Page 5 - GURU DAKSHTA English

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