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• Training in miscellaneous aspects other than teaching and research, such as
administrative procedures, financial procedures and legal implication etc.
4.1 SOME DETAILS OF THE PROPOSED FACULTY
INDUCTION PROGRAM (FIP)
As mentioned above, the first and a very significant training input proposed shall be
in the form of a Faculty Induction Program (FIP) to be provided to inductee teachers. The
Committee deliberated at length on the different aspects of this faculty induction program,
including the contents, time duration, structured way of delivery, assessments etc., and
suggests the following:
• This phase of the Training Program for the inductee teachers can be provided during
a one-year probation period of the teachers just after their selection.
• Keeping in view large numbers of inductee teachers, the training can be conducted
through Massive Open Online Courses (MOOCs) mode followed by contact
programs organized in summer and winter vacations.
• The induction training will be spread over two terms. The total contact hours
proposed for the training would be in the range of 450-480 hours in the first term.
This will be followed by the second term which would include on the job training
and exposure to industrial/field practices.
5.0 BROAD CONTENTS OF THE INSTRUCTIONAL MODULES TO
BE DELIVERED DURING THE FIRST TERM OF FIP
The modules and their content that follows in this section serve as a guide to provide an
overall understanding of the topics to be covered. The minimum knowledge and skills that
will have to be acquired after course completion are also outlined. Each Module/Course
will mandatorily comprise the following (i) E-Learning instructional material; (ii) Video
Presentation; (iii) Assignments/Activities; (iv) Assessment/Test and (v) Discussion forum/
Online feedback mechanism
5.1 MODULE 1: ORIENTATION TOWARDS TECHNICAL
EDUCATION AND CURRICULUM ASPECTS
Rationale
To be responsive to internal requirements and to meet the challenges, it is
important that various aspects of technical education system in the country are
well understood by the inductee teachers. These teachers should understand the
role and linkage of stakeholders and challenges/ issues affecting the quality of
technical education. The technical teachers need to be also well conversant with
the curricular aspects as it is the “key constituent” of any educational programs.
Hence approaches, implementation, monitoring and evaluation aspects are to be
understood.
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