• Ms. Lipika Sahu
    Ms. Lipika Sahu

    Assistant Director

  • Dr. Sudarsan Santara
    Dr. Sudarsan Santara

    Assistant Director

About the Department

A “Department of Innovative Ideas” (sometimes referred to as a Department of Innovation or an Innovation Lab) is typically established within organizations, universities, or governmental bodies to foster creativity, support the development of new ideas, and implement innovative solutions. While the specific structure and focus can vary, such departments generally have several key functions and characteristics:
This department has been established to generate new ideas for promoting better quality education to the society

Vision and Objectives

A well-defined vision of innovation serves as a beacon, inspiring and guiding an organization towards a future of sustained creativity, growth, and positive impact.

Purpose and Mission:

  • Clearly define the purpose of innovation within the organization.
  • Articulate how innovation aligns with the overall mission and goals.

Commitment to Creativity:

  • Emphasize a commitment to nurturing a culture of creativity and exploration.
  • Encourage risk-taking and learning from failures.

Focus Areas:

  • Identify key areas where innovation will have the most impact (e.g., technology, processes, products, services).
  • Set priorities for innovation efforts based on strategic goals.

Collaboration and Inclusion:

  • Promote collaboration across departments and disciplines.
  • Foster an inclusive environment where diverse perspectives are valued and everyone is empowered to contribute.

Sustainability and Social Responsibility:

  • Integrate sustainability and social responsibility into the innovation vision.
  • Aim to create solutions that benefit society and the environment.

Continuous Learning and Improvement:

  • Encourage a mindset of continuous learning and improvement.
  • Support professional development and innovation training programs.

Leveraging Technology:

  • Highlight the role of advanced technologies in driving innovation.
  • Invest in research and development to stay at the forefront of technological advancements.

Areas of Work

  • Idea Generation
  • Research and Development
  • Prototyping and Testing
  • Implementation and Scaling
  • Cross-disciplinary Collaboration
  • Funding and Resources
  • Culture of Innovation

Programmes and Activities

Strengthening DIET-CRC Linkage activities

Objectives :

  • To share the best practices adopted through DIET-CRC linkage for strengthening the mentoring process in the district
  • To develop and share six-month Plan of action for building the capacity of CRCCs and strengthening DIET-CRC linkage activities for holistic development of the children

Modalities:

The following modalities shall be used:

  • Workshop on Sharing of best practices with DIET Principals, Officers in-charge of DIET-CRC Linkage, ADEO (Academic) and Pedagogy coordinator
  • Documentation of best practices in the district level
  • SCERT will conduct half-yearly DIETs review on DIET-CRC Linkage activity

Online Course on Academic Mentoring for DIET Faculties

Objectives :

  • To strengthen the capacity of DIET faculty as effective mentors
  • To acquaint the DIET faculty with the development of Online Courses

Modalities:

The following modalities shall be used: 

  • Workshop on Development, review, and finalisation of course module and materials (PPT, Audio-Video, PDF, image, case study etc.)
  • DTP, Design and printing of course module
  • Uploading the course in DIKSHA
  • Launching of online course for the Teacher Educators – live streaming ( e templates, posters)

State Level Achievement Survey (SLAS )

State Level Achievement Survey (SLAS) is a survey that assesses children’s learning achievements in State. The survey’s goal is to assess children’s progress and learning competencies as an indicator of the effectiveness of the education system. This survey can help identify learning gaps and challenges, improve equity and inclusion, inform policy decisions, and track progress over time.
Objectives :

  • To study the learning achievements of students and the differences in achievement levels based on gender and locality
  • To identify difficult areas of learning at specific grade levels and comparison of learning levels among districts, blocks, genders, and localities
  • To enable the teachers in developing the targeted interventions for improving the level of attainment learning outcomes.

Subjects and Classes Assessed:

  • Class 2: Language (Odia) and Mathematics
  • Class 4: Language (Odia) and Mathematics
  • Class 7: Language(Odia) and Mathematics
ClassSubjectNo. of QuestionsType of questionsDuration
2Language and Mathematics40 (20 in each subject)MCQ60 minutes
4Language and Mathematics50 (25 in each subject)MCQ90 minutes
7Language and Mathematics60 (30 in each subject)MCQ120 minutes

Along with the Test Booklets in Language and Mathematics in class 2, 4 and 7, Pupil Questionnaire, Teacher Questionnaire (For Language and Mathematics teachers), School Questionnaire (for Head teacher), Field notes for Field Investigator were also developed.

In this survey, Block is taken as a unit. 10 schools from each of the Block (total 3140 schools)were selected randomly by OSEPA and included as sample schools for this survey. The selected schools include schools from State Government, Government aided and ST and SC Development Department.

District Coordinators ( DIET Principal and faculties , ADEO- Academic) were oriented by SCERT and 6908 Field Investigators ( Student teachers of DIET/ BIET / ETEIs and school teachers) and Block Education Officers were oriented by DIETs of the state .SLAS was conducted on 22nd of March 2024 in 3140 sample schools of the state and1,16,881 students were participated in the survey.

A Help desk was created at the SCERT level to support the DIETs to ease the process of Digitization of the students’ responses.

Data cleaning and cross-checking process was done at the SCERT to ensure that the dataset is in accordance with the format, accuracy, completeness, and quality parameters with the collected data from the district. Participant response coding was done at SCERT across all tools and items. A workshop was held in the month of April to analyze and interpret the data – item wise, Learning Outcome wise, gender and location wise. The findings were compiled and report (one State Report and 30 district Reports) writing process is going on. In the 3rd week of June, it is planned to disseminate the report with the State and district level functionaries

Mukhyamantri Sikhya Puraskar (MSP) 2023-24 DIETs enlisted for Awards:

Among all the awards in the Mukhya Mantri Sikhya Puraskar program, three DIET awards stand out with a significant incentive of 10 lakh rupees each for professional development. These awards recognize the exemplary contributions and efforts of District Institutes of Education and Training (DIETs) in enhancing the quality of teacher education in the state of Odisha.

The winning DIETs—DIET Khordha, DIET Kendrapara, and DIET Keonjhar—demonstrate excellence in their respective districts, serving as models for educational innovation and improvement. The substantial incentive provided to these DIETs underscores the government’s commitment to supporting and empowering institutions that play a crucial role in shaping the educational landscape of the state.

Plan of Action 2024-25

Key Achievements:

  • DIET-CRCC Linkage: Monthly Academic discussion is happening in 90% blocks, between DIET faculties & CRCCs. The DIET faculties are preparing the CRCCs as a good mentor to provide need-based onsite support to the teachers for classroom transactions. The basic focus is to achieve FLN.
  • Sharing the Best practices: During the review-cum-reflecting meeting at SCERT, the DIETs are getting opportunities to share the best practices under this initiative and which helps other to replicate the same in their respective DIETs.
  • Implementation of Classroom Observation Tool– After rigorous brainstorming, and feedback Classroom observation tool for elementary grades has been finalized to empower the CRCs/BRCs/DIET faculties to conduct quality monitoring of classroom practices and provide evidence-based, realistic academic support to teachers to improve their classroom practices, which will enable them to guide the students to accomplish the grade-specific learning outcomes.
  • Analysis of the findings of Classroom Observation and developing strategies for improvement
  • The classroom observation report has been prepared by TE and SCERT and shared with all DIETs, OSEPA and ADEO ( Academic).The mentor and the teacher are engaged in mutual dialoguing session regarding various critical and deeper issues of classroom practices and develop strategies for improvement after each observation.

Modalities:

The following modalities shall be used:

  • Workshop on Sharing of best practices with DIET Principals, Officers in-charge of DIET-CRC Linkage, ADEO (Academic) and Pedagogy coordinator
  • Documentation of best practices in the district level
  • SCERT will conduct half-yearly DIETs review on DIET-CRC Linkage activity

As the programme is coordinated entirely by MO School, the date sheet to conduct the activities for the year 2024-25 will be finalized by the Government with a instruction to DIET for coordinating and finalizing the awards.

The Mukhya Mantri Sikhya Puraskar is a transformative educational initiative in Odisha, designed to inspire and recognize excellence among all stakeholders in the education system, including teachers, students, school heads, and officials at the block and district levels. The Hon’ble Chief Minister of Odisha Shri Naveen Patnaik launched the Mukhyamantri Shiksha Puraskar on November 16, 2022 for all participants in the public education system, for their outstanding efforts in achieving academic brilliance and holistic development of schools.

Objectives :

  • This program serves as a catalyst for fostering a culture of educational excellence and innovation across the state by acknowledging and rewarding outstanding contributions and achievements in education
  • The Mukhya Mantri Sikhya Puraskar not only motivates individuals but also enhances the overall quality and effectiveness of the education system in Odisha, ensuring a brighter future for generations to come.
  • This Puraskars recognizes the value of meritorious students not only in the field of academics but also in co-curricular fields.
  • It also highlights the good work of educators and other key stakeholders in government and govt. aided schools who not only help in creating informed and active citizens but also go beyond their duty to inspire students to aspire and dream for greater heights.

Coverage and Process:
The Mukhyamantri Shiksha Puraskar honours more than 50,000 Students, 1,500 Principals, the School Management Committee, alumni, the Gram Panchayat, and the District Administrators. The State Government’s Mo School Abhiyan is identified as the nodal agency to rollout the Mukhyamantri Shiksha Puraskar from the session 2023-24. Mo School is a citizen-government partnership in which the former leads in designing the programme, defining its goals and directing its implementation. The introduction of Mukhyamantri Sikhya Puraskar, a first-of-its-kind initiative in the country, supplements the transformative initiatives in school education sector in Odisha, thereby empowering its learners, educators, teachers, head teachers, alumni, PRI members, SMC/SMDC members and education administrators. Mukhyamantri Sikhya Puraskar paves the way for a world beyond compare. With each step forward, a revolution will unfold. Odisha is crafting a landscape where every child will succeed.

The School & Mass Education Department has adopted an action plan under the 5T initiative which emphasizes on Technology, Teamwork, Transparency, Time and Transformation to provide good governance to the people of the state. The 5T initiative targets to encourage the involvement of Schools, elected local bodies, SMC/SMDC and alumni for infrastructural transformation in schools, reshape the school processes thereby making schools happier learning places. 5T-High School Transformation Program is rolled out in high schools of the state and the program has led to the creation of high quality, world class and not-seen-before assets in the selected High Schools of Odisha such as the smart classrooms, science laboratory, e-library, drinking water and sanitation facilities along with a beautiful school ambience.

Role of DIETs and SCERT:

The District Institute of Education and Training (DIET) in each district plays a pivotal role in the Mukhya Mantri Sikhya Puraskar program at various stages. Firstly, they facilitate the application process for the award, guiding stakeholders such as teachers, students, and school heads through the submission requirements. Secondly, DIETs are actively involved in the assessment process, evaluating the applications to identify deserving candidates for the award. Additionally, they play a crucial role in approving the winners through the District Level Committee, ensuring transparency and fairness in the selection process.

Video

https://www.youtube.com/watch?v=To3CX9MbMMI