Teachers Training Progammes
Subject-wise 44726 teachers of upper primary schools have been trained so far.
Leadership training of about 91000 Head Teachers of primary schools has been completed.
Modules for training of primary school teachers in Sanskrit and English have been developed, printed and distributed to districts. Training of Master trainers has been completed. 6754 teachers have been trained so far.
BTC Training-9900 Trainees per year. (Intake capacity of 43 DIETs is 200 each while Intake capacity of 13 DIETs is still 100 each whereas intake of remaining 14 new DIETs capacity determination is under consideration of NCTE.Three thousands special urdu
  
BTC trainees have been selected for course. these trainees on completion of their course will be placed for teaching.
Master Trainer’s Training Programme - 10 day training module has been developed at SPO to train 2 person from each block of all the districts. Various DIET’s have been selected as venue for the training and District Co-coordinators as Resource Persons. 1195 Master Trainers have completed their 10 days training.

Teacher Training for integrated Education _ 114640 teachers of Primary schools/Upper Primary schools have been given 5 days orientation on integrated education for special gifted children by trained Master Trainers and Resource Persons.

Bridge Course - Three months residential bridge course to severe special gifted children have been initiated. The main objective of these bridge courses is readiness for school. Main content of these bridge camps are mobility training, brailed social integration, writing (for visually impaired Children), speech therapy, language development, lip reading (reading writing for severely hearing impaired children). Residential bridge camp for visually impaired children and severely hearing impaired children was conducted from Aug 2004 at DIET, Gorakkhpur and from Sep. 2004 at DIET Basti on experimental basis. 25 severely hearing impaired children have learned speech language, reading and writing. These camps were successfully completed in December 2004. In Gorakhpur 30 visually impaired children were enrolled in bridge camp. Evaluation of these children has been done by special teacher of the school for these children. Progress of these CWSN has been found excellent. Therefore, this camp was extended again for three month. After completion of three month, 18 CWSN were enrolled in class-V 10 CWSN in class-III and 2 CWSN in class-II.

In DIET Basti, 25 Hearing Impaired children have completed succussfully their bridge course. The camp duration was from 09-09-2004 to 08-12-2004 . In each camp there were two Special Educators and two caretakers for looking after children.

Leadership training of head teachers of primary schools – Head teacher significantly influence the growth & teaching learning activities of the school. Therefore, a training of primary school head masters on ‘Leadership’ was conducted at district level. These MTs in turn trained TOTs, who conducted the training in different phases in districts. The training was of 6 days based on ‘Sankalp’ module, developed by SIEMAT. This module talks comprehensively about the leadership qualities, roles & responsibilities of head master as a leader of the school. In 2004-05, 97000 head masters teachers were trained and during 2005-06, a total of 8944 teachers have received the training till Dec 05.

Training in English & Sanskrit subject - The introduction of new textbooks generated a demand to orient teachers towards new textbooks and upgrade their teaching skills especially in English & Sanskrit subjects. Therefore, one teacher from each school was targeted on English & Sanskrit subject for 2004-05 session. Accordingly 57873 teachers in English and 62770 teachers in Sanskrit received training. During 2005-06, a total of 34924 teachers in English & 30217 teachers in Sanskrit have been trained so far. The training of remaining teachers is in progress.

Need based training - Decentralized trainings are effective tools for addressing local specific teaching-learning needs. Therefore decentralized training concept has been well accepted and now it has become the core of all teacher-training programmes.
To conduct decentralized need based training at primary level, DIETs were asked to identify teacher-training needs, and develop their training package at local level addressing local needs. The instructions regarding development the training package on content, methodology & duration of the training have been sent to them. Based on the needs & requirements of the training package, budget is allocated to them from SCERT as per the provision made. To impart effective training the DIET principals were trained at Lucknow in SCERT during Jan. 2006.

Subject wise training
Five master trainers in each subject for upper primary in all subjects have been trained. These MTs were trained by institutes like Hindi Sansthan, Varanasi on –Hindi & Sanskrit subjects, ELTI, Allahabad on English subjects, SISE, Allahabad on Science subjects, SIE, Allahabad on Social Studies subjects. The targeted training of upper primary teachers for 2004-05 has been completed. A total of 46237 teachers have been trained in various subjects during 2004-05. During 2005-06, a total of 18954 teachers have been trained so far.

Teaching learning materials :- A six day training of development & use of TLM on Science, Maths & Geography, two days for each subject, was held in Jan’ 05. The training was imparted by MTs who are already trained in Sciecne, Maths & Geography subjects by institutes like SISE, Allahabad & SIE, Allahabad respectively. Instructions have been sent to DIET to conduct training at block level. These MTs provided training to upper primary subject teachers, teachers from high school/inter colleges and BRC/NPRC coordinators. A total of 20420 teachers & BRC/NPRC Coordinators have been trained on TLM so far.

Academic Monitoring by BRC/NPRC/DIET/SCERT
The academic support & supervision system is incorporated in the foundation training of BRC-Coordinator, NPRC- Coordinator & DIET mentor. The objective is to improve the functioning of schools & classroom processes as well as achieving better academic level amongst children. This is done by operational zing a system of regular school.

The NPRC/BRC- Coordinator & DIET mentor classify schools in A, B, C, D, according to the set of 10 schools performance parameters. DIET staff has been assigned the role of mentor of a block. they visit and supervise the functioning of schools and implementation of training programmes in the block.

It is mandatory for the NPRC- Coordinator, BRC- Coordinator & DIET mentor to pay monthly visit to at least two different schools of ‘C’ & ‘D’ categories & provide academic support to them.

Beside this, monthly meetings are organized at cluster & block level where teachers also participate. These meetings provide forum to exchange their teaching ideas, solve their teaching problems and learn new innovative skiils by conducting ‘ model lesson’ in the meeting.

There are instructions to BRC & NPRC to prepare annual work plan for academic monitoring of schools in their respective areas. This is done at BRC & NPRC levels.

SCERT monitors the progress of quality interventions through monthly review meetings with the DIETs principals.

Preparation of Teachers Guide
Under the guidance of SCERT, Its unit Institute of English Language Teaching Institute (ELTI) took up the project "preparation of Teachers Guides under DPEP Scheme. Prior to taking up this project, the syllabus for both the primary and upper primary levels of learning English were studied in detail. The teacher's guide at both the levels are textbook based. The Teachers Guide has three sections: (I) the Theory of learning a language (II) the methodology of teaching English (III) the teaching of lessons included in the text book.

Construction of Elementary Level Aptitude Test
Under the supervision of the State Council of Educational Research and Training (SCERT), Lucknow the Bureau of Psychology (Manovigyanshala), U.P. Allahabad is entrusted with the task of developing and devising psychological tools (aptitude and Diagnostic Tests) for the elementary level students of the state. The main aim for developing and devising such tests was to ensure the proper psychological development of the students as well as to diagnose their weak points and give them necessary inputs in time i.e. at elementary level.

As per proposal, the strategies were chalked out in one-day workshops separately held for both the tests. The first strategy decided in the workshop was to prepare objective type tests with M.C.Q type test items for both aptitude and diagnostic test. It was also decided to use separate answer sheets with keeping test booklets reusable.

Student Achievement (Terminal Assessment Study) in DPEP-III Districts
Objectives of the study
The following specific objectives were formulated for the study:
  • To measure the average performance of students' achievement on the competency based achievement tests in Language and Mathematics at class II and V.
  • To compare the average performance of class II and V students obtainable during the MAS with that of TAS.
  • To estimate the overall hikes in student's achievement from MAS to TAS in classes II and V.
  • To study the achievement differences in terms of area, gender and social groups and compare them under MAS and TAS.
  • To study the effect of variables like home, school, teacher, classroom-practices, incentive schemes etc. on student's achievement.
The data has been collected from the field and the analysis is under process.

Training Programmes

Training Need Analysis
To enrich the knowledge and skill of DIET principals 3 days training programme on "Training Need Analysis and use of TNA Tool kit" has been organized at SCERT. Master Trainers from DOPT Govt. of India conducted the whole course and make them learn to use the TNA toolkit to identify the actual training need of their organization. This training programme will be very helpful for organization of need based training programmes, faculty development and action research at DIET level.

Action Research
Action research is important tool to seek the solution of existing problem at workplace. It has been done in less time and less budget. In pre-service training unit of DIET, teachers have to teach action research methodology to BTC students. SCERT will organize 3 days training programme on action research as well.