Study on Status of Decentralized In-Service Teacher Training

This report was conducted to assess the existing structure and delivery of decentralized in-service teacher training in India, with the goal of identifying ways to build on strengths and address current challenges. It offers valuable insights and a structured framework for policymakers, education leaders, and training providers by highlighting areas of strength and potential improvement in decentralized in-service teacher training.

The report highlights the following key learnings:
- Structured Needs Assessments: A structured and comprehensive approach to needs assessment is critical for planning effective training programs that meet the diverse needs of teachers. Current practices could benefit from a more formalized system that goes beyond informal feedback or ad hoc surveys to ensure training relevance.
- Policy Support for In-Service Teacher Training: A dedicated policy framework for in-service teacher training, in alignment with the National Education Policy 2020, would help create more cohesive training approaches across states and enhance consistency.
- Leveraging Existing Infrastructure: While a robust decentralized structure involving SCERTs, DIETs, BRCs, and CRCs exists to support in-service training, more structured support in tracking training outcomes and follow-up mechanisms can enhance training impact and retention.

- Teacher Engagement and Motivation: Training programs often achieve high attendance, indicating strong participation from teachers. However, the mandatory nature of attendance highlights an opportunity to foster deeper engagement and ownership among teachers in their professional development journeys.
- Diverse Funding Structures: Funding sources for in-service teacher training vary across states, with some states leveraging CSR funding or donor support. This diversity in funding methods underscores the potential for streamlining funding practices to support equitable access to quality training across regions.
- Opportunities for Enhanced Evaluation and Accountability: The study notes that formal mechanisms for evaluating training impact could strengthen accountability and help capture the effects of training programs more consistently. Building on existing evaluation practices to develop more systematic approaches could ensure that training outcomes are effectively supporting teacher performance and student learning.
- Support for Resource Persons (RPs): Resource Persons play a central role in delivering training and supporting teachers, though they often indicate a need for additional resources and follow-up mechanisms. Ensuring that RPs have consistent access to resources and support may help optimize the quality of training delivery.
- Consistency in Implementation: Some states have developed structured training calendars, which help organize training activities throughout the year. Expanding the practice of maintaining an annual training calendar could be beneficial for uniformity and resource planning across all states.