Policy Perspective

Cognizant of the challenges faced by the public schools in the aftermath of globalization and liberalization, DPPI consciously sought to democratize its structure in order to give more autonomy to schools in planning professional development of their teaching and non-teaching staff. The new Policy of Coordinated Decentralization of In-service Education brought about a paradigm shift in its operational style as the onus of professional development shifted from the central unit to the grass-root school complexes.

These local school complexes known as Coordinating Resource Centers (CRC) are made the hub of teachers’ professional development. They involve the whole school community to create collaborations among teacher-student, teacher-parent, teachers of the same institution, and teachers of the member schools of the CRC called Member Resource Centre (MRC). The cooperation and collaboration between the DPPI at the center and the CRC at the grass-root level has maximized efficiency and effectiveness and minimized wastage of time and resources.