Page 4 - LOCF

FOREWORD

Learning Outcomes-based Curriculum Framework for Undergraduate Education 3
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
FOREWORD
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
A well-educated and up-skilled population is an asset for every nation. India can
in the country.” Preparing a potentially efficient generation of teachers,which can lead the nation to
translate its huge population into its biggest asset, if the Indian youth are educated
the higher notches commensurate with the global demand of education, is the need of the hour.
and skilled so as to meet the changes and needs of global economy. Education can
is is possible only by means of a well-planned in- service teacher education system which is
play a key role in achieving this objective of becoming a global leader of skilled
capable of equipping the teachers with the vision and evolution of higher education in India along
workforce. Higher education is considered one of the key drivers of growth
with global perspectives.
performance, prosperity and competitiveness. Hence, there is a need to bring
reforms in the Higher Education System to ensure the relevance of knowledge,
e Kothari Commission (1964) remarks “destiny of India is now being shaped in her classrooms.
identify skills gaps, and launch special programmes for skill development. One
is, we believe, is no more rhetoric. In a world based on science and technology, it is education that
of the focus areas of this initiative has to be the curriculum development.
determines the level of prosperity, welfare and security of the people” is still relevant in the context of
UGC, under its Quality Mandate, has resolved to revise the curriculum
teacher education. e 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
based on Learning Outcomes which is an endeavour towards fostering
quality higher education in India. The Learning Outcomes-based
school education, a faculty in higher education joins the teaching profession without any formal
Curriculum Framework (LOCF) works towards a more holistic experience areas
training in teaching, learning and assessment. Understanding and capabilities in these
for the students, while focusing not just on knowledge delivery in higher
along with awareness of policies, governance and administrative structures can help new teachers
education but also on the application of knowledge through field and lab
entering higher education to improve their teaching and management skills, adjust to the culture
work and emphasises on application of knowledge to real life experiences.
of higher education institutions, and better understand their professional responsibilities. e
Besides this, students will attain various 21st century skills like critical
teachers are also expected to have a clear understanding of planning curriculum and pedagogical
thinking, problem solving, analytic reasoning, cognitive skills, self-directed
strategies, generating new knowledge for an equitable society, maintenance of academic integrity
learning etc.
and integrating sustainability in teaching and personal life.
I am pleased to share a report on LOCF for undergraduate education with three
With these goals in mind, MHRD and UGC have been jointly working towards developing a broad
model templates with the Vice-Chancellors/Directors/Principals to facilitate the
Faculty Induction Programme (FIP) Content Framework for inducting new teachers to the system.
process of revision of curriculum based on LOCF. These can serve as guiding
is FIP will be implemented through the Human Resource Development Centres (HRDCs) and
documents for all universities and colleges for undertaking the task of curriculum
Pandit Madan Mohan Malaviya National Mission on Teacher Training (PMMMNMTT) centres
revision and adoption of outcome-based approach.
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
and efforts of the Committees for developing model templates. I also take the
I take this opportunity to sincerely acknowledge the significant contributions of Prof. Bhushan
opportunity to thank Prof. Bhushan Patwardhan, Vice-Chairman, UGC and
Patwardhan, Vice-Chairman; Prof Rajnish Jain, Secretary; Dr. N. Saravana Kumar, Joint Secretary,
Prof. Rajnish Jain, Secretary, UGC for providing guidance to carry forward this
MHRD; Dr. Shakila Shamsu, OSD, MHRD;Dr. Archana akur, Joint Secretary; and other UGC
task and compliment Dr. (Mrs.) Renu Batra, Additional Secretary, UGC for her
officials and external experts in developing this framework.
efforts in completion of this task.

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