Gujarat Council of Educational Research and Training

Backgound:

The State Council of Educational Research and Training

came into existence on 5th Jan., 1979 in Orissa, Bhubaneswar.

 The functions of the SCERT were notified by Government

and was placed under the overall control of the Director,
Higher Education.

 In the beginning” state Institute of Education” was

established for undertaking activities pertaining to
Educational Research & Training.

 In the Gujarat, State GCERT is a pioneer institution in the

field of Education at elementary and secondary school level.

 In the year 1988 it was upgraded as State Council of

Educational Research.
 Autonomous status was acquired on dated 07/02/1998 by
getting registered under societies registration act, 1860 &
under the Bombay Public Trust Act, 1950.

Objectives of GCERT:

1. To bring about qualitative enhancement at all levels of

education.

2. To conduct academic research, extension programs and

training activities in the field of elementary and secondary
education.
 3. To assist/advise the department of education for
implementation of policies and major programs pertaining to
primary & secondary education.

4. To provide Leadership, academic guidance, suggestions to

educational institutes like B.Ed. colleges, CTE. College for
Teacher Education.
5. To Guide and monitor the functioning of IASE. Institute of
advanced studies in education.

6. In order to have qualitative improvement and strengthen the

standards of elementary education trainings of various
aspects are being conducted statewide.

Functions:

1. To arrange pre service and in service teacher

training.

2. To provide training with regard to new

trends and approaches, in the field of education.

3. To organize training for the head teachers

principals.

4. To provide the services as guide and adviser.

5. To organize training at various levels.

6. To built up the capacity of Master Trainees.

7. To develop reference materials and modules

related to training.
8. To guide and monitor, the training programs
organized by DIET. (District Institute of Education and
Training.

9. To provide inspiration, guidance and

encouragement to training programs organized by DIET.

Role and function:

(ii) To act as an agent of change in school education,

non-formal education and teacher education.

(iii) To supervise the working of the Teacher Training

Colleges, Secondary Training Schools and Elementary
Training Schools.

(iv) To arrange in service training for different

categories of teachers, inspecting officers and teacher
educators and co-ordinate the work of other agencies
operating at the State level,

(v) To organize programmes including

correspondence- cum-contact courses for professional
development of teachers, teacher educators and inspecting
officers,

(vi) To produce curricula, instructional materials, text-

books for the use of educational institutions, teacher of
pre-schools and elementary schools,
(vii) To provide extension service to teacher training
institutions at all levels in the state,
(viii) To co-ordinate the work of extension service
centers of the teacher training institutions in the State.

(ix) To organize and implement the special

educational projects, sponsored by UNICEF, NCERT and
other agencies for qualitative improvement of school
education, teacher education and supervision of education,

(x) To prescribe curricula and text-books for the

school and teacher training centers,

(xi) To produce instructional materials for the use of

teacher educators.

(xii) To conduct studies and investigations of the

various problems of education,

(xiii) To evaluate the adult and non-formal education

programmes or any other programme that will be entrusted
to it by Government,

(xiv) The SCERT shall function as a Centre for

Advanced Studies and Research in Education and can be
involved in preparing students for the M.A, M.Phil., and
Ph.D. Degree in Education.
 The Director, SCERT shall have the following
functions and powers in addition to those indicated
above:

(i) The Director, SCERT will visit the Training

Colleges and Training Schools of the State to
make periodical assessment of the performance
of the teachers and evaluate the qualities of
teacher education,
(ii) He will formally assess the work of the
personal of the Training Colleges and Training
Schools for maintenances of the Annual
Confidential Records, and
(iii) He shall exercise control over the Inspectors of
Schools and Sub-ordinate Officers for
implementing the teacher education
programme, conducting evaluation surveys and
monitoring, organizing experimental and
innovative work and for implementing other
programmes approved by the programme
Advisory Committee and the State
Government.

5. Highlights of Activities

The SCERT has been implementing some

UINCEF Assisted Projects with the ultimate objective
of introducing the materials developed under the
projects in the general system of the state.
This has been achieved to a great extent. Some
materials developed under projects-I and III have been
selected for the use on the Adult Education Centres.
Materials developed under Project-IV are being used in
all the Anganwadis of the State functioning under the
C.D. Deptt. Some materials developed under Project
Comprehensive Access to Primary Education (CAPE)
are being printed by the state Government for the
use in the general system of Non-formal Education.
Other materials have also been selected and will print
as and when funds are available.
As far as Project-II concerning curriculum
Renewal is concerned, it has been decided to finally
review the materials in collaboration with the Board of
Secondary Education with a view to using them in the
state system. Steps were also takes for revising general
school curriculum in the light of findings of the projects
being undertaken in some experimental schools.

In view of the above specific objective with which

the projects were undertaken have been generally
achieved.
The SCERT also continued to be a centre of activity
with regard to the formulation and implementation of
the new Education Policy.
It participated in an effective way in the national debate
that was initiated after the conference of the Education.
Ministers and contributed to policy formulation in
respect of Elementary, Secondary and Adult Education
System in Orissa.
The SCERT played an important role in Orissa in
implementing the training programmes and orientation
courses for different types of workers for introducing
changes in the system of examination and it is hopeful
that something tangible will emerge in the near future.
Educational Technology with special emphasis
On the utilization of the Indian National Satellite for
Educational purposes was another activity designed to
change the approaches and methods to education. The
SIET (the State Institute of Educational Technology) is
still at the formative stage and all activities under this
Project are conducted under the umbrella of the
SCERT.
The SCERT decided to work intensively for the
education of girls and weaker sections and a new
department even though very small was created by
internal arrangement. It of special significance that the
policy adopted by the SCERT, Bhubaneswar with
regard to language teaching in tribal areas has been
widely accepted, at the national level and the Harijans
and Triable Welfere Department have decided to
introduce the primers developed by SCERT in all the
Sevashrems of the State.
The SCERT has started collaboration with the
newly created Department, of Environment, Science
and Technology and OREDA(Oriss Renewable Energy
Development Agency). New Incentives for school
students participation in exhibitions and seminars and
the scope of work has been considerable expanded.
Materials developed under population education
have been appreciated at the national level and Orissa
can be proud of the fact that it has received maximum
grant from UNFPA fund through NCERT on
population activities. It has conducted a very large
number of workshops and training courses for
dissemination the ideas of population education.
At Present, the SCERT has been working as the
academic wing of the Department of Education and
Youth Services, Government of Orissa. It has been
striving to bring about qualitatives improvement of
school education and teacher education. The
operational wave length of the council has over the
years, been raised to the high level of achievements by
successfully implementing the UNICEF and UNESCO
assigned projects. It has carves out a high profile for
 itself at the national level and earned great appreciation
from international bodies.
 Chairman -: Shri M.N. bhad;
He speaks beautifully of the universality of life and
reminds us as goodness of our enduring balance of
power and humility.
His humble yet powerful creation and highly
descriptive images of nature set against an urban
background are alive and incredibly distinct.
His use of rhythm and rhyme is full of genuine human
emotions and benevolent intent.
I am extremely happy and joyful to dedicate this second
book of poetries to my people.
As a brief whatever I saw experienced and realized has
reflected and reproduced in these poem.
Conclusively I am grateful and oblige to all these who
extended their cooperation to publish this book. I hope
the readers would enjoy this creation to their best.
That’s all for me.
I am very happy that trainees lively meters have been
collected into a book. I am sure everyone who reads
them will enjoy them as one we do here in.
Trainees’ depictions of animals’ people events and
philosophy have graced our back pages and now they
grace the pages here. Trainees are the true talents and I
am honored to read his book. I have welcomed your
collection into our profession. Diverse ability to address
nature culture and emotions.
Your words and wisdom are greatly appreciated in a
multicultural community the sentiment is universal
I am looking forward to reading your new book and
hope that you will continue to write and express
yourself for all to reflect and grow from your generosity
and thoughtfulness.