Impact of Faculty Induction Programmes in India

The UGC has established ۱۱۱ UGC-Malaviya Mission Teacher Training Centres (MMTTC) (formerly UGC - Human Resource Development Centres) all over the country. These centres are higher education teacher development centres to plan, organize, monitor and evaluate programmes for teachers of Colleges/Universities. The author is involved in this process of training for more than ۲۵ years. The Pondicherry University Centre is headed by him. The Faculty Induction Programme is a high-level training to the newly appointed faculty members for ۳۰ days with ۱۰ Modules. The ten structured modules of ۱۷۰ contact hours are: Module ۱ which is how the Higher Education and its Ecosystem evolved, the Importance of Curriculum designing, Outcome based learning & Choice based credit system in Module ۲, and the components of Teaching, Learning and Assessment in Module ۳. The Technology for Teaching and assessment of I-generation in Module ۴. How well the Personal-Emotional Development and Counselling system in Module ۵. In Module ۶ the Research, Professional Development and Academic Leadership. In module ۷ the Academic Integrity and the Constitutional Values, Human Rights & Fundamental Duties in Module ۸. In Module ۹ the Environmental Consciousness and Sustainable Development Goals and in module ۱۰ the Strategic Planning and Management. These modules taught to three batches (N=۹۲) in ۲۰۲۲-۲۳. There were around ۴۴ Resource Persons to handle these modules. The program includes lectures, interactive sessions, case studies, group discussions, and hands-on training to provide a comprehensive learning experience for the participants. The teacher participants have been assessed by various components like project work, seminar, micro teaching, overall participation, and object type test. Upon completion of the FIP, the participants are expected to have acquired the necessary skills and knowledge to excel in their roles as educators and researchers. They are also encouraged to share their experiences and learning with their colleagues and students, thereby contributing to the overall improvement of the higher education system in India, and the HRDC-PU strives to fulfil their mandate. The author was the coordinator of these programmes and analysed the feedback on several dimensions. The details of the study will be highlighted during the presentation of the study. Substantially, it was found that these course were highly essential to empower the young teachers on several dimensions to shape their professional development.

کلیدواژه ها:

Faculty ، Induction ، Programmes ، India