PAC Programme 2021-2022

The study was carried out through field visit for collection of information through questionnaire from different districts of Odisha. The information collected included the nature of the product/craft being developed, raw material requirement, cost of the product, marketability of the product, availability of the trainer, age group of the people suitable for the specific skill development, etc has been documented. A total of 36 Green Skills have been identified such as coir products, paper crafts, paper toys, terracotta, cow dung toys, palm leaf craft, areca nut craft, paddy craft, golden grass products, coconut brooms, Sal leaf plates and bowls, etc for introduction at the school level.

Employability skills in terms of four different skills namely self- management skill, ICT skill, entrepreneurial skill and communication skill of students at the secondary level in four districts of Odisha namely Cuttack, Ganjam, Puri and Khorda are measured. The questionnaire developed was administered to 320 students from the secondary level. Along with this, responses were collected from headmasters and teachers from 32 secondary schools to explroe how the schools support students in developing their employability skills.The investigator has used percentage, descriptive and inferential statistics and qualitative descriptions and accordingly interpretations are made. Findings of the study are the following: Employability skill score of the students at the secondary level is low. However as compared to boys, employability score of girls is more. Break- up of the employability score is as follows. (i)In communication skill, mean score of girls is more than boys.(ii)In self-management skill, mean score of girls is more than boys.(iii)In ICT skill, mean score of boys is more than girls.(iv)Entrepreneurship skills of girls is more than boys.It was also found that in communication skill the overall mean score of the urban students is more than the rural students. Similarly, in Self-management skill and ICT skill the overall mean score of the urban students is more than the rural students.

However, in entrepreneurship skill the overall mean score of the rural students is more than the students of urban areas.Causes of the gaps in attainment of employability skills are the following. Employability skills are not yet integrated with the curriculum at the secondary level in government schools of Odisha. So there is not much focus on this. Few vocational courses that are running in the schools are also not being paid attention. Neither there are adequate staff to handle these courses, nor are there enough infrastructure for this. As a result, there is very low enrollment in these courses.

The objectives of the study are (i) to find the learning levels (literacy and numeracy skills) of upper primary students, (ii) to study the difficulties faced by the students with regard to literacy and numeracy skills, (iii) to examine the levels of involvement of the teacher in the teaching learning process after introduction of Gyan-Setu programme, (iv) to find out the implementation modalities of Gyan-Setu programme at upper primary stage, (v) to suggest measures to improve the learning levels of basic literacy and numeracy skills of upper primary stage. The investigator adopted survey method, interview schedule and FGD to collect data from two districts i.e. Ranchi and Jamshedpur. The sample selected for the study was 20 schools, 20 HMs, 60 teachers and 370 students. Self developed tool such as (i) information blank, (ii) achievement test (Hindi and Mathematics), (iii) interview schedule for HMs and teachers and (iv) FGD with students. The collected data was processed and accordingly interpretations were made.The following major findingsare drawn from the data analysis and interpretation as per the objectives of the study. (i)Percentage of low achievers in literacy is reduced from 72.2% to 59% and from 69.4% to 59.4% in basic numeracy in the year 2021. (ii)23.51% of students have secured grade A in reading, 34.59% are under grade B category and 20% are under grade C. 21% students did not able to read. (iii)Less than 10% of students secured highest grade in reading from both the districts. Majority of students secured grade B and C from Ranchi and Jamshedpur(iv)Majority of HMs expressed their views regarding improvement in GyanSetu materials is that materials must contain good quality paper, colorful, more practice set, error free content.

The objective of the study was to analyze the foundational literacy and numeracy material developed by SCERT, Odisha with regards to its content, pedagogy, learning resources and assessment in consonance with the recommendation of NEP 2020 and learning framework of NIPUN BHARAT. Thus, the study was carried out in two phases namely; content analysis of the FLN material in a workshop mode by involving experts and the practitioners and then try out of the material in the actual classroom situation to find out effectiveness of the materials. The findings of the study indicated that the material of literacy and numeracy are prepared as per the guidelines of learning outcome suggested in the learning outcome book of NCERT and NIPUN BHARAT guidelines. The materials (Literacy) is interesting and meaningful for the young learners. Local knowledge and culture has been taken care of during preparation. However, almost all materials have some gaps with regard to spelling, context, sequence and progression, comprehensive assessment, curriculum load etc. in literacy. The numeracy workbook is written cohesively and in an appropriately progressive manner. However, it is found that a few questions in the workbook need rectification. On the basis of field try out, all materials are found to be pedagogically appropriate, contextualized, interesting for learners.

The National Education Policy- 2020 recommends redesigning of curriculum and pedagogy strongly rooted in the Indian and local context. It consists of toy based pedagogy strongly rooted in the Indian curriculum. The role of toys in curriculum will enhance learners’ cognitive, effective and connective development. The objectives of project were (i)Facilitation of joyful competency based experiential teaching learning process by using locally available toys. (ii)Development of conceptual activities on science at upper primary and secondary levels of Odisha by using toys.Conceptualactivitieshave beendeveloped in EVS and Science using locally available toys. After try out in the field, it was observed that maximum numbers of learners were enjoying and interested to learn by using toys as a learning material.Teachers are motivated towards the competency based teaching learning process in classroom situation.

Development of learning resource centre was taken up to develop an activity based experiential learning center that will be helpful for training of pre-service and in-service teachers. Keeping this in view total three different sections as part of Resource Center has been developed, i.e. (i) Learning Resource Center (ii) Herbal Garden and (iii) Educational Theme Park. In the learning resource centre, with more than 250 activities and models have been developed from different subject backgrounds like physical science, mathematics, biological science, and social science.Similarly, in herbal garden with more than 200 varieties of medicinal plants have been planted which are constantly used by pre-service teacher students as per their curriculum.In the educational theme park currently there are 22 different science models which are used for teaching science to school kids as well as used by student teachers and in-service teachers for experiential learning. The feedback received by different resource persons, visiting the resource room was found to be satisfactory.

The objective of the study was to analyze the foundational literacy and numeracy material developed by SCERT, Odisha with regards to its content, pedagogy, learning resources and assessment in consonance with the recommendation of NEP 2020 and learning framework of NIPUN BHARAT. Thus, the study was carried out in two phases namely; content analysis of the FLN material in a workshop mode by involving experts and the practitioners and then try out of the material in the actual classroom situation to find out effectiveness of the materials. The findings of the study indicated that the material of literacy and numeracy are prepared as per the guidelines of learning outcome suggested in the learning outcome book of NCERT and NIPUN BHARAT guidelines. The materials (Literacy) is interesting and meaningful for the young learners. Local knowledge and culture has been taken care of during preparation. However, almost all materials have some gaps with regard to spelling, context, sequence and progression, comprehensive assessment, curriculum load etc. in literacy. The numeracy workbook is written cohesively and in an appropriately progressive manner. However, it is found that a few questions in the workbook need rectification. On the basis of field try out, all materials are found to be pedagogically appropriate, contextualized, interesting for learners.

The National Education Policy (NEP) 2020 envisages for strengthening early childhood care and education under foundational stage. As per the request of the State Coordination Committee (SCC) of A & N Islands the programme was proposed and approved. The development of modules has been undertaken through planning meeting, two-day online workshop for identification of themes of the modules and a three-day review workshop for finalization of modules. The modules covered are understanding ECCE, how children learn and develop, building foundations for learning, contextualizing ECCE curriculum, Programme planning, organizing developmentally appropriate practices for three goals, development and use of joyful materials, Planning and management of Inclusive education at foundational years and community engagement. The guidelines for use of the training materials are incorporated in the modules. The training material will be used for the UT of A & N Islands.

The objective of the programme is to promote wider access and visibility of research output of RIE Bhubaneswar and to preserve its publications digitally like PAC reports, ERIC reports, M.Ed./ M. Phil dissertations, faculty publications, University question papers etc. The Institutional Repository has been developed and so far more than 660 documents have been scanned, processed and uploaded in to the repository. The Institutional Repository has been connected to the intranet of the Institute and accessible to the users within the campus via LAN network. The users can access the Institutional Repository (IR) through the link http://172.30.6.169:8080/jspui/

The objective of this programme is to upgrade the DMS Library by automating its resources and services,which includes automation of the basic library processes, creation of electronic database, OPAC,and to share bibliographic data of books for preparing Union catalogue of NCERT with reference to interlinking of all libraries of NCERT. The procurement of hardware (higher end Desktop and OPAC KIOSK) has been done. The electronic database has been created using Koha open source integrated library software, and so far, bibliographic data of more than 3300 books have been entered in the database which is now accessible through OPAC.

The NCERT and its constituent units has been offering Diploma course in Guidance and Counselling at the RIEs and NIE, New Delhi with an objective of bringing qualitative improvement in school education and teacher education. In this context, to make the programme accessible to large number of in-service teachers without interfering with their teaching, the course is designed with distance /on line phase, face-to-face phase and internship phase. The duration is of one year, beginning from every January and ending in December. For the session 2021 the programme was carried out in 3 phases i.e. distance / online (January- June, 2021), face to face (July-September, 2021) and internship (October- December, 2021). The session started with entrance test of candidates/trainees, and 50 candidates were selected for the session of 2021. The admission and orientation followed by the tutorial sessions were conducted online. Assignments based on the modules were circulated to students and they were prepared to answer the same. The students deposited the assignments in hard copies at the institute. The face to face phase was undertaken in online mode wherein all regular practicum activities were demonstrated online. The trainees rigorously practiced all the skills learnt in the online classrooms of the neighborhood /schools as per availability, for which reports were prepared and submitted before the examination. Theory exam, seminar, presentation and viva were held from mid-September to end of September. The internship phase was carried out as per the choice of institution/organization given by students for which proposal was prepared under the guidance of tutors and presentation was held for finalization of the internship proposal. The internship reports were submitted.

The extension programme aimed to enlighten the students and faculty on issues of vital importance in the field of education and to provide a forum to students and staff for academic interaction with eminent educationists. Besides, the programme helped in enriching the knowledge and understanding of trainees and faculty by way of sharing of the experiences of the personsof eminence in the field of education. During the year, the following lectures were conducted.

The specific objectives to organise expression series on eminent personalities are to promote and preserve cultural heritage of the nation and to promote literacy activities among students to enhance their thinking skills, to bring out their creative expression and to promote constitutional values. During the year, the following lectures were conducted.

The objectives of the Conference were: (i)to create a forum for teacher educators, researchers and teachers of the country for deliberation on implementation of the NEP 2020 recommendations on teacher education with reference to trends, practices and innovations and (2) to reflect on opportunities and challenges for effective implementation of recommendations of NEP 2020 on teacher education. During the three day deliberations, one hundred papers on different themes i.e. Teacher Education: Curriculum, Pedagogy and Assessment; Teacher Education: Research, Innovation and Contextualization; Professional Development of Teachers and Teacher Educators and Teacher Education for Holistic School Education: Possibilities and Challenges were presented by researchers, practitioners and educationists in the conference. The resource persons included Director, NCERT, Vice Chancellor of Tamil Nadu Teacher Education University and experts in teacher education from different parts of the country. The conference proceedings have been prepared outlining specific strategies for quality improvement of teacher education programme of the country.

The internship was organized in three phases such as pre-internship, internship and post internship. The pre-internship workshop for student teachers was held during the last week of October 2021.During the present session 105 student teachers of B.Ed., were placed in twenty one JawaharNavodayaVidyalayas(JNVs) of Bihar, Jharkhand, Odisha and West Bengal from 5thNovember 2021 to 18th February 2022. During the online pre-conference of student teachers, cooperating school heads and teachers, there was orientation on modalities of school internship. Student teachers were involved in different activities such as observation of online classes of cooperating teacher, online peer observation, development of unit plan and lesson plan, transaction of lessons, conducting action research, developing e- content/materials and achievement test and maintain reflective diary etc. Post internship conference was held at the Institute on 21-23 February 2022 for sharing innovations, challenges and experiences of student teachers. The reflections would be useful for planning the future school internship programmes. The programme report has been submitted.

The internship was organized in three phases such as pre-internship, internship and post internship. The pre-internship workshop for student teachers was held during the last week of October 2021.During the present session 105 student teachers of B.Ed., were placed in twenty one JawaharNavodayaVidyalayas(JNVs) of Bihar, Jharkhand, Odisha and West Bengal from 5thNovember 2021 to 18th February 2022. During the online pre-conference of student teachers, cooperating school heads and teachers, there was orientation on modalities of school internship. Student teachers were involved in different activities such as observation of online classes of cooperating teacher, online peer observation, development of unit plan and lesson plan, transaction of lessons, conducting action research, developing e- content/materials and achievement test and maintain reflective diary etc. Post internship conference was held at the Institute on 21-23 February 2022 for sharing innovations, challenges and experiences of student teachers. The reflections would be useful for planning the future school internship programmes. The programme report has been submitted.

The objectives of the programme were to expose and provide school based experiences to student-teachers during the initial years and to orient and impact on school functioning and processes in multicultural context in selected schools. The programme comprised of two phases of activity; school exposure in the first semester and multicultural placement in the second semester. Both the school exposure and multicultural placement were further divided into three phases; a) Pre-conference b) Exposure to the schools/ Multicultural Placement, & c) Post-conference. For these sessions (2021-22), both the school exposure and multicultural placement programme was organized at Chilika, Balugoan, Odisha wherein 110 students of B.Ed 1st Year students were placed at private and public schools to experience and understand the culture and its functioning of the school. The experiences gained in a contextual milieu within and outside the schools were shared by the student-teachers as part of the feedback during the post conference.In the school exposure that was held from 1st to 5th February, 2022, activities like observation, school functioning were assigned to students by providing formats. The main intention of this activities was to develop an insight into the role of a teacher and appreciate school activities in totality. Multicultural placement programme was held on 6th to 15th February, 2022 and activities like observation, case study, substitute teaching, school profile were assigned to students and a format was provided. This enabled them to understand learners in different context and developed an awareness about the functioning of the school as the integral part of the community. All experiences were shared by student teachers as part of feedback for the further improvement of the programme.

Considering the value of relationship between the school and community, Field work with community (FWC) programme is an integral part of four-year B.SC. B.Ed. Curriculum of Regional Institute of Education, Bhubaneswar. The objective is to develop an insight in to the various aspects of community participation in educational programmes and to enhance their ability to enlist community support for school and contribute for nation’s development. It aims at enabling the student teachers: (1) to acquaint with the factors working within the society, community i.e. knowledge of social realities; (2) develop the dignity of labor among student-teachers; (3) arouse their interest in the social and economic reconstruction of the country; (4) make the student-teacher aware with the educational problems and needs of the society; (5) prepare pre-service teachers for sustainable development and (6) develop the personality of the student-teacher through community service. Keeping the above objectives in front, this year’s (2021-22) 8 day working with community programme for B.Sc.B.Ed. 8th semester students was organized at Badkul village of Khordha district, Odisha . The students carried-out different activities on all of the eight days. They were engaged in activities like conducting educational survey of the village (Educational, economic, cultural, etc., case-study of the families, awareness programmes on child marriage, RTE, Betipadhao, transgender, online phishing, poverty, drugs and substance abuse, etc., promoting ‘Swachh Bharat campaign’, etc.
The Working With the Community Programme of B.A. B.Ed. 8th Semester from 5th March 2022 to 11th March 2022 at Chilika Govt. High School, Hatabaradihi, Khurda. Total number of students 47 (33 Girls + 14 Boys)

The objectives of the programme was to plan and organize developmentally appropriate practices for preschool children. Twenty-five students each in lower pre-primary and upper pre-primary were admitted on the basis of random selection. Two teachers were selected through interview. The teachers as were oriented on developmentally appropriate practices and the perspectives and recommendations of the NEP 2020 on foundational years. Weekly action plan and corresponding activities i.e. physical development, language development, socio-emotional and cognitive development were developed for implementation of the programme. A format on developmental profile of students was developed in house depicting developmental characteristics of preschoolers. Due to COVID-19 pandemic, interaction sessions were arranged with parents through online mode. Materials and activity sheets were shared to parents for use by children. The online facilitation to parents and pre-school children were organized. The parents were oriented on pressures on preschoolers’, promoting enabling environment at home, play and early education, assessing young children and other relevant areas. The programme was evaluated by collecting feedback from parents, team members and children. The reflections of parents, teachers and team members revealed provision of more facilities and resources. The programme report is prepared and submitted.