PERFORMANCE OF INDIAN ACADEMIC STAFF COLLEGE

Transcription

1 CHAPTER 3 PERFORMANCE OF INDIAN ACADEMIC STAFF COLLEGE 3.1 INTRODUCTION The main philosophy behind establishment of Academic Staff Colleges is to provide adequate opportunities for the professional development of teachers in higher education system which is ever expanding. These colleges are seen as inbuilt mechanisms to provide opportunities for teachers within the framework of knowledge society inculcate values, motivation and art of teaching. Secondly, the knowledge explosion worldwide in the recent past has been phenomenal. It is impossible to cope up with the vast generation of new information, technology and methods, without resorting to accelerated and organized modes of continuing education. In the first phase 45 Academic Staff Colleges (ASCs) were established during VII th Five Year Plan period ( ). In 2009, this number had increased to 66. The list of Academic Staff colleges, their location and year of establishment is given in the Table Table-3.01 Establishment of ASCs in India Years Establishment of ASCs Cumulative No. of ASCs Source: P.F Rahman and I Ahmed, 2009, Academic Professionalization in Higher Education through Staff Development - An overview of Indian experience. 48 Rahman, P. F and Ahmed, I, (2009), Academic Professionalization in Higher Education Through Staff Development - An overview of Indian experience 8 March [31]

2 Fig Set-up of ASCs in India State-wise Set-up of Academic Staff Colleges Andhra Pradesh Assam Bihar Chhattisgarh Delhi Goa Gujarat Haryana Himachal Pradesh Jharkhand Jammu and Kashmir Karnataka Kerala Madhya Pradesh Maharashtra Manipur Meghalaya Mizoram Orissa Pondicherry Punjab Rajasthan Tamilnadu Uttar Pradesh Uttaranchal West-Bengal Source: P.F Rahman and I Ahmed, 2009, Academic Prof fessionalization in Higher Education through Staff Development - An overvi iew of Indian experience. [32]

3 In 2009, these Academic staff colleges are distributed in 26 states of the Union. Andhra Pradesh state has maximum number i.e., with six Academic Staff Colleges. Tripura and Nagaland States are the only two states without any ASC. Although the Academic Staff Colleges network is very large in India to take care training of teachers in higher education but it requires establishment of more ASCs in neglected area. Actual establishment ASCs should be based on number of teachers in higher education employees in particular area. The state- wise set up of ASCs is present in the following Table: Table: 3.02: Set up of ASCs in India (State-Wise) S.No Name of States No. of ASCs 1 Andhra Pradesh 6 2 Assam 1 3 Bihar 2 4 Chhattisgarh 2 5 Delhi 3 6 Goa 1 7 Gujarat 3 8 Haryana 3 9 Himachal Pradesh 1 10 Jharkhand 1 11 Jammu and Kashmir 2 12 Karnataka 3 13 Kerala 3 14 Madhya Pradesh 4 15 Maharashtra 5 16 Manipur 1 17 Meghalaya 1 49 Rahman, P. F and Ahmed, I,(2009), Academic Professionalization in Higher Education Through Staff Development - An overview of Indian experience 8 March [33]

4 18 Mizoram 1 19 Orissa 2 20 Pondicherry 1 21 Punjab 3 22 Rajasthan 3 23 Tamilnadu 4 24 Uttar Pradesh 5 25 Uttaranchal 1 26 West-Bengal 4 The total number of new teachers have undergone in training since inception of ASCs is about 1, 04,000 for orientation programme and 2, 57,000 for refresher courses (UGC Annual report 2009). The current teacher s strength in higher education institution in the country is nearly 6 lakh after the inclusion of private college teachers. Therefore, addition efforts have to be undertaken in the following areas 50. Covering the entire teaching faculty of all higher education institution; Improving the quality of the programme; Providing user friendly programmes; Establishing suitable linkages between ASCs and international agencies involved in staff development for exchange programmes; Introducing management skills particularly relevant to education; Making orientation programme compulsory for new recruits; Providing sufficient infrastructure for class-room, conference halls, computer providing facilities and library of Ascs; Providing hostel with adequate accommodation and computer facilities Academic Staff Colleges Scheme: The UGC Academic Staff Colleges are nodal institutions established in Universities as independent entities and selected within the University for Staff development purposes and totally funded by UGC. A high level standing committee consisting of reputed 50 NAAC Methodology: Reviewing the Performance of Academic Staff College, June 2011 [34]

5 academicians and senior staff college directors is created by UGC; advices establishment, strengthening and monitoring of academic staff colleges from time to time. They draw all possible resources available in the parent University as well as academic resources from other universities and institutions within the State and also from other states as need be. They have functional freedom within the framework of UGC guidelines. ASCs perform various activities including planning, organization, implementation, monitoring and evaluation of the different programmes undertaken for the development of human resource in one or more universities in a state. The UGC has listed functions of ASCs in their guidelines were already mentioned in pervious chapter Functional Aspects of Academic Staff Colleges Academic Staff Colleges are guided by an Academic Advisory Committee. Every year, the UGC invites proposals for programmes from ASCs, based on merits and strengths of the university the number of programmes to be conducted in that year are allotted. The NIEPA, New Delhi (National University for Educational Planning and Administration) were involved in monitoring the activities of ASCs in initial years of the scheme. The trainees of the ASC programmes are called participants and trainers are called resource persons. The idea is that both the sides benefit from mutual sharing of knowledge and learning becomes a process of understanding and refinement. The expenses of participants (their travel, stay, etc.,); resource persons (travel, hospitality etc) and other incidental expenses for arranging programmes are totally funded by government through UGC. The University Grants Commission in the year 2007 instructed all the Universities having Academic Staff Colleges to make regular appointments to the teaching and non-teaching staff putting an end to Adhoc-ism in staff appointments, which was impacting negatively. Each Academic staff College is supported by three core staff (teaching staff) members viz., Professor-Director, Associate Professor and Assistant Professor; and nine non-administrative staff members. In X th Five Year plan, all ASCs are provided with funds for Computer lab to impart Information and Communicative skills to the participants and Hostel facilities (in XI th Plan) for the participants and resource persons. In the initial stages only staff of government colleges and universities was encouraged to attend the programme of ASCs. However, in view of rapid expansion of private institutions, this development programmes facility is extended to private colleges also. To encourage the participation of faculty from private institutions, the government has linked university s [35]

6 affiliation with faculty participation from private colleges in ASC programmes. Participation in Orientation programme and Refresher course is mandatory for career advancement of College and University teachers for their career advancement. In recent pay revision Professors and Associate Professors are also encouraged with incentives to attend short term Professional Development programmes of Academic Staff Colleges. The main functioning of Academic Staff Colleges was divided into three programmes: 1. Orientation Programmes 2. Refresher Courses 3. Summer programme/short term courses/workshop Now let us have a brief look of these programmes conducted by ASCs 3.2 ORIENTATION PROGRAMME: The ASC's main philosophy is to keep in mind that the teacher is central to the system. Although it is universally accepted that the teacher is the pivot of the educational system, our system does not provide adequate opportunities for their professional development. It is, therefore, necessary to develop inbuilt mechanisms to provide opportunities for teachers within the framework of knowledge society. It is also accepted that a teacher must not be restricted only to transmitting information; she/he must also orient students to meet the challenges of life, to not merely become a trained professional, but also a better citizen. It was believed in the past that a college/university teacher learnt the 'art' of teaching on the job by emulating outstanding models such as his/her own teachers or senior colleagues. The stockin-trade of the college/university teacher has always motivated the students. Today, it is no longer possible to expect a newly appointed teacher to acquire the 'art' of teaching by emulating his/her peers. This programme is mainly intended for the new entrants to the profession of teaching in the colleges and the universities. The programme is designed to inculcate in the young persons, who have just finished their formal higher education and have joined institution of higher education as assistant professor, a genuine love for teaching through a total understanding of their duties and responsibilities to their students, peer, college administration and the society at large, and above all to themselves. In process, they are to be helped through a general awareness of the ancient heritage, the history of higher education in the country, the spread of education through the nationalist struggle, and the broad social, intellectual and moral [36]

7 framework. They are to be adequately informed of teaching techniques, which have seen a tremendous upheaval over the years and more particularly in recent times through the information technology revolution and all the associated knowledge base. One major aim of the orientation programme is to help in discovering self-potential necessary for developing selfconfidence, a pre-requisite for an ideal teacher. In the process, the young lecturer is to be acquainted with the development taking place all around him/her with a true multi-disciplinary approach. The concept of orientation programme for university and college teacher is rather new, but a good section of the teachers in higher education institutions now feel the need of training courses on the methodology of teaching technology. This is more significant no doubt for new teachers who are the beginners in this profession, particularly in the institutes of higher learning. Components of the Orientation Programme: 51 In order to achieve the objectives, the curriculum for the orientation course may have the following four components with minimum of 144 contact hours, that is, six hours daily for a four-week programme: 51 Bharat B. Dhar., Training and Development in Higher Education (Academic Staff Colleges), APH Publishing corporation, New Delhi,2009. [37]

8 ORIENTATION MODEL SUGGESTTED BY UGC (FOUR COMPONENTS MODEL) COMPONENT: A COMPONENT: B COMPONENT: C COMPONENT: D Awareness of linkage Philosophy of Resource awareness Management and between Society, Education, Indian and knowledge personality Environment, Education, Indian generation. Development. Development and Education system and Education. pedagogy. [38]

9 Component A: Awareness of Linkages between Environment, Development and Education This component should aim at helping the teacher realize the larger context of education and the role of a teacher in society. This component deals with social-economic and cultural environment in which the education system operates. The focus of the component is on developing an awareness of the linkages between education and society. Education does not exist in a vacuum. It derives its life blood from the environment; social, economic cultural, historical and philosophical influences shape the educational systems. Educational activities should correspond to and cope with the environmental needs. Education has to be rooted in the soil of the country. Teachers and student have to know these roots. They have to preserve them, transmit to the coming generation and promote and strengthen them if possible. In addition to Indian heritage, culture and values, discussions are hold on the present and future aspiration of Indian people as contained in the constitution in the context of democracy, secularism the modernization. The role and function of higher education and teacher as especially included in this components. Some illustrative topics are present below: i. Secularism ii. Egalitarian society iii. National integration iv. Multilingualism v. Multiple cultures vi. Equality vii. Status of women and children viii. Casteism ix. Environmental pollution and biopersity x. Poverty xi. Unemployment xii. Urbanization xiii. Modernization xiv. Rural development xv. Youth xvi. Indiscipline xvii. Role and responsibility of a teacher xviii. Values-based education [39]

10 xix. xx. xxi. xxii. xxiii. xxiv. Indian tradition Creation of an Indian identity Human rights Sustainable development Globalization and higher education Public interest movements (PIL, consumer protection, judicial activism, etc.) Component B: Philosophy of Education, Indian Educational System and Pedagogy This component should aim at imparting basic skills and sensitivities that a teacher needs for effective classroom teaching. The course concentrates on the role of the teacher inside the classroom. Teaching, learning motivation and evaluation from the main sub-topic included in the module. Teachers activities can be perceived through the following Basic Teaching Model. A teacher must know how to formulate instructional objectives for each lecture. These objectives may be related to any these one of these domains- Cognitive psychomotor and effective. They may be written in behavioural term and they should also contribute to and in agreement with the institutional and national objectives, since education is an instrument to realize the national aspirations of the people. The teacher should know the student also, when they has to teach, their age, aptitude, ability, previous knowledge and experience guide to formulate objective and design the instructional procedure. In order to be an effective teacher they should know them to motivate, encourage and create rapport with them. Teachers should also know the learning style of the students. Instructional procedure demand technical knowledge from the present day teachers. Explosion of knowledge, student population and communication media has added complexity to the job of teachers. The teacher has to know the theories of learning, motivation theories of communication, use of classroom technology and different interaction strategies. These items are included in the second component. Another important activity of the teachers is to evaluate the achievement of student, teaching programme are also subjected to evaluation for their constant improvement and updating. The principal of evaluation and measurement, the process of developing instruments for evaluation, the characteristics of good evaluation form part of the second module. Some of the illustrative topics are: [40]

11 i. Philosophy of education: Aims at values-based education; role of social and educational institutions, comparative educational systems, internationalization of education. ii. Indian education system, policies, programmes and planning; organizational structure, university autonomy. iii. Economics of education and human resource development: Resource mobilization. iv. Quality assurance in higher education: Indicators of quality assurance, assessment and accreditation 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, 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 and informal learning Component C: Resource Awareness and Knowledge Generation This component should aim at helping the teachers to be self-sufficient, and continuously abreast of new knowledge and techniques, processes, methods and sources of knowledge. Everyone knows about the phenomenon growth of the boundaries of each discipline. This growth is perception in research methodology and techniques as well as in the context areas. Unless efforts are made by teachers and the systems in which they work, they will be victims of obsolescence. Hence, this component forms an important part of the orientation programme. Under the module discussions are organized on the recent trends in research, data collection, data processing, project formulation and report writing is the other important topics which are focused during the orientation and refresher programmes. i. Information technology: New modes of information storage and retrieval, computer applications, communications, multimedia, computer-aided learning, Internet. [41]

12 ii. Documentation centres: Information networks, information super highway, national and international databases. iii. Libraries: Reference material, bibliographies, encyclopedia, periodicals iv. Institutions: Apex and specialized institutions, museums, laboratories, centres of excellence v. Research: Research projects, sponsoring agencies, academic writing and publication, etc. vi. Industry-university linkages. Component D: Personality Development and Management Under this component teachers should be familiarized with the organization and management of the college/university. They should be made aware of the ways in which they may develop their own personalities. Teachers work in a particular university system. Most of the time they are called upon to participate in the university management knowledge about mix system is essential for good adjustment and also playing the role effectively. In this module some discussions centre round the theory and practice of university governance. In addition some issues are also discussed pertaining to the relationship between the teacher and the students, the teachers and the administration and the teachers and non-teaching employees. A few practical programmes for the development of skill of communication, personality and motivation are also provided in this component are as follows: i. Communication skills: Verbal and non-verbal. ii. Thinking skills and scientific temper. iii. Leadership, team building and work culture. iv. Administrative skills: Decision-making, service rules, human relations and interpersonal effectiveness. v. Educational management: Institutional management, management of committees, examinations, hobby clubs, sports and co-curricular activities. vi. Student guidance and counseling. vii. Mental health: Attitudes and values. viii. Career planning, time management. ix. Teacher effectiveness: Qualities of an effective teacher, code of conduct, accountability and empowerment. The above topics are illustrative in nature. Depending upon the requirements of teachers and their academic background, the ASC is select the number [42]

13 of topics and methodologies of teaching. Weight age to each component is to be kept flexible, and the ASC may decide the time allocation and modalities of the input depending upon needs of respective groups. These orientation programme also include the feedback sessions at the end of the courses, in which through a structured questionnaire, participants expressed their opinion about the overall efficiency of the courses, content quality, instructional method and faculty role effectiveness. Recently, UGC has also introduced a system of evolution of the participants based on the overall response, participation in seminar, projects and assessment on the basis of the test conducted by external experts. Further, an assignment of A, B, C and F grades based on the total marks secured has also been made Flexible Orientation Programme The orientation programme envisaged under this scheme must not be rigid. Under the programme, it is intended to inculcate in young assistant professor the quality of self-reliance through their awareness of the social, intellectual and moral environment. The programme should enable the teachers to discover themselves and their potential through a positive appreciation of their role in the total social, intellectual and moral universe within which they function and of which they are important members. In a country where teachers are able to fulfill their responsibility with awareness and confidence, the educational system becomes relevant and dynamic Orientation Relevant to Indian Conditions The orientation programme must engender in the teacher awareness of the problems that Indian society faces, and that education is the solution of these problems. It must also focus on the achievement of the goals set out in the Indian Constitution. Matters relating to subject knowledge and pedagogy, although important in them, would only be meaningful when understood in the total context of national development. [43]

14 3.3 REFRESHER COURSE: Refresher course is subject-oriented providing opportunities for the serving teachers of colleges and universities to meet their peer are an atmosphere of mutual learning and interaction. The course is intended to give information about the latest additions to the knowledge base in the subject through acknowledged experts in various activity-fields. The course also helps the teachers in tacking problems associated with introduction of new courses of study and revision of syllabus, and in finding out the latest trends of research in the subject. The course is to be prepared with a good mix of current topics from diverse fields such as human rights, women empowerment, information technology, environmental education etc. the purpose behind the Refresher Course is to improve idealistic education through a transmission of knowledge gained through such course to the students. Provide opportunities for teachers in service, to exchange experience with their peers and to mutually learn from each other; Provide a forum for serving teachers to keep themselves abreast of the latest advances in various subjects; Create the culture of learning and self improvement among the teachers; Provide opportunities to further widen their knowledge and to pursue research studies, and Give an introduction to new methods and innovations in higher education and enlighten them so that the participants can in turn develop their own innovative methods of instruction. The UGC has decided not to grant equivalence to the Courses/ Programmes other than the UGC sponsored Refresher / Orientation programmes conducted by the UGC-ASCs, for the purpose of Career Advancement. The thrust areas for each refresher course are decided by the director in consultation with the course coordinator Principal's Meeting/Workshop for Academic Administrators Each ASC may organize one or two meetings of principal/heads/deans/officers in a year to: a. Familiarize them with the philosophy and importance of orientation programmes and refresher courses, and persuade them to depute teachers; [44]

15 b. Enable them to understand their new roles as supervisors; and c. Facilitate reform in higher education through appropriate modification of management systems at various levels Interaction Programme Students at Ph.D./post-doctoral levels from the Centre of Advanced Studies/Department of Special Assistance centres may take part in the special interaction programmes to be organized by the RCCs under the RCs scheme. The interaction programmes should be in the form of workshop/seminars only. The duration of this programme should be about three to four weeks. The main focus of this program is interaction between Ph.D./post-doctoral scholars and teachers. The number of participants for this programme shall be 15 to 20. This interaction programme may be held once a year. Expenditure on this interaction programme may be claimed separately and the student participants shall be treated at par with the participants in refresher courses in respect of payment of TA/DA Active Involvement of Decision-makers and Leaders in Higher Education It is equally important to recognize that no scheme for orientation of teachers can succeed if the decision-makers and administrators of higher education do not understand the importance of such courses. Refresher courses for teachers, heads of department, principals, deans, officers, etc. must be organized with a view to acquaint top-level administrators with what teachers are learning in the these courses. This exposure is enabling decision-makers to actively participate in the scheme; at the same time, these administrators would be able to modify their own roles as supervisors of higher education by demanding newer role behaviour from teachers. [45]

16 REFRESHER COURSE MODEL Principal's Interaction Programme Active Involvement of Exchange of Ideas in Meeting/Workshop for Decision-makers and Academic and Educational Academic Administrators Leaders in Higher Environment Education [46]

17 3.3.4 Exchange of Ideas in Academic and Educational Environment An Academic Staff College with a good number of teachers and resource persons are required to create a good academic and educational environment in the university. This is also help the UGC-ASC/RCCs to have a place of exchanging ideas and topics of interest in the subject area. Lectures from participating teachers may be arranged for mutual benefit. The UGC-ASC/RCC may also request the relevant university department to organize lectures by eminent resource persons for the benefit of other students and researchers. This may create a decent amount of academic interest in the university where the UGC-ASC/RCC is situated. The director/coordinator of the UGC-RCC should prepare a plan well in advance, including proposing the names of eminent persons to be invited as resource people, for the concerned department/school for suitable measures SUMMER PROGRAMMES/SHORT-TERM COURSES/WORKSHOP UGC were launching Special Summer programs for college and university teachers during the summer vacations. This program which is of 3 week duration is aimed at intensively enhancing the knowledge, skills and competencies of university teachers in identified disciplines. The summer program is treated as equivalent to orientation/refresher course. In order to provide the benefit of this scheme to the college and university teachers, the UGC Academic Staff College, organize this programmes for the teachers. The program is focus on the following major areas; Higher Education: Issues, Problems and challenges Educational technology and teaching methodologies in social sciences. Issues and Problems of young persons Gender sensitization Conflicts: nature, management and resolution E-Content development Research in social sciences 52 Academic Staff Colleges, Guideline of Academic Staff Colleges, [47]

18 For the special summer program, there are no qualifying conditions except that the participants should be teaching in a college or university. Even those who have already completed required orientation and refresher courses for the purposes of promotion are not only eligible but encouraged to take the special summer program. Short-term courses of 6 days duration for professional development of academic administrators like HoD s, Deans, College principals and senior faculty viz., professor and associate professor/reader. Interaction programme of 3-4 weeks for Doctoral and Post-Doctoral and other research scholars. In , 277 orientation programmes, 814 refresher courses and 259 short-term courses were organized by academic staff college for the teachers of higher education. 3.5 PARTICIPATION IN STAFF TRAINING PROGRAMMES There are about 5.00 lakh teachers working in higher education system. However, consolidated data related to trained and untrained teachers is not available. As already mentioned, to encourage motivation of teachers participation in the ASC programmes for achieving quality in higher education, UGC has linked completion of these programmes successfully to career development and higher pay grades. In the beginning, confirmations of newly appointed assistant professor were tied up with the attendance in an orientation course, latter it were link with the time-bound promotion policy. Twenty three years after introduction of the scheme, sixty six Academic Staff colleges are currently offering programmes of staff development across the country..the status report on functioning of 57 ASCs from 1987 to 2008 were present, which is described and summarized in the following paragraphs Rahman, P. F and Ahmed, I,(2009), Academic Professionalization in Higher Education Through Staff Development - An overview of Indian experience 8 March [48]

19 Table 3.03: Plan-wise number of Orientation Programme organized by ASCs during S.NO Name of ASCs 1 Jawaharlal Nehru University New Delhi Osmania University, 2 Hyderabad ( ) VII-IX th plan ( ) X th Plan ( ) XI th plan (2008) Total NA Madurai Kamaraj University, Madurai 4 University of Mysore, Mysore University of Rajasthan, Jaipur Sri Venkateshwara University, Tirupati Banaras Hindu University, Varanasi Gauhati University, Guwahati Gujarat University, Ahmedabad Jamia Millia Islamia, New Delhi University of Madaras, Chennai Nagpur University, Nagpur Jawaharlal Nehru Tech. University, Hyderabad Saurashtra University, Rajkot Jadavpur University, Kolkata Andhra University, Vishakhapatnam 17 Guru Nanak Dev University, Amritsar Jai Narayan Vyas University, 18 Jodhpur 19 B.R.A Bihar University, Muzaffarpur [49]

20 20 University of Bardwan, Bardwan 21 University of Kashmir, Srinagar 22 Bharathia University, Coimbatore Dr. H.S. Gour Vishwavidayal, 23 Sagar Kumaun University, Nanital * Himachal Pradesh University, Shimla Bharathidasn University, Tiruchirapali Bangalore University, Bangalore Kurukshetra University, Kurukshetra North-Eastern Hill University, Shilong Mauluna Azad Natioinal Urdu University, Hyderabad * * * Manipur University, Imphal * * Devi Ahilya Vishwavidyalaya, Indore Punjab University, Chandigarh Sambalpur University, Sambalpur Karnataka University, Dharwad Aligarh Muslim University, Aligarh University of Hyderabad, Hyderabad Pondicherry University, Pondicherry [50]

21 39 University of Pune, Ganesh khind, Pune University of Clcutta, Kolkata D.D.U. Gorakhpur University, Gorakhpur University of Ranchi, Ranchi University of Jammu, Jammu * Dr. B. A. Marathwada University, Aurangabad University of Calicut, Calicut Rani Durgawati, Vishwavidayalya, Jabalpur University of Mumbai, Mumbai University of Lucknow, Lucknow Maharshi Dayanand Saraswati University, Ajmer University of Kerala, Karivattom Goa University, Goa Patna University, Patna University of Allahabad, Allahabad Utkal University, 54 Bhubaneshwar University of Delhi, Delhi Laxmibai National Institute of Physical Education, Gwalior NA NA NA NA 57 Pt. Ravishankar Shukla University, Raipur NA NA NA NA Total NA-Data not available *ASC not yet established **Total number of participants in ASC, University of Hyderabad from in both Ops and RCs is given as 5654 (Source-Rahman, P.F and Ahmed, I Academic Professionalization in Higher Education Through Staff Development-An Overview Indian Experience, 2009) 3.5.1: Plan-wise orientation programme conducted by ASCs during [51]

22 Table 3.03 is evidence of plan-wise organization of orientation programme, its shows that in VII-IX th plan University of Pune has organized the maximum number 93 of programmes. Devi Ahilya Vishwavidyalaya, Indore has organized 76 programmes, Aligarh Muslim University 72, Lucknow University has 69, and Jawaharlal Nehru Technical. University Hyderabad has organized 63 during the years 1987 to In X th plan University of Pune, again have the maximum number 30 of programmes organized, Jamia Millia Islamia, New Delhi organized 29 programmes. In University of Kerala, Karivattom 28 orientation programmes were organized, in Aligarh Muslim University 27 programmes were conducted, while in University of Bardawan 24 orientation programmers were organized for teachers of higher education. In XIth plan the data was available only of the year Maximum Number of orientation programmes 7 were organized by University of Kerala, Karivattom and 5 were D.D.U. Gorakhpur University, Gorakhpur, 4 programme organized by University of Madras. While University of Gauhati, University of Gujarat, Jamia Millia University and University of Pune organized 4 orientation programmes programmers each for the same duration. As already mentioned orientation courses are meant or orienting newly appointed teachers to address the challenges encountered by them in a new setting in their career. Table 3.03 highlights plan-wise breakup of orientation courses conducted by academic staff colleges of India. It shows that 2151, 802 and 170 orientation programmes have been organized by different ASCs during , and in 2008 respectively. It clearly shows that about three thousand one hundred twenty three orientation courses have been conducted by different ASCs in India for the said duration. On an average, 143 Orientation courses were conducted per year during , while this number for the duration was computed 160 per year and 170 for the year Thus number of programmes per year has been growing over the years proportionate with number of ASCs. [52]

23 Table 3.04: Plan-wise participants of Orientation Programmes organized by ASCs during ( ) S.NO Name of ASCs VII-IX th plan ( ) X th Plan ( ) XI th plan (2008) Total Male Total Female Total Male Female Male Female Male Female 1 Jawaharlal Nehru University NA NA New Delhi 2 Osmania University, Hyderabad 3 Madurai Kamaraj University, Madurai 4 University of Mysore, Mysore University of Rajasthan, Jaipur Sri Venkateshwara University, Tirupati 7 Banaras Hindu University, Varanasi 8 Gauhati University, Guwahati [53]

24 9 Gujarat University, Ahmedabad Jamia Millia Islamia, New Delhi 11 University of Madras, Chennai Nagpur University, Nagpur Jawaharlal Nehru Tech University, Hyderabad 14 Saurashtra University, Rajkot Jadavpur University, Kolkata Andhra University, Vishakhapatnam 17 Guru Nanak Dev University, Amritsar 18 Jai Narayan Vyas University, Jodhpur 19 B.R.A Bihar University, [54]

25 Muzaffarpur 20 University of Bardwan, Bardwan 21 University of Kashmir, Srinagar Bharathia University, Coimbatore 23 Dr. H.S. Gour Vishwavidayal, Sagar 24 Kumaun University, Nanital * * Himachal Pradesh University, Shimla 26 Bharathidasn University, Tiruchirapali 27 Bangalore University, Bangalore Kurukshetra University, Kurukshetra [55]

26 29 North-Eastern Hill University, * * Shilong 30 Mauluna Azad Natioinal Urdu * * * * University, Hyderabad 31 Manipur University, Imphal * * * * Devi Ahilya Vishwavidyalaya, Indore 33 Punjab University, Chandigarh Sambalpur University, Sambalpur 35 Karnataka University, Dharwad Aligarh Muslim University, Aligarh 37 University of Hyderabad, Hyderabad** 38 Pondicherry University, Pondicherry 39 University of Pune, Ganesh khind, Pune ** ** ** ** [56]

27 40 University of Clcutta, Kolkata D.D.U. Gorakhpur University, Gorakhpur 42 University of Ranchi, Ranchi University of Jammu, Jammu Dr. B. A. Marathwada University, Aurangabad University of Calicut, Calicut Rani Durgawati, Vishwavidayalya, Jabalpur 47 University of Mumbai, Mumbai University of Lucknow, Lucknow 49 Maharshi Dayanand Saraswati University, Ajmer [57]

28 50 University of Kerala, Karivattom 51 Goa University, Goa Patna University, Patna University of Allahabad, Allahabad 54 Utkal University, Bhubaneshwar 55 University of Delhi, Delhi Laxmibai National Institute of NA NA NA NA NA NA NA NA NA Physical Education, Gwalior 57 Pt. Ravishankar Shukla NA NA NA NA NA NA NA NA NA University, Raipur Total NA-Data not available *ASC not yet established **Total number of participants in ASC, University of Hyderabad from in both Ops and RCs is given as 5654 (Source-Rahman, P.F and Ahmed, I Academic Professionalization in Higher Education Through Staff Development-An Overview Indian Experience, 2009) [58]

29 3.5.2: Plan-wise Participants of orientation programme organized by ASCs during Now let us discuss the number of teachers participated in orientation programme during the 1987 to Table 3.04 is representing the numbers of participants sex-wise participated in said programmes during the said duration. The Table shows that during VII-IX plan maximum numbers 2537 male teachers participated in University of Pune for orientation programme, while maximum number of female participants 1092 was found in University of Mumbai for similar duration. In Xth plan , again the maximum number of male participants 811 was participate in University of Pune. In case of female participants, 462 maximum numbers of participants was participated in University of Gauhati. Total number of maximum of participants 1264 was participated in Jamia Millia University, New Delhi. In XIth plan 170 and 166 male and female participants was participated in University of Kerala. Table 3.04 depicts the plan wise participation of the new entrants in the Higher education. About 1, 04,363 participants undergone the training during and out of that the numbers of male and female participation is 67, 260 (64.2%) and 37, 376 (35.8%) respectively. [59]

30 S.NO 1 Table 3.05: Plan-wise number of Refresher courses organized by ASCs during Name of ASCs Jawaharlal Nehru New Delhi University ( ) VII-IX th plan ( ) [60] X th Plan ( ) XI th plan (2008) Total NA Osmania University, Hyderabad Madurai Kamaraj University, Madurai University of Mysore, Mysore University of Rajasthan, Jaipur Sri Venkateshwara University, Tirupati Banaras Hindu University, Varanasi Gauhati University, Guwahati Gujarat University, Ahmedabad Jamia Millia Islamia, New Delhi University of Madaras, Chennai Nagpur University, Nagpur Jawaharlal Nehru Tech. University, Hyderabad Saurashtra University, Rajkot Jadavpur University, Kolkata Andhra University, Vishakhapatnam Guru Nanak Dev University, Amritsar Jai Narayan Vyas University, Jodhpur B.R.A Bihar University, Muzaffarpur University of Bardwan, Bardwan

31 21 University of Kashmir, Srinagar Bharathia University, Coimbatore Dr. H.S. Gour Vishwavidayal, Sagar Kumaun University, Nanital * * Himachal Pradesh University, Shimla Bharathidasn University, Tiruchirapali Bangalore University, Bangalore Kurukshetra University, Kurukshetra North-Eastern Hill University, Shilong * Mauluna Azad Natioinal Urdu University, Hyderabad * * Manipur University, Imphal * * Devi Ahilya Vishwavidyalaya, Indore Punjab University, Chandigarh Sambalpur University, Sambalpur Karnataka University, Dharwad Aligarh Muslim University, Aligarh University of Hyderabad, Hyderabad Pondicherry University, Pondicherry University of Pune, Ganesh khind, Pune University of Clcutta, Kolkata D.D.U. Gorakhpur University, Gorakhpur [61]

32 42 University of Ranchi, Ranchi University of Jammu, Jammu * Dr. B. A. Marathwada University, Aurangabad University of Calicut, Calicut Rani Durgawati, Vishwavidayalya, Jabalpur University of Mumbai, Mumbai University of Lucknow, Lucknow Maharshi Dayanand Saraswati University, Ajmer University of Kerala, Karivattom Goa University, Goa Patna University, Patna University of Allahabad, Allahabad Utkal University, Bhubaneshwar University of Delhi, Delhi Laxmibai National Institute of Physical Education, Gwalior NA NA NA NA 57 Pt. Ravishankar Shukla University, Raipur NA NA NA NA Total NA-Data not available *ASC not yet established **Total number of participants in ASC, University of Hyderabad from in both Ops and RCs is given as 5654 (Source-Rahman, P.F and Ahmed, I Academic Professionalization in Higher Education Through Staff Development-An Overview Indian Experience, 2009) [62]

33 3.5.3: Plan-wise Refresher Course conducted by ASCs during The content of the Refresher course will have essential percentage of the core material in the subject discipline along with required percentage of areas of emergence and priority, essential laboratory and practical component, computer application and I.T. Contents, if required with relevant advancement to the subject discipline. Similarly, refresher courses are meant for experienced teachers, either in their own subject or interdisciplinary/multidisciplinary subjects. As observed from the Table 3.05, it shows that in VII-IXth plan 285 the maximum number of refresher course were organized by University of Pune, 195 courses were conducted by University of Calcutta, 189 refresher courses were conducted for the participants in Aligarh Muslim University, 182 courses were organized by University of Mysore, similarly 171 courses were conducted by the Devi Ahilya Vishwavidayalya, Indore. Rest ASCs also organized a significant number of refresher courses. During, the Xth plan , 139 the maximum number of refresher course were conducted by the University of Kerala, 111 courses were organized by the University of Pune, 87 refresher courses Aligarh Muslim University and 72 courses were conducted by Dr. B.A. Marathwada University, Aurangabad. In XIth plan University of Kerala organized 26 the maximum numbers of refresher courses. Dr. B.A. Marathwada University 18 refresher courses were conducted. 17 refresher courses were organized by the University of Calcutta, 15 refresher courses were organized by D.D.U Gorakhpur and 14 Himachal Pradesh University. Table 3.05 highlights plan-wise breakup of refresher courses conducted by academic staff colleges of India. It shows that about 5040, 2470 and 482 courses have been carried out by different ASCs during , and in 2008 respectively. A total of about 7992 refresher courses have been conducted by different ASCs in India. On an average about 336 refresher courses per year were conducted during , 494 per year during period and 482 in the year Thus there has been consistent growth observed in number of programmes over the years [63]

34 Table 3.06: Plan-wise participants of Refresher courses organized by ASCs during ( ) S.NO Name of ASCs VII-IX th plan ( ) X th Plan ( ) XI th plan (2008) Total Male Total Female Total Male Female Male Female Male Female 1 Jawaharlal Nehru University NA NA New Delhi 2 Osmania University, Hyderabad Madurai Kamaraj University, Madurai 4 University of Mysore, Mysore University of Rajasthan, Jaipur Sri Venkateshwara University, Tirupati 7 Banaras Hindu University, Varanasi 8 Gauhati University, Guwahati Gujarat University, Ahmedabad Jamia Millia Islamia, New Delhi University of Madras, Chennai Nagpur University, Nagpur Jawaharlal Nehru Tech. University, Hyderabad [64]

35 14 Saurashtra University, Rajkot Jadavpur University, Kolkata Andhra University, Vishakhapatnam 17 Guru Nanak Dev University, Amritsar 18 Jai Narayan Vyas University, Jodhpur 19 B.R.A Bihar University, Muzaffarpur 20 University of Bardwan, Bardwan University of Kashmir, Srinagar Bharathia University, Coimbatore 23 Dr. H.S. Gour Vishwavidayal, Sagar 24 Kumaun University, Nanital * * * * Himachal Pradesh University, Shimla 26 Bharathidasn University, Tiruchirapali 27 Bangalore University, Bangalore Kurukshetra University, Kurukshetra 29 North-Eastern Hill University, Shilong * * [65]

36 30 Mauluna Azad Natioinal Urdu * * * * University, Hyderabad 31 Manipur University, Imphal * * * * Devi Ahilya Vishwavidyalaya, Indore 33 Punjab University, Chandigarh Sambalpur University, Sambalpur 35 Karnataka University, Dharwad Aligarh Muslim University, Aligarh 37 University of Hyderabad, Hyderabad** 38 Pondicherry University, Pondicherry 39 University of Pune, Ganesh khind, Pune 40 University of Clcutta, Kolkata D.D.U. Gorakhpur University, Gorakhpur 42 University of Ranchi, Ranchi University of Jammu, Jammu _ Dr. B. A. Marathwada University, Aurangabad 45 University of Calicut, Calicut [66]