Concept Note

on
Empowering DIETs
as
Centres of Excellence

Ministry of Education
Department of School Education and Literacy
July 2023
 Table of contents

Page
Sl. No. Content
No.

1) Background 1

a) Key Activities and Functions 1

b) Linkages of DIETs with the schemes of SSA, RMSA and Samagra

1
Shiksha
c) National Education Policy 2020 and DIETs 2

2) Status of DIETs 3

3) Focus areas of DIETs 3

4) Issues and Challenges 4

Status of Funds approved for DIETs in Teacher Education component

5) 5
under Samagra Shiksha since 2018-19
6) Gist of Announcement 6

7) DIET of Excellence: The Concept 6

8) Rational for DIET of Excellence 7

9) Aims & Objectives 7

10) Vision Statement of DIET of Excellence 7

11) Beneficiaries 7

12) Six Major Pillars of DIETs of Excellence 8

13) Major Action Points for the Way Forward 9

i) Appropriate infrastructure DIET of Excellence including staff

9
requirement
ii) Expanding the role and responsibilities of DIETs to cover all levels of
16
schooling
iii) Strengthen the institutional linkages between the DIETs and BRCs &
18
CRCs
14) Strategy for Selection of DIET of Excellence 19

a) Year wise details of DIETs of Excellence over the 5 years period 19

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Sl. No. Content
No.

b) State/UT-wise details of DIETs converted into DIET of Excellence

20
with Estimated outlay in a period of 5 years
c) Tentative Benchmarks for selection of DIETs as DIET of Excellence 21
d) Identification and Selection Process for converting all the functional 22
DIETs into DIET of Excellence
15) Tentative Budget 23

a) The Fund Sharing Pattern for States and UTs under the
23
Implementation of the DIET of Excellence
16) Role of State/ UT and National level 24

17) Timelines for Implementation 25

Core Drafting Team 26

Annexures
Annexure-I Status of DIETs Sanctioned & Functional details as on 2023-24 27
Status of Funds Approved (Fresh Outlay) for DIETs in Teacher 28
Annexure-II
Education Component under Samagra Shiskha since 2018-19
Annexure-III Suggestive Infrastructure Norms for DIET of Excellence 30
The state/UT wise distribution of DIETs to be converted into DIET of
Annexure-IV Excellence in phase manner with estimated outlay (2023-24-25 to 2027- 39
28)
District Institutes of Education & Training (DIET): 42
Annexure-V
Questionnaire to assess the Infrastructural Facilities in DIETs-June 2023
Summary Of Analysis: Infrastructure Facilities In District Institutes Of 51
Annexure-VI
Education And Training (DIETs), 2023
 Empowering DIETs as Centres of Excellence

1) Background
District Institutes of Education and Training (DIETs) were envisioned in the National Policy
of Education, 1986, and were created by the Government of India in the early 1990s to
strengthen elementary education and support the decentralization of education to the
district level. DIETs were conceived as the third addition- district level- tier to the support
system, which would be closer to the field, and therefore more alive to its problems and
needs. The core institutional focus of a DIET was Continuous Teacher Professional
Development, which would directly/indirectly impact on school improvement programmes.
Subsequently, to address the gap in the continuum between elementary education and
secondary education, under Samagra Shiksha, DIETs are envisaged as a strong district
institution that would prepare and support teachers at the school level.

a) Key Activities and Functions

Pre-service Teacher Education (PSTE)

Key Activities and Functions

In-service teacher education (ISTE)

Direct Field Interventions and School

Improvement

Studies on Education

Annual Academic Planning and Review

Resource Centre/ Teacher Learning

Centres and Material Development

b) Linkages of DIETs with the schemes of SSA, RMSA and Samagra Shiksha
The core institutional focus of a DIET was Continuous Teacher Professional Development,
which would directly/indirectly impact on school improvement programmes. It fed into the
Sarva Shiksha Abhiyan (SSA) to strengthen its delivery. SSA was a comprehensive and
integrated flagship programme of Government of India to attain Universal Elementary

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Education (UEE), covering the entire country in a mission mode. SSA was launched in 2001-
2002 in partnership with the State Governments and Local Self Governments. In 2009, the
Rashtriya Madhyamik Shiksha Abhiyan (RMSA) another flagship scheme of Government of
India was launched to enhance access to secondary education and improve its quality.
However, the role of DIETs1 remained restricted to its linkage with the SSA for elementary
education.

Subsequently, to address the gap in the continuum between elementary education and
secondary education, a new scheme, Samagra Shiksha came into effect from 1st April, 2018.
It is an integrated scheme of School Education formulated by subsuming the existing
centrally sponsored schemes of Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha
Abhiyan (RMSA) and Centrally Sponsored Scheme of Teacher Education (CSSTE). Samagra
Shiksha envisages a strong district institution that would prepare and support teachers at
the school level.

One of the major objectives of Samagra Shiksha is strengthening and upgradation of State
Councils of Educational Research and Training (SCERTs)/ State Institutes of Education
(SIEs) and District Institutes of Education and Training (DIETs) as nodal agencies for teacher
training. Accordingly, provisions are provided for strengthening of Physical Infrastructure,
Establishment of new DIETs, Salaries for Teacher Educators, and Technology Support to
Teacher Education Institutions (TEIs) such as SCERTs, DIETs and BITEs, Annual Grant for
TEIs, Programme and Activities including Faculty Development, Specific Projects for
Research activities.

c) National Education Policy 2020 and DIETs

In the present context, with the recommendations of the National Education Policy 2020, the
role of DIETs is critical in providing quality Pre-service and In-service teacher training to
student trainees and in-service teachers. The NEP has further envisaged that DIETs, BITEs,
BRCs and CRCs will become vibrant institutes of excellence under SCERT. It is also expected
that DIET’s role be expanded to cover secondary schools as well, instead of only elementary
schools at present, especially after the introduction of 5+3+3+4 structure in school education
under NEP 2020. Para 8.5 (c) of NEP 2020 calls for instituting an effective quality self-
regulation or accreditation system for all stages of education including pre-school education
- private, public, and philanthropic - to ensure compliance with essential quality standards.
It implies that private schools cannot be left to fend for themselves. Hence, DIETs should
emerge as a robust unit for professional development of teachers and models for the other
private institutions in the districts as well. Also, there is a need to devise suggestive

1Restructuring and Reorganization of the Centrally Sponsored Scheme on Teacher Education:

Guideline for Implementation (2012)

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measures on how to strengthen the relationship between the DIETs and Block Resource
Centres (BRCs) and Cluster Resource Centres (CRCs).

2) Status of DIETs
Currently, there are 748 districts (As per UDISE+ 2021-22) in the country and there is a DIET
sanctioned in 672 of the total districts, out of which 613 DIETs are functional. The State/UT-
wise details of DIETs sanctioned and functional are at Annexure-I.

3) Focus areas of DIETs

Samagra Shiksha envisaged a strong district institution that would support pre-service and
in-service work with teachers at the school education level. To support the universalisation
of quality education and achieve quality in adult and life-long education under Samagra
Shiksha, the DIETs were visualized as a way to infuse the system with the following essential
inputs:

Provision of Pre-service and In-service Teacher Education Programmes

Organizing District Level Educational Researches on issues pertaining to

enrollment, retention, achievement, gender parity, proficiency and Drop
outs.

Facilitating Collaborative Action Researches to enable practicing

teachers to address class room issues.

Scouting Innovative Practices of Primary/Upper primary teachers and

disseminating them among their colleagues by organizing periodical
District Level Seminars and releasing News bulletins which carry
information on Innovative class room processes.

Providing Resource Support to Non-Formal Education Sector by

extending DIET expertise in developing curriculum and supplementary
Learning Materials to adult learners.

Designing and developing trainer manuals for Anganwadi workers and for
addressing Social concerns such as Crisis and Disaster Management, Gender
Sensitivity, Leadership Manual for School Heads etc.

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4) Issues and Challenges
a) Human Resources: There is pressing need to ensure that all posts in DIETs are filled.
Creating a cadre of teacher educators could help to retain and nurture academically
qualified people who also understand and develop expertise for various activities in
education. There has been improvement in filling up of vacancies in DIETs. However, a
lot still needs to be done in this regard as having sufficient manpower in the DIETs is the
key to conduct of successful programmes. At present, the status of vacancies of academic
positions in DIETs at the national level is around 52%.
b) Inadequate physical infrastructure: Many DIETs suffer from inadequate physical
infrastructure, including classrooms, administrative offices, libraries, and laboratories.
This lack of proper infrastructure hampers the overall functioning of the institute and
affects the quality of training and education imparted.
c) Insufficient funding: DIETs often struggle with insufficient funding, which limits their
ability to upgrade infrastructure and acquire necessary resources. This leads to a scarcity
of teaching aids, learning materials, laboratory instruments and equipment and other
modern educational technologies.
d) Lack of modern technology integration: Many DIETs struggle with the integration of
modern technologies into their training programmes. This includes the absence of
functional computer labs, limited internet connectivity, and insufficient training for
teachers on using technology for teaching and learning purposes.
e) Limited research and development facilities: DIETs should ideally serve as centre for
research and development in the field of education. However, due to infrastructure
limitations, they often lack the necessary facilities and resources to conduct research,
leading to a gap between theoretical knowledge and practical implementation.
f) Inadequate library resources: DIETs may face challenges in maintaining well-stocked
libraries with updated and relevant books, journals, and educational resources. This
limits the availability of reference materials for both trainees and teachers.
g) Convergence & Linkages with Higher Education Institutions: Moreover, it has been
observed that there is lack of provisions for pursuing different career paths based on own
interest and aptitude or for pursuing higher education for career growth for which due
convergence with institutes of higher education would need to be encouraged.
h) Continuous Professional Development: Presently, there is lack of individualization in
training with these programmes administered using a one-size-fits-all approach without
a detailed need assessment. Further, trainings are usually administered year on year with
limited tracking of data on (1) Effectiveness and (2) their impact on specific teacher
competencies/ teacher professional growth.

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5) Status of Funds approved for DIETs in Teacher Education component under
Samagra Shiksha since 2018-19
(Rs. In lakh)

Funds Approved for DIETs under Samagra Shiksha

96432.24

96269.63
81611.47
80867.84

78902.87

77335.61

74937.97
73958.72

72902.57

71180.11
71158.99

68256.67

21331.66
15564.4

6155.5
2902.32
1056.15
2708.6

2018-19 2019-20 2020-21 2021-22 2022-23 2023-24

Total (N+R) Recurring Non Recurring

Source: PRABANDH

% of Funds approved for % of Funds approved for Non-

Years
Recurring Activities for DIEYs Recurring Activities for DIETs
2018-19 83.86 16.14
2019-20 96.68 3.32
2020-21 98.57 1.43
2021-22 95.92 4.08
2022-23 92.04 7.96
2023-24 77.84 22.16

As can be inferred from the above data, majority of the funds approved since the inception
of the scheme in 2018-19 for DIETs under the teacher education component of Samagra
Shiksha is for recurring activities with a major chunk going to the salary of teacher educators’
component. . The State/UT-wise detail of funds approved (Fresh Outlay) for DIETs in Teacher
Education Component under Samagra Shiskha since 2018-19 are at Annexure-II.

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6) Gist of Announcement
“The NEP 2020 recognises that change management process for the reinvigoration of DIETs
is a must to change the capacity and work culture of these institutions and develop them into
vibrant institutions of excellence. Besides, NEP 2020 emphasizes that all stages of school
education will require the highest-quality teachers, and no stage will be considered more
important than any other. Accordingly, the re-envisioned DIETs will ensure that student
trainees and in-service teachers receive high-quality pre-service and in-service teacher
preparation in line with NEP 2020. DIET's role will include secondary schools as well
following the implementation of the 5+3+3+4 framework in schooling. Thus, Government
aims to strongly focus on strengthening DIETs through critical interventions in
infrastructure development, innovative research, continuous professional development,
dipstick surveys and ICT implementation.”

7) DIET of Excellence: The Concept

The idea of "DIET of Excellence" is to turn the functional DIETs (District Institutes of
Education and Training) in the country into district-level educational hubs of innovation and
excellence. These organizations would be strengthened as centres for curriculum creation,
teacher preparation, research, and innovation, enhancing elementary, secondary, and senior
secondary education while assisting decentralization initiatives.

A "DIET of Excellence" will focus on empowering teachers through in-depth training

programmes that improve their topic knowledge, pedagogical abilities, and teaching
approaches. Additionally, this “DIET of Excellenc”e will also be committed to creating and
upgrading curricular frameworks, textbooks, and teaching-learning materials to adhere to
state or national standards and satisfy the different requirements of students.

As DIETs traditionally perform studies and action researches to investigate successful

teaching practices and educational initiatives, a “DIET of Excellence” will have research and
innovation as crucial components that support evidence-based decision-making and
ongoing development. “DIET of Excellence” will propagate knowledge sharing, resource
mobilization, and the exchange of best practices and collaboration among universities,
schools, government agencies and CSOs.

It is envisaged that these district-level institutions will be adequately strengthened to

become models of high-quality education by exemplifying the "DIET of Excellence," through
empowering educators and improving student learning outcomes. In other words, it will
make a substantial contribution to the overall development of both students, teachers,
schools and the community at large.

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8) Rational for DIET of Excellence
The rationale for converting existing DIETs into “DIETs of Excellence” would encompass
upgraded and modernized infrastructure, fully equipped with the latest ICT and Technology
facilities. These upgraded facilities would include smart classrooms, well-equipped labs,
latest and digitized library facilities, and digital content. Integration of ICT enables dynamic
teaching methods and personalized learning, supporting inclusive education for diverse
learners. Thus, DIETs of Excellence would aim to elevate teacher quality, foster innovation,
and prepare students to compete in this digital and knowledge-driven society, thereby
becoming pivotal pillars of educational transformation at the district level.

9) Aims & Objectives

 Providing state-of-the-art classrooms, well-equipped laboratories, and cutting-edge
digitized library facilities would improve the learning environment.
 Include the most recent ICT and technology tools to enable creative teaching strategies
and individualized learning techniques.
 Promote use of technology in education to promote a culture of research and practice.
 Provide teachers with opportunity for continuous professional development so they can
adjust to contemporary teaching methods.
 Through the use of cutting-edge technology in education, prepare students for a digital
and knowledge-driven society.
 Establish a supportive atmosphere for learning through provision of adequate
infrastructure and technological resources.
 Promote networking and collaboration among those involved in education for the
purpose of sharing information and mobilizing resources.

10) Vision Statement of DIET of Excellence

The vision of a “DIET of Excellence” is to become an exemplar centre of innovation and
educational excellence, which would empower both students and teachers with tech enabled
infrastructure. These centres will lead the way in providing quality school education through
continuous professional development programmes, innovation, and transformative
practices.

11) Beneficiaries
A "DIET of Excellence" benefits educators, teachers, students, schools, academic institutions,
and the community at large. Through specialized training, these DIETs will equip instructors
to provide high-quality instruction by advancing their skills and knowledge. Students will
gain from creative teaching methods and welcoming learning environments, which support
their entire growth. Schools will be given assistance and resources to raise academic

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standards. Finally, by addressing their unique educational needs and advancing their general
development, local communities can gain from the engagement and collaboration of the DIET
of Excellence.

12) Six Major Pillars of DIETs of Excellence

i) Infrastructure and Resource Support: The creation and upkeep of suitable
infrastructure facilities is the first major pillar of the DIET of Excellence. The focus will
be on offering adequately furnished infrastructure, digitized libraries and labs, hi-tech
technological resources, and other facilities required to establishment of a favorable
learning environment. It will also provide knowledge, technical tools, and access to
educational resources to promote teachers' professional development and the
adoption of cutting-edge teaching techniques.
ii) Empowering teachers: The second major pillar of DIETs of Excellence is empowering
teachers through continuous professional development in the form of specialized
training, workshops, and capacity building programmes. The focus is on enhancing
their pedagogical skills, subject knowledge, teaching methodologies, competencies
required for school leadership and management, equipping them to deliver high-
quality education effectively.
iii) Research and Evidence-Based Practices: DIETs of Excellence emphasizes research
studies, pilot projects, and innovative initiatives to identify effective teaching
methodologies, educational practices, and strategies for addressing local educational
challenges. The findings from these studies will contribute to evidence-based decision-
making and overall improvement in the education system.
iv) Inclusive Education and Support: Ensuring inclusive education is another key pillar
of DIETs of Excellence. They will work towards addressing the needs of diverse
learners, including students with disabilities and special educational needs. These
DIETs will provide support, resources, and guidance to create an accessible and
equitable learning environment for all students.
v) Focus on Vocational Education: DIET of Excellence will also prioritize Vocational
Education programmes by fostering skill development and thorough vocational
training programmes that promote local professions, knowledge, and skills, e.g., local
art, music, agriculture, business, sports, carpentry, and other vocational crafts.
vi) Collaboration and Networking: DIETs of Excellence foster collaboration among
educational institutions, government agencies, CSOs, community organizations, and
industry experts. They will create platforms for knowledge sharing, joint initiatives,
and resource mobilization to enhance the overall quality of education through
collective expertise and resources.

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13) Major Action Points for the Way Forward
i) Appropriate infrastructure DIET of Excellence including staff requirement

a) Provision for Infrastructure Facilities. Suggestive Infrastructure Norms for DIET of

Excellence are at Annexure-III
[Link] Category Remarks
1) Administrative Block
1) Room with PA’s cabin, providing a private area for
Principal/HoD Room
administrative tasks, meetings, and decision-making
2) Room serves as an administrative space to carry out their
Vice- Principal Room
responsibilities.
These rooms provide a space for faculty members to gather,
Academic faculty Rooms
collaborate, and engage in professional discussions. Staff
3) (1 Room for 2 faculty
rooms may have individual workstations or shared desks
member on sharing
for teachers to work on lesson planning, grading, and
bases)
administrative tasks
Administrative Offices for administrative personnel, such as
Administrative Offices the administrative officer, accounts officer and other
4) for administrative administrative staff members. These offices serve as
personnel workspaces for managing various administrative tasks and
handling day-to-day operations.
A well-equipped staff meeting room, provide enough space
5) Meeting Hall (Approx. to comfortably accommodate around 50 staff members,
50 Capacity) considering a mix of seating options and additional
amenities
A welcoming reception area where visitors can be received
6) Reception Area and assisted. It serves as a point of contact for inquiries,
directions, and information about the DIET.
A designated room for storing and managing official
records, documents, and files related to administration,
7) Record Room finance, personnel, and other administrative functions. This
room should have appropriate storage facilities and
organizational systems.
A waiting area for visitors and guests, providing a
8) Waiting Area/Visitors
comfortable space with seating arrangements and possibly
Room
some reading materials.
2) Administrative Block
Spacious and well-equipped classrooms with modern
teaching aids, audio-visual equipment, and interactive
whiteboards or smart boards; Flexible seating
1) Classrooms Upto 8
arrangements that accommodate different teaching and
(Approx. 50 Capacity)
learning styles; Accessibility features for individuals with
disabilities, such as ramps, wide doorways, and appropriate
seating arrangements
Library/Resource Library with a wide range of books, reference materials,
2) centre (Approx. 50 to 75 textbooks, and digital resources for teachers, students, and
Capacity) researchers equipped with computers, internet

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 [Link] Category Remarks
connectivity, and access to educational software, online
databases, and e-learning platforms.
Equipped with modern apparatus, audio-visual facilities,
3) language learning software, interactive tools , chemicals,
Laboratories
and safety equipment to support practical experiments and
demonstrations
4) Sufficient computers, high-speed internet connectivity, and
Computer Room
access to educational software and digital resources.
5) Multimedia-equipped For conducting webinars, online training sessions, and
room video-based instructional activities.
With seating capacity to accommodate large gatherings for
Seminar halls (50 conferences, workshops, and professional development
6)
Capacity) programmes. Equipped with audio-visual systems,
projection screens, and sound systems
With seating capacity to accommodate large gatherings for
7) Auditoriums (100 conferences, workshops, and professional development
Capacity) programmes. Equipped with audio-visual systems,
projection screens, and sound systems
Dedicated spaces for special education units to support the
learning needs of students with disabilities. Specialized
8) Special Education Units rooms equipped with assistive technologies, sensory
materials, and resources for individualized instruction and
therapy.
A dedicated centre or space for research and innovation
9) Research and activities, providing resources and facilities for conducting
Innovation Centre educational research, developing educational models, and
piloting innovative initiatives
3) Residential Hostel Facilities For Boys & Girls (50 Capacity
Separate Hostels: There are separate hostels for boys and girls with well-designed rooms
to ensure privacy and a safe living space.
The rooms are designed to accommodate multiple students
1) Rooms for Resident (6 Person) in a dormitory-style setup. Each room is
furnished with essential amenities, including beds, storage
facilities, and adequate ventilation
Include common areas such as lounges or recreation rooms
2) Common Area where students can socialize, relax, and engage in
extracurricular activities.
3) Study Area Dedicate study hall or quiet spaces within the hostel where
students can focus on their academic work.
4) Dining Facility Establish a dining hall or cafeteria within the hostel to
provide meals for resident students
Allocate a common kitchenette with basic amenities where
5) Kitchenette students can prepare their own snacks or meals, if
necessary.
6) Bathroom Facility For a 50-seater hostel in DIET of Excellence, the ideal
number of bathrooms based on number of enrolment 1:15

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 [Link] Category Remarks
Provide laundry room or facilities where students can
7) Laundry Facility
conveniently wash their clothes.
Warden office may be located in a central and accessible
8) Warden's Office location within the hostel, allowing the warden to oversee
the activities and ensure the safety and well-being of the
hostel residents
9) Warden's Room Allocate a warden's room within the hostel premises to
address any concerns or issues raised by the students.
10) Wi-Fi Access Facility Offer internet connectivity in the hostel to support students'
academic and recreational needs.
11) Safety and Security Implement security measures, such as controlled access,
CCTV surveillance, and the presence of trained hostel staff.
4) Toilet Facilities
Separate toilets for Male Students, Female Students, Male staff, and female staff to ensure privacy
and comfort
Determine the number of restrooms required based on the
Adequate Number of expected occupancy of the DIET. Consider separate
1)
Restrooms/Toilets restrooms for male and female students, staff, and visitors
to maintain privacy and convenience.
Ensure that restrooms are designed and equipped to be
2) Accessibility accessible for individuals with disabilities. Include features
such as grab bars, wider doorways, lower sinks, and
wheelchair accessibility to promote inclusivity.
Regularly clean and maintain the restrooms to ensure
3) proper hygiene standards. Provide sufficient trash bins and
Hygiene and Cleanliness
regular waste disposal to keep the restrooms clean and free
from litter.
Install functional and high-quality sanitary fixtures,
4) Sanitary Fixtures including toilets, urinals, sinks, and hand dryers or paper
towel dispensers. Ensure that they are properly maintained
and in good working condition
Provide adequate hand washing facilities with running
5) Hand washing Facilities water, soap dispensers, and hand dryers or paper towels.
Promote and encourage regular hand washing for proper
hygiene.
Install proper ventilation systems to ensure good air
Ventilation and Odor circulation and minimize odors. Consider the use of air
6)
Control fresheners or natural ventilation methods to maintain a
pleasant environment.
Assign dedicated staff or cleaning personnel to regularly
7) Regular Maintenance monitor and maintain the restroom facilities. Promptly
address any repairs or issues to ensure uninterrupted
availability.
Implement safety measures such as non-slip flooring,
8) Safety Measures appropriate lighting, and emergency systems. Ensure clear
signage for restroom locations and emergency procedures.
5) ICT and Technology facilities

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[Link] Category Remarks
Well-equipped computer labs with the latest hardware and
1) Computer Labs software to provide hands-on experience in using
technology for various educational purposes.
classrooms are equipped with audio-visual aids such as
2) Smart classrooms projectors, interactive whiteboards, smart TVs, and audio
systems that enable multimedia presentations and
interactive teaching
High-speed internet connectivity to enable access to online
3) Internet Connectivity resources, research materials, and digital learning
platforms
Provision of audio-visual aids like projectors, interactive
4) Audio-Visual Aids whiteboards, and multimedia tools to facilitate dynamic and
interactive teaching
Encouraging teachers to create digital content such as
5) Digital Content Creation videos, animations, and presentations to enrich their
lessons
Establishing an ICT support team to provide technical
6) ICT Support assistance and troubleshoot issues related to technology
integration
Utilizing technology for effective data management and
7) Data Management analysis to inform decision-making and policy
implementation
6) Safety And Security Facilities
Employ trained security personnel to patrol the DIET
1) Security Personnel premises, monitor entrances and exits, and ensure the
safety of individuals on campus.
Implement access control systems, such as electronic key
cards or ID badges, to regulate entry and exit points.
2) Access Control
Restrict access to authorized personnel and visitors and
monitor visitors' entry through sign-in procedures.
Install closed-circuit television (CCTV) cameras
strategically throughout the DIET campus, including
3) CCTV Surveillance entrances, common areas, corridors, and parking lots.
Ensure proper monitoring and recording of the camera
footage.
Develop a comprehensive emergency response plan that
Emergency Response includes protocols for various emergency situations, such
4) as fires, natural disasters, medical emergencies, or security
Plan
threats. Conduct regular drills and trainings to familiarize
staff and students with emergency procedures.
Conduct regular safety audits and inspections of the DIET
Safety Audits and premises to identify and address potential hazards, such as
5)
Inspections faulty electrical wiring, uneven flooring, or inadequate
lighting. Promptly address any identified safety concerns.
Install fire safety equipment, including fire extinguishers,
6) Fire Safety Measures smoke detectors, and fire alarms, in accordance with local
fire safety regulations. Regularly inspect and maintain fire

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[Link] Category Remarks
safety systems, and conduct fire drills to ensure
preparedness.
Establish well-equipped first aid stations or rooms within
the DIET campus. Ensure that staff members are trained in
7) First Aid Facility basic first aid and have access to necessary medical supplies
to provide immediate assistance in case of injuries or
medical emergencies.
The boundary wall should be high enough to provide
security and privacy for the institute. It is typically
8) recommended to have a boundary wall with a height of at
Boundary wall
least 6 to 8 feet. It may be constructed using durable and
secure materials, such as brick or concrete, to ensure
longevity and resistance to external elements.
Safe and Well- Ensure that buildings, classrooms, laboratories, and other
9) maintained facilities meet safety standards. Regularly maintain
Infrastructure infrastructure, including electrical systems, plumbing, and
structural integrity, to ensure a safe environment.
7) Residential Facilities DIETs Staffs (As Per State Specific Need)
Establishment and strengthening residential quarters for
faculties, especially female teachers in sparsely populated
1) Single and Family or hilly and densely forested areas with difficult
Quarters geographical terrain and border areas.
Construction of residential quarters for faculties in
remote/hilly areas/in areas with difficult terrain
Ensure that each staff quarter is adequately furnished with
2) basic amenities such as beds, tables, chairs, cupboards, and
Furnishings
kitchen appliances (if applicable). These furnishings should
be comfortable and functional
Each staff quarter should have essential facilities, including
3) Essential Facilities a bedroom, living room, kitchen, and bathroom. The size
and layout of the quarters can vary based designation.
Regularly maintain and repair the staff quarters to ensure
4) Maintenance and that they are in good condition. Allocate dedicated staff or
Upkeep resources for maintenance tasks, including electrical,
plumbing, and general upkeep.
Develop communal spaces or recreational areas within the
5) Community Spaces staff quarters premises where staff members can socialize,
relax, and engage in community-building activities
Ensure that the staff quarters are well-connected with basic
6) Infrastructure Support infrastructure such as electricity, water supply, and sewage
systems. Adequate parking space should also be provided.
Incorporate green spaces, gardens, or parks within the staff
7) Green Spaces quarters area to create a pleasant and serene environment
for residents.
8) Provision of Functional Website
1) The website should contain in-depth details about the DIET,
Information Hub
including its vision, mission, and objectives.

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[Link] Category Remarks
The website should have detailed information about the
various, courses, training programmes, information about
2) Program Details enrollment as per the running programmes, research
initiatives etc offered by the DIET should be easily
accessible.
Profiles of the Academic, Para and Non Academic faculties
3) Faculty Profiles and staff, along with their qualifications and areas of
expertise, should be featured on the website.
The website should highlight the upgraded infrastructure
4) Infrastructure and
facilities, laboratories, library, ICT resources, and other
Facilities
amenities available at the DIET.
Information about admission criteria, application
5) Admission and
procedures, and important dates for prospective students
Application Process
should be clearly outlined
The website should regularly update upcoming events,
5) Events and News workshops, seminars, and other important news related to
the DIE
A dedicated section for online resources, including e-books,
6) Online Resources research papers, and teaching materials, should be made
available to students and faculty
7) A dedicated section for various best practices conducted by
Best Practices
the DIET with good Photographs and Videos
8) The website can feature an alumni corner, showcasing the
Alumni Corner
achievements and success stories of former students
Incorporating interactive features like feedback forms,
9) Interactive Features online inquiries, and chat support can enhance user
engagement and provide better support to visitors.
A separate section for the Photographs and Videos for
10) Photo & Video gallery various activities, training, capacity building, community
awareness programmers etc conducted by the DIET.
Contact details, including address, phone numbers, and
11) Contact Information email, should be prominently displayed for easy
communication
9) Other Facilities
Designate specific areas within the green spaces for outdoor
1) Outdoor Learning Areas learning activities, such as open-air classrooms,
amphitheaters, or seating arrangements that can facilitate
interactive and experiential learning.
Incorporate environmentally friendly features such as
2) Environmental Features rainwater harvesting systems, composting facilities, or
solar-powered lighting within the green spaces.
Promote biodiversity by incorporating native plants, trees,
Biodiversity and shrubs within the green spaces. This can attract local
3)
Conservation wildlife, provide educational opportunities about
ecosystems, and create a sense of ecological balance.

14 | P a g e
 [Link] Category Remarks

Seating Areas and Install benches, seating areas, or shaded structures within
4) the green spaces to provide comfortable spaces for students
Shaded Spaces
and staff to rest, study, or engage in group discussions.
Integrate recreational facilities within the green spaces,
5) Recreational Facilities such as sports fields, outdoor exercise stations, or play
areas for physical activities and leisure.
Install informative signage or placards within the green
6) Educational Signage spaces to provide educational information about the plants,
trees, and environmental concepts. This can enhance the
learning experience and foster environmental awareness.
Allocate areas for gardens and lawns where plants, flowers,
and trees can be cultivated. These green spaces can serve as
7) Gardens and Lawns
serene areas for relaxation, outdoor learning, and aesthetic
appeal.
8) Parking Facility Sufficient parking space for staff, students, and visitors to
accommodate vehicles safely within the DIET premises.
A canteen or cafeteria that offers hygienic and nutritious
9) Canteen/Cafeteria: meals for students, staff, and visitors, ensuring access to
food within the DIET premises.
 Place water dispensers strategically in various areas of
the institute, such as classrooms, corridors, common
areas, and the canteen, to provide easy access to
drinking water for students, staff, and visitors
 Install water filtration systems to ensure that the
drinking water is free from impurities and
contaminants, making it safe for consumption.
Provision of safe and  Ensure that the drinking water supply is sufficient to
10)
clean drinking water meet the needs of all students, staff, and visitors
throughout the day
 In larger campuses, consider setting up multiple
drinking water points to avoid overcrowding and
ensure convenient access.
 Implement a regular water quality testing and
monitoring system to ensure that the drinking water
remains safe and meets the required standards.
 Provision of borewell facility, is essential to ensure a
sustainable and reliable water supply
11) Borewell Facility  Schedule regular maintenance and servicing of the
borewell and the pump to keep the facility in optimal
working condition.

b) Provision for Staff Facilities2: The staff strength of a DIET would be the same as
recommended in the DIET Guidelines of 1989, which are as detailed below:
Post Number
Academic

2 Staffing strength as specified in the Guidelines of DIETs (1989)

15 | P a g e
 Post Number
Principal 1
Vice Principal 1
Senior Lecturers 6
Lecturers 17
Total-A 25
Para Academic
Work Experience/Work Education Teacher 1
Librarian 1
ICT Support Staff 1
Statistician 1
Total-B 4
Non-Academic3
Office Superintendent 1
Lab. Assistant 1
P.A./Steno (to Principal) 1
Clerk (including one for hostel) 8
Steno Typist/Data Entry Operator 2
Accountant 1
Maintenance Support Staff/Group D 6
Total-C 20

ii) Expanding the role and responsibilities of DIETs to cover all levels of schooling4
a) Pedagogy, Curriculum and Material development: As per NEP 2020, a new and
comprehensive National Curriculum Frameworks on ECCE, School Education, Teacher
Education and Adult Education are being devised based on the locally contextualized
inputs of the State Curriculum Frameworks developed by each State and UT. Henceforth,
DIETs will be responsible for curricular literacy of CRC/BRC, school leadership and
teachers of all stages of school education i.e., Foundational, Preparatory, Middle and
Secondary. It will also be responsible for providing training in innovative pedagogies for
the 5+3+3+4 pedagogical and curricular structure (Foundational, Preparatory, Middle
and Secondary), including through lecture-demonstrations.
b) Foundational Literacy and Numeracy (FLN): Under the FLN Mission, each DIET is
expected to develop an Academic Resource Pool specifically for FLN, comprising of
teachers, teacher educators, district education planners and faculty from University
Department of Education. Accordingly, DIETs shall be responsible for monitoring the
planning, implementation and achievements under FLN programmes. For this, the

3 Financial provision for non-academic/para-academic staff would be as per the norms of Samagra Shiksha
for 4 positions i.e., 1) Work Education Teacher; 2) Librarian; 3) Laboratory Assistant and 4)
Statistician/Accountant.
4 Draft Guidelines on Re-envisioning and Strengthening of DIETs, Ministry of Education (2023)

16 | P a g e
 capacity of DIET faculties would need to be augmented to enable them to provide
academic support so that learning outcomes of students can be improved.
c) In-service education: The mandate of DIETs would be enhanced for preparation of
teachers for all levels of school education through in-service education i.e., Foundational,
Preparatory, Middle to Secondary stages. This would include providing at least 50 hours
of Continuous Professional Development to all School Leaders and Teachers; Tracking of
training of every teacher through Teachers’ Registry; and Training of teachers with
demonstrated leadership and management skills to take on academic leadership
positions in schools, school complexes, BRCs, CRCs. Special shorter local teacher
education programmes may also be introduced in DIETs for eminent local persons who
can be hired to teach at schools or school complexes as ‘master instructors’, for the
purpose of promoting local professions, knowledge, and skills, e.g., local art, music,
agriculture, business, sports, carpentry, and other vocational crafts.
d) Pre-service education: In line with the recommendation of NEP 2020, 4 Year Integrated
Teacher Education Program (ITEP) would be the minimum qualification required for
teacher recruitment by 2030 and all [Link] programs would have to be phased out
gradually by 2027-28 (with last admission by 2024-25). Accordingly, states and UTs
would initially need to carefully assess whether the DIETs in their State/UT will be in a
position to run 4-year ITEP by fulfilling the requirements for setting up a
multidisciplinary institution as specified by the UGC. Further, it would be viable to
continue the pre-service element in the form of two years [Link] programmes after
completing bachelor’s degree in a specialized subject. These [Link]. programmes may also
be suitably adapted as 1-year [Link]. programmes and offered only to those who have
completed the equivalent of 4-year multidisciplinary Bachelor’s Degrees or who have
obtained a Master’s degree in a specialized subject.
e) District Planning: DIETs would develop and monitor the implementation of perspective
school education plans from pre-school to secondary stage (of all stages – Foundational,
Preparatory, Middle and Secondary) for district based on school and block plans. Under
this, capacities of schools would be built to develop a culture to work through a plan e.g.,
an overall plan district can be prepared by schools under guidance of DIETs/CRC/BRC
for increasing GER, Adjusted NET, preventing drop outs, identifying OOSC and
mainstreaming them, retention and transition. Further, DIETs would build the capacities
of CRC/BRC to help schools plan for teaching and learning by the learners identified with
Specific Learning Disabilities. It would also be responsible for handholding, supporting
and building capacities of schools to undertake post-NAS remediation.
f) Research, action research and dipsticks: DIET as an institution and DIET faculty as
individuals should be encouraged to take up studies of the education of the district. For
this, the DIET faculty would need to work in collaboration with SCERTs and other Higher

17 | P a g e
 Education Institutions to undertake District Level Educational Researches and Action
researches for all stages of school education i.e., Foundational, Preparatory, Middle and
Secondary. DIETs would also continuously undertake dipstick studies to feed back into
the system for course correction of all stages of school education as per new pedagogical
and curricular structure of 5+3+3+4.
g) Supporting and monitoring CRC/BRC: DIETs shall work closely with BRCs and school
complexes/CRCs to build their capacity to offer field support and leadership to Head
Masters and teachers and facilitate sharing of resources. As per NEP 2020, SCERT will
lead a “change management process” for the reinvigoration of CRCs, BRCs and DIETs to
change the capacity and work culture of these institutions within 3 years, developing
them into vibrant institutes of excellence. Accordingly, DIETs would work under SCERTs,
and CRC/BRCs would work under overall supervision of DIETs in a hierarchical manner
so that there is synergy and collaboration and coordination at all levels. Further, DIETs,
CRCs and BRCs would be responsible for functioning for all stages of schooling i.e.,
Foundational, Preparatory, Middle and Secondary.
h) Education for All: DIETs would undertake complete monitoring of implementation
“New India Literacy Programme or ULLAS (Understanding of Lifelong Learning for All in
Society)” and capacity building of schools, Teacher Education Institutions and youth
volunteers from NYKS and NSS. For this purpose, DIETs shall organize online/digital and
offline learning activities at Adult Education Centres, as well as coordinate with volunteer
instructors for the practical aspects of learning. DIETs shall also prepare supplementary
Learning Materials to adult learners in accordance with local context and languages.
i) Use of Technology: DIETs will be responsible for ensuring appropriate digital literacy
of all school leaders and teachers. In other words, DIETs would need to leverage
technology for teaching learning to effectively and efficiently carry forward the mandate
of quality teachers’ education, research, development of curriculum/ textbooks/ various
TLM and other online/offline resources for school education. This would involve
promoting use of smart & virtual classrooms and DTH channels, etc., for improvement in
in-service training of teacher and use of ICT by the teachers in the classroom processes.

iii) Strengthen the institutional linkages between the DIETs and BRCs & CRCs5
DIETs are located at an important level of decentralization i.e., the districts and the role of
DIETs is critical in providing quality Pre-service and In-service teacher training to student
trainees and in service teachers. The linkages of DIETs with the BRCs and CRCs are also
critical for effective monitoring and supervision at the school level. As per the
recommendation of NEP 2020, the SCERT will also lead a “change management process” for
the reinvigoration of CRCs, BRCs, and DIETs which must change the capacity and work

5 Draft Framework for roles, responsibilities and monitoring of BRCs/CRCs, Ministry of Education (2023)

18 | P a g e
culture of these institutions in 3 years, developing them into vibrant institutions of
excellence. Accordingly, the most pivotal task of the BRCs and CRCs would be providing
onsite support through tracking of teacher competencies, filling of gaps and establishing
training needs. At the same time, these institutions would also need to provide continuous
professional development to teachers, school heads and other education officials, under the
guidance of the DIETs. Hence, the DIETs could support school improvement through the
following measures:
 Design and Delivery of Training: DIETs would be linked closely to the BRCs and CRCs
so that the design and delivery of training is as per the teachers’ requirement and need.
This requirement can be collaboratively defined by the DIET, the BRC Training Co-
ordination Unit, the CRPs, Expert Groups and the Teachers.
 Database of Experts: DIET may become the nodal centre that maintains a data base of
experts available at the District, Block or Cluster level that can be called on from time to
time. These data base should also include the details of mater trainers who were already
trained under the National Initiatives for School Heads and Teachers Holistic
Advancement (NISHTHA) and other related programmes.
 Monitoring of Schools in close coordination with DIETs: Each DIET faculty could be
assigned schools in the district for regular visit and support, which would also
supplement the onsite support being provided by the resource persons in the block and
cluster level.

14) Strategy for Selection of DIET of Excellence

All 613 functional DIETs will be converted into the DIET of Excellence in a phase manner
under the scheme. Over a period of 5 years, 125 existing DIETs will be covered every year
starting from the financial year 2023-24.

a) Year wise details of DIETs of Excellence over the 5 years period.

Number of Existing Estimated Funds for DIET of
DIETs converted into Excellence in a 5 Years Plan
[Link] Financial Year
DIET of Excellence in a Period @ Rs.15.00 Crore per
phase manner DIET
1 2023-24 125 1875.00 Crore
2 2024-25 125 1875.00 Crore
3 2025-26 125 1875.00 Crore
4 2026-27 125 1875.00 Crore
5 2027-28 113 1695.00 Crore
Total 613 9195.00 Crore

19 | P a g e
b) State/UT-wise details of DIETs converted into DIET of Excellence with Estimated
outlay in a period of 5 years
(Rs. In Crore)
Over a period of 5 years
(FY: 2023-24 to 2027-28)
Total No. of
DIETs Total No. of
[Link] State/UT Total Estimated Funds for
Functional (As DIETs
DIET of Excellence in a 5
on 2023-24) Converting into
Years Plan Period @
DIET of
Rs.15.00 Crore per DIET
Excellence
1 A&N Islands 1 1 15.00
2 Andhra Pradesh 13 13 195.00
3 Arunachal Pradesh 11 11 165.00
4 Assam 23 23 345.00
5 Bihar 33 33 495.00
6 Chandigarh* 0 0 0.00
7 Chhattisgarh 19 19 285.00
8 Delhi 9 9 135.00
9 DnD-DnH 1 1 15.00
10 Goa 1 1 15.00
11 Gujarat 30 30 450.00
12 Haryana 21 21 315.00
13 Himachal Pradesh 12 12 180.00
14 Jammu & Kashmir 20 20 300.00
15 Jharkhand 24 24 360.00
16 Karnataka 30 30 450.00
17 Kerala 14 14 210.00
18 Ladakh 2 2 30.00
19 Lakshadweep 1 1 15.00
20 Madhya Pradesh 50 50 750.00
21 Maharashtra 33 33 495.00
22 Manipur 9 9 135.00
23 Meghalaya 7 7 105.00
24 Mizoram 8 8 120.00
25 Nagaland 8 8 120.00
26 Odisha 30 30 450.00
27 Puducherry 1 1 15.00
28 Punjab 17 17 255.00
29 Rajasthan 33 33 495.00
30 Sikkim 3 3 45.00
31 Tamil Nadu 32 32 480.00

20 | P a g e
 Over a period of 5 years
(FY: 2023-24 to 2027-28)
Total No. of
DIETs Total No. of
[Link] State/UT Total Estimated Funds for
Functional (As DIETs
DIET of Excellence in a 5
on 2023-24) Converting into
Years Plan Period @
DIET of
Rs.15.00 Crore per DIET
Excellence
32 Telangana 10 10 150.00
33 Tripura 4 4 60.00
34 Uttar Pradesh 70 70 1050.00
35 Uttarakhand 13 13 195.00
36 West Bengal 20 20 300.00
Total 613 613 9195.00
*Note: No DIET in Chandigarh
The state/UT wise distribution of DIETs to be converted into DIET of Excellence in phase
manner with estimated outlay (2023-24-25 to 2027-28) are at Annexure IV

c) Criteria for assessment and selection of DIETs as DIET of Excellence:

[Link] Indicator Weightage
I Recognition and Programmes (Weightage: 15)
Regular conduct of Full-time pre-service programme 10 points
Regular conduct of other programmes 5 points
Sub -Total 15 points
II Infrastructure Facilities (Weightage: 60)
College/University located within the district/neighboring district 10 points
Own land and building (2.5 points) and whether renovated in the
5points
last five years (2.5 points)
Availability of an adequate number of classrooms (minimum 4) 5 points
Availability of Library 5 points
Availability of hostel (2.5 points) and standard as per Self-ranking
5 points
(If excellent – 2.5 points)
Having internet facility (2.5 points) and functional website (2.5
5 points
points)
Having a functional ICT lab (2.5 points) with self-ranking of
availability of software and hardware (Standard – “ Yes”) (2.5 5 points
points)
Functional toilet facilities 5 points
Self-ranking of over-all cleanliness of DIET building (If excellent – 5
5 points
points, if Good - 2.5 points)
Self-ranking of Infrastructure for students (one point each)
(i). If all classrooms are usable;
5 points
(ii). If 1 or more classrooms have smart board and whiteboard etc;
(iii). Provision for differently abled like ramp, etc;

21 | P a g e
 [Link] Indicator Weightage
(iv). Availability of computers for students (“very available”
standard);
(v). Availability of amenities in Hostel facility like common rooms,
etc
Availability of Seminar Hall/auditorium 5 points
Sub Total 60 points
III Human Resources (Weightage: 25)
Principal in position 5 points
Percentage of academic posts filled against the sanctioned strength
10 points
(60 - 69%: 5 points, 70 – 79%: 7.5 points, > 80% 10 points)
Percentage of non-academic posts filled against the sanctioned
strength (60 - 69%: 5 points, 70 – 79%: 7.5 points, > 80% 10 5 points
points)
Any faculty member is a National Award for Teachers (NAT)
awardee or has received any other recognition/award including 5 points
designated as a mentee under the National Mentoring mission
Sub Total 25 points
Grand total 100 points

Selection Criteria:

d) Identification and Selection Process for converting all the functional DIETs into
DIET of Excellence:
 Comprehensive base-line assessment of all existing functional DIETs in the country,
considering factors such as infrastructure facilities and resources available at each
DIET. These include: classrooms, libraries, laboratories, ICT facilities, and residential
hostels etc. DIETs with better infrastructure and resources will be prioritized for
transformation. This has been done through a Google form, analysis of which is
annexed.
 Involve stakeholders, such as education experts, government officials, and
representatives from educational institutions, to provide valuable insights and
ensure a collaborative approach. Expert Committee was set up for this task, which
has given its recommendations, which are incorporated into report.
 Based on the above, minimum benchmark for selection is to be established.
Accordingly, it has been decided that only DIETS scoring 60 and above points may
be considered in for upgradation. This implies that the status of any DIET must
reach this bench-mark level, through State interventions, before it can be considered for
upgradation through these funds. The minimum benchmarks established will allow
for a gradual and systematic transformation process, ensuring that only those
institutions with adequate resources are selected.

22 | P a g e
  States / UTs may utilize the results of the Google form (results of which will be
shared) and other data to assess the existing DIETs in their State / UT and allocate
marks based upon the points system and assessment criteria given above.
 A yearly quota for each State / UT has been done for converting a certain number of
eligible DIETs into DIETs of Excellence.
 All the 35 States and UTs (except the UT of Chandigarh where there is no DIET) in the
country where there are functional DIETs will submit applications for eligible DIETs
based upon the yearly quota and bench-mark. Based on the minimum benchmarks,
these existing DIETs meeting the standards and performance indicators can be
chosen for transformation into DIETs of Excellence in a phased manner, as per year
wise quota.
 In case, a State / UT is unable to utilize its quota / meet its dead-lines, then its quota
may be transferred to another State / UT with eligible DIET, by approval of the
competent authority.
 DSEL / Ministry is expected to conduct on-site visits and field verification of a few
random shortlisted DIETs to validate the information provided in the applications
and assess their potential for becoming a DIET of excellence. In addition, a system for
online performance appraisal on the lines of the Performance Appraisal Report (PAR)
of NCTE will be explored.
 The annual selection list will be finalized by a committee chaired by Secretary (SE&L),
MoE. The final selected list of DIET of excellence will be intimated to the respective
States/UTs.
 Separate PABs will be held for this intervention and the funds so allocated may
be used only for the specific purpose of upgrading the selected DIET. PAB
proposal for the upgradation will have specific time-lines capturing ALL
necessary activities from initiation to completion, to be completed within an 18
– 24 month time-frame.

 DSEL / Ministry to establish a monitoring mechanism to track the progress of these

DIETs selected for conversion into DIETs of excellence. NIC may create the dashboard
on the website of the Department where the State / UT will upload its progress.

15) Tentative Budget

 There is a requirement of an estimated outlay of Rs. 9195, 00 crore for the total 613
functional DIETs in the country.
 There will be a provision for an amount of up to Rs 15.00 crores per DIET for
strengthening of all DIETs in the country as DIET of Excellence over a period of 5 years
in phases, starting from the FY 2023-24.
 Focus will be on the following interventions:

23 | P a g e
 ICT and
High end Modern Smart Advanced State-of-the-
Technology
Infrastructure Classrooms Laboratories Art Library
Integration

Auditorium Sports and Accessibility

Resource Residential
and Seminar Recreational and
Centres Hostel
Halls Facilities Inclusivity

Digital Counseling Green Adequate

Safety and
Resource and Guidance Campus Number of
Security Toilets
Repository Centres Initiatives.

Residential
Safe and clean Repair &
Facilities DIETs Furniture Etc.
drinking water Maintenance
Staffs

a) The Fund Sharing Pattern for States and UTs under the Implementation of the
DIET of Excellence, which are as detailed in the table below:
Number of
Sl. No. Fund Sharing Pattern Name of States and UTs
States/UTs
Andhra Pradesh, Bihar,
Chhattisgarh, Goa, Gujarat, Haryana,
Jharkhand, Karnataka, Kerala,
1. General States-(60:40) 18 Madhya Pradesh, Maharashtra,
Odisha, Punjab, Rajasthan, Tamil
Nadu, Telangana, Uttar Pradesh and
West Bengal
UTs with Legislature Delhi, Jammu and Kashmir and
2. 3
(60:40) Puducherry
Arunachal Pradesh, Assam,
North Eastern States
3. 8 Manipur, Meghalaya, Mizoram,
(90:10)
Nagaland, Sikkim and Tripura
4. Hill States (90:10) 2 Himachal Pradesh and Uttarakhand
A & N Islands, Chandigarh, Dnd-
5. UTs (100%) 5
Dnh, Ladakh and Lakshadweep

16) Role of State/ UT and National level

a) State & UT Level:
 Identification and Application: Encourage the functional DIETs to apply for the
DIET of Excellence selection process.

24 | P a g e
  Field Verification: Assist in the field verification process, wherein on-site visits will
be conducted to validate the information submitted by the DIETs during the selection
process.
 Funding and Resource Allocation: Provide necessary funding and resources for the
transformation and upgradation of identified institutions into DIETs of Excellence.
 Policy Support: Provide state/UT specific policy support and create an enabling
environment for the functioning of DIETs of Excellence, ensuring alignment with
National and State-level education policies.
 Collaborative Efforts: States and UTs collaborate with the central government,
education experts, and other stakeholders to streamline the conversion process for
overall improvement of the quality of teacher education.

b) National Level:
 Framework Development: Ministry of Education to formulate the framework and
guidelines for the establishment including minimum benchmarks for selection and
functioning of DIETs of Excellence.
 Setting up an Expert Committee: A national level committee under the
chairpersonship of Secretary (SE&L) to finalize the yearly list of DIETs for
transformation into DIETs of Excellence.
 Capacity Building: National-level institutions such as the NCERT, NCTE and experts
in the subject area will do the handholding for capacity building of DIETs of Excellence
i.e., assisting them in upgrading their infrastructure and facilities to meet the desired
standards.
 Funding Support: The central government will provide financial support for
transformation of selected institutions into DIETs of Excellence.
 Monitoring and Evaluation: A monitoring and evaluation standard to be developed
to evaluate the progress of DIETs of Excellence to ensure they meet the desired
standards and objectives.

17) Timelines for Implementation

Activities Timeline

Approval of Draft Concept Note and its circulation to all

25th August, 2023
stakeholders/experts
Orientation workshops with SCERT directors and DIET principals
for orientation on the Concept, Objectives and Procedure of DIET By 15th September, 2023
of Excellence

25 | P a g e
Activities Timeline

Dissemination of Self-Ranking results and finalization of 28th September, 2023

assessment points for all DIETs by Sttaes / UTs
Submission of proposals for DIET of Excellence in line with the
By 15th October, 2023
Concept Note by States and UT

Supplementary PABs (Project Approval Board) 23rd October 2023

Release the funds as 1st Installment to all the States and UTs for by 31st October, 2023
DIET of Excellence under Samagra Shiksha

*****

26 | P a g e
 Core Drafting Team

1. Sh. Sanjay Kumar, Secretary (SE&L),

Department of School Education & Literacy,
Ministry of Education, Govt. of India.

2. Smt. Prachi Pandey- Joint Secretary, Samagra Shiksha Department of

School Education & Literacy, Ministry of Education, Govt. of India.

3. Sh. Sankha Roy- Deputy Secretary, Samagra Shiksha Department of School

Education & Literacy, Ministry of Education, Govt. of India.

4. Ms. Tara Naorem- Principal Chief Consultant, Samagra Shiksha Department

of School Education & Literacy, Ministry of Education, Govt. of India.

5. Mr. Wamiq Towhid- Senior Consultant, Samagra Shiksha Department of

School Education & Literacy, Ministry of Education Govt. of India

27 | P a g e
 Annexure-I
Status of DIETs Sanctioned & Functional details as on 2023-24
Non-
No. of DIETs DIETs
Sl. No. State/UT Functional
Districts* Sanctioned Functional
DIETs
1 A&N Islands 3 1 1 0
2 Andhra Pradesh 13 13 13 0
3 Arunachal Pradesh 26 13 11 2
4 Assam 35 27 23 4
5 Bihar 38 38 33 5
6 Chandigarh 1 0 0 0
7 Chhattisgarh 28 24 19 5
8 Delhi 13 9 9 0
9 D&D and DNH 3 1 1 0
10 Goa 2 1 1 0
11 Gujarat 33 34 30 4
12 Haryana 22 22 21 1
13 Himachal Pradesh 12 12 12 0
14 Jammu & Kashmir 20 20 20 0
15 Jharkhand 24 24 24 0
16 Karnataka 35 30 30 0
17 Kerala 14 14 14 0
18 Ladakh 2 2 2 0
19 Lakshadweep 1 1 1 0
20 Madhya Pradesh 52 52 50 2
21 Maharashtra 36 35 33 2
22 Manipur 16 16 9 7
23 Meghalaya 11 8 7 1
24 Mizoram 11 10 8 2
25 Nagaland 11 11 8 3
26 Odisha 30 30 30 0
27 Puducherry 4 1 1 0
28 Punjab 23 22 17 5
29 Rajasthan 33 33 33 0
30 Sikkim 6 4 3 1
31 Tamil Nadu 37 32 32 0
32 Telangana 33 14 10 4
33 Tripura 8 8 4 4
34 Uttar Pradesh 75 75 70 5
35 Uttarakhand 13 13 13 0
36 West Bengal 24 22 20 2
Total 748 672 613 59

28 | P a g e
 Annexure-II
Status of Funds Approved (Fresh Outlay) for DIETs in Teacher Education Component under Samagra Shiskha since
2018-19
([Link] lakh)
2023-24 2022-23 2021-22 2020-21 2019-20 2018-19

Grand Total

Grand Total

Grand Total

Grand Total

Grand Total
Recurring

Recurring

Recurring

Recurring

Recurring

Recurring

Recurring

Recurring

Recurring

Recurring

Recurring

Recurring
State/UT
Grand
Non-

Non-

Non-

Non-

Non-

Non-
Total

A&N
0.00 22.40 22.40 0.00 22.40 22.40 0.00 22.40 22.40 0.00 20.00 20.00 0.00 20.00 20.00 0.00 20.48 20.48
Islands
Andhra
161.85 978.96 1140.81 0.00 917.26 917.26 0.00 819.58 819.58 0.00 765.30 765.30 160.00 1155.97 1315.97 78.00 1447.89 1525.89
Pradesh
Arunachal 1114.4
1097.00 1176.11 2273.11 0.00 1356.46 1356.46 0.00 1114.49 515.15 904.66 1419.81 120.00 1048.11 1168.11 100.00 1173.04 1273.04
Pradesh 9
4116.1
Assam 2313.41 4333.35 6646.75 19.98 4308.39 4328.37 226.09 3890.08 0.00 4400.74 4400.74 0.00 4565.71 4565.71 115.00 3858.11 3973.11
7
Bihar 0.00 654.60 654.60 70.40 396.00 466.40 0.00 396.00 396.00 0.00 99.00 99.00 0.00 1386.00 1386.00 110.00 1822.30 1932.30
Chhattisgar 2531.1
0.00 2553.55 2553.55 0.00 2208.78 2208.78 475.49 2055.64 0.00 1731.87 1731.87 0.00 2214.84 2214.84 380.00 2364.34 2744.34
h 3
1001.6
Delhi 0.00 1320.19 1320.19 0.00 1371.04 1371.04 0.00 1001.61 0.00 1964.69 1964.69 0.00 2118.15 2118.15 110.00 1960.01 2070.01
1
DnD-DnH 0.00 110.46 110.46 0.00 78.40 78.40 0.00 85.64 85.64 0.00 45.56 45.56 0.00 0.00 0.00 0.00 0.00 0.00

Goa 0.00 105.40 105.40 0.00 131.88 131.88 0.00 116.06 116.06 0.00 132.30 132.30 0.00 156.12 156.12 20.00 180.14 200.14
3134.5
Gujarat 1695.00 3383.25 5078.25 1695.00 3310.73 5005.73 19.20 3115.30 0.00 3698.97 3698.97 0.00 4134.84 4134.84 1820.00 4605.19 6425.19
0
3299.3
Haryana 452.00 2785.93 3237.93 0.00 3002.88 3002.88 0.00 3299.37 0.00 3638.35 3638.35 0.00 4024.36 4024.36 440.00 4059.89 4499.89
7
Himachal 1561.6
0.00 2033.58 2033.58 96.55 1762.05 1858.60 0.00 1561.68 0.00 1597.53 1597.53 0.00 2037.81 2037.81 180.00 2260.65 2440.65
Pradesh 8
Jammu & 2260.5
128.00 1010.80 1138.80 54.01 1276.88 1330.89 0.00 2260.58 0.00 2184.67 2184.67 0.00 2000.00 2000.00 100.00 3020.90 3120.90
Kashmir 8
1179.1
Jharkhand 252.28 408.00 660.28 0.00 539.38 539.38 423.86 755.24 0.00 422.77 422.77 110.00 711.60 821.60 888.23 597.00 1485.23
0
3465.1
Karnataka 0.00 4298.80 4298.80 0.00 4253.14 4253.14 0.00 3465.18 0.00 3159.82 3159.82 0.00 3244.15 3244.15 150.00 4294.14 4444.14
8
2274.6
Kerala 0.00 1730.82 1730.82 90.00 1728.14 1818.14 0.00 2274.64 0.00 2616.61 2616.61 540.00 2583.41 3123.41 0.00 2965.28 2965.28
4
Ladakh 0.00 92.05 92.05 0.00 80.00 80.00 0.00 90.00 90.00 0.00 70.00 70.00 0.00 200.00 200.00 0.00 0.00 0.00
Lakshadwee
0.00 32.00 32.00 0.00 34.40 34.40 0.00 34.40 34.40 0.00 32.00 32.00 20.00 30.00 50.00 0.00 9.83 9.83
p
Madhya 3719.8
1800.00 4440.12 6240.12 19.20 3673.19 3692.39 0.00 3719.82 150.00 2980.02 3130.02 160.00 3755.70 3915.70 160.00 3520.21 3680.21
Pradesh 2
Maharashtr 3022.0
183.00 4108.87 4291.87 216.57 4064.49 4281.06 44.80 2977.22 0.00 3256.24 3256.24 0.00 4255.07 4255.07 450.62 4505.86 4956.48
a 2

29 | P a g e
 2023-24 2022-23 2021-22 2020-21 2019-20 2018-19

Grand Total

Grand Total

Grand Total

Grand Total

Grand Total
Recurring

Recurring

Recurring

Recurring

Recurring

Recurring

Recurring

Recurring

Recurring

Recurring

Recurring

Recurring
State/UT
Grand
Non-

Non-

Non-

Non-

Non-

Non-
Total

1167.4
Manipur 1260.00 1231.41 2491.41 894.00 1189.60 2083.60 0.00 1167.40 40.00 1488.15 1528.15 80.00 1895.27 1975.27 420.00 1780.97 2200.97
0
Meghalaya 685.50 1012.37 1697.87 0.00 891.44 891.44 0.00 799.20 799.20 0.00 1132.12 1132.12 0.00 1078.31 1078.31 105.00 1011.40 1116.40
1506.0
Mizoram 1282.00 1541.26 2823.26 55.36 1728.62 1783.98 0.00 1506.04 0.00 1821.55 1821.55 0.00 1670.23 1670.23 120.00 1802.66 1922.66
4
3072.6
Nagaland 2125.02 2075.13 4200.15 1437.91 2305.56 3743.47 948.68 2123.97 0.00 2526.57 2526.57 0.00 2474.00 2474.00 80.00 2037.52 2117.52
5
3156.5
Odisha 0.00 4541.99 4541.99 0.00 3712.24 3712.24 0.00 3156.53 100.00 2926.73 3026.73 100.00 2711.25 2811.25 150.00 3017.55 3167.55
3
Puducherry 0.00 120.54 120.54 0.00 129.17 129.17 0.00 100.00 100.00 0.00 129.35 129.35 0.00 142.07 142.07 370.00 165.09 535.09
2062.2
Punjab 62.34 1228.32 1290.66 88.40 1039.15 1127.55 0.00 2062.26 0.00 1332.02 1332.02 0.00 1865.30 1865.30 2272.55 1552.13 3824.68
6
3816.2
Rajasthan 492.68 4172.89 4665.57 0.00 4210.62 4210.62 0.00 3816.26 0.00 5081.87 5081.87 0.00 5630.54 5630.54 110.00 6155.86 6265.86
6
Sikkim 835.00 396.07 1231.07 0.00 355.53 355.53 0.00 325.78 325.78 0.00 303.47 303.47 0.00 386.70 386.70 30.00 497.12 527.12
5862.2
Tamil Nadu 565.74 6443.53 7009.27 143.66 6363.60 6507.26 0.00 5862.29 251.00 5875.37 6126.37 150.60 5983.37 6133.97 0.00 5178.50 5178.50
9
Telangana 364.74 638.46 1003.20 0.00 569.12 569.12 0.00 556.42 556.42 0.00 1265.97 1265.97 0.00 1565.35 1565.35 1600.00 842.08 2442.08

Tripura 0.00 780.69 780.69 162.00 479.98 641.98 322.06 445.06 767.12 0.00 424.19 424.19 518.00 543.26 1061.26 480.00 709.29 1189.29
Uttar 15790.0 10337.7 9805.2 10563.8 10563.8 10151.7 13524.0
4517.40 11272.60 0.00 10337.70 0.00 9805.22 0.00 750.00 9401.70 4401.00 9123.07
Pradesh 0 0 2 6 6 0 7
2484.7
Uttarakhand 1052.30 2634.99 3687.29 826.94 2051.35 2878.29 442.14 2042.56 0.00 2733.40 2733.40 0.00 2588.95 2588.95 234.00 3004.00 3238.00
0
1432.7
West Bengal 6.40 1268.48 1274.88 285.52 1300.53 1586.05 0.00 1432.75 0.00 1576.85 1576.85 0.00 1324.73 1324.73 90.00 1325.34 1415.34
5
21331. 74937.9 96269.6 6155.5 71180.1 77335.6 2902.3 68256. 71158. 1056.1 72902. 73958.7 2708.6 78902.8 81611.4 15564.4 80867.8 96432.2
Total
66 7 3 0 1 1 2 67 99 5 57 2 0 7 7 0 4 4
NR & Rec
Approval 22.16 77.84 7.96 92.04 4.08 95.92 1.43 98.57 3.32 96.68 16.14 83.86
%
Source: PRABANDH

30 | P a g e
 Annexure-III
Suggestive Infrastructure Norms for DIET of Excellence
[Link] Category Adequate Appropriate Remarks
Number estimated Size
1) Administrative Block
Room with PA’s cabin, providing a private area for
1) Principal/HoD Room 1 Room Approx. 300 Sq. ft
administrative tasks, meetings, and decision-making
Room serves as an administrative space to carry out their
2) Vice- Principal Room 1 Room Approx. 200 Sq. ft
responsibilities.
Academic faculty These rooms provide a space for faculty members to gather,
Rooms collaborate, and engage in professional discussions. Staff
Upto 12
3) (1 Room for 2 faculty Approx. 200 Sq. ft rooms may have individual workstations or shared desks for
Rooms
member on sharing teachers to work on lesson planning, grading, and
bases) administrative tasks
Administrative Administrative Offices for administrative personnel, such as
Offices for the administrative officer, accounts officer and other
4) administrative 1 Room Approx. 600 Sq. ft administrative staff members. These offices serve as
personnel workspaces for managing various administrative tasks and
handling day-to-day operations.
A well-equipped staff meeting room, provide enough space to
Meeting Hall (Approx.
5) 1 Room Approx. 700 Sq. ft comfortably accommodate around 50 staff members,
50 Capacity)
considering a mix of seating options and additional amenities
A welcoming reception area where visitors can be received and
6) Reception Area 1 Approx. 200 Sq. ft assisted. It serves as a point of contact for inquiries, directions,
and information about the DIET.
A designated room for storing and managing official records,
documents, and files related to administration, finance,
7) Record Room 1 Room Approx. 250 Sq. ft personnel, and other administrative functions. This room
should have appropriate storage facilities and organizational
systems.

31 | P a g e
[Link] Category Adequate Appropriate Remarks
Number estimated Size
A waiting area for visitors and guests, providing a comfortable
Waiting Area/Visitors
8) 1 Room Approx. 300 Sq. ft space with seating arrangements and possibly some reading
Room
materials.
2) Administrative Block
Upto 8 Spacious and well-equipped classrooms with modern teaching
depending on aids, audio-visual equipment, and interactive whiteboards or
the Pre-service smart boards; Flexible seating arrangements that
Classrooms Upto 8 Approx. 800 Sq. ft
1) and Other accommodate different teaching and learning styles;
(Approx. 50 Capacity) (Per Classroom)
Running Accessibility features for individuals with disabilities, such as
Programme ramps, wide doorways, and appropriate seating arrangements
enrollment
Library with a wide range of books, reference materials,
Library/Resource textbooks, and digital resources for teachers, students, and
Approx. 1500 Sq.
2) centres (Approx. 50 1 Room researchers equipped with computers, internet connectivity,
ft.
to 75 Capacity) and access to educational software, online databases, and e-
learning platforms.
Equipped with modern apparatus, audio-visual facilities,
language learning software, interactive tools , chemicals, and
3) Laboratories Upto 5 Room Approx. 800 Sq. ft.
safety equipment to support practical experiments and
demonstrations
Sufficient computers, high-speed internet connectivity, and
4) Computer Room 1 Room Approx. 800 Sq. ft
access to educational software and digital resources.
Multimedia-equipped For conducting webinars, online training sessions, and video-
5) 1 Room Approx. 800 Sq. ft
room based instructional activities.
With seating capacity to accommodate large gatherings for
Seminar halls (50 Approx. 1500 Sq. conferences, workshops, and professional development
6) 1 Room
Capacity) ft. programmes. Equipped with audio-visual systems, projection
screens, and sound systems

32 | P a g e
[Link] Category Adequate Appropriate Remarks
Number estimated Size
With seating capacity to accommodate large gatherings for
Auditoriums (100 conferences, workshops, and professional development
7) 1 Room Approx. 2500 Sq. ft.
Capacity) programmes. Equipped with audio-visual systems, projection
screens, and sound systems
Dedicated spaces for special education units to support the
Special Education learning needs of students with disabilities. Specialized rooms
8) 1 Room Approx. 500 Sq. ft.
Units equipped with assistive technologies, sensory materials, and
resources for individualized instruction and therapy.
A dedicated centre or space for research and innovation
Research and activities, providing resources and facilities for conducting
9) 1 Room Approx. 500 Sq. ft.
Innovation Centre educational research, developing educational models, and
piloting innovative initiatives
3) Residential Hostel Facilities For Boys & Girls (50 Seat Capacity)
Upto 5
The rooms are designed to accommodate multiple students (6
depending on
Person) in a dormitory-style setup. Each room is furnished
1) Rooms for Resident the Pre-service Approx. 500 Sq. Ft
with essential amenities, including beds, storage facilities, and
enrollment in
adequate ventilation
the Hostel
Include common areas such as lounges or recreation rooms
2) Common Area 1 Approx. 400 Sq. ft where students can socialize, relax, and engage in
extracurricular activities.
Dedicate study hall or quiet spaces within the hostel where
3) Study Area 1 Approx. 400 Sq. ft
students can focus on their academic work.
Establish a dining hall or cafeteria within the hostel to provide
4) Dining Facility 1 Approx. 500 Sq. Ft
meals for resident students
Allocate a common kitchenette with basic amenities where
5) Kitchenette 1 Approx. 300 Sq. ft
students can prepare their own snacks or meals, if necessary.
Approx. 50 Sq. ft For a 50-seater hostel in DIET of Excellence, the ideal number
6) Bathroom Facility (1:15 Ratio)
each of bathrooms based on number of enrolment 1:15

33 | P a g e
[Link] Category Adequate Appropriate Remarks
Number estimated Size
Approx. 100 Sq. ft Provide laundry room or facilities where students can
7) Laundry Facility 1
each conveniently wash their clothes.
Warden office may be located in a central and accessible
location within the hostel, allowing the warden to oversee the
8) Warden's Office 1 Approx. 150 Sq. ft
activities and ensure the safety and well-being of the hostel
residents
Allocate a warden's room within the hostel premises to
9) Warden's Room 1 Approx. 150 Sq. ft
address any concerns or issues raised by the students.
10) Wi-Fi Access Facility Offer internet connectivity in the hostel to support students' academic and recreational needs.
Implement security measures, such as controlled access, CCTV surveillance, and the presence of trained
11) Safety and Security
hostel staff.
4) Rest Room/Toilet Facilities
Determine the number of restrooms required based on the
Adequate Number of expected occupancy of the DIET. Consider separate restrooms
1) 1:15 (Ratio) 35 Sq. ft
Restrooms/Toilets: for male and female students, staff, and visitors to maintain
privacy and convenience.
Ensure that restrooms are designed and equipped to be accessible for individuals with disabilities.
2) Accessibility: Include features such as grab bars, wider doorways, lower sinks, and wheelchair accessibility to
promote inclusivity.
Hygiene and Regularly clean and maintain the restrooms to ensure proper hygiene standards. Provide sufficient
3)
Cleanliness trash bins and regular waste disposal to keep the restrooms clean and free from litter.
Install functional and high-quality sanitary fixtures, including toilets, urinals, sinks, and hand dryers or
4) Sanitary Fixtures
paper towel dispensers. Ensure that they are properly maintained and in good working condition
Hand washing Provide adequate hand washing facilities with running water, soap dispensers, and hand dryers or
5)
Facilities paper towels. Promote and encourage regular hand washing for proper hygiene.
Ventilation and Odor Install proper ventilation systems to ensure good air circulation and minimize odors. Consider the use
6)
Control of air fresheners or natural ventilation methods to maintain a pleasant environment.
Assign dedicated staff or cleaning personnel to regularly monitor and maintain the restroom facilities.
7) Regular Maintenance
Promptly address any repairs or issues to ensure uninterrupted availability.

34 | P a g e
[Link] Category Adequate Appropriate Remarks
Number estimated Size
Implement safety measures such as non-slip flooring, appropriate lighting, and emergency systems.
8) Safety Measures
Ensure clear signage for restroom locations and emergency procedures.
5) ICT and Technology facilities
Computer Labs:
would depend on
various factors such
Well-equipped computer labs with the latest hardware and
as the total number of Upto 3 Unit of As Per Samagra
1) software to provide hands-on experience in using technology
students and ICT lab Shiskha Norms
for various educational purposes.
teachers, the
curriculum's ICT
requirements
classrooms are equipped with audio-visual aids such as
As Per Samagra projectors, interactive whiteboards, smart TVs, and audio
2) Smart classrooms All Classrooms
Shiskha Norms systems that enable multimedia presentations and interactive
teaching
High-speed internet connectivity to enable access to online resources, research materials, and digital
3) Internet Connectivity
learning platforms
Provision of audio-visual aids like projectors, interactive whiteboards, and multimedia tools to facilitate
4) Audio-Visual Aids
dynamic and interactive teaching
Digital Content Encouraging teachers to create digital content such as videos, animations, and presentations to enrich
5)
Creation their lessons
Establishing an ICT support team to provide technical assistance and troubleshoot issues related to
6) ICT Support
technology integration
Utilizing technology for effective data management and analysis to inform decision-making and policy
7) Data Management
implementation
6) Safety And Security Facilities
Employ trained security personnel to patrol the DIET premises, monitor entrances and exits, and
1) Security Personnel
ensure the safety of individuals on campus.

35 | P a g e
[Link] Category Adequate Appropriate Remarks
Number estimated Size
Implement access control systems, such as electronic key cards or ID badges, to regulate entry and exit
2) Access Control points. Restrict access to authorized personnel and visitors and monitor visitors' entry through sign-in
procedures.
Install closed-circuit television (CCTV) cameras strategically throughout the DIET campus, including
3) CCTV Surveillance entrances, common areas, corridors, and parking lots. Ensure proper monitoring and recording of the
camera footage.
Develop a comprehensive emergency response plan that includes protocols for various emergency
Emergency Response
4) situations, such as fires, natural disasters, medical emergencies, or security threats. Conduct regular
Plan
drills and trainings to familiarize staff and students with emergency procedures.
Conduct regular safety audits and inspections of the DIET premises to identify and address potential
Safety Audits and
5) hazards, such as faulty electrical wiring, uneven flooring, or inadequate lighting. Promptly address any
Inspections
identified safety concerns.
Install fire safety equipment, including fire extinguishers, smoke detectors, and fire alarms, in
6) Fire Safety Measures accordance with local fire safety regulations. Regularly inspect and maintain fire safety systems, and
conduct fire drills to ensure preparedness.
Establish well-equipped first aid stations or rooms within the
DIET campus. Ensure that staff members are trained in basic
7) First Aid Facility 1 Room Approx. 150 Sq. ft first aid and have access to necessary medical supplies to
provide immediate assistance in case of injuries or medical
emergencies.
The boundary wall should be high enough to provide security and privacy for the institute. It is typically
recommended to have a boundary wall with a height of at least 6 to 8 feet. It may be constructed using
8) Boundary wall
durable and secure materials, such as brick or concrete, to ensure longevity and resistance to external
elements.
Safe and Well- Ensure that buildings, classrooms, laboratories, and other facilities meet safety standards. Regularly
9) maintained maintain infrastructure, including electrical systems, plumbing, and structural integrity, to ensure a
Infrastructure safe environment.
7) Residential Facilities DIETs Staffs (As Per State Specific Need)

36 | P a g e
[Link] Category Adequate Appropriate Remarks
Number estimated Size
Establishment and strengthening residential quarters for faculties, especially female teachers in
Single and Family sparsely populated or hilly and densely forested areas with difficult geographical terrain and border
1)
Quarters areas. Construction of residential quarters for faculties in remote/hilly areas/in areas with difficult
terrain
Ensure that each staff quarter is adequately furnished with basic amenities such as beds, tables, chairs,
2) Furnishings cupboards, and kitchen appliances (if applicable). These furnishings should be comfortable and
functional
Each staff quarter should have essential facilities, including a bedroom, living room, kitchen, and
3) Essential Facilities
bathroom. The size and layout of the quarters can vary based designation.
Maintenance and Regularly maintain and repair the staff quarters to ensure that they are in good condition. Allocate
4)
Upkeep dedicated staff or resources for maintenance tasks, including electrical, plumbing, and general upkeep.
Develop communal spaces or recreational areas within the staff quarters premises where staff
5) Community Spaces
members can socialize, relax, and engage in community-building activities
Infrastructure Ensure that the staff quarters are well-connected with basic infrastructure such as electricity, water
6)
Support supply, and sewage systems. Adequate parking space should also be provided.
Incorporate green spaces, gardens, or parks within the staff quarters area to create a pleasant and
7) Green Spaces
serene environment for residents.
8) Provision of Functional Website
The website should contain in-depth details about the DIET, including its vision, mission, and
1) Information Hub
objectives.
The website should have detailed information about the various, courses, training programmes,
2) Program Details information about enrollment as per the running programmes, research initiatives etc offered by the
DIET should be easily accessible.
Profiles of the Academic, Para and Non Academic faculties and staff, along with their qualifications and
3) Faculty Profiles
areas of expertise, should be featured on the website.
Infrastructure and The website should highlight the upgraded infrastructure facilities, laboratories, library, ICT resources,
4)
Facilities and other amenities available at the DIET.
Admission and Information about admission criteria, application procedures, and important dates for prospective
5)
Application Process students should be clearly outlined

37 | P a g e
[Link] Category Adequate Appropriate Remarks
Number estimated Size
The website should regularly update upcoming events, workshops, seminars, and other important
5) Events and News
news related to the DIE
A dedicated section for online resources, including e-books, research papers, and teaching materials,
6) Online Resources
should be made available to students and faculty
7) Best Practices A dedicated section for various best practices conducted by the DIET with good Photographs and Videos
The website can feature an alumni corner, showcasing the achievements and success stories of former
8) Alumni Corner
students
Incorporating interactive features like feedback forms, online inquiries, and chat support can enhance
9) Interactive Features
user engagement and provide better support to visitors.
A separate section for the Photographs and Videos for various activities, training, capacity building,
10) Photo & Video gallery
community awareness programmers etc conducted by the DIET.
Contact details, including address, phone numbers, and email, should be prominently displayed for easy
11) Contact Information
communication
9) Other Facilities
Designate specific areas within the green spaces for outdoor learning activities, such as open-air
Outdoor Learning
1) classrooms, amphitheaters, or seating arrangements that can facilitate interactive and experiential
Areas
learning.
Environmental Incorporate environmentally friendly features such as rainwater harvesting systems, composting
2)
Features facilities, or solar-powered lighting within the green spaces.
Promote biodiversity by incorporating native plants, trees, and shrubs within the green spaces. This
Biodiversity
3) can attract local wildlife, provide educational opportunities about ecosystems, and create a sense of
Conservation
ecological balance.
Seating Areas and Install benches, seating areas, or shaded structures within the green spaces to provide comfortable
4)
Shaded Spaces spaces for students and staff to rest, study, or engage in group discussions.
Recreational Integrate recreational facilities within the green spaces, such as sports fields, outdoor exercise stations,
5)
Facilities or play areas for physical activities and leisure.
Install informative signage or placards within the green spaces to provide educational information
6) Educational Signage about the plants, trees, and environmental concepts. This can enhance the learning experience and
foster environmental awareness.

38 | P a g e
[Link] Category Adequate Appropriate Remarks
Number estimated Size
Allocate areas for gardens and lawns where plants, flowers, and trees can be cultivated. These green
7) Gardens and Lawns
spaces can serve as serene areas for relaxation, outdoor learning, and aesthetic appeal.
Sufficient parking space for staff, students, and visitors to accommodate vehicles safely within the DIET
8) Parking Facility
premises.
A canteen or cafeteria that offers hygienic and nutritious meals
9) Canteen/Cafeteria: 1 Approx. 600 Sq. ft for students, staff, and visitors, ensuring access to food within
the DIET premises.
 Place water dispensers strategically in various areas of the institute, such as classrooms, corridors,
common areas, and the canteen, to provide easy access to drinking water for students, staff, and
visitors
 Install water filtration systems to ensure that the drinking water is free from impurities and
Provision of safe and contaminants, making it safe for consumption.
10)  Ensure that the drinking water supply is sufficient to meet the needs of all students, staff, and
clean drinking water
visitors throughout the day
 In larger campuses, consider setting up multiple drinking water points to avoid overcrowding and
ensure convenient access.
 Implement a regular water quality testing and monitoring system to ensure that the drinking water
remains safe and meets the required standards.
 Provision of borewell facility, is essential to ensure a sustainable and reliable water supply
11) Borewell Facility  Schedule regular maintenance and servicing of the borewell and the pump to keep the facility in
optimal working condition.

39 | P a g e
 Annexure –IV
The state/UT wise distribution of DIETs to be converted into DIET of Excellence in phase manner with estimated
outlay (2023-24-25 to 2027-28)
2023-24 2024-25 2025-26 2026-27 2027-28

Converting into DIET of

Total Estimated Funds

for DIET of Excellence
@ Rs.15.00 Crore per
DIET in Plan period
Total No. of DIETs
Estimated Funds for

Estimated Funds for

Estimated Funds for

Estimated Funds for

Estimated Funds for

DIET of Excellence
DIET of Excellence

DIET of Excellence

DIET of Excellence

DIET of Excellence

DIET of Excellence

DIET of Excellence

DIET of Excellence

DIET of Excellence

DIET of Excellence
@ Rs.15.00 Crore

@ Rs.15.00 Crore

@ Rs.15.00 Crore

@ Rs.15.00 Crore

@ Rs.15.00 Crore
Converting into

Converting into

Converting into

Converting into

Converting into

Excellence
No. of DIETs

No. of DIETs

No. of DIETs

No. of DIETs

No. of DIETs
per DIET

per DIET

per DIET

per DIET

per DIET
[Link] State/UT

1 A&N Islands 1 15.00 0 0.00 0 0.00 0 0.00 0 0.00 1 15.00

Andhra
2 3 45.00 3 45.00 2 30.00 3 45.00 2 30.00 13 195.00
Pradesh
Arunachal
3 2 30.00 2 30.00 2 30.00 3 45.00 2 30.00 11 165.00
Pradesh
4 Assam 5 75.00 5 75.00 4 60.00 5 75.00 4 60.00 23 345.00

5 Bihar 6 90.00 7 105.00 7 105.00 6 90.00 7 105.00 33 495.00

6 Chandigarh 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00

7 Chhattisgarh 4 60.00 4 60.00 4 60.00 4 60.00 3 45.00 19 285.00

8 Delhi 2 30.00 2 30.00 2 30.00 2 30.00 1 15.00 9 135.00

9 DnD-DnH 1 15.00 0 0.00 0 0.00 0 0.00 0 0.00 1 15.00

10 Goa 1 15.00 0 0.00 0 0.00 0 0.00 0 0.00 1 15.00

11 Gujarat 6 90.00 6 90.00 6 90.00 5 75.00 7 105.00 30 450.00

12 Haryana 4 60.00 4 60.00 4 60.00 5 75.00 4 60.00 21 315.00

Himachal
13 2 30.00 2 30.00 3 45.00 3 45.00 2 30.00 12 180.00
Pradesh

40 | P a g e
 2023-24 2024-25 2025-26 2026-27 2027-28

Converting into DIET of

Total Estimated Funds

for DIET of Excellence
@ Rs.15.00 Crore per
DIET in Plan period
Total No. of DIETs
Estimated Funds for

Estimated Funds for

Estimated Funds for

Estimated Funds for

Estimated Funds for

DIET of Excellence
DIET of Excellence

DIET of Excellence

DIET of Excellence

DIET of Excellence

DIET of Excellence

DIET of Excellence

DIET of Excellence

DIET of Excellence

DIET of Excellence
@ Rs.15.00 Crore

@ Rs.15.00 Crore

@ Rs.15.00 Crore

@ Rs.15.00 Crore

@ Rs.15.00 Crore
Converting into

Converting into

Converting into

Converting into

Converting into

Excellence
No. of DIETs

No. of DIETs

No. of DIETs

No. of DIETs

No. of DIETs
per DIET

per DIET

per DIET

per DIET

per DIET
[Link] State/UT

Jammu &
14 4 60.00 4 60.00 4 60.00 4 60.00 4 60.00 20 300.00
Kashmir
15 Jharkhand 5 75.00 5 75.00 5 75.00 5 75.00 4 60.00 24 360.00

16 Karnataka 6 90.00 6 90.00 6 90.00 6 90.00 6 90.00 30 450.00

17 Kerala 3 45.00 3 45.00 3 45.00 3 45.00 2 30.00 14 210.00

18 Ladakh 2 30.00 0 0.00 0 0.00 0 0.00 0 0.00 2 30.00

19 Lakshadweep 1 15.00 0 0.00 0 0.00 0 0.00 0 0.00 1 15.00

Madhya
20 8 120.00 10 150.00 11 165.00 10 150.00 11 165.00 50 750.00
Pradesh
21 Maharashtra 6 90.00 7 105.00 7 105.00 6 90.00 7 105.00 33 495.00

22 Manipur 2 30.00 2 30.00 2 30.00 2 30.00 1 15.00 9 135.00

23 Meghalaya 1 15.00 1 15.00 2 30.00 2 30.00 1 15.00 7 105.00

24 Mizoram 2 30.00 2 30.00 1 15.00 2 30.00 1 15.00 8 120.00

25 Nagaland 2 30.00 2 30.00 1 15.00 2 30.00 1 15.00 8 120.00

26 Odisha 6 90.00 6 90.00 7 105.00 6 90.00 5 75.00 30 450.00

27 Puducherry 1 15.00 0 0.00 0 0.00 0 0.00 0 0.00 1 15.00

28 Punjab 3 45.00 3 45.00 4 60.00 4 60.00 3 45.00 17 255.00

41 | P a g e
 36
35
34
33
32
31
30
29
[Link]

Uttar

Total
Sikkim

Tripura

Pradesh
Rajasthan

Telangana
Tamil Nadu
State/UT

West Bengal
Uttarakhand
No. of DIETs

4
3
1
2
6
1
6

13
Converting into

125
DIET of Excellence

Estimated Funds for

2023-24

DIET of Excellence

60.00
45.00
15.00
30.00
90.00
15.00
90.00

@ Rs.15.00 Crore

195.00

1875.00
per DIET

No. of DIETs

4
3
1
2
7
1
7

14
Converting into

125
DIET of Excellence

Estimated Funds for

2024-25

DIET of Excellence
@ Rs.15.00 Crore

60.00
45.00
15.00
30.00
15.00

210.00
105.00
105.00

1875.00
per DIET

No. of DIETs
4
2
1
2
7
0
7

15

125 Converting into

DIET of Excellence

Estimated Funds for

2025-26

DIET of Excellence
0.00

60.00
30.00
15.00
30.00

@ Rs.15.00 Crore
225.00
105.00
105.00

1875.00

per DIET

No. of DIETs
4
3
1
2
6
1
6

14

Converting into
125

DIET of Excellence

Estimated Funds for

2026-27

DIET of Excellence
60.00
45.00
15.00
30.00
90.00
15.00
90.00

@ Rs.15.00 Crore
210.00

1875.00

per DIET

No. of DIETs
4
2
0
2
6
0
7

14

Converting into
113

DIET of Excellence

Estimated Funds for

2027-28

DIET of Excellence
0.00
0.00

60.00
30.00
30.00
90.00

@ Rs.15.00 Crore
210.00
105.00

1695.00

per DIET
Total No. of DIETs
4
3

20
13
70
10
32
33

613

Converting into DIET of

Excellence
42 | P a g e

Total Estimated Funds

for DIET of Excellence
@ Rs.15.00 Crore per
60.00
45.00

300.00
195.00
150.00
480.00
495.00

9195.00
1050.00

DIET in Plan period

 Annexure-V
District Institutes of Education & Training (DIET):
Questionnaire to assess the Infrastructural Facilities in DIETs-June 2023
Instructions:
This is survey is being conducted to assess the working conditions and overall infrastructural
requirement of DIETs. The data collated will be used for planning corrective measures.
Hence, you are requested to attempt each and every question. Question wise instructions are
given within the question itself, wherever required. Majority of the questions have a table
or list to be filled-in. For some questions, your responses in the long text form maybe
required. Please write you response clearly within the specified word limit. If you are not
able to complete the form at one go, it can be saved as a draft and completed later on. After
completing the form, please press the submit button.

Section Information
Section-1 General Information
Section-2 Building, Classroom and Toilet Facilities in DIET
Section-3 Library Facilities in DIET
Section-4 Computer and Internet Facilities in DIET
Section-5 Hostel and Residential Facilities in DIET
Section-6 Sports and Recreational Facilities in DIET
Section-7 Other Facilities in DIET

All questions which appear are mandatory and no question should be left blank.

43 | P a g e
 QUESTIONAIRE FOR DISTRICT INSTITUTE OF EDUCATION & TRAINING (DIET)

SECTION-1: GENERAL INFORMATION

a) Name of the State/UT: ________________________________________________________

b) Name of the District: ________________________________________________________

c) Name of DIET: ________________________________________________________

d) Year of DIET Establishment: ________________________________________________________

e) Type of DIET (Urban/Rural): ________________________________________________________

f) Name of the DIET Principal ________________________________________________________

g) Mobile Number of the DIET Principal _______________________________________________________

h) DIET official Contact Number: ________________________________________________________

i) DIET official Email ID: ________________________________________________________

j) DIET Website: ________________________________________________________

k) Pin code: ________________________________________________________

SECTION-2: BUILDING, CLASSROOM AND TOILET FACILITIES

1) Does the DIET have their own land? Yes/No

2) Total Land Area of the DIET (in square meter)

3) Total build up area of the DIET (in square meter)

4) Status of the DIET building.

 Own building
 Rented
 Building under construction
 DIET running in other Department building
5) Is there a regular maintenance schedule for the DIET building?
 Yes
 No
 Very Rarely

6) How would you rate the overall condition and cleanliness of the DIET building?
 Excellent, with well-maintained and clean facilities

44 | P a g e
  Good, with generally satisfactory condition and cleanliness
 Average, with some areas needing improvement in condition or cleanliness
 Poor, with significant issues in the condition or cleanliness of the building

7) Status of Classrooms in the DIET

 Total no. of Classrooms in the DIET
 No. of Classrooms used for instructional purposes
 No. of Classrooms used for other purpose
 No. of classrooms in usable condition but not in use
 No. of classrooms in Un-usable condition but not in use

8) When the last time renovation was carried out in Classrooms of the DIET?
 Month & Year

9) Are the classrooms in the DIET building furnished with desks and chairs for
students?
 Yes, all necessary furniture is provided
 Partially, some furniture may be lacking or in poor condition
 No, the classrooms lack essential furniture

10) Are the classroom equipped with interactive whiteboards, multimedia projectors
or smart boards
• Yes, interactive whiteboards or multimedia projectors in every classroom
• Some classrooms have interactive whiteboards or multimedia projectors
• No interactive whiteboards or multimedia projectors available

11) How would you rate the overall condition of the Classrooms in the DIET
 Excellent, with well-maintained and comfortable classrooms
 Good, with generally satisfactory condition and functionality
 Average, with some areas needing improvement in condition or functionality
 Poor, with significant issues in the condition or functionality of the classrooms
12) Details of Toilets facility.
No. of toilets units No. of toilets units
Category
Available Functional
For Male Faculties
For Female Faculties
For Male Students
For Female Students

45 | P a g e
(Definition of functional toilet: water available in the toilet, minimal odor (no foul smell), unbroken
seat, regularly cleaned, dry, with working drainage system, accessible to users, closable door)

13) Whether accessible toilet facilities for Differently abled student/faculty are
available. (Yes/No)

14) How would you rate the overall condition of the Toilets in the DIET
 Excellent, with well-maintained and clean toilets
 Good, with generally satisfactory condition and cleanliness
 Average, with some areas needing improvement in condition or cleanliness
 Poor, with significant issues in the condition or cleanliness of the toilets

15) Whether Ramp with handrail is available for Differently abled student/faculty to
access the DIET building. (Yes/No)

16) Is there a provision of clean drinking water in the DIET? (Yes/No)

17) Number of clean drinking water unit working in the DIET

SECTION 3: LIBRARY FACILITIES

18) Is there a library available at the DIET? (Yes/No)

19) Are the library materials organized and easily accessible to the students and
faculty?
 Well-organized, with most materials easily accessible
 Moderately organized, with occasional difficulty in finding materials
 Somewhat disorganized and requires effort to locate materials
 Poorly organized and difficult to find materials

20) How would you describe the accessibility of library resources (books, journals,
databases, etc.) to students and faculty?
 Very accessible, with a wide range of resources available
 Moderately accessible, with some limitations in resource availability
 Somewhat accessible, with significant limitations in resource availability
 Not accessible, with limited or no access to necessary resources

21) Are there comfortable seating arrangements and study spaces available in the
library for students and faculty?

46 | P a g e
  Yes, there are comfortable seating arrangements and study spaces
 Partially, there may be limited seating or insufficient study spaces
 No, there is a lack of comfortable seating arrangements and study spaces

22) Is there a dedicated librarian available to assist users and manage the library?
(Yes/No)
23) When Last time the renovation of the library facilities was carried out
 Month & Year

24) How would you rate the overall condition of the library facilities in the DIET?
 Excellent, with well-maintained and modern library facilities
 Good, with generally satisfactory condition and functionality
 Average, with some areas needing improvement in condition or functionality
 Poor, with significant issues in the condition or functionality of the library facilities

SECTION 4: COMPUTER AND INTERNET FACILITIES

25) Are there computer labs available for students' use? (Yes/No)

26) Are there an adequate number of computers available for students and faculty?
 Very available, with sufficient number of computers for all students
 Moderately available, with occasional difficulty in finding a vacant computers
 Somewhat available, with significant limitations in computers availability
 No computer labs in DIET

27) Are the computers equipped with the necessary software and hardware for
educational purposes?
 Yes, all necessary software and tools are provided
 Partially, some software or tools may be missing or outdated
 No, the computer labs lack essential software and tools

28) Average ratio of the number of the computer systems installed to the number of
the trainees.

29) What is the current status of DIET network connectivity?

 High-speed broadband internet available in all classrooms
 Limited internet access in specific areas
 No internet connectivity

47 | P a g e
30) When was the Last time the renovation of computer and internet facility was
carried out in the DIET
 Month & Year

31) How would you rate the overall condition of the Computer and Internet facilities
in the DIET?
 Excellent, with well-maintained and up-to-date computer and internet facilities
 Good, with generally satisfactory condition and functionality
 Average, with some areas needing improvement in condition or functionality
 Poor, with significant issues in the condition or functionality of the computer and
internet facilities

SECTION 5: HOSTEL AND RESIDENTIAL FACILITIES (IF APPLICABLE)

32) Is there a hostel facility available for students or trainees? (Yes/No)

33) Are there separate hostels for male and female students/trainees?
 Male (Yes/No/ No Hostel Facility available)
 Female (Yes/No/ No Hostel Facility available)

34) How would you rate the overall condition and cleanliness of the hostel facilities?
(If Hostel facility available)
 Excellent, with well-maintained and clean hostel facilities
 Good, with generally satisfactory condition and cleanliness
 Average, with some areas needing improvement in condition or cleanliness
 Poor, with significant issues in the condition or cleanliness of the hostel facilities
 No hostel facilities

35) Are there sufficient amenities provided in the hostel, such as study areas,
common rooms, and recreational facilities? (If Hostel facility available)
 Yes
 No
 No hostel facilities
36) Average ratio of the number of the separate hostels to the number
of the male trainees.

37) Average ratio of the number of the separate hostels to the number of
the female trainees.

48 | P a g e
38) How would you rate the overall condition of the Hostel facilities in the
DIET? (If Hostel facility available)
 Excellent, with well-maintained and modern hostel facilities
 Good, with generally satisfactory condition and functionality
 Average, with some areas needing improvement in condition or functionality
 Poor, with significant issues in the condition or functionality of the hostel facilities
 No Hostel Facility
39) Whether Faculty Residence/Quarters(working) provision in the DIET
(Yes/No)

40) When the last time renovation was carried out of hostel/faculty residence
facilities was carried out
• Month & Year

SECTION 6: SPORTS AND RECREATIONAL FACILITIES

41) Are there sports facilities available at the DIET? (Yes/No)

42) Are there outdoor sports facilities such as a playground or sports field available
at DIET? (Yes/No)

43) Are there indoor sports facilities such as a gymnasium or sports hall available at
DIET? (Yes/No)

44) Are there provisions for organizing extracurricular activities and events?
 Yes, regular
 Very rarely
 No

45) How would you rate the quality and maintenance of the sports facilities at the
DIET?
 Excellent, with well-maintained facilities and equipment
 Good, with generally satisfactory facilities and equipment
 Average, with some areas needing improvement in quality or maintenance
 Poor, with significant issues in the quality or maintenance of facilities
46) Are the sports facilities accessible to students and faculty members on a regular
basis?
 Yes, they are readily accessible
 Partially, with limited access or specific time restrictions

49 | P a g e
  No, the sports facilities have restricted or no access for students and faculty
47) When was the last time the renovation of sports facilities was carried out?
 Month & Year

SECTION 7: OTHER FACILITIES

48) Status of registration of DIETs under Public Finance Management System (PFMS)
 Yes
 No
 Under Process

49) Whether regular electricity is available in the DIET. Yes/No

50) Does the DIET have an auditorium or seminar halls for conducting workshops,
seminars, and conferences? Yes/No

51) What is the sitting capacity of the auditorium or seminar halls in DEIT?

52) How would you rate the capacity of the auditorium or seminar halls at the DIET?
 Excellent, with sufficient seating capacity for large gatherings
 Good, with satisfactory seating capacity for most events
 Average, with limited seating capacity for smaller events
 Poor, with inadequate seating capacity for most events

53) Are the auditorium and seminar halls equipped with audio-visual systems and
other necessary equipment?
 Yes, all necessary audio-visual equipment is available
 Partially, some equipment may be missing or outdated
 No, the auditorium or seminar halls lack essential audio-visual equipment

54) Whether the DIET has rain water harvesting or any such facility for water
conservation. Yes/No

55) Whether the DIET has a solar system facility. Yes/No

56) Whether the DIET have boundary wall?

a) No boundary wall
b) Pakka (Concrete)
c) Barbed Wire
d) Fencing Hedges

50 | P a g e
57) Is there a provision for fire safety in the DIET (e.g., fire extinguishers, fire alarms,
evacuation plans, etc.)?

58) When the last time Overall renovation was carried out in the DIET?
 Month & Year

59) Details of Academic/Para Academic and Non Academic positions in the DIET
Sanctioned Filled Vacant
Posts Details
Posts Posts Posts
Academic Posts
a) Principal (1)
b) Vice Principal (1)
c) Senior Lecturers (6)
d) Lecturers (17)
e) Any other
Total
Para- Academic Posts
a) Work Education Teacher (1)
b) Librarian (1)
c) Laboratory Assistant including ICT Support Staff (1)
d) Statistician/Accountant (1)
Total
Non- Academic Posts
a) Office Superintendent (1)
b) P.A./Steno (to Principal) (1)
c) Clerk (including one for hostel) (8)
d) Steno Typist/Data Entry Operator (2)
e) Maintenance Support Staff/Group D (6)
Total

60) Status of In-service & Pre-service training programmes:

a) Pre-service programme
b) In-service Programme
c) Both

61) Please rate the current infrastructure of the DIET?

 Excellent
 Good
 Average
 Poor
 Very Poor
*****

51 | P a g e
 Annexure-VI

SUMMARY OF ANALYSIS: INFRASTRUCTURE FACILITIES IN DISTRICT INSTITUTES OF

EDUCATION AND TRAINING (DIETs), 2023
The following is an analysis of the data inferred from the responses collected through
a Google Questionnaire Survey questionnaire on infrastructural facilities in DIETs
conducted in June 2023.

1) Status of DIETs

DIETs Status

672
613

59

Sanctioned Functional Non-functional DIETs

DIETs Status

Graph-1

Overall, a total of 672 DIETs are sanctioned throughout the country (except Chandigarh) in
35 States and UTs. Out of these, 613 are currently functional, while 59 are yet to be made
functional. A total of 612 DIETs (99.84% response rate) participated in this Google Survey
Questionnaire to assess the Infrastructural Facilities in DIETs, across 35 States and UTs. The
details of DIETs- state and UT-wise that have filled the questionnaires as of 26th July, 2023
are as provided below:
% of DIET filled
No. of DIETs Questionnaire Questionnaire
[Link] State/UT
Functional filled by DIETs against the total
functional DIETs
1 A&N Islands 1 1 100.00
2 Andhra Pradesh 13 13 100.00
3 Arunachal Pradesh 11 11 100.00
4 Assam 23 23 100.00
5 Bihar 33 33 100.00
6 Chandigarh 0 0 0.00
7 Chhattisgarh 19 19 100.00
8 Delhi 9 9 100.00

52 | P a g e
 % of DIET filled
No. of DIETs Questionnaire Questionnaire
[Link] State/UT
Functional filled by DIETs against the total
functional DIETs
9 DnD-DnH 1 1 100.00
10 Goa 1 1 100.00
11 Gujarat 30 30 100.00
12 Haryana 21 21 100.00
13 Himachal Pradesh 12 12 100.00
14 Jammu & Kashmir 20 20 100.00
15 Jharkhand 24 24 100.00
16 Karnataka 30 30 100.00
17 Kerala 14 13 92.86
18 Ladakh 2 2 100.00
19 Lakshadweep 1 1 100.00
20 Madhya Pradesh 50 50 100.00
21 Maharashtra 33 33 100.00
22 Manipur 9 9 100.00
23 Meghalaya 7 7 100.00
24 Mizoram 8 8 100.00
25 Nagaland 8 8 100.00
26 Odisha 30 30 100.00
27 Puducherry 1 1 100.00
28 Punjab 17 17 100.00
29 Rajasthan 33 33 100.00
30 Sikkim 3 3 100.00
31 Tamil Nadu 32 32 100.00
32 Telangana 10 10 100.00
33 Tripura 4 4 100.00
34 Uttar Pradesh 70 70 100.00
35 Uttarakhand 13 13 100.00
36 West Bengal 20 20 100.00
Total 613 612 99.84

The table above provides information on the number of functional DIETs across different
Sates and UTs and the corresponding questionnaire response rates from these DIETs i.e., the
percentage of DIETs that have filled out the questionnaire survey form against the total
number of functional DIETs.

Remarkably, there is a 100% response rate from all the functional DIETs. This indicates the
high level of engagement and cooperation of the DIETs, reflecting their commitment towards
this exercise.

Only one state i.e., Kerala, has a response rate of 92.86%, which means that one DIET
(Alappuzha) in Kerala did not fill out the questionnaire form. Despite this, the overall
response rate is remarkably high at 99.84%, which demonstrates the effectiveness of the

53 | P a g e
survey implementation and the willingness of DIETs to contribute to the evaluation of
infrastructural facilities.
2) Status of Type of DIET (Urban/Rural)
Type of DIETs

45.59%

54.41%

Rural Urban

Graph: 2

The above-mentioned Graph-2 depicts that a total of 612 functional DIETs have responded
to the Google survey questionnaire. From the data, it can be inferred that approximately 54%
of DIETs (333) are established in urban areas, while the remaining 46% (279) are
established in rural areas

3) Whether DIET has a Website

DIET has Website

34.15%

65.85%

Yes No

Graph: 3

54 | P a g e
According to the data presented in Graph-3, it can be inferred that approximately 66% of
DIETs (403) have reported having a functional website, which indicates that a significant
portion of DIETs has embraced the importance of online presence and communication. On
the other hand, around 34% of DIETs (209) have reported not having a functional website,
highlighting the need for improvement in this area. To ensure that all DIETs can leverage the
benefits of a functional website, efforts should be made to provide technical support,
resources, and training to those without an online presence. This way, DIETs can enhance
their outreach, collaboration, and overall efficiency in delivering quality education and
training programs.

This implies that there are still a substantial number of DIETs without a website even though
financial provision for developing websites in DIETs have been provided through annual
grant under Samagra Shiksha.
 10 States and UTs has reported that 100% functional DIETs have websites, these are A&N
Islands, Assam, Bihar, Delhi, Goa, Lakshadweep, Mizoram, Sikkim, Tripura and West Bengal.
 Whereas as per 25 States and UT some DIETs have no provision for websites. As per the
given below table.
Questionnaire As reported number % of DIETs do not
[Link] State/UT filled by of DIETs does not have Website in
DIETs have Website State and UT
1 DnD-DnH 1 1 100.00
2 Puducherry 1 1 100.00
3 Arunachal Pradesh 11 10 90.91
4 Jharkhand 24 20 83.33
5 Uttar Pradesh 70 45 64.29
6 Madhya Pradesh 50 32 64.00
7 Maharashtra 33 21 63.64
8 Andhra Pradesh 13 8 61.54
9 Telangana 10 6 60.00
10 Punjab 17 10 58.82
11 Chhattisgarh 19 11 57.89
12 Ladakh 2 1 50.00
13 Jammu & Kashmir 20 9 45.00
14 Haryana 21 9 42.86
15 Nagaland 8 3 37.50
16 Himachal Pradesh 12 3 25.00
17 Odisha 30 7 23.33
18 Kerala 13 2 15.38
19 Meghalaya 7 1 14.29
20 Manipur 9 1 11.11
21 Uttarakhand 13 1 7.69
22 Gujarat 30 2 6.67
23 Tamil Nadu 32 2 6.25
24 Rajasthan 33 2 6.06
25 Karnataka 30 1 3.33

55 | P a g e
 The analysis reveals that some states and UTs have a relatively high percentage of DIETs
without a website, while others have a lower percentage. The states and UTs with the
highest percentage of DIETs lacking a website are Daman & Diu, and Dadra and Nagar
Haveli, along with Puducherry, and Arunachal Pradesh, with 100% of their DIETs not
having a website.
 States like Jharkhand and Uttar Pradesh also have a significant number of DIETs without
a website, with 83.33% and 64.29% respectively. This suggests that there is room for
improvement in these states to enhance digital presence and communication for their
DIETs.
 Madhya Pradesh, Maharashtra, Andhra Pradesh, Telangana, and Punjab also have a
considerable percentage of DIETs without a website, ranging from 58.82% to 64.00%.
 On the other hand, some states and UTs have a relatively low percentage of DIETs without
a website. These include Karnataka, Tamil Nadu, Rajasthan, Gujarat, and Uttarakhand,
with percentages ranging from 3.33% to 6.67%. This indicates that these states have
been more proactive in ensuring that their DIETs have a web presence.

4) Whether DIET has their own land

4.25%

DIET has Own land

95.75%

Yes No

Graph: 4
Graph-4 above depicts the status of DIETs that have their own land. Approximately 96% of
DIETs (586) have reported that they own their land, while only around 4% of DIETs (26)
have reported not having their own land.
 24 States and UTs have reported that all the functional DIETs (100%) in their respective
regions have their own land. These States and UTs are A&N Islands, Andhra Pradesh,
Arunachal Pradesh, Assam, Bihar, Chhattisgarh, Goa, Jharkhand, Kerala, Ladakh,
Lakshadweep, Madhya Pradesh, Manipur, Meghalaya, Mizoram, Nagaland, Puducherry,
Rajasthan, Sikkim, Tamil Nadu, Telangana, Tripura, Uttarakhand, and West Bengal.

56 | P a g e
 However, on the other hand, as per reports from 11 States and UTs, some DIETs do not
have their own land. Details are given in the table below.
Number of DIETs % of DIETs do not
Questionnaire
[Link] State/UT does not have Own have Own Land in
filled by DIETs
Land State and UT
1 DnD-DnH 1 1 100.00
2 Delhi 9 3 33.33
3 Jammu & Kashmir 20 4 20.00
4 Karnataka 30 4 13.33
5 Maharashtra 33 4 12.12
6 Odisha 30 3 10.00
7 Haryana 21 2 9.52
8 Himachal Pradesh 12 1 8.33
9 Punjab 17 1 5.88
10 Gujarat 30 1 3.33
11 Uttar Pradesh 70 2 2.86
Total 26

5) Status of the DIET building

2.12 3.59
Status of DIETs Building 0.82

Own Building

Building under
Construction

DIET running in other

Department building
93.46
Rented

Graph: 5

a) DIETs with own building: As can be inferred from the graph-5 above, approximately
93% of DIETs (572) reportedly have their own building. Furthermore, 24 States and UTs
have reported that all the DIETs in their respective regions have their own buildings.
These States and UTs include A&N Islands, Andhra Pradesh, Arunachal Pradesh, Assam,
Chhattisgarh, Goa, Haryana, Himachal Pradesh, Kerala, Ladakh, Lakshadweep, Madhya
Pradesh, Manipur, Meghalaya, Mizoram, Odisha, Puducherry, Rajasthan, Sikkim, Tamil
Nadu, Telangana, Tripura, Uttarakhand, and West Bengal

57 | P a g e
b) DIETs running in other Department building: Around 4% DIETs (22) have reported
that it is running in other Department building in 7 States and UTs.
% of DIETs running in
Number of DIETs
Questionnaire other Department
[Link] State/UT running in other
filled by DIETs building in State and
Department building
UT
1 DnD-DnH 1 1 100.00
2 Delhi 9 3 33.33
3 Jammu & Kashmir 20 4 20.00
4 Karnataka 30 5 16.67
5 Gujarat 30 4 13.33
6 Maharashtra 33 4 12.12
7 Punjab 17 1 5.88
Total 22
 Dadra and Nagar Haveli and Daman and Diu (DnD-DnH) have only one DIET, and it is
reported to be running in another department's building, resulting in 100% of DIETs in
the region facing this situation.
 In Delhi, out of the nine DIETs, approximately 33.33% (3 out of 9) are running in other
department buildings.
 In Jammu & Kashmir, out of the 20 DIETs, approximately 20% (4 out of 20) are operating
in buildings belonging to other departments.
 Similarly, in Karnataka, around 16.67% (5 out of 30) of the DIETs are running in other
department buildings.
 Gujarat has 30 DIETs, with approximately 13.33% (4 out of 30) operating in buildings
belonging to other departments.
 In Maharashtra, out of the 33 DIETs, approximately 12.12% (4 out of 33) are running in
other department buildings.
 Punjab reported 17 DIETs, and approximately 5.88% (1 out of 17) of them are operating
in buildings belonging to other departments.
In total, there are 22 DIETs across these 7 States and UTs that are running in other
department buildings. This data highlights the need for ensuring dedicated spaces and
infrastructures for DIETs to function optimally and provide quality teacher training and
educational services.

c) DIETs running in Rented building: less than 1% DIETs (5) have reported that it is
running in a rented building in 3 States and UTs.
Number of DIETs % of DIETs running in
Questionnaire
[Link] State/UT running in Rented Rented building in
filled by DIETs
building State and UT
1 Jammu & Kashmir 20 1 5.00
2 Maharashtra 33 3 9.09
3 Uttar Pradesh 70 1 1.43
Total 5

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The data presented above highlights the status of DIETs operating in rented buildings across
three States and UTs. In Jammu & Kashmir, out of the 20 DIETs that filled the questionnaire,
5% (1 out of 20) are reported to be functioning in rented spaces. Similarly, in Maharashtra,
9.09% (3 out of 33) of the DIETs are operating in rented buildings, indicating a higher
proportion compared to Jammu & Kashmir. Uttar Pradesh, with 70 DIETs that participated
in the survey, reports only 1.43% (1 out of 70) of its DIETs running in rented spaces.

The data reflects that a small percentage of DIETs in these regions are facing the challenge of
operating in rented premises. Ensuring dedicated and permanent spaces for these 5 DIETs can
be a crucial step towards enhancing their capacity to deliver high-quality education and
training to educators, ultimately contributing to the improvement of the overall education
system in these States and UTs. It may be essential for State and UT to address this issue and
allocate appropriate resources to provide suitable infrastructure for DIETs.

d) DIETs with building under construction: Around 2% DIETs (13) have reported that
the building is under construction.
Number of DIETs % of DIETs building
Questionnaire
[Link] State/UT building under under construction in
filled by DIETs
construction State and UT
1 Jharkhand 24 3 12.50
2 Nagaland 8 1 12.50
3 Maharashtra 33 4 12.12
4 Jammu & Kashmir 20 2 10.00
5 Punjab 17 1 5.88
6 Gujarat 30 1 3.33
7 Bihar 33 1 3.03
Total 13
The data provided above offers insights into the status of DIET buildings under construction
in seven States and UTs. In Jharkhand, out of the 24 DIETs that filled the questionnaire,
approximately 12.50% (3 out of 24) are reported to be under construction. Similarly,
Nagaland and Maharashtra both exhibit the same percentage of DIETs under construction,
with 12.50% (1 out of 8) and 12.12% (4 out of 33) respectively. Jammu & Kashmir follows
closely, with 10.00% (2 out of 20) of its DIETs in the construction phase. Punjab reports
approximately 5.88% (1 out of 17) of DIETs under construction, while Gujarat and Bihar
both have approximately 3.33% (1 out of 30) and 3.03% (1 out of 33) of DIETs respectively
being built.

6) Status of the Regular Maintenance Schedule for the DIET Building

The Graph-6 below represents the status of regular maintenance schedules for DIET
buildings.
 Around 54% DIETs (328) have reported that regular maintenance schedule for the DIET
building in the State and UT.
 Around 25% DIETs (150) have reported that very rarely maintenance schedule for the
DIET building in the State and UT.

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 53.59

24.51
21.90

Yes
Very Rarely
No

Graph: 6

 Around 22% DIETs (134) have reported that no maintenance schedule for the DIET
building in the State and UT.
No % of DIETs do not have
Questionnaire
maintenance maintenance schedule
State/UT filled by
schedule for the for the DIET building in
DIETs
DIET building State and UT
1 Meghalaya 7 4 57.14
2 Jammu & Kashmir 20 11 55.00
3 Mizoram 8 4 50.00
4 Arunachal Pradesh 11 5 45.45
5 Bihar 33 15 45.45
6 Maharashtra 33 14 42.42
7 Himachal Pradesh 12 5 41.67
8 Chhattisgarh 19 6 31.58
9 Telangana 10 3 30.00
10 Uttar Pradesh 70 20 28.57
11 Tripura 4 1 25.00
12 Haryana 21 5 23.81
13 Madhya Pradesh 50 10 20.00
14 Gujarat 30 5 16.67
15 Karnataka 30 5 16.67
16 Odisha 30 5 16.67
17 Andhra Pradesh 13 2 15.38
18 Jharkhand 24 3 12.50
19 West Bengal 20 2 10.00
20 Tamil Nadu 32 3 9.38
21 Kerala 13 1 7.69
22 Uttarakhand 13 1 7.69
23 Rajasthan 33 2 6.06

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 No % of DIETs do not have
Questionnaire
maintenance maintenance schedule
State/UT filled by
schedule for the for the DIET building in
DIETs
DIET building State and UT
24 Punjab 17 1 5.88
25 Assam 23 1 4.35
134
Overall, there are 134 DIETs across these 25 States and UTs that do not have a maintenance
schedule for their buildings. The data highlights the need for prioritizing regular
maintenance practices to ensure the longevity and effectiveness of DIET buildings, creating
a safe and conducive learning environment for teachers and students. Adequate
maintenance can prevent costly repairs and potential hazards, contributing to the overall
efficiency of DIETs in delivering quality education and training programs

7) Status of Overall condition and cleanliness of the DIET building

39.22 40.20

12.91

7.68

Excellent Good Average Poor

Graph: 7
Graph-7 has mentioned the status of overall condition and cleanliness of the DIET building.
 Around 13% DIETs (79) have given “excellent” rating for well-maintained and clean
facilities of their DIET.
 Whereas, 39% DIETs (240) have given “good” rating for generally satisfactory condition
and cleanliness.
 Around 40% DIETs (246) have given “Average” rating for some areas needing
improvement in condition or cleanliness.
 On the other hand around 8% DIETs (47) have given “Poor” rating for significant issues
in the condition or cleanliness of the building.

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 % of DIETs “Poor”
No of DIETs “Poor”
rating with significant
rating with
Questionnaire issues in the
significant issues in
[Link] State/UT filled by condition or
the condition or
DIETs cleanliness of the
cleanliness of the
building in State and
building
UT
1 Maharashtra 33 11 33.33
2 Nagaland 8 2 25.00
3 Tripura 4 1 25.00
4 Arunachal Pradesh 11 2 18.18
5 Andhra Pradesh 13 2 15.38
6 Meghalaya 7 1 14.29
7 Bihar 33 4 12.12
8 Gujarat 30 3 10.00
9 Jammu & Kashmir 20 2 10.00
10 Telangana 10 1 10.00
11 West Bengal 20 2 10.00
12 Haryana 21 2 9.52
13 Assam 23 2 8.70
14 Kerala 13 1 7.69
15 Karnataka 30 2 6.67
16 Chhattisgarh 19 1 5.26
17 Uttar Pradesh 70 3 4.29
18 Jharkhand 24 1 4.17
19 Odisha 30 1 3.33
20 Tamil Nadu 32 1 3.13
21 Rajasthan 33 1 3.03
22 Madhya Pradesh 50 1 2.00
47
 Maharashtra reports the highest percentage of DIETs with a "Poor" rating, with 33.33%
(11 out of 33) of DIETs in this category.
 Nagaland, Tripura, and Arunachal Pradesh share the same percentage, with 25% (2 out
of 8), 25% (1 out of 4), and 18.18% (2 out of 11) of their DIETs respectively having a
"Poor" rating.
 Andhra Pradesh, Meghalaya, Bihar, Gujarat, Jammu & Kashmir, Telangana, West Bengal,
and Haryana report between 15.38% to 10.00% of their DIETs with a "Poor" rating.
 Assam, Kerala, Karnataka, Chhattisgarh, Uttar Pradesh, Jharkhand, Odisha, Tamil Nadu,
Rajasthan, and Madhya Pradesh also have some of their DIETs with a "Poor" rating,
ranging from 8.70% to 2.00%.
 The total number of DIETs with a "Poor" rating across these 22 States and UTs is 47.

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The data reflects the need for attention and action to address significant issues in the
condition and cleanliness of DIET buildings. Adequate measures should be taken to
addressing these issues is crucial for enhancing the overall effectiveness and efficiency of
DIETs.

8) Status of Classrooms in the DIET

a) Total no. of Classrooms in the DIET

108

95

75
66
59
55
48
42
34

13 12
5

0 1 2 3 4 5 6 7 8 9 10 10+

Total no. of Classrooms in the DIET

Graph: 8

The graph mentioned above, Graph 8, and presents the status of the total number of
classrooms available in the DIETs. The data presented above shows the distribution of the
total number of classrooms in various DIETs along with the corresponding number of DIETs
and their percentages. The analysis of this data is as follows
 The most common total number of classrooms in DIETs is 4, with 108 DIETs representing
17.65% of the total.
 The second most common total number of classrooms is 2, with 95 DIETs, accounting for
15.52% of the total.
 There are 75 DIETs (12.25%) that have 10 or more classrooms.
 DIETs with 6 classrooms are found in 66 instances, comprising 10.78% of the total.
 59 DIETs (9.64%) have 5 classrooms.
 55 DIETs (8.99%) have 8 classrooms.
 The total number of classrooms in 48 DIETs (7.84%) is 3.
 42 DIETs (6.86%) have 7 classrooms.

63 | P a g e
 34 DIETs (5.56%) have exactly 10 classrooms.
 There are 13 DIETs (2.12%) that have no classrooms.
 12 DIETs (1.96%) have 9 classrooms.
 The least common total number of classrooms in DIETs is 1, with only 5 instances,
representing 0.82% of the total.

The data illustrates the varying distribution of the total number of classrooms in DIETs across
different regions. Having this information is valuable for education policymakers and
authorities to identify areas of improvement and allocate resources effectively to ensure
adequate classroom facilities for quality teacher training and educational programs.

b) No. of Classrooms used for instructional purposes

No. of Classrooms used for
No. of DIETs % of DIETs
instructional purposes
2 202 33.01
4 149 24.35
3 63 10.29
1 43 7.03
6 43 7.03
5 36 5.88
0 33 5.39
8 17 2.78
7 14 2.29
9 4 0.65
10 4 0.65
10+ 4 0.65

The data provided above presents the distribution of the number of classrooms used for
instructional purposes in various DIETs, along with the corresponding number of DIETs and
their percentages. The analysis of this data is as follows:
 The most common number of classrooms used for instructional purposes in DIETs is 2,
with 202 DIETs representing 33.01% of the total.
 The second most common number of classrooms used for instructional purposes is 4,
with 149 DIETs, accounting for 24.35% of the total.
 63 DIETs (10.29%) use 3 classrooms for instructional purposes.
 43 DIETs (7.03%) have only 1 classroom utilized for instructional purposes.
 There are 43 DIETs (7.03%) that use 6 classrooms for instructional purposes.
 36 DIETs (5.88%) use 5 classrooms for instructional purposes.
 33 DIETs (5.39%) do not use any classrooms for instructional purposes.
 17 DIETs (2.78%) use 8 classrooms for instructional purposes.

64 | P a g e
 14 DIETs (2.29%) use 7 classrooms for instructional purposes.
 There are 4 DIETs (0.65%) that use 9 classrooms for instructional purposes.
 There are also 4 DIETs (0.65%) that use exactly 10 classrooms for instructional purposes.
 Lastly, there are 4 DIETs (0.65%) that use 10 or more classrooms (10+).

The data illustrates the varying distribution of the number of classrooms used for
instructional purposes in DIETs across different regions. Adequate and well-utilized
classroom facilities are essential for the effective delivery of quality education and
professional development for teachers. The data also highlights the importance of
addressing the issue of DIETs that do not currently use any classrooms for instructional
purposes, as this may indicate the need for better infrastructure and resource allocation to
support teacher training and educational initiatives effectively.

c) No. of Classrooms used for other purpose

No. of Classrooms used for
No. of DIETs % of DIETs
other purpose
0 223 36.44
1 109 17.81
2 126 20.59
3 35 5.72
4 55 8.99
5 20 3.27
6 20 3.27
7 8 1.31
8 9 1.47
9 1 0.16
10 2 0.33
10+ 4 0.65
 At the highest level, the majority of DIETs, accounting for 36.44% of the total, reported
that they do not use any classrooms for purposes other than instructional. This indicates
that a significant number of DIETs have dedicated their classrooms exclusively to
teaching and learning activities, which is a positive sign for effective teacher training and
educational programs.
 Among the DIETs that use classrooms for other purposes, the most common scenario is
having only 1 classroom utilized for such activities, with 17.81% of the DIETs falling into
this category. This suggests that some DIETs might repurpose a single classroom for non-
instructional activities, while the remaining classrooms are solely dedicated to teaching.
 Furthermore, 20.59% of DIETs reported using 2 classrooms for purposes other than
instructional. This indicates that a considerable proportion of DIETs allocate a small
portion of their classrooms for non-teaching activities, while still primarily focusing on
instructional needs.
 It's worth noting that a small percentage of DIETs, ranging from 0.16% to 1.47%,
reported using a higher number of classrooms (from 7 to 9) for non-instructional

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 purposes. Additionally, a few DIETs, approximately 0.33% of the total, reported using 10
or more classrooms for other activities.

d) No. of classrooms in usable condition but not in use

No. of classrooms in usable
No. of DIETs % of DIETs
condition but not in use
0 500 81.70
1 32 5.23
2 34 5.56
3 14 2.29
4 14 2.29
5 5 0.82
6 4 0.65
7 2 0.33
8 5 0.82
9 0 0.00
10 1 0.16
10+ 1 0.16
 The majority of DIETs, representing 81.70% of the total, reported having all their
classrooms in usable condition and in use. This indicates that a significant proportion of
DIETs effectively maintain their classrooms and utilize them for instructional purposes.
 Among the DIETs that have classrooms in usable condition but not in use, the most
common scenario is having only one classroom falling into this category, accounting for
5.23% of the DIETs. This suggests that some DIETs might have a single classroom that is
currently not being utilized, possibly due to specific reasons such as temporary closures
or renovations.
 Additionally, 5.56% of DIETs reported having two classrooms in usable condition but not
in use. This indicates that a small proportion of DIETs have a couple of classrooms that
are currently not being utilized for instructional activities.
 Similarly, 2.29% of DIETs reported having either three or four classrooms in usable
condition but not in use. This shows that a few DIETs might have a small number of
classrooms that are not currently utilized, which could be due to various factors like
changes in student enrollment or program requirements.
 A very small percentage of DIETs, ranging from 0.65% to 0.16% of the total, reported
having five or more classrooms in usable condition but not in use. This indicates that only
a handful of DIETs have a higher number of classrooms that are not being utilized at the
moment.
 Furthermore, there is only one DIET each, representing 0.16% of the total, that reported
having ten classrooms and 10+ classrooms in usable condition but not in use

Overall the data indicates that most DIETs prioritize the effective maintenance and utilization
of classrooms for instructional purposes. However, the presence of a small percentage of DIETs
with classrooms not in use raises the need for further assessment and planning. Regular

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evaluations and monitoring can help identify the reasons behind underutilized classrooms and
facilitate appropriate actions to optimize their usage.

e) No. of classrooms in Un-usable condition

No. of classrooms in Un-usable
No. of DIETs % of DIETs
condition
0 508 83.01
1 32 5.23
2 36 5.88
3 14 2.29
4 11 1.80
5 2 0.33
6 2 0.33
7 2 0.33
8 2 0.33
9 1 0.16
10 2 0.33
10+ 0 0.00
 The majority of DIETs, representing 83.01% of the total, reported having no classrooms
in un-usable condition. This is a positive sign as it indicates that a significant proportion
of DIETs prioritize the maintenance and upkeep of their classrooms, ensuring they are in
a usable state for instructional purposes.
 Among the DIETs that have classrooms in un-usable condition, the most common
scenario is having only 1 classroom falling into this category, accounting for 5.23% of the
DIETs.
 Additionally, 5.88% of DIETs reported having two classrooms in un-usable condition,
indicating that a small proportion of DIETs might have a couple of classrooms that need
attention.
 Similarly, 2.29% of DIETs reported having either three or four classrooms in un-usable
condition. This shows that a few DIETs might have a small number of classrooms that are
currently not usable due to various reasons.
 A very small percentage of DIETs, ranging from 0.33% to 0.16% of the total, reported
having five or more classrooms in un-usable condition. This indicates that only a few
DIETs have a higher number of classrooms that require attention or repair.

Overall, the data showcases that the majority of DIETs prioritize maintaining their
classrooms in a usable condition, however, there are still some DIETs with classrooms in un-
usable condition, highlighting the importance of regular maintenance and timely repairs.

9) When the last time renovation was carried out in Classrooms of the DIET?

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 26.14

16.34 16.01
15.03

9.80
8.01

5.07
3.59

2023 2022 2021 2020 2019 2018 Before Never

2018
Graph: 9

As per the above graph-9 presented information on the latest renovation of classrooms in
District Institutes of Education and Training (DIETs) carried out in different years, along
with the corresponding percentage of DIETs that have undergone renovation in each
respective year.
 The analysis reveals that a significant number of DIETs have not undergone renovation
recently, with 26.14% (160) of them stating that they have never been renovated. This
indicates a considerable proportion of DIETs facing the challenge of outdated
infrastructure
 Among the DIETs that have reported renovation, the year 2023 stands out with the
highest percentage, with 16.34% (100) of DIETs undergoing renovation in this year. This
could indicate a recent focus on infrastructure improvement in some regions.
 The years 2022, and 2021, also show relatively high percentages of renovation, with
16.01% (98 DIETs) and 9.80% (60 DIETs) respectively. This suggests that there has been
an ongoing effort to update classroom facilities in the past few years
 On the other hand, the years 2020 and 2019 have relatively lower percentages of
renovation, with 8.01% (49 DIETs) and 3.59% (22 DIETs) respectively. This could be
attributed to various factors such as budget constraints, administrative decisions, or
lower priority given to infrastructure upgrades during those specific years.
Overall, the data highlights the need for regular and consistent efforts to renovate and
upgrade classroom facilities in DIETs.
10) Classrooms in the DIET building furnished with desks and chairs for students?

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 %.of DIETs with desks and chairs for students

No, the classrooms lack essential furniture 7.52

Partially, some furniture may be lacking or in

29.74
poor condition

Yes, all necessary furniture is provided 62.75

Graph: 10

The above mentioned graph-10 represents the status of availability of desks and chairs for
students in the classrooms.
 Approximately 62.75% of DIETs (384) reported that they have provided all the necessary
furniture, ensuring that desks and chairs are available for students.
 Around 29.74% of DIETs (182) reported that they have only partially provided furniture,
indicating that some classrooms may lack essential furniture or have furniture in poor
condition.
 About 7.52% of DIETs (46) reported that their classrooms lack essential furniture,
meaning that desks and chairs are not adequately provided for students. (Andhra Praesh-
1; Assam-1; Bihar-4; Chhattisgarh-2; Dnd – Dnh-1; Gujarat-3; Haryana-1; Jammu &
Kashmir-6; Jharkhand-3; Karnataka-6; Ladakh-1; Madhya Pradesh-6; Maharashtra-8;
Punjab-1 and Uttar Pradesh-2).

DIETs need to ensure that all classrooms are well-equipped with desks and chairs to
facilitate effective teaching and learning experiences for teachers and students alike.
Additionally, regular maintenance and upgrades of furniture are crucial to ensure a
comfortable and supportive setting for education and training programs.

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11) Classroom equipped with interactive whiteboards, multimedia projectors or
smart boards
%.of DIETs classroom equipped with interactive whiteboards,
multimedia projectors or smart boards

25% 26%

Yes, in every classroom

In Some classrooms

Not available

49%

Graph: 11
The above mentioned graph-11 represents the percentage of DIETs classrooms equipped
with interactive whiteboards, multimedia projectors, or smart boards:
 Approximately 25.82% of DIETs (158) reported that they have equipped every
classroom with interactive whiteboards, multimedia projectors, or smart boards. This
indicates that a quarter of the DIETs have made significant strides in adopting modern
teaching technology and interactive tools for enhanced learning experiences.
 Around 49.18% of DIETs (301) reported that they have equipped some classrooms with
interactive whiteboards, multimedia projectors, or smart boards. This suggests that
almost half of the DIETs have started integrating technology in certain classrooms, but
there is still room for expansion to cover all classrooms.
 About 25.00% of DIETs (153) reported that they do not have these technological
resources available in any of their classrooms. This highlights the need for further efforts
and investment in updating the infrastructure to support modern teaching methods and
technology-driven education. (Andhra Praesh-3; Arunachal Pradesh-2; Assam-7; Bihar-
14; Chhattisgarh-11; Gujarat-7; Himachal Pradesh-1; Jammu & Kashmir-5; Jharkhand-3;
Karnataka-14; Madhya Pradesh-13; Maharashtra-8; Manipur-2; Meghalya-1; Mizoram-1;
Nagaland-4; Odisha-8; Punjab-1; Rajasthan-2; Tamil Nadu-5; Telenaga-6, Tripura-3;
Uttar Pradesh-30 and West Bengal-2).
The data indicates a positive trend towards incorporating interactive technology in DIET
classrooms. However, there is still a significant portion of DIETs that need to catch up in
terms of adopting modern teaching aids. Utilizing interactive whiteboards, multimedia
projectors, or smart boards can enrich the teaching and learning process, making it more
engaging and effective for both teachers and students. Emphasizing technology integration

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in DIETs can help educators deliver better educational experiences and improve the overall
quality of teacher training and development programs.

12) How would you rate the overall condition of the Classrooms in the DIET?
% of DIETs rate the overall condition of the Classrooms

6.86 9.80
Excellent, with well-maintained
and comfortable classrooms

Good, with generally

satisfactory condition and
functionality
Average, with some areas 40.20
needing improvement in
condition or functionality 43.14
Poor, with significant issues in
the condition or functionality of
the classrooms

Graph: 12

Graph-12 above reflects the percentage of DIETs rating the overall condition of their
classrooms:
 Excellent: Approximately 9.80% of DIETs (60) reported that their classrooms are in
excellent condition, with well-maintained and comfortable settings. This signifies that a
small portion of DIETs have prioritized maintaining high-quality classrooms that offer a
conducive learning environment.
 Good: Around 43.14% of DIETs (264) rated their classrooms as good, indicating that
most DIETs have classrooms with generally satisfactory conditions and functionality.
This suggests that a significant number of DIETs are performing adequately in terms of
classroom maintenance and management.
 Average: About 40.20% of DIETs (246) rated their classrooms as average,
acknowledging that some areas need improvement in condition or functionality. This
implies that a considerable portion of DIETs have identified specific areas where
enhancements can be made to optimize the classroom experience.
 Poor: Approximately 6.86% of DIETs (42) rated their classrooms as poor, indicating that
these DIETs are facing significant issues in the condition or functionality of their
classrooms. This highlights the need for urgent attention and resources to address
classroom-related challenges in these institutions.
The data reveals that while a considerable number of DIETs have satisfactory or good
classroom conditions, there is still a notable percentage that needs improvement.

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Addressing areas of concern, enhancing classroom facilities, and ensuring regular
maintenance are essential steps for all DIETs. Improving classroom conditions can positively
impact the effectiveness of educational programs and contribute to the overall development
of teaching practices and educational initiatives within DIETs.

13) Details of Toilets facility

a) For Faculties
53.43
51.31
49.35
47.39

28.59
28.43

26.31
25.82

10.78
10.78
9.31
8.82

6.54

6.21
5.72

5.56

5.23
4.58
3.76

3.76
2.12

2.12
2.12
1.96
1 2 3 4 5 5+

No. of toilet units Available (Male Faculties) No. of toilet units Functional (Male Faculties)
No. of toilet units Available (Female Faculties) No. of toilet units Functional (Female Faculties)

Graph: 13-a

As per Graph13 (a) above, the data provided shows the number of toilet units available and
functional for both male and female faculties in various categories

a) For DIETs with 1 toilet unit:

 Approximately 47.39% of DIETs (290) have male toilet units available, with 49.35%
(302) functional.
 Around 51.31% of DIETs (314) have female toilet units available, with 53.43% (327)
functional.

b) For DIETs with 2 toilet units:

 About 28.59% of DIETs (175) have male toilet units available, with 28.43% (174)
functional.
 Approximately 25.82% of DIETs (158) have female toilet units available, with 26.31%
(161) functional.

c) For DIETs with 3 toilet units:

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 Roughly 10.78% of DIETs (66) have male toilet units available, and all of them are
functional.
 Around 9.31% of DIETs (57) have female toilet units available, with 8.82% (54)
functional.

d) For DIETs with 4 toilet units:

 Approximately 6.54% of DIETs (40) have male toilet units available, with 5.72% (35)
functional.
 About 6.21% of DIETs (38) have female toilet units available, with 5.56% (34) functional.

e) For DIETs with 5 toilet units:

 Approximately 2.12% of DIETs (13) have male toilet units available, with 1.96% (12)
functional.
 All 2.12% of DIETs (13) that have female toilet units also have them functional.

f) For DIETs with more than 5 toilet units:

 Around 4.58% of DIETs (28) have male toilet units available, with 3.76% (23) functional.
 Approximately 5.23% of DIETs (32) have female toilet units available, with 3.76% (33)
functional.

b) For Students
38.73

36.60
34.48

32.84

28.10

27.94
26.14
25.00

14.54
13.73
11.76
11.60
11.60

11.60
11.44
10.62

10.13
9.97
9.80
9.48

4.25
3.59
3.10
2.94

1 2 3 4 5 5+
No. of toilet units Available (Male Students) No. of toilet units Functional (Male Students)
No. of toilet units Available (Female Students) No. of toilet units Functional (Female Students)

Graph: 13-b

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As per Graph13 (b) above, the data provided shows the number of toilet units available and
functional for both male and female students in various categories
a) For DIETs with 1 toilet unit:
 Approximately 34.48% of DIETs (211) have male toilet units available, with 38.73%
(237) functional.
 Around 32.84% of DIETs (201) have female toilet units available, with 36.60% (224)
functional.

b) For DIETs with 2 toilet units:

 About 28.10% of DIETs (172) have male toilet units available, with 25.00% (153)
functional.
 Approximately 27.94% of DIETs (172) have female toilet units available, with 26.14%
(160) functional.

c) For DIETs with 3 toilet units:

 Roughly 11.60% of DIETs (71)) have male toilet units available, and all of them are
functional.
 Around 11.44% of DIETs (70) have female toilet units available, with 10.62% (65)
functional.

d) For DIETs with 4 toilet units:

 Approximately 9.80% of DIETs (60) have male toilet units available, with 9.48% (58)
functional.
 About 10.13% of DIETs (62) have female toilet units available, with 9.97% (61)
functional.

e) For DIETs with 5 toilet units:

 Approximately 4.25% of DIETs (26) have male toilet units available, with 3.59% (22)
functional.
 All 3.10% of DIETs (19) that have female toilet units also have them functional.

f) For DIETs with more than 5 toilet units:

 Around 11.76% of DIETs (72) have male toilet units available, with 11.60% (71)
functional.
 Approximately 14.54% of DIETs (89) have female toilet units available, with 13.73% (84)
functional.

The data suggests that the majority of DIETs have at least one functional toilet unit for both
male and female students. Ensuring that all toilet units are functional and well-maintained
is essential for providing a hygienic and comfortable environment for faculty, staff and
students at DIETs. Regular maintenance and necessary repairs can help improve the overall
condition and functionality of the toilet facilities in these institutions, ensuring that the
students' needs are met effectively.

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14) Accessible toilet facilities for differently abled student/faculty are available?

Accessible toilet facilities for Differently abled student/faculty

46.57 Yes
53.43
No

Graph: 14

The data indicates that 46.57% of DIETs (285) have accessible toilet facilities for differently-
abled students and faculties, while 53.43% of DIETs (327) do not have such facilities. Having
accessible toilet facilities is crucial for promoting inclusivity and ensuring that differently-
abled individuals can access educational institutions comfortably and without barriers.
DIETs without these facilities should consider implementing necessary changes to provide
equal opportunities and a conducive learning environment for all students and faculty
members.

15) How would you rate the overall condition of the Toilets in the DIET?
Graph 15 below presents the rating the overall condition of the Toilets in the DIET
 Excellent: 7.19% of DIETs (44) rate their toilets' overall condition as excellent, indicating
that they are well-maintained and clean.
 Good: Around 43.46% DIETs (266) rate their toilets as good, reflecting generally
satisfactory condition and cleanliness.
 Average: Approximately 39.22% of DIETs (240) rate their toilets as average, suggesting
that some areas need improvement in condition or cleanliness.
 Poor: Lastly, 10.13% of DIETs (62) rate their toilets' condition as poor, indicating
significant issues in the condition or cleanliness of the facilities. To maintain a conducive
and hygienic learning environment, DIETs with lower ratings should focus on
implementing necessary improvements and maintenance measures.

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 Rate the overall condition of the Toilets in the DIET (%)

7.19 Excellent, with well-

10.13 maintained and clean toilets

Good, with generally

satisfactory condition and
cleanliness
Average, with some areas
43.46 needing improvement in
39.22
condition or cleanliness
Poor, with significant issues
in the condition or
cleanliness of the toilets

Graph: 15

16) Whether Ramp with handrail is available for Differently abled student/faculty to
access the DIET building
Availability of Ramp with Handrail facilities

41.99

58.01

Yes No

Graph: 16

As per the above mentioned Graph-16 data indicates that 58.01% of DIETs (355) have made
provisions for ramps with handrail facilities to accommodate differently-abled students and
faculty members, ensuring better accessibility to the DIET building. However, there are still

76 | P a g e
41.99% of DIETs (257) that do not have such facilities in place, potentially hindering the ease
of access for differently-abled individuals. To promote inclusivity and provide equal
opportunities for all, DIETs without ramp facilities should consider implementing these
accessibility features to create a more welcoming and inclusive learning environment.

17) Provision of clean drinking water in the DIETs

As per Graph-17 below, a significant majority of DIETs 97.39% (596) have provisions for
clean drinking water, ensuring that students, faculty, and staff have access to safe and
hygienic drinking water within the institute's premises. This high percentage reflects a
positive aspect of the DIETs' infrastructure and commitment to maintaining a healthy and
conducive learning environment.

However, it is also noteworthy that 2.61% of DIETs (16) still do not have adequate provisions
for clean drinking water. (Andhra Praesh-1; Arunachal Pradesh-1; Assam-2; Gujarat-1;
Jammu & Kashmir-1; Karnataka-1; Madhya Pradesh-1; Maharashtra-1; Manipur-2;
Meghalya-2;Nagaland-1; Telenaga-1, and West Bengal-1).
This indicates a potential area of improvement where these DIETs should focus on ensuring
the availability of safe and clean drinking water for all individuals on their premises. Access
to clean water is essential for promoting good health, well-being, and overall efficiency in
educational institutions. Therefore, efforts should be made to rectify this gap and ensure that
all DIETs provide access to clean drinking water to meet the needs of their students and staff.
Provision of Clean Drinking Water
2.61

Yes No

97.39

Graph: 17

18) Is there a library available at the DIET?

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 No 4.90

Yes 95.10

Yes No

Graph: 18

As per Graph-18 above, majority of the DIETs i.e., 95.10% (582) have a library available in
their premises. This is a positive finding as libraries play a crucial role in providing access to
a wide range of educational resources, including books, journals, and other learning
materials. Having a library at the DIETs enhances the learning experience for students,
teachers, and other stakeholders by providing a conducive environment for self-study,
research, and professional development.

However, it is worth noting that 4.90% of DIETs (30) still do not have a library. This suggests
a potential area of improvement where these DIETs could focus on establishing a library
facility to further enhance the learning and professional development opportunities for their
students and faculty. Libraries serve as essential hubs for knowledge acquisition and
dissemination, and having one at the DIETs is vital to support quality education and
continuous learning for all. Therefore, efforts should be made to ensure that all DIETs have
a library to cater to the educational needs of their community effectively.
% of DIETs do not
Questionnaire filled No. of DIETs do
State/UT have Library in State
by DIETs not have Library
and UT
Arunachal Pradesh 11 2 18.18
Bihar 33 1 3.03
Gujarat 30 4 13.33
Jammu & Kashmir 20 4 20.00
Jharkhand 24 2 8.33
Ladakh 2 1 50.00
Madhya Pradesh 50 4 8.00
Maharashtra 33 3 9.09
Nagaland 8 1 12.50
Odisha 30 1 3.33

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 % of DIETs do not
Questionnaire filled No. of DIETs do
State/UT have Library in State
by DIETs not have Library
and UT
Punjab 17 2 11.76
Uttar Pradesh 70 5 7.14

19) Are the library materials organized and easily accessible to the students and
faculty?
In the below mentioned Graph-19 presents the status of organized library facility in DIETs
 Majority of DIETs- 32.19% (197) have well-organized libraries, with most materials
easily accessible to users. This is a positive sign as a well-organized library makes it
convenient for students, teachers, and other stakeholders to locate and access the
resources they need for their educational and professional development.
 However, there is still room for improvement, as 47.22% of DIETs (289) reported having
moderately organized libraries, with occasional difficulties in finding materials. This
suggests that there may be some scope for enhancing the organization and cataloging of
library resources to make them more user-friendly and easily accessible.
 Additionally, a smaller percentage of DIETs 13.89% (85) reported that their libraries are
somewhat disorganized and require effort to locate materials.
 A further 6.70% DIETs (41) reported that their libraries are poorly organized, making it
difficult for users to find the resources they need.
These findings highlight the importance of implementing better library management
practices and adopting modern library technologies to improve organization and
accessibility.
Library materials organized and easily accessible

47.22

32.19

13.89

6.70

Well-organized, with Moderately organized, Somewhat disorganized Poorly organized and

most materials easily with occasional difficulty and requires effort to difficult to find materials
accessible in finding materials locate materials

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Graph: 19

20) How would you describe the accessibility of library resources (books, journals,
databases, etc.) to students and faculty?

Rate the accessibility of library resources

6.70

19.77 Very accessible, with a wide

range of resources available

21.24
Moderately accessible, with some
limitations in resource
availability

Somewhat accessible, with

significant limitations in
resource availability

Not accessible, with limited or no

52.29 access to necessary resources

Graph: 20

Graph-20 above shows the analysis of the accessibility of library resources in DIETs is as
follows:
 Very Accessible: Approximately 19.77% of DIETs (121) have been rated as having very
accessible library resources. These DIETs likely provide a wide range of resources,
including books, journals, digital materials, and other educational resources, creating an
enriching environment for students and faculty.
 Moderately Accessible: The majority of DIETs, about 52.29% (320), fall into the
moderately accessible category. These DIETs offer a reasonable variety of resources but
may have some limitations in terms of resource availability, either due to budget
constraints or other factors.
 Somewhat Accessible: Around 21.24% of DIETs (130) have been rated as having
somewhat accessible library resources. These DIETs face significant limitations in terms
of resource availability, which may affect the quality of educational and training
programs offered.
 Not Accessible: Small percentages, 6.70%, of DIETs (41) have been rated as not having
accessible library resources. These DIETs lack the necessary resources for students and
faculty, which can hinder research, professional development, and overall academic
excellence.

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21) Are there comfortable seating arrangements and study spaces available in the
library for students and faculty?

Comfortable seating arrangements and study spaces available in

the library(%)

18.79

42.32
Yes Partially No

38.89

Graph: 21

Based on the data presented in Graph-21 above, it can be inferred that around 42.32% of the
DIETs (259) reported having comfortable seating arrangements and study spaces available
in their libraries. Additionally, approximately 38.89% of DIETs (238) mentioned having
partial availability of such facilities, while about 18.79% of DIETs (115) reported not having
comfortable seating arrangements and study spaces in their libraries.
22) Is there a dedicated librarian available to assist users and manage the library?

No 65.69

Yes 34.31

Yes No
Graph: 22

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From the data presented, it can be inferred that approximately 34.31% of DIETs (210) have
the availability of a dedicated librarian, while about 65.69% of DIETs (402) do not have a
dedicated librarian. Having a dedicated librarian is essential to effectively manage and
organize the library resources, provide guidance to students and faculty, and enhance the
overall functionality and usefulness of the library. The higher percentage of DIETs without a
dedicated librarian may indicate a need for strengthening library services and staffing to
better support the educational needs of the institution.

23) When Last time the renovation of the library facilities was carried out

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 25.56

18.31
15.72 15.72

10.36

7.08

4.15
3.11

2023 2022 2021 2020 2019 2018 Before No

2018

When was the latest renovation of the Library carried out in the DIET

Graph: 23

Graph-23 above provides the analysis of the latest renovation of the library in DIETs is as
follows:
 2023: Approximately 18.31% of DIETs (106) reported that the latest renovation of their
library was carried out in 2023. This indicates ongoing efforts to improve library facilities
and resources.
 2022: About 15.72% of DIETs (91) conducted their latest library renovation in 2022,
which also shows recent efforts to upgrade library facilities.
 2021: Around 10.36% of DIETs (60) renovated their libraries in 2021, reflecting
continued attention to improving library infrastructure.
 2020: Approximately 7.08% of DIETs (41) reported that their latest library renovation
was carried out in 2020, indicating recent efforts to upgrade library facilities.
 2019: About 3.11% of DIETs (18) conducted their latest library renovation in 2019,
showing some focus on improving library resources in the past couple of years.
 2018: Approximately 4.15% of DIETs (24) reported that their latest library renovation
was done in 2018, which also represents efforts to enhance library facilities.
 Before 2018: Around 15.72% of DIETs (91) had their last library renovation before
2018, indicating that a significant portion of DIETs might benefit from updating their
library infrastructure.

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 No Renovation: The data shows that 25.56% of DIETs (148) have not carried out any
renovation of their library, indicating a potential area for improvement to ensure that
library facilities meet current educational needs.
Overall, the analysis suggests that a considerable number of DIETs have renovated their
libraries in recent years, but there is still room for improvement, especially for those DIETs
that have not undergone any renovation or have not renovated their libraries in a significant
period. Regular updates and improvements to library facilities can enhance the overall
learning environment and support the professional development of teachers and trainees.

24) How would you rate the overall condition of the library facilities in the DIET

Rate the Overall condition of the Library facilities in DIETs

5.23
11.44

Excellent Good

Average Poor 39.87

43.46

Graph: 24

Based on the data, it can be inferred that the majority of DIETs approximately 39.87% (244)
rate the overall condition of their library as "Good," followed by around 43.46% (266) rating
it as "Average." A smaller percentage of DIETs approximately 11.44% (70) rated the library
condition as "Poor," while only about 5.23% (32) rated it as "Excellent." These ratings
suggest that while a significant portion of DIETs consider their library condition to be
satisfactory (Good and Average), there is still room for improvement in some institutions.
Enhancing the library facilities, resources, and organization could contribute to better
educational outcomes and support for students and faculty.

25) Are there computer labs available for students' use?

Graph-25 below indicates that approximately 75.00% of DIETs (459) have an available
computer lab, while the remaining 25.00% DIETs (153) do not have one. This suggests that
a significant majority of DIETs have invested in providing computer facilities, which can play
a crucial role in enhancing digital literacy, supporting innovative teaching methods, and

84 | P a g e
enabling teachers and students to access modern educational resources. However, for the
25.00% of DIETs without a computer lab, there is a potential area of improvement to
consider in order to align with the evolving educational landscape and technological
advancements.

Computer Labs Available for Students Use

25.00

Yes No

75.00
Graph: 25

No. of DIETs do
% of DIETs do not have
Questionnaire filled not have
State/UT Computer Lab for
by DIETs Computer Lab
students' use
for students' use
Meghalaya 7 5 71.43
Jammu & Kashmir 20 14 70.00
Uttar Pradesh 70 47 67.14
Arunachal Pradesh 11 6 54.55
Maharashtra 33 16 48.48
Rajasthan 33 13 39.39
Himachal Pradesh 12 4 33.33
Sikkim 3 1 33.33
Assam 23 7 30.43
Mizoram 8 2 25.00
Manipur 9 2 22.22
Jharkhand 24 5 20.83
Bihar 33 6 18.18
Madhya Pradesh 50 9 18.00
Gujarat 30 5 16.67
Kerala 13 2 15.38
Karnataka 30 3 10.00
Telangana 10 1 10.00
Haryana 21 2 9.52

85 | P a g e
 No. of DIETs do
% of DIETs do not have
Questionnaire filled not have
State/UT Computer Lab for
by DIETs Computer Lab
students' use
for students' use
Andhra Pradesh 13 1 7.69
Chhattisgarh 19 1 5.26
Tamil Nadu 32 1 3.13

Overall, the analysis highlights the need for improving digital infrastructure in DIETs across
various states and UTs, especially in regions with higher percentages of DIETs lacking
computer labs. Ensuring access to computer labs in all DIETs can enhance technology-
enabled learning and capacity building for teachers and students, leading to improved
educational outcomes

26) Are there an adequate number of computers available for students and faculty?
Adequte number of Computers available at the DIET

Very available 19.44

Moderately available 36.44

Somewhat available 27.94

No computer labs 16.18

No computer labs Somewhat available Moderately available Very available

Graph: 26

Graph-26 above shows the availability of computers at the DIETs and their distribution
across different categories. Here is the analysis:
 Very Available: 19.44% of the DIETs (119) reported having a high level of computer
availability. This suggests that a significant proportion of DIETs has well-equipped
computer labs, providing ample opportunities for students and faculty to use technology
for teaching, learning, and research.
 Moderately Available: 36.44% of the DIETs (223) reported having a moderate level of
computer availability. This means that a considerable number of DIETs have a reasonable
number of computers accessible to students and faculty, allowing them to utilize
technology for various educational purposes.

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 Somewhat Available: 27.94% of the DIETs (171) reported that they have some level of
computer availability. This category indicates that while some DIETs have access to
computers, it may not be sufficient to meet the digital needs of students and faculty
adequately.
 No Computer Labs: 16.18% of the DIETs (99) reported not having computer labs. This
suggests that a significant portion of DIETs lacks access to computer facilities, which can
impact the integration of technology in teaching and learning processes.
Overall, the analysis indicates that a considerable number of DIETs have some level of
computer availability, with a significant portion falling into the "Moderately Available"
category. However, there is still room for improvement, especially in the "No Computer Labs"
and "Somewhat Available" categories, where efforts may be needed to enhance access to
computers and promote the effective integration of technology in the educational process.
DIETs with "Very Available" computer facilities are better equipped to leverage technology
and its benefits for fostering modern teaching and learning practices.

27) Are the computers equipped with the necessary software and hardware for
educational purposes?
As per Graph-27 below, shows the status of software and hardware facilities in DIETs. Here
is the analysis:
 Yes: 32.19% of the DIETs (197) reported having computers equipped with the
necessary software and hardware. This indicates that around one-third of the DIETs
have successfully ensured that their computers are adequately equipped with the
required software and hardware, enabling efficient functioning and utilization.
 Partially: 42.16% of the DIETs (258) reported that their computers are only partially
equipped with the necessary software and hardware. This suggests that a significant
portion of DIETs has made some progress in ensuring proper computer equipment,
but there might be room for improvement in enhancing the availability and
functionality of software and hardware.
 No: 25.65% of the DIETs (157) reported not having computers equipped with the
necessary software and hardware. This highlights that a considerable number of
DIETs face challenges in providing their computers with the required software and
hardware, which can impact their effectiveness in delivering modern educational
practices.

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 Computers Equipped with necessary Software & Hardware

42.16

32.19
25.65

Yes Partially No
Graph: 27

Overall, the analysis indicates that while some DIETs have successfully ensured that their
computers are adequately equipped with software and hardware, a substantial portion of
DIETs still needs to make improvements in this area. Having computers with necessary
software and hardware is essential for leveraging technology effectively in the educational
process and facilitating modern teaching and learning practices.

28) What is the current status of DIET network connectivity

DIET network connectivity

High-speed broadband 25.65

internet available in all 32.19
classrooms
Limited internet access in
specific areas

No internet connectivity
42.16

Graph: 28
In the Graphi-28, the data shows the status of DIET network connectivity. Here is the
analysis:

88 | P a g e
 High-speed broadband internet available in all classrooms: According to the data,
32.19% of the DIETs (222) reported having high-speed broadband internet available in
all classrooms. This indicates that approximately one-third of the DIETs have made
significant progress in ensuring reliable and fast internet connectivity across all their
classrooms.
 Limited internet access in specific areas: The data shows that 42.16% of the DIETs
(335) reported having limited internet access in specific areas. This suggests that a
substantial portion of DIETs has internet connectivity, but it might not be available in all
classrooms or parts of the campus.
 No internet connectivity: According to the data, 25.65% of the DIETs (55) reported
having no internet connectivity. This is a concerning figure, as it means that a significant
number of DIETs are currently lacking internet access altogether. The absence of internet
connectivity can hinder the implementation of modern educational practices that heavily
rely on online resources, research, and communication tools.

29) When was the Last time the renovation of computer and internet facility was
carried out in the DIET

27.41

21.43

14.12
12.79
9.80
6.64
3.99 3.82

2023 2022 2021 2020 2019 2018 Before No

2018

Latest Overall renovation carried out in the DIET

Graph: 29

Based on the data provided, is an analysis of the latest updation/renovation of the Computer
& Internet facility in DIETs is as follows:

 2023: Approximately 34.64% of DIETs (212) reported that the latest renovation of their
Computer & Internet facility was carried out in 2023. This indicates ongoing efforts to
upgrade computer infrastructure and internet connectivity.
 2022: About 18.95% of DIETs (116) conducted their latest renovation of Computer &
Internet facility in 2022.
89 | P a g e
 2021: Around 8.17% of DIETs (50) renovated their Computer & Internet facility in 2021,
reflecting continued attention to upgrading technological infrastructure.
 2020: Approximately 5.07% of DIETs (31) reported that their latest renovation of
Computer & Internet facility was carried out in 2020.
 2019: About 2.78% of DIETs (17) conducted their latest renovation of Computer &
Internet facility in 2019.
 2018: Approximately 2.45% of DIETs (15) reported that their latest renovation of
Computer & Internet facility was done in 2018.
 Before 2018: Around 6.70% of DIETs (41) had their last renovation of Computer &
Internet facility before 2018, indicating that some DIETs might need to update their
technological infrastructure.
 No Renovation: The data shows that 21.24% of DIETs (130) have not carried out any
renovation of their Computer & Internet facility, indicating a potential area for
improvement to ensure that technology resources meet current educational needs.

Overall, the analysis suggests that a significant number of DIETs have renovated their
Computer & Internet facilities in recent years, but there is still room for improvement,
especially for those DIETs that have not undergone any renovation or have not renovated
their technological resources in a significant period. Regular updates and improvements to
Computer & Internet facilities can enhance the overall technological capabilities of DIETs
and support effective teaching and learning practices.

30) How would you rate the overall condition of the Computer and Internet facilities
in the DIET?

Rate the Overall condtion of Computer & Internet

Excellent, with well-maintained

and up-to-date computer and 10.62
internet facilities 14.22

Good, with generally

satisfactory condition and
functionality

Average, with some areas

needing improvement in 33.50
condition or functionality
41.67
Poor, with significant issues in
the condition or functionality of
the computer and internet
facilities

Graph: 30

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As per Graph-30 above, the data represents the ratings given by DIETs regarding the overall
condition of their computer and internet facilities. Here is the analysis:
 Excellent: The data shows that 10.62% of the DIETs (65) rated their computer and
internet facilities as "Excellent," indicating that these DIETs have well-maintained and
up-to-date computer systems and internet infrastructure.
 Good: Approximately 33.50% of the DIETs (205) rated their computer and internet
facilities as "Good." This suggests that these DIETs have satisfactory computer and
internet setups with functional equipment and infrastructure. While they might not be at
the highest level of excellence, they are still in a decent condition and meet the basic
requirements for conducting educational activities that involve technology integration.
 Average: The majority of DIETs, around 41.67% DIETs (255) rated their computer and
internet facilities as "Average." This indicates that a considerable number of DIETs have
areas that need improvement in the condition or functionality of their computer systems
and internet facilities. It could imply that they are facing challenges in keeping up with
technological advancements or maintaining their equipment regularly.
 Poor: According to the data, 14.22% of the DIETs (87) rated their computer and internet
facilities as "Poor," indicating significant issues in the condition or functionality of these
resources. This is a concerning figure as it suggests that a notable portion of DIETs is
facing substantial challenges in providing adequate and reliable computer and internet
facilities to their staff and students.
The analysis reveals a range of ratings given by DIETs for the overall condition of their
computer and internet facilities. While some DIETs have achieved excellence or satisfactory
levels, a significant number still needs improvement. It highlights the importance of
investing in regular maintenance, updating technology, and addressing challenges to ensure
that all DIETs have well-functioning and up-to-date computer and internet facilities that can
support modern educational practices and meet the needs of teachers and students
effectively.

31) Is there a hostel facility available for students or trainees

Graph-31 below represents the availability of hostel facilities for students or trainees in
DIETs. Here is the analysis:

Yes: According to the data, approximately 58.82% of DIETs (360) reported having hostel
facilities for students or trainees. This indicates that a significant proportion of DIETs offer
accommodation options to students or trainees who may be coming from distant locations to
pursue their education or training programs.

No: The data shows that around 41.18% of DIETs (252) do not have hostel facilities for
students or trainees. This implies that a notable portion of DIETs may not be providing on-
campus housing options. Lack of hostel facilities can be a significant challenge, particularly
for those students or trainees who have to travel long distances to attend DIETs. It may lead
to difficulties in finding affordable and suitable accommodations nearby, potentially
impacting the enrollment and participation of certain individuals in DIET programs.

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 Availability of Hostel Facility

Yes No
41.18 58.82

Graph: 31

32) Are there separate hostels for male and female students/trainees?
Provision for Seperate Hostel Facility for Male & Female Students

Male Female

Yes No No Hostel Facility

Graph: 32

Graph-32 above presents the availability of hostel facilities in DIETs based on gender. Here
is the analysis

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a) Male:
 Yes: Approximately 45.92% of DIETs (281) reported having hostel facilities for male
students or trainees. This indicates that a significant proportion of DIETs provide on-
campus housing options for male participants.
 No: Around 21.08% of DIETs (129) do not have hostel facilities for male students or
trainees.
 No Hostel Facility: Approximately 33.01% of DIETs (202) fall under this category,
indicating that they do not offer hostel facilities for male students or trainees.

b) Female:
 Yes: About 41.01% of DIETs (251) reported having hostel facilities for female students
or trainees. While a significant number of DIETs do provide accommodation options for
female participants, there is room for improvement to increase this percentage and
ensure that more female learners have access to on-campus housing.
 No: Approximately 25.65% of DIETs (157) do not have hostel facilities for female
students or trainees.
 No Hostel Facility: Around 33.33% of DIETs (204) fall under this category, signifying
that they do not offer hostel facilities for female students or trainees. This underscores
the need for addressing this gap and providing better residential options for female
participants.
Overall, the analysis reveals that while some DIETs have hostel facilities for both male and
female participants, a significant number of DIETs lack such provisions. The data highlights
the importance of enhancing hostel availability in DIETs to create an inclusive and
supportive learning environment, especially for those who have to travel long distances to
attend educational and training programs. Additionally, it emphasizes the need for gender-
responsive planning to ensure equitable access to housing options for both male and female
learners in DIETs.

33) How would you rate the overall condition and cleanliness of the hostel facilities
The data in Graph-33 below presents the ratings given by DIETs to the overall condition and
cleanliness of their hostel facilities. Here is the analysis:
 Excellent: A very small percentage of DIETs approximately 2.45% (15) rated their hostel
facilities as excellent. This suggests that only a few DIETs have well-maintained and clean
hostel facilities, indicating a need for improvement in the overall quality and cleanliness
of on-campus housing options.
 Good: About 17.97% of DIETs (110) rated their hostel facilities as good, with generally
satisfactory condition and cleanliness. While this is a higher percentage than the
"Excellent" category, it still shows that a significant number of DIETs need to work on
enhancing the quality and cleanliness of their hostels to achieve higher ratings.
 Average: Approximately 25.65% of DIETs (157) rated their hostel facilities as average,
indicating that some areas of improvement are needed. This suggests that a considerable

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 proportion of hostel facilities may have minor issues that need attention to improve the
overall condition and cleanliness.
 Poor: Around 15.03% of DIETs (92) rated their hostel facilities as poor, with significant
issues in the condition and cleanliness. This indicates that a noteworthy number of DIETs
are facing substantial challenges in maintaining their hostels.
 No Hostel Facilities: A considerable percentage of DIETs approximately 38.89% (238)
reported not having hostel facilities. This means that a large number of DIETs do not offer
on-campus housing options for students or trainees, which can be a limiting factor for
individuals who require accommodation support while attending DIET programs.

Rate the overall condition and cleanliness of the hostel facilities

2.45

17.97

38.89

25.65

15.03

Excellent, with well-maintained and clean hostel facilities

Good, with generally satisfactory condition and cleanliness
Average, with some areas needing improvement in condition or cleanliness
Poor, with significant issues in the condition or cleanliness of the hostel facilities
No hostel facilities

Graph: 33
Overall, the analysis reveals that there is room for improvement in the condition and
cleanliness of hostel facilities in many DIETs. It is crucial for educational institutions to invest
in maintaining and upgrading hostel infrastructure to create a safe, comfortable, and
conducive living environment for students and trainees. Additionally, efforts should be made
to provide on-campus housing options in more DIETs to cater to the needs of those who
might face challenges in finding off-campus accommodations.

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34) Are there sufficient amenities provided in the hostel, such as study areas, common
rooms, and recreational facilities
Sufficient amenities provided in the hostel, such as study areas, common
rooms, and recreational facilities

No Hostel Facility 36.11

No 38.89

Yes 25.00

Yes No No Hostel Facility

Graph: 34

 Yes: Only a quarter of the DIETs 25.00% (153) reported having sufficient amenities in
their hostels. These amenities include study areas, common rooms, and recreational
facilities.
 No: The majority of DIETs approximately 38.89% (238) reported not having sufficient
amenities in their hostels. This suggests that a significant number of DIETs lack proper
study areas, common rooms, and recreational facilities, which could negatively impact
the overall experience and well-being of students or trainees residing on-campus.
 No Hostel Facility: Around 36.11% of the DIETs (221) mentioned that they do not have
any hostel facility at all. Since there are no hostels, the availability of amenities like study
areas, common rooms, and recreational facilities becomes irrelevant in such cases.

Overall, the analysis indicates that there is a need for improvement in providing sufficient
amenities in the hostels of DIETs. Properly equipped study areas, common rooms, and
recreational facilities are essential for students and trainees. Additionally, for DIETs without
any hostel facilities, there may be opportunities to explore the possibility of establishing
hostels to support students or trainees who require accommodation assistance during their
education and training programs.

35) How would you rate the overall condition of the hostel facilities in the DIET? (If
hostel facility available)

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 Rate the overall condition of the hostel facilities
0.98

15.36

38.89

26.96

17.81

Excellent, with well-maintained and modern hostel facilities

Good, with generally satisfactory condition and functionality
Average, with some areas needing improvement in condition or functionality
Poor, with significant issues in the condition or functionality of the hostel facilities
No hostel

Graph: 35

Graph-35 above, provides an overview of how DIETs rate the overall condition of their hostel
facilities. Here is the analysis:

 Excellent: A very small percentage of DIETs approximately 0.98% (6) rated their hostel
facilities as excellent. These DIETs reported having well-maintained and modern hostel
facilities, indicating a commitment to providing high-quality accommodation for
students or trainees.
 Good Around 15.36% of DIETs (94) rated their hostel facilities as good. This suggests
that these DIETs have generally satisfactory hostel conditions and functionality, but there
might be some room for improvement to further enhance the quality of the
accommodation.
 Average: The majority of DIETs approximately 26.96% (165) rated their hostel facilities
as average. This indicates that many DIETs have recognized the need for improvements
in some areas of their hostel facilities to ensure better condition and functionality.
 Poor: Around 17.81% of DIETs (109) rated their hostel facilities as poor. This suggests
that these DIETs have significant issues in the condition or functionality of their hostel
facilities, which could have negative implications for the well-being and experience of
students or trainees residing in the hostels.

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 No Hostel: The highest percentage, approximately 38.89%, of DIETs (238) reported that
they do not have any hostel facility. This means that a significant number of DIETs do not
offer hostel accommodation to their students or trainees.

Overall, the analysis highlights the diversity in the quality and availability of hostel facilities
among DIETs. While some DIETs are providing excellent or good hostel facilities, a
considerable number of them have recognized the need for improvement. Additionally, a
large portion of DIETs do not have any hostel facilities, which might be a concern for students
or trainees who require accommodation support. The data emphasizes the importance of
investing in the improvement and establishment of hostel facilities to enhance the overall
experience and well-being of students or trainees attending DIETs.

36) Whether Faculty Residence/Quarters (working) provision in the DIET

Faculty Residence/Quarters(working) provision in the DIET

33.33

66.67

Yes No

Graph: 36

Graph-36 above provides the provision of faculty residence or quarters in DIETs. Here is the
analysis:
Yes: Approximately 33.33% of DIETs (204) reported having faculty residence or quarters
for their working staff. This suggests that a portion of DIETs provides accommodation
facilities for their faculty members, which can be beneficial in terms of convenience,
accessibility, and promoting a sense of community within the institution.
No: The majority of DIETs around 66.67% (408) do not have faculty residence or quarters
for their working staff. This means that a significant number of DIETs do not offer dedicated
accommodation facilities to their faculty members, and staff.

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Overall, the analysis highlights that a considerable number of DIETs lack faculty residence
or quarters. This may present challenges for faculty members, particularly those who are
relocating from distant locations or areas without adequate housing options. Therefore,
addressing this aspect could be beneficial for the overall well-being and effectiveness of the
faculty members and, consequently, the quality of education provided by the DIET.

37) Are there sports facilities available at the DIET?

Availability of sports facilities at the DIET

25.65

74.35

Yes No

Graph: 37

In Graph-37 above, analysis of the availability of sports facilities in DIETs is represented.

Here is the analysis:
 Yes: Approximately 74.35% of DIETs (455) reported having sports facilities on their
premises. This indicates that the majority of DIETs have dedicated spaces and amenities
for sports activities, which can contribute to promoting physical fitness, recreational
opportunities, and a balanced lifestyle for students and staff.
 No: Around 25.65% of DIETs (157) do not have sports facilities. This means that a
significant number of DIETs lack infrastructure for sports-related activities, which may
limit students' access to physical activities and sports-based learning experiences.

Overall, the analysis shows that a substantial proportion of DIETs do provide sports facilities,
suggesting that they recognize the importance of physical education and sports in the overall
development of students and teachers. However, there is still a significant number of DIETs
that do not offer such facilities, potentially missing out on the benefits that sports and
physical activities can bring to the learning and teaching environment.

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38) Are there outdoor sports facilities such as a playground or sports field available at
DIET?
Availability of outdoor sports facilities such as a playground or sports
field at DIET

31.21

68.79

Yes No

Graph: 38

Graph-38 above represents the availability of outdoor sports facilities, such as a playground
or sports field, at DIETs. Here is the analysis:

 Yes: Approximately 68.79% of DIETs (421) reported having outdoor sports facilities,
which includes playgrounds or sports fields. This indicates that a significant majority of
DIETs have dedicated spaces for outdoor sports and physical activities. These facilities
can offer ample opportunities for students and staff to engage in various sports, games,
and physical exercises, promoting physical fitness and overall well-being.

 No: About 31.21% of DIETs (191) do not have outdoor sports facilities. This implies that
a substantial number of DIETs lack designated spaces for outdoor sports and recreational
activities. The absence of outdoor sports facilities could limit the scope for students and
faculty to participate in outdoor games, sports competitions, and other outdoor activities,
potentially affecting the overall development and health of the DIET community.

Overall, the analysis shows that a significant majority of DIETs do provide outdoor sports
facilities, which is positive as it enables students and faculty to engage in outdoor physical
activities and promotes a healthier and more active lifestyle. However, there is still a
considerable number of DIETs without such facilities, and it may be essential for them to
consider the benefits of providing outdoor sports spaces to enhance the educational
experience.

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39) Are there indoor sports facilities such as a gymnasium or sports hall available at
DIET?
Availability of Indoor sports facilities such as a gymnasium or sports hall
at DIET

20.10

79.90

Yes No

Graph: 39

Graph-39 above indicates the availability of indoor sports facilities, such as a gymnasium or
sports hall, at DIETs. Here is the analysis:

 Yes: Only approximately 20.10% of DIETs (123) reported having indoor sports facilities,
which include amenities like a gymnasium or sports hall. This suggests that a relatively
small proportion of DIETs have dedicated indoor spaces for sports and physical activities.
Indoor sports facilities can offer a range of opportunities for students and staff to engage
in various indoor sports, fitness activities, and sports training, especially during adverse
weather conditions or when outdoor spaces are limited.
 No: The majority of DIETs approximately 79.90% (489) do not have indoor sports
facilities. This implies that a significant number of DIETs lack dedicated spaces for indoor
sports and physical activities. The absence of indoor sports facilities may limit the scope
for students and faculty to participate in indoor sports, fitness programs, and other
recreational activities, which could impact their physical well-being and engagement.

Overall, the analysis highlights that most DIETs do not provide indoor sports facilities. This
indicates a potential area for improvement for DIETs to consider, as having indoor sports
amenities can significantly enhance the overall experience for students and staff. Indoor
sports facilities not only promote physical fitness and well-being but also contribute to a
balanced and holistic approach to education and personal development.

Having sports facilities at DIETs can enhance students' well-being, teamwork, discipline, and
leadership skills. It also provides a platform for teachers and students to engage in
extracurricular activities, promoting a healthier and more vibrant educational community.
For DIETs without sports facilities, exploring opportunities to introduce sports facilities and
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programs could contribute to a more holistic and enriching educational experience for all
stakeholders involved.

40) Are there provisions for organizing extracurricular activities and events?
Provisions for organizing extracurricular activities and events
56.86

29.25

13.89

Yes, regular Very rarely No

Provisions for organizing extracurricular activities and events

Graph: 40

The analysis reveals that a significant portion of DIETs 56.86% (348) have provisions for
organizing extracurricular activities and events on a regular basis. This is an encouraging
finding, as extracurricular activities play a crucial role in fostering students' all-round
development, promoting their talents, and building essential life skills. However, it is also
worth noting that a considerable number of DIETs 29.25% (179) organize such activities
very rarely, indicating room for improvement in this aspect. Regular extracurricular
activities can enhance students' creativity, teamwork, leadership, and social skills, leading to
a more enriching learning experience. For the DIETs that do not currently have provisions
for extracurricular activities 13.89% (85), it may be beneficial to consider incorporating such
initiatives into their curriculum. By offering a diverse range of extracurricular options, DIETs
can create a more vibrant and engaging educational environment that nurtures students'
overall growth and well-being. Moreover, consistent and varied extracurricular
opportunities can contribute to a positive and holistic educational journey for both students
and faculty at DIETs.

41) How would you rate the quality and maintenance of the sports facilities at the
DIET?
Graph-41 below gives the analysis of the ratings given by DIETs regarding the quality and
maintenance of sports facilities presented in a point-wise format

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 Rate the quality and maintenance of the sports facilities

Excellent, with well-maintained facilities and

2.29
equipment

Good, with generally satisfactory facilities and

26.96
equipment

Average, with some areas needing

41.34
improvement in quality or maintenance

Poor, with significant issues in the quality or

29.41
maintenance of facilities

Rate the quality and maintenance of the sports facilities

Graph: 41

 Excellent: Only 2.29% of the DIETs (14) have rated their sports facilities as "Excellent."
This suggests that only a small percentage of DIETs have well-maintained facilities and
equipment that meet the highest standards.
 Good: Approximately 26.96% of the DIETs (165) have given a rating of "Good" to their
sports facilities. This indicates that a significant proportion of DIETs are providing
generally satisfactory facilities and equipment. While not the highest rating, it showcases
that these DIETs are meeting acceptable standards for their sports amenities.
 Average: Around 41.34% of the DIETs (253) have rated their sports facilities as
"Average." This suggests that there are some areas in these DIETs that require
improvement in terms of quality or maintenance. While not the lowest rating, it
highlights the need for addressing these shortcomings to enhance the overall quality of
sports facilities.
 Poor: Approximately 29.41% of the DIETs (180) have rated the quality and maintenance
of sports facilities as "Poor." This indicates that these DIETs are facing significant issues
and challenges in maintaining satisfactory sports amenities. The high percentage of poor
ratings suggests that there is a need for urgent attention and improvement in these areas.
Overall, the data reveals that a considerable number of DIETs have identified areas for
improvement in their sports facilities, either as "Poor" or "Average." It highlights the need
for focused efforts and investment in enhancing sports amenities to provide a better
experience for students and staff. Improving the quality and maintenance of sports facilities
can positively impact physical fitness, overall well-being, and the overall learning
environment within the DIETs.
42) Are the sports facilities accessible to students and faculty members on a regular
basis

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 Sports facilities accessible to students and faculty members

26.31 27.45

46.24

Yes, they are readily accessible

Partially, with limited access or specific time restrictions
No, the sports facilities have restricted or no access for students and faculty

Graph: 42
Graph-42 above presents an analysis on the accessibility of sports facilities to students and
faculty members based on the ratings provided by DIETs is as follows.
 Yes, they are readily accessible: Approximately 27.45% of the DIETs (168) have rated
their sports facilities as "Readily Accessible." This suggests that these DIETs have taken
measures to ensure that sports amenities are easily available and accessible to both
students and faculty members. It indicates a proactive approach by these DIETs in
promoting physical activities and encouraging sports participation.
 Partially, with limited access or specific time restrictions: Around 46.24% (283) of
the DIETs have given this rating, indicating that there are some limitations or restrictions
in accessing sports facilities. These limitations could be related to specific time
restrictions, limited availability, or other factors that hinder full access to sports
amenities. It highlights the need for these DIETs to review their policies and consider
ways to improve accessibility.
 No, the sports facilities have restricted or no access for students and faculty:
Approximately 26.31% of the DIETs (161) have reported that their sports facilities have
restricted or no access for students and faculty. This is a concerning finding as it indicates
that a significant number of DIETs are not providing sufficient opportunities for their
stakeholders to utilize sports amenities. Lack of access to sports facilities can negatively
impact the physical well-being and overall development of students and faculty
members.

43) Status of registration of DIETs under Public Finance Management System (PFMS)

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 Status of registration of DIETs under PFMS
86.93

11.76
1.31

Yes No Under Process

Status of registration of DIETs under PFMS

Graph: 43

Graph-43 above gives an analysis of the status of registration of DIETs under PFMS (Public
Financial Management System) based on the provided data is as follows:
 Yes: Approximately 86.93% of the DIETs (532) have reported that they are registered
under PFMS. This indicates that a significant majority of DIETs have successfully
completed the registration process and are likely utilizing the PFMS platform for
managing their financial transactions and funds.
 No: About 11.76% of the DIETs (72) have stated that they are not registered under PFMS.
This finding suggests that there is still a portion of DIETs that have not integrated into
the PFMS system. It may indicate possible challenges or delays in the registration process
for these DIETs.
No. of DIETs do % DIETs do not
Questionnaire filled
State/UT not registered registered under PFMS
by DIETs
under PFMS in State/UT
Goa 1 1 100.00
Telangana 10 9 90.00
West Bengal 20 18 90.00
Kerala 13 7 53.85
Rajasthan 33 17 51.52
Himachal Pradesh 12 4 33.33
Tamil Nadu 32 8 25.00
Madhya Pradesh 50 3 6.00
Chhattisgarh 19 1 5.26
Assam 23 1 4.35
Jharkhand 24 1 4.17
Bihar 33 1 3.03

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 No. of DIETs do % DIETs do not
Questionnaire filled
State/UT not registered registered under PFMS
by DIETs
under PFMS in State/UT
Uttar Pradesh 70 1 1.43

 Under Process: A small percentage, approximately 1.31% of the DIET (8), have reported
that they are currently in the process of registering under PFMS. This category includes
DIETs that have initiated the registration but have not completed it yet. It may imply that
these DIETs are in the transition phase towards adopting the PFMS platform.

Overall, the analysis demonstrates that a majority of DIETs have embraced the PFMS system
for managing their financial operations, which can lead to improved transparency,
accountability, and efficiency in financial transactions. However, there are still some DIETs
that have yet to register, and efforts should be made to facilitate their integration into the
PFMS platform to enhance the overall financial management and governance of these
institutions.

44) Whether regular electricity is available in the DIET

Graph-44 below presents an analysis of the availability of electricity in DIETs based on the
provided data
Availability of electricity in the DIET
3.43

96.57

Yes No

Graph: 44

 Yes: Majority of DIETs, approximately 96.57% (591) have reported that they have access
to electricity. This finding indicates that the majority of DIETs are well-equipped with
electricity supply, ensuring proper functioning of classrooms, computer labs, library
facilities, and other essential amenities that require electricity.
 No: Small percentages, approximately 3.43%, of DIETs (21) have reported that they do
not have access to electricity. This indicates that there are still a few DIETs that face

105 | P a g e
 challenges in electricity availability. The lack of electricity can significantly impact the
functioning of educational facilities and hinder students' learning experience.
No. of DIETs do % IETs do not have
Questionnaire filled
State/UT not have Electricity in the
by DIETs
Electricity State/UT
Jammu & Kashmir 20 5 25.00
Arunachal Pradesh 13 3 23.08
Meghalaya 7 1 14.29
Nagaland 9 1 11.11
Telangana 10 1 10.00
Uttar Pradesh 70 4 5.71
Haryana 21 1 4.76
Jharkhand 24 1 4.17
Gujarat 30 1 3.33
Tamil Nadu 32 1 3.13
Maharashtra 33 1 3.03
Rajasthan 33 1 3.03

Overall, the analysis demonstrates that the majority of DIETs have access to electricity,
ensuring a conducive learning environment and supporting various facilities and resources.
However, efforts should be made to address the electricity needs of the remaining DIETs to
ensure equitable access to quality education and educational infrastructure across all
institutions. Providing reliable electricity supply to all DIETs will further enhance their
effectiveness in promoting teacher education and professional development for improved
educational outcomes.

45) Does the DIET have an auditorium or seminar halls for conducting workshops,
seminars, and conferences
Availability of Auditorium or Seminar halls

23.86

76.14

Yes No

Graph: 45

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Graph-45 above represents an analysis of the availability of auditoriums or seminar halls in
DIETs based on the provided data is as follows:
 Yes: Majority of DIETs, approximately 76.14%, (466) have reported that they have access
to an auditorium or seminar hall. This finding indicates that a significant proportion of
DIETs are equipped with dedicated spaces for conducting seminars, workshops,
conferences, and other educational events. Having such facilities can be beneficial for
organizing large gatherings, academic discussions, and professional development
programs, enhancing the overall learning experience for both students and faculty.
 No: However, around 23.86% of DIETs (146) have reported that they do not have access
to an auditorium or seminar hall. This indicates that there is a significant portion of DIETs
lacking dedicated spaces for hosting educational events and large gatherings. The
absence of such facilities may limit their ability to organize large-scale academic activities
and professional development opportunities.

Overall, the analysis suggests that while a majority of DIETs have access to auditoriums or
seminar halls, a considerable number of institutions still lack this essential facility. Providing
auditoriums or seminar halls to all DIETs could significantly enhance their capabilities in
hosting educational events, fostering collaborations, and promoting academic discussions,
ultimately contributing to the overall improvement of teacher education and training
programs. Efforts to address this disparity and ensure equitable access to such facilities
across all DIETs can further enhance the quality and effectiveness of teacher education in the
respective regions.

46) What is the sitting capacity of the auditorium or seminar halls in DEIT?

No Seminar/Auditorium 21.57

200+ 3.76

Upto 200 8.66

Upto 150 13.89

Upto 100 34.31

Upto 50 17.81

Sitting capacity of the auditorium or seminar halls in DEIT

Graph: 46

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Graph-46 above shows the sitting capacity of the auditorium or seminar halls in DIETs based
on the provided data is as follows:
 Upto 50: Approximately 17.81% of DIETs (109) have auditoriums or seminar halls with
a sitting capacity of up to 50 individuals.
 Upto 100: The majority of DIETs, around 34.31% (210) have auditoriums or seminar
halls with a sitting capacity of up to 100 individuals.
 Upto 150: About 13.89% of DIETs (85) have auditoriums or seminar halls with a sitting
capacity of up to 150 individuals.
 Upto 200: Smaller percentages, approximately 8.66% of DIETs (53), have auditoriums
or seminar halls with a sitting capacity of up to 200 individuals.
 200+: A limited number, 3.76% of DIETs (23), have auditoriums or seminar halls with a
sitting capacity of more than 200 individuals.
 No Seminar/Auditorium: About 21.57% of DIETs (132) reported not having any
seminar or auditorium facilities. This implies that a notable proportion of DIETs lack
dedicated spaces for organizing educational events and gatherings, potentially limiting
their ability to conduct large-scale seminars and conferences.
Overall, the analysis indicates that there is a varied distribution of auditorium or seminar
hall capacities in DIETs. While many institutions have adequate space to host various events,
there is still a substantial portion that lacks such facilities. Investing in and enhancing the
capacity of seminar halls or auditoriums in DIETs can significantly contribute to the
improvement of teacher education and training programs, facilitating academic discussions,
and fostering professional development opportunities. Ensuring equitable access to these
facilities across all DIETs can further enhance the overall learning experience and support
the growth of the teaching community.

47) How would you rate the capacity of the auditorium or seminar halls at the DIET?
Graph-47 below shows an analysis of the ratings for the capacity of the auditorium or
seminar halls in DIETs based on the provided data is as follows:
 Excellent: Approximately 10.67% of DIETs (51) have auditoriums or seminar halls with
excellent seating capacity, providing sufficient space to accommodate large gatherings and
events..
 Good: The majority of DIETs, around 51.88% (248), have auditoriums or seminar halls with good
seating capacity.
 Average: About 33.26% of DIETs (159) have auditoriums or seminar halls with an average
seating capacity.
 Poor: Smaller percentages, approximately 4.18% of DIETs (20), have auditoriums or seminar
halls with poor seating capacity.

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 Rate the capacity of the auditorium or seminar

4.18

10.67
Excellent, with sufficient seating
capacity for large gatherings

33.26 Good, with satisfactory seating

capacity for most events

Average, with limited seating

capacity for smaller events
51.88
Poor, with inadequate seating
capacity for most events

Graph: 47

The analysis suggests that the majority of DIETs have auditoriums or seminar halls with
satisfactory seating capacity, making them suitable for organizing various educational
events and workshops. However, there are still some institutions with limited seating
capacity, indicating a need for potential improvements and upgrades in these facilities to
meet the requirements of larger gatherings and conferences..

48) Are the auditorium and seminar halls equipped with audio-visual systems and
other necessary equipment?
Auditorium/Seminar halls fully equipped

16.52
Yes, all necessary audio-visual
equipment is available

Partially, some equipment may

be missing or outdated
52.15
31.33
No, the auditorium or seminar
halls lack essential audio-
visual equipment

Graph: 48

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Graph-48 above shows an analysis of the status of auditoriums or seminar halls in DIETs
regarding their equipment is as follows:
 Fully Equipped: Approximately 52.15% of DIETs (243) have auditoriums or seminar
halls that are fully equipped with all necessary audio-visual equipment.
 Partially Equipped: About 31.33% of DIETs (146) have auditoriums or seminar halls
with partial equipment availability. While they may have some audio-visual equipment,
certain items could be missing or outdated. This may require some improvements or
upgrades to ensure that these spaces are fully functional for conducting events.
 Not Equipped: A smaller percentage, approximately 16.52% of DIETs (77), lack essential
audio-visual equipment in their auditoriums or seminar halls.

The analysis highlights that more than half of the DIETs have auditoriums or seminar halls
that are well-equipped with audio-visual facilities. However, there is a significant portion of
institutions where improvements or investments may be needed to enhance the
technological capabilities of these spaces. Having fully equipped auditoriums or seminar
halls with modern audio-visual equipment can contribute to more engaging and impactful
educational events, professional development activities, and overall academic experiences
for students and faculty members.

49) Whether the DIET has rain water harvesting or any such facility for water
conservation.
Availability of Rain water harvesting system

29.90
Yes
No

70.10

Graph: 49

Graph-49 above presents an analysis of the availability of rainwater harvesting systems in

DIETs is as follows:

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 Availability: Only 29.90% of DIETs (183) have implemented rainwater harvesting
systems.
 Non-Availability: The majority, approximately 70.10% of DIETs (429), do not have
rainwater harvesting systems in place. This suggests that a significant number of
institutions have not yet adopted this eco-friendly and resource-saving technology.
The analysis underscores the need for more DIETs to adopt rainwater harvesting systems to
promote water conservation and sustainable practices. Implementing such systems can have
positive effects on water availability, environmental preservation, and overall resource
management. DIETs without rainwater harvesting should consider the implementation of
these systems as part of their efforts towards promoting sustainable practices and reducing
their ecological footprint.

50) Whether the DIET has a solar system facility

Graph-50 below provides an analysis of the availability of solar systems in DIETs is as
follows:
 Availability: Only 20.75% of DIETs (127) have implemented solar systems. These solar
systems typically include solar panels that harness solar energy to generate electricity or
heat water.
 Non-Availability: The majority, approximately 79.25% of DIETs (485), do not have solar
systems installed. This suggests that a significant number of institutions have not yet
adopted solar energy solutions to meet their electricity or water heating needs.
Availability of Solar System

20.75

Yes
No

79.25

Graph: 50

The analysis highlights the potential for DIETs to increase the adoption of solar systems to
harness renewable energy and reduce their reliance on fossil fuels. Implementing solar
systems can have multiple benefits, including cost savings on electricity bills, reduced

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greenhouse gas emissions, and greater sustainability. DIETs without solar systems should
explore the feasibility of incorporating solar energy solutions to align with environmental
and energy conservation goals.

51) Whether the DIET have boundary wall

Graph-51 below provides an analysis of the status of boundary wall in DIETs:
 Pakka (Concrete) Boundary Wall: Approximately 69.61% of DIETs (426) have a
concrete boundary wall. A concrete boundary wall provides a sturdy and permanent
enclosure, enhancing security and privacy for the DIET premises.
 Barbed Wire Boundary Wall: About 4.41% of DIETs (27) have a boundary wall made
of barbed wire. Barbed wire boundary walls are generally less secure and may be used
in conjunction with other fencing materials. They are cost-effective but may not offer the
same level of security as concrete walls.
 Fencing Hedges: Approximately 3.76% of DIET (23)s have fencing hedges. Fencing
hedges are living barriers created by planting bushes or shrubs in a line to enclose the
area. While they can provide a natural and aesthetically pleasing boundary, they may not
be as robust or secure as concrete walls or other physical barriers.
 No Boundary Wall: Around 22.22% of DIETs (136) do not have any boundary wall. The
absence of a boundary wall can pose security and safety risks, making it easier for
unauthorized individuals to access the DIET premises. It may also lead to encroachments
and misuse of the property.
DIET have boundary wall

69.61

22.22

4.41 3.76

Pakka (Concrete) Barbed Wire Fencing Hedges No boundary wall

DIET have boundary wall

Graph: 51

Overall, the data suggests that a significant proportion of DIETs have concrete boundary
walls, which is a positive aspect in terms of security and protection of the institute's
property. However, there is room for improvement for DIETs without boundary walls, as

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establishing proper fencing can enhance security and safeguard the institute's assets and
resources. Additionally, DIETs with barbed wire boundary walls should consider evaluating
the effectiveness of their current fencing solution and assess whether upgrading to a more
secure boundary wall would be beneficial.

52) Is there a provision for fire safety in the DIET (e.g., fire extinguishers, fire alarms,
evacuation plans, etc.)?
Graph- 52 below presents the analysis of the provision for fire safety in DIETs is as follows:
 Provision for Fire Safety: Approximately 53.59% of DIETs (328) have provisions for
fire safety. This indicates that more than half of the DIETs have implemented measures
to protect against fire incidents.
 No Provision for Fire Safety: Around 46.41% of DIETs (284) do not have provisions for
fire safety. This is a concerning finding, as fire incidents can be extremely hazardous and
detrimental to human life and property. The absence of fire safety measures increases
the risk of fire accidents and makes it challenging to respond effectively in case of an
emergency.

Provision for fire safety in the DIET

46.41 Yes
53.59
No

Graph: 52

Overall, the data suggests that while a significant portion of DIETs have implemented fire
safety measures, there is still room for improvement. DIETs without fire safety provisions
should prioritize the implementation of appropriate measures to safeguard the well-being
of their students, staff, and assets. This may involve conducting fire safety audits, installing
fire safety equipment, and organizing training sessions to raise awareness about fire safety
and emergency response procedures. Ensuring fire safety is a critical aspect of maintaining
a secure and conducive learning environment within the DIETs.

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53) When the last time Overall renovation was carried out in the DIET

34.64

21.24
18.95

8.17
6.70
5.07
2.78 2.45

2023 2022 2021 2020 2019 2018 Before No

2018

When was the latest renovation of the Computer & Internet facility carried out in the
DIET

Graph: 53

Based on the provided data, an analysis of the latest overall renovation carried out in DIETs
is as follows:
 2023: Approximately 21.43% of DIETs (129) reported that the latest overall renovation
was carried out in 2023. This indicates ongoing efforts to improve the infrastructure and
facilities of DIETs.
 2022: About 14.12% of DIETs (85) conducted their latest overall renovation in 2022,
which also shows recent efforts to upgrade and enhance the infrastructure of DIETs.
 2021: Around 9.80% of DIETs (59) renovated their facilities in 2021.
 2020: Approximately 6.64% of DIETs (40) reported that their latest overall renovation
was carried out in 2020.
 2019: About 3.99% of DIETs (24) conducted their latest overall renovation in 2019.
 2018: Approximately 3.82% of DIETs (23) reported that their latest overall renovation
was done in 2018.
 Before 2018: Around 12.79% of DIETs (77) had their last overall renovation before
2018, indicating that some DIETs might need to undergo further improvements and
upgrades.
 No Renovation: The data shows that 27.41% of DIETs (165) have not carried out any
overall renovation, indicating a potential area for improvement to ensure that all DIETs
maintain and enhance their infrastructure and facilities regularly.

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Overall, the analysis suggests that a significant number of DIETs have conducted renovations
in recent years, but there is still room for improvement, especially for those DIETs that have
not undergone any renovation or have not renovated their facilities for an extended period.
Regular updates and improvements to the overall infrastructure of DIETs are crucial to
creating a conducive and modern learning environment for students and providing adequate
resources and facilities to support effective teaching and learning practices.

54) Details of Academic/Para Academic and Non Academic positions in the DIET

i. Academic Posts

8029

4788

3421
3005

1675
1330
604
327 277 281 115 166

Principal Vice Principals Senior Lecturers Lecturers

Sanctioned Filled Vacant

Graph-54-a

The analysis of the sanctioned, filled, and vacant positions for different positions in the
DIETs is as follows:
a) Principal:
 Sanctioned Positions: There are a total of 604 sanctioned principal positions across
DIETs.
 Filled Positions: Currently, 327 principal positions are filled with individuals.
 Vacant Positions: There are 277 (45.86%) vacant principal positions, indicating a
significant number of DIETs that do not have a principal.
b) Vice Principals:
 Sanctioned Positions: There are 281 sanctioned vice principal positions in DIETs.
 Filled Positions: Currently, 115 vice principal positions are filled with individuals.

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  Vacant Positions: There are 166 (59.07%) vacant vice principal positions, which is a
considerable number of unfilled roles.
c) Senior Lecturers:
 Sanctioned Positions: There are a total of 3005 sanctioned senior lecturer positions
in DIETs.
 Filled Positions: Currently, 1330 senior lecturer positions are filled with individuals.
 Vacant Positions: There are 1675 (55.74%) vacant senior lecturer positions,
showing a substantial number of unfilled roles in this category.
d) Lecturers:
 Sanctioned Positions: There are 8029 sanctioned lecturer positions in DIETs.
 Filled Positions: Currently, 4788 lecturer positions are filled with individuals.
 Vacant Positions: There are 3421 (46.61%) vacant lecturer positions, representing a
significant number of unfilled roles in this category.

 The data indicates a significant shortage of staff in DIETs across all categories, especially
for the positions of vice principals, senior lecturers, and lecturers. The number of vacant
positions is notably high in these roles, which may affect the smooth functioning of DIETs.
 The high number of vacant positions could lead to an increased workload on existing staff
members, potentially affecting the quality of education and training provided at DIETs.
 The lack of principals and vice principals may impact the overall administration and
management of DIETs, which can have implications on various aspects, including
resource management, decision-making, and coordination.
 Addressing the issue of staff shortages and filling vacant positions should be a priority
for DIETs to ensure the effective and efficient functioning of these institutions.

ii. Para-Academic Posts

The analysis of the Para-Academic; sanctioned, filled, and vacant positions for different roles
in DIETs are as follows:
a) Work Education Teacher:
 Sanctioned Positions: There are a total of 407 sanctioned work education teacher
positions across DIETs.
 Filled Positions: Currently, 177 work education teacher positions are filled with
individuals.
 Vacant Positions: There are 230 (56.51%) vacant work education teacher positions,
indicating a significant number of unfilled roles in this category.
b) Librarian:
 Sanctioned Positions: There are 502 sanctioned librarian positions in DIETs.
 Filled Positions: Currently, 204 librarian positions are filled with individuals.
 Vacant Positions: There are 298 (59.36%) vacant librarian positions, showing a
considerable number of unfilled roles in this category.

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 823

575
502
407 431
392
298 306
269
230 204
177

Work Librarian Laboratory Assistant Statisician/Accountant

EducationTeacher including ICT Support
Staff

Sanctioned Filled Vacant

Graph-54-b
c) Laboratory Assistant including ICT Support Staff:
 Sanctioned Positions: There are a total of 575 sanctioned laboratory assistant
positions, including ICT support staff, across DIETs.
 Filled Positions: Currently, 306 laboratory assistant positions are filled with
individuals.
 Vacant Positions: There are 269 (46.78%) vacant laboratory assistant positions,
representing a significant number of unfilled roles in this category.
d) Statistician/Accountant:
 Sanctioned Positions: There are 823 sanctioned positions for statisticians and
accountants in DIETs.
 Filled Positions: Currently, 431 positions for statisticians and accountants are filled
with individuals.
 Vacant Positions: There are 392 (47.63) vacant positions for statisticians and
accountants, indicating a considerable number of unfilled roles.

 The data highlights a consistent pattern of staff shortages in various positions within
DIETs. Across all roles mentioned, there are notable numbers of vacant positions, which
may impact the overall functioning and efficiency of these institutions.
 The shortage of work education teachers may affect the implementation of work
education programs and initiatives, which are essential for skill development and
practical learning among students.
 The absence of librarians can have implications for the management and accessibility of
library resources, impacting students' access to relevant study materials and academic
support.

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 The shortage of laboratory assistants, including ICT support staff, may hinder the smooth
functioning of practical-based learning and technology-related activities in DIETs.
 Additionally, the lack of statisticians and accountants can affect the proper maintenance
and management of financial records, data analysis, and budgeting in DIETs.
 Addressing these staff shortages and filling the vacant positions is crucial to ensure the
effective functioning and quality of education and training provided by DIETs.

55) Status of In-service & Pre-service training programmes

Status of In-service & Pre-service training programmes
74.18

18.46

7.35

Pre-service programme In-service Programme Both

Pre-service programme In-service Programme Both

Graph: 55

Based on the provided data, Graph-55 shows the status of in-service and pre-service training
programs in DIETs is as follows:
 Pre-service Training Program: Approximately 7.35% of DIETs (45) offer only pre-
service training programs.
 In-service Training Program: Around 18.46% of DIETs (113) provide only in-service
training programs.
 Both Pre-service and In-service Training: A significant majority, approximately
74.18%, of DIETs (454) offer both pre-service and in-service training programs. This
indicates that the majority of DIETs recognize the importance of providing
comprehensive training to both aspiring and practicing teachers. Offering both types of
training ensures that teachers receive continuous professional development throughout
their careers, from the initial stages of their preparation to their tenure in the classroom.

56) Please rate the current overall infrastructure of the DIET

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 Rate the current infrastructure of the DIET

Excellent 6.54

Good 41.01

Average 41.99

Poor 8.66

Very poor 1.80

Very poor Poor Average Good Excellent

Graph: 56

Graph-56 above provides an analysis of the current overall infrastructure facilities of DIETs
is as follows.
 Excellent: Small percentages, 6.54%, of DIETs (40) have been rated as having an
excellent infrastructure. These DIETs likely have state-of-the-art facilities, well-
maintained buildings, and all necessary amenities that support effective teaching,
learning, and professional development activities.
 Good: About 41.01% of DIETs (251) have been rated as having a good infrastructure.
These DIETs have a satisfactory level of infrastructure that enables them to function
efficiently and provide a conducive environment for students and staff.
 Average: The majority of DIETs, approximately 41.99% (257), fall into the average
category. This suggests that many DIETs have a moderate level of infrastructure quality.
While they may have some areas that need improvement, they are generally capable of
delivering their core services adequately.
 Poor: Around 8.66% of DIETs (53) have been rated as having a poor infrastructure.
These DIETs may have several areas in their infrastructure that require urgent attention
and improvement to meet the necessary standards and cater to the needs of students and
faculty effectively.
 Very Poor: Only 1.80% of DIETs (11) have been rated as having a very poor
infrastructure. This indicates that a very small proportion of DIETs are struggling with
significant issues in their infrastructure, which may affect their overall functioning and
the quality of services they provide.
Overall, the data indicates that a significant number of DIETs have an average to good
infrastructure, enabling them to deliver their educational and training services effectively.

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However, there is still room for improvement, as a noticeable proportion falls under the poor
or very poor categories. To enhance the quality of education and training provided by DIETs,
the ones with lower ratings should focus on upgrading their infrastructure and addressing
any shortcomings to align with the standards expected in the education sector.

*****

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