Page 5 - Guidelines for Training/ Orientation of Faculty on IKS

Guidelines for Training/ Orientation of Faculty on IKS

o Case studies: to illustrate a few remarkable accomplishments in diverse fields

o Pedagogy related to IKS: Innovative methods to teach IKS including innovative
methods propounded by NEP, avoidance of bookish teaching, the use of audiovisual

material, possible field studies, some exposure to a few primary sources, possible
activities, and micro-research projects, innovative ways to evaluate learning in IKS,

avoidance of common pitfalls such as exaggeration or glorification.
3. The IKS-related content should be allocated a minimum of 10% of the total time spent during

the induction program. This will translate to about 17.5-20 hours for a typical induction

program.
4. All faculty must be exposed to common underlying philosophical foundations across

disciplines in the IKS.

5. At least one to two lectures on the fundamental vocabulary of IKS must be conducted to
familiarize faculty with the common terms used in IKS.

6. Faculty must be exposed to the primary texts (Sutra Text) of IKS which is required for
understanding the sources and origin of IKS. It would help teachers to understand the primary

purpose of the text along with the objective, layout, concise and precise way (sutras) of
presenting ideas, content, etc.

7. Common pedagogical template should be used for designing IKS subjects for every discipline

to maintain consistency and quality in the instruction.
8. For each module, ready access to a wide range of primary and secondary resources must be

provided to enable teachers to understand the continuous and vibrant tradition of IKS. These
materials may be developed by a team of subject experts and provided to teachers so that there

is consistency in the source material used for instruction. Extreme care must be taken to ensure
the authenticity and scholarly nature of the content that may be developed for the

orientation/induction and refresher courses. Unverified or unverifiable contents must not be

used in any case.
9. A database of authentic books, papers, articles, videos should be created. Faculty should be

invited to contribute to the database, with a mechanism for peer review to assess the quality of

the submitted material.
10. A list of IKS content available in regional languages must be compiled and made available for

the benefit of non-English medium teachers.

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