Page 4 - UNNAT BHARAT ABHIYAN

Fostering Social Responsibility & Community Engagement in Higher Education Institutions in India 3

FOREWORD
FOREWORD

Globalization is redefining the role of a nation in terms of global markets, agreements, values and
traditions. ere 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
Higher educational institutions (HEIs) can play an important role to achieve
rethink the ways teaching and learning ought to happen in the era of knowledge economy. Our
the objectives of socio-economic development of New India through their active
former President, Dr. Sarvepalli Radhakrishnan emphasized that “Teachers should be the best minds
community engagement. This approach will also contribute to improvements
in the country.” Preparing a potentially efficient generation of teachers,which can lead the nation to
in quality of both teaching and research in HEIs as they will develop better
the higher notches commensurate with the global demand of education, is the need of the hour.
understanding of issues confronting the society. Therefore, it would in the
is is possible only by means of a well-planned in- service teacher education system which is
fitness of things, if HEIs bring in social responsibility and community in their
capable of equipping the teachers with the vision and evolution of higher education in India along
vision and mission itself. It is also important that institutional mechanisms are
with global perspectives.
developed to adopt a holistic and functional approach to community engagement,
e Kothari Commission (1964) remarks “destiny of India is now being shaped in her classrooms.
encompassing all the three functions of HEIs—teaching, research and service.
is, we believe, is no more rhetoric. In a world based on science and technology, it is education that
UGC’s ambitious Quality Mandate launched in 2018 has focused on improving
determines the level of prosperity, welfare and security of the people” is still relevant in the context of
societal linkages of HEIs and enabling students to become socially productive.
teacher education. e teacher education in India, over the years, has been striving to make the
UGC set up an Subject Expert Group on educational institutions’ social
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
responsibility in 2018 under Unnat Bharat Abhiyan (UBA), a flagship programme formal
of GoI, which worked to develop a report on “Fostering Social Responsibility & areas
training in teaching, learning and assessment. Understanding and capabilities in these
along with awareness of policies, governance and administrative structures can help new teachers
Community Engagement in Higher Education Institutions (HEIs) in India”. The
entering higher education to improve their teaching and management skills, adjust to the culture
report has emphasised the importance of socially relevant courses that will make
of higher education institutions, and better understand their professional responsibilities. e
all students understand India’s rural society, Government’s rural development
teachers are also expected to have a clear understanding of planning curriculum and pedagogical
schemes and contribute to the betterment of the same.
strategies, generating new knowledge for an equitable society, maintenance of academic integrity
I am happy to present a report on “Fostering Social Responsibility & Community
and integrating sustainability in teaching and personal life.
Engagement in Higher Education Institutions (HEIs) in India” to the Vice-
With these goals in mind, MHRD and UGC have been jointly working towards developing a broad
Chancellors and Directors of the HEIs.
Faculty Induction Programme (FIP) Content Framework for inducting new teachers to the system.
is FIP will be implemented through the Human Resource Development Centres (HRDCs) and
I would like to acknowledge the valuable contribution of all the members of the
Pandit Madan Mohan Malaviya National Mission on Teacher Training (PMMMNMTT) centres
Expert Committee in developing this document which will give a fillip to UGC’s
across the country. MHRD and UGC strongly believe that this content framework will herald a
long-standing commitment to strengthen social responsibility and community
new era in faculty induction programme in India.
engagement of Universities/ Colleges in India. I would also like to acknowledge
the necessary support and relevant inputs provided by Prof. Bhushan Patwardhan,
I take this opportunity to sincerely acknowledge the significant contributions of Prof. Bhushan
Vice-Chairman , UGC; Prof. Rajnish Jain, Secretary, UGC and Dr (Mrs.) Renu
Patwardhan, Vice-Chairman; Prof Rajnish Jain, Secretary; Dr. N. Saravana Kumar, Joint Secretary,
Batra, Additional Secretary, UGC and Dr Diksha Rajput, Deputy Secretary,
MHRD; Dr. Shakila Shamsu, OSD, MHRD;Dr. Archana akur, Joint Secretary; and other UGC
UGC.
officials and external experts in developing this framework.

Prof. D. P. Singh
Teacher’s Day (Prof. D. P. Singh)
16 January, 2020
Chairman
th
5 September, 2019 University Grants Commission
Chairman
th
New Delhi
New Delhi. University Grants Commission