The document provides information on the functions of the State Council of Educational Research and Training (SCERT) and District Institutes of Education and Training (DIET) in Delhi, India. SCERT is responsible for curriculum development, teacher education programs, and material development for pre-primary and elementary education. It oversees 9 DIETs. DIETs provide in-service training to elementary school teachers and conduct research. Their functions include teacher training, academic support to schools, and action research on education issues in their districts.

1. A Presentation on
Functions Of SCERT And
DIET
Presented To
Dr. Niharika Daniel
Asstt. Professor
Allahabad School of Education
SHIATS-DU
Presented By
ROHAN JOHNSON
15MED001

2. SCERT
State Council of Educational Research and
Training (SCERT), Delhi is an autonomous
body of the Government of Delhi. It is a
nodal agency recognized by the National
Council of Teacher Education (NCTE)
for admission, curriculum construction,
course conduct, guidance, examination and
certification of pre-service training
programme in the area of pre-primary
teacher education and elementary
education.

3. As of June 2011, SCERT is working with 9 District
Institute of Education and Training (DIET), 21
Recognized Private Institutes imparting 2 Year
Full Time Diploma Programme in Elementary
Teacher Education and 30 Recognized Private
Institutes imparting 2 Year Full Time Diploma
Programme in Early Childhood Care and
Education, located in different districts of Delhi.

4. Pre-Service Training Programme:
SCERT currently affiliates 2 pre-service teacher
education programme for undergraduate students,
SCERT is responsible for preparing the curriculum,
prescribing syllabi, course of study, academic calendar
for these Courses:
Two Year Full Time Diploma in Early Childhood Care
and Education
District Institute of Education and Training
As of 2011, 9 District Institutes of Education and
Training (DIETs) have been set up for each of the 9
revenue districts in Delhi and these operate under the
overall administrative control of SCERT.

5. In-Service Teacher Education:
SCERT organizes in-service teacher education programmes for
teachers of Education. Special workshops for Heads of Schools
are also undertaken. During the period 1991-2005, SCERT,
along with DIETs, have organized in-service training/orientation
programmes.
SCERT is responsible for material development both for
children and support materials for teachers. Between 1988-
2005, 215 publications have been brought out by SCERT.

6. DIET
DIET is the most significant educational
intervention in the country, while the NCERT
came up in the 1960’s and the State Councils of
Education Research and Training came up in
1970’s, the need for a third tier of training and
resource support structure, right at the district
level was genuinely felt in order to improve the
quality of basic education. As result DIET’s were
set up in almost all the districts of all the states in
the country.

7. Govt. of India gave top priority to elementary
education. Different education commissions were
constituted which submitted their reports and on the
basis of their findings, Govt. made drastic change in the
education policy. In the beginning education was a
state subject but through an amendment in the
constitution in 1976 the subject of education was put
on the concurrent list. As a result State Govt. as well as
Central Govt. now collectively frame a particular
education policy & National Education Policy 1986,
introduced a new pattern of education know as 10+2+3
system. Establishment of DIET’s is based on the
recommendations of National Education Policy 1986

8. As an apex body in the field of Basic Education
at the district level DIET has been assigned to
fulfill the following objectives:
1. To make sincere efforts in regards to enroll the
children of age group 6-14 those who are
identified through a special programme of
SCHOOL CHALO ABHIYAN.
2. To increase minimum learning level and
achievement level of the students as has been
instructed by the education department.
3. To prepare master trainers / resource persons
to guide and train the teachers who are working
in primary and upper primary schools.

9. 4. More emphasis to promote girls’
education and other adequate schemes of
woman sensitization like Woman Motivators
Group.
5. Sincere efforts are being made ensure
maximum utility of T.L.M. (Teacher Learning
Material) with a view to have an effective
teaching process in the school education.

10. Functions of SCERT:
The State Council of Educational Research and Training
discharges the following functions:
1. To organize and implement the special educational projects
sponsored by NCERT and other agencies for qualitative
improvement of school education and teacher educators.
2. To prescribed curricula and textbooks for the school and
teacher training institutions.
3. To produce instructional materials for the use of teacher-
educators.
4. To arrange in-service training for different categories of
teachers, inspecting officers and teacher-educators and
coordinate the work of other agencies operating at the state
level.

11. 5. To organize programmes including Correspondence-cum-
Contact Courses for professional development of
teachers, teacher-educators and inspecting officers.
6. To supervise the working of the Teacher-Training
Colleges, Secondary Training Schools and Elementary
Training Schools.
7. To provide extension service to Teacher-Training
Institutions at all levels in the state.
8. To conduct studies and investigations on the various
problems of education.

12. Functions of DIET:
(1) Training and orientation of the following target groups:-
(i) Elementary school teachers (both pre-service and in-
service education).
(ii) Head Master, Heads of School Complexes and officers of
Education Department.
(iii) Instructors and supervisors of Non-formal and Adult
Education (induction level and continuing education)
(iv) Members of DBE and Village Education Committee
(VECs) Community leaders, youth and other volunteers who
wish to work as educational activities.

13. (2) Academic and resource support to the
elementary and adult education systems in the district in
other ways extension activities and interaction with the
field, provision of services of a resource and learning
center for teachers and instructors , development of
locally relevant materials teaching aids, evaluation tools
etc. and serving as an evaluation center for elementary
school and programmes.
(3) Action research and experimentation to deal
with specific problems of the district in achieving the
objectives in the areas of elementary and adult
education.

14. THANK YOU