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History and background of SCERT

 

The National policy on Education (1986) recommended the creation of State Council of Educational Research and Training in each State as a measure of decentralization pf functions of quality education, research and training. The national policy on education (1986) laid emphasis on the improvement of quality in education and suggested to adopt some programmes such as

   i) Improvement of curriculum
   ii) Teacher enrichment programme
   iii) Continuous and comprehensive evaluation
   iv) Availability of quality text books
   v) Improvisation and utilization of teaching aids etc.

Alternative strategies for education, particularly informal education and scheme for vocationalisation of education at +2 stage have also been highlighted in consideration of today and tomorrow. It was contemplated that SCERT, at the State Level, will carry out all this activities as counterpart of NCERT for the qualitative improvement of education in the states.

Since 1986 the Govt. of India has repeatedly issued instructions to establish State Council of Educational Research and Training in the State Level. Acting upon such instruction the State Govt. of Tripura established SCERT at agartala in 1996 by amalgamating the following four organizations

a) State Institute of Education (SIE)
b) Tribal Language Cell
c) Bureau of Educational and vocational guidance
d) Educational Publication Unit
 

Functions and objectives of the SCERT, Tripura

 

At the time of formation of the SCERT, the following broad outline of the SCERT was drawn:

i) To act as an agent of change in school education and non-formal education in general and teacher education

   in particular.

ii) To arrange for in-service training and orientation of supervisory /Inspecting Officers, Teacher-educators dealing

    with the pre-school, elementary and Secondary and Higher Secondary Education in the State.

iii) To organize programmes, including correspondence-cum-contact Course for the overall professional development

    of teachers, teacher-educators and supervisory /Inspecting Officers.

iv) To provide extension services to teacher training institutions at all the levels in the State.

v) To co-ordinate the extension service centers of the teacher training institutions in the State.

vi) To produce curricula, instructional materials, textbooks and other materials for the use of educational institution

     and teachers of pre-school, elementary, secondary and higher secondary stages in the state.

vii) To arrange for and co-ordinate the work of framing curricula and prescribing textbooks for the school and

     teacher training institutions at the pre-school and primary stages.

viii) To undertake specific projects at all levels of school education as may be entrusted by the Government from time

      to time.

ix) To act as an efficient academic functionary capable of planning, organizing and executing programmes of

     various activities envisaged in the National Policy on Education (1986).

x) To conduct various examinations including conduct of final Basic Training Examination for under-graduate course as

    well as madhyamik plucked Kok-Borok Teacher Training, as well as competition etc. at different levels.

xi) To Prepare, produce and distribute nationalized textbook.

xii) To conduct training and orientation of teachers, Headmasters, supervisors in guidance and counseling.

xiii) To prepare and produce textbooks and other instructional materials in tribal and other languages.

xiv) To undertaken action research for qualitative improvement in curriculum, teacher-education, guidance and

      counseling, textbooks, evaluation, educational technology, planning and administration etc.

xv) To conduct orientation training for teachers, Headmasters, supervisors, Teacher-educators etc. in Science

      and Mathematics education.

xvi) To organize workshops etc. for innovation and improvisation of teaching aids for science, mathematics and

      other subject areas and soft-wares for educational technology programmes.

xvii) To work for the development of the minority and tribal languages and to take necessary initiative to prepare books

       on those languages for primary and secondary level.

xviii) SCERT has been allocated a major job to use modern techniques like EDUSAT Network to Education for

       teacher training as well as class room teaching purpose.

xix) Responsibility of implementing Computer training and computer aided learning (ICT @ School project) in the

      secondary level of high and higher secondary schools.
 

Disclaimer:- This website is brought to you by the State Council of Educational Research & Training, Government of Tripura. All efforts are ensure that

                      the information furnished is correct and up to date. This website is designed and developed by TRIPURAINFO, Agartala.