The Institutes of Advance Studies in Education (IASE) are centers of excellence who also work in the field of secondary education– both pre-service and in-service. In addition, they have the responsibility of conducting M.Ed, M.Phil and Ph.D programs for the preparation of teacher educators and may also conduct and pilot new teacher education programs, such as the 4-year integrated B.El. Ed course. Teacher Education Scheme has envisaged a renewed role for IASEs whereby their contribution would not be limited to teacher training but also evolve as Regional Resource centers.
Role of Institute Of Advanced Studies In Education (IASEs)
IASE to perform following functions –
- Pre-service Secondary teacher education programs (B.Ed.)
- Program for preparing teacher educators (M.Ed.)
- In-service training of teacher educators (mainly DIET faculty)
- Short-term courses for teacher educators of CTEs
- Develop resource material for teachers and teacher educators
- Conduct advanced level fundamental and applied research and experimentation in education
- M.Phil and Ph.D (subject to availability of necessary faculty and facilities)
IASE would also set-up units/centres to do Research and Material development in –
- Curriculum Studies
- Pedagogic Studies
- Assessment and Evaluation
IASE would also act as Regional Resource Centre for various activities like –
- Development of curriculum and learning material
- Educational Planning and administration
- Development of Modules for training of educational administrators
Planning Approach & Methodology
- IASE are being envisaged as the leading institution(s) in the State which will actively contribute in State policy making, high quality research and innovation, and standardizing best practices from the field.
- The IASE and SCERT would have to complement each other’s roles and functions and in case of more than one IASE in the State, each would have to work coherently and constructively with each other.
- Each IASE would have to do a detailed mapping of teacher education institutions in the State, especially of CTEs and DIETs and align their activities in a way to complement and support the regional needs and preferences of the teacher educators and teachers.
- Professional development of teacher educators is top priority for IASE. The planning at IASE should involve various aspects such as skill development related to curriculum and pedagogy, effective decision making, use of ICT tools like computers, internet and communication in raising efficiency and gaining knowledge. The IASE should also look at ways and means of incentivizing good practices by bringing them on national/international platform, create mechanism to sustain such practices and develop a system of cross-sharing.
- Research in IASE would have to be looked differently. The research would not only have to be limited to sectors such as ECE, Elementary, Secondary, but also in terms of equity, inclusion, hidden curriculum, teaching-learning etc. IASEs are uniquely placed to generate inter-disciplinary research by inviting higher education teachers in other departments of universities to co-teach and co-supervise the teacher education research. More specifically, the IASEs can:
- Conduct pedagogic, sociological research related to teaching-learning
- Generate research based understanding of children, how they learn; multiple facets of child development
- Generate research on issues of equity and inclusion with respect to school and teacher education
- Provide an inter-disciplinary platform for academic exchange and production of research
- Carry out rigorous research exercise along with the concerned CTE/DIET to assess the needs of in-service programs.