The study report recommends a review and redesign in service training of teachers to include areas such as health and physical education, adolescence education, art and heritage crafts, and education for peace in the new curriculum.
The survey of “Impact of In-service Teacher Training on Classroom Transaction’’ by the National Council of Educational Research & Training (NCERT) suggests surprisingly that all teachers were not covered by in-service training in several States a year before the study which was done in 2009-10. These were Haryana where there was no training for teachers at all, Bihar where only 20 per cent were trained, and Meghalaya and Nagaland where only about 50 per cent were trained.
The study is an assessment of the efficacy and of the in-service Education for Teachers (INSET) programme undertaken every year for primary and upper primary teachers under Sarva Shiksha Abhiyan (SSA) to improve the quality of elementary education in the country. Three types of training are envisaged under the SSA Framework (2008) which includes 60 days’ training for untrained teachers, 30 days’ induction training and 20 days’ training for all teachers every year. The 20 days’ training is to be split into 10 days of block training and 10 days of training in the form of Cluster Resource Centre (CRC).
The study covering only 20 days’ training was conducted across 15 States focusing on the training provided during the year 2010-11. The sample covered 177 Block Training Centres with the same number of coordinators, 9,100 teachers, 770 resource persons, over 2,000 schools, close to 3,000 teachers and about 6,500 students. Revealing variations in terms of coverage and duration of INSET policy across States, the study says training need assessment was found to be a weak link in selecting content and its transaction. Analysis of the training package indicated very limited content and material on reflection and knowledge construction. This was amply reflected in the overall figure where 55 per cent teachers said training was not relevant.
In Haryana, 79 per cent of the teachers considered training irrelevant, but training was found relevant by teachers in Tamil Nadu (86 per cent), Jammu & Kashmir (73 per cent), Andhra Pradesh and Uttar Pradesh (63 per cent).
Pointing out that it was disturbing to note that large numbers of teachers did not have pre-service education, especially in Bihar, Meghalaya and Nagaland, the survey says use of technology (films, videos, computers) was conspicuous by its absence in almost all States. Physical facilities and teaching aids in most of the training centres were also inadequate.