Curriculum for elementary teacher education, adult education and non-formal education needs to be developed according to local environment and circumstances. The curriculum developed at the district level may include topics like local geography, Folklore, legends, customs, forests, flora and fauna, fairs and festivals, demography, geology, minerals, agriculture, industry, communities and tribes etc.

This branch also conduct development of techniques and tools like test, question banks, rating scales, observation schedules, diagnostic testing to be used for continuous and summative learner evaluation. Other functions of this branch are given below:

 

1. To adopt existing items and develop new items of the following kinds so that they suit local circumstances, and can be used in the elementary education and elementary teacher education programmes:

   • Curriculum units-New, locally relevant units could be developed for the district in various subjects to supplement the generally prescribed curricula. Such units may pertain to topics like local geography, folklore, legend, customs, flora and fauna, fairs and festivals, demography, geology, minerals, agriculture, industry, service, occupations, folk art, handicrafts, communities and tribes, institutions etc.

   • Teaching learning for general as well as locally developed curricular units-specially primers for classes I and II in tribal/local languages in districts having substantial tribal population or populations having native language.

   • Techniques and guidelines for continuous and summative learner evaluation.

   • Tests, question/item blanks, rating scales, observation schedules, guidelines diagnostic testing/remedial programmes talent identification procedures etc. Most of the adaptation/ development work as above may be done through workshops involving other concerned faculty, institutions, experts, teachers and instructors.

2. To help the DRU in development work as above for adult and non-formal education.

3. To undertake testing on sample basis to assess achievement levels among learners, especially with reference to minimum levels of learning prescribed for the primary and upper stage and for adult learners under NLM.

4. To help educational authorities and elementary school/NFE/AE centers in implementing a reliable and valid system of learner evaluation.

5. To conduct workshops for the adaptation/development work mentioned in (1) above, as also in service programmes related to CMDE.

6. To provide CMDE-related inputs into all other programmes/activities of the institute. For example pre-service and in-service programmes for teachers, training programmes for NFE/AE personnel, field interaction (Including Extension) activities, Action Research, etc.