Monday, March 11, 2019

Fundamental Rights of Education

1. Purpose of the Report The decide of this report is to pass and then provide an military rating of each stage of the programme in order to give recommendations for follow up activities and further professional organic evolution for Master Trainers and teachers. 2. Introduction 2. 1. Three organisations, The British Council (BC), UNICEF and Sarva Shiksha Abhiyan (SSA) Tamil Nadu collaborated on an pushy programme to develop the skills of English language teachers in g all overnment master(a) schools. The project aimed to improve the English language teaching methodology of over 40,000 Class 5 teachers across the state.To this end, 600 Block Resource Teacher Educators (BRTEs), 60 District Institution of Education and Training (DIET) Teacher Trainers and 240 type V teachers were to be trained and they would in turn cascade learning to the standard V teachers at district and block levels. 2. 2. Following a require analysis carried out in November 2008 by two British Council ra nking(prenominal) Training Consultants (STCs) a proposal was made to SSA Tamil Nadu. The proposal comminuted the results of the needs analysis and took into account discussions made between the three teammate organisations regarding the needs of the primary school teachers working across the state. . 3. The British Council was invited by Tamil Nadu SSA to provide the following outputs diagnostic assessment of up to 450 teachers with the purpose of determining the level of spoken English amongst teachers in primary schools in Tamil Nadu. needs assessment for development of provision materials, a work bench mark in order to measure progress and used as a selection tool for entry onto the programme. design and deliver 2 x 30 hour courses for 900 Master Trainers, which would be cascaded to 40,000 standard V primary English teachers in Tamil Nadu. organise monitoring and evaluation of the Master Trainer programme and subsequent cascade programmes. 2. 4. The cascade training model is generally applied in large scale training programmes where sheer numbers and geographical reach prohibit direct training. In India, where a single state may restrain as many a(prenominal) as 150,000 teachers, it enables large numbers of teachers to be trained. We recognize that the model has limitations, critics have pointed out that as training flows through the layers a certain fall of quality andeducation is must

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