Page 5 - GURU DAKSHTA English
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FOREWORD

                   Globalization is redefining the role of a nation in terms of global markets, agreements, values and
                   traditions. There is a need to analyze this in the context of higher education in India, which is
                   steadily expanding with the large network of institutions. As a response to this, educators need to
                   rethink the ways teaching and learning ought to happen in the era of knowledge economy. Our
                   former President, Dr. Sarvepalli Radhakrishnan emphasized that “Teachers should be the best minds
                   in the country.” Preparing a potentially efficient generation of teachers,which can lead the nation to
                   the higher notches commensurate with the global demand of education, is the need of the hour.
                   This is possible only by means of a well-planned in- service teacher education system which is
                   capable of equipping the teachers with the vision and evolution of higher education in India along
                   with global perspectives.

                   The Kothari Commission (1964) remarks “destiny of India is now being shaped in her classrooms.
                   This, we believe, is no more rhetoric. In a world based on science and technology, it is education that
                   determines the level of prosperity, welfare and security of the people” is still relevant in the context of
                   teacher education. The teacher education in India, over the years, has been striving to make the
                   teachers internalize this mission and steer them towards achieving it. But unlike the teachers in
                   school education, a faculty in higher education joins the teaching profession without any formal
                   training  in  teaching,  learning  and  assessment.  Understanding  and  capabilities  in  these  areas
                   along with awareness of policies, governance and administrative structures can help new teachers
                   entering higher education to improve their teaching and management skills, adjust to the culture
                   of  higher  education  institutions,  and  better  understand  their  professional  responsibilities.  The
                   teachers are also expected to have a clear understanding of planning curriculum and pedagogical
                   strategies, generating new knowledge for an equitable society, maintenance of academic integrity
                   and integrating sustainability in teaching and personal life.

                   With these goals in mind, MHRD and UGC have been jointly working towards developing a broad
                   Faculty Induction Programme (FIP) Content Framework for inducting new teachers to the system.
                   This FIP will be implemented through the Human Resource Development Centres (HRDCs) and
                   Pandit Madan Mohan Malaviya National Mission on Teacher Training (PMMMNMTT) centres
                   across the country. MHRD and UGC strongly believe that this content framework will herald a
                   new era in faculty induction programme in India.

                   I take this opportunity to sincerely acknowledge the significant contributions of Prof. Bhushan
                   Patwardhan, Vice-Chairman; Prof Rajnish Jain, Secretary; Dr. N. Saravana Kumar, Joint Secretary,
                   MHRD; Dr. Shakila Shamsu, OSD, MHRD;Dr. Archana Thakur, Joint Secretary; and other UGC
                   officials and external experts in developing this framework.






                    Teacher’s Day                                                     (Prof. D. P. Singh)

                    5  September, 2019                                                   Chairman
                     th
                    New Delhi.                                                 University Grants Commission
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