The Necessary Teachers Training (NeTT) program is implemented by Humana People to People India. NeTT is a 2 years programme designed to increases the number of well-trained teachers in rural communities. It is developed for the pupil teachers attending District Institutes of Education and Training (DIET) to gain their Diploma of Education (D.Ed.) certificate or Basic Teacing Certificate (BTC).
The Program has appointed 4 teacher educators at each DIET where it is being implemented. The teacher educators are not only Masters in Education (M.Ed.) but also are are trained by the organization on the Doctrine of Modern Methodologies (DMM) - the NeTT pedagogy. These teacher educators implement the program along with DIET faculties through DMM.
The NeTT program delivers state curriculum on D.Ed./BTC through DMM. The entire curriculum is divided into Courses, Studies and Experiences, that not only give pupil teachers opportunity to attend classes where expert teachers deliver trainings, but also exposure to structured self studies and actions to gain hands on experience.
NeTT methodologies mix classroom- and out-of-classroom -activities with innovative assessment strategies to transform pupils into teachers well-equipped to teaching children living in rural areas.
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CEI approaches in actionSchool supportTeacher trainingParental/community engagement for school accountabilityTeacher evaluationSchool supportTeacher Training and EvaluationInformation and Communications Technology (ICT)
Model details2009Not-for-profitComprehensive curriculum21st century skills (soft skills)Information and Communications Technology (ICT)ActiveLong-term project8,219
BeneficiariesOtherTrainee Primary Teachers
TechnologyComputerInternetMobile phoneTeacher trainingTeaching materialsTracking student performance
ScalePupil Teachers Trained20Training Centers1123Tasked Based Learning SystemsDecember, 2015
The NeTT program was initially piloted as a Public private partnership in 2009 in the state of Chhattisgarh. In 2011, the NeTT program was started in 2 locations in the State of Haryana. In 2012, it was further scaled to 10 new locations in the States of Haryana and Madhya Pardesh. In 2013, 5 new locations were covered in the State of Uttar Pradesh.
In 2014, the State of Haryana approved scaling of the programme to 3 more locations. HPPI has also signed an MoU with the State of Bihar for piloting the project in that State.
Currently, 20 locations are covered across 3 States. We hope that the impact of this programme on teacher quality would motivate more States to join the partnership, and facilitate the scaling and adoption of this model as a systemic framework of skilling of teachers.
In the long run, we expect the impact of the quality of the teacher training program would enthuse more States to collaborate and partner in the growth and penetration of quality inclusive education in the country.
HPPI plans to scale this programme to reach 100,000 teachers in the next 10 years.
Monitoring & EvaluationYes
The NeTT program has a clear strategy on measuring and evaluating performance of the trainees. This is done through a 4 tier system, with 3 core layers and an optional 4th layer.
Layer-1: The DMM points system- which is a comprehensive credit system which maps and records the trainee's performance in each task, course and experience as a part of the training program.
Layer-2: Interim semester tests.
Layer-3: Annual/ Final Tests
Layer-4: Independent Assessment, which is done as per agreement with the partners.
There is a comprehensive system in place whereby data is recorded at each location by HPPI's team, and collated by a dedicated M&E team.
We are in the process of expanding our M&E team, to include state measuring officers that will monitor the projects on a monthly basis. On a week and monthly basis team leaders provide the headquarter with production figures and reports on their activities in the DIETs/GETTs, and follow up on these are done weekly by telephonic communication. Visits are carried out by the members of Society of Schools, where a visiting format is documented and filed. There is a state coordinator for each state among the Team leaders working with the NeTT program in the state, that helps coordinate changes in the program and makes regular visits to the other NeTT DIETs.Internal assessment performanceUser satisfactionTeacher attendanceTeacher retentionQuarterlyMonthlyhttp://www.humana-india.org/index.php/s5-flex-menu-1360/annual-reports Nohttp://www.humana-india.org/index.php/s5-flex-menu-1360/annual-reports http://www.humana-india.org/index.php/s5-flex-menu-1360/annual-reports
MIS - The main data collection is done through a system (MIS – monitoring Information system), where the Team leaders in the field report on different program indicators in excel on a monthly basis– the indicators are 1) student attendance 2) curriculum covered 3) Teachers activity 4) program activities 5) production figures. These numbers are verified through registers kept at the projects themselves, and crosschecked during project visits. This system will in the near future be moved to an online database, where numbers for all projects will be accessible in one place.
The MIS information is used to determine trends and problems in the projects, to guide the Society of Schools towards making decisions on interventions, program developments and assistance to the team leaders. After the monthly collection, the number are collect in compilation format that gives an overview over each state. This leads to decisions on further steps for the coming month.
Additionally weekly formats are filled by all HPPI Teacher Educators (TE), evaluation the weekly productions. This mainly serves to help the TE evaluate the outcome of their work at the DIETs/GETTIs. The main figure describes the number of production points each student have achieved on average during the week.
70% Graduation Rate for Pupil Teachers
Cost of the NeTT program comes to US$ 24 per month, which is a moderate cost per unit for a comprehensive training program designed to train teachers in modern skills of child centric pedagogies.