Integrated Block and Cluster Development IBCD

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Integrated Block and Cluster Development (IBCD)
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Key Issues identified through research and
experiences

• Lack of role clarity of Mid Level Functionaries
• Need for capacity building for role clarity and
  capabilities for better teacher training and
  school based support
• Access to resources
• Rational planning of teacher training

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Key Issues identified through research and
experiences

• Aligning policy to work on the ground TA-DA,
  training policy
• Efforts needed at block level, to integrate Block
  and Cluster (and now with DIET)
• Understanding teachers and their practice

DIET District Institute of Education and
Training
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Main features of IBCD

• Develop BRC into better training facility
• Developing local subject resource pools who can
  design and conduct the training
• Plan and implement workshops of high quality for
  teachers, and follow up plan with CRPs
• Use of school and cluster level data for planning
  and management of workshops and monitoring school
  quality

BRC Block Resource Center
CRP Cluster Resource Person
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Assumption of IBCD

• Quality training, resource support and personal
  interactions at BRC and CRC levels can bring
  desirable changes at mid level functionaries and
  gradually impact at school and policy levels

IBCD Integrated Block and Cluster
Development BRC Block Resource Center
CRC Cluster Resource Center
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Areas of intervention and Efforts

• MRP training including content enrichment and
  teacher training design (212 model),
  implementation, assessment and feedback on
  trainings.
• Cluster level training plans and school follow-up
  with CRPs
• Block level resource center with focus on teacher
  trainers and teachers

MRP Master Resource Person CRP Cluster
Resource Person
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Intervention Areas and Efforts

• Process documentation of experiences for larger
  impact and future reference.
• Plans and negotiation for systemic integration of
  IBCD efforts through DIET

DIET District Institute of Education and
Training
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DIET NIAS Collaboration
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Collaboration - Why

• To work towards systemic integration of IBCD
  efforts.
• To work towards systemic integration of all
  possible components of DQEP.
• To support DIET in its effort to be real
  District Level Academic Nodal body.

IBCD Integrated Block and Cluster
Development DQEP District Quality Education
Project DIET District Institute of Education
and Training
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Collaboration - What

• Working closely with IFIC, PM and DRU wings
• Establishment of Resource centers District and
  Block levels
• Piloting and actual implementation of TMS
• State level impact making efforts
  rationalisation of CRP distribution, TMS,
  resource centers

IFIC In-service program, field interaction,
Innovation and Coordination PM Planning and
Management DRU District Resource Unit TMS
Training Management System
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Collaboration Efforts

• Annual Work Plan revision process
• Contribution to Localising of Deeksha(a
  foundation course for CRP and BRPs)
• District specific focus through formation of
  Tribal Education Wing (TEW)
• Focused on formation and strengthening of DRG and
  BRG

CRP Cluster Resource Person
BRP Block Resource Person DRG District
Resource Group BRG Block
Resource Group
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Collaboration Efforts

• Establishment of District and Block education
  resource centers
• Focused on developing of remedial teaching and
  training module SPOORTI
• Training Management System (TMS) pilot project
  and expansion plans
• District specific analysis of KSQAO results

KSQAO Karnataka State Quality Assessment
Organisation
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Collaboration Efforts

• External academic exposures and interactions for
  DIET faculties
• Formation of Collaboration Coordination Committee
  (CCC)

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Issues

• Choice of teachers for MRPs
• Exceeding 20-day training limit for MRPs
• Integration of concepts and efforts at BRC and
  CRC levels
• Decentralized training from block to cluster
• Transfers
• Identity - Insider Outsider
• Multiple reporting of BRC.

MRP Master Resource Person BRC Block
Resource Center CRC Cluster Resource Center
BRC Block resource
Coordinator BRP Block Resource Person
CRP Cluster Resource Person

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Insights

• External intervention with understanding of
  internal environment works better in the system.
• Participatory approach -though time consuming
  essential for working in /with the system.
• Dealing with discomforts is a key prerequisite.
• Focus on what works
• Begin with understanding others

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DQEP Acknowledges. . . .

• Children of Chamarajanagar District
• Parents and community members
• Teachers and Mid Level Functionaries
• Departments of Education, Tribal Welfare and
  Social Welfare
• Resource Persons and Organisations
• Support agencies
• Learning network and conference participants