Components of the Orientation Course
In order to achieve the 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 realise the larger context of education and the role of a teacher in society. Some illustrative topics to be covered are:
Component B: Philosophy of Education, Indian Educational System and Pedagogy
- Egalitarian society
- National integration
- Multiple cultures
- Status of women and children
- Environmental pollution and biopersity
- Rural development
- Role and responsibility of a teacher
- Values-based education
- Indian tradition
- Creation of an Indian identity
- Human rights
- Sustainable development
- Globalisation and higher education
- Public interest movements (PIL, consumer protection, judicial activism, etc.)
This component should aim at imparting basic skills and sensitivities that a teacher needs for effective classroom teaching. Some of the illustrative topics are:
Component C: Resource Awareness and Knowledge Generation
- Philosophy of education: Aims at values-based education; role of social and educational institutions, comparative educational systems, internationalisation of education.
- Indian education system, policies, programmes and planning; organisational structure, university autonomy.
- Economics of education and human resource development: Resource mobilisation.
- Quality assurance in higher education: Indicators of quality assurance, assessment and accreditation
- Learner and the learning process: Understanding the adolescent learner, motivation, interests, human development, memory, aptitudes, intelligence, learning styles.
- Methods and materials of teaching: Prescribed texts, effective classroom teaching techniques, and assignments.
- Technology in teaching: Concept of teaching, levels of teaching and phases of teaching; audio, video, educational films, computers, etc.
- Curriculum design: Approaches, curriculum development, needs-based courses and remedial courses.
- Evaluation and feedback: Measurement and examination reforms, including setting question papers
- Alternate methods of learning: Distance and open learning, self-learning and informal learning
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
Component D: Personality Development and Management
- Information technology: New modes of information storage and retrieval, computer applications, communications, multimedia, computer-aided learning, Internet.
- Documentation centres: Information networks, information super highway, national and international databases.
- Libraries: Reference material, bibliographies, encyclopaedia, periodicals
- Institutions: Apex and specialised institutions, museums, laboratories, centres of excellence
- Research: Research projects, sponsoring agencies, academic writing and publication, etc.
- Industry-university linkages.
Under this component teachers should be familiarised with the organisation 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:
- Communication skills: Verbal and non-verbal.
- Thinking skills and scientific temper.
- Leadership, team building and work culture.
- Administrative skills: Decision-making, service rules, human relations and interpersonal effectiveness.
- Educational management: Institutional management, management of committees, examinations, hobby clubs, sports and co-curricular activities.
- Student guidance and counselling.
- Mental health: Attitudes and values.
- Career planning, time management.
- Teacher effectiveness: Qualities of an effective teacher, code of conduct, accountability and empowerment. 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.