|
As prescribed by UGC from time to time.
Course Preparation
The department actually conducting refresher courses and responsible for evolving the course curriculum in consultation with the director and HRDC coordinator may contribute in preparing high-quality course content after discussion and consultation with CECs/ Centers under the aegis of PMMMNTT, outside experts, and high-graded scientists and academics. Such experts may suggest steps to prepare a full course with up to date knowledge and material content contributing to the development in the subject. The course should be so prepared that the content has essential percentage of the core material in the subject along with required percentage of areas of emergence and priority, essential laboratory and practical components, and computer application with relevant advancement of the subject. Course contents of the orientation programme in IT will be circulated separately.
Components of the Orientation Course
In order to achieve the above objectives, the curriculum for the orientation course may have the following four components programme:
COMPONENT A:Awareness of linkages between society, environment, development and education
COMPONENT B:Philosophy of education, Indian education system and pedagogy
COMPONENT C:Resource awareness and knowledge generation
COMPONENT D:Management and personality development.
Component A: Awareness of Linkages between Environment, Development and Education
This component should aim at helping the teacher realize the larger context of education and the role of a teacher in society. Some illustrative topics to be covered are:
i. Secularism
ii. Egalitarian society
iii. National integration
iv. Multilingualism
v. Multiple cultures
vi. Equality
vii. Status of women and children
viii. Casteism
ix. Environmental pollution and Biodiversity
x. Poverty
xi. Unemployment
xii. Urbanization
xiii. Modernization
xiv. Rural development
xv. Youth
xvi. Indiscipline
xvii. Role and responsibility of a Teacher
xviii. Values-based education
xix. Indian tradition
xx. Creation of an Indian Identity
xxi. Human rights
xxii. Sustainable development
xxiii. Globalization and higher education
xxiv. Public interest movements (PIL, consumer protection, judicial activism, etc.)
The emphasis shall be more on Value Education focusing on some of the aspects of:
- Importance of understanding the details of mind and mental systems
- Emotional Intelligence
- Realizing the destructive nature of negative emotions
- Methods of mind training to encounter and regulate the destructive emotions
- Importance of realization of the positive emotion
- Methods of mind training in promoting the positive emotions
- Importance of mindfulness in maintaining peace of mind
- Social Emotional Learning necessary for educating children and adults to regulate their mind while encountering adverse situations
Component B: Philosophy of Education, Indian Educational System and Pedagogy
This component should aim at imparting basic skills and sensitivities that a teacher needs for effective classroom teaching. Some of the illustrative topics are:
i. Philosophy of education: Aims at values-based education; role of social and educational institutions, comparative educational systems, internationalization of education.
ii. Indian education system, policies, programmes and planning; organizational structure, university autonomy.
iii. Economics of education and human resource development: Resource mobilization.
iv. Quality assurance in higher education: Indicators of quality assurance, assessment and accreditation, quality assurance agencies viz, UGC, AICTE, NCTE, NAAC, etc.
v. Learner and the learning process: Understanding the adolescent learner, motivation, interests, human development, memory, aptitudes, intelligence, learning styles.
vi. Methods and materials of teaching: Prescribed texts, effective classroom teaching techniques, and assignments.
vii. Technology in teaching: Concept of teaching, levels of teaching and phases of teaching; audio, video, educational films, computers, outcome based learning, OERs and MOOCs.
viii. Curriculum design: Approaches, curriculum development, needs-based courses and remedial courses.
ix. Evaluation and feedback: Measurement and examination reforms, including setting question papers
x. Alternate methods of learning: Distance and open learning, self-learning and informal learning.
Component C: Resource Awareness and Knowledge Generation
This component should aim at helping the teachers to be selfsufficient, and continuously abreast of new knowledge and techniques, processes, methods and sources of knowledge. Some of the illustrative topics are:
I. Information technology: New modes of information storage and retrieval, computer applications, communications, multimedia, computer-aided learning, Internet, etc
II. Documentation centres: Information networks, information super highway, national and international databases
III. Libraries: Reference material, bibliographies, encyclopedia, periodicals
IV. Institutions: Apex and specialized institutions, museums, laboratories, centres of excellence, etc.
V. Research: Research projects, sponsoring agencies, academic writing and publication, Research Methodology etc.
VI. Industry-university linkages.
Component D: Personality Development and Management
Under this component, teachers should be familiarized with the organization and management of the college/university. They should be made aware of the ways in which they may develop their own personalities. Illustrative topics may be:
i. Communication skills: Verbal and non-verbal
ii. Thinking skills and scientific temper
iii. Creativity
iv. Leadership, team building and work culture
v. Administrative skills: Decision-making, service rules, human relations and interpersonal effectiveness
vi. Educational management: Institutional management, management of committees, examinations, hobby clubs, sports and co-curricular activities
vii. Student guidance and counseling
viii. Mental health: Attitudes and values
ix. Career planning and time management
x. Teacher effectiveness: Qualities of an effective teacher, code of conduct, accountability and empowerment.
As indicated, the above topics are illustrative in nature. Depending upon the requirements of teachers and their academic background, the HRDC will select the number of topics and methodologies of teaching. Value to each component is to be kept flexible, and the HRDC may decide the time allocation and modalities of the input depending upon needs of respective groups.
- Every HRDC should organize at least one three-week interdisciplinary RC in IT awareness. About one-third contact hours may be devoted to IT-orientation in other Refresher Courses / orientation programmes.
- Every interdisciplinary Refresher Course will be equivalent to the Refresher Course in the subject / discipline of the participant.
| 
