Page 7 - GURU DAKSHTA English

GURU-DAKSHTA Faculty Induction Programme (FIP) 5

Induction Training of Faculty members in Universities/

Colleges/ Institutes

1. Background and Rationale

The cornerstone of any education system are teachers and the quality of education is both determined
and dependent on the quality of its teachers. In higher education, faculty development is central
to the issues of quality and excellence. In order to ensure continuous flow of talented and qualified
teachers to meet the expanding needs of higher education, dedicated efforts are needed to attract
and incentivise talent to pursue teaching as a career.

The present higher education system focuses only on the domain (subject) knowledge of the faculty.
It does not focus on teaching-learning process, pedagogical content and its various tools which are
very vital to increase the quality of learning experience in the different educational programmes.
Hence, it will be mandatory for a newly recruited faculty to undergo Faculty Induction Programme
after their appointment in HE institutions. The main objective of the mandatory induction
programmes is to sensitize and motivate the faculty to adopt learner centered approaches, ICT
integrated learning and new pedagogic approaches to teaching-learning assessment tools in higher
education. This induction programme will include teaching and research methodologies (flip
classrooms, collaborative learning, case approach), use of ICT, curriculum structure and design,
sensitization to gender and social diversity, professional ethics, sharing of best practices and
updating developments in their field of study, etc. Faculty development has a critical role to play
in promoting academic excellence and innovation. This is one of the priority actions aimed at
imrpving the professional capability and performance of teachers to deliver effective and quality
learning. Hence, Faculty Induction Programmes will include the four possible types of developme
nt:personal(interpersonal skills, career development, and life planning issues), instructional (course
design and development, instructional technology) organization (ways to improve the institutional
environment to better support teaching) and professional (ways to support faculty members so that
they fulfil their multiple roles of teaching, research, and service).

Rationale of Faculty Induction Programme:
1. To sensitise and motivate the faculty to adopt learner centered approaches, ICT integrated
learning and new pedagogic approaches to teaching- learning, assessment tools in higher
education.
2. Implement curriculum reforms in the context of interdisciplinarity, multi-disciplinarity and
applied approaches to knowledge.

3. Adopt flexible evaluation processes which are more scientific to evaluate multiple skills and
competencies of students.

4. Promote four possible types of faculty development: personal (interpersonal skills, career
development, and life planning issues); instructional (course design and development,
instructional technology); organisational (ways to improve the institutional environment to
better support teaching); and professional (ways to support faculty members so that they fulfil
their multiple roles of teaching, research, and service).