Faculty Induction / Orientation Programme

In order to achieve the objectives of the Scheme, the curriculum for the Orientation Programmes may have the following
four components with a minimum of 108 contact hours, that is, six hours daily for a Three weeks / 18 working days 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 Society, Environment,Development and Education

This component should aim at helping the teacher to realize the larger context of education and the role of a teacher in society.
Some illustrative topics to be covered are:
i. Constitution of India – secularism, egalitarian society, multilingualism,multiple cultures, equality
ii. National integration
iii. Status of women and children
iv. Inclusive development
v. Environmental awareness and biodiversity
vi. Economic issues – poverty, unemployment, rural development, economic trends and national development, etc.
vii. Urbanization and modernization
viii. Youth power
ix. Role and responsibility of a teacher
x. Value-based education
xi. Indian tradition, culture and Indian identity
xii. Human rights
xiii. Sustainable development, biodiversity etc.
xiv. Globalisation, privatization and liberalization
xv. Public interest movements (PIL, consumer protection, judicial activism,etc.)
xvi. Aesthetics

Component B: Philosophy of Education, Indian Education 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 value-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 mobilizations
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,
ICT, computers, etc.
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,informal learning, virtual classrooms, etc.

Component C: Resource Awareness and Knowledge Generation

This component should aim at helping the teachers to be self-sufficient, and continuously abreast of new knowledge
methods and sources of knowledge. Some of the illustrative topics are:
i. Information and Communication Technology: New modes of information storage
and retrieval, computer application, communications, multimedia, computer-aided
learning, Internet, etc.
ii. Documentation centre: Information networks, information super highway,
national and international databases
iii. Libraries: Reference material, bibliographies, encyclopedia, periodicals
iv. Institutions: Apex and specialized institutions, museums, laboratories, centers of
excellence, etc.
v. Research: Research projects, sponsoring agencies, academic writing and
publication, etc.
vi. Industry-university linkages.

Component D: Management and Personality Development