Last modified: July 19 2019 12:04:27.
U.G.C. Human Resource Development Centre
(A) Course Preparation for Refresher Courses
The course curriculum of refresher courses are developed in consultation with the concerned departments. The course is so prepared that the content has essential percentage of the core material in the subject along with required percentage of areas of emergence and priority, essential laboratory and practical components, and computer application with relevant advancement of the subject.
(B) Components of Orientation Programs
In order to achieve the objectives, the curriculum for the OPs has the following 4- components with a minimum of 144 contact hours (6 hours daily) for a 4-week/24- working days program:
Component A: Awareness of Linkages between Society, Environment, Development and Education - This component aim at helping teachers to realize the larger context of education and the role of a teacher in society. Some illustrative topics to be covered are:
i. Constitution of India – secularism, egalitarian society, multilingualism, multiple cultures, equality
ii. National integration
iii. Status of women and children
iv. Inclusive development
v. Environmental awareness and biodiversity
vi. Economic issues – poverty, unemployment, rural development, economic trends and national development, etc.
vii. Urbanization and modernization
viii. Youth power
ix. Role and responsibility of a teacher
x. Value-based education
xi. Indian tradition, culture and Indian identity
xii. Human rights
xiii. Sustainable development, biodiversity etc.
xiv. Globalisation, privatization and liberalization
xv. Public interest movements (PIL, consumer protection, judicial activism, etc.)
Component B: Philosophy of Education, Indian Education System and Pedagogy - This component aims at imparting basic skills and sensitivities that a teacher needs for effective classroom teaching. Some of the illustrative topics are:
i. Philosophy of education: Aims at value-based education; role of social and educational institutions, comparative educational systems, internationalization of education
ii. Indian education system, policies, programs and planning; organisational structure, university autonomy
iii. Economics of education and human resource development: resource mobilizations
iv. Quality assurance in higher education: Indicators of quality assurance, assessment and accreditation, quality assurance agencies viz; UGC, AICTE, NCTE, NAAC, etc.
v. Learner and the learning process: Understanding the adolescent learner, motivation, interests, human development, memory, aptitudes, intelligence, learning styles
vi. Methods and materials of teaching: Prescribed texts, effective classroom teaching techniques, and assignments
vii. Technology in teaching: Concept of teaching, levels of teaching and phases of teaching; audio, video, educational films, ICT, computers, etc.
viii. Curriculum design: Approaches, curriculum development, needs-based courses and remedial courses
ix. Evaluation and feedback: Measurement and examination reforms, including setting question papers
x. Alternate methods of learning: Distance and open learning, self-learning, informal learning, virtual classrooms, etc.
Component C: Resource Awareness and Knowledge Generation - This component aims at helping the teachers to be self-sufficient, and continuously abreast of new knowledge and techniques, processes, methods and sources of knowledge. Some of the illustrative topics are:
i. Information and Communication Technology: New modes of information storage and retrieval, computer application, communications, multimedia, computer-aided learning, Internet, etc.
ii. Documentation centre: Information networks, information super highway, national and international databases
iii. Libraries: Reference material, bibliographies, encyclopedia, periodicals
iv. Institutions: Apex and specialized institutions, museums, laboratories, centers of excellence, etc.
v. Research: Research projects, sponsoring agencies, academic writing and publication, etc.
vi. Industry-university linkages.
Component D: Management and Personality Development - Under this component teachers are familiarized with the organisation and management of the college/university. They are made aware of the ways in which they may develop their own personalities. Illustrative topics are:
i. Communication skills: Verbal and non-verbal
ii. Thinking skills and scientific temper
iv. Leadership, team building and work culture
v. Administrative skills: Decision-making, service rules, human relations and interpersonal effectiveness
vi. Educational management: Institutional management, management of committees, examinations, hobby clubs, sports and co-curricular activities
vii. Student guidance and counseling
viii. Mental health: Attitudes and values
ix. Career planning, time management
x. Teacher effectiveness: Qualities of an effective teacher, code of conduct, accountability and empowerment.
Depending upon the requirements of teachers and their academic background, the HRDC selects the number of topics and methodologies of teaching. Weight age to each component is to be kept flexible, and the HRDC decides the time allocation and modalities of the input depending upon the needs of the respective groups.
HRDC organize at least one 3-week interdisciplinary RC in IT Awareness. About one third contact hours may be devoted to IT-orientation in other RCs/OPs. Every interdisciplinary RC will be equivalent to the RC in the subject/ discipline of the participant.
Eligibility, Target Group and Duration
Lecturers working in universities/ colleges that are included under Section 2(f) of UGC Act, even though they may not yet be fit to be included under Section 12 (B), are invited to participate in OPs and RCs. Teachers of colleges that do not yet come within the purview of Section 2(f), but have been affiliated to a university for at least two years, will be permitted to participate in the programs/courses.
For OPs, newly appointed lecturers up to six years of continuous service and all those teachers who require orientation for getting a higher grade will be allowed. Attendance should be a condition for confirmation and the same course will be counted for promotion to a senior scale.
For RCs, participation in OP is a prerequisite for admission. However, in exceptional cases a teacher may be allowed to complete a RC prior to completion of an OP. Also, there should be a minimum gap of one year between two courses, though it may be relaxed if an adequate number of participants are not available or it is essential for the teacher to fulfill eligibility conditions for career advancement.
Orientation Program is of 4 weeks duration, with minimum of 24 working days (excluding Sundays) and 144 contact hours (6 hours a day). Refresher course is of 3-weeks duration, with minimum of 18 working days (excluding Sundays) and 108 contact hours (6 hours a day). If a participant fails to complete the requisite contact hours in a program, he may be permitted to make up for the backlog hours at own cost in another program by the ASC concerned.
Part time/ Ad hoc/temporary/contract teachers who have been teaching for at least three academic sessions in an institution which has been affiliated to a University for at least two years may be permitted to participate in OP/ RC to enhance their skills. Universities and colleges will allow interested teachers to attend UGC-ASC programs based on their eligibility. Otherwise valid reasons will have to be intimated to the teacher concerned, as the courses organized for their teachers will ultimately benefit the university and college. Temporary arrangements in place of teachers deputed for such courses may be made by internal adjustment if required.
Refresher Courses during the Period of Teacher's Fellowship: Teachers' fellowships as well as RCs/OPs are meant for professional development. A teacher interested in attending Refresher Courses (as per the requirements of career advancement) during the period of fellowship should not be denied the opportunity as it supplements his/her professional development. Therefore, UGC has decided to permit the teacher fellows to attend a Refresher Course provided:
i.)He/she surrenders living expenses for the period he/she is attending the Refresher Course, and agrees to submit to the ASC an undertaking to this effect through the concerned research centre before joining the courses.
ii.) Refresher Course is attended in the subject that is relevant to his/her research.
iii.) No extension in the teacher fellowship is sought on these grounds.