Components of the Orientation Programmes

In order to achieve the objectives of the Scheme, the curriculum for the Orientation Programmes has the following four components with a minimum of 144 contact hours, that is, six hours daily for a four-week/24 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 aims 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 aims 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; organisational 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 aims at helping the teachers to be self-sufficient, and continuously abreast of new knowledge and techniques, processes, 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

Under this component teachers are familiarized with the organisation and management of the college/university. They are 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, 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 ASC  selects the number of topics and methodologies of teaching.

Weightage to each component is  kept flexible, and the ASC  decides the time allocation and modalities of the input depending upon the needs of the respective groups.

ASC  organizes at least one three-week interdisciplinary RC in IT Awareness. About one third contact hours are 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.