Curriculum For The Orientation Course

In order to achieve the above objectives, the curriculum for the orientation course may have the following four components with minimum of 144 contact hours, that is, six hours daily for a four-week 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:
 

1. Constitution of India- secularism, egalitarian society, multilingualism, multiple cultures, equality

2. National integration

3. Status of women and children

4. Inclusive development

5. Environmental awareness and biodiversity

6. Economic issues- poverty, unemployment, rural development, economic triends and national development, etc.

7. Urbanization and Modernization

8. Youth power

9. Role and responsibility of a teacher

10. Value-based education

11. Indian tradition, culture and Indian identity

12. Human rights

13. Sustainable development, biodiversity etc.

14. Globalization, privatization and liberlization

15. Public interest movements (PIL, consumer protection, judicial activism, etc.)

16. Aesthetics

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:

1. Philosophy of education: Aims at values-based education; role of social and educational institutions, comparative educational systems, internationalization of education.

2. Indian education system, policies, programmes and planning; organizational structure, university autonomy.

3. Economics of education and human resource development: Resource mobilization.

4. Quality assurance in higher education: Indicators of quality assurance, assessment and accreditation, quality assurance agencies viz; UGC,AICTE,NCTE, NAAC etc.

5. Learner and the learning process: Understanding the adolescent learner, motivation, interests, human development, memory, aptitudes, intelligence, learning styles.

6. Methods and materials of teaching: Prescribed texts, effective classroom teaching techniques, and assignments.

7. Technology in teaching: Concept of teaching, levels of teaching and phases of teaching; audio, video, educational films, ICT, computers, etc.

8. Curriculum design: Approaches, curriculum development, needs-based courses and remedial courses.

9. Evaluation and feedback: Measurement and examination reforms, including setting question papers

10. Alternate methods of learning: Distance and open learning, self-learning and 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 and techniques, processes, methods and sources of knowledge. Some of the illustrative topics are:

1. Information and Communication technology: New modes of information storage and retrieval, computer applications, communications, multimedia, computer-aided learning, Internet, etc

2. Documentation centres: Information networks, information super highway, national and international databases.

3. Libraries: Reference material, bibliographies, encyclopedia, periodicals

4. Institutions: Apex and specialized institutions, museums, laboratories, centres of excellence, etc

5. Research: Research projects, sponsoring agencies, academic writing and publication, etc.

6. Industry-university linkages.

Component D: Management and Personality Development

Under this component teacher 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:

1. Communication skills: Verbal and non-verbal.

2. Thinking skills and scientific temper.

3. Leadership, team building and work culture.

4. Administrative skills: Decision-making, service rules, human relations and interpersonal effectiveness.

5. Educational management: Institutional management, management of committees, examinations, hobby clubs, sports and co-curricular activities.

6. Student guidance and counseling.

7. Mental health: Attitudes and values.

8. Career planning, time management.

9. 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 will select the number of topics and methodologies of teaching. Weightage to each component is to be kept flexible, and the ASC may decide the time allocation and modalities of the input depending upon needs of respective groups.

Curriculum For The Refresher Course

The departments actually conducting refresher courses are responsible for evolving the course curriculum in consultation with the Director. 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.