DIETs FOR RESTRUCTURING THE ACADEMIC EDIFICE: A STRUCTURAL ANALYSIS

4.1 Introduction

National Policy on Education (NPE) 1986 envisioned a dynamic

change in the field of education particularly in the primary sector. The

vision emerged out of the lower level of educational achievement

throughout the country at all the educational sectors. The proposals and

reforms in the field of education concentrated mostly on higher education

sector since independence till the emergence of NEP, 1986. The

implication of the changed pedagogy of school education, in its varied

perspectives, is indeed put for intellectual reflection. Today school

education is undergoing a transition from teacher centered to learner

centered. The child pedagogy and issue based curriculum, which is in the

process of implementation in school education is expected to reduce the

limitations of the existing system. The critical pedagogy would de-power

minds explosives of knowledge-domination and engineered culture. It

should empower learners with critical thinking, democratic philosophy,

individual experience, mired interpretations and ability to recognize and

resist propaganda. It is imparted along with ‘discourse analysis’ that

evidently explores the ways in which texts are interrelated and places

specific emphasis upon the interaction between the reader and the writer. A

multi dimensional analysis of the text is invited at present in the

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classrooms. The emergence of plurality of meaning would de link the

knowledge-power duo. Meaningful academic planning done in

participative manner based on bottom-up approach proves to be the crux of

successful implementation of the curriculum. The need for powerful

teachers is evident in this concrete academic context. (DIET Guide line

1989)

Academics generate and analyze theory while educators conduct the

practice of schooling. This splintering of the field has created serious

problems for both groups: the views, needs and beliefs of practicing

educators are not always given serious attention while academics generate

educational theories. Any innovation in school education should precede a

similar one in teacher education. The SSA and the SCERT arrange in-

service training programmes to equip the teachers in tune with the new

pedagogy launched. But the gap between the curriculum followed at

present for teacher education and the school curriculum are not sufficiently

bridged by these efforts.

It is mainly because of these factors that the ‘Kerala Development

Report’ (Central Planning Commission, 2008) makes the following

comment regarding the present teacher education and training

programmes:‘Under the DPEP and now under SSA, teachers in the

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elementary classes get in-service training periodically. But the teachers in

the secondary and higher secondary classes do not have much opportunity

for in-service training. There is need for coordination of the activities of

SCERT and the DIETs in the state to extend training to these sections of

the teachers also. Many new self financing training colleges and

institutions of education have come up in recent years. The colleges of

Education are affiliated to different universities in the state. Streamlining

of the activities of these colleges will lead to a standardized educational

and training programme suitable to the collective interests of the state.’

(Govinda 1998)

4.2 DIET- Origin and Development

The Human Resource Development department identified the

possibility for nurturing human potential for national re construction.

National prosperity depended on the efficiency of human potentials.

Human potentials are planned to be manipulated in tune with the fast

developing technology through scientific mode of educational endeavor.

Hence HRD concentrated on Human Empowerment through Proper

Planning from the grass-root level.

The negligence of plan makers on education since independence

stagnated the developmental sectors. First Five Year Plan caused for

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discontent and dissatisfaction among the lower classes which are the

majority of population. The 1986 policy viewed for apprehending the basic

needs of the village folks and channelises human brilliance to creative and

productive sector through developmental strategies.

HRD envisioned several welfare measures in the re-structuring of

general education scenario. The major problem identified for the

deterioration in the level of achievement is focused on unscientific

methods of educational planning. One of the major causes identified in this

regard was the existing curriculums which do not touch the contemporary

needs. The lengthy nature of curriculum and the unsuitable transactional

mode drew back the mental attitude of the learners engaged in the

curriculum and that of the community. The mechanical processing of

curriculum transaction caused for dissatisfaction among the learning folk.

The stereo-typed or the conventional type of teaching strategies discarded

the learner by suppressing the democratic principle in the classroom.

It is in this context that the NPE came out with the large number of

proposals including a core curriculum and participatory training strategies.

The innumerable number of teachers through out the country desired new

strategies of teaching and in-depth information on the teaching content and

of audio visual materials. The centralized system of training neglected the

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opportunity for majority of the teachers to attend the training .There

emerged a need to decentralize the training by taking district as a desirable

unit.(NCTE 2000) Thus the NPE proposed the Operation Black Board

(OBB) Scheme, Massive Orientation for teachers, up gradation of training

strategies etc. DIET as a means for co-ordinating, Planning, Training and

Monitoring began to emerge at different parts of the country in a phased

manner. In Kerala this institutions started in 1989 and completed its

establishment in 14 districts by 1992.

Establishment of DIETs in Kerala was mooted through a nodal

office started in 1987 at State Institute of Education,(SIE)

Thiruvananthapuram under a Research officer. The plan proposals were

prepared and submitted to Ministry for Human Resource Development

(MHRD) by setting the areas bound to the directions of the MHRD norms

Table 4.1 DIETs and its year of establishment

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.

Source: Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram (1992)

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District Year of establishment

Thiruvananthapuram 1992Kollam 1992

Alappuzha 1992

Pathanamthitta 1991

Kottayam 1992

Idukki 1992

Eranakulam 1992

Trissur 1989

Palakkadu 1991

Malappuram 1991Kozhikkodu 1992Wayanadu 1989Kannur 1992

Kasargodu 1989

4.3. The Origin and Development Of DIETs In Kerala

DIETs in Kerala started in 1989 in three districts-Wynad,

Kasargodu, and Trissur. In 1991 three more DIETs came in to existence at

Malappuram, Pathanamthitta and Palaghat and in 1992 the remaining

seven DIETs were established

4.4. Goals of DIETs

The following goals aspirated through the establishment of DIETs:

(1) Provide leadership in innovative pre-service primary teacher Training

(2) Contribute to the development of quality learning materials for Primary education.

(3) Carry out innovations for improving the functioning of primary schools.

(4) Conduct in-service training programmes to primary school teachers.

(5) Carry out field base empirical studies to improve the primary schools.

(6) Train functionaries in NFE and adult education.

(7) Provide support to district authorities in planning and achieving the goals of universalisation of Elementary Education (UEE)

The guideline proposes adequate functional autonomy in -academic,

administrative and financial areas.

4.5. Structure of DIETs

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In order to facilitate suitable structure to implement the innovative

concept of DIET, seven academic branches have been suggested.

1. Pre –Service Teacher Education (PSTE)2. Planning and Management (P&M)3 In–Service programmes, Field interaction

Innovation and Coordination(IFIC)

4. Work Experience (WE)5. District Resource Unit (DRU)6. Education Technology (ET)7. Curriculum Material Development and

Evaluation(CMDE)

All the above academic areas have faculty appointed to look after

the concerned functions. Following table shows the pattern of employees

deployed for a DIET as per the MHRD Guidelines

Table 4.2 Pattern of employees deployed for a DIET as per the MHRD

Guidelines

S.No

Branch Sr.Lecturer

Lecturer

Special Categories Class -IV Total

1 PSTE 1 8 1-Lab Asst 102 WE 1 1 1.WE Teacher 3

3 DRU 1 4 2-Steno 7

4 IFIC 1 1 1-Clerk 3

5 CMDE 1 1 2

6 ET 1 1 1-Teacher 3

7 P&M 1 1 1-Statistician 3

8 Library 1-Librarian 1-Clerk 2

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9 AdmnSection 1-Superintendent 1-Accountant

5-Clerks

6 13

10 Principal 1 1Total 8 17 5 11 6 47

Source:Government of India. MHRD Guide line (1989)

Table 4.3 indicates the pattern of employees functioning now in a DIET of Kerala.

S.No Branch Sr. Lecturer Lecturer Special Categories Class

IV

Total

1 PSTE 1 8 9

2 WE 1 1 2

3 DRU 1 1 2

4 IFIC 1 1 2

5 CMDE 1 1 2

6 ET 1 1 2

7 P&M 1 1 2

8 Library 1-Librarian 1

9 Admn

Section

1-Superinten-

dent

4-Clerks 5 10

10 Principal 1 1

Total 8 14 2 4 5 33

Source: Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram (1989)

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4.6. Functions of DIET

Major functions of DIETs are pre-service teacher education at

primary level, in-service education to primary teachers and non-formal and

adult education functionaries, resource support to primary schools and

adult education centers and action research in the area of Primary

Education and Adult Education.

4.7. Major Functions of Academic Branches

The programmes and activities of different branches in the context

of the mission of DIET have wider innovative base, marking significant

departure from the existing practices.(DIET Guide line 1986)

4.7.1 Pre- service Teacher Education (PSTE) Branch

DIET will organize two year teacher training programmes with an

intake of 40 students in a year. The minimum academic qualification for

admission is higher secondary schooling. The curriculum followed in

DIETs shall be that of NCTE in due course of time. Selection to the PSTE

candidates are made by the education department observing the norms of

reservation of Public Service Commission (PSC)

4.7.2 Planning and Management (P&M) Branch

Planning and management faculty plays an important role in the

functioning of DIET. This unit will maintain an appropriate database for

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the district regarding Universalisation of Elementary Education (UEE) and

National Literacy Mission (NLM).In this regard some studies on

enrolment, retention, regularity of attendance including SC/ST children are

conducted for framing policies. It also provides technical assistance in the

areas of school mapping, Micro-planning for specific areas, school

complexes and instructional objectives etc. Besides this, it acts as a nodal

branch to select all programmes of community involvement in basic

education particularly District Board of Education / Village Education

Committee (DBE)(VEC) & Community leaders etc. DIET experience their

experiments in teachers training, class room innovations and material

preparation at the pre service training camps.

4.7.3. In-service programmes Field interaction and Innovation Co-ordination (IFIC) Branch

Continuous in–service education of teachers is necessary to keep

them alert of the changes taking place in their professional environment

and to develop their skills and attitudes in the light of their changing role.

Latest approaches and methodologies should be followed in the training.

This branch provides up-to-date information that caused for pedagogic

transformation, shift in paradigm and activities related to evaluation to

practicing teachers. The faculty should interact with field realities to

identify problems and to prescribe solutions. Information about worthwhile

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experiences, innovations etc. should be obtained. Action research and

research works needs to be conducted to tackle the specific problems.

These field experiences should be used in different in –service education

programmes.

4.7.4 Work Experience (WE) Branch

This branch identifies locally relevant areas related to work

experience. The curricular materials, low-cost teaching aids and evaluation

tools/ techniques etc. will be developed by this unit. It will also help

educational authorities to plan and implement work experience in the

district effectively in all the schools and AE/NFE centers

4.7.5 District Resource Unit (DRU) Branch

This branch assists educational authorities in planning and co-

ordinating training programmes for Adult and Non-formal Education

personnel throughout the district and to provide necessary support in

organising such programmes. The instructional and training material

relating to adult and non-formal education will be developed by the

respective units based on local needs. The necessary evaluation technique

and tools will also be prepared for judging the effectiveness of the

programmes.

4.7.6 Educational Technology (ET) Branch

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Faculty of Educational technology plays a vital role in effective

teaching and learning. This department will prepare low cost teaching aids

like charts, diagrams, models, photographs, slides, audiotapes etc. for

elementary and non- formal education and provide training to teachers in

the use of technology in teaching.

4.7.7 Curriculum Material Development and Evaluation (CMDE) Branch

Curriculum for elementary Teacher Education, Adult Education and

Non-Formal Education needs to be developed according to local

environment and circumstances. The curriculum developed at the district

level should include topics like local geography, folklore, legends,

customs, forests, Flora and fauna, fair and festivals, demography, geology,

minerals, agriculture, Industry, communities and tribes etc. This branch

may focus on development of techniques and tools like test, question

banks, rating scales, and observation schedules, diagnostic testing for

continuous and summative evaluation.

4.8. EDUCATIOANAL PROFILE OF KERALA AND THE SAMPLE DISTRICTS

State of Kerala ,the southwest tip in the peninsular India, came in to

existance on the Ist of November 1956. The State Re-organisation

Commettiee included some parts of Karnataka to form the district of

Kasargodu by excluding some areas of Nanchinadu to Tamilnadu on

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Lingustic basis while the state unification. There are 14 districts in the state

streching a sea cost of 746 Kms endowed with palm trees, backwaters and

greenaries covering sevaral rivers and streams,diverce flora and funa and

with divergent culture.The state has an elaborate history of educational

development. Even before the emergence of the Europians, the state

experienced educational programmes in an elobarate and uniqe manner.

The system of Gurukula which were known as Patasalas had played a

distingushed role in making the state literete and placing formost among

Indian states in the Educational map.The contributions of Christian

missioneries and the vision of constantly changed democratic

governments expanded the educational facilities to the level of a symbolic

representation among the Indian states.The benevolent attitude of the rulers

of the Pricely states never discoureged educational rights even to the

lowest of the society.

Kerala is the first among the Indian States in achieving Universal

Elementary Education. The constitutional commitment of educational

establishment of schools, colleges, vocational institutions and other

specialised educational institutions are well in advance.No district in the

state is left with inaccesible to learning centers. Even the remotest of the

villages are blessed with educational institutions- Multi Grade Learning

Centers (MGLC) . The severly bed ridden children are provided with

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Resourse Teachers for Home tuition through Alternate schooling

systems.The following table shows the section wise details of the number

of schools and Teachers in the State since Independence

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Table 4.4 section wise details of teachers (1956-2008)

Source: Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram

Table 4.5 Sectionwise details of the number of schools (1956-2008)

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Number of Teachers(1956-57 -2008-09)

Year High School Section UP Section LP Section Grand Total

Male Female Total Male Female Total Male Female Total Male Female Total

!956-57 5123 3030 8153 11273 6748 18021

2973

2 21746

5147

8

4612

8 31524 77652

1967-68 14947 10088 25036 22909 17543 40452

3515

1 32273

6742

4

7300

7 59904 132911

1977-78 19306 18099 37405 25615 27707 53322

3581

8 40556

7647

4

8083

9 86362 167201

1987-88 24544 32392 56936 25580 36405 61985

2763

1 46982

7461

3

7775

5 115779 193534

1997-98 23153 39223 62376 20054 39344 59398

1863

2 47137

6576

9

6183

9 125704 187543

2007-08 21150 38964 60114 19508 33210 52718

1613

8 45978

6211

6

5679

6 118152 174948

Source: Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram.

Following table (4.6)shows the details of the different types of educational

institutions in Kerala.(2007-08)

Type of schools Govt Aided Un Auded Total

Higher Secondery(HSS) 735 529 439 1703

VocationalHigher Secondery (VHSS) 261 128 0 386

High School (HS) 999 1429 375 2803

Upper Primary (UP) 953 1869 220 3042

Lower Primary (LP) 2548 3986 267 6801

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Number of Schools(1956-57 -2008-09)

Year High School UP Schools LP Schools Grand

Gov

t Aided Unaided Total

Gov

t Aided Unaided Total

Gov

t

Aided Unaided Total Total

!956-57 140 642 10 762 255 1314 20 1589

162

7 4999 73 6699 9137

1967-68 394 850 38 1282 782 1684 13 2479

286

4 4013 54 6931 10797

1977-78 594 1024 57 1675 888 1810 20 2718

284

9 4073 48 6969 11454

1987-88 939 1382 110 2431 928 1888 69 2885

260

6 4075 136 6817 12228

1997-98 976 1394 215 2585 962 1871 133 2966

255

5 4039 161 6755 12408

2007-08 999 1429 375 2803 953 1869 220 3042

254

8 3986 267 6801 12646

School for the Handicaped 7 32 4 43

Anglo Indian schools 0 5 3 8

Teacher Training Institute (TTI) 38 64 112 214

Source: Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram

Table 4.7 Number of Teachers (2007-08)

Section Govt Aided Un aided Total

HS 18720 35834 5590 60144UP 14967 33419 4332 52718LP 20613 36890 4613 62116Total 54300 106143 14535 174948

Source: Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram

The geographical features of the State are of three type—Low Land,

Middle Land and High Land.The High land is blessed with dense forest

where Tribel settlements are commonly found. Whereas in the Lowland

the fisherman community occupy their settlement. Both were the areas of

educational backwdness during the period of the state formation.The

conditions have changed and there is no demarcation between these three

areas as far as the educational expansion is concerned. The rural urban

conglomoration in the state is very megre because facilities available at

both these areas are more or less equal.

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Table 4.8 Total number of schools in the sample district

District

Level of schools

Type of schools Total

Govt Aided Unaided

TSR

HS 80 150 31 261

UP 55 162 14 231

LP 115 381 23 519

PGT

HS 61 79 33 173

UP 63 159 11 233

LP 194 349 13 556

KLM

HS 76 131 14 221

UP 62 139 16 217

LP 268 190 28 486

Total

HS

250 693 68

1011

UP 406 1022 112 1540

LP 318 587 57 962

TOTAL 974 2302 237 3513

Source: Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram

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4.9. Educational profile of sample Districts

4.9.1.Thrissur

Thrissur district represents the middle zone of the state. The district

is popular for its cultural heritage through the immemmorable Pooram and

festivals. The unique Kerala Art Form – Keralanadanam and the classical

dance form – Kathakali are indebted to the district. The renound literary

genious Ullor S.Parameswara Ayyar owe to the district and the Sculpture

and the mural paintings of Vadakkumnatha Temple sourrounded by the

famous Thekkumkadu Maidanam made the district to name as cultural

district of Kerala.

The district is situated at the middle part of the state by sharing its

boundaries with Eranakulam at south Palakkadu at East and Malappuram

at north The eastern part of the district is blessed with coastal areas.

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Table 4.9. Details of schools in the district(Trissur)

LP UP HS

Edn-Sub G A UA T G A UA

T G A UA T

1 Chalakudy 11 26 2 39 6 15 1 22

2 Irijalakuda 5 34 3 42 5 12 0 17

3 Kodungallur 17 18 3 38 6 17 2 25

4 Mala 4 38 0 42 3 10 0 13

Irijalakuda( DEO) 37 116 8 161 20 54 3 77 27 50 8 85

5 Cherpu 8 33 1 42 2 11 1 14

6 Trissur East 9 30 4 43 3 13 0 16

7 Trissur west 11 34 4 49 6 11 1 18

Trissur(DEO) 28 97 9 134 11 35 2 48 20 57 8 85

8 Chavakkadu 16 35 3 54 6 17 0 23

9 Kummamkulam 7 35 1 43 4 13 3 22

10 Mullaserry 3 21 0 24 3 5 5 11

11 Valappade 9 38 0 47 4 27 0 31

12 Vadakkumchery 15 39 2 56 7 11 1 19

Chavakkadu(DEO) 50 168 6 224 24 73 9 106 33 43 15 95

Trissur (R) 115 381 23 519 55 162 14 31 80 150 31 261

Source : Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram

Table 4.10 Details of Teacher Population

Source : Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram

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LP UP HS

4391 3790 5043

Table 4.11 Details of samples of teachers from Trissur

Source: Field data

4.9.2. Palakkadu

Palakkadu,the district that situated at the northeast part of the state,is

generally carries a loan culture from the Tamil nadu. The entire eastern part

is bounded by the hills of westernghats of India and shares the boundaries

with Tamilnadu. The Silent Valley, ever green forest and the Attapady hill

stations differs from the life of other part of the district.The southwest and

the western part of the district is shared with Trissur and Malappuram.

Palakkadu is one of the districts in the state that do not have coastel

region.The district was a part of the Madras Residency before the unification

of the state. Hence the educational development taken place at Travancore

Cochin and Malabar State were not enjoyed by the district.Yet it has its own

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Educational Dist Sub District No of Teachers

LPS UPS HS TotalIrijalakuda Chalakudy 8 5 2 15

Irijalakuda 8 5 2 15

Kodungallur 8 5 2 15Mala 8 5 2 15

Trissur Cherpu 8 5 2 15Trissur East 8 5 2 15Trissur west 8 5 2 15

Chavakkadu Chavakkadu 8 5 2 15Kummamkulam 8 5 2 15Mullaserry 8 5 2 15Valappade 8 5 2 15Vadakkumchery 8 5 2 15

Total 96 60 24 180

educational background to cope with the other parts of the state. After the

reunification of the state in 1956,this part of the Madras Residency was also

progressed with the newly emerged district in the state

Table 4.12.details of Schools in the district of Palakkadu

LP UP HSEdn-Sub Govt A UA T G A UA T G A UA T

1 Alathur 15 37 0 52 4 19 4 272 Chittur 29 14 1 44 12 8 1 213 Kollamkodu 20 24 2 46 4 15 1 204 Mannarkadu 35 34 6 75 13 16 3 325 Palakkadu 22 11 2 35 8 15 1 246 Parali 12 18 1 31 2 13 0 157 Kuzhalmandam 15 23 0 38 4 7 0 11

Palakkadu(DEO) 148 161 12 321 47 93 10 150 37 54 24 1158 Cherpulassery 9 41 0 50 2 15 0 179 Ottapalam 2 41 0 43 3 18 0 21

10 Pattambi 11 39 0 50 6 9 1 16

11 Shornur 3 46 0 49 1 15 0 16

12 Trithala 21 21 1 43 4 9 0 13

Ottapalam(DEO) 46 188 1 235 16 63 1 83 24 25 9 58

Palakkadu (Revennu) 194 349 13 556 63 159 11 233 61 79 33 175

Source :Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram

LP-Lower Primary UP- Upper Primary HS –High School

G - Government School A – Aided School UA – Un Aided School

Table 4.13 Details of Teacher Population- Palakkadu

Source :Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram

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LP UP HS5306 4520 3772

Table 4.14 Details of sample of teachers from Palakkadu

Educational Dist Sub District No of Teachers

LPS UPS HS Total

Palakkadu Alathur 8 5 2 15

Parali 8 5 2 15

Chittur 8 5 2 15

Palakkadu 8 5 2 15

Kollamcodu 8 5 2 15

Kuzhalmantham 8 5 2 15

Mannarkadu 8 5 2 15

Ottapalam Ottapalam 8 5 2 15

Pattambi 8 5 2 15

Shornur 8 5 2 15

Trithala 8 5 2 15

Cherpalassery 8 5 2 15

Total 96 60 24 180

Source :Field data

4.9.3.Kollam

Kollam district is situated at the southern zone of the state. The

district shares its bounderies with Thiruvanathapuram in the south

Pathanamthitta in the east and Alappuzha in the north east. The district also

shares its boundery with Tamilnadu at Thenmala and so the influence of

Tamil language , culture and life are predominent in some of the areas of the

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district. The western part is totally covered by Arabian sea and the district

has an Anglo Indian Village at Thankasery with a rich and varied western

culture still in practice.

Table 4.15 Details of schools in the district.

LP UP HS

Educatioan-Sub dist

G A UA T G A UA T G A UA

T

1 Chavara 18 18 0 36 6 8 2 162 Chathanur 19 14 3 36 6 15 4 253 Karunagapally 24 13 1 38 7 12 2 214 Kundara 18 21 6 45 6 17 2 25

5 Kollam 12 32 4 48 4 11 0 15

Kollam DEO (Total)

91 98 14 203 29 63 10 102 39 58 9 106

6 Kottarakara 30 16 4 50 7 9 3 19

7 Kulakkada 36 8 2 46 3 7 2 12

8 Sasthamcotta 27 5 1 33 4 10 0 14

9 Veliyam 22 22 1 45 4 17 1 22

Kottarakara DEO(T)

115 51 8 174 18 43 6 67 17 42 4 63

10 Chadayamangalam

8 19 0 27 5 13 0 18

11 Anchal 27 11 1 39 4 10 0 14

12 Punalur 27 11 5 43 6 10 0 16Punalur DEO(Total)

62 41 6 109 15 33 0 48 20 31 0 58

Kollam Revennue

268 190 28 486 62 139 16 217 76 131 14 221

Source: Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram.

There are three Educational District in the Revenue District – Kollam,

Kottarakara and Punalur. The 12 Educational sub district in the district are

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chadayamangalam, Anchal, Punalur, Kulakkada, Sasthamcotta, Chavara,

Karunagapally, Kollam, Chathanur, Veliyam, Kundara,and Kottarakara.

Table 4.16 Details of teacher population in Kollam district

Source :Government of Kerala.Directorate of Public Instruction.Thiruvananthapuram

Table 4.17 Details of sample of teachers from Kollam.

No of Teachers

Educational Dist Sub District LPS UPS HS Total

Kollam Kollam 8 5 2 15

Kundara 8 5 2 15

Karunagapally 8 5 2 15

Chavara 8 5 2 15Chathanur 8 5 2 15

Kottarakara Kottarakara 8 5 2 15

Kulakkada 8 5 2 15

Veliyam 8 5 2 15

Sasthamcotta 8 5 2 15

Punalur Chadayamangalam 8 5 2 15

Punalur 8 5 2 15

Anchal 8 5 2 15

Total 96 60 24 180

Source : Field data

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LP UP HS

3614 3627 4434

An institution which established for a radical social change do have

wider in the educational and cultural sector.DIETs an institution for teacher

empowerment and thereby building up of learner capasity has been visioned

in a wider perspective every where that seek reformation.But the

establishment of such an institution could not enter into the hearts of the

educational reformers.The determination,the blackspot and the uncertinities

in this field are to spoted out in a war footing and a rewamping is expected

for HRD through DIETs

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