State Council of Educational Research and Training (SCERT)
Government of NCT of Delhi

The Cardinal Principle of The National Policy on Education (NPE)’ 1986 is that education is a unique investment in the present and for the future. The policy focused on that national system of education, removal of disparities and providing equal opportunities to all by attending to the specific needs of those who have been denied equality so far.

The NPE envisaged a great deal of responsibility to SCERTs. It was aimed that

“SCERTs would have the major role of planning, sponsoring, monitoring, and evaluating the in-service education programme for all levels of teachers, instructors and other educational personnel. The need for in-service education of teachers arises from several sources, such as, changing national goals, revision of school curricula, additional inputs in teaching-learning system, inadequate background of teachers etc. The state level agency would take cognizance of all the needs before a programme of in-service education for a given period of time. SCERTs would also prepare suitable material for in-service education of teachers, undertake orientation of key persons, monitoring and evaluation of programmes. Similar steps for training of teachers in Vocational Stream should also be taken by SCERTs.”

The Centrally Sponsored scheme of Teacher Education was launched in 1987-1988 as a follow up of the recommendations of the National Policy on Education, 1986. It aimed at creating an institutional infrastructure to provide support in academic and technical resource support for continuous education and training of school teachers. District Institutes of Education and Training (DIETs) were set up under the scheme to provide academic resource support to formal and non-formal elementary school teachers while Colleges of Teacher Education (CTEs) and Institutes of Advanced Studies in Education (IASEs) were given the responsibilities of organizing pre-service and in-service training of secondary school teachers.

The NPE (1986) recommended that the institutions of national importance should be strengthened to enable them to render shape to the National System of Education and to cope up with the emerging and contemporary demand of the nation. The policy also emphasized on integrated planning between all the premier bodies to establish functional linkages and reinforce quality improvement.

The historic National Education Policy 2020 redefined the concept of assessment and advocated the paradigm shift from the one that is summative which primarily tests rote memorization skills to the one that is more regular and formative. This shift is more competency-based, promoting learning and development of the students. The objective of the assessment would be to develop analytical skills, critical thinking, and conceptual clarity which serves as the primary purpose of improving and enhancing learning. This paradigm shift will be beneficial for the entire system by continuously revisiting teaching-learning processes to optimize learning and ensuring holistic development of all the students.

An effective self-regulation or accreditation system will be instituted for all the stages of education including pre-school education - private, public, and philanthropic - to ensure compliance with the essential quality standards. To ensure that all the schools follow certain minimal professional and quality standards, States/UTs will set up an independent, State-wide body called the State School Standards Authority (SSSA). The SSSA will establish a minimal set of standards based on basic parameters (namely safety, security, basic infrastructure, number of teachers across subjects and grades, financial probity, and sound processes of governance) which shall be followed by all schools. The framework for these parameters will be created by SCERT in consultation with various stakeholders, especially teachers and schools.

Academic matters, including academic standards and curricula in State will be led by SCERT (with close consultation and collaboration with the NCERT), which will be reinvigorated as an institution. SCERT will develop a School Quality Assessment and Accreditation Framework (SQAAF) through wide consultations with all the stakeholders. SCERT will also lead a ‘change management process’ for the reinvigoration of CRCs, BRCs, and DIETs which must change the capacity and work culture of these institutions in 3 years, developing them into vibrant institutions of excellence. Meanwhile, the certification of competencies of students at the school-leaving stage will be handled by the Boards of Assessment/Examination in each of the States.

The effectiveness of any policy depends on its implementation. Effective implementation requires multiple initiatives and actions, in a synchronized and collaborative manner. Therefore, the implementation of this Policy will be led by SCERT along with timelines and a plan for review in order to ensure that the policy is implemented in its spirit and intent, through coherence in planning and synergy across all the schools.

2. Background and Significance

With the aim to strengthen the Teacher Education & Trainings, DIET institutes were established which has three main functions:

2.1. Teacher’s training (both pre-service and in-service training);

2.2. Resource support (extension/guidance, development of materials, aids, evaluation tools etc.);

3.3. Action research in the field of school education.

SCERT along with the DIETs play an important role in improving the quality of education as they provide academic support to the teachers which will be underpinning the schools with the required educational support. The role of the schools is indispensable for understanding the inexorable impact of the support provided in the form of training and interventions by the SCERT and DIET for the Teachers.

Keeping in view the assertions from NEP-2020, The School Transformation Enrichment Programme (STEP) has been implemented by SCERT to synchronize all the schools and walk hand-in-hand along with the STEP faculty towards a single goal of academic excellence.

1. The purview of the role of SCERT and DIET in strengthening the same through ‘School Transformation & Enrichment Programme’ (STEP) is shared below:
2. Ensuring smooth implementation of cluster level training and providing operational and logistical support.
3. Supporting TDCs with academic expertise for classroom observations and planning ART meetings in their respective sub clusters.
4. Documenting classroom observations of their sub cluster on the common observation template.
5. Ensuring effective and contextualized alignment of all the programs being carried out with quality assurance in all the schools.

3. Objectives of the programme:

School Transformation & Enrichment Programme (STEP)

School Transformation & Enrichment Programme is designed to ensure quality education by enabling teachers to use innovative pedagogical processes and to ensure conducive and inclusive learning environment in the school. The program aims to enhance the capacity of the teachers by hand-holding and continuous academic support. The combined and collaborative efforts of the school and the STEP faculty will result in amazing outcomes in the overall education system.

The broad objectives of STEP can be summarized in the following points.

3.1. Building a stronger bond with the schools which will prepare the school to face the day-to-day challenges.

3.2. Strengthening the school for implementing and smooth functioning of the Govt. led program/ initiatives

3.3. Paving a way towards a culture of supportive observation and in providing feedback

3.4. Creating an environment of establishing supportive connections between DIET/SCERT faculty and school teachers.

3.5. Contextualization of the overall District needs.

3.6. Keeping the track of the needs of the schools through follow up and acting as a direct support by facilitating interventions and initiatives.

To attain the above objectives, monthly school visits by all the SCERT/DIET Faculty members will be ensured. This monthly visit will aim to extend academic support to schools by observation of various interventions, and by organizing academic discussions of various stakeholders, TDCs, Principals, SMC Members, Teachers and Students.

4. Structure of the programme:

In order to achieve the goals of STEP a following structure will be appended.

4.1. The SCERT/DIET Faculty is assigned to visit each allotted school of their sub-Clusters at least once a month to observe the ongoing processes and interact with the school staff.

4.2. After the school visit the concerned faculty will fill an observation form provided by SCERT.

4.3. Follow up of the school on a monthly basis on every second last working day of the month; a network meeting will be scheduled for all the DIET faculty to discuss their experience during their visit in a month and share their plan of action under the guidance of their DIET Principal. DIET principal will be the Nodal Academic Authority (NAA) of their respective district.

4.4. Furthermore, the action steps are to be shared with SCERT by the NAA on every last working day of the month.

4.5. SCERT will then share the insights of the STEP faculty members with the NAA group and plan way forward collaboratively every quarter.

Through STEP a direct connection will be established between the teachers, school and the STEP faculties. The STEP faculties have been allotted a few schools, which will be visited by them at least once in a month. These faculties will cater all the needs of the teachers.

The success of any program lies in collaborating proactively with all the stakeholders. The dynamic equilibrium between the economic, social and environmental spheres will result in better outcomes.

5. Programme Design:

Programme design of the School Transformation & Enrichment Programme (STEP) is divided in two sections - I. Jurisdiction and II. Composition of STEP programme.

5.1 Jurisdiction:

 5.2. Composition of STEP at District Level

 5.3. Composition of STEP at State Level

6.Roles and Responsibilities of STEP faculty:

1.  Need identification of teachers.
2. Provide resource and academic support at cluster level.
3. School visits and observation of government led interventions and initiatives/programs (EMC, Desh Bhakti, Happiness curriculum, TDC-ART meetings etc.).
4. To Support Principals, TDCs, Teachers, Nodal Teacher In-charges/Coordinators of (Desh Bhakti Curriculum, Happiness curriculum and EMC) students and SMCs.
5. Collaboration with the knowledge partners.
6. Sharing observations and discussing an action plan with SCERT on the last day of the month.
7. To accelerate the academic growth of the schools with the NAA of respective districts.
8. Coordination with different schools at Cluster Level.

7. Preliminary suppositions and implications:

1. Preliminary suppositions and implications are as follows:
2. Identifying the need areas/learning gaps at school.
3. Conducting training sessions, workshops and support for teachers.
4. Ensuring collaboration among different stakeholders (HOS, TDCs, School Mentors, Teachers, Parents and SMCs members) for maximized learning.
5. Involving all the stakeholders for exceptional outcomes.
6. Presenting plan of action on the shared platform of SCERT.
7. Conducting action research.

8. Coordinators of STEP :

This program will ensure, effective and immediate implementation of all the initiatives taken by the Government, need identification in the areas of teacher training, designing of teaching learning material for effective classroom transactions and nurturing research in the field of school education.

Henceforth, the allotment of schools to STEP faculty shall be done by NAA of concerned district without disturbing structure of Cluster/Sub-Cluster under intimation to  Nodal Officer (STEP), SCERT- Sh. Pradeep Gusain, Assistant Professor, SCERT.

This is issued with the prior approval of competent authority.

• School Transformation and Enrichment Programme (STEP)