COMMERCE ROOM

Meaning

        

     Commerce room is a bigger room that serves a lot of purpose such as library, a workshop, a stock room, an amateur  theatre and a student etc.

Objectives

      

• It develops the skill in handing the various commerce apparatus, instruments and equipment.
• It helps the student in developing the feeling of cooperation, 
• self-dependence and self-discipline.
• It imparts permanent knowledge to the students.
• It saves time and energy of the students because they find all the materials at one place.
• It provides such conductive type of environment which inspires the students to read and learn more and more.
• It makes commerce teaching moe effective through the use of various teaching aids.

Need and Importance

• It keeps the teacher and students active due to conducive environment of teaching learning.
• It develops the self discipline habit in the students.
• It encourages the students for independent study at home because it cares for individual differences of the students.
• It provides the upto date relevant material to the students at one place.
• It keeps the students busy when they are free; they can use their leisure time in self study.
• It increases the teaching efficiency in the teacher, because now he can teach his topic conveiently due to more conducive environment of teaching learning.
• Equipments like projector, computer, typewriter will save the time and will provide a permenant base of education.

List of equipments for Commerce Room

• Adding Machine
• Calculating Machine
• Staplers
• Punching Machine
• Rotary Calculator
• Cheque Writing Machines
• Dating Machines
• Duplicator
• A Clock, A stop match, Gramophone
• Typewriter
• Copy Holder
• Time Recorder
• Maps
• Graphs
• Key Board Charts
• Computer

List of Materials for Commerce Room

• Text-book
• Reference books 
• Atlas
• Magazines and journals
• Geographical Charts Graphs and Models
• Dictionary
• Business Forms
• Posters
• Shorthand Dictionary
• Pens and Pencils
• Telephone Directory

Advantages of commerce rooms

• We can arrange all the teaching aids in a good manner in the commerce room.
• While teaching, a teacher can use any teaching aid conveniently because all the aids are available in the classroom.
• Commerce student feel and assume that room as their on room.
• Always, students try to keep the room clean and decorated.
• Students try to bring good teaching aids related to commerce, in the room if they see them in the market or anywhere else.

Suggestions for Commerce Room

• Separate commerce room creates the teaching learning environment in the classroom.
• It cares for individual difference of the students. Teacher uses various teaching aids, ten he can express himself better in comparison to traditional teaching in common room.
• Commerce room also serves as the museum because here the students get changes to see and operate several types of equipment's.
• This room develops the cooperative feeling and mutual understanding among the students.

  

VIDEO ON VRIKSHASANA

VRIKSHASANA

Vrikshasana/ Tree Pose

    Vrikshasana has taken from Sanskrit word Vrska ( वृक्षासन).  It comprises two words "Vriksh" means tree and "asana" indicating towards a Yogic posture. If somebody pronounced Vrikshasana, it should be as vrik-shah-sana. While performing, it gives the true spirit of tree, thus named as tree pose. “Stand erects on the left leg, bend the right leg and place the right foot on the root of right thigh. Maintain the pose like as a tree on the ground. This is called vriksha-asana”

How to do the Tree Pose (Vrikshasana)

• Stand erect. Keep the feet together.
• Fold the right leg and placed it at the top of left thighs with the toes of right leg should pointed downwards.
• The right leg should perpendicular to the left leg.
• Extend your arms above your head.
• Inhale and try to make Namaskar mudra with your palms.
• Balance the pose as long as you can because balancing is utmost important in Tree pose.
• Try to make your spine straight and feel the stretching from toes to fingers.
• With deep exhale bring your arms and leg down.
• Repeat the same with left leg. It completes one round.
• Do three-five rounds.
• No. of rounds may increase as per your convenience.

Benefits of the Vrikshasana / Tree Pose

• It stretches the entire body from toes to fingers, thus invigorates you.
• It gives tranquillity to your mind thus good for those who are facing the problem of depression and anxiety.
• It increases your stamina, concentration and immunity.
• It is good for your hips as it helps to open it.
• It is beneficial for those who are experiencing sciatica. But one should practice it under the supervision of a yoga expert.
• It enhances the flexibility of legs, back and chest muscles.
• It makes your ankle stronger.
• It is also good for your knees. The person who is having knee problems should perform it.
• It strengthens thighs and calves.
• It gives suitable stretching to the groins.
• Person suffering from flat feet should practice it.
• It makes you more focused and concentrated.
• By practicing this asana, the ligaments and tendons of the feet gets strengthen.
• It is also good for pelvic region.
• It develops esteem and self-confidence.
• It calms and relaxes the central nervous system.
• It helps to cure rheumatic pain and also treats numbness.

Contraindications of the Tree Pose (Vrikshasana)

Some of the important contraindications, cautions and side effects of this yoga pose are being given below.

It should not be practiced in case of

• High blood pressure
• Low blood pressure
• Migraine
• Insomnia
• Acute knee problems
• Hip injury

CODE OF ETHICS FOR TEACHERS

CODE OF ETHICS FOR TEACHER

The teaching profession has an expectation of high standards of ethical behavior from its members. When a teacher enters into the profession, he assumes the obligation to conduct himself in accordance with the ideals of the profession. A teacher is constantly under the scrutiny of his students and the society at large. Therefore, every teacher should see that there is no incompatibility between his precepts and practice. 

       The following is a list of professional ethics to which teachers are expected to adhere:

• Teacher should stick on to a responsible pattern of conduct and demeanor expected of them by the community.
• The teacher shall not use professional relationship with  pupils for private advantages. 
• Teacher should manage their private affair in a manner consistent with the dignity of the profession. 
• They should seek to make professional growth continuous through study and research.
• The teacher should refrain from allowing consideration of caste, creed, religion, race or sex in their professional endeavor. 
• The teacher should treat colleagues and associates with respect, working with them co-operatively and collegially to promote students learning. 
• A teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit their confidence and respect.
• A teacher shall place premium upon self respect and self discipline as the principle of personal behavior in all relationships with others and in all situations.
• A teacher should act as with impartiality, truthfulness and honesty.
• The teacher should no use institutional or professional privileges for personal or partisan advantage.
• The professional educator honestly accounts for all funds committed to his charge.
• The teacher should not willfully make false statements about a colleague or the school system.
• He should refrain from inciting students against othe students, colleagues or administration.
• The teacher should refrain from undertaking any other employment and commitment including private tutions and coaching classes which are likely to interfere with their professional responsibilities.
• Teacher should refrain from activities which tend to promote feeling of hatred among different communities, religions or linguistic groups.

INSTITUTIONS FOR IN-SERVICE EDUCATION OF TEACHERS

INSTITUTIONS FOR IN-SERVICE EDUCATION OF TEACHERS 

Institutions responsible for the in service training of school teachers are the following:

• NCERT (National Council of Educational Research and Training)
• SCERT (State Council of Educational Research and Training)
• State Institute of Education
• District Institute of Education and Training
• Institute of Advanced Study in Education (IASE)
• Regional College of Education
• College of Teacher Education
• Academic Staff Colleges

KALOLSAVAM @ 

NSS TRAINING COLLEGE PANDALAM

QUALITY IMPROVEMENT APPROACHES IN ELEMENTARY EDUCATION

QUALITY IMPROVEMENT APPROACHES IN  ELEMENTARY EDUCATION

‘Quality’ in Education-

The quality of education is concerned with a child’s experience of education-an-amalgamation of the school, teachers, teaching as well as the nature of infrastructure and facilities. It is difficult to arrive at a universally acceptable articulation of what quality in education means. At the same, such articulation is critical since it plays an important role in shaping the practice of education. The purpose of universalizing elementary education is to bring to every child at a bare minimum, the ability to participate in social, political and economic processes. It has often been possible to bring about such quality in education at a small scale with intensive utilization of resources. However, the provision/distribution of quality education by a large-scale system is a daunting challenge.

‘Quality’ as a term refers to ‘how well’ certain objects and processes achieve their given aims. It is validating as well as comparative. Its most immediate connotation is ‘better’. ‘Better’ as differentiated from ‘good’ and implying the existence of at least two objects or processes, between which a comparison across a decided set of parameters can be established. Understanding quality in education requires an appreciation of the aims of education; the social and philosophical roots of these aims as well as determining the nature of the organization and system that is best oriented to achieve them. Educational quality concerns typically encompass topics such as teacher-training, textbooks and materials, evaluation and physical infrastructure especially school buildings.

To define quality in the field of education, it may be instructive to examine the more widely practiced usage of quality and explore its appropriateness or applicability for education. Quality is contextual. It is very difficult to give a comprehensive definition of quality. However, the quest for quality has been the major concern of the entire human civilization. Quality is not an act, it is a habit. It generally signifies the degree of excellence.

Quality Improvement Approaches-

1)    Quality Infrastructure- According to finance minister, this is the most important equity issue considering that almost 85% of the children in our country are in government school and they deserve much better school. It is not acceptable that these children who don’t have a choice are made to learn in dilapidated, leaky room sitting on the floor. In many school the current quality of access doesn’t meet the government’s own norms provided for in the Education Bill.                                                  

Another point regarding quality of education in primary school is that researcher found most of the government primary school having the system of the multiple classes being conducted simultaneously in the same room. This implies that students of more than one standard are made to sit in a combined class taken by a single teacher due to insufficient number of classrooms and/or teachers.

2)    The Attitude of the Teacher- The most important aspect of the approach is the attitude of the teacher, which should be that learning is a form of play which fosters the blossoming of the child’s nature development. Learning should and can be made interesting, enjoyable and fun.

3)    Teaching Materials- A large portion of the teaching materials are produced at the school by the teachers, who customize their teaching aids suit the interests and knowledge levels of students.

4)    Evaluating the Status of Learning- The current status of the learning assessment was quite revealing. Surprisingly, 50% of the children in any village could not read fluently and 70% of the children attending school didn’t understand the basic concepts of numbers and arithmetic. To tackle these underachievement patterns, simplifying the evaluation becomes a natural choice. Participation of the community must be sought to improve the current education scenario in general and primary education, in particular.

5)    Teacher - Pupil Ratio- Among the most crying needs for the development of the country is the quality of education. Several surveys, researches and reports have established the current poor quality beyond doubt. The current national average is 1:40. Elementary Education Budgets has suggested that the quality is probably the best when the ratio is between 1:25 to 1:35.

6)    Demonstrating The Change- To demonstrate a change requires multi-pronged and strategic reforms in teaching. Focus on specific goals or skills, assessing what the children know, designing activities specific to the child’s level, recognizing small improvements and using all these to change perceptions of children’s activities, were discussed as change factors.

7)    Mid-Day Meal Quality- The decision to provide mid-day meal to all children in elementary schools was the best thing to happen and has positively impacted health, attendance and reduction in drop-out rates. However, the current budget provision of approximately Rs.1.80 to 2.50 per meal in various states is unable to ensure achievement of the nutrition norms of the government itself. Finance minister estimate is that a decent, nutritious meal would cost at least of Rs.5.00. The government has to, therefore, double its current budget to bridge the gap considering that in many cases that is the only decent meal the child has. This will go a long way in making of a healthy educated nation.

8)    The Act of Teaching- The act of teaching consists primarily of presenting sensory images, objects and information to the child in a pleasant and interesting manner and permitting the child to observe and inquire about the subject, without compelling the child to memorize. Coloured flash cards with large images are utilized as convenient, low cost teaching aids.

9)    Curriculum Reviewed & Reformed- There is a clear need for relevant curricula in order to provide quality education. Curricula must be regularly reviewed and reformed to reflect these changes and to adequately prepare pupils to respond to their environment and its challenges.

Improved curricula, relevant to the life of the learner, can increase participation in schooling and improve the quality of the education provided. UNESCO is implementing a number of activities worldwide that include curriculum strategy, curriculum development and reform, textbook revision, training and publications.

UNESCO International Bureau of Education (IBE) has a mandate to support and strengthen national capacity to lead and facilitate renewal of curricula and to adopt the context and methods of school education. The regional networking seminars, workshops and projects presented here provide a platform for promoting exchange and dialogue on national experiences. They are focused on a host of curriculum development issues ranging from management of curriculum reform, to citizenship education, multiculturalism, social exclusion, violence and learning to live together through the teaching of history and geography.

10) NEW Approaches to Active Pedagogical Learning- New approaches to active pedagogical learning and innovative modalities need to be developed to encourage teachers to change from using a traditional lecture approach to a more interactive style of teaching. Pedagogical techniques should include participatory and gender-sensitive teaching and learning methods and strategies that foster critical thinking and problem-solving skills. They should instill in pupils willingness and motivation to continue learning beyond the classroom.

11) Rapid Acquisition of Basic Math Skills- Rapid acquisition of basic math skills is achieved through the use of number line method which enables the child to physically experiment and act out differently combinations of addition and subtraction.

12)   Story Telling- Story telling is used to make learning fun and to communicate basic values of goodness, beauty, harmony, responsibility and right conduct. Information on people and living things, places, history, geography and other cultures are presented to the child in the form of stories, pictorial information and explanations combined together to present facts in a living, integrated context rather than as a series of separate divorced subjects.

13)   Evaluation Methodologies- As an answer to the various problems posed by current scenario(such as meaningless aggregation of skills etc.), evaluation methodologies can be evolved in the direction of skill by skill testing, competing with oneself rather than others, and providing adequate opportunities to better one’s performance.

DIGITAL LIBRARY

Digital Library

The terms, which have been in vogue at different times, include paperless library, virtual library, and electronic library online library, desktop library, and polyglot library, library without boundaries and more recently digital libraries.The term Digital library in broad sense is a computerized system that allows users to obtain a coherent means of access to an organized electronically stored repository of information and data.

Digital Library Importance

• Implementation of I.T. environment

It is a important factor in the respect of library information

technology, through the melding of computer technology with

communications, digital imaging, and full-motion video and

sound, can be a powerful ally to improving education and thus

improving skill for grain full employment. But in order to do

this libraries and libraries will have to change. Changing the

traditional to digital is improving the education and skill.

• Speed

As we go from traditional to digitalization concept we

feel that the speed becomes faster the speed factor may be

realized in respect of working of office worker or students/

user working.By digitalization the user retrieve information

faster.

• Accessing Power

Digital Library provides accessing power to user. In

digitalization environment the user access the latest information. User can interact with larger no of datasheet. The user also accesses the worldwide information through digital library.

• Supporting Power

In Digitalization concept, The Digital library support

wider range of material. It also increases the ability to deal

with large datasheet.

• Space power

The Digital Library increases the space power. It means

that we are making portable system for materials. As the

Technology increases the portability also increases AS example

like compact disk, DVD system minimize the larger data and

store it larger. So there is no storage problem.

• On line reference Books

Educational software enhances the knowledge experience

if it is designed well and developed by export group. The quality of digitized reference materials today is a huge leap.

Forwarded From even the best leering programs available in

1990s it is due to the contribution of I.T. and the advances in

computer hardware and software. Lighting fast microprocessors,

large memory, super quick high-resolution video display cards,

sophisticated soundboard. Which deliver digital audio and the

storage medium the CD ROM which holds as much data as

450 high density diskettes materializes the provision of reference facility for thousand of multi volume encyclopedia and other materials. The convergence for the digital audio, video and accelerated processing speed has led to the computing concept 20 denoted by the term multimedia. Most of the online reference books are designed to take advantage of these new technologies By offering faster and more colorful animation, audio narrative and feedback, video clips and often huge variety of activities in one program software publishers and developers are creating some truly ground breaking learning aids.

Digital Library - Limitation

• Cost Limitation

To establish a digital system in the traditional Library

system is costlier in initial stage.

• Skill person

If we want to work in digital system we need skill person

in respect of working and maintaining

• Law effect

In today some people wants to secure their publications,

matters etc. that why they copyright their publications. Whenever a user will try to copy some matters, he will suffer from copyright law. There are some other laws like cyber law, which affect the digital library system.

• Effect of Technology

In today advancement becomes in the both area like soft

ware and hardware. The digital library wholly dependent on

telecommunication and computer. As new technology comes

in the market the digital system should change or adopt that

technology.

• Security problem

When our digital system is connected to Internet the

major problem is the security to prevent the unauthorized

access and to prevent the information from virus is the major

task in digital system.

ONLINE DATABASE

ONLINE DATABASE

The Law dictionary (2012), defines online databases as “A web-based filing

system used to store information or records, accessible by using web scripts.

Use often requires a paid subscription”.

 According to the University Santo Tomas (2008), “Online databases are

collections of computerized information or data such as articles, books,

graphics and multimedia that can be searched to find information. Databases

can be general or subject based in form of abstracts and or full text”.

CHARACTERISTICS

i. Organized Collection

In an online database, contents are arranged logically to facilitate easy access

and retrieval. Documents in such types of systems are organized in a suitable manner for carrying out easy and fast retrieval of information.

ii. Credibility

In online databases, recorded contents of information are reviewed by subject

experts and publishers to maintain credibility and authenticity of the resources. The contents of database are finely evaluated in terms of their accuracy and credibility

iii. Usability

The well defined organization of information contents and search capabilities

of online databases allow users to search and retrieve results more efficiently and

effectively.

iv. Conversational

Searches in online databases are conducted as a two-way communication

between the searcher and the system, in which each get a chance to communicate with each other. Therefore, online databases are referred to as interactive or conversational.

v. Expert System

Online databases are characterized as expert systems that provide information

on specialized areas of knowledge, e.g. a nuclear database gathers specific

information on nuclear sciences from experts or specialized associations and provides particulars of the nuclear sciences.

vi. Controlled Vocabulary

To support searching, online databases usually have their own controlled

vocabulary. Controlled vocabulary is largely used for information presentation and retrieval, though the keyword searching is also supported by almost all the online systems.

vii. Permanence

Published documents, such as journals, reviews and books, etc. in online

databases do not change frequently. These information documents remain in

databases for a long time in the form of archives to again retrieve the information.

viii. Up-to-Date

All the online databases comprise current information on its concerned areas.

Online database providers or publishers are regularly updating their contents by

adding new information to provide current and copyrighted scholarly materials.

ix. Real-time

Real time in online database operations implies that the remote terminals respond

quickly to the user's search processes. Remote terminals receive data, search

the information, and return the results more frequently to be utilized by the users in ongoing activities.

x. Time-sharing

On-line time-sharing implies the sharing of machine processing time among a

number of terminals. It means that the processing time of the computer is equally

shared amongst independent activities. By time sharing many users can search the information simultaneously either from the same place or variant locations.

KTET

KTET

Kerala Teachers Eligibility Test (KTET) is conducted by the Government of Kerala. The persons recruited as teachers should possess the essential aptitude and ability to meet the challenges of teaching at all levels of schooling. It is the examination to assess the eligibility of teacher candidates for Lower Primary, Upper Primary and High School Classes in Kerala.

Separate test are conducted to select teachers for Lower Primary classes, Upper Primary classes and High School classes.

The test is divided into four categories-Category I, Category II ,Category III & Category IV.

The test is for:

·         those who intend to be a teacher for Lower Primary classes and fulfils the minimum educational qualification (Category I)

·         those who intend to be a teacher for Upper Primary classes and fulfils the minimum qualification (Category II)

·         those who intend to be a teacher for High School classes and fulfils the minimum qualification (Category III)

·         those who intend to be a language teacher up to Upper Primary classes and fulfil the minimum qualification. For Specialist teachers and Physical Education teachers (Category IV).

K-TET is applicable up to High School level

Eligibility for KTET 2018:

 A. CATEGORY-I (for Lower Primary classes)

 Minimum Qualifications to apply 

Higher Secondary/ Senior Secondary (or its equivalent) with at least 45% marks and two year Trained Teachers’ Certificate (TTC) [by whatever name known] conducted by Board of Examination, Govt. of Kerala or its equivalent.

 OR

 Higher Secondary/ Senior Secondary (or its equivalent) with at least 45% marks and 2-year Diploma in Elementary Education (by whatever name known), in accordance with NCTE (Recognition Norms and Procedure), Regulations 2002.

 OR

Higher Secondary/Senior Secondary (or its equivalent) with at least 50% marks and 4 year Bachelor of Elementary Education (B.El.Ed.)

 OR

 Higher Secondary/Senior Secondary (or its equivalent) with at least 50% marks and 2 year Diploma in Education (Special Education).

Relaxation of qualifying marks to apply for K-TET – I  

Relaxation of 5% in qualifying marks is admissible for candidates belonging to SC/ST and Differently abled categories. (as per the norms or as desired by the Govt. of Kerala) and relaxation of 3% in qualifying marks is admissible for OBC & OEC candidates. Candidate also are awaiting the result of the final semester of exam like DEd, Bed etc also can apply for the K-TET.

B. CATEGORY II: (for Upper Primary classes)

Minimum Qualifications to apply

i) B.A/B.Sc./B.Com. and 2 year Diploma in Elementary Education/Trained Teachers’ Certificate (TTC) [by whatever name known] conducted by Board of Examination, Govt. of Kerala or its equivalent.

 OR

 B.A/B.Sc/B.Com with at least 45% marks and 1 year Bachelor in Education (B.Ed.), in accordance with NCTE (Recognition, Norms and Procedure) regulations issued from time to time in this regard.

 OR

 Higher Secondary/Senior Secondary (or its equivalent) with at least 50% marks and 4 year Bachelor in Elementary Education (B.El.Ed.)

 OR

 Higher Secondary/ Senior Secondary (or its equivalent) with at least 50% marks and 4 year B.A/B.Sc.Ed or B.A. Ed or B.Sc.Ed.

Relaxation of qualifying marks to apply for K-TET - II

Relaxation up to 5% in the qualifying marks shall be allowed to the candidates belonging to SC/ST and Differently abled categories. A relaxation of 3% in the minimum qualifying marks is admissible for OBC & OEC candidates.

C. CATEGORY III (for High School classes)

Those who possess minimum educational qualifications as delineated here under are eligible to appear for K-TET III. The test is for HSAs in: (i) Malayalam (ii) English (iii) Hindi (iv) Sanskrit (v) Tamil (vi) Kannada (vii) Arabic (viii) Urdu (ix) Social Science (x) Physical Science (xi) Natural Science and (xii) Mathematics

Minimum qualification to apply

(i) BA/BSc/B.Com with at least 45% marks and a B.Ed. Degree in the subject concerned (from any one of the Universities in Kerala or have acquired these qualifications from any other Universities recognized as equivalent thereto.)

(ii) For Mathematics, Physics, Chemistry, Botany and Zoology, those who have MSc.Ed. Degree in the subject concerned with not less than 50% marks from one of the Regional Institutes of Education sponsored by NCERT will be eligible to apply. For Botany and Zoology subjects, those with MSc.Ed. Degree in Life Science with not less than 50% marks from any of the Regional Institutes of Education are eligible to apply.

NOTE:-

Candidates, who have acquired Diploma/Degree in teaching in any subject and are

approved by Universities/NCTE/Board of Examinations/Govt. of Kerala, are eligible to apply for K-TET III. They will have to produce the equivalency certificate as recognized by any of the Universities in Kerala/ Government of Kerala.

Candidates who have acquired their qualifications through recognized correspondence courses/ Open universities should obtain and furnish certificates of recognition and equivalency from any one of the Universities in Kerala.

For considering the minimum qualifications, the marks for main and subsidiary papers only will be considered. 

Relaxation of qualifying marks to apply for K-TET - III

Candidates belonging to SC/ST and differently abled categories shall be granted a relaxation of 5% marks in the minimum qualifying marks. Relaxation of 3% in the qualifying marks is admissible to OBC & OEC candidates to appear for the K-TET III.

D. CATEGORY- IV

For Language teachers in Arabic, Hindi, Sanskrit, Urdu (up to Upper Primary level), Specialist teachers and Physical Education teachers (up to High School level)

For teachers of Art Education and Craft Education, the existing, eligibility norms prescribed by the State Government shall be applicable till the time when NCTE lays down the minimum qualification.

This test will be for the category of candidates who intends to be a language teacher up to Upper Primary classes and fulfils the minimum qualifications (For specialist teachers & Physical Education teachers, the Eligibility Test is applicable up to High School level).

Minimum Qualifications to apply

Those who have acquired qualifications for the posts of Language Teachers of Arabic, Hindi, Sanskrit & Urdu (up to Upper Primary level), Specialist teachers & Physical Education teachers as mentioned in Chapter XXXI of KERALA EDUCATION ACT AND RULES are eligible to apply for K-TET IV.

Note- Candidates, who have acquired Certificate/ Diploma/ Degree in teaching in any 

subject, and are approved by Universities/NCTE/ Board of Examinations/ Government of Kerala, are eligible to apply for K-TET-IV.

Relaxation of qualifying marks to apply for K-TET - IV

Candidates belonging to SC/ST and differently abled categories will be granted a relaxation of 5% marks in the qualifying marks prescribed for the eligibility to appear for the K-TETIV. The minimum requirement of a pass in second class for the qualifying examination shall not be applicable in such cases. 

Candidates belonging to OBC & OEC categories will be granted a relaxation of 3% marks in the qualifying marks prescribed for the eligibility to appear for K-TET-IV.

District Institute for Education and Training (DIET)

District Institute for Education and Training (DIET) 

District Institute for Education and Training (DIET) are district-level educational institutes which have been established in each district of India by the Indian government. They help in coordinating and implementing government policies at district level. About 3 million primary and elementary teachers need recurrent orientation to innovations in teaching and learning at the school level. The DIET has been charged with this responsibility.

FUNCTIONS

• Make primary education all extensive at the District level.
• Undertake action research to improve the quality of primary education
• Provide training to primary school headmasters, teachers, conductors of adult education centers, observers and main volunteers of Aganwadis and Balwadis.
• Organize various programmes for primary school teachers and to prepare self made educational tools.
• Extend academic and resource support to the elementary and adult education systems in the district.
• Provide training to resource persons and co-coordinators belonging to the district.
• Coordination with the various agencies involved in the promotion of elementary education. 
• Interacting with various projects and implementing new projects, building and developing the capacity of the community.