes.

4. Each and every DIET should provide proper library and laboratory

facilities for the trainees.

5. On the Principle of continuing education , the in-service programmes

should be the continuous process of every DIET after identifying the need

and the requirement of the catchment area of each DIET.

SUGGESTIONS FOR FURTHER RESEARCH.

The present investigation is the pioneer one in the field of DIETs in Kamatak.

As such, it is only a pilot investigation of the functioning and work efficiency of

DIET and critical evaluation in-service programmes in DIETs. The findings of the

study had thrown light on the various areas in which the DIETs of Karnataka are

not efficient in their functioning. Naturally there is a wide scope for detailed

studies to follow. Some such necessary studies are given below:

1. Due to limitations of time, the investigator included only 12 DIETs in the

present study. A similar study can be conducted on all the 20 DIETs of

Karnataka by taking each DIET as a separate case.

2. A comparative study can be conducted about the functioning of DIETs of

Kamatak with those of other states.

3. A study can be undertaken to know the impact of In-service programmes

of DIET on primary education.

4. A study can be conducted about the influence of job satisfaction of DIET

teachers with the work efficiency of DIETs.

6. A study can be conducted about the status of DIET as the District

Resource Centre.
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7. A comparative study can be undertaken about the functioning of the

preservice teacher education of DIETs with other T.T.Is of the States.

8. A study to prepare a novel curriculum for the preservice teacher education

of DIETs can be undertaken.

9. A study to identify the needs of primary teachers to attend In-service courses

and organisation of In-service courses accordingly can be conducted.

10. An investigation into the ways of managing DIETs to make it cost-efficient

and cost effective can be done.